This report relates to the Horizon 2020 project entitled ‘Making City’. The report was conducted by the Hanze University of Applied Sciences to the benefit of theMunicipality of Groningen and other consortium partners in the Making City project and addresses the legal impediments that may arise when creating and achieving a Positive Energy District (PED). In doing so, it specifically addresses the situation in the city of Groningen and the legal framework of the Netherlands.This report highlights legal developments of (upcoming) EU and mostly Dutch legislation related to a PED, such as the Collective Heat and Supply Act (Warmtewet) and the Environmental Act. Moreover, smart contracts used in the Block chain technology is discussed and a chapter on Intellectual Property legislation is included which becomes relevant when using new innovations and technologies. Furthermore, it identifies certain legal barriers that emerged in the establishment of the Groningen PED.
Uit het rapport: "Deze onderzoeksagenda is tot stand gebracht door de lectoren die samenwerken in het Nationaal Lectoren Platform Urban Energy. Alle betrokkenen bij het platform zijn in staat gesteld om bij te dragen aan de tekst, speciale dank daarbij voor de bijdragen en commentaren vanuit de TKI Urban Energy en de HCA topsector Energie."
Energy transition is key to achieving a sustainable future. However, in this transition, an often neglected pillar is raising awareness and educating individuals on the benefits, complexities, and urgency of renewable energy supply and energy efficiency. This paper exemplifies an educational practice to create awareness on sustainable energy transition by playing a “serious” game, the We Energy Game. Concretely, this qualitative study aims to analyze communicational and educational aspects of the game by making use of a validated framework for serious games analysis, and to expose the opinion of players after maintaining group discussions. The analysis reveals a detailed insight of narrative elements, messages, and gameplay mechanisms, but also educative aspects to be considered by teachers if they are interested in putting the game into practice in their classes. The group discussion reveals that the game has been more successful in achieving cognitive (understanding/knowledge) and affective (emotion/interest and concern) engagement than in motivating attitudinal or behavioral engagement.