It is assumed by the projects demonstrating Positive Energy District (PED) concepts in cities across Europe that citizens should want and need to be involved in the development of new energy concepts, such as PEDs for these concepts to be deployed successfully. Six different PED research and innovation projects are investigating the types and expectations of citizen engagement. They evaluate the impact of energy citizenship on the success of PED deployment across Europe.
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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.
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Positive Energy Districts (PEDs) are potential high-impact climate change mitigation actions towards low carbon or even climate neutral cities. This implies that the energy performance and greenhouse gas emissions of PEDs need to be assessed. To this end, an accounting methodology, metrics, supporting (accounting) tools, and reporting are necessary that capture the full energy and climate impact of PEDs. The European Commission's Building Energy Specification Table (BEST) provides a methodological approach for calculating the energy balance of PEDs. The BEST is a formal requirement of the European Commission's proposal process, with respect to the Horizon 2020 funding program. An improved methodology for calculating the annual energy balance of a of PED, based on the international standard ISO52000, was developed by the Making City project in 2020. In this paper, we evaluate and compare accounting methods for assessing the energy performance of PEDs and conclude on their use and shortcomings. The hypothesis to be explored is that current accounting practices are based on accounting at a building level and alternative methodologies are needed to capture the full impacts at a district level. To this end, we apply the current approaches on the ATELIER project's PED pilot in Buiksloterham, Amsterdam, which will serve as a case study to illustrate the differences in outcomes and in the use of the results in evaluation and policy making. Consequently, we reflect and recommend on improved approaches and methodologies.
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The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student self-efficacy, confirming the role of mastery experiences and social persuasions in enhancing student self-efficacy as stated by social cognitive theory. Findings do not confirm mastery experiences as being a stronger source of self-efficacy information than social persuasions. Study results confirm the predictive role of students’ self-efficacy on their competence outcomes. Mediation analysis results indicate that student’s perceptions of assessment have an indirect effect on student’s competence evaluation outcomes through student’s self-efficacy. Study findings highlight which assessment characteristics, positively influencing students’ learning, contribute to the effectiveness of competence-based education. Limitations of the study and directions for future research are indicated.
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To help the cities realise their positive energy districts, the Atelier project includes a capacity building programme, in which professionals in the partner cities can learn from each other and experts how to make their ambitions come true. Amsterdam University of Applied Sciences is one of the partners to design the training, learning, and coaching activities. Here are five hard questions to give an impression on what kind of knowledge and expertise is needed.
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Positive Energy Districts (PEDs) are a promising approach to urban energy transformation, aiming to optimize local energy systems and deliver environmental, social and economic benefits. However, their effectiveness and justification for investment rely on understanding the additional value they provide (additionality) in comparison to current policies and planning methods. The additionality perspective is not used yet in current evaluations of PED demonstrations and pilots. Therefore, this paper introduces the concept of additionality in the evaluation of PEDs, focusing on the additional benefits they bring and the circumstances under which they are most effective. We discuss the additionality of PEDs in addressing the challenges of climate neutrality and energy system transformation in three European cities that are funded by the European Commission’s H2020 Programme. It should be noted that given the ongoing status of these projects, the assessment is mainly based on preliminary results, as monitoring is still ongoing and quantitative results are not yet available. The paper discusses the drivers and barriers specific to PEDs, and highlights the challenges posed by technical complexities, financing aspects and social and legal restrictions. Conclusions are drawn regarding the concept of additionality and its implications for the wider development of PEDs as a response to the challenges of climate neutrality and energy system transformation in cities. We conclude that the additionality perspective provides valuable insights into the impact and potential of PEDs for societal goals and recommend this approach for use in the final evaluation of R&I projects involving PEDs using actual monitored data on PEDs.
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Grenzen zijn binnen onderwijs en opvoeding een klassiek thema. Maar waar enerzijds een roep is om meer en hardere (opvoedings)grenzen, voelen we anderzijds ook een verlegenheid bij het stellen van die grenzen. Waar komt dat ongemak vandaan en hoe gaan we ermee om? Hoogleraar Maatschappelijke Opvoedingsvraagstukken Micha de Winter beantwoordt zeven vragen over het vraagstuk
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