Zoekresultaten

Vulnerability Of Charging Infrastructure, A Novel Approach For Improving Charging Station Deployment

Since the first uptake of electric vehicles, policy makers are questioning how to rollout public charging infrastructure in an efficient manner, such that user convenience balances with costs of investment. In some metropolitan areas, the first phase of rollout has been passed, meaning an optimized deployment of future charging stations for electric vehicles (EVs) becomes important to improve the charging infrastructure and ensure customer satisfaction and sufficient service provision. Complex system literature shows that network vulnerability is an important metric, yet, charging infrastructure has not yet been a subject of these simulation models so far. This research, based on real-world data, provides a novel approach for improving the roll-out strategy of municipalities, by treating the charge infrastructure as a complex network of charging stations and defining vulnerability in respect to the availability of its surrounding charging stations within relevant walking distance.

The production of public values through digital platforms

Metaphor Analysis as an Approach for Exploring Theoretical Concepts: The Case of Social Capital

In many fields within management and organizational literature there is considerable debate and controversy about key theoretical concepts and their definitions and meanings. Systematic metaphor analysis can be a useful approach to study the underlying conceptualizations that give rise to these controversies and putting them in perspective. It can help identify the different ways a theoretical concept is structured and given meaning, provide insight into the way these different conceptualizations relate to each other, and show how these conceptualizations impact further theorization about the concept. This article describes the procedure for a systematic analysis of the metaphors used to conceptualize key theoretical concepts. To examine its usefulness, the authors apply the approach to the field of social capital, and in particular to the concept of ‘relationships’ in organizations. In the metaphor analysis of three seminal articles on social capital, the authors identify seven metaphoric concepts for relationships. The metaphors are illuminated as important for providing imagery that adds specific meaning in the process of authors theorizing about social capital like ‘tie’, ‘path’ and ‘bridge’. They add dynamics and controllability to the concepts by attributing an array of verbs like ‘to move between’ or ‘to use’ relationships. In addition, the metaphors allow for the attribution of specific characteristics to the concept of relationships that can be used as variables in theory construction, such as the strength of a relationship or the ‘distance’ between people. These insights are useful in exploring and reconciling differences in social capital definitions.

Voorbeelden en analoog redeneren

Voorbeelden en onderwijs lijken onlosmakelijk met elkaar verbonden. Het gebruik van voorbeelden is vaak zo vanzelfsprekend, dat zelfs in didactische opleidingen niet altijd aandacht wordt besteed aan de voorwaarden voor een optimal gebruik ervan. Voorbeelden blijken echter niet automatisch tot meer kennis en beter begrip te leiden. Leren van en door voorbeelden vereist bewuste aandacht en doet een beroep op analoog redeneren. Er is veel onderzoek gedaan naar de centrale rol van analoog redeneren in leren. De hieruit voortgekomen kennis en inzichten lijken echter nog niet algemeen bekend bij docenten noch breed geïmplementeerd in het onderwijs, zo komt ook naar voren uit een verkennend onderzoek aan De Haagse Hogeschool. Dit artikel vormt een eerste aanzet om kennis en inzichten in analoog redeneren en in het effectief gebruik van voorbeelden bredere bekendheid te geven. De aanbevelingen in het artikel zijn bedoeld om docenten te inspireren en uit te dagen. Abstract. The use of examples for teaching purposes would seem an obvious choice for teachers. This might be the reason why even courses intended to instruct teachers in their future profession sometimes skip over ways to make effective use of examples. However, research has shown that the use of examples does not automatically enhance a learner’s knowledge and understanding. Learning from examples requires conscious effort and attention and calls for analogical reasoning. Although the key role played by analogical reasoning in learning has been widely investigated, an exploratory study conducted among lecturers at The Hague University of Applied Sciences showed that not that many of them were familiar with the findings of these studies nor were these findings featured in their teaching. This article is an attempt to promote the acquisition of scientific knowledge and insights into analogical reasoning and the effective use of examples. The recommendations provided here are meant to inspire and challenge teachers.

The social visuality of distant suffering

Biomimicry design thinking education

Preliminary empirical research conducted by the leading author has shown that design students using biological analogies, or models across different contexts, often misinterpreted these, intentionally or unintentionally, during design. By copying shape or form without integrating the main function of the mimicked biological model, students failed to consider the process or system directing that function when attempting to solve the design need. This article considers the first step in the development of an applicable educational model using distant analogies from nature, by means of biomimicry thinking methodology. The analysis examines results from a base-line exercise taken by students in the Minor Design with Nature during the Spring semester of Industrial Design Engineering at The Hague University of Applied Sciences in 2019, verifying that students without biomimicry training use this hollow approach automatically. This research confirms the gap between where students are at the beginning of the semester and where they need to be as expert sustainable designers when they graduate. These findings provide a starting point for future interventions in biomimicry workshops to improve systematic design thinking through structural and scientifically based iterations of analogical reasoning. https://doi.org/10.1007/s10798-020-09574-1 LinkedIn: https://www.linkedin.com/in/helenkopnina/