Hands‐on simulations are increasingly used in vocational oriented curricula to create meaningful, occupation‐related learning experiences. However, more insight is required about precisely what characteristics in hands‐on simulations enhance outcomes that students need for their future occupation, such as competencies. This study aims to examine how constructivist pedagogical–didactic design principles affect competence development of senior vocational education and professionally oriented bachelor's degree students in a wide range of hands‐on simulations. For this purpose, 23 hands‐on simulations were studied. Teachers rated the degree of authenticity and self‐directedness of the hands‐on simulations. Student perceptions (N = 516) of value, authenticity and self‐directedness (operationalized as choice), as well as their competence development, were gathered using questionnaires. The results of the hierarchical regression analyses showed that: (1) authenticity and self‐directedness did not automatically lead to more competence development; and (2) student perceptions of perceived value, authenticity and choice of how to perform tasks were the main predictors of competence development in the simulations. Nonetheless, the additional mediation analyses suggest that it is still important for teachers to invest in learning activities that stimulate self‐directedness as these activities indirectly predicted competence development, through student perceptions. Several reasons for the results are discussed, among them the mismatch between teachers and students of what was considered authentic, complexity of the simulations, the teacher's role as facilitator instead of activator and the lack of choice possibilities. Ideas for future research, as well as practical implications concerning designing and implementing hands‐on simulations for fostering competence development, are suggested.
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For many decades, teacher-structured hands-on simulations have been used in education mainly for developing procedural and technical skills. Stimulating contemporary learning outcomes suggests more constructivist approaches. The aim of this study is to examine how self-regulated learning (SRL), an important constructivist learning environment characteristic, is expressed in hands-on simulations. Via structured observations of teachers’ SRL promoting strategies and students’ SRL strategies in eight hands-on simulations, along the three phases of SRL, this study is the first to expose whether students and teachers use SRL in hands-on simulations, what these strategies look like and what their quality is. The results show that both students and teachers demonstrate SRL behaviour in the forethought, performance and reflection phase to some extent, but that they vary considerably in their occurrences, form and quality and provide opportunities for improvement. For example, teacher strategies ‘modelling’ and ‘scaffolding’ were often used, while ‘giving attribution feedback’ and ‘evaluation’ were lacking. The student strategy ‘proposing methods for task performance’ was used regularly, while ‘goal-setting’ and ‘self-monitoring’ were often absent. An overview shows exemplary teacher and student behaviours in the SRL phases with lower, medium and higher quality in hands-on simulations.
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Plant photosynthesis and biomass production are associated with the amount of intercepted light, especially the light distribution inside the canopy. Three virtual canopies (n = 80, 3.25 plants/m2) were constructed based on average leaf size of the digitized plant structures: ‘small leaf’ (98.1 cm2), ‘medium leaf’ (163.0 cm2) and ‘big leaf’ (241.6 cm2). The ratios of diffuse light were set in three gradients (27.8%, 48.7%, 89.6%). The simulations of light interception were conducted under different ratios of diffuse light, before and after the normalization of incident radiation. With 226.1% more diffuse light, the result of light interception could increase by 34.4%. However, the 56.8% of reduced radiation caused by the increased proportion of diffuse light inhibited the advantage of diffuse light in terms of a 26.8% reduction in light interception. The big-leaf canopy had more mutual shading effects, but its larger leaf area intercepted 56.2% more light than the small-leaf canopy under the same light conditions. The small-leaf canopy showed higher efficiency in light penetration and higher light interception per unit of leaf area. The study implied the 3D structural model, an effective tool for quantitative analysis of the interaction between light and plant canopy structure.
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This article delves into the acceptance of autonomous driving within society and its implications for the automotive insurance sector. The research encompasses two different studies conducted with meticulous analysis. The first study involves over 600 participants involved with the automotive industry who have not yet had the opportunity to experience autonomous driving technology. It primarily centers on the adaptation of insurance products to align with the imminent implementation of this technology. The second study is directed at individuals who have had the opportunity to test an autonomous driving platform first-hand. Specifically, it examines users’ experiences after conducting test drives on public roads using an autonomous research platform jointly developed by MAPFRE, Universidad Carlos III de Madrid, and Universidad Politécnica de Madrid. The study conducted demonstrates that the user acceptance of autonomous driving technology significantly increases after firsthand experience with a real autonomous car. This finding underscores the importance of bringing autonomous driving technology closer to end-users in order to improve societal perception. Furthermore, the results provide valuable insights for industry stakeholders seeking to navigate the market as autonomous driving technology slowly becomes an integral part of commercial vehicles. The findings reveal that a substantial majority (96% of the surveyed individuals) believe that autonomous vehicles will still require insurance. Additionally, 90% of respondents express the opinion that policies for autonomous vehicles should be as affordable or even cheaper than those for traditional vehicles. This suggests that people may not be fully aware of the significant costs associated with the systems enabling autonomous driving when considering their insurance needs, which puts the spotlight back on the importance of bringing this technology closer to the general public.
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Background: Acquiring the theoretical and practical knowhow of conducting patient and public involvement (PPI) in research is not part of the traditional curriculum of researchers. Zuyd University of Applied Sciences and Huis voor de Zorg, a regional umbrella patient organization, therefore started a 1.5-year coaching programme. Objective: To establish a community of practice by developing a PPI coaching programme for senior and junior health services researchers of Zuyd University. The context consisted of research projects conducted by the participants. Methods: A participatory action research methodology. Data were collected from reports of thematic group meetings and individual sessions with participants, field notes and regular reflection meetings with the project team. Data were analysed by reflexive deliberation. Findings: The programme comprised a kick-off meeting (52 attendees), followed by 7 group meetings with 11 junior and 9 senior researchers. The project team constructed a serious game based on the concept of the participation ladder. Questions and concerns differed for junior and senior researchers, and separate tailored meetings were organized for both groups. Between group meetings, participants received individual assignments. Group meetings were accompanied by individual coaching sessions to provide tailor-made feedback. The programme concluded with a combined meeting with all stakeholders. Conclusion: Building a community of PPI practice through action research facilitates the development of a coaching programme that fosters social learning, empowerment and the development of a shared identity concerning PPI. The role and responsibilities of senior researchers should be distinguished from those of junior researchers.
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As Vehicle-to-Everything (V2X) communication technologies gain prominence, ensuring human safety from radiofrequency (RF) electromagnetic fields (EMF) becomes paramount. This study critically examines human RF exposure in the context of ITS-5.9 GHz V2X connectivity, employing a combination of numerical dosimetry simulations and targeted experimental measurements. The focus extends across Road-Side Units (RSUs), On-Board Units (OBUs), and, notably, the advanced vehicular technologies within a Tesla Model S, which includes Bluetooth, Long Term Evolution (LTE) modules, and millimeter-wave (mmWave) radar systems. Key findings indicate that RF exposure levels for RSUs and OBUs, as well as from Tesla’s integrated technologies, consistently remain below the International Commission on Non-Ionizing Radiation Protection (ICNIRP) exposure guidelines by a significant margin. Specifically, the maximum exposure level around RSUs was observed to be 10 times lower than ICNIRP reference level, and Tesla’s mmWave radar exposure did not exceed 0.29 W/m2, well below the threshold of 10 W/m2 set for the general public. This comprehensive analysis not only corroborates the effectiveness of numerical dosimetry in accurately predicting RF exposure but also underscores the compliance of current V2X communication technologies with exposure guidelines, thereby facilitating the protective advancement of intelligent transportation systems against potential health risks.
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We developed a lesson where students construct a qualitative representation to learn how clock genes are regulated. Qualitative representations provide a non-numerical description of system behavior, focusing on causal relation-ships and system states. They align with human reasoning about system dy-namics and serve as valuable learning tools for understanding both domain-specific systems and developing broader systems thinking skills.The lesson, designed for upper secondary and higher education, is imple-mented in the DynaLearn software at Level 4, where students can model feedback loops. Students construct the representation step by step, guided by a structured workbook and built-in support functions within the software. At each step, they run simulations to examine system behavior and reflect on the results through workbook questions. To ensure scientific accuracy, the representation and workbook were evaluated by domain experts.The lesson begins with modeling how increasing BMAL:CLOCK activity enhances the transcription of PER and CRY genes through binding to the E-box. Next, students explore how mRNA production and degradation—two opposing processes—regulate mRNA levels. This is followed by modeling translation at the ribosomes, where PER and CRY proteins are synthesized and subsequently degraded, again illustrating competing regulatory process-es. Students then model how PER and CRY proteins form a complex that translocates to the nucleus, inhibiting CLOCK:BMAL binding and establish-ing a negative feedback loop. Finally, they extend their understanding by ex-ploring how CLOCK:BMAL also regulates the AVP gene, linking clock genes to broader physiological processes.
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Bachelor students of Hotel Management School Maastricht, part of Zuyd University of Applied Sciences in the Netherlands, start their educational program with a semester of orientation on Hotel Operations in theory and practice. The teaching staff was curious about students’ perception of what they learn during their duty in the Teaching Hotel Château Bethlehem. Students were interviewed about the learning environment, the coaching and their learning outcomes. The interview findings gave insight in different unexpected and subconscious learning outcomes together with the conditions under which they occur during practice-based learning. Findings were presented to the teaching staff during a work conference. The entire team emphasised the value of the research method for fine-tuning students’ learning outcomes.
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Presentation of the paper under the same name at the INCOSE SySTEAM: 2023 Inaugural Conference
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Renewable energy sources have an intermittent character that does not necessarily match energy demand. Such imbalances tend to increase system cost as they require mitigation measures and this is undesirable when available resources should be focused on increasing renewable energy supply. Matching supply and demand should therefore be inherent to early stages of system design, to avoid mismatch costs to the greatest extent possible and we need guidelines for that. This paper delivers such guidelines by exploring design of hybrid wind and solar energy and unusual large solar installation angles. The hybrid wind and solar energy supply and energy demand is studied with an analytical analysis of average monthly energy yields in The Netherlands, Spain and Britain, capacity factor statistics and a dynamic energy supply simulation. The analytical focus in this paper differs from that found in literature, where analyses entirely rely on simulations. Additionally, the seasonal energy yield profile of solar energy at large installation angles is studied with the web application PVGIS and an hourly simulation of the energy yield, based on the Perez model. In Europe, the energy yield of solar PV peaks during the summer months and the energy yield of wind turbines is highest during the winter months. As a consequence, three basic hybrid supply profiles, based on three different mix ratios of wind to solar PV, can be differentiated: a heating profile with high monthly energy yield during the winter months, a flat or baseload profile and a cooling profile with high monthly energy yield during the summer months. It is shown that the baseload profile in The Netherlands is achieved at a ratio of wind to solar energy yield and power of respectively Ew/Es = 1.7 and Pw/Ps = 0.6. The baseload ratio for Spain and Britain is comparable because of similar seasonal weather patterns, so that this baseload ratio is likely comparable for other European countries too. In addition to the seasonal benefits, the hybrid mix is also ideal for the short-term as wind and solar PV adds up to a total that has fewer energy supply flaws and peaks than with each energy source individually and it is shown that they are seldom (3%) both at rated power. This allows them to share one cable, allowing “cable pooling”, with curtailment to -for example-manage cable capacity. A dynamic simulation with the baseload mix supply and a flat demand reveals that a 100% and 75% yearly energy match cause a curtailment loss of respectively 6% and 1%. Curtailment losses of the baseload mix are thereby shown to be small. Tuning of the energy supply of solar panels separately is also possible. Compared to standard 40◦ slope in The Netherlands, facade panels have smaller yield during the summer months, but almost equal yield during the rest of the year, so that the total yield adds up to 72% of standard 40◦ slope panels. Additionally, an hourly energy yield simulation reveals that: façade (90◦) and 60◦ slope panels with an inverter rated at respectively 50% and 65% Wp, produce 95% of the maximum energy yield at that slope. The flatter seasonal yield profile of “large slope panels” together with decreased peak power fits Dutch demand and grid capacity more effectively.
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