Kinderen en jongeren leren niet alleen op school, maar ook daarbuiten. Informele leeromgevingen kunnen ‘het verschil maken’ voor hun ontwikkeling, niet alleen door scholing van kennis en vaardigheden, maar ook als plaats waar jeugdigen nieuwe sociale rollen kunnen ervaren en hun identiteit ontwikkelen. De in dit rapport gepresenteerde studie onderzoekt de leeropbrengsten (kwalificatie, socialisatie en persoonsvorming) van maakprogramma’s voor kinderen en het opleidingsprogramma voor maakplaats-coaches in Maakplaats 021. Gegevensverzameling bestaat uit documentanalyse, zelfevaluaties door kinderen en interviews met maakplaats-coaches. Uit de zelfevaluaties van kinderen en de interviews met maakplaats-coaches blijkt dat kinderen groeien op het gebied van technologie, socialisatie en persoonsvorming. Kinderen geven aan dat zij graag naar de maakplaats komen en er veel leren. De leeractiviteiten die zij zelf benoemen betreffen voornamelijk de technologie. Volgens coaches en ouders groeien de kinderen ook als persoon en ontwikkelen zij hun identiteit. Elkaar hulp geven en hulp vragen – een belangrijke vaardigheid die geoefend kan worden in informele leeromgevingen – blijft iets achter bij de andere leeropbrengsten.
As the Dutch electric vehicle (EV) fleet continues to expand, so will the amount of charging sessions increase. This expanding demand for energy will add on to the already existing strain on the grid, primarily during peak hours on workdays in the early morning and evening. This growing energy demand requires new methods to handle the charging of EVs, to distribute the available energy in the most effective way. Therefore, a large number of ‘smart charging’ initiatives have recently been developed, whereby the charging session of the EV is based on the conditions of the energy grid. However, the term smart charging is used for a variety of smart charging initiatives, often involving different optimization strategies and charging processes. For most practitioners, as well as academics, it is hard to distinguish the large range of smart charging initiatives initiated in recent years, how they differentiate from each other and how they contribute to a smarter charging infrastructure. This paper has the objective to provide an overview of smart charging initiatives in the Netherlands and develop a categorization of smart charging initiatives regarding objectives, proposed measures and intended contributions. We will do so by looking at initiatives that focus on smart charging at a household level, investigating the smart charging possibilities for EV owners who either make use of a private or (semi-)public charging point. The different smart charging initiatives will be analyzed and explicated in combination with a literature study, focusing on the different optimization strategies and requirements to smart charge an electric vehicle.
Purpose: In Amsterdam – the Netherlands – we know that children living in low income households have a lower health status and report lower physical activity levels than their peers in middle- or high-income households. Seven primary schools located in neighborhoods with a low social-economic status are currently developing their own active school using the ‘Creating Active Schools Framework’. This study was conducted to assess the current physical activity and sedentary behavior patterns during and after school of the pupils in these seven primary schools.Methods: In this cross-sectional study, we collect data in seven schools located within an Amsterdam neighborhood with a low social economic status score. Within each school, 4 classes are eligible for participation. Children wear an accelerometer from Monday morning until Friday afternoon to assess physical activity levels. Parents of participating children are asked to complete a questionnaire on baseline characteristics, wellbeing and out of school physical activity behaviors. The mean sedentary time (ST), low physical activity (LPA) time and Moderate to Vigorous physical activity (MVPA) time will be calculated. The association between the outcomes of the accelerometer data and gender and health related outcomes reported by parents will be assessed.Results: The data will be collected between March and May 2023. We will present the average LPA and MVPA during and after school time. The duration of the ST bouts during and after schooltime. And associations between ST, LPA and MVPA and gender and health related outcomes.Conclusions: The results of this study will be used to support local school teams in the development and implementation of local action plans towards a school day that involves less sitting and more physical activity.
