Evaluation of an Australian Solar Community : Implications for Education and Training

1.1 Background What is renewable energy education and training? A cursory exploration of the International Solar Energy Society website (www.ises.org) reveals numerous references to education and training, referring collectively to concepts of the transfer and exchange of information and good practices, awareness raising and skills development. The purposes of such education and training relate to changing policy, stimulating industry, improving quality control and promoting the wider use of renewable energy sources. The primary objective appears to be to accelerate a transition to a better world for everyone (ISEE), as the greater use of renewable energy is seen as key to climate recovery; world poverty alleviation; advances in energy security, access and equality; improved human and environmental health; and a stabilized society. The Solar Cities project – Habitats of Tomorrow – aims at promoting the greater use of renewable energy within the context of long term planning for sustainable urban development. The focus is on cities or communities as complete systems; each one a unique laboratory allowing for the study of urban sustainability within the context of a low carbon lifestyle. The purpose of this paper is to report on an evaluation of a Solar Community in Australia, focusing specifically on the implications (i) for our understandings and practices in renewable energy education and training and (ii) for sustainability outcomes. 1.2 Methodology The physical context is a residential Ecovillage (a Solar Community) in sub-tropical Queensland, Australia (latitude 28o south). An extensive Architectural and Landscape Code (A&LC) ‘premised on the interconnectedness of all things’ and embracing ‘both local and global concerns’ governs the design and construction of housing in the estate: all houses are constructed off-ground (i.e. on stumps or stilts) and incorporate a hybrid approach to the building envelope (mixed use of thermal mass and light-weight materials). Passive solar design, gas boosted solar water heaters and a minimum 1kWp photovoltaic system (grid connected) are all mandatory, whilst high energy use appliances such as air conditioners and clothes driers are not permitted. Eight families participated in an extended case study that encompassed both quantitative and qualitative approaches to better understand sustainable housing (perceived as a single complex technology) through its phases of design, construction and occupation. 1.3 Results The results revealed that the level of sustainability (i.e. the performance outcomes in terms of a low-carbon lifestyle) was impacted on by numerous ‘players’ in the supply chain, such as architects, engineers and subcontractors, the housing market, the developer, product manufacturers / suppliers / installers and regulators. Three key factors were complicit in the level of success: (i) systems thinking; (ii) informed decision making; and (iii) environmental ethics and business practices. 1.4 Discussion The experiences of these families bring into question our understandings and practices with regard to education and training. Whilst increasing and transferring knowledge and skills is essential, the results appear to indicate that there is a strong need for expanding our education efforts to incorporate foundational skills in complex systems and decision making processes, combined with an understanding of how our individual and collective values and beliefs impact on these systems and processes

Web-based learning environment based on students’ needs

Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a webbased learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning

Evaluating the Legacy Careers Project.

The Legacy Careers Project was a five day programme of career enrichment activities for schools in East London. The programme ran from June to December 2013 with students moving from Year 8 to Year 9. It provided information and activities to support students to better understand their future career options. The project takes its inspiration from the Olympic Games and is informed by the opportunities offered by Queen Elizabeth Olympic Park. This paper sets out the findings of an evaluation of the project conducted by the International Centre for Guidance Studies. The evaluation concludes that the project was successful. Evaluators noted the delivery of an effective and coherent career learning programme that aligned well with best practice in the sector. Key indicators of success are as follows: • Students who participated in the programme reported that they enjoyed the experience and found it useful; • A high level of learning could be observed throughout the programme; • Students reported that they had developed their skills and attributes through the programme; • There was evidence of greater purposefulness in thinking about their next career destination; • The programme exceeded the initial target of 200 participants by providing 770 students (year 8, moving to year 9) and an additional 70 team leaders (year 12) with career enrichment activities outside of the classroom; • There was a high level of positive engagement from the schools involved in the programme; and • The programme also provided opportunities for a group of sixth form team leaders. These students also reported improvements in their self-confidence (53%), leadership skills (47%) and other skills and attributes.London Legacy Development Corporatio

Assessing Unmet Needs of Caregivers after Stroke: Occupational Therapist Practices and Perspectives

Background: Family caregivers of stroke survivors often feel unprepared and overwhelmed post discharge with numerous unmet needs. Occupational therapists can play an integral role in addressing family caregivers’ needs. Limited research exists on assessment practices of occupational therapists in identifying caregivers’ needs poststroke. This study explores the practices and perspectives of occupational therapists in assessing unmet caregivers’ needs. Method: A cross-sectional, mixed methods research design was used to electronically survey 15 occupational therapists. Part 1 of the survey explored participant methods for identifying caregivers’ needs and their views on using formal caregiver assessment tools. Part 2 gathered participant perspectives on three selected caregiver assessments. Descriptive statistics and thematic analysis were used to interpret the data. Results: The participants perceive formal assessments as beneficial. However, they use informal strategies to assess the unmet needs of caregivers rather than formal assessment. Reimbursement challenges, productivity pressure, and questionable necessity are barriers to conducting formal assessments. Advantages and disadvantages of each assessment are discussed. Conclusion: Occupational therapists face barriers to conducting formal assessment across settings. Implementation of recent policies is needed to further support occupational therapy’s role in addressing caregivers’ needs. This study can inform future development of assessment tools tailored to occupational therapy

Universities, regional policy and the knowledge economy

This article focuses on the spatial clustering dimension of new information and communications technology (ICT)-driven economic activity based on knowledge industries and especially the tacit knowledge synergies to be achieved through networking in geographical space. The article first details the new knowledge economy, reviewing claims made for its distinctiveness and its role in raising levels of productivity before turning to a brief study of the clustering effects of new ICT-driven economic activity and the development of policies designed to enhance regional development. The remainder of the article details a case study – Univercities: the Manchester Knowledge Capital Initiative – in the North-west of the United Kingdom based on recent research into the attempt to create a ‘Knowledge Capital’ within the Greater Manchester conurbation, which is designed to position Manchester at the heart of the knowledge economy