368 research outputs found

    Interdisciplinarity in the Age of the Triple Helix: a Film Practitioner's Perspective

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    This integrative chapter contextualises my research including articles I have published as well as one of the creative artefacts developed from it, the feature film The Knife That Killed Me. I review my work considering the ways in which technology, industry methods and academic practice have evolved as well as how attitudes to interdisciplinarity have changed, linking these to Etzkowitz and Leydesdorff’s ‘Triple Helix’ model (1995). I explore my own experiences and observations of opportunities and challenges that have been posed by the intersection of different stakeholder needs and expectations, both from industry and academic perspectives, and argue that my work provides novel examples of the applicability of the ‘Triple Helix’ to the creative industries. The chapter concludes with a reflection on the evolution and direction of my work, the relevance of the ‘Triple Helix’ to creative practice, and ways in which this relationship could be investigated further

    ATHENA Research Book, Volume 2

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    ATHENA European University is an association of nine higher education institutions with the mission of promoting excellence in research and innovation by enabling international cooperation. The acronym ATHENA stands for Association of Advanced Technologies in Higher Education. Partner institutions are from France, Germany, Greece, Italy, Lithuania, Portugal and Slovenia: University of Orléans, University of Siegen, Hellenic Mediterranean University, Niccolò Cusano University, Vilnius Gediminas Technical University, Polytechnic Institute of Porto and University of Maribor. In 2022, two institutions joined the alliance: the Maria Curie-Skłodowska University from Poland and the University of Vigo from Spain. Also in 2022, an institution from Austria joined the alliance as an associate member: Carinthia University of Applied Sciences. This research book presents a selection of the research activities of ATHENA University's partners. It contains an overview of the research activities of individual members, a selection of the most important bibliographic works of members, peer-reviewed student theses, a descriptive list of ATHENA lectures and reports from individual working sections of the ATHENA project. The ATHENA Research Book provides a platform that encourages collaborative and interdisciplinary research projects by advanced and early career researchers

    A review of commercialisation mechanisms for carbon dioxide removal

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    The deployment of carbon dioxide removal (CDR) needs to be scaled up to achieve net zero emission pledges. In this paper we survey the policy mechanisms currently in place globally to incentivise CDR, together with an estimate of what different mechanisms are paying per tonne of CDR, and how those costs are currently distributed. Incentive structures are grouped into three structures, market-based, public procurement, and fiscal mechanisms. We find the majority of mechanisms currently in operation are underresourced and pay too little to enable a portfolio of CDR that could support achievement of net zero. The majority of mechanisms are concentrated in market-based and fiscal structures, specifically carbon markets and subsidies. While not primarily motivated by CDR, mechanisms tend to support established afforestation and soil carbon sequestration methods. Mechanisms for geological CDR remain largely underdeveloped relative to the requirements of modelled net zero scenarios. Commercialisation pathways for CDR require suitable policies and markets throughout the projects development cycle. Discussion and investment in CDR has tended to focus on technology development. Our findings suggest that an equal or greater emphasis on policy innovation may be required if future requirements for CDR are to be met. This study can further support research and policy on the identification of incentive gaps and realistic potential for CDR globally

    PROCEEDINGS 5th PLATE Conference

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    The 5th international PLATE conference (Product Lifetimes and the Environment) addressed product lifetimes in the context of sustainability. The PLATE conference, which has been running since 2015, has successfully been able to establish a solid network of researchers around its core theme. The topic has come to the forefront of current (political, scientific & societal) debates due to its interconnectedness with a number of recent prominent movements, such as the circular economy, eco-design and collaborative consumption. For the 2023 edition of the conference, we encouraged researchers to propose how to extend, widen or critically re-construct thematic sessions for the PLATE conference, and the paper call was constructed based on these proposals. In this 5th PLATE conference, we had 171 paper presentations and 238 participants from 14 different countries. Beside of paper sessions we organized workshops and REPAIR exhibitions

    Smart Cities and Social Sustainability: A critical analysis of the Indian Smart Cities Mission

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    Smart cities are seen as the new way of securing sustainable urban development to address pressing issues of global urbanization. Sustainability is still often conceived through an environmental lens, yet any change in the built environment has implications for the social dimension of sustainability. Social sustainability is a dynamic concept that combines design of the physical realm with the design of the social world and promotes infrastructure to support social needs and concerns. While smart cities primarily aim at enhancing performance through an innovative use of digital data and technology, a social sustainability perspective stresses the critical interconnections between people and place. Through a critical literature review, this thesis establishes a dialogue between the smart city and social sustainability. It evaluates the smart city concept from a social sustainability perspective within a built environment paradigm. A multi-stage conceptual framework is advanced to study both the social objectives and outcomes of smart city policies. The conceptual framework aims to extract the major contextual social sustainability thematic factors and to evaluate the nature and nuances of social dimensions in smart cities. This is applied to the case of Smart Cities Mission (SCM) in India. A multi-scalar analysis evaluates the social environment of the smart cities at three levels – an overall examination of the Mission guidelines, analysis of 100 smart cities’ aspirations, and an empirical focus on the two smart cities – Bhubaneswar and Faridabad. The analysis shows that the deliberation on global smart cities still lacks focus on social equity and inclusion. SCM acknowledges the significance of social sustainability to achieve balanced urban growth with references to social capital, inclusion and equity, infrastructure, and collaboration. However, the study indicates that they are not comprehensively delivered. This thesis systematically identifies an array of challenges and opportunities of the 100 SCM in India to develop smart ‘social’ cities. The broader message of the research is that social sustainability is an integral component of the urban agenda and appropriate steps must be taken to align social needs with urban development under the increasingly common but elusive smart city banner

    Learning Outcomes of Classroom Research

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    Personal pronouns are a linguistic device that is used to engage students at various educational levels. Personal pronouns are multifunctional, and their functions range from inclusion to exclusion, and include establishing of rapport with students. In this chapter, we compare the use of personal pronouns at university and secondary school levels. Our previous study (Yeo & Ting, 2014) showed the frequent use of you in lecture introductions (2,170 instances in the 37,373-word corpus) to acknowledge the presence of students. The arts lecturers were more inclusive than the science lecturers, reflected in the less frequent use of exclusive-we and we for one, as well as the frequent use of you-generalised. We have also compiled and analysed a 43,511-word corpus from 15 English lessons in three Malaysian secondary schools. This corpus yielded 2,019 instances of personal pronoun use. The results showed that you was the most frequently used personal pronoun, followed by we and I. You-audience was used more than you-generalised, and the main function was to give instructions to students. The teachers appeared to be more directive than the lecturers in the previous study, who sometimes used the inclusive-we for you and I and we for I to lessen the social distance with students, indicating that the discourse functions of personal pronouns vary with the educational context. The findings suggest that educators can be alerted to the versatility of personal pronouns, for example, for engaging students in the lesson and for asserting authority in the subject matter. Keywords: student engagement; personal pronouns; lecture; classroom; teache

    State of the Art and Future Perspectives in Smart and Sustainable Urban Development

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    This book contributes to the conceptual and practical knowledge pools in order to improve the research and practice on smart and sustainable urban development by presenting an informed understanding of the subject to scholars, policymakers, and practitioners. This book presents contributions—in the form of research articles, literature reviews, case reports, and short communications—offering insights into the smart and sustainable urban development by conducting in-depth conceptual debates, detailed case study descriptions, thorough empirical investigations, systematic literature reviews, or forecasting analyses. This way, the book forms a repository of relevant information, material, and knowledge to support research, policymaking, practice, and the transferability of experiences to address urbanization and other planetary challenges

    Using Active Learning to Teach Critical and Contextual Studies: One Teaching Plan, Two Experiments, Three Videos.

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    Since the 1970s, art and design education at UK universities has existedas a divided practice; on the one hand applying active learning in thestudio and on the other hand enforcing passive learning in the lecturetheatre. As a result, art and design students are in their vast majorityreluctant about modules that may require them to think, read and writecritically during their academic studies. This article describes, evaluatesand analyses two individual active learning experiments designed todetermine if it is possible to teach CCS modules in a manner thatencourages student participation. The results reveal that opting foractive learning methods improved academic achievement, encouragedcooperation, and enforced an inclusive classroom. Furthermore, andcontrary to wider perception, the article demonstrates that activelearning methods can be equally beneficial for small-size as well aslarge-size groups
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