Hawk on Wire: Ecopoems by Scott T. Starbuck

Review of Scott T. Starbuck’s Hawk on Wire: Ecopoem

Winter Wren by Theresa Kishkan

Review of Theresa Kishkan\u27s Winter Wren

Niche by Basma Kavanagh

Review of Basma Kavanagh\u27s Niche

From the Tundra to the Trenches by Eddy Weetaltuk

Review of Eddy Weetaltuk\u27s From the Tundra to the Trenches

Yardwork: A Biography of an Urban Place by Daniel Coleman

Review of Daniel Coleman\u27s Yardwork: A Biography of an Urban Place

The Lost Letters by Catherine Greenwood

Review of Catherine Greenwood\u27s The Lost Letters

New dispatching paradigm in power systems including EV charging stations and dispersed generation: A real test case

Electric Vehicles (EVs) are becoming one of the main answers to the decarbonization of the transport sector and Renewable Energy Sources (RES) to the decarbonization of the electricity production sector. Nevertheless, their impact on the electric grids cannot be neglected. New paradigms for the management of the grids where they are connected, which are typically distribution grids in Medium Voltage (MV) and Low Voltage (LV), are necessary. A reform of dispatching rules, including the management of distribution grids and the resources there connected, is in progress in Europe. In this paper, a new paradigm linked to the design of reform is proposed and then tested, in reference to a real distribution grid, operated by the main Italian Distribution System Operator (DSO), e-distribuzione. First, in reference to suitable future scenarios of spread of RES-based power plants and EVs charging stations (EVCS), using Power Flow (PF) models, a check of the operation of the distribution grid, in reference to the usual rules of management, is made. Second, a new dispatching model, involving DSO and the resources connected to its grids, is tested, using an Optimal Power Flow (OPF) algorithm. Results show that the new paradigm of dispatching can effectively be useful for preventing some operation problems of the distribution grids

Motivation as a predictor of dental students’ affective and behavioral outcomes: Does the quality of motivation matter?

Since the motivation to study and engage in academic activities plays a key role in students’ learning experience and well-being, gaining a better understanding of dental students’ motivations can help educators implement interventions to support students’ optimal motivations. The aim of this study, grounded in self-determination theory, was to determine the predictive role of different types of motivation (autonomous motivation, controlled motivation, and amotivation) in the affective and behavioral outcomes of dental students. Amotivation is the absence of drive to pursue an activity due to a failure to establish relationships between activity and behavior; controlled motivation involves behaving under external pressure or demands; and autonomous motivation is an internalized behavior with a full sense of volition, interest, choice, and self-determination. A cross-sectional correlational study was conducted in 2016, in which 924 students (90.2% response rate) from years one to six agreed to participate, granting permission to access their current GPAs and completing four self-reported questionnaires on academic motivation, study strategies, vitality, and self-esteem. The results showed that self-determined motivation (i.e., autonomous over controlled motivation) was positively associated with vitality, self-esteem, and deep study strategies and negatively associated with surface study strategies. The contrary results were found for amotivation. In the motivational model, deep study strategies showed a positive association with students’ academic performance. Contrary results were found for surface study strategies. This study extends understanding of the differentiation of motivation based on its quality types and suggests that being motivated does not necessarily lead to positive educational outcomes. Autonomous motivation, in contrast to controlled motivation and amotivation, should be supported to benefit students with regard to their approaches to learning and well-being since it can promote students’ vitality, self-esteem, deep over surface study strategies, and enhanced academic performance