An African-European network of design universities fostering the goal of sustainable energy for all

This paper presents the intermediate results of the Learning Network on Sustainable Energy Systems (LeNSes) an African-European multi-polar network for curriculum development on Design for Sustainability (DfS) focused on Distributed Renewable Energy (DRE) and Sustainable Product-Service Systems (S.PSS). The paper discusses the convergence between the S.PSS and DRE models as promising approaches to provide sustainable energy solutions for all by increasing its access and improving efficiency in use. Currently, the project partners are collaboratively developing new curricula focused on these combined approaches. The paper examines the S.PSS and DRE models and how they can be used to develop and implement sustainable energy solutions for all within the African context. The research hypothesis is that S.PSS could be applied to DRE to offer a range of benefits such as: economic, environmental and socio-ethical. The paper describes some of the project activities that includes: development of a new modular and adaptable package of learning resources focused on DRE and S.PSS for the design discipline; implementation of pilot courses at African Higher Educational Institutions (HEIs) targeted at undergraduate and graduate students, practitioners and companies; and development of an open web platform for distributed production and transfer of knowledge and know-how in this area. The innovation of the project described in the paper is twofold, firstly by developing unique curricula based on design for sustainability focused on S.PSS and DRE applied to the African contexts, and secondly by delivering it through an open platform for free and in copy-left. This will equip design students in African universities with a broad knowledge base, as well as effective methods and tools with which to play an active role in the development and diffusion of sustainable energy systems

Estimating the cost of care giving on caregivers for people living with HIV and AIDS in Botswana: a cross-sectional study

<p>Abstract</p> <p>Background</p> <p>Community home-based care is the Botswana Government's preferred means of providing care for people living with HIV (PLHIV). However, primary (family members) or volunteer (community members) caregivers experience poverty, are socially isolated, endure stigma and psychological distress, and lack basic care-giving education. Community home-based care also imposes considerable costs on patients, their caregivers and families in terms of time, effort and commitment. An analysis of the costs incurred by caregivers in providing care to PLHIV will assist health and social care decision makers in planning the most appropriate ways to meet future service needs of PLHIV and their caregivers.</p> <p>Methods</p> <p>This study estimated the cost incurred in providing care for PLHIV through a stratified sample of 169 primary and volunteer caregivers drawn from eight community home-based care groups in four health districts in Botswana.</p> <p>Results</p> <p>The results show that the mean of the total monthly cost (explicit and indirect costs) incurred by the caregivers was $(90.45 ± 9.08) while the mean explicit cost of care giving was$(65.22 ± 7.82). This mean of the total monthly cost is about one and a half times the caregivers' mean monthly income of $66.00 (± 5.98) and more than six times the Government of Botswana's financial support to the caregivers. In addition, the cost incurred per visit by the caregivers was$15.26, while the total expenditure incurred per client or family in a month was $184.17.</p> <p>Conclusions</p> <p>The study, therefore, concludes that as the cost of providing care services to PLHIV is very high, the Government of Botswana should substantially increase the allowances paid to caregivers and the support it provides for the families of the clients. The overall costs for such a programme would be quite low compared with the huge sum of money budgeted each year for health care and for HIV and AIDS.</p

Designing Sustainable Energy for All. Sustainable Product-Service System Design Applied to Distributed Renewable Energy

Access to energy is one of the greatest challenges for many people living in low-income and developing contexts, as around 1.4 billion people lack access to electricity. Distributed Renewable Energy systems (DRE) are considered a promising approach to address this challenge and provide energy access to all. However, even if promising, the implementation of DRE systems is not always straightforward. The book analyses, discusses and classifies the promising Sustainable Product-Service System (S.PSS) business models to deliver Distributed Renewable Energy systems in an effective, efficient and sustainable way. Its message is supported with cases studies and examples, discussing the economic, environmental and socioethical benefits as well as its limitations and barriers to its implementation. An innovative design approach is proposed and a set of design tools are supplied, enabling readers to create and develop Sustainable Product-Service System (S.PSS) solutions to deliver Distributed Renewable Energy systems. Practical applications of the book’s design approach and tools by companies and practitioners are discussed and the book will be of interest to readers in design, industry, governmental institution, NGOs as well as researchers

Designing Sustainable Energy for All. Sustainable Product-Service System Design Applied to Distributed Renewable Energy

This book aims to share its contents with everyone who is interested to know more about designing Sustainable Product-Service System (S.PSS) applied to Distributed Renewable Energy (DRE), towards sustainable energy access for All. The book is organised to provide an overview of the topic and as well to support the design in practice. For this reason, the book includes strategies and guidelines, as well as a collection of case studies of Sustainable Product-Service System (S.PSS) applied to Distributed Renewable Energy (DRE) solutions. Additionally, are presented the method and support tools for designers

Scenario-based requirements elicitation for user-centric explainable AI

Explainable Artificial Intelligence (XAI) develops technical explanation methods and enable interpretability for human stakeholders on why Artificial Intelligence (AI) and machine learning (ML) models provide certain predictions. However, the trust of those stakeholders into AI models and explanations is still an issue, especially domain experts, who are knowledgeable about their domain but not AI inner workings. Social and user-centric XAI research states it is essential to understand the stakeholder’s requirements to provide explanations tailored to their needs, and enhance their trust in working with AI models. Scenario-based design and requirements elicitation can help bridge the gap between social and operational aspects of a stakeholder early before the adoption of information systems and identify its real problem and practices generating user requirements. Nevertheless, it is still rarely explored the adoption of scenarios in XAI, especially in the domain of fraud detection to supporting experts who are about to work with AI models. We demonstrate the usage of scenario-based requirements elicitation for XAI in a fraud detection context, and develop scenarios derived with experts in banking fraud. We discuss how those scenarios can be adopted to identify user or expert requirements for appropriate explanations in his daily operations and to make decisions on reviewing fraudulent cases in banking. The generalizability of the scenarios for further adoption is validated through a systematic literature review in domains of XAI and visual analytics for fraud detection

Employability Skill Development of Mechanical Engineering Students Through Project Based Learning in Vocational High School in South Sulawesi

Abstract: Embedding employability skills in learning requires a learning model that allows effective in improving employability skills of students Learning model that if able to meet these expectations is project based learning. This study aims to determine the contribution of project based learning to employability skills of students of SMK Package Engineering Skills Engineering in South Sulawesi. This research uses quantitative approach with non experimental design with sample size 325 students. Data collection uses questionnaires to obtain data on project-based learning implementation and employability skills. The data of the research were analyzed by using descriptive analysis and regression analysis which previously conducted normality and linearity test. Based on the results of the research is known that the implementation of project based learning model contributes to the development of employability skill students of machining engineering SMK 59.8%

Strategies for infusing cultural elements in product design

There is little in-depth research that can assist designers to use culture as a catalyst for designing innovative products within Botswana’s context. This is supported by evidence from the literature which indicate that from an African perspective, there is no solid theoretical framework which can assist designers to consciously integrate users culture in designing products. This challenges designers to gain a deeper understanding of users culture and find strategies on how they can use culture as a resource in product development. The concept of culture and design are intertwined, thus modification in the former evolution both reflect and determine developments in the latter. For example, design changes culture and at the same time is shaped by it. The paper discusses an experimental design study conducted at the University of Botswana. Participants were challenged to transform a set of socio-cultural factors and encode them into recognised product design features that reflect Botswana's culture. The data generated by participants was analysed using the qualitative content analysis methodology. The paper concludes by discussing a culture-oriented design model which has shown one way on how to consciously specify, analyse and integrate socio-cultural factors in the early stages of the design process. The design model challenges the way products are designed for different cultures and supports the use of local content in solving design problems

Design through storytelling

Plagiarism is one of the major challenges in undergraduate students’ written assignments. Against a background of general under preparedness of students entering higher education, poor academic literacy levels, limited knowledge about plagiarism and an increasing affinity among students towards visual learning resources, this paper reports on a research study that investigated the potential of digital storytelling as an alternative assessment method in a first year Industrial Design course, at a University of Technology, South Africa. In this course, Technology 1, digital storytelling was used for student assessment instead of a paper-based essay. Digital stories are usually short movie clips, created with off-the-shelf equipment and techniques, combining text, images, videos, music and narration. Drawing from the principles of authentic learning, the researchers investigated benefits and challenges of using digital stories as alternative assessment method. Qualitative methods of collecting data were used, which included focus group interviews with the students and in-depth interviews with lecturers. Findings of the study showed that digital storytelling promoted authentic learning, which led to high levels of student engagement with their studies and hence meaningful understanding of the subject matter. However, findings also revealed the importance of providing support to students in developing a high quality, polished end product. More research is needed to explore the potential of transferring this highly independent, student-led project into other disciplines