A brighter future? Quantifying the rebound effect in energy efficient lighting

This paper quantifies the direct rebound effects associated with the switch from incandescent lamps (ILs) or halogen bulbs to more energy efficient compact fluorescent lamps (CFLs) or light emitting diodes (LEDs) using a large nationally representative survey of German households. The direct rebound effect is measured as the elasticity of useful lighting demand with respect to changes in energy efficient lamps. In particular, the rebound effect is decomposed into changes in lamp luminosity and burn time. On average, more efficient replacement bulbs are 23% brighter and burn about 6.5 minutes per day longer than replaced bulbs. For the most frequent (modal) bulb switch, i.e. the replacement of the main bulb in the living or dining room, luminosity increases by 10% and burn time increases by 9 minutes per day. For the average bulb, the associated total direct rebound effect is estimated at 6.3%. The larger part (around 60%) of this rebound effect results from increases in bulb luminosity. For the modal bulb the total direct rebound effect is smaller at 2.6%, with around 60% attributable to an increase in burn time. Average and modal bulb differences suggest that the magnitude to the rebound effect may decrease with intensity of initial bulb use. The magnitude of the direct rebound and the relative contributions of changes in luminosity and burn time also tend to differ by initial bulb type and by replacement bulb type. Finally, about a third of the bulb switches entail a negative rebound effect, i.e. energy savings are larger than expected if luminosity and burn time remained unchanged, highlighting significant heterogeneity in household responses to the adoption of energy efficient bulbs

The impact of the sensory form on confidence and competence in occupational therapy students : a quasi-experimental study

The Sensory Form is a new assessment and intervention planning tool utilized with occupational therapy students to teach and guide their professional reasoning amidst limited evidence. This study aimed to determine the impact of the use of The Sensory Form on student competence and confidence in assessment and intervention planning for children with atypical sensory processing (ASP). A quasi-experimental study was conducted with 84 third-year undergraduate occupational therapy students from a large multi-campus university in New South Wales, Australia. Tutorial classes were allocated to The Sensory Form or usual teaching conditions. Participants completed pre-class and post-class self-reported confidence rating scales and case study activity to assess their competence as rated by an occupational therapy academic using a set rubric who was blinded to group allocation. Data were analyzed using descriptive statistics as well as univariate ANOVA (self-rated confidence) and independent samples ttests (case study activity) to determine statistical differences between groups. All participants significantly increased in confidence from pre-class to post-class (p < 0.001), however, The Sensory Form group did not increase significantly more than the standard teaching group. The Sensory Form group demonstrated significantly higher competence in sensory processing assessment (p < 0.001). No differences between groups were observed in intervention planning. The Sensory Form has the potential to develop students’ competence in conducting assessments for children with ASP. Future research is needed to determine how The Sensory Form can effectively support students’ overall confidence, and competence in intervention planning

A survey of occupational therapists on a new tool for sensory processing

Occupational therapy is the leading profession with regard to supporting children who experience difficulties with occupations as a result of sensory processing differences. However, there are mixed reports with regard to the efficacy of various sensory interventions and approaches, leaving little clear guidance for occupational therapists supporting children with these difficulties. The Sensory Form is a planning tool developed in 2017 to guide occupational therapists in their professional reasoning for assessment and intervention of sensory processing differences. To date, no research has been conducted on its use. Researchers introduced the tool to 20 occupational therapists with relevant experience and conducted an online survey of their perceptions about The Sensory Form. Findings were analysed using descriptive statistics and qualitative content analysis. Therapists reported that they found the tool acceptable for use, described key strengths and weaknesses of The Sensory Form, and outlined changes to improve the tool. The Sensory Form may have an application in guiding the practice of therapists supporting children with sensory processing differences. Further development of associated resources may be warranted