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Multidisciplinary and multi sector lighthouses | case studies | Deliverable D2.2
No full textRES4CITY is a 36-month project funded by the European Commission, initiated in October 2022. Its primary objective is to advance the development of sustainable renewables and fuel technologies within cities. This is achieved by collaborative efforts in designing innovative educational micro-programmes involving various stakeholders. The project also emphasizes the promotion of sustainability and circularity, bridging the knowledge and skills gaps essential for a successful energy transition.
This deliverable, designated as D.2.2 RES4CITY multidisciplinary and multi sector lighthouses, is developed under task T2.2 Lighthouse case studies development of the RES4CITY project during M12 (September 2023). Task T2.2 builds upon the energy-related urban challenges identified in T2.1 Innovative sustainable strategies for carbon neutral smart cities. In essence, task T2.2 focuses on creating lighthouse case studies that address these identified challenges. To ensure a comprehensive and effective approach, task T2.2 collaborates closely with task T3.2, actively engaging the community of stakeholders. The culmination of these collaborative efforts results in the production of pre-feasibility analyses tailored to the specific urban context under consideration.
The document comprises three chapters. The first chapter introduces task T2.2, which involved the development of ten lighthouse case studies by project partners, along with their corresponding HUBs. This chapter describes the approach to ensuring clarity and enhancing reader comprehension, thereby amplifying the impact and dissemination of these case studies. To achieve this, the case studies followed a predefined template designed with a structure like that of a scientific article. This structure encompasses not only an introductory section addressing the challenge under scrutiny and introducing the case study but also includes sections dedicated to presenting results, recommendations, and conclusions.
In the second chapter, the ten lighthouse case studies are compiled and presented individually. This set of lighthouse case studies contributes to fulfilling the RES4CITY’s Milestone 11 Lighthouse available for case study education. Each case study is accompanied by an executive summary, which complements the existing Abstract and Graphical Abstract elements that are part of the case study structure. The objective of creating this executive summary is to provide an additional resource that can be examined independently of the complete case study. Its purpose is to facilitate an understanding of the subject matter and the case study itself while highlighting key results and conclusions. This approach enables the case studies to be used independently. Within the framework of this Deliverable, the executive summary serves as tool for readers to grasp the key points of each case study swiftly and concisely. This empowers readers to determine, based on their interests and requirements, whether they want to delve deeper into the individual case studies for more detailed analysis.
In the third and concluding chapter, each lighthouse case study developed by the project partners is presented in a straightforward and concise manner. Furthermore, this chapter highlights key concluding remarques derived from each of the case studies. Lastly, it emphasizes the dual purposes for which these case studies were developed: as learning tools in the RES4CITY learning and upskilling programs and as multipliers for replication in other contexts.
The Deliverable 2.2 was concluded and submitted in September 2023 by (UCOI) with the support of the partners listed in Table 1
Traditional and local communities as key actors to identify climate-related disaster impacts: a citizen science approach in Southeast Brazilian coastal areas
No full textThe impacts of climate-related disasters can be estimated by climate models.
However, climate models are frequently downscaled to specific settings to
facilitate Disaster Risk Management (DRM) to better understand local impacts and
avoid overlooking uncertainties. Several studies have registered the increasing
importance of recognizing traditional knowledge, co-design, and collaboration
with local communities in developing DRM strategies. The objective of this
research was co-design local-scale observations with traditional and local
communities to characterize their local context regarding the impacts of
climate-related disasters. The citizen science approach coupled with participatory
action research was conducted with two traditional communities in the
Southeast of the Brazilian coast: Quilombo do Campinho da Independência
in Paraty, Rio de Janeiro, and the Caiçara (artisanal fishing) community of
Ubatumirim in Ubatuba, São Paulo. Working groups were organized with
leaders to become community researchers, conducting interviews and actively
mobilizing their communities. A structured questionnaire was developed,
adapting 22 variables taken from the Protocol for the Collection of Cross-
Cultural Comparative Data on Local Indicators of Climate Change Impacts—
LICCI Protocol. A total of 366 impacts were analyzed, after combining
the georeferencing form data collected—Survey123 (280 impacts) and the
interviews with community leaders (86 impacts). The results showed a
significant level of cohesion (α = 0.01) between the Caiçara (artisanal
fishers) and Quilombola (Afro-descendants) perceptions of climate-related
events associated with their subsistence practices and climate variability.
These findings highlighting the importance of DRM proposals that recognize
traditional peoples and local communities as frontline vulnerable populations while acknowledging their role as key actors in identifying impacts, collecting
data on land use and territory, subsistence-oriented activities, and cosmovision.
However, it is still necessary to address climate change challenges at d
Can dialogue help police officers and young Black adults understand each other? Key findings from a restorative process
No full textRelationships between the police and minority ethnic communities are often characterised by tension, mistrust and a lack of understanding. It seems unlikely that the solutions lie in traditional approaches to police-community engagement. This article outlines the key findings from the first study to use restorative practices to facilitate dialogue between police officers and young Black adults in Europe. This occurred in a part of West Dublin, Ireland, where the police recently shot and killed a Black man. Observational and interview data suggest that the process enabled participants to speak and listen respectfully to each other and to understand how each other’s experiences shaped their perspectives on policing. These data suggest that restorative practices are a viable method for enabling dialogue that can play an educational role and provide a space safely to discuss and reflect upon views and experiences of belonging, policing and police-community relations. While there is sufficient evidence to justify seeking to scale-up dialogic processes, it remains unclear whether and how the contribution that dialogue can make at the individual and local level could translate into cultural change at the institutional level, or address underlying structural inequalities
Student perceptions of a guided inquiry approach to a service-taught ordinary differential equations course
No full textThis paper reports on data obtained during semi-structured interviews with students who had recently experienced a guided inquiry approach to learning ordinary differential equations (ODEs) in a service-taught module. Previous research identified the strengths and weaknesses of similar cohorts of students. The results from that research informed the design of an intervention (15 guided inquiry tutorials) which sought to improve the outcomes for students taking a subsequent version of the module. This paper reports on the
data gathered during interviews with these students that describe their perceptions of the guided inquiry approach used. The students noticed the change in emphasis toward conceptual understanding that the intervention was trying to instill. They cited the change in questioning style most frequently as being where they saw this change, but also noted the prevalence of group work and change in interaction pattern as keys to its success. Thus, by probing students’ opinions in this way, we find validation for a guided inquiry approach to teaching ordinary differential equations in third level that emphasizes active learning and lateral interactions among students. The students’ personal goal orientation and the goal structure of the learning environment are also discussed
Evaluating Distributed Computation Offloading Scalability for Multiple Robots
No full textPerception in robotics using modern deep learning approaches is often computationally expensive. Cloud robotics and edge robotics provide possible solutions to this. In particular, computation offloading permits compute-constrained robots to offload compute tasks from the robot itself to more capable servers (the remote brain). However, the scalability of computation offloading for robots sharing a WiFi network has typically not been considered. In this work, we investigated the scalability of offloading to the cloud and edge for deployments of multiple robots in real-world settings and network conditions. We interpret typical network performance metrics such as latency, throughput, and packet loss in terms of their effect on robot computations to help to understand this question. To characterize the problem further, we introduce three different static offloading profiles based on the sensing capabilities of currently available robot platforms and examined these in a number of experiments on both simulated and physical wireless networks. Our results show that WiFi network capacity is much less than advertised when subjected to offloading data traffic and indicates limitations on the number of robots that can concurrently use computation offloading in a given space and the amount of data that they can transfer. This has significant implications for the dense deployment of robots that depend on computation offloading to meet their required service level
New dimensions of inequality in Northern Ireland, 1998–2020
No full textTo understand inequality in the post-Good Friday Agreement (post-GFA) period, we must understand how inequality in Northern Ireland has been subject to stressors long acknowledged in the international literature, though seldom considered in this context. These ‘new’ stressors include destandardization, retrenchment, and financialization, which have largely replaced the class and employment differentials that characterised 20th century inequality. We explore the specific experience of inequality in Northern Ireland since Good Friday. In doing so, we contextualise its experience by detailing important structural and institutional changes over this time, explaining how they work in the unique socioeconomic context of post-GFA Northern Ireland
Employer, Industry and Policymaker views on Doctorate Education
No full textAs society undergoes green and digital transitions, various policymakers such as the European Commission expect universities to contribute to innovation and progress. As education’s highest achieving graduates, the doctorate holder may be key in this era of innovation and problem-solving. As academic career prospects dwindle, and PhD graduates increasingly enter industry, academic research has highlighted that traditional PhD programmes may not provide the required skills and knowledge for the workforce today. To learn how best to address such issues, we consulted thirteen EU policy documents and industry-led reports; and interviewed thirteen employers to add their voice to the discussion. Findings align with previous reports of a lack of transferable skills, but also introduce new concerns such as the desire for adaptability, experience, and redefining skills with regards to self-presentation. We discuss interdisciplinarity and intersectorality as potential solutions to addressing these needs
“The Poor Relation.” ESOL in Ireland: A Holistic View from the Experiences of Tutors in Adult Education.
No full textImmigration into Ireland is increasing year on year and particularly since March 2022
when Russia invaded Ukraine. With this, the need for English acquisition is
augmenting in Ireland. English can create barriers into Irish society, a society which,
for many immigrants, differs greatly from their home countries. English language
classes, named ESOL, are offered to immigrants in Ireland’s public Adult Education
sector.
Both a critical and social constructivist theory were utilised to analyse the current
literature for ESOL. The possibility of a learner-centred or liberating critical pedagogy
and the conceptual presence of hegemony through accreditation were explored. The
implications, for the tutor, of power in the workplace were also considered. In doing
so, a rationale for a safe, learner-centred environment in the classroom and a
supportive work place for the tutors could be provided.
Through a qualitative method of research, the complexities of teaching ESOL and
potential issues for tutors were revealed. This method involved semi-structured
interviews with 6 ESOL tutors currently working in Adult Education in Ireland.
The findings indicated that when possible, tutors strive for dialogue and learnercentredness
in the group. While poor conditions in the workplace was revealed, tutors
resistance to a neo-liberal agenda was also uncovered
Innovating VET practices in isolated rural and remote regions of the EU: Bottom-Up Stakeholders Feedback Project Report
No full textThis publication documents the VETgoesRural project (https://vetgoesrural.wixsite.com/vet-goes-rural) partners (Radio ECCA, Fundación Canaria, Spain, NUIM - National University of Ireland Maynooth, Ireland, IDP - Sas Di Giancarlo Costantino (Italian Development Partners, IDP), Italy, IHF - Institut De Haute Formation Aux Politiques Communautaires, Belgium, PRISM - Impresa Sociale S.R.L., Italy, EILD - Eyropaiko Institoyto Topikhs Anaptykshs Κεντρική Μακεδονία, Greece, Como Una Cabra, Spain) engaged in a “Bottom-up Stakeholders Feedback” consultation on the barriers to progression into Vocational and Further Education/Training (VET and FET*), for students from rural and remote isolated areas. Each country partner report is synthesised into a project report that lists the barriers and proposes recommendations to address the barriers.
The two-year ERASMUS+ 'VETgoesRURAL' project aims to improve VET professionals' skills and capacities to provide enhanced training and foster learners' engagement, particularly in isolated rural and remote territories of the EU where isolation, disadvantage, and dis-engagement from mainstream education are identified, particularly among disadvantaged communities. To fulfill this aim, the project seeks to design, test, and inform innovative VET teaching and training methods, with an appropriate mix of open, digital and participative learning methodologies, and present an educational suite that will more effectively engage remote VET Learners.
This project is concerned with disengagement from mainstream education of younger people from remote and isolated rural areas, and the lack of opportunity for younger and more adult residents of remote and isolated rural areas to continue their education. This publication also presents a summary of the literature on the challenges of engaging remote learners and feedback from focus groups of VET learners, VET teaching practitioners, and rural policymakers.
* = Hereafter referred to as VET in this repor