Summing up. Describe the most important lesson/skill you learned from this experience and how it will help you in the future? Completed Hours: 100-120 Course Hours: 10-30 hours (Orientation and Reflection) Work Placement: 90 hours Grade: Mark: Apply hazard recognition and injury prevention skills in a work experience placement. Demonstrate knowledge of basic workplace incident and accident response procedures and protocols. Demonstrate knowledge of workplace health and safety rights and responsibilities. Analyze hazards or potential hazards in an occupation or industry sector related to a work experience placement (e.g., restaurant industry, construction industry).
Summing up. I hereby issue a temporary prohibitory injunction, to remain in effect until a final decision of the Arbitrator on the identity of the
Summing up. User-driven innovation reminds us that there are two ways of approaching the relationship between users, driving forces and innovations: It can be both a phenomenon, and an instrumental use of that phenomenon. Both are worth holding on to. On one hand persuading people to engage and create awareness is a method, practiced by companies, advertisers, and ad agencies. On the other, as we have seen with empirical examples in the first chapter, their method involves entering an already established genre of exchanges where references are continuously used to in- and exclude groups of people. In viral marketing the innovation, in the sense of bringing previously unrelated things together, happens even before any potential company tries to benefit from it. Comedians, Youtubers, and journalists already participate either in providing entertaining interpretations or in playing detectives who try their best to inform their readers from putting bits and pieces of information together. Here we have active innovators who make references and content as it fits with their interests and professions. But we also have companies who try to take advantage of these active reference makings, by deliberately adding content that conspicuously invites spoofs, as well as new interpretations. We need to understand the methods used by those who want to target others, but we also need to understand the practices in which such ads enter, their norms, rules, and challenge. This involves following unforeseen paths, paying attention to unexpected connections that turn discussions and content upside down, thereby following traces as they are on the move and are subjected to changes, alterations, and modifications. Therefore, we need to include both the phenomenon of people who innovate freely in the sense that they bring previously unrelated things together, as well as those who take advantage of this, like VisitDenmark and Danish Road Safety Council, who try to use users as a resource in creating a particular awareness. The relation between the two approaches to users and their role in innovation processes needs further exploration. We need to go beyond considering users as either a resource or the source, and instead look at how they are both. We need to look at how the innovation is something that is a product of the manufacturers and the users simultaneously.
Summing up. Strong policies will push the EU transport system towards adopting zero-emission technologies, which need to be tailored to the different transport markets and segments in Europe. Policy makers should focus on short-term transport decarbonisation priorities including the mass adoption of EVs combined with low-carbon electricity generation. The timely and ambitious investment in battery charging infrastructure is essential to solving the “chicken-egg” problem for the widespread uptake of EVs, especially in urban areas. Hydrogen-based clean liquid fuels and advanced biofuels will help reduce emissions in hard-to-electrify mobility sectors such as aviation and shipping.
Summing up. Policy makers need to actively support low-carbon technology development and diffusion in industry while addressing associated socio-economic issues. The decarbonisation of industry by 2050 requires the rapid diffusion of existing low-carbon technologies and the emergence of breakthrough technologies in manufacturing. The strong involvement of all stakeholders must be secured. Decarbonisation policy must be closely connected to the renewed EU Industrial Strategy, labour market policies, innovative funding mechanisms, trade policies, and reforms of the EU ETS, so as to ensure consistency among different policy goals. Climate policy portfolios for industrial climate-neutrality should be differentiated in their support for short-, medium- and long- term challenges. In the short term, policies should accelerate the uptake of energy efficiency and available low-carbon technologies, and encourage fuel switching towards less carbon-intensive fuels (e.g., electricity). In the long run, investment in R&D should lead to breakthrough zero-carbon industrial technologies (e.g. green hydrogen, CCUS, e-fuels, high-temperature heat pumps) and to circular economy becoming embedded in industrial processes. Lower costs and measures such as Carbon Contracts for Difference (CCfDs) can reduce the uncertainty surrounding zero-carbon industrial technologies. Other instruments to remove market, behavioural and institutional barriers is critical to ensure the cost-efficient transformation towards a zero-emission industrial system by 2050. A robust and coherent policy framework is needed to facilitate low-carbon investments in European industries, including policy domains such as: trade (to avoid carbon leakage), access to raw materials, low-carbon innovation, regional policy, circular economy, and energy infrastructure.
Summing up. A power generation system dominated by variable renewable energy sources is both feasible and cost-efficient and that it should be complemented with the expansion of grids, balancing and storage capacities. A climate neutral EU in 2050 requires a clear pathway to net-zero electricity emissions by 2040. This will be achieved though the tightening of policy instruments, implying the massive electrification of energy end- uses in buildings, transport and industries. Meanwhile, ensuring the stability and reliability of a system that is highly based on variable RES, calls for the combination of different technologies and practices. Based on reasonable technology assumptions and considering various scenarios, the analysis shows that this problem can be addressed at low costs by 2050, given that technical challenges are addressed early. The political challenges are as important as the technical ones. Addressing the social and political concerns surrounding the transition to a climate neutral economy and making sure the transition is just should be at the heart of long-term energy planning.
Summing up. There is increasing recognition that learning should not be conceptualised as the transmission of a fixed body of knowledge to a passive recipient. Instead, learning is conceived as an active process in which learners, through conversation, communication and control, appropriate knowledge, understanding and changes of perspective within their existing structures. This suggests a need to pay attention both to what learners bring to the situation, and to the contexts within which they learn. At the same time, research into informal (or free choice) learning has identified the importance of learning that has not hitherto been recognised within formal education, encouraging emphasis on multiple intelligences and on skills and attitudes rather than simply cognition. The renewed attention on learning as ‘lifelong’ and as occurring outside as well as within the walls of the school, offers an opportunity for museums to revise and develop new approaches to learning that are not wholly focused on a formal set of changing curriculum objectives. The recent emergence of learning objects as a focus for the development of digital educational resources by museums raises some concerns, given its focus on achieving the goals of formal education. Equally, the inconsistent quality of digital learning resources to date, and their reliance on delivery and deficit models also raises concerns. Research in both the museums sector and in educational technology, however, would suggest that there is a synergy between the goals of a free-choice active learning environment and the characteristics of digital technologies that should see science centres and museums well placed to take advantage of these new technologies in achieving their educational objectives.
Summing up. These examples illustrate some of the reasons why any debate asking objects or interactives? Is already significantly out-of-date. Learning in museums is concerned with objects but also essentially with people. One of the paradoxes of the application of digital technologies is that they can simultaneously provide a personal, individualised experience and yet at the same time offer unprecedented opportunities for the kinds of wider social interaction that can enrich learning. In the 21st century museum, too, questions of real or virtual also have far less meaning even than four or five years ago, as sensitive and appropriate use of technology is seen to enrich the experience of learning from objects and exhibits, rather than competing with them. Was this speaker at a recent Museums and the Web conference being cruelly satirical or provocatively inaccurate? Possibly both, for a look at museum websites reveals almost every possibility from the tediously dull and trivial to the imaginative and innovative. This section of the review will describe some of the major web resources currently available, and begin to explore how web resources can reflect underlying theories of learning. Appendix 1 presents some of the best science centres and museums websites and their main services.
Summing up. Museum websites may have begun as digital brochures and developed subsequently into online representations of the physical museum, but they have not stopped there. Generally resisting the temptation to use the latest special effects for their own sake, they show considerable diversity – of content, design, philosophy and navigational practice. The best are among the best sites for learning anywhere on the internet. While not professing to play the same kind of role as commercially produced games, many museum websites provide enjoyable and meaningful experiences in which the representation of objects and artefacts and the motivation and active engagement of learners are clearly paramount.
Summing up. The purpose of these guidelines is to describe best practices for Ecodesign and energy labelling market surveillance. The guidelines have primarily been formulated based on collected information and experiences and analyses gained within ECOPLIANT and EEPLIANT.
