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The ERA-Net SES project Regional Renewable Energy Cells (R2EC) [1] aims at developing a scalable system for decentralized, interacting ‘energy cells’ with a high concentration of locally generated renewable energy. ‘Energy cells’ are essentially Renewable Energy Communities (ECs) in the European context. The system aims at maximizing the utilization of locally generated renewable energy through Electrical Storage (ES) as well as high-electric applications like e‑heating, Heat Pumps (HPs), and E‑Vehicles (EVs). The system is also designed to interact with other energy cells locally, thus, improving the utilization of locally generated energy.
A variety of different adjacent energy cells in three countries, Austria (AT), Belgium (BE), and Norway (NO), are analyzed, and the results are used for the development of regional and renewable energy cell systems. This approach aims at developing tailor-made solutions that meet the different local and regional requirements and the electrical energy demand of the observed energy cells. A unique opportunity is created, as the three countries are at varying levels of regional development in the field of energy communities, and the regional requirements and conditions differ significantly. A comprehensive investigation of the technical and economic viability of the ECs in the three regions is conducted on a simulation level. The technical simulation results show an increased self-consumption of individual users and the overall cell in all of the observed testbeds, while the economic analysis shows economic benefits at varying levels in each of the observed testbeds. The implemented R2EC system ascertains both technical and economic viability in the observed testbeds.
Methane emission from enteric fermentation in ruminants is the single most relevant greenhouse gas source in agriculture, and it is amongst the largest anthropogenic ones. As ruminants are needed globally for meat, milk and other goods production on a huge scale, feed additives could offer an interesting solution to reduce CH4 emissions. Methane emission strategies are investigated to maintaining productivity and the overall health of the animal. Some strategies have shown to reduce the propagation and/or eliminate ruminal flora affecting the health and productivity of the animal. Therefore, identifying beneficial strategies leads to improving productivity and the health of the animal and environment.
Quail is used in cookery, but mainly for its egg production around the globe, and sustainable poultry farming practices have been searched. The use of colostrum (beestings or first milk from cows) in quails’ diet can play an important role in providing probiotics and reducing the need for antibiotics, which, in addition to better quail performance, is effective in reducing environmental impacts. The results of the current research show that the continuous use of bovine colostrum (BC) in laying quails’ diets has beneficial effects on their performance, egg traits, blood indexes and antioxidant status.
Methane is the main greenhouse gas (GHG) emitted by ruminants. Mitigation strategies are required to alleviate this negative environmental impact while maintaining productivity and ruminants’ health. To date, numerous methane mitigation strategies have been investigated, reported and suggested by scientists to the livestock industry. In this review, the authors will focus on the commonly practiced and available techniques expanding the knowledge of the reader on the advances of methane mitigation strategies with a focus on the recent literature. Furthermore, the authors will attempt to discuss the drawbacks of the strategies in terms of animal health and performance reduction as well as the concept of feed and energy loss, adding an economic perspective to methane emission mitigation which is in the farmers’ direct interest. As a whole, many factors are effective in reducing undesired methane production, but this is definitely a complex challenge. Conclusively, further research is required to offer effective and efficient methane production mitigation solutions in ruminants worldwide, thus positively contributing to climate change.
AI Engineering @ FHTW
(2022)
The current shift in teaching and learning away from the physical
classroom to blended and digital learning environments presents many
challenges and opportunities for both teachers and learners. A
somewhat overlooked aspect of this transition concerns the issue of
student collaboration in blended learning situations. Students teaming
up to improve their learning process, exchange ideas and achieve
learning goals has been an integral part of the higher education
experience for many, while also strengthening students social skills.
With the physical distancing and accompanying shift to increased
online learning settings of the past few years, establishing this
collaboration between students has become more and more difficult.
Well-conceived digital social learning spaces and opportunities might
be a way to compensate for these missed out traditional learning
situations with peers in or after class.
Going beyond typical group work activities teachers often utilize in
their classes, Moodle offers a wide variety of opportunities for
teachers to design these digital learning spaces tailored to the
specific needs and objectives of their classes and students. Following
a student-centred learning paradigm and a conception of the teacher as
a designer and enabler of learning opportunities, we want to present a
few use cases of Moodle activities, plugins and integrated tools
suitable for designing these social spaces online. Among others we
would like to showcase possible scenarios for peer assessments, open
video conferencing rooms for students with BigBlueButton,
collaborative test preparation with StudentQuiz, and connecting
learners through a creative usage of the database activity. Picking up
these different resources, we hope to motivate and inspire educators
to design and roll out collaborative online spaces for their students
to enable better teamwork and achieve deeper learning.
Vortrag im Zuge des Security Monats in Form des FHTW Security Potpourri 2022
Learning Management Systems (LMS), such as Moodle, enable the rapid progress of digitisation in teaching, which is no longer only taking place in the lecture hall, but increasingly “online” and asynchronously. New didactic concepts (blended learning, “flipped classroom”) consist of alternating self-learning and face-to-face phases, with the former taking place in the LMS, i.e. online. However, no analysis has yet been carried out as to how students act with the material in the self-learning phase, or the teachers are not provided with any information about the learning progress of the students during the self-learning phase. In this paper, concepts of learning and teaching analytics are presented to answer these questions and to integrate the measures derived from them into the teaching processes in a sustainable manner.