title: Smart energy interfaces for electric vehicles

authors: Monigatti, Paul

subjects: V2G

abstract: Electric vehicle charging strategies rely on knowledge of future vehicle usage, or implicitly make assumptions about a vehicle’s usage. For example, a na¨ıve charging strategy may assume that a full charge is required as soon as possible and simply charge at the maximum rate when plugged in, whereas a smart strategy might make use of the knowledge that the vehicle is not needed for a number of hours and optimise its charging behaviour to minimise its impact on the electricity grid. These charging strategies may also offer vehicle-to-grid services.
To achieve this functionality, a driver needs to specify the details of the next trip—or sequence of trips—in order for the charging strategy to perform optimally. This paper explores the value of next-trip information, and presents a potential user interface to assist a driver with providing these details.

text: Smart energy interfaces for electric vehicles Electric vehicle charging strategies rely on knowledge of future vehicle usage, or implicitly make assumptions about a vehicle’s usage. For example, a na¨ıve charging strategy may assume that a full charge is required as soon as possible and simply charge at the maximum rate when plugged in, whereas a smart strategy might make use of the knowledge that the vehicle is not needed for a number of hours and optimise its charging behaviour to minimise its impact on the electricity grid. These charging strategies may also offer vehicle-to-grid services.
To achieve this functionality, a driver needs to specify the details of the next trip—or sequence of trips—in order for the charging strategy to perform optimally. This paper explores the value of next-trip information, and presents a potential user interface to assist a driver with providing these details.

year: 2014

title: Factors influencing the Landing Error Scoring System: Systematic review with meta-analysis.

authors: Hanzlíková, Ivana

subjects: Anterior Cruciate Ligament injuries

abstract: OBJECTIVES: Systematically review the literature addressing age, sex, previous injury, and intervention program as influencing factors of the Landing Error Scoring System. 
DESIGN: Systematic review with meta-analysis. 
METHODS: Three databases (PubMed, Web of Science®, and Scopus®) were searched on 1 April 2020. Original studies using the Landing Error Scoring System as primary outcome and exploring age, sex, previous injury, and intervention program were included, assessed for risk of bias, and critically appraised. Three meta-analyses were performed using one random and two mixed effect models with dependent variables: sex, previous injury and intervention program, respectively. Grading of Recommendations Assessment, Development and Evaluation was used to evaluate the strength of the evidence. PROSPERO registration number CRD42018107210. 
RESULTS: Fifty-two studies were included. Pooled data indicated that females have higher Landing Error Scoring System scores than males (p<0.001, mean difference=0.6 error). Participants with previous anterior cruciate ligament injury have higher LESS scores than healthy controls (p=0.004, mean difference 1.2 error). Neuromuscular training programs lasting a minimum of six weeks and other intervention programs decrease Landing Error Scoring System scores (p<0.001, mean difference 1.2 error and p=0.042, mean difference 0.5 error, respectively). There is limited evidence suggesting that age may influence Landing Error Scoring System scores in clinically meaningful manner. Overall, Grading of Recommendations Assessment, Development and Evaluation ratings suggest very low strength of evidence. 
CONCLUSIONS: History of anterior cruciate ligament injury and undertaking neuromuscular training for a minimum of six weeks meaningfully altered Landing Error Scoring System scores. These findings, however, should be interpreted cautiously considering the very low Grading of Recommendations Assessment, Development and Evaluation rating of the evidence.

text: Factors influencing the Landing Error Scoring System: Systematic review with meta-analysis. OBJECTIVES: Systematically review the literature addressing age, sex, previous injury, and intervention program as influencing factors of the Landing Error Scoring System. 
DESIGN: Systematic review with meta-analysis. 
METHODS: Three databases (PubMed, Web of Science®, and Scopus®) were searched on 1 April 2020. Original studies using the Landing Error Scoring System as primary outcome and exploring age, sex, previous injury, and intervention program were included, assessed for risk of bias, and critically appraised. Three meta-analyses were performed using one random and two mixed effect models with dependent variables: sex, previous injury and intervention program, respectively. Grading of Recommendations Assessment, Development and Evaluation was used to evaluate the strength of the evidence. PROSPERO registration number CRD42018107210. 
RESULTS: Fifty-two studies were included. Pooled data indicated that females have higher Landing Error Scoring System scores than males (p<0.001, mean difference=0.6 error). Participants with previous anterior cruciate ligament injury have higher LESS scores than healthy controls (p=0.004, mean difference 1.2 error). Neuromuscular training programs lasting a minimum of six weeks and other intervention programs decrease Landing Error Scoring System scores (p<0.001, mean difference 1.2 error and p=0.042, mean difference 0.5 error, respectively). There is limited evidence suggesting that age may influence Landing Error Scoring System scores in clinically meaningful manner. Overall, Grading of Recommendations Assessment, Development and Evaluation ratings suggest very low strength of evidence. 
CONCLUSIONS: History of anterior cruciate ligament injury and undertaking neuromuscular training for a minimum of six weeks meaningfully altered Landing Error Scoring System scores. These findings, however, should be interpreted cautiously considering the very low Grading of Recommendations Assessment, Development and Evaluation rating of the evidence.

year: 2020

title: Developing restorative practices in schools: Some reflections

authors: Drewery, Wendy

subjects: Counselling

abstract: The use of disciplinary practices derived from restorative justice have recently been gaining popularity and inciting keen interest in the education community. Practices that have so far been introduced have tended to centre on conferencing, although there is a broadening range of other practices in schools that are being brought under the heading “restorative”. This paper offers some reflections on these developments, building on the experiences of a team at the University of Waikato, which completed two projects on restorative conferencing in schools for the Ministry of Education under the rubric of the Suspension Reduction Initiative, and continues to develop understanding of the practices. The projects included developing and trialling processes for suspension hearings using restorative conferencing and principles from restorative justice. Objectives of both projects were related to the desire to reduce numbers of suspensions and exclusions, particularly of Māori children. We argue that the introduction of restorative practices invites schools into some tectonic shifts in thinking about offending behaviour, about community, and ultimately about the purposes of education.

text: Developing restorative practices in schools: Some reflections The use of disciplinary practices derived from restorative justice have recently been gaining popularity and inciting keen interest in the education community. Practices that have so far been introduced have tended to centre on conferencing, although there is a broadening range of other practices in schools that are being brought under the heading “restorative”. This paper offers some reflections on these developments, building on the experiences of a team at the University of Waikato, which completed two projects on restorative conferencing in schools for the Ministry of Education under the rubric of the Suspension Reduction Initiative, and continues to develop understanding of the practices. The projects included developing and trialling processes for suspension hearings using restorative conferencing and principles from restorative justice. Objectives of both projects were related to the desire to reduce numbers of suspensions and exclusions, particularly of Māori children. We argue that the introduction of restorative practices invites schools into some tectonic shifts in thinking about offending behaviour, about community, and ultimately about the purposes of education.

year: 2005