title: Gamifying the EV Driving Experience: A virtual electric vehicle to change public attitudes

authors: Apperley, Mark

subjects: virtual BEV

abstract: Although significant advances have been achieved in the range and performance of battery electric vehicles (BEVs) in recent years, the rate of uptake of these vehicles is relatively slow, meaning that they will not become a significant component of national vehicle fleets for some time to come. This slow adoption can be attributed in part (price is of course a major factor) to misunderstandings, misinformation, and an absence of experience with such vehicles. This paper describes the development and evaluation of a virtual electric vehicle – effectively a game-like application on a smartphone – which mimics an individual’s real use of a conventional fossil fuel powered vehicle with the equivalent experience in a BEV. The smartphone “knows” when it is in the user’s conventional car, and keeps track of its travels, simulating the battery charging and usage of the virtual BEV in real time, and reporting situations such as driving range exceeded. It also provides summaries of running costs, and for long term users, indicates the need for battery replacement. In this way, it enables a user to gain some experience of what it would be like to use a BEV on a daily basis.
A preliminary evaluation of the virtual BEV concept has shown excellent results, with a significant increase in positive attitudes to BEVs after only one week’s use of the smartphone app.

text: Gamifying the EV Driving Experience: A virtual electric vehicle to change public attitudes Although significant advances have been achieved in the range and performance of battery electric vehicles (BEVs) in recent years, the rate of uptake of these vehicles is relatively slow, meaning that they will not become a significant component of national vehicle fleets for some time to come. This slow adoption can be attributed in part (price is of course a major factor) to misunderstandings, misinformation, and an absence of experience with such vehicles. This paper describes the development and evaluation of a virtual electric vehicle – effectively a game-like application on a smartphone – which mimics an individual’s real use of a conventional fossil fuel powered vehicle with the equivalent experience in a BEV. The smartphone “knows” when it is in the user’s conventional car, and keeps track of its travels, simulating the battery charging and usage of the virtual BEV in real time, and reporting situations such as driving range exceeded. It also provides summaries of running costs, and for long term users, indicates the need for battery replacement. In this way, it enables a user to gain some experience of what it would be like to use a BEV on a daily basis.
A preliminary evaluation of the virtual BEV concept has shown excellent results, with a significant increase in positive attitudes to BEVs after only one week’s use of the smartphone app.

year: 2015

title: Modern Apprenticeships: A third way in industry training?

authors: Piercy, Gemma Louise

subjects: New Zealand

abstract: Modern Apprenticeship was one of Labour’s flagship policies to be implemented early in the Coalition Government’s first term. This case study of Modern Apprenticeship investigated the extent to which ‘third way’ rhetoric is present in industry training policy in New Zealand. The paper will compare and contrast the British and New Zealand models of Modern Apprenticeship. The paper concludes by outlining similarities and differences in the two models in order to ascertain the extent to which the model in New Zealand can be described as ‘third way’.

text: Modern Apprenticeships: A third way in industry training? Modern Apprenticeship was one of Labour’s flagship policies to be implemented early in the Coalition Government’s first term. This case study of Modern Apprenticeship investigated the extent to which ‘third way’ rhetoric is present in industry training policy in New Zealand. The paper will compare and contrast the British and New Zealand models of Modern Apprenticeship. The paper concludes by outlining similarities and differences in the two models in order to ascertain the extent to which the model in New Zealand can be described as ‘third way’.

year: 2003

title: Teaching Māori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for te reo Māori in English-medium school settings

authors: Takurua, Nātana

subjects: New Zealand

abstract: Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Māori in English-medium schools. We also report on the responses of a sample of teachers of Māori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

text: Teaching Māori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for te reo Māori in English-medium school settings Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Māori in English-medium schools. We also report on the responses of a sample of teachers of Māori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

year: 2009-09