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Correction: Beyond wind speed: Integrating oceanic indices and time-lagged features for superior wind energy prediction
[This corrects the article DOI: 10.1371/journal.pone.0344167.].
Journal Article
Habitat use of Bechstein's bats
Wind parks are increasingly installed at forest sites, which are a sensitive habitat for bats. As a consequence forest habitats are disturbed and altered by logging, edge effects and turbine operation noises. The Bechstein's bat (Myotis bechsteinii) is highly dependent on forest habitats for roosting and foraging. We analysed the habitat use of breeding colonies of Bechstein's bats in two wind parks. Over four years, we radio-tracked 31 individuals and identified their maternity roosts and foraging areas. We analysed the influence of the turbines on their habitat use, and the effect of wind speed and rotor blade rotation on the distance of the bats to the turbines. The colonies occupied tree roosts, a few hundred meters from the wind turbines. Foraging habitats close to the turbines were used preferably, when bats were close to the maternity roosts. The vegetation in these areas comprised of large trees and little shrub and herb layer coverage, indicating a high quality foraging habitat. The distance of the foraging bats to the turbines increased with increasing rotor blade rotation at high wind speeds. The results show that Bechstein's bats become more selective in their habitat use, the closer they are to the wind turbines. Close to their maternity roosts, the advantages of a high quality habitat outweighed the disturbance effects and bats still used roosts and surrounding foraging habitats, despite turbine presence nearby. However, when further away from their roosts they avoided foraging close to wind turbines. With careful site planning, which excludes sensitive forest habitats, combined with restricted turbine operation times in summer, the negative effects of disturbances from wind turbines could be mitigated or avoided for maternity colonies of Bechstein's bats.
Journal Article
School spaces for student wellbeing and learning : insights from research and practice
This book introduces a new wellbeing dimension to the theory and practice of learning space design for early childhood and school contexts. It highlights vital, yet generally overlooked relationships between the learning environment and student learning and wellbeing, and reveals the potential of participatory, values-based design approaches to create learning spaces that respond to contemporary learners' needs. Focusing on three main themes it explores conceptual understandings of learning spaces and wellbeing; students' lived experience and needs of learning spaces; and the development of a new theory and its practical application to the design of learning spaces that enhance student wellbeing. It examines these complex and interwoven topics through various theoretical lenses and provides an extensive, current literature review that connects learning environment design and learner wellbeing in a wide range of educational settings from early years to secondary school. Offering transferable approaches and a new theoretical model of wellbeing as flourishing to support the design of innovative learning environments, this book is of interest to researchers, tertiary educators and students in the education and design fields, as well as school administrators and facility managers, teachers, architects and designers.
Book
End-User Stakeholder Engagement in Refurbishment Design in Higher Education
The refurbishment of building facilities needs to incorporate end-user engagement to ensure refurbished building facilities outcomes that include user-responsive learning spaces and satisfy users’ learning needs. However, existing refurbishment design process frameworks neglect to show the engagement process. A new framework for engaging end users in the refurbishment design of building facilities in higher education is presented. A qualitative research methodology was employed to obtain and analyse interview data from twenty-one design team stakeholders involved in two cases of refurbished building facilities in higher education institutions in Australia and New Zealand. The findings revealed four core themes which indicate the context and phases in the refurbishment design process where end-user engagement should be taken seriously. They are the higher education context, early design, user engagement in the design process and post-design phases. In addition, the findings revealed six specific strategies for end-user engagement in the refurbishment design of building facilities in higher education institutions. They are identifying stakeholder value systems, capturing end-user needs, communicating and integrating. Others are the setting of engagement boundaries and surveying of end users. This study modified the project heartbeat originally developed by Stanford University in 2010 for the refurbishment design process in a higher education context. The new framework bridges the gaps in the current literature between stakeholder theory and refurbishment design, and, by incorporating the refurbishment design processes, the framework can be employed in wider education and other project contexts to facilitate the balanced involvement of end users.
Journal Article