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All Journal LLT Journal: A Journal on Language and Language Teaching Applied Research and Smart Technology (ARSTech)
Huw Davies, Huw
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Arts Humanities Automotive Engineering Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences

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Pursuing Autonomy through Dialogue Davies, Huw
LLT Journal: A Journal on Language and Language Teaching Vol 19, No 2 (2016)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (894.886 KB)

Abstract

In the Self-Access Learning Center (SALC) at a university in Japan, language learners create and implement individual learning plans. Strategies to facilitate reflective dialogue are used by learning advisors to encourage these learners to pursue their language goals and become increasingly less reliant on direction from their teachers. In this paper, a definition for autonomy is given, and the teaching setting is introduced, giving an overview of the SALC and outlining the ways learners use it, drawing on examples of learners at different stages on their journey to autonomy. After looking at theory and practical applications, this paper demonstrates that guiding learners through dialogue is an appropriate way to challenge meanings and raise consciousness, and move learners towards managing their own language learning. DOI: https://doi.org/10.24071/llt.2016.190203
The effects of higher bioethanol blends on greenhouse gas emissions from the UK passenger car fleet at various time horizons during the transition to net zero: A review Marchant, Denis; Christensen, Jesper; Davies, Huw
Applied Research and Smart Technology (ARSTech) Vol. 4 No. 2 (2023): Applied Research and Smart Technology
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/arstech.v4i2.1775

Abstract

There is a need to minimise the Greenhouse Gas Emissions (GHG) of petrol-powered cars during the transition to net zero. This research examines the effects on GHG from the recent adoption of E10 as the standard 95-octane petrol grade in the United Kingdom (UK). Also, it considers the potential of using higher bioethanol blends within the national car fleet and the effect of increased lifetime mileage due to the growing incidence of extended vehicle ownership. A comprehensive fleet turnover model and a separate numerical model to predict the GHG emissions for various powertrain types using different bioethanol blends were developed. Sensitivity studies that model the effects of different annual mileage using E10 and applying the proposed UK fleet composition scenarios at 10-year intervals from 2020 to 2050 were conducted. The results support the claimed percentage reduction of GHG emissions arising from the UK petrol car fleet using E10 when compared to E5 and establish that using a higher bioethanol blend such as E15 would provide still further reductions in most instances except in the case of plug-in hybrid vehicles where an increase in GHG emissions was observed at the 2030 and 2040 time horizons. An increase in annual mileage creates a linear increase in GHG emissions, although the rate of increase is not the same for each propulsion type. Such an increase can potentially disrupt the achievement of the UK's 2050 net zero target and future periodic carbon budgets.
Establishing the effectiveness of life cycle assessment to assess the environmental impact of passenger cars using biofuels: A Review Marchant, Denis; Christensen, Jesper; Davies, Huw
Applied Research and Smart Technology (ARSTech) Vol. 4 No. 1 (2023): Applied Research and Smart Technology
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/arstech.v4i1.1338

Abstract

Predictions and decisions made by legislators may be partially or wholly informed by the results of life cycle assessment studies, but the outcomes can vary significantly. This review seeks to establish whether existing life cycle assessment study results are accurate and if there are errors or deficiencies in life cycle inventory databases, chosen methodologies, or choice of life cycle assessment tool that may impact the outcome of life cycle assessment studies. The context of the work is set against the role bioethanol/gasoline blends might play in reducing the environmental impact of internal combustion engine-powered vehicles. The findings indicate inaccuracies exist and that there are various reasons for this. The accuracy of life cycle assessment results is affected by differences and inconsistencies that occur between life cycle inventory databases, the choice of life cycle inventory databases and life cycle assessment tools and because, in many cases, life cycle assessment methodology does not specify whether the biofuel content in the fuel is considered. The increase in the average age of biofuel-compatible passenger cars challenges the validity of results obtained by employing the commonly used approach based on fixed annual mileage profiles and lifetime activity. Uncertainty is a significant factor, and more attention should be paid to uncertainty analysis. Evidence shows the use of biofuels can deliver considerable environmental gains and reductions in CO2, especially in blends containing a higher percentage of biofuel.
Pursuing Autonomy through Dialogue Davies, Huw
LLT Journal: A Journal on Language and Language Teaching Vol 19, No 2 (2016): October 2016
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v19i2.302

Abstract

In the Self-Access Learning Center (SALC) at a university in Japan, language learners create and implement individual learning plans. Strategies to facilitate reflective dialogue are used by learning advisors to encourage these learners to pursue their language goals and become increasingly less reliant on direction from their teachers. In this paper, a definition for autonomy is given, and the teaching setting is introduced, giving an overview of the SALC and outlining the ways learners use it, drawing on examples of learners at different stages on their journey to autonomy. After looking at theory and practical applications, this paper demonstrates that guiding learners through dialogue is an appropriate way to challenge meanings and raise consciousness, and move learners towards managing their own language learning.
Co-Authors Christensen, Jesper Marchant, Denis