CO2Y the intelligent green solution: minimising carbon emissions by maximising shared travel opportunity.

It is in the interests of everybody that the environment is protected. In view of the recent leaps in environmental awareness it would seem timely and sensible, therefore, for people to pool vehicle resources to minimise the damaging impact of emissions. However, this is often contrary to how complex social systems behave – local decisions made by self-interested individuals often have emergent effects that are in the interests of nobody. For software engineers a major challenge is to help facilitate individual decision-making such that individual preferences can be met, which, when accumulated, minimise adverse effects at the level of the transport system. We introduce this general problem through a concrete example based on vehicle-sharing. Firstly, we outline the kind of complex transportation problem that is directly addressed by our technology (CO2y™ - pronounced “cosy”), and also show how this differs from other more basic software solutions. The CO2y™ architecture is then briefly introduced. We outline the practical advantages of the advanced, intelligent software technology that is designed to satisfy a number of individual preference criteria and thereby find appropriate matches within a population of vehicle-share users. An example scenario of use is put forward, i.e., minimisation of grey-fleets within a medium-sized company. Here we comment on some of the underlying assumptions of the scenario, and how in a detailed real-world situation such assumptions might differ between different companies, and individual users. Finally, we summarise the paper, and conclude by outlining how the problem of pooled transportation is likely to benefit from the further application of emergent, nature-inspired computing technologies. These technologies allow systems-level behaviour to be optimised with explicit representation of individual actors. With these techniques we hope to make real progress in facing the complexity challenges that transportation problems produce.

Breaking the Rules: writing reflectively for yourself.

The rules which epitomise good writing may on occasions be broken, deliberately and with what the writers judge to be good purpose. This can well occur when students or staff set out to engage effectively with their personal and professional development, through personal reflection on and in experiences. They may do this in what has been called “stream of consciousness” writing, which is deliberately compiled in a manner at variance with the general rules for best practice. The rationale for such an unusual decision, namely to engage in what is frankly disorderly writing, is set out briefly in this chapter. Its characteristics are summarised, in implicit contrast with more conventional styles of writing. Examples are included of claims for the effectiveness of this style when used for developmental purposes by students and staff; and reference is made to the publications of some of those who have endorsed this approach.

Reflective writing: The student nurse's perspective on reflective writing and poetry writing.

Summary Background Reflective writing is a mandatory part of nurse education but how students develop their skills and use reflection as part of their experiential learning remains relatively unknown. Understanding reflective writing in all forms from the perspective of a student nurse is therefore important. Objectives To explore the use of reflective writing and the use of poetry in pre-registered nursing students. Design A qualitative design was employed to explore reflective writing in pre-registered nursing students. Setting A small university in Scotland. Participants BSc (Hons) Adult and Mental Health Pre-registration Student Nurses. Methods Two focus groups were conducted with 10 student nurses during March 2012. Data was analysed thematically using the framework of McCarthy (1999). Results Students found the process of reflective writing daunting but valued it over time. Current educational methods, such as assessing reflective accounts, often lead to the ‘narrative’ being watered down and the student feeling judged. Despite this, reflection made students feel responsible for their own learning and research on the topic. Some students felt the use of models of reflection constricting, whilst poetry freed up their expression allowing them to demonstrate the compassion for their patient under their care. Conclusions Poetry writing gives students the opportunity for freedom of expression, personal satisfaction and a closer connection with their patients, which the more formal approach to reflective writing did not offer. There is a need for students to have a safe and supportive forum in which to express and have their experiences acknowledged without the fear of being judged.