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Abstract This ‘reflective practice’ presents and critically describes the case of the “Schools for Tourism” (CAT), a case of promoting tourism and tourist culture in Colombian public schools through early vocational training, reporting the idea, development, outreach, and achievements of this program, as this initiative has experienced significant growth over the last few years. The methodology to this paper is of qualitative nature, i.e. primary literature sources as well as a focus group with high-school students and in-depth interviews with initiators of the project were carried out. Appraisals on the ground suggest that teachers' enthusiasm and commitment are primary factors driving the success of this kind of tourism and hospitality training programs, as is the support given to the teachers implementing CAT. More funding (in form of college scholarships or loans) would be very welcome. While the program's benefits are more than clear to all of the stakeholders, a thorough evaluation is still to be carried out so as to fully assess the benefits but also the weaknesses of the program.

Motiviert durch ein Anwendungsbeispiel wird die Komfortzone für mobile, kinematisch redundante Manipulatoren definiert. Die Lage und Orientierung der Basis des Manipulators und die Gelenkwinkel werden so gewählt, dass ausgesuchte Zielfunktionen minimal werden. Diese Zielfunktionen werden aus bekannten Maßen wie kartesische Geschwindigkeit, Kraft und Steifigkeit abgeleitet. Sie werden abhängig von den Parametern der Basis und den Gelenkwinkeln des Manipulators bestimmt, wobei nur ein Unterraum an möglichen Konfigurationen aufgrund der vorgegebenen Lage und Orientierung des Endeffektors (EE) für die Optimierung frei wählbar ist. Es werden im Sinne der multikriteriellen Optimierung Pareto-Fronten errechnet, welche durch vordefinierte Grenzen (z.B. minimale erreichbare Kraft oder minimale erreichbare Geschwindigkeit) begrenzt werden. Motivated by an application example, the comfort zone for mobile kinematically redundant manipulators is defined. The position and orientation of the mobile platform (=base of the manipulator) and the joint angles are selected in such a way that selected target functions are minimized. These objective functions are derived from known measures such as Cartesian velocity, force and stiffness. The objective functions are evaluated depending on the parameters of the base and the joint angles of the manipulator, whereby only a subspace of possible configurations is freely selectable for optimization due to the given position and orientation of the end effector (EE). Pareto-fronts are calculated in the sense of multi-criteria optimization, which are limited by, e.g., minimum achievable force or minimum achievable speed. IFToMM D-A-CH Konferenz, vol. 2020Sechste IFToMM D-A-CH Konferenz 2020: 27./28. Februar 2020, Campus Technik Lienz

Cities around the world are facilitating ambitious and inclusive action on climate change by adopting participatory and collaborative planning approaches. However, given the major political, spatial, and scalar interdependencies involved, the extent to which these planning tools equip cities to realise 1.5 °C climate change scenarios is unclear. This article draws upon emerging knowledge in the fields of urban planning and urban climate governance to explore complementary insights into how cities can pursue ambitious and inclusive climate action to realise 1.5 °C climate change scenarios. We observe that urban planning scholarship is often under-appreciated in urban climate governance research, while conversely, promising urban planning tools and approaches can be limited by the contested realities of urban climate governance. By thematically reviewing diverse examples of urban climate action across the globe, we identify three key categories of planning dilemmas: institutional heterogeneity, scalar mismatch, and equity and justice concerns. We argue that lessons from urban planning and urban climate governance scholarship should be integrated to better understand how cities can realise 1.5 °C climate change scenarios in practice.

Testing and application of suitable learning tools and methods can facilitate learning environments conducive to skill acquisition for the target group. This also applies to sports education at school level, including extracurricular activities. On the one hand, traditional learning methods are still effective in sports education; on the other hand, keeping up with societal and technological developments, new learning strategies are continuously being researched to complement existing pedagogical tools. An innovative tool that has been increasingly used in various fields of application in recent years is Virtual Reality (VR) as part of the Extended Reality (XR) domain. It enables learning in immersive and specifically designed learning environments and is particularly suitable for learning in (sports-)motor contexts due to its flexible use. In our study, we test a VR-based rotation task in an extracurricular dance class with the objective of supporting the crucial didactic, collaborative, and perceptual components of dance training in educational contexts. We conducted feedback sessions with the students and used direct observation to examine their behavioural actions. Based on the qualitative content analysis of the written feedback and the overview from the observations, we can identify integrative potentials of this innovative tool in sports education, especially extracurricular dance classes.