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Night lighting reflects the prosperous development of economic and the increasingly rich and colorful cultural life. Currently, various technical standards, protocols and management specifications have been developed to build a safe, comfortable and economical lighting environment. However, prevailing evaluation systems focus on objective indexes of illumination and have ignored environmental characteristics and subjective feelings and lacked consideration of regional culture, economic benefit, management and maintenance. In this context, a lighting evaluation system combining subjective and objective is proposed for the first time in this study to explore approaches to guide the development of a healthy and comfortable urban night-time environment.

Existing research and relevant lighting standards are analyzed and an evaluation model with a logical hierarchy is constructed by combining with the evaluation theory that is set based on people and the environment. The index weights were scientifically determined on the basis of the analytic hierarchy process (AHP) and fuzzy comprehensive evaluation method. The rationality and validity of the proposed evaluation system is verified in accordance with field projects and case studies.

Taking into account traditional and cultural factors, the evaluation model established has an acceptable accuracy. Evaluation based on subjective-objective combination can provide a scientific basis for the management and optimization of night lighting.

The proposed evaluation system can serve as a guiding reference for other areas of cultural identity and esthetic perspective.

Many colleges and universities within USA higher education claim that their graduates understand global leadership. The purpose of this study is to explore undergraduate students’ understanding of global leadership through their participation in short-term study abroad leadership courses.

Utilizing a post-intentional phenomenological (PIP) framework, this qualitative study explored how the phenomenon of undergraduate students’ understanding of global leadership may take shape through their participation in short-term study abroad leadership courses. A secondary research question explored how the context of short-term study abroad leadership courses provokes students’ understanding of global leadership. Interviews were conducted with a diverse sample of twelve participants, either current students or alumni, from three institutions.

The four key productions of the phenomenon were developing a leadership identity, influences of experiences, perceived impact of short-term study abroad courses on understanding of global leadership and application of global leadership. Select productions and associated provocations are discussed.

Based on these productions and provocations of the phenomenon, implications for leadership educators are provided.

This inquiry focuses on the phenomenon of undergraduate students’ understanding of global leadership to build on the knowledge about the experiences of students participating in short-term study abroad leadership courses. It fills a gap in the literature related to what is known about short-term study abroad leadership courses and outcomes from student participants. The methodology of this study as a PIP design further contributes to the need for qualitative research in leadership education. It is through this methodology that the diverse sample of student voices has been captured to inform our field of their experiences.