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This dataset was generated via a focused piece of research conducted by Dr Matilda Aspinall and Dr Amy Twigger Holroyd which investigated the experiences of students and staff involved in Fashion Fictions projects in 2022 at two institutions: LASALLE College of the Arts in Singapore and Nottingham Trent University. This focused research was situated within the broader Fashion Fictions project. Fashion Fictions, founded by Amy Twigger Holroyd in 2020, brings people together to generate, experience and reflect on engaging fictional visions of alternative fashion cultures and systems. Through these activities, we gain new perspectives on challenges, possibilities and pathways for change in the real world. The project is structured in three stages. Stage 1 prompts contributors to create brief written outlines of fictional fashion cultures and systems, known as Worlds; at Stage 2, participants put flesh on these outlines and create visual or material prototypes to represent their cultures, known as Explorations; at Stage 3, they performatively enact practices or events from the fictional worlds. To find out more about Fashion Fictions, visit the project website. To see other data linked to the project, visit the Fashion Fictions Zenodo community. -------------------------------- In both institutions, Fashion Fictions was initially introduced to the curriculum in the 2020/21 academic year; the activities discussed here took place in the following year, with a second cohort of students. At NTU, first-year undergraduate students from BA (Hons) courses in Fashion Design, Textile Design and Fashion Knitwear Design & Knitted Textiles undertook a short Stage 2 Fashion Fictions project. Spanning three two-hour workshops, the project was part of a Future Thinking toolkit within a module that aims to develop students’ intellectual curiosity and appreciation of the future as something that can be shaped and questioned. Working in small cross-course groups, students were given a specified Stage 1 fiction and asked to create a visual or material prototype to represent everyday life in that world, presented via a selection of images and a short explanatory text. At LASALLE, Fashion Fictions was set up as a major project extending across a 14-week semester for second-year students on two BA (Hons) programmes: Fashion Media and Industries and Fashion Design and Textiles. Also working in cross-course collaborative groups, the students first created their own Stage 1 world and then progressed to create a collection of Stage 2 prototypes in the form of garments and related media such as photographs and films, accompanied by an extensive body of supporting work. -------------------------------- in April and May 2022 we conducted semi-structured interviews with tutors involved in the projects – Lorraine Warde (Principal Lecturer in Fashion Design) at NTU and Martin Bonney and Kathryn Shannon Sim Yen Ping (Lecturers in Fashion, interviewed together) at LASALLE – and with three student groups, selected by the tutors, from each institution. The interview schedules for students and tutors each comprised four reflective questions, designed to gain an insight into the students’ experiences and the tutors’ observations. Each recorded interview lasted between twenty and sixty minutes. -------------------------------- The dataset is organised in nine folders: 1 Project context Project website About page from February 2022 (explaining the wider project at the time of this research). Project website Education projects page from January 2022 (giving context to the education projects taking place at the time of this research). 2 Activity guidance Project website Stage 1 (World) online guide from January 2022 (as available for use by LASALLE students). NTU virtual workspace Stage 2 (Exploration) guidance (as used by NTU students and providing an indication of the type of guidance that would have been offered to LASALLE students for their Stage 2 work - although their project was much longer in duration). 3 Interview documentation Information sheet and consent form given to research participants. Interview questions for staff and students, shared with all participants in advance. 4 LASALLE staff interview Transcript of interview with Martin Bonney and Kathryn Shannon Sim Yen Ping (Lecturers in Fashion). 5 LASALLE student interviews Transcripts of interviews with three student groups, each identified by the number/letter of the Stage 1 World and Stage 2 Exploration they created (as listed on the project website Worlds and Explorations pages). 6 LASALLE student work Project work (Stage 1 Worlds and Stage 2 Explorations) created by the three student groups interviewed, as displayed on the project website. One group (World 154) did not submit their Exploration for the website. 7 NTU staff interview Transcript of interview with Lorraine Warde (Principal Lecturer in Fashion Design). 8 NTU student interviews Transcripts of interviews with three student groups, each identified by the number/letter of the Stage 2 Exploration they created (as listed on the project website Explorations page). 9 NTU student work Project work (Stage 2 Explorations) created by the three student groups interviewed. Two groups' work is as displayed on the project website. One group (World 95, Exploration X) did not submit their Exploration for the website and so their internal presentation has been included instead.

The global restoration agenda can help solve the biodiversity extinction crisis by regenerating biodiversity-rich ecosystems, maximising conservation benefits using natural regeneration. Yet, conservation is rarely the core objective of restoration, and biodiversity is often neglected in restoration projects targeted towards carbon sequestration or enhancing ecosystem services for improved local livelihoods. Here, we synthesise evidence to show that promoting biodiversity in restoration planning and delivery is integral to delivering other long-term restoration aims, such as carbon sequestration, timber production, enhanced local farm yields, reduced soil erosion, recovered hydrological services and improved human health. For each of these restoration goals, biodiversity must be a keystone objective to the entire process. Biodiversity integration requires improved evidence and action, delivered via a socio-ecological process operating at landscape scales and backed by supportive regulations and finance. Conceiving restoration and biodiversity conservation as synergistic, mutually reinforcing partners is critical for humanity's bids to tackle the global crises of climate change, land degradation and biodiversity extinction.

Artículos en revistas It is shown how a standard nonlinear programming approach can be applied to solve a sophisticated version of the static optimal mix problem in generation planning. The model presented includes technical minima of thermal capacity, detailed operating models of storage-hydro and pumped-hydro units, a realistic model of capital costs for hydro plants, operating reserve and minimum demand constraints, and capacity already in existence. The model formulation is in a format that can be directly handled by the well-known MINOS code and can be efficiently solved. The use of a general-purpose nonlinear optimization program results in a great flexibility, making it possible to modify the model formulation easily or to adapt it to the characteristics of a particular electric system. A realistic application to the Spanish generation system is presented info:eu-repo/semantics/publishedVersion

The Environmental Displacement Dataset (EnDis) quantifies human movement in response to sudden-onset natural hazards, including floods, storms, wildfires, landslides, earthquakes, and volcanic activity.

These 285 documents have been used for the three sections that are part of the results of this article (documents statistics, bibliometric analysis, and literature review statistics). For this purpose, it was necessary to carry out an exhaustive review of the 285 selected documents and to complement this information with the data provided by Scopus. The data-charting process was as follows: the four researchers agreed on the types of data to be extracted, two of them carried out the review while the other two supervised. If any type of data worthy of investigation emerged during the reading, it was discussed, and if appropriate, included, making it an iterative process. For each of the documents, the following variables were collected in a table: author/s, title of the document, year of publication, journal in which it was published, type of document (article or review), number of citations and citations per year, relevance (weighting given by Scopus), DOI, geographical location of researchers, abstract, author keywords and keywords suggested by Scopus, JIF, JCI and H-index information of the journal in which the document is published (with quartiles and percentiles), subject area categories provided by Scopus, territory studied, renewable energy source studied, research technique or methodology used, primary data source used and years collected. In addition, for articles using quantitative techniques, all variables included in each model have been collected.

Globalization has changed the way global society addresses common and global problems.

Abstract With drastic fossil fuel depletion and environmental deterioration concerns, a move towards a more sustainable bioenergy-based economy is essential. Lately, the application of microwave (MW) irradiation for waste processing has been attracting interest globally. MW-assisted heating possesses several advantages such as the provision of high microwave energy into dielectric materials with deeper penetration for internal heat generation, showing beneficial features in improving the heating rate and reducing the reaction time. Consequently, the most recent literature regarding the applications of MW-assisted heating for biomass pretreatment as well as biofuel and bioenergy production was reviewed and consolidated in this study. An impressive increase in the product yield and improvement of the product properties are reported, with the use of MW-assisted heating in several conversion routes to produce biofuels. Despite being a promising technology for biofuel production, some major fundamental data of MW-assisted heating have not been comprehensively identified. Therefore, the feasibility of this technology for large-scale implementation is still subpar. Understanding the interaction between the feedstock and the microwave electromagnetic field, and the optimization of several operational and mechanical parameters are the two main keystones that would propel the industrialization of MW heating in the near future. This provides key insights leading to increased feasibility and more advanced application of MW heating.

The world, society and education are constantly evolving, and to respond to these changes, the main governmental institutions have been proposing different global strategies to focus efforts in the same direction. Currently, the United Nations and its 17 Sustainable Development Goals (SDG) have presented a series of indicators that could help to minimise the environmental, economic and social instability we are experiencing. In this sense, Education for Sustainable Development (ESD) has been described as a fundamental factor. Specifically, in previous work, we argued that physical education (PE) could be a good tool to contribute to SDGs. Based on this, no research analysing the voices of Physical Education Teachers (PET) on how this contribution could be made has been identified in previous literature. Therefore, the objectives of this research are: (1) to analyse the voices and opinions of active PETs in terms of the knowledge they have about Sustainable Development (SD); (2) to determine their opinions about the contribution that PE could make to SDGs; and finally, (3) to identify the challenges and limitations of pedagogical action of SD in PE. For this purpose, a qualitative analysis through a semi-structured interview with 41 active PETs was carried out. The main findings will be presented and discussed around four themes: (a) agreement on the concept of sustainability; (b) PE can contribute to the achievement of SDGs; (c) ambiguity in applying SDGs to PE lessons; and (d) teachers’ constraints on how to implement SDGs in PE. It seems to indicate that PETs do not have a multidimensional vision of sustainable development. While they recognise the potential of PE to contribute to SDGs through awareness raising and student learning, they point to its pedagogical and formative constraints as the main barriers to being able to contribute. They pointed to a lack of knowledge on how to do so, guidelines on how to integrate ESD, lack of involvement, shortage of time or resources in school physical education.