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Abstract Nowadays, residential heating and cooling are responsible for a significant part of the total global energy consumption. In order to create environmentally friendly buildings, the application of renewable energy technologies is recommended. Such a technology is GSHP 1 systems. This study examined the level of consumers׳ awareness on this technology, their perception on considering installing such a system, as well as the factors influencing the above issues. According to a logistic regression analysis, knowledge concerning the use of a GSHP system for residential use is positively related to the existence in the residence of a person with an occupation or interests associated to environment, technology or engineering, as well as the awareness about RES 2 issues and higher educational level. Also, considering installing a GSHP system is positively related to the existence in the residence of a person with an occupation or interests associated to environment, technology or engineering, awareness on RES and alternative technologies, as well as younger age groups, higher income groups, university and technical vocational education graduates.

The purpose of this article is to present the latest Education Lending Policy (ELP) of the European Investment Bank (EIB), adopted by the Board of Governors in 2008. It is structured in two parts. The first briefly presents the EIB in general and the evolution of its education lending portfolio in particular. This sets the stage for the second part of the article, which reproduces the Bank's new ELP — only the second such formal education sector policy statement adopted by the institution to date.

Translingual pedagogies have been proposed and implemented to respond to the increasing linguistic and cultural diversity in today’s classrooms. However, the findings of translingual pedagogies on English as an additional language (EAL) writing vary from facilitating to undermining teaching and learning. To understand the empirical landscape of this young and fast-growing research area, I systematically reviewed 62 studies with a research synthesis method to explore what translingual activities have been implemented and how they have impacted EAL writing teaching and learning (including both K-12 and post-secondary contexts). The findings reveal that various translingual activities, such as self-reflective writing and literacy narrative, have been enacted in EAL writing teaching and learning. These activities have been practiced in different ways based on different rhetorical situations. The results show that translingual pedagogies can complement currently practiced EAL writing pedagogies, increase EAL student writers’ awareness of English monolingualism, facilitate EAL writing teaching in different rhetorical situations, engage students in learning activities, and help view codemeshing as a matter of agency in EAL writing teaching and learning. Despite these benefits, there are some challenges to implementing translingual pedagogies, such as teachers’ and students’ concerns about codemeshing in high-stakes writing, the lack of teacher education and guidance in translingual pedagogies and practices, and the exclusion of some linguistically minoritized students. In sum, translingual pedagogies can enrich EAL writing teaching and learning, albeit with some challenges.

The early childhood years are regarded as the most significant period for human development. Yet, education investments in environmental education (EE)/education for sustainability (EfS) have been largely overlooked in the early years. This chapter offers an analysis of early childhood education for sustainability (ECEfS) theory and practice in Australia – recognised as a leader in ECEfS. It draws on historical and international contexts, key theoretical perspectives and policy directions informing broader uptake. We believe the Australian experience with ECEfS offers pointers for other parts of the world looking to ramp up their ECEfS activities.

Abstract This study describes a district-level energy intervention and conservation program designed and implemented with the help of community stakeholders, which include students and staff of an educational institution, the National University of Singapore, a local non-governmental environmental group in Singapore and the district government. The program – known formally as the Eco-living Program – was funded by the district government and implemented in the Hong Kah North Residential Council in the south western part of Singapore. The research objectives are three-fold: (1) compare the effectiveness of different intervention methods, based on self-reported behavior scores and actual electricity reduction; (2) investigate how behavior and electricity consumption are influenced by values, situational and psychological factors; (3) assess the effectiveness of different methods of intervention and provide recommendations for improvement. It was found that a combined use of leaflets and stickers resulted in highest (that is, 15.8%) reduction in average consumption. Ease of practicing the recommended energy conservation actions is a strong motivators to change energy consumption behavior. This program exemplifies the important role that community-initiated bottom-up programs can play in promoting sustainable consumption with the financial support from the local (district) government.

Entering the fourth industrial revolution, it is important to prepare the engineering students to have new skills, that is 21st skills. In Indonesia, the government has a program to overcome the new industrial revolution named Making Indonesia 4.0. One of the priority programs is to upgrade human capital. The implementation of IoT-based Project Learning (IoTbPL) is to support this program. In the 2019/2020 academic year, the instructor has decided the topic is “Smart Baby Incubator” as a case-study of IoT in healthcare. This topic allowed the students to an integrated device that consists of several sensors; actuators; and microcontroller unit, gateway, and server/cloud-based system. Through IoTbPL, the students can gain several skills, such as learning and innovation (4C’s), digital literacy, career and life skills that are proved in the project implementation and results. For example, the students free to determine the smart baby incubator device and the platform of the software. The majority of the students choose ESP8266 as a microcontroller unit that is connected to Android-based applications. Another team proposed to combine two types of microcontroller units: ESP8266 and Arduino Uno. The other one developed a web-based system instead of an Android-based application. In the next academic year, the IoTbPL implementation will focus on reducing the number of team members and proving several project topics.

Previous research has shown that a majority of adolescents in the United States initiate and drink alcohol prior to graduating high school and nearly twenty percent of high school seniors engage in heavy episodic drinking. Despite anecdotal evidence and media portrayals of alcohol use during high school events (e.g., prom), little is understood about alcohol use surrounding specific events that may be identified as "high-risk" events and addressed in specific interventions. Similarly, normative perceptions exert powerful influence on behaviors but little is understood about normative perceptions of alcohol use at high school events.The purpose of the present study was to understand whether high school alcohol use is associated with specific events by describing behaviors and normative perceptions.Participants were 386 U.S. college students age 18 to 19 (60.4 % female, mean age = 18.4) who provided retrospective accounts of their alcohol use surrounding senior year high school events (either before, which is relevant to pregaming addressed in this special issue, during, or after).Most students did not drink surrounding high school events but nearly all reported that they perceived that the typical high school senior did. Those who did drink alcohol tended to drink heavily, particularly during prom. Alcohol use was associated with other high school events ranging from the beginning of senior year (e.g., Homecoming) though the end (e.g., graduation parties) CONCLUSIONS: Results indicate the importance of future research efforts tailoring intervention efforts around specific events and the applicability of personalized normative feedback approaches.

Abstract Since the increase in greenhouse gas emissions has increased the global warming potential, an international agreement on carbon emissions reduction target (CERT) has been formulated in Kyoto Protocol (1997). This study aimed to develop a framework for the analysis of the low-carbon scenario 2020 to achieve the national CERT. To verify the feasibility of the proposed framework, educational facilities were used for a case study. This study was conducted in six steps: (i) selection of the target school; (ii) establishment of the reference model for the target school; (iii) energy consumption pattern analysis by target school; (iv) establishment of the energy retrofit model for the target school; (v) economic and environmental assessment through the life cycle cost and life cycle CO 2 analysis; and (vi) establishment of the low-carbon scenario in 2020 to achieve the national CERT. This study can help facility managers or policymakers establish the optimal retrofit strategy within the limited budget from a short-term perspective and the low-carbon scenario 2020 to achieve the national CERT from the long-term perspective. The proposed framework could be also applied to any other building type or country in the global environment.

AbstractBackgroundThe COVID‐19 pandemic has resulted in pronounced changes for college students, including shifts in living situations and engagement in virtual environments. Although college drinking decreased at the onset of the pandemic, a nuanced understanding of pandemic‐related changes in drinking contexts and the risks conferred by each context on alcohol use and related consequences have yet to be assessed.MethodsSecondary data analyses were conducted on screening data from a large parent clinical trial assessing a college student drinking intervention (N = 1669). Participants across six cohorts (from Spring 2020 to Summer 2021) reported on the frequency of drinking in each context (i.e., outside the home, home alone, home with others in‐person, and home with others virtually), typical amount of drinking, and seven alcohol‐related consequence subscales.ResultsDescriptive statistics and negative binomial regressions indicated that the proportion and frequency of drinking at home virtually with others decreased, while drinking outside the home increased from Spring 2020 to Summer 2021. Limited differences were observed in the proportion or frequency of individuals drinking at home alone or at home with others in‐person. Negative binomial and logistic regressions indicated that the frequency of drinking outside the home was most consistently associated with more alcohol‐related consequences (i.e., six of the seven subscales). However, drinking at home was not without risks; drinking home alone was associated with abuse/dependence, personal, social, hangover, and social media consequences; drinking home with others virtually was associated with abuse/dependence and social consequences; drinking home with others in‐person was associated with drunk texting/dialing.ConclusionThe proportion and frequency of drinking in certain contexts changed during the COVID‐19 pandemic, although drinking outside the home represented the highest risk drinking context across the pandemic. Future prevention and intervention efforts may benefit from considering approaches specific to different drinking contexts.