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<p>This paper presents cuckoo search algorithm (CSA) for solving non-convex economic load dispatch (ELD) problems of fossil fuel fired generators considering transmission losses and valve point loading effect. CSA is a new meta-heuristic optimisation technique inspired from the obligate brood parasitism of some cuckoo species by laying their eggs in the nests of other host birds of other species. The strength of the proposed meta-heuristic optimization technique CSA has been tested and validated on the standard IEEE 14-bus, 26-bus and 30-bus system with several heuristic load patterns. The results have indicated that the proposed approach is able to obtain significant economic load dispatch solutions than those of Firefly Algorithm (FFA) and other soft computing techniques reported in the literature.</p>

A quantitative study was carried out with the aim of analyzing the perspective of the students in relation to the factors that have influenced quality teaching during the confinement period resulting from the SARS-CoV-2 pandemic. To do this, an ad hoc questionnaire was designed and conducted in the months of June–July 2020. The sample consisted of 893 people who were studying at various Spanish universities. The results show little diversity in teaching methodologies; virtual teaching was carried out with the same parameters as face-to-face teaching. The role of the student body was one of passivity, consisting of little interaction with the teachers. Although it is true that there were no difficulties in following the course, there was limited attention paid to the emotional well-being of the students. Amongst the conclusions garnered significant, we point out the need to develop the adaptability of university teaching staff to unforeseen situations, as well as a continuing reflection on the model used in the teaching process mediated by digital technologies and the importance of promoting greater autonomy and self-regulation during learning.

Nowadays, the issues related with environment preservation assume an increasing importance. Progressively, more sustainable solutions/techniques are being developed to combat environmental destruction. The decision to include themes related to the environment in the curriculum of technological courses in higher education aims to promote more sustainable behaviors and in an indirect way, increase the environmental literacy of the population. Thus, this study aims to evaluate the environmental literacy focusing on four topics, i.e., air pollution, water pollution, global warming, and energy resources. For this purpose, a questionnaire was developed and applied to a convenience sample, formed by individuals of both genders, aged between 20 and 81 years old. The questionnaire intended to collect data to characterize the sample and assess the literacy regarding environmental issues. In order to carry out the environmental literacy assessment, the respondents were asked to express their degree of agreement with some statements related with the environmental themes mentioned above. The data collected was analyzed using data mining tools. The results suggest that the population’s literacy is satisfactory in relation to some issues, but insufficient in relation to others, equally important, but less disseminated.

Abstract Students at the public primary schools in Medan city, Indonesia, complete 90% of their learning activities in the same classroom, which, in order to save energy, utilises natural ventilation to obtain thermal comfort and fresh air for indoor air quality, which is the physical school environment that impacts the students’ achievement. Air temperature is a crucial factor that influences thermal comfort, while the CO2 concentration determines the quality of fresh air. This paper aims to describe air temperature and the CO2 concentration in an occupied naturally cross-ventilated classroom in a hot and humid tropical climate, in Medan city, Indonesia. The air temperature and CO2 level were simultaneously monitored for four days during the students’ lesson hours in a school classroom that complies with the regulations of the Ministry of Education of Indonesia about the infrastructure standards for elementary, junior high, and senior high schools. The results of this study showed that air temperature in the classroom exceeded the comfortable temperature, while the median CO2 concentration was below 1000 ppm as recommended by ASHRAE and WHO.

There is a widely believed myth that replacing the use of fossil fuels largely by renewable forms of energy is, with a possible exception of nuclear power, critically dependent on the development of appropriate new technologies. Accordingly, it is held that decarbonizing straight away is particularly difficult and expensive. There was a time when this idea had an element of reality, but this is no longer the case. Unfortunately, belief in this myth is shared by those in positions of influence. This paper serves to document that this presumed reality no longer holds, although the misconception may have been based on fact in the past. Whilst the survey of the available technology offered concentrates on electricity supply, it also documents that manufacture of synthetic fuels via hydrogen obtained by electrolysis of water and CO2 integrates smoothly with electricity grid stabilization as well as reducing the CO2 content of the atmosphere. The likely price and cost development in the energy market is also reviewed. In addition the role of CCS, in practice mainly capture from the air and industrial processes other than power generation is reviewed against the background of the cost effective generation of electricity by harvesting renewable forms of energy.

AbstractThe Green Revolution is often seen as epitomising the dawn of scientific and technological advancement and modernity in the agricultural sector across developing countries, a process that unfolded from the 1940s through to the 1980s. Despite the time that has elapsed, this episode of the past continues to resonate today, and still shapes the institutions and practices of agricultural science and technology. In Brazil, China, and India, narratives of science-led agricultural transformations portray that period in glorifying terms—entailing pressing national imperatives, unprecedented achievements, and heroic individuals or organizations. These “epic narratives” draw on the past to produce meaning and empower the actors that deploy them. Epic narratives are reproduced over time and perpetuate a conviction about the heroic power of science and technology in agricultural development. By crafting history and cultivating a sense of scientific nationalism, exceptionalism, and heritage, these epic narratives sustain power-knowledge relations in agricultural science and technology, which are underpinned by a hegemonic modernization paradigm. Unravelling the processes of assemblage and reproduction of epic narratives helps us make sense of how science and technology actors draw on their subjective representations of the past to assert their position in the field at present. This includes making claims about their credentials to envision and deliver sustainable solutions for agriculture into the future.

ABSTRACT Three graduate-level short courses on ecological agriculture and food systems were held in 1995–1997 in Norway to introduce systems thinking, creative research methods, and innovative learning approaches. In 1999, a three-day evaluation and planning workshop was held to assess course impacts, to determine relative importance of content areas, to compare learning methods with special attention to case studies, and to vision and develop action plans for future education in the region. Students and faculty agreed that soft systems research methods and varied learning processes in the course were more valuable than specific technical content that can be learned in other venues. Nine priority education areas were identified for ecological agriculture: (1) systems thinking, (2) research methods, (3) farmer/stakeholder participation, (4) improving production methods, (5) relating agriculture to food systems, (6) learning about learning, (7) values and ethics, (8) faculty development and institutional ch...

Aim: The aim of the reserch is to explore the possibility of integrating Sciences and Humanities in the Faculty of Education using Ecocriticism books and literary workshops with didactic activities of interdisciplinary nature. Methods: The experience was carried out with 100 students of the Faculty of Education of the University of Valencia from the subjects “Natural Sciences for teachers” and “Literary training for teachers”, where different didactic activities around two literary works, a novel and a short story, were proposed. Results: After the activities, the vast mayority of the students consider that Literature can help to learn Science. 41'7% of the students of “Literary training for teachers” and 62.5% of “Natural Sciences for teachers” consider the integration of Sciences and Humanities in class “very important”; and 55.6% and 29.2% “quite important”. More than 90% of the students said they were “very” or “quite” conscious of sustainability and environmental protection, although the percentages vary slightly between the two classes. Conclusion: With this study we have shown that Ecocriticism and Education are two interlinked concepts, in the same way that literature and society are. Using the socializing function of literature is when we can have greater educational performance in the current classrooms, because it allows the students to connect their reality with the texts. These ecocriticism works are a first-order didactic resource to raise awareness about environmental and sustainability problems in pre-service teachers that will transmit the message to their future students.