Comparative cost advantages of Interlocking Stabilised Soil Blocks and Sandcrete Blocks for building construction in South-West Nigeria - Obafemi, A. Ibitoye; Oluwole, Alagbe; Oladipupo, Dare-Abel (2022)
Interlocking stabilized soil blocks (ISSBS) is undoubtedly one of the contemporary buildingmaterials used for building construction works in developing countries. The ISSBs is gaining fast recognition as frontline alternative to Sandcrete blocks for affordable housing development in Nigeria. However, despite the positive reports of United Nations upholding ISSB as an affordable building material for low cost housing in developing African nations, the patronage of ISSBs is low-slung when compared to the conventional Sandcrete blocks (SBs). This study explored the comparative cost advantages of Interlocking stabilized soil blocks and Sandcreteblocks for building construction in Southwestern Nigeria with the view of promoting it’s usage for affordable housing development. The objectives were; to identify the most common types of Interlocking stabilised soil blocks and Sandcrete blocks used for building construction works in southwestern Nigeria; to analyze the cost of ISSBS for building walling system; to compare the cost of building walling systems with Interlocking stabilized soil blocks and Sandcrete blocks in Southwestern Nigeria. Existing literature on the use of Interlocking stabilised soil blocks (ISSBs) were reviewed. Using qualitative research approaches where Interviews and documentaries was phenomenal; the cost comparativeness of ISSBs and SBs in this study was analyzed using Empirical data’s obtained from local construction markets and ISSBs promoters. Findings revealed the cost of ISSBs is relatively cheaper than Sandcrete blocks due to the mortar-less walling systems; the eradication of wall rendering and drastic reduction in the use of cement, concrete, reinforcement and industrial materials. The study recommended that more agencies should be established. Promoters of ISSBs should invests heavily on awareness and sensitization of the populace on the significance of adoption ISSBs for building construction.
Keywords: C:Nigeria; _z:class:countries; _z:class:themes; openalex:n:0

Evaluation of indoor thermal comfort conditions of residential traditional and modern buildings in a warm-humid climate - Okafor, M.U.; Awuzie, B.O.; Otasowie, K.; Marcel-Okafor, U.; Aigbavboa, C. (Sustainability, 2022)
Keywords: _z:class:countries

Public Health Education in Africa: The Case of Epistemic (in) Justice and Indigenous Health Systems - Orjinta, Amarachi Jane-Frances; Mbah, Marcellus F. (Indigenous Methodologies, Research and Practices for Sustainable Development, 2022)
Keywords: _z:class:countries; _z:class:themes

A model for thermal comfort assessment of naturally ventilated housing in the hot and dry tropical climate - Ouedraogo, A.L.S.-N.; Messan, A.; Yamegueu, D.; Coulibaly, Y. (International Journal of Building Pathology and Adaptation, 2022)
Keywords: _z:class:countries

Prioritizing learning during COVID-19: The most effective ways to keep children learning during and postpandemic - Panel, Global Education Evidence Advisory (The World Bank, FCDO, and UNICEF Office of Research - Innocenti, 2022)
Keywords: _z:class:countries

Girls’ education and climate change: A critical review of the literature - Pankhurst, Camilla (Centre for Education and International Development, UCL, 2022)
Girls’ education is often positioned as a panacea for a host of the world’s problems. As the UK Prime Minister put it at the Global Education Summit: ‘This is the silver bullet, this is the magic potion, this is the panacea. This is the universal cure, this is the Swiss Army knife, complete with allen key and screwdriver and everything else that can solve virtually every problem that afflicts humanity’ (Prime Minister's Office, 10 Downing Street, 2021). One such problem is climate change. Girls’ education is heralded for its ability to improve individuals’ and countries’ resilience, to instil environmental concern and behaviours, and to produce tomorrow’s green workers and leaders. Perhaps the most pervasive claimed benefit of girls’ education is of a relationship with slowed population growth and reduced emissions, which has led some to position educating girls as one of the most cost-effective climate mitigation strategies (Project Drawdown, n.d.). But are these claims true? If we educated every girl, would we slow, halt and eventually reverse climate change and literally save the world? And what does the narrative of girls’ education as climate change inoculation mean in the context of the learning, climate, and COVID-19 crises? This paper outlines the findings of a rigorous review into the research question: ‘what evidence is there in low and lower-middle income countries (LLMICs) of the pathways between girls’ education and climate change?’. The review includes 98 studies published from 2012 to January 2022. I offer a new conceptual framework which sets out multiple, layered pathways between girls’ education and climate change, and map included studies against this framework. An assessment of the quality of studies enables identification of areas of relative strength and weakness in the evidence base. The review highlights that while there is evidence of a relationship between girls’ education and climate change in LLMICs, the evidence base is limited and inconsistent. It exposes important gaps for widely assumed causal links of girls’ education on climate change and highlights the need for further, high quality research in diverse contexts.
Keywords: _z:class:countries; selected_for:effects of climate ch...on learning...LMICs 2024

Evaluating Ventilation Performance - Persily, Andrew (Handbook of Indoor Air Quality, 2022)
Keywords: _z:class:countries

Poor indoor climate: Its impact on health and life satisfaction, as well as its wider socio-economic costs - Phillips, William; Janta, Barbara; Gehrt, Daniel; Flemons, Lillian; Gkousis, Evangelos; Cole, Sam; Smith, Pamina; Hafner, Marco (2022)
Keywords: BE:Annotated; BE:RELEVANT; _z:class:countries; _z:class:themes

Effects of IAQ on Office Work Performance - Porras-Salazar, Jose Ali; Schiavon, Stefano; Tham, Kwok Wai (Handbook of Indoor Air Quality, 2022)
Keywords: _z:class:countries

Should we paint all classroom roofs white to improve learning in Tanzania? - Proctor, J. (2022)
Keywords: _z:class:countries

Should we paint all classroom roofs white to improve learning in Tanzania? - Proctor, Jamie (2022)
Keywords: evidence_review

Year long monitoring of indoor air quality and ventilation in school classrooms in Victoria, Australia - Rajagopalan, Priyadarsini; Andamon, Mary Myla; Woo, Jin (Architectural Science Review, 2022)
Keywords: BE:RELEVANT; C:Australia; _z:class:countries; _z:class:themes; _z:no_pdf; evidence_review_2; oa:keyword:indoor air; oa:keyword:indoor air quality; oa:keyword:ventilation; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10190 Health Effects of Air Pollution; oa:topic:T11002 Indoor Air Quality and Health Effects; openalex:n:1; openalex:yes

Urban Heat in Johannesburg and Ekurhuleni: Impacts and Mitigation Options, Technical Annex. Study conducted under the authority of the World Bank - Ridder, K.; Kusambiza-Kiingi, F.; Lefebre, F.; Makwela, M.; Memela, W.; Ndlovu, C.; Segodi, S.; Souverijns, N.; Tshabalala, B.; Veldeman, N. (2022)
Keywords: _z:class:countries

Indoor air quality and health in schools: A critical review for developing the roadmap for the future school environment - Sadrizadeh, Sasan; Yao, Runming; Yuan, Feng; Awbi, Hazim; Bahnfleth, William; Bi, Yang; Cao, Guangyu; Croitoru, Cristiana; De Dear, Richard; Haghighat, Fariborz; Kumar, Prashant; Malayeri, Mojtaba; et al. (Journal of Building Engineering, 2022)
Several research studies have ranked indoor pollution among the top environmental risks to public health in recent years. Good indoor air quality is an essential component of a healthy indoor environment and significantly affects human health and well-being. Poor air quality in such environments may cause respiratory disease for millions of pupils around the globe and, in the current pandemic-dominated era, require ever more urgent actions to tackle the burden of its impacts. The poor indoor quality in such environments could result from poor management, operation, maintenance, and cleaning. Pupils are a different segment of the population from adults in many ways, and they are more exposed to the poor indoor environment: They breathe in more air per unit weight and are more sensitive to heat/cold and moisture. Thus, their vulnerability is higher than adults, and poor conditions may affect proper development. However, a healthy learning environment can reduce the absence rate, improves test scores, and enhances pupil/teacher learning/teaching productivity. In this article, we analyzed recent literature on indoor air quality and health in schools, with the primary focus on ventilation, thermal comfort, productivity, and exposure risk. This study conducts a comprehensive review to summarizes the existing knowledge to highlight the latest research and solutions and proposes a roadmap for the future school environment. In conclusion, we summarize the critical limitations of the existing studies, reveal insights for future research directions, and propose a roadmap for further improvements in school air quality. More parameters and specific data should be obtained from in-site measurements to get a more in-depth understanding at contaminant characteristics. Meanwhile, site-specific strategies for different school locations, such as proximity to trans portation routes and industrial areas, should be developed to suit the characteristics of schools in different regions. The socio-economic consequences of health and performance effects on children in classrooms should be considered. There is a great need for more comprehensive studies with larger sample sizes to study on environmental health exposure, student performance, and indoor satisfaction. More complex mitigation measures should be evaluated by considering energy efficiency, IAQ and health effects.
Keywords: _z:class:countries; evidence_review

The Health Effects of Indoor Air Pollution - Samet, Jonathan; Holguin, Fernando; Buran, Meghan (Handbook of Indoor Air Quality, 2022)
Keywords: _z:class:countries

Global Tracking of Climate Change Adaptation Policy Using Machine Learning: a Systematic Map Protocol - Sietsma, Anne J.; Callaghan, Max; Biesbroek, Robbert; Theokritoff, Emily; Thomas, Adelle; Canosa, Iván Villaverde; Schleussner, Carl-Friedrich; Ford, James D.; Minx, Jan C. (2022)
Keywords: _z:class:countries

Control of Airborne Particles: Filtration - Stephens, Brent; Maynard, Andrew; Hopke, Philip K. (Handbook of Indoor Air Quality, 2022)
Keywords: _z:class:countries

A Low-Cost Sensor Network for Real-Time Thermal Stress Monitoring and Communication in Occupational Contexts - Sulzer, Markus; Christen, Andreas; Matzarakis, Andreas (Sensors, 2022)
Keywords: _important; _z:class:countries; _z:class:themes; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T11244 Impact of Climate Change on Human Health; openalex:n:1; openalex:yes

Climate change impacts and mitigation strategies of South African manufacturing companies - Thabisile Vilakazi (2022)
Keywords: _z:class:countries

Modelling indoor environment indicators using artificial neural network in the stratified environments - Tian, Xue; Cheng, Yong; Lin, Zhang (Building and Environment, 2022)
Keywords: _important; _z:class:countries; _z:class:themes; _z:no_pdf; oa:keyword:indoor environment indicators; oa:sdg:7 Affordable and clean energy; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T11371 Urban Wind Environment and Air Quality Modeling; openalex:n:1; openalex:yes; selected_for:Predictive models for classroom conditions 2024

Modelling indoor environment indicators using artificial neural network in the stratified environments - Tian, Xue; Cheng, Yong; Lin, Zhang (Building and Environment, 2022)
Keywords: _important; _z:class:countries; _z:class:themes; _z:no_pdf; oa:keyword:indoor environment indicators; oa:sdg:7 Affordable and clean energy; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T11371 Urban Wind Environment and Air Quality Modeling; openalex:n:1; openalex:yes; selected_for:Predictive models for classroom conditions 2024

Tanzania Climate Statetement 2022 - TMA (2022)
Keywords: evidence_review

Open database for international and national indoor environmental quality guidelines - Toyinbo, Oluyemi; Hägerhed, Linda; Dimitroulopoulou, Sani; Dudzinska, Marzenna; Emmerich, Steven; Hemming, David; Park, Ju-Hyeong; Haverinen-Shaughnessy, Ulla; the Scientific Technical Committee 34 of the International Society of Indoor Air Quality, Climate (Indoor Air, 2022)
Keywords: _z:class:countries; _z:class:themes; guidelines; indoor; oa:topic:T10190 Health Effects of Air Pollution; oa:topic:T11244 Impact of Climate Change on Human Health; oa:topic:T11692 Effects of Noise Pollution on Health and Well-being; openalex:n:1; openalex:yes; pollutants; regulations

Occupants’ responses to window views, daylighting and lighting in buildings: A critical review - Vasquez, Natalia Giraldo; Rupp, Ricardo Forgiarini; Andersen, Rune Korsholm; Toftum, Jørn (Building and Environment, 2022)
This paper presents a critical review of studies addressing the effects of window views, daylighting, and lighting on occupant behavior, perception, performance, and well-being. A systematic search in the Scopus database was performed in November 2021 and yielded 515 hits. Seventy-six studies were selected according to the following criteria: i) papers presenting research results with participants’ responses and ii) accounting for daylighting, lighting, or window view assessments. The study and setting features, participants, predictors and outcomes, the statistical approach, the reported significance level, and study limitations were extracted from each paper. The analysis then identified differences in the effect of the predictor on the outcome. The number of records obtained through the structured analysis was 240. A wide range of predictors have been used in indoor daylighting, lighting, and window view research to assess people’s responses. The most commonly used predictors were artificial lighting features and window features -qualitative predictors - followed by some properties of the light sources, such as correlated color temperature, spectral distribution and horizontal illuminance. Differences in the methods for data collection, the used predictors, the outcomes, and the ways to measure the outcomes generated inconclusive results or results that were limited to the specific study. We extracted data from selected studies to suggest a simple model for the prediction of occupant performance from illuminance and correlated color temperature. The data points were few and scattered and the model, therefore, suffers from considerable uncertainties. Yet, it quantifies performance effects in ranges that are comparable with similar models from other indoor environment domains.
Keywords: BE:RELEVANT; _z:class:countries; _z:class:themes; oa:sdg:11 Sustainable cities and communities; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10692 Impact of Urban Green Space on Public Health; oa:topic:T11963 Impact of Nighttime Light Data on Various Fields; openalex:n:1; openalex:yes

Effects of Classroom Air Quality on Learning in Schools - Wargocki, Pawel (Handbook of Indoor Air Quality, 2022)
This chapter describes the evidence of the effects of indoor air quality (IAQ) on learning of children and gives an overview of the size of the effects expected. The results from the published experiments on the effects of classroom air quality on the performance of schoolwork do confirm that these effects are systematic and show that improving classroom air quality will have a significant positive effect on some aspects of learning, both on cognitive skills and academic attainment, as well as academic achievements and absence rates. Present studies show that to ensure classroom IAQ conducive to learning, CO2 levels (indicating the adequacy of ventilation) should be kept below 900 ppm at all times. It should be ensured that windows can be opened when needed, to improve classroom IAQ, and CO2 sensors should be installed to indicate when windows must be open (or any other measure to improve IAQ must be executed) if the CO2 concentration is too high and when they should be closed to conserve energy.
Keywords: evidence_review

Experimental study of the negative effects of raised bedroom temperature and reduced ventilation on the sleep quality of elderly subjects - Yan, Yan; Zhang, Haodong; Kang, Mengyuan; Lan, Li; Wang, Zhentao; Lin, Yanbin (Indoor Air, 2022)
Keywords: _z:class:countries; _z:no_pdf; elderly; raised temperature; sleep quality; sleeping conditions; ventilation

Testing and Reducing VOC Emissions from Building Materials and Furniture - Zhang, Jianshun Jensen; Chen, Wenhao; Liu, Ningrui; Guo, Bing Beverly; Zhang, Yinping (Handbook of Indoor Air Quality, 2022)
Keywords: _z:class:countries

History and Perspective on Indoor Air Quality Research - Zhang, Yinping; Hopke, Philip K.; Mandin, Corinne (Handbook of Indoor Air Quality, 2022)
Keywords: _z:class:countries

The Agricultural Water-Energy Nexus of Rural India under Climate Change: How Learning Coordination Becomes Key to Technology Adoption - Kimmich, Christian (2021)
Surprisingly or not, agriculture can be a crucial sector that either enables or impedes the transition towards sustainable development of urban areas. This is also the case for the emerging megacity of Hyderabad. Several rural-urban linkages support this perspective: (a) migration patterns, dependent on agricultural and rural income, and development paths; (b) the food security and provisioning dimension, especially relevant in the case of perishable agricultural commodities that cannot be traded over long distances; (c) water allocation for agricultural production versus drinking water supply in the city; and (d) electricity allocation for agricultural production versus urban consumption. This research focuses especially on the latter linkage (d), as electricity provision is one of the most crucial factors of sustainable development for Hyderabad, becoming either a driver or inhibitor. In India, electricity supply for agricultural irrigation is highly subsidised, increasing the scarcity for urban, industrial, and commercial uses. With a share of 36% of all electricity consumption in the state of Andhra Pradesh, agriculture has a very high potential for energy efficiency and mitigation measures. Based on background studies and stakeholder analyses, the thesis analyses two levels: (I) the macro level on the political economy of infrastructure regulation, and (II) the micro level of electricity distribution and utilisation in irrigation. Through this twofold approach, the level and measures enabling a transition towards sustainable resource use can be identified. At the macro level, a model of regulation and party competition is applied. This model is tested against the empirical background generated through an analysis of the law, the discourse in newspapers and semi-structured interviews with experts and practitioners. The micro level, which is the focus of this article, sets up an analysis of the agricultural production economy based on interviews and a farm-level survey. The analysis at the level of electricity distribution and agricultural production systems indicates that, although farmers do not have to pay per unit of electric energy utilised, the costs of poor infrastructure impose heavy burdens on agricultural enterprises. Adding the current kWh unit generation costs of electricity would by far exceed those for each of the other input factors of production. The absence of unit costs has led to highly inefficient groundwater irrigation and the high costs of pump-set burnouts to severe voltage fluctuations. These problems work as indirect incentivesor striking reasons for farmers to improve the electricity quality by adopting new technologies through coordinated social learning practices or concerted, joint action. These solutions can be combined with energy efficiency measures. Effective measures and new technologies are most feasible at the level of the electricity sub-station, isolating an agricultural electricity feeder and the connected distribution transformers for the installation of capacitors.
Keywords: C:India; _z:class:countries; _z:class:themes; oa:sdg:13 Climate action; oa:topic:T11336 Indoor Air Pollution in Developing Countries; oa:topic:T12724 Integrated Management of Water, Energy, and Food Resources; openalex:import; openalex:yes

Climate Change and Counselling Education: The Incontrovertible Role of Counselling in Psycho-Social Human Adjustment in Nigeria - Francisca, Chigbu Eberechukwu; Chisara, Obi Joy Sylvia; Uzoekwe, H. E.; Nnadi, Grace Chinyere (Asian Journal of Education and Social Studies, 2021)
Climate change threatens to aggravate problem of mental health and social inequality in Nigeria. The causes and danger associate with it has continuously intensified its effect thereby causing some psychological and social problems in the life of people, communities and society at large. Therefore, it becomes pertinent for counselling professionals to come together to address the issues both at local and international levels.
In this article, the focal point is on ways Counsellors can respond to climate change through counselling, advocacy, learning, sensitization and psycho-social human adjustment.
Keywords: C:Nigeria; _z:class:countries; _z:class:themes; oa:keyword:counselling education; oa:topic:T11761 Psychological Resilience and Well-being; oa:topic:T12485 The Role of Optimism in Psychological Well-being; oa:topic:T13536 Conceptualization and Measurement of Time Perspective; openalex:import; openalex:n:1; openalex:yes; ⛔ No DOI found

Disability and climate change: A critical realist model of climate justice - King, Molly M.; Gregg, Maria A. (Sociology Compass, 2021)
Abstract Existing literature on climate change as an issue of environmental justice documents the heightened vulnerability of people with disabilities to the effects of climate change. Additionally, there are numerous studies showing that access to information is a prerequisite for perceiving risk and taking action. Building on this work, our review seeks to understand how physical disability relates to perceptions of climate‐related risk and adaptations to climate‐related events. We introduce a critical realist model of climate justice to understand the relationships between the environmental features that disable, risk perception and information seeking, and adaptive capacity and resilience to climate change. In understanding the vulnerability and adaptive capacity of people with disabilities to climate change, this review synthesizes research on one of the U.S.’s largest minority communities with the goals of better understanding how vulnerable populations cope with climate change and integrating them into climate action and policy.
Keywords: _z:class:countries; openalex:import; openalex:yes

A short review on passive strategies applied to minimise the building cooling loads in hot locations - Al-Yasiri, Qudama; Szabó, Márta (Analecta Technica Szegedinensia, 2021)
Cooling and air-conditioning systems are responsible for the highest energy consumption in buildings located in hot areas. This high share does not only increase the building energy demand cost but also increases the environmental impact, the topmost awareness of the modern era. The development of traditional systems and reliance on renewable technologies have increased drastically in the last century but still lacks economic concerns. Passive cooling strategies have been introduced as a successful option to mitigate the energy demand and improve energy conservation in buildings. This paper shed light on some passive strategies that could be applied to minimise building cooling loads to encourage the movement towards healthier and more energy-efficient buildings. For this purpose, seven popular passive technologies have been discussed shortly: multi-panned windows, shading devices, insulations, green roofing, phase change materials, reflective coatings, and natural ventilation using the windcatcher technique. The analysis of each strategy has shown that the building energy could be improved remarkably. Furthermore, adopting more passive strategies can significantly enhance the building thermal comfort even under severe weather conditions.
Keywords: Passive strategies; cooling load reduction; energy saving; evidence_review; insulations; thermal mass

Effects of Classroom Noise on Learning: Perceptions of Grade 10–12 Girl Learners - Goldschagg, Paul; Bekker, Tanya (Africa Education Review, 2021)
Noise disturbance has been recognised as a problem in schools, affecting the intelligibility of speech, and consequently, educational outcomes. Whilst research has explained various effects of noise on learning, less is known about specific learner populations’ perceptions of the effects of noise on their learning. This article reports on a study that compared the noise perceptions of learners at two all-girls high schools (one comprising mostly English home-language speakers; the other English second-language speakers) in Johannesburg, South Africa. The findings of the purposive questionnaire survey that was administered to girls aged 15–18 are presented. Sound measurements are considered alongside questionnaire data and published standards for acceptable classroom noise. Higher levels of noise interference were reported by second-language speakers, which suggest that increased language processing demands make these learners more susceptible to the negative effects of noise. Thus, the implications point to the need for schools to recognise and minimise the negative effects of noise particularly when learners are engaged in tasks of higher order cognitive demand or when teachers are verbally presenting new or complex concepts. This is particularly true for girls for whom English is their second language.
Keywords: evidence_review

Effect of Climate Change on Acquisition of Quality Education: A Case Study of Maasai Pastoralists in Narok County, Kenya - Korir, Jacqueline (Advances in Social Sciences Research Journal, 2021)
Climate change is a global phenomenon with far reaching impacts. Arid and semi-arid communities in Kenya, among them the Maasai community from Narok County, are dependent on the natural resources for their livelihood thus are greatly hit by the adverse impacts of climate change. This paper sought to establish the indirect effects of climate change on the quality of education among the Maasai community. Desktop literature review approach and key informant phone interviews were adopted for data collection. The review of literature indicated that increased poverty levels arising from climate change has largely affected the affordability of quality education. Therefore, people in Maasai community resort to coping mechanisms on labour demands that accelerate school dropout as well as early marriages. The Maasai herders are forced to increase their migration trends to long distances, a practice that has increased child labour disrupting learning for most school going children. In addition, the girl child has become more vulnerable to sexual abuse and early marriages with a consequent denial of education opportunities. The effect of the climate change on wildlife habitat has led to human- wildlife conflict that poses a threat to the security of the community members and therefore interferes with the smooth running of schools. Consequently, interventions to mitigate climate change effects should not only concentrate on the direct but also the indirect impacts that have got multiplier effects on sectors like education. These interventions should include, provision of adequate water infrastructure, investment in education policy and boarding school Infrastructural development.
Keywords: C:Kenya; _z:class:countries; _z:class:themes; _z:no_pdf; evidence_review_2; oa:topic:T11755 Influence of Climate on Human Conflict; oa:topic:T12467 Rangeland Degradation and Pastoral Livelihoods; oa:topic:T13839 Volunteer Tourism and Global Development Impacts; openalex:import; openalex:n:1; openalex:yes; ⛔ No DOI found

Assessment of climate change training needs of agricultural extension agents in Abia state, Nigeria - Ifeanyi-obi; Ekere (South African Journal of Agricultural Extension (SAJAE), 2021)
The study assessed the agricultural extension agents' climate change training needs in Abia state. Eighty-three extension agents were chosen for the study using a simple random sampling procedure. Questionnaire was used to collect data, which was then summarized using percentages, frequency counts, and the mean. The findings indicated that male agricultural extension agents comprised a majority (53%) of the state's agricultural extension agents. The average household contained between one and five members (60%). Only 10% have a master's degree, while the majority (69%) have a bachelor's degree. The average length of employment was 15 years. The study's findings indicated that there are still extension agents who are unaware of climate change (1%). Agricultural extension agents in the study area have a limited understanding of all six climate change statements. Extension agents provide significant climate change services to farmers, including technical advice on climate change ( =2.0), the establishment of Small Plot Adaptation Techniques (SPAT) to monitor the impact of climate change (=2.1), and educating farmers on appropriate agrochemicals for climate change adaptation (weed and pest control) ( =2.2). Additionally, the results indicated that understanding fundamental climate change concepts ( =3.7), utilising cultural practises to mitigate and adapt to climate impacts ( =3.4), and environmentally friendly management practises to mitigate and adapt to climate change ( =3.4) were the primary areas of need for climate change training among extension agents. Inadequate funding for training (=3.4), a lack of financial support from organizations ( =3.3), and an inability to access financial support from funders (=3.3) were the major barriers to attending climate change training for extension agents. Regular climate change seminars and training workshops for agricultural extension agents at the federal and state levels will help to improve their overall knowledge of climate change issues. The Agricultural Development Program should utilize Forth nightly training (FNT) meetings to educate extension agents about climate change issues.
Keywords: C:Nigeria; _z:class:countries; _z:class:themes; oa:keyword:agricultural extension agents; oa:keyword:climate change training needs; oa:sdg:13 Climate action; oa:topic:T10439 Adaptation to Climate Change in Agriculture; oa:topic:T13530 Climate Change and Environmental Impact; openalex:import; openalex:n:1; openalex:yes; ⛔ No DOI found

What Can We Learn from Rural Youth in British Columbia, Canada? Environment and Climate Change—Issues and Solutions - Udas, Pranita Bhushan; Fournier, Bonnie; Christianson, Tracy M.; Desbiens, Shannon (Sustainability, 2021)
“What can we learn from rural youth?” was a youth-led arts-based participatory action research project carried out to understand and facilitate positive youth development in two rural communities in the province of British Columbia, Canada. Data was collected using photovoice, visual art, journal reflections, and group discussions. During the study, youth expressed a strong connection with nature for their development or wellbeing. Issues such as environmental degradation and climate change were identified as causes for concern. They discussed human responsibility for environmental stewardship both in their local communities and globally. Climate change hazards such as flood and fire, human action leading to environmental pollution, and human responsibility for environmental stewardship surfaced as issues for their development. Youth expressed a felt responsibility to act on climate change and to reduce the anthropogenic impact on the Earth. Based on youth voices, we conclude that attempts to engage youth in climate action without considering their psychosocial wellbeing, may overburden them.
Keywords: C:United States; _z:class:countries; _z:class:themes; oa:keyword:rural youth; oa:sdg:13 Climate action; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11998 Positive Youth Development in the United States; oa:topic:T12997 Experiential Education and Adventure Therapy; openalex:import; openalex:yes

What Can We Learn from Rural Youth in British Columbia, Canada? Environment and Climate Change—Issues and Solutions - Udas, Pranita Bhushan; Fournier, Bonnie; Christianson, Tracy M.; Desbiens, Shannon (Sustainability, 2021)
“What can we learn from rural youth?” was a youth-led arts-based participatory action research project carried out to understand and facilitate positive youth development in two rural communities in the province of British Columbia, Canada. Data was collected using photovoice, visual art, journal reflections, and group discussions. During the study, youth expressed a strong connection with nature for their development or wellbeing. Issues such as environmental degradation and climate change were identified as causes for concern. They discussed human responsibility for environmental stewardship both in their local communities and globally. Climate change hazards such as flood and fire, human action leading to environmental pollution, and human responsibility for environmental stewardship surfaced as issues for their development. Youth expressed a felt responsibility to act on climate change and to reduce the anthropogenic impact on the Earth. Based on youth voices, we conclude that attempts to engage youth in climate action without considering their psychosocial wellbeing, may overburden them.
Keywords: C:Canada; C:United States; _z:class:countries; _z:class:themes; oa:keyword:rural youth; oa:sdg:13 Climate action; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11998 Positive Youth Development in the United States; oa:topic:T12997 Experiential Education and Adventure Therapy; openalex:import; openalex:yes

Burkina Faso: Why some West African architects are choosing mud over concrete (National Geographic) - Barza Wire (Barza Wire, 2021)
A group of architects in West Africa are pushing to use mud over concrete to build houses.  In countries such as Burkina Faso, as people have become wealthier, they have transitioned to using …
Keywords: C:Burkina Faso; _z:class:countries; _z:class:themes

Climate change resilience of school premises in Cyprus: An examination of retrofit approaches and their implications on thermal and energy performance - Heracleous, C.; Michael, Aimilios; Savvides, Andreas; Hayles, Carolyn (Journal of Building Engineering, 2021)
Educational buildings form a significant part of non-residential buildings that are of public use, and, in the case of Cyprus, this building stock tends to be less energy-efficient compared to a number of other public building typologies. Moreover, it is the purpose, frequency of use and user density of these buildings that make them a special case for study. These buildings are no longer fit for their assigned purpose as they require significant energy for heating in the winter and cooling in the summer, to avoid overheating. These conditions cause significant concerns in school buildings in Cyprus and the effects of climate change exacerbates these parameters. This research aims to evaluate the effectiveness of different retrofitting measures and their impact on the thermal comfort and the energy performance of educational premises under different climatic scenarios. For the purposes of this study, a secondary school building was selected as a representative case study of educational buildings in Cyprus and was modelled using IES-VE. Retrofit measures optimizing geometry, construction and operation were examined using a calibrated dynamic thermal simulation model in current and future climatic scenarios, to determine both their effectiveness in minimizing heating demand in the winter and overheating conditions in the summer period. Comfort conditions were assessed with reference to international standards based on adaptive thermal comfort. The study demonstrates that most educational buildings in Cyprus cannot ensure thermal comfort conditions, without the support of technical systems, neither in the present nor in anticipated future climatic conditions, thereby indicating the urgent need to take action. According to the research results, natural ventilation and insulation of the roof are considered very important in achieving this goal, as they have the potential to minimize the cooling degree hours by 96.8% and the heating degree hours by 4.3%. A combination of all passive measures and heat recovery ventilation can reduce degree hours for both heating and cooling by 51% in the current climatic conditions, and by 60% and 66.4% according to climatic projections for 2050 and 2090, respectively. The methodology for the evaluation of the thermal and energy behaviour of the educational building stock applied in this study could be a trustworthy tool for decision-making in energy retrofitting projects in Cyprus, as well as in other areas with similar climatic conditions.
Keywords: C:Cyprus; _z:class:countries; _z:class:themes; evidence_review_2; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T11371 Urban Wind Environment and Air Quality Modeling; openalex:import; openalex:yes

A survey of bedroom ventilation types and the subjective sleep quality associated with them in Danish housing - Liao, Chenxi; Akimoto, Mizuho; Bivolarova, Mariya Petrova; Sekhar, Chandra; Laverge, Jelle; Fan, Xiaojun; Lan, Li; Wargocki, Pawel (Science of The Total Environment, 2021)
We performed a survey of the types of bedroom ventilation in Danish dwellings (January–February 2020) and the associated subjective sleep quality. Five hundred and seventeen people responded. Their median age was 33 years old and 55.4% of them were males. We used an online questionnaire and collected information on the type of bedroom ventilation, bedroom airing behaviour by the respondents, the bedroom environment, building surroundings and location, and sleep disturbance caused by stuffy air, noise, and the thermal environment. Subjective sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI); its median among respondents was >5 indicating reduced sleep quality. 35.4% of the bedrooms had mechanical, 24.6% exhaust, and 40.0% natural ventilation. Sleeping in a bedroom with mechanical ventilation tended to reduce sleep disturbance. The absence of mechanical ventilation and the presence of carpet in the bedroom were all associated with stuffy air causing sleep disturbance, which was the second most sleep disturbing factor. PSQI increased significantly with increased sleep disturbance. People who reported that their sleep was disturbed by stuffy air or “too warm” conditions opened windows frequently during the day or night, but no association was found between PSQI and bedroom airing behaviours. Our results are valid for the heating season and the survey would have to be repeated in the non-heating season to permit generalization of the findings. The results present associations and are qualitative, so field measurements are necessary to validate the present observations and provide further explanations.
Keywords: BE:RELEVANT; Noise; Occupant behaviour; PSQI; Sleep disturbance; Stuffy air; Thermal comfort; _z:class:countries; _z:class:themes; oa:keyword:bedroom ventilation types; oa:keyword:subjective sleep quality; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10316 Sleep and Insomnia; oa:topic:T11692 Effects of Noise Pollution on Health and Well-being; openalex:n:1; openalex:yes

Pathologies of the hearing aid under the influence of global climate change and ecology - Ryzhkin, Nikolay; Ivanova, Anna; Savchenko, Yulia; Polin, R; Korobov, I. A. (IOP Conference Series: Earth and Environmental Science, 2021)
Abstract This article discusses the pathological changes of the hearing aid in connection with the deterioration of the environmental situation around the world, presents the psychophysical features that deal with the struggle of children with hearing impairment (hard of hearing and deaf). The method of physical education in the course of classes in the wrestling section for the adaptation and harmonious physical development of hard-of-hearing children is proposed and investigated. In our opinion, exercises in wrestling contribute to the development of a number of many valuable physical and psychological qualities that are necessary for a child with hearing impairment. The hypothesis of the study is based on the assumption that the inclusion of special developed methods for wrestling will allow to achieve significant results in a short time in children with hearing impairment. The use of wrestling exercises allows you to maximize the development of the functions of these analyzers for deaf children to more effectively participate in the compensation of lost qualities as a result of impaired hearing aid.
Keywords: _z:class:countries; openalex:import; openalex:yes

Climate for changing lenses : Reconciliation through site-specific, media arts-based environmental education on the water and climate change nexus in South Africa and Canada - Borek, Sarah Van (2021)
This study took place in the context of a growing racialised global water crisis and increasing demands worldwide for transforming higher education at institutions of ongoing settler colonialism. It presents a conceptualisation of what education, research and activism can look like and unfolded inside a doctoral research project that expands what doctoral education can look like. Using a media arts-based praxis process, I developed a relational model of university curriculum – site-specific, media arts-based, environmental education – with potential to cultivate relations (human and nonhuman) towards reconciliation while contributing to justice at the water-climate change nexus. My aim as a settler-ally was to expand my teaching and curriculum practices, thereby also offering curriculum transformation inspiration to others. My research was rooted in my concept of reconciliation as a practice towards thriving together, where the ‘together’ was inclusive of both humans and nonhumans. The curriculum engaged students in de/re/constructing water narratives through making site-specific videos focused on local water bodies. Decolonising artistic approaches known as slow media and soundscape recording were strategically incorporated into audio/video mapping assignments where students observed water aesthetics in ways that shifted their perceptions about water and entities entangled with it. Students met with Knowledge Keepers (Indigenous and non-Indigenous people from outside the academy with existing relationships to water bodies). A photovoice methodology was used in these meetings with Knowledge Keepers to reconfigure traditional film director-subject power relations. Guest lecturers from non-traditional backgrounds contributed diverse perspectives. Ecomotricity was incorporated, whereby students were in deliberate movement in/with water bodies through canoeing together. The curriculum culminated in a public screening/education event where resulting videos, interspersed with educational games facilitated by students, surfaced emotions, knowledge co-production and new synergies amongst the event’s temporary community. Through two iterations of the curriculum, where I co-designed and taught a course called Making Waveforms, one in Vancouver, Canada and one in Cape Town, South Africa, I explored the primary research question: How can a relational site specific, media arts-based university environmental education curriculum cultivate students’ relational sensibilities and abilities oriented towards reconciliation of diverse peoples and ecosystems in South Africa and Canada? Iterating the curriculum across these two contexts allowed me to assess which aspect(s) of the curriculum may have been applicable across these and other contexts. By using mixed methods of data collection and sharing throughout the research journey, I explored the sub-questions: a) How is reconciliation understood currently by university students in South Africa and Canada? and b) How can a relational site-specific, media arts-based university environmental education curriculum and my PhD methodologies (PhD-by-publication, website, and participatory approaches to podcasting, video making, and song creation), contribute to decolonising higher education, and thereby further contribute to reconciliation of diverse peoples and ecosystems in South Africa and Canada? Integral to my praxis process, I undertook a PhD-by-publication that involved writing four academic journal articles, with each paper presenting a key stage in the process. The papers, all of which have been submitted to peer-reviewed academic journals, form part of this thesis and can be found in the Appendices. The course was originally developed around Donati’s (2011) relational sociology and Gergen’s (2009) relational education theory. Throughout my praxis process, I expanded my theoretical influences as called for by the research and teaching practice. The journey behind my first PhD paper, (Towards) Sound research practice: Podcast- building as modeling relational sensibilities at the water-climate change nexus in Cape Town, began when I officially started my doctoral studies in early 2018. The paper was co- authored with a fellow PhD scholar from Rhodes University’s Environmental Learning Research Centre (ELRC), Anna James. It presents an experimental arts-based methodology we co-developed for doing contextual profiling by building a socially-engaged podcast series, called DayOne, to explore the lived experiences of the Cape Town water crisis of 2018. It includes my initial tool of analysis for exploring how the curriculum might cultivate relational sensibilities and abilities towards reconciliation. The podcast pedagogy offered opportunities to develop some relational learning processes. The analytical tool was developed from cross-referencing reconciliation and relational educational theories. This paper also incorporated theories in relational solidarity and social movement learning. The podcast episodes included personal narratives that, in turn, revealed diverse ideologies and polarisations in the water situation. Working with the audio medium highlighted possibilities for creating and shifting affective relations. Recording and editing soundscapes of water bodies began explorations of the agential qualities of water. These were foundational dynamics to explore in building the reconciliation curriculum. The paper is published in the International Journal of New Media, Technology, and the Arts (2019, Volume 14, Issue 1). My second PhD paper, A media arts-based praxis process of building towards a relational model of curriculum oriented towards reconciliation through water justice, presents my methodology for and analysis of a pilot course I co-designed and taught at the Emily Carr University of Art + Design (ECUAD) in Vancouver, Canada in 2018. This course served as contextual profiling around the water situation in Vancouver. The course was offered in partnership with a science-based environmental non-profit called the David Suzuki Foundation and an Indigenous-led post-secondary school called the Native Education College. The course’s public event was hosted at the Beaty Biodiversity Museum. At this stage, I was introduced to Cree/Métis filmmaker, Gregory Coyes, and his Indigenous cinematic narrative approach known as Slow Media. Integrating slow media into video mapping assignments presented exciting possibilities for shifting views and valuing of water. This was the stage at which my concept of reconciliation expanded to explicitly include nonhumans. I applied my initial analytical tool to the curriculum here, which revealed the three most prominent relational sensibilities and abilities towards reconciliation cultivated by students through the course: (1) knowledge ecologies; (2) a hopeful social imaginary; and (3) embodied ways of knowing. I began to make connections between the curriculum and Mi’kmaq elder Albert Marshall’s concept of ‘Two-Eyed-Seeing’, and expanded the notion to ‘Three-Eyed-Seeing’ to include artistic approaches. Deeply inspired by Bekerman and Zembylas’s (2012) Teaching Contested Narratives, I began to see the growing importance of the narrative aspects of reconciliation education. The paper is published in the University of Pretoria’s Journal of Decolonising Disciplines (2021, Volume 1, Issue 2). My third PhD paper, Water as artist-collaborator: Posthumanism and reconciliation in relational media arts-based education, presents a 2019 iteration of the curriculum at ECUAD in Vancouver, and illustrates my shift to include posthuman theories in my analysis. This course was offered in affiliation with the David Suzuki Foundation, and in collaboration with the Native Education College. The culminating public event was hosted by the Beaty Biodiversity Museum. Decentring the human in this data analysis better supported my research and curricular aims. The strong technoculture of the media arts-based curriculum fits well with many posthuman concepts. This posthuman reading of the course and data enabled me to see what changes were emerging through student-water-technology intra-actions, and how these supported relations towards reconciliation as well as water justice. Most notable of these changes was the emergence of water’s agential qualities, specifically of water as becoming collaborator in artistic/knowledge co-production, where students think with water. I argued this contributes to reconciliation by decentring the human, enabling relations in which power is more equal, and where there are greater possibilities for mutual responsibility between related entities. This is where I developed the concept of audio/video as relational texts, supporting the creating and shifting of affective relations more than the monumentalised verbal/written knowledge of traditional universities. This is also where I realised that relational work towards reconciliation would require engaging with the hidden curriculum of institutions. The paper is published in the journal Reconceptualizing Educational Research Methodology (2021, Volume 12, Issue 1), as part of a special issue on Posthuman Conceptions of Change in Empirical Educational Research. My fourth PhD paper, originally entitled Making waveforms: Implicit knowledge representation through video water narratives as decolonising practice towards reconciliation in South Africa’s higher education, presents an analysis of the 2019 iteration of the curriculum in South Africa. I co-designed and led a course called Making Waveforms at the University of Cape Town’s Future Water Institute (FWI) in collaboration with Rhodes University. The course was co-designed/facilitated with FWI’s Research Fellow Amber Abrams, who also co-authored this paper. The course’s public event was hosted by a non- profit organisation called the Tshisimani Centre for Activist Education. This paper explored the ways that non-verbalisable, implicit learning – understood as part of many non- Euro/Western ways of knowing – takes place in the Making Waveforms course and how this influenced water-specific climate behaviours while contributing to decolonised reconciliation practice for higher education institutions. Drawing on theories of implicit and explicit knowledge, we first showed how implicit learning primarily took place through: 1) site- specific audio/video mapping of water bodies; 2) meetings with Knowledge Keepers; and 3) an interactive public screening event. We highlighted how this non-verbalisable learning produced feelings of empathy for diverse peoples and waterways, as well as aesthetic appreciation of water, and how this can contribute to more response-able water behaviours. This, we argued, supported the valuing of implicit knowledge within a traditional educational setting, thereby pluralising knowledge, and was key to reconciliation/decolonisation in higher education. Iterating the curriculum for the South African context emphasised the importance of context-specificity of the course overall, and also of the relational work embedded in the curriculum. This paper is under review by the University of Toronto’s journal Curriculum Inquiry (CI). Following receipt of CI's internal review process, the title of the paper has since been updated to Non-verbalisable, implicit knowledge through cellphilms as decolonised reconciliation practice towards response-able water behaviours in South Africa. Through reflective analysis of my four papers, I developed a concept for an Anatomy of Decoloniz/sed Curriculum consisting of five key parts: 1) relationality; 2) multimodality; 3) narratives/counter-narratives; 4) context-specificity; and 5) unhidden curriculum. Four metareflections have been included in this thesis, each corresponding with one of the four papers, and presented chronologically according to the stage of the praxis process with which they correspond. In these metareflections, I applied Kolb’s (1984) Experiential Learning Cycle model for reflective writing, based on the premise that through experiences we can expand our understanding, and included four key stages: 1) concrete experience; 2) reflective observation; 3) abstract conceptualisation; and 4) active experimentation. For the concrete experience, I provided a thick description of my process in writing the paper, as well as aspects of the phase in my praxis process that was the focus of the paper, not included in but relevant to the paper. For the reflective observation, I identified any aspects of the experience that were new to me and which therefore presented opportunities for me to learn. For the abstract conceptualisation, I critically analysed my concrete experience and reflective observation to determine which, if any, of the five key parts of the Anatomy of Decoloniz/sed Curriculum that I outline in my introduction relate to this phase of my PhD praxis process. For the active experimentation, I made conclusions about the extent to which this phase of my PhD embraced decoloniality in practice, and built on this new understanding to make recommendations for myself and others committed to the decolonial project as part of my contribution to knowledge. These metareflections also invite readers to follow my personal narrative of becoming-with water, meaning my transformation from being water illiterate to embracing a ‘watershed mind’ (Wong, 2011). Multimodality, which I propose as a key part of an Anatomy of Decoloniz/sed Curriculum, is embedded in the representational aspects of this thesis. The courses I co-designed and taught as part of this project resulted in the creation of 20 short student films. My contextual profiling involved a podcast methodology that was ongoing throughout my study, as a model of decolonised research-communication-education-action at the water-climate change nexus. This methodology resulted in the creation of four DayOne podcast episodes, co-produced with a PhD colleague, Anna James. Some of these episodes are available in all three main languages of Cape Town (Xhosa, Afrikaans, and English). I evolved the podcast methodology in a later stage of my praxis process as a form of member checking with contributors involved in various stages and aspects of the research. Once the four papers were written, I created a series of four short videos called In the Flow, with each video representing a translation of one of the four papers. I invited various contributors of the research project to either watch one or more of the In the Flow videos and/or read one or more of the academic papers, and then to respond in a Zoom call with me. The responses were then shared publicly in a series of seven Climate for Changing Lenses podcast episodes. Parts of these are included in a final song/music video called Please Don’t Blow It. A Climate for Changing Lenses website was created to host all of this multimedia content that forms part of this thesis. A link to this website is provided in the Introduction section of this thesis. My research contributes to the advancement of knowledge in the areas of relational and reconciliation pedagogy, decolonising higher education, arts-based teaching, learning and research methodologies and the water-climate change nexus. My praxis process provided a relational model of reconciliation curriculum that has been tried and tested in two international contexts: Canada and South Africa.
Keywords: C:Canada; C:South Africa; _z:class:countries; _z:class:themes; _z:no_pdf; oa:keyword:climate change; oa:keyword:environmental education; oa:topic:T12997 Experiential Education and Adventure Therapy; openalex:import; openalex:n:1; openalex:yes

The Impact of Occupancy Energy Use Behaviour of High-Rise Dwellings In Southeast China - Wuxia, Wuxia; Zhang, Wuxia; Calautit, John Kaiser; Hamaza, Neveen (2021)
Keywords: C:China; _z:class:countries; _z:class:themes

Building Occupancy Prediction Through Machine Learning for Enhancing Energy Efficiency, Air Quality and Thermal Comfort: Review and Case Study - Wuxia, Wuxia; Zhang, Wuxia; Tien, Paige; Calautit, John Kaiser; Wu, Yupeng (2021)
Keywords: _z:class:countries; _z:class:themes

Building capacity for climate-change education in Aotearoa New Zealand schools - Everth, Thomas; Bright, Ria; Morey, Chris; DePetris, Thea; Gaze, Sarah; Barker, Anne; Soanes, Andrea; Gurney, Laura; Eames, Chris (2021)
The government of Aotearoa New Zealand has recognised the gravity of climate change by adopting a Climate Emergency declaration, passing the Zero Carbon Act (2019), and asking the Climate Change Commission to chart a pathway towards a carbon-zero future. The climate emergency necessitates transformation of the practices and visions of individuals and society towards a sustainable future. We argue that education must be recognised as a key enabler for this transformational process. In this article, we draw on our recommendations to the Climate Change Commission (2021a) for structural changes in our education system to build capacity for the implementation of climate-change education for a sustainable future. Our focus is on building capacity in school leaders and teachers through development of knowledge and skills, provision of time and space, and cultural embedding of education on sustainable living and climate change into the ways we all teach and learn. Our intention is to provide a “think piece” to be considered and discussed by school educators and leaders across Aotearoa New Zealand.
Keywords: C:New Zealand; _z:class:countries; _z:class:themes; oa:keyword:climate-change climate-change; oa:sdg:13 Climate action; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; openalex:import; openalex:yes

Building capacity for climate-change education in Aotearoa New Zealand schools - Everth, Thomas; Bright, Ria; Morey, Chris; DePetris, Thea; Gaze, Sarah; Barker, Anne; Soanes, Andrea; Gurney, Laura; Eames, Chris (2021)
The government of Aotearoa New Zealand has recognised the gravity of climate change by adopting a Climate Emergency declaration, passing the Zero Carbon Act (2019), and asking the Climate Change Commission to chart a pathway towards a carbon-zero future. The climate emergency necessitates transformation of the practices and visions of individuals and society towards a sustainable future. We argue that education must be recognised as a key enabler for this transformational process. In this article, we draw on our recommendations to the Climate Change Commission (2021a) for structural changes in our education system to build capacity for the implementation of climate-change education for a sustainable future. Our focus is on building capacity in school leaders and teachers through development of knowledge and skills, provision of time and space, and cultural embedding of education on sustainable living and climate change into the ways we all teach and learn. Our intention is to provide a “think piece” to be considered and discussed by school educators and leaders across Aotearoa New Zealand.
Keywords: C:New Zealand; _z:class:countries; _z:class:themes; oa:keyword:climate-change climate-change; oa:sdg:13 Climate action; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; openalex:import; openalex:yes

Combination of lighting retrofit and life cycle cost analysis for energy efficiency improvement in buildings - Belany, Pavol; Hrabovsky, Peter; Kolkova, Zuzana (Energy Reports, 2021)
This article deals with the possibilities the lighting retrofit and the life cycle cost analysis economic analysis in the process of increasing the energy efficiency of buildings. It contains basic information about lighting retrofit and the life cycle cost analysis and its implementation for cost estimation for a building lighting system. The accuracy of the life cycle cost analysis was verified on three lighting systems. The first system consisted of an old (original) lighting system that was commonly used in office buildings. The other two lighting systems are based on the concept of retrofit lighting. One system is based on switching according to the movement of people and the other system is based on sensing daylight and maintaining the intensity of lighting at the prescribed level. By measuring the power consumption of these systems, data of power consumption were obtained. The data from life cycle cost analysis were obtained by calculation. Finally, the results between each measurement and data from life cycle cost analysis were evaluated and compared. After compared the data, the resulting accuracy of life cycle cost analysis was determined. The last aim was to determine its suitability for other use in modernization, retrofit, design of new lighting systems, and in the process of increasing energy efficiency of buildings.
Keywords: Consumption of electricity; Economic; Life cycle cost analysis; Lighting retrofit; Lighting systems; Measurement; _z:class:countries; _z:class:themes; oa:keyword:energy efficiency improvement; oa:keyword:life cycle cost analysis; oa:keyword:lighting retrofit; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T11954 Energy Efficiency in Manufacturing and Industry Sector; oa:topic:T14138 Life Cycle Costing in Construction and Infrastructure Projects; openalex:n:1; openalex:yes

Climate Disaster Risk, Disability, and Resilience - Calgaro, Emma (Current history, 2021)
This essay examines the everyday inequalities, stigmas, and injustices that leave people with disabilities highly vulnerable to escalating climate change risks. It argues that including people with disabilities in disaster risk reduction processes is essential to shaping inclusive, effective policies and practices. Examples of several programs that have done so are discussed. Focusing on the strengths of people with disabilities as resilient change-makers and as the experts in their own lives—instead of viewing them as dependent on others—can lead to the changes necessary to recognize their personal sovereignty and deliver disaster justice. Third in a series on disability rights around the world.
Keywords: _z:class:countries; openalex:import; openalex:yes

Perception of gender in children's voices - Barreda, Santiago; Assmann, Peter F. (The Journal of the Acoustical Society of America, 2021)
Keywords: _z:class:countries; _z:class:themes; oa:keyword:gender; oa:topic:T10201 Speech Recognition Technology; oa:topic:T10403 Speech Perception and Phonetics; oa:topic:T10863 Diagnosis and Treatment of Voice Disorders; openalex:n:1; openalex:yes

Expressed Willingness and Awareness of Students towards Climate Change in Lahore, Pakistan - Gulraiz, Khadija; Ali, Aabgeen (Indonesian Journal of Innovation and Applied Sciences, 2021)
Global climate change is one of the most significant threats to our generation, the fundamentals of the issue lie in the fact that the anthropogenic contribution of greenhouse gases is changing the global climate at a rapid rate causing immense warming trends and displaced cold weather. This study examined the awareness levels of college/university students on climate change and their willingness to mitigate the effects of climate change. 69 students from Lahore’s different public and private sector universities were asked to fill out a survey questionnaire form online and were questioned on their attitudes about climate change and their willingness to take action to mitigate its effects.
Keywords: C:Pakistan; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:sdg:13 Climate action; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11488 Perceptions and Communication of Climate Change; openalex:import; openalex:yes

A hybrid deep transfer learning strategy for thermal comfort prediction in buildings - Somu, Nivethitha; Sriram, Anirudh; Kowli, Anupama; Ramamritham, Krithi (Building and Environment, 2021)
Since the thermal condition of living spaces affects the occupants' productivity and their quality of life, it is important to design effective heating, ventilation and air conditioning (HVAC) control strategies for better energy efficiency and thermal comfort. An essential step in HVAC control and energy optimization is thermal comfort modeling. Recently, data-driven thermal comfort models have been preferred over the Fanger's Predicted Mean Vote (PMV) model due to higher accuracy and ease of use. However, the unavailability of comprehensive labelled thermal comfort data from the occupants poses a significant modeling challenge. This paper addresses data inadequacy issues by adopting ‘transfer learning’ to leverage well learned knowledge from source domain (same climate zones) to target domain (different climate zone) where modeling data is sparse. Specifically, a Transfer Learning based Convolutional Neural Networks-Long Short Term Memory neural networks (TL CNN-LSTM) is designed for effective thermal comfort modeling that exploits the spatio-temporal relations in the thermal comfort data. The significant modeling parameters for TL CNN-LSTM are identified using the Chi-squared test. Further, the lack of sufficient samples across all thermal conditions in the available thermal comfort datasets was handled by Synthetic Minority Oversampling Technique (SMOTE). Experiments with two source (ASHRAE RP-884 and Scales Project) and one target (Medium US office) datasets demonstrate the ability of TL CNN-LSTM in achieving an accuracy of >55% with limited data in target buildings. The limitation of TL CNN-LSTM is its continued dependence on intrusive parameters and the challenges in assessing its adaptability to different climate zones.
Keywords: Buildings; Deep learning; Energy efficiency; HVACs; Thermal comfort; Transfer learning; _z:class:countries; _z:class:themes; _z:no_pdf; oa:keyword:thermal comfort prediction; oa:sdg:13 Climate action; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T11371 Urban Wind Environment and Air Quality Modeling; openalex:n:1; openalex:yes

Classroom Temperature and Learner Absenteeism in Public Primary Schools in the Eastern Cape, South Africa - Pule, Vicky; Mathee, Angela; Melariri, Paula; Kapwata, Thandi; Abdelatif, Nada; Balakrishna, Yusentha; Kunene, Zama; Mogotsi, Mirriam; Wernecke, Bianca; Wright, Caradee (International Journal of Environmental Research and Public Health, 2021)
Children spend a significant proportion of their time at school and in school buildings. A healthy learning environment that supports children should be thermally conducive for learning and working. Here, we aimed to study the relations between indoor classroom temperatures and learner absenteeism as a proxy for children’s health and well-being. This one-year prospective study that spanned two calendar years (from June 2017 to May 2018) entailed measurement of indoor classroom temperature and relative humidity, calculated as apparent temperature (Tapp) and collection of daily absenteeism records for each classroom in schools in and around King Williams Town, Eastern Cape province, South Africa. Classroom characteristics were collected using a standardized observation checklist. Mean indoor classroom temperature ranged from 11 to 30 °C, while mean outdoor temperature ranged from 6 °C to 31 °C during the sample period. Indoor classroom temperatures typically exceeded outdoor temperatures by 5 °C for 90% of the study period. While multiple factors may influence absenteeism, we found absenteeism was highest at low indoor classroom Tapp (i.e., below 15 °C). Absenteeism decreased as indoor Tapp increased to about 25 °C before showing another increase in absenteeism. Classroom characteristics differed among schools. Analyses of indoor classroom temperature and absenteeism in relation to classroom characteristics showed few statistically significant relations—although not exceptionally strong ones—likely because of the multiple factors that influence absenteeism. However, given the possible relationship between indoor temperature and absenteeism, there is a learning imperative to consider thermal comfort as a fundamental element of school planning and design. Furthermore, additional research on factors besides temperature that affect learner absenteeism is needed, especially in rural areas.
Keywords: evidence_review

An IoT-based deep learning approach to analyse indoor thermal comfort of disabled people - Brik, Bouziane; Esseghir, Moez; Merghem-Boulahia, Leila; Snoussi, Hichem (Building and Environment, 2021)
Monitoring the thermal comfort of building occupants is crucial for ensuring sustainable and efficient energy consumption in residential buildings. Existing studies have addressed the monitoring of thermal comfort through questionnaires and activities involving occupants. However, few studies have considered disabled people in the monitoring of thermal comfort, despite the potential for impairments to present thermal requirements that are significantly different from those of an occupant without a disability. Additionally, people with disabilities can experience difficulties in expressing their thermal comfort, which further complicates assessment and monitoring. To overcome this, we propose the development of a new learning model using a deep neural network. Our model can predict the indoor thermal comfort of differently abled people in real time to facilitate remote monitoring. We generated our real dataset using a new Internet of Things (IoT) architecture. Our architecture also includes a data collection scheme to ensure an efficient collection process, enabling the collection of targeted data before transferring them to cloud servers for further data analysis. Experimental results illustrate the reliability of our data collection scheme in gathering useful and targeted data, as well as the efficiency of our deep learning-based model, which achieved an accuracy of 94% and a precision and recall of 98% and 97%, respectively.
Keywords: Building sustainability; Deep learning; Disabled people; Indoor thermal comfort prediction and monitoring; Internet of Things (IoT); _z:class:countries; _z:class:themes; oa:keyword:indoor thermal comfort; oa:sdg:7 Affordable and clean energy; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T10990 Airborne Transmission of Respiratory Viruses; openalex:n:1; openalex:yes

Mitigating the impacts of climate change on education for persons with disabilities - Duc, Minh Nguyen (Tạp chí Khoa học Giáo dục, 2021)
Climate change has a negative effect on health and enrollment in activities, especially for education for people with disabilities. People with disabilities mostly come from impoverished families where public services are underdeveloped. Thus, they face disadvantages when participating in online and face-to-face education because the quality of infrastructure and learning materials is inadequate. The difficulties for education for people with disabilities are also exacerbated by climate change which also affects people without disabilities. In detail, the support for people with disabilities are significantly reduced in terms of special learning materials and facilities, which are consistently more expensive than the common ones. Since the life quality declines because of climate change, people without disabilities will contest for jobs and thus leading to difficulties in the output of education for people with disabilities and affecting their learning motivation adversely. To tackle these restrictions, a comprehensive and synchronous solution is required.
Keywords: _z:class:countries; openalex:import; openalex:yes

Climate Change and Disability Issues in Vietnam - Hải, Nguyễn Xuân (Tạp chí Khoa học Giáo dục, 2021)
Despite of the fact that, disability issue as well as person with disability has been investigated and applied these research results in practice to support them to cover their basic human rights, be fully developed and included into the communities. However, researches on climate change with its impacts on the disabilty and how person with disability overcomes and adapts to climate change are considered as a limitation in the country. The contents of paper focuses on a very first step of research’s results on theoretical issues on climate change and disability in order to have an overall picture and some orientations towards this issue in current practice and the coming development phase in Vietnam.
Keywords: _z:class:countries; openalex:import; openalex:yes

Early education on environmental protection and skills to respond to natural disaster and climate change for children disabilities at early intervention center - Hoang, Yen (Tạp chí Khoa học Giáo dục, 2021)
The article poses an idea to ensure children's right to access to information, education on environmental protection (EPE) and skills to respond to natural disasters and climate change (CC) for children with disabilities from an early age through educational and therapeutic programs, rehabilitation at Early Intervention Centers. The program will include 2 main components: Component 1 provides information about the surrounding environment and environmental protection education. Component 2 will be activities to practice some skills to respond to natural disasters and climate change. This program will be built according to the suggested framework and developed in ways that are suitable for different types of disabilities to be highly applicable. These are pictures, videos, braille, sign language for component 1 and game activities, plays or situations integrated with intervention and therapy activities for component 2
Keywords: _z:class:countries; openalex:import; openalex:yes

Model predictive control strategy using encoder-decoder recurrent neural networks for smart control of thermal environment - Li, Yue; Tong, Zheming (Journal of Building Engineering, 2021)
The development of deep learning (DL) technology provides an opportunity for accurate prediction and effective control of complex building systems. However, despite the high prediction performance of DL models, few studies integrate DL with the model predictive control (MPC) algorithm for improving building management. In this study, a DL-based MPC framework using encoder-decoder recurrent neural network is developed for real-time control of building thermal environment to exploit the advantage of both DL and MPC algorithms. In addition, to simulate the dynamic interaction between indoor airflow and HVAC systems, a co-simulation platform by integrating HVAC simulator and CFD model is developed to evaluate the proposed building control strategy. Two case studies including a confined space with mixing ventilation and an office room subjected to solar radiation are used for validation of the proposed method. The performance of the DL-based MPC algorithm for building thermal environment control is compared with the traditional proportion-integration-differentiation (PID) controller and the adaptive PID controller. Approximately 4% and 7% energy savings are achieved on average through DL-based MPC compared with adaptive and conventional PID control, respectively. The proposed DL-based MPC framework shows a promising application prospect for building automationby taking the advantage of both deep learning and MPC algorithms.
Keywords: Computational fluid dynamics; Model predictive control; Recurrent neural networks; Smart control; Thermal environment; _z:class:countries; _z:class:themes; _z:no_pdf; oa:keyword:model predictive control strategy; oa:sdg:7 Affordable and clean energy; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T11371 Urban Wind Environment and Air Quality Modeling; oa:topic:T11529 Refrigeration Systems and Technologies; openalex:n:1; openalex:yes

Model predictive control strategy using encoder-decoder recurrent neural networks for smart control of thermal environment - Li, Yue; Tong, Zheming (Journal of Building Engineering, 2021)
The development of deep learning (DL) technology provides an opportunity for accurate prediction and effective control of complex building systems. However, despite the high prediction performance of DL models, few studies integrate DL with the model predictive control (MPC) algorithm for improving building management. In this study, a DL-based MPC framework using encoder-decoder recurrent neural network is developed for real-time control of building thermal environment to exploit the advantage of both DL and MPC algorithms. In addition, to simulate the dynamic interaction between indoor airflow and HVAC systems, a co-simulation platform by integrating HVAC simulator and CFD model is developed to evaluate the proposed building control strategy. Two case studies including a confined space with mixing ventilation and an office room subjected to solar radiation are used for validation of the proposed method. The performance of the DL-based MPC algorithm for building thermal environment control is compared with the traditional proportion-integration-differentiation (PID) controller and the adaptive PID controller. Approximately 4% and 7% energy savings are achieved on average through DL-based MPC compared with adaptive and conventional PID control, respectively. The proposed DL-based MPC framework shows a promising application prospect for building automationby taking the advantage of both deep learning and MPC algorithms.
Keywords: Computational fluid dynamics; Model predictive control; Recurrent neural networks; Smart control; Thermal environment; _z:class:countries; _z:class:themes; _z:no_pdf; oa:keyword:model predictive control strategy; oa:sdg:7 Affordable and clean energy; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T11371 Urban Wind Environment and Air Quality Modeling; oa:topic:T11529 Refrigeration Systems and Technologies; openalex:n:1; openalex:yes

Meta-analysis of 35 studies examining the effect of indoor temperature on office work performance - Porras-Salazar, Jose Ali; Schiavon, Stefano; Wargocki, Pawel; Cheung, Toby; Tham, Kwok Wai (Building and Environment, 2021)
Several relationships between air temperature and work performance have been published. We reanalysed the one developed in 2006 by Seppänen et al.; which is probably the best known. We found that even when significant, its prediction accuracy is very low (R2 = 0.05, MAE = 1.9%, RMSE = 3.1%). We consequently reviewed the literature and found 35 studies on the effects of temperature on office work performance. We used Seppänen et al.’s approach to normalise the data reported in these studies and explored the feasibility to develop a new relationship using regression models, models based on the Maximal Adaptability framework, and machine learning. We could not find a relationship between temperature and office work performance neither for the range of temperatures measured in most of the office buildings (20 °C–30 °C) or a wider range (18 °C–34 °C). Plausible reasons are discussed including the variety of methods used to assess performance, the multiple uncontrolled confounders, and the fact that temperature alone may not fully describe how the thermal environment affects building occupants. We do not recommend the use in practice of any of the models relating temperature to office work performance examined in the present study. The lack of relationships does not necessarily refute that temperature affects the performance of office work. Coordinated research predicated on a shared protocol enabling integrated analysis in the modelling of the relationships between the indoor thermal environment and office work performance is proposed to be carried out before using them in practice. We made the database open-source and developed an application for data exploring.
Keywords: BE:RELEVANT; C:Mali; Cognitive performance; Indoor air temperature; Offices; Productivity; Thermal environment; _z:class:countries; _z:class:themes; oa:keyword:indoor temperature; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T11002 Indoor Air Quality and Health Effects; oa:topic:T12256 Impact of Workspace Environment on Work Performance; openalex:n:1; openalex:yes; type:meta-analysis

Optimizing thermal comfort and energy use for learning environments - Taylor, Mary; Brown, Nathan C.; Rim, Donghyun (Energy and Buildings, 2021)
Thermal comfort is a critical component of indoor environments, especially in schools where learning is the main objective. However, thermal comfort comes at a price that many schools are unable to afford. Therefore, it is critical to determine a method to lower the energy costs of a building while still maintaining occupant thermal comfort. The objective of this study is to investigate how three indoor environmental parameters of air speed, humidity, and air temperature influence energy and thermal comfort in classroom environments. We employed a multi-objective optimization method that considers all three thermal parameters in the design and operation of a classroom. This method is demonstrated for three distinct climate locations (very hot and humid, cold and humid, warm and marine). Overall, our findings demonstrate significant energy savings from 1.3 to 9.1 kWh/year/m2 for cases where energy reduction is achieved. These values are for cases where the total annual number of hours that more than 10% of people are dissatisfied in a space are 0 to 42 in Miami and San Francisco and 26 to 49 in Boston. This translates to a cost savings of $3,000 to $12,800 per year for the entire building at current market rates. Note that for all locations, there were also cases where the number of hours that more than 10% of people were dissatisfied were reduced from the baseline value while still reducing energy use. This optimization framework shows promise for building mechanical designers seeking to maintain increased levels of thermal comfort throughout the year while lowering energy use.
Keywords: Air speed; BE:RELEVANT; Building energy; Classroom; Humidity; Multi-objective optimization; Thermal comfort; _z:class:countries; _z:class:themes; evidence_review_2; oa:keyword:thermal comfort; oa:sdg:7 Affordable and clean energy; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T10990 Airborne Transmission of Respiratory Viruses; openalex:n:1; openalex:yes

Awareness and responses to the impacts of climate change and air pollution: voices from parents of children with disabilities - The, Hop Bui; Cong, Khanh Nguyen; Cam, Huong Nguyen Thi; Trang, Thu Dinh Nguyen; Tuyet, Anh Tran (Tạp chí Khoa học Giáo dục, 2021)
This paper shows the findings of an in-depth interviewing study on the awareness and responses of parents of children with disabilities to climate change and air pollution. The study was conducted in a sample of 87 parents. It found that: 1) The parents have had common awareness and concern about the problems; 2) Their children have been being more vulnerable to climate change and air pollution, particularly more school days off and less learning performance; & 3) The parents showed their common actions towards protection to the child and environment; but rarely knew about IT innovation supporting their child’s learning. Several of them showed their expectation of providing the online learning and IT
Keywords: _z:class:countries; evidence_review_2; openalex:import; openalex:yes

Education of children with disabilities response to climate change and air pollution - Thị, Huế Nguyễn; Thu, Huyen Le Thi (Tạp chí Khoa học Giáo dục, 2021)
This article presents the most basic issues about climate change, air pollution and its negative impacts on human life, including children with disabilities. Climate change is a change of climate and of related components including oceans, land, Earth's surface, and the glacial atmosphere, such as increasing temperature, melting ice, and rising sea levels... Air pollution is a negative change of components in the air mainly due to smoke, dust, foreign gases, causing odors, reducing visibility, causing climate change and diseases for humans and animals. life and the natural environment. Climate change and air pollution are both the causes of disability, exacerbating disability levels and hindering society from supporting and helping people with disabilities in general and children with disabilities in particular. On the basis of research results, we propose educational measures to help children with disabilities cope with the impacts of climate change and air pollution. That is: - Educating children to practice to improve their health and maintain personal hygiene; - Educating children on environmental protection; - Educating children to recognize the risk signs of climate change and air pollution to prevent them; - Educating children how to ask for help when needed; - Educating children to know how to protect themselves against the impacts of climate change and air pollution.
Keywords: _z:class:countries; openalex:import; openalex:yes

Climate change education for children with disabilities toward sustainable develoment - Thi, Nga hoang (Tạp chí Khoa học Giáo dục, 2021)
The article presents the interrelationship between climate change and sustainable development, thereby showing the importance of climate change education for children including children with disabilities to the sustainable development of each country in particular and globally. At the same time, through studying the orientation of climate change education for children in general and the characteristics, abilities and special needs of children with disabilities, the article proposes basic adjustment orientations in climate change education for children with disabilities.
Keywords: _z:class:countries; openalex:import; openalex:yes

Climate Change and Teacher’s Performance in Secondary School in Benue State Nigeria - Ortsa, Mhenmbee Gabriel; Ndidiamaka, Akwam Jane (International Journal of Educational Management and Innovation, 2021)
The study investigated climate change and Teachers performance in secondary schools in Benue State, Nigeria. Two research questions and two hypotheses guided the study. Survey research design was adopted for the study. The population compromised 5,225 teachers from 512 secondary schools. A total of 528 (10%) teachers from 51 (10%) secondary schools was sampled using proportionate stratified sampling technique: A 10-items self structured questionnaire titled “climate change and teachers performance questionnaire (CCTPQ) was used for data collection. The data were analyzed using mean and standard deviation to answer the research questions while chi-square (x2) test of goodness of fit was used to test the hypotheses at 0.05 level of significance. The finding of the study revealed that rainfall has a significant impact on teachers’ performance in secondary school in Benue State, Nigeria. The study also found that excessive heat has a significant impact on teachers’ performance in secondary schools. it was concluded that climate change significantly impact on teachers performances in secondary school in Benue State, Nigeria. Based on the findings, it was recommended among others that secondary, principals should provide rain-cut to teacher during raining season to enable them perform effectively and the government should provide Air-conditions or sling fans during excessive heat in the classrooms for efficient teahers performance.
Keywords: C:Nigeria; _z:class:countries; _z:class:themes; evidence_review_2; oa:keyword:climate change; oa:sdg:13 Climate action; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T12013 Measurement and Evaluation of Sustainable Development; oa:topic:T14228 Multidisciplinary Research in Science and Society; openalex:import; openalex:n:1; openalex:yes; ⛔ No DOI found

Integrating Climate Change Adaptation Strategies into the Secondary School English Language Curriculum in Nigeria for Sustainable Development - Egbe, Cajetan Ikechukwu; Nnamani, Amaka Obiageli; Uzoegwu, Patricia N.; Ukoha, Evelyn (2021)
The paper sought the opinions of English language teachers on the integration of climate change adaptation strategies into the secondary school English language curriculum in Nigeria for sustainable development. Three research questions guided the study. The design of the study was the survey research design. The study was carried out in Nsukka Education Zone of Enugu State with 137 English language teachers constituting the sample for the study. The Climate Change Adaptation Questionnaire was developed and validated. The data got were analyzed using means and standard deviation to answer the research questions. The results revealed that respondents agreed that climate change themes such as meaning, causes, vulnerability and impact as well as climate change adaptation strategies should be integrated into the secondary school English language curriculum. They also agreed that debates, stories, drama and speeches are some of the strategies through which climate change adaptation can be integrated into the English language curriculum. They were also of the opinion that integration of climate change adaptation strategies into the English language curriculum would require the training and retraining of teachers and production of relevant textbooks. On the basis of the findings it was recommended that the English language curriculum should be expanded to include climate change themes, while workshops should be organized at the school, community, state and federal levels to sensitize all stakeholders, including teachers, students and parents on the reality of climate change and appropriate adaptation strategies.
Keywords: C:Nigeria; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:keyword:climate change adaptation; oa:keyword:climate change adaptation strategies; oa:sdg:13 Climate action; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; openalex:import; openalex:n:1; openalex:yes; ⛔ No DOI found

University students’ perceptions of climate change: the case study of the University of the South Pacific-Fiji Islands - Prasad, Ravinesh Rohit; Mkumbachi, Ramadhani Lausi (International Journal of Climate Change Strategies and Management, 2021)
Purpose Higher education plays a vital role in educating citizens about climate change and promoting pro-environment behavior. Based on this statement, this study aims to analyze and evaluate students’ perception of climate change at the University of the South Pacific in Fiji. The study aims to understand the main ideas and concepts of climate change by analyzing information habits and individual opinions on the causes of climate change as perceived by the students of two student organizations aimed at environmental protection. Design/methodology/approach A qualitative approach was used to gather data on students’ perceptions and information habits toward climate change. The data were collected through a questionnaire to characterize students from the socio-demography and their perceptions, information habits and knowledge relating to climate change. This paper uses the case study method to examine students’ climate change perceptions at two different student organizations at the same university. The research study involved a focus group technique. Two focus groups at the University of the South Pacific were administered. The focus groups’ selection in this study took into account the aims and objectives of the students’ organization toward climate change awareness, adaptation, mitigation and environment protection. Findings The focus groups participants believe that climate change is a serious problem in the South Pacific region. Results suggest significant differences in climate change perception at the two students’ organizations chosen for this study. Students at the Econesian society nicknamed climate change as a nuclear weapon for the South Pacific responsible for changes in the habitat, coral bleaching, lifestyle changes, mother of all other environmental problems and the introduction of invasive species into Fiji. Students at Wantok Moana-related climate change to drastic weather changes, lack of fish feed and additional toxins in the sea. The results also showed that students at the Econesian society have a better understanding of climate change than the students of Wantok Moana. Practical implications This paper provides an insight into how students of Small Islands Developing States view climate change and the factors affecting their opinions. It also shows how climate change perception varies within the same university. This implies the need to integrate climate change into the higher education curriculum and more research on this topic. Originality/value This paper is the first to compare and contrast university students’ climate change perception in Fiji. The results make an essential contribution to the extant climate change literature by identifying and categorizing climate change perception and the factors that shape students’ perception of climate change from the university students’ perspective in Fiji.
Keywords: C:Fiji; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:sdg:13 Climate action; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11488 Perceptions and Communication of Climate Change; oa:topic:T12503 Social Acceptance of Renewable Energy Innovation; openalex:import; openalex:yes

Integrating Total Disability Management in a Climate of Change: A Case Study - EdD, Jesko; Mary, E (2021)
Integrated disability management (IDM) is a cost-containment strategy increasingly being employed by human resources and risk management departments to address occupational and non-occupational illness and injury in a consistent manner. The goal is to both reduce on-the-job injury and minimize the loss of work time due to injury or illness. Although a large number of organizations have embraced the IDM concept, implementing IDM often is difficult because of the complex array of contracts, policies, procedures, corporate cultures and structures. Although extensive research has examined leaders' influence on change in various types of businesses, to date, research has not specifically explored major change strategies utilized by leaders to help organizations adapt their programs in ways that facilitate IDM implementation. This study began to explore this topic. It was a qualitative case study of one organization's efforts to implement IDM. The study employed observations and document reviews, along with interviews with a variety of stakeholders, to investigate the IDM change process, in general, and leaders' actions, in particular. The research questions of the study were: (a) Does evidence support the existence of an IDM program in this site? (b) If so, what did leaders do to contribute to implementing IDM? The study utilized two conceptual frameworks. One framework, developed from the IDM literature, consisted of four indicators signaling IDM program achievement (e.g., common reporting, injury prevention/management, a clear return-to-work policy and employing data management systems). The second framework, taken from the change literature, articulated eight indicators of leader behavior associated with successful change initiatives. These indicators were: instilling urgency, utilizing teamwork, creating/communicating vision, empowering subordinates, insuring short-term wins, consolidating gains, and transforming organizational culture. The findings of the study reveal that the site exhibited all four of the characteristics of IDM. Injury prevention strategies, however, were incorporated into the program design only after a change in risk management leadership occurred; significant cost containment also did not occur until this change occurred. The evidence also reveals that program leaders employed most of the strategies associated with successful change initiatives, though there was limited evidence to support claims about fundamental cultural change.
Keywords: _z:class:countries; openalex:import; openalex:yes

Climate Change and Higher Education in Pakistan - Malik, Abdul; Ghafur, Tiyba; Majeed, Azra Abdul; Arshad, Arooj; Khatoon, Majida; Khan, Wajahat (Turkish Online Journal of Qualitative Inquiry, 2021)
This study was aimed at climate change and higher education in Pakistan. To know climate change and higher education. Educational sector to tackle climate change. Core subject values of climate change. Is it for knowledge enrichment or information acquisition climate change and higher education? This study was based on qualitative research methods. Purposive sampling techniques were used in this study. Most teachers were described the, for more than a decade technology has altered the whole education system.  We concluded by this research that a few people are aware of the increasing issues of the environment and think about climate change's impact on the community.
Keywords: C:Pakistan; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:sdg:13 Climate action; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; openalex:import; openalex:yes; ⛔ No DOI found

Integrating Climate Change into the Pre-Vocational Agriculture Curriculum for Sustainable Food Security: Views from Teachers: Inspectorate and Curriculum Designers in Eswatini - Mathenjwa, Mpendulo; Asogwa, Vincent C.; Gule, Zanele M. (2021)
Increasing impacts of Climate Change in Eswatini compelled Government to inform her citizens about its causes, impacts and mitigating measures. Such changes in climate affects mainly farmers and threatens sustainable future food security and the comfort of the younger generation. Hence, this study sought to explore how climate change can be integrated into Pre-Vocational Agriculture Curriculum in secondary schools in Eswatini. Five research questions were answered through a mixed method research design. The population was N=22 and 2 instruments were used and validated by experts. Internal consistency of questionnaire was determined using Cronbach Alpha co-efficient formula, which yielded 0.76. The findings revealed that the major objectives of Pre-Vocational Agriculture curriculum were to enable students acquire and apply basic knowledge and principles of climate change mitigation strategies and to provide students with knowledge on the causes of climate change. The main content of climate change are human activities that facilitate climate change, impact of climate change and meaning of both climate change and global warming. The problem-solving method and field trip were the leading instructional methods. Finally, the objective-type questions and assignments formed primary evaluation techniques of climate change for integration into the curriculum. Recommendations were that the Ministry of Education and Training should integrate the identified objectives and content areas into Pre-Vocational Agriculture curriculum in secondary schools; Schools Agriculture Inspectorate should also organise workshops for Pre-Vocational Agriculture teachers to improve their knowledge on climate change for effective teaching and evaluation of concepts in secondary schools.
Keywords: C:eSwatini; _z:class:countries; _z:class:themes; oa:keyword:sustainable food security; oa:sdg:2 Zero hunger; oa:topic:T10367 Agricultural Innovation and Livelihood Diversification; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T12904 Agricultural Education and School Gardening Research; openalex:import; openalex:n:1; openalex:yes; ⛔ No DOI found

Integrating Climate Change into the Pre-Vocational Agriculture Curriculum for Sustainable Food Security: Views from Teachers: Inspectorate and Curriculum Designers in Eswatini - Mathenjwa, Mpendulo; Asogwa, Vincent C.; Gule, Zanele M. (2021)
Increasing impacts of Climate Change in Eswatini compelled Government to inform her citizens about its causes, impacts and mitigating measures. Such changes in climate affects mainly farmers and threatens sustainable future food security and the comfort of the younger generation. Hence, this study sought to explore how climate change can be integrated into Pre-Vocational Agriculture Curriculum in secondary schools in Eswatini. Five research questions were answered through a mixed method research design. The population was N=22 and 2 instruments were used and validated by experts. Internal consistency of questionnaire was determined using Cronbach Alpha co-efficient formula, which yielded 0.76. The findings revealed that the major objectives of Pre-Vocational Agriculture curriculum were to enable students acquire and apply basic knowledge and principles of climate change mitigation strategies and to provide students with knowledge on the causes of climate change. The main content of climate change are human activities that facilitate climate change, impact of climate change and meaning of both climate change and global warming. The problem-solving method and field trip were the leading instructional methods. Finally, the objective-type questions and assignments formed primary evaluation techniques of climate change for integration into the curriculum. Recommendations were that the Ministry of Education and Training should integrate the identified objectives and content areas into Pre-Vocational Agriculture curriculum in secondary schools; Schools Agriculture Inspectorate should also organise workshops for Pre-Vocational Agriculture teachers to improve their knowledge on climate change for effective teaching and evaluation of concepts in secondary schools.
Keywords: _z:class:countries; _z:class:themes; oa:keyword:sustainable food security; oa:sdg:2 Zero hunger; oa:topic:T10367 Agricultural Innovation and Livelihood Diversification; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T12904 Agricultural Education and School Gardening Research; openalex:import; openalex:n:1; openalex:yes; ⛔ No DOI found

Health impact assessment and climate change: A scoping review - Ammann, Priska; Dietler, Dominik; Winkler, Mirko S. (The Journal of Climate Change and Health, 2021)
Climate change has various adverse impacts on public health, ranging from heat-related illness to an increased risk of undernutrition in low-income countries. Health impact assessment (HIA) has been advocated as a valuable tool to systematically identify and quantify the effects of climate change on public health and to inform and evaluate the impact of disease-specific adaptation measures as well as health co-benefits of mitigation measures. We conducted a scoping review to map out peer-reviewed literature on HIA in the context of climate change. Web of Science, Scopus and PubMed were searched without language or time restriction. Publications were included in the full text screening that presented or discussed the application of HIA for investigating health impacts of climate change, or associated adaptation and mitigation measures. In total, 76 peer-reviewed publications from 26 countries were included and characterized. There was a paucity of studies on HIA in the context of climate change from low- and middle-income countries. The most investigated climate change effects were related to temperature and air-pollution. Consequently, associated health impacts, such as respiratory or cardiovascular morbidity and mortality, were examined most frequently. Research-driven HIAs with a quantitative methodological approach were the predominant choice to assess health impacts of climate change. Only one in five publications applied a classical step-by-step HIA approach. While quantitative assessment of health impacts associated with climate change seems to be a well established field of research, the few publications applying a step-by-step HIA approach to systematically anticipate potential health impacts of climate change in a given context point at a missed opportunity for strengthening intersectoral collaboration to maximize health (co-) benefits of climate mitigation and adaptation measures. To promote the use of step-by-step HIA in regions that are most affected by climate change, HIA teaching and training efforts are urgently needed.
Keywords: evidence_review; openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Promoting climate change issues in medical education: Lessons from a student-driven advocacy project in a Canadian Medical school - Hansen, Micah; Rohn, Stephanie; Moglan, Elisabeta; Sutton, Wesley; Olagunju, Andrew T (The Journal of Climate Change and Health, 2021)
Health advocacy is an essential competency prescribed by many professional medical bodies tasked with fostering the development of medical trainees into well-rounded physicians. With increasing recognition of the ramifications of the negative impacts of climate change on population health, mitigation intervention is gaining traction as an important area in public health and physician's advocacy work. However, several lines of evidence show that Canadian medical training provides limited curricular activities to understand the impacts of climate change on health. This report highlights an advocacy effort by a group of medical students at McMaster University, Canada to promote better awareness and formal educational activities on climate change and health among medical learners. The project involves educational activities, didactic lectures, and an engagement with the medical school administration to promote curricular activities and resources on climate change and health. The lessons from this advocacy work include the need for better integration of climate change issues and health education into medical training, celebrating climate advocacy work, and creating a formalized portfolio within medical school administration to support climate change and health issues.
Keywords: C:Canada; C:Mali; _z:class:countries; _z:class:themes; oa:sdg:13 Climate action; oa:topic:T11244 Impact of Climate Change on Human Health; oa:topic:T12947 Salutogenesis and Sense of Coherence in Health; oa:topic:T13555 Strategies to Reduce Low-Value Health Care Services; openalex:import; openalex:yes

Disability-adjusted life years due to chronic and hidden hunger under food system evolution with climate change and adaptation to 2050 - Sulser, Timothy B.; Beach, Robert; Wiebe, Keith; Dunston, Shahnila; Fukagawa, Naomi K. (The American Journal of Clinical Nutrition, 2021)
Climate change presents an increasing challenge for food-nutrition security. Nutrition metrics calculated from quantitative food system projections can help focus policy actions.To estimate future chronic and hidden hunger disability-adjusted life years (DALYs)-due to protein-energy undernutrition and micronutrient deficiencies, respectively-using food systems projections to evaluate the potential impact of climate change and agricultural sector investment for adaptation.We use a novel combination of a chronic and hidden hunger DALY estimation procedure and food system projections from quantitative foresight modeling to assess DALYs under alternative agricultural sector scenarios to midcentury.Total chronic and hidden hunger DALYs are projected to increase globally out to 2050-by over 30 million compared with 2010-even without climate change. Climate change increases total DALY change between 2010 and 2050 by nearly 10% compared with no climate change. Agricultural sector investments show promise for offsetting these impacts. With investments, DALY incidence due to chronic and hidden hunger is projected to decrease globally in 2050 by 0.24 and 0.56 per 1000 capita, respectively. Total global DALYs will still rise because projected population growth will outpace the rate reduction, especially in Africa south of the Sahara. However, projections also show important regional reductions in total DALYs due to chronic (13.9 million in South Asia, 4.3 million in East Asia and the Pacific) and hidden hunger (7.5 million in East Asia and the Pacific) with investments.Food system projections to 2050 show a decreasing DALY incidence from both chronic and hidden hunger. Population growth is projected to outpace these improvements and lead to increasing total chronic and hidden hunger DALYs globally, concentrated in Africa south of the Sahara. Climate change increases per-capita chronic and hidden hunger DALY incidence compared with no climate change. Agricultural sector investments show the potential to offset the climate impact on DALYs.
Keywords: _z:class:countries; openalex:import; openalex:yes

The Place of Climate Change in the New Senior Secondary School Curriculum for Sustainable Development in Nigeria - Evey, Cyril K. (2021)
Climate change has become very topical because of the crisis it has caused in every part of the world. Natural disasters are fast becoming global phenomena. There are now such familiar expressions as hurricane Katrina, sunnami, and others which past generations did not know of. These words simply emphasize the dimensions wind, flood, and rains have taken in recent times. In Nigeria particularly, flooding is taking an embarrassing dimension. It now sacks communities and destroys lives and property. Farms are being washed off daily and houses are being pulled down by wind in various areas of the country. The concept of secondary school education, reasons for climate change in the senior secondary school curriculum and sustainable development are reflected. Some suggestions are reflected that people should develop habit of being environmentally friendly about the way they live to manage the climate change pandemic.
Keywords: C:Nigeria; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:keyword:sustainable development; openalex:import; openalex:n:1; openalex:yes; ⛔ No DOI found

How do teachers’ perceptions of climate change vary in terms of importance, causes, impacts and mitigation? A comparative study in Bangladesh - Chowdhury, Mohammed Thanvir Ahmed; Ahmed, Khandaker Jafor; Ahmed, Mahfuzuddin; Haq, Shah Md Atiqul (SN Social Sciences, 2021)
Since climate change education is an integral element in the increasingly urgent global approach to solving the problem of climate change, understanding perceptions of climate change among teachers in different academic institutions could play a significant role in how and to what extent institutions address the need to educate learners on this subject, specifically, and participate in other climate change mitigation strategies, in general. This study, therefore, examines teachers' perceptions of climate change regarding its significance, causes, consequences, and mitigation, through analysis of a self-administered structured questionnaire completed by 95 teachers from public and private educational institutions in the city of Sylhet in Bangladesh. Results from descriptive and inferential statistical analysis show that public and private school teachers have an understanding of climate change regarding its significance, causes, consequences, and mitigation. The results also reveal that the sociodemographic characteristics of teachers, as well as academic-related factors, influence their perceptions of climate change. This research concludes that teachers in public institutions have a greater awareness and understanding of climate change than those working in private schools. The research findings have broader implications for further research and policy recommendations and, in particular, draw the attention of the Departments of Education and Disaster Management in Bangladesh or in countries with similar contexts to introduce environmental and disaster education and training opportunities for teachers.
Keywords: C:Bangladesh; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:sdg:13 Climate action; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11488 Perceptions and Communication of Climate Change; oa:topic:T11835 Sustainability Education in Higher Education Institutions; openalex:import; openalex:yes

How do teachers’ perceptions of climate change vary in terms of importance, causes, impacts and mitigation? A comparative study in Bangladesh - Chowdhury, Mohammed Thanvir Ahmed; Ahmed, Khandaker Jafor; Ahmed, Mahfuzuddin; Haq, Shah Md Atiqul (SN Social Sciences, 2021)
Since climate change education is an integral element in the increasingly urgent global approach to solving the problem of climate change, understanding perceptions of climate change among teachers in different academic institutions could play a significant role in how and to what extent institutions address the need to educate learners on this subject, specifically, and participate in other climate change mitigation strategies, in general. This study, therefore, examines teachers' perceptions of climate change regarding its significance, causes, consequences, and mitigation, through analysis of a self-administered structured questionnaire completed by 95 teachers from public and private educational institutions in the city of Sylhet in Bangladesh. Results from descriptive and inferential statistical analysis show that public and private school teachers have an understanding of climate change regarding its significance, causes, consequences, and mitigation. The results also reveal that the sociodemographic characteristics of teachers, as well as academic-related factors, influence their perceptions of climate change. This research concludes that teachers in public institutions have a greater awareness and understanding of climate change than those working in private schools. The research findings have broader implications for further research and policy recommendations and, in particular, draw the attention of the Departments of Education and Disaster Management in Bangladesh or in countries with similar contexts to introduce environmental and disaster education and training opportunities for teachers.
Keywords: C:Bangladesh; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:sdg:13 Climate action; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11488 Perceptions and Communication of Climate Change; oa:topic:T11835 Sustainability Education in Higher Education Institutions; openalex:import; openalex:yes

Assessment of the Perception and Awareness of Climate Change and the Influence of Information Amongst Tertiary Education Students in North-East Nigeria - Malgwi, Philip Gana; Joshua, Williams K. (2021)
Climate change is one of the greatest environmental problems confronting the 21st century. It has impacted several systems of the economy in areas such as food availability and supply, access to basic education, natural energy, healthcare, environment, security and many other socio-economic and political arms of governance. Accurate information and awareness especially among the youths are critical to mitigating the impact of climate change. This paper assesses the perception of climate change amongst students studying in higher institutions of learning in Northern Nigeria. It further investigates the available and accessible medium of information relating to climate change in universities, polytechnics and colleges of education. The results were analysed descriptively and showed that most of the students are aware of the changes in weather patterns, with flood and heatwaves contributing the most changes affecting the environment at 20.5% and 46.6% respectively. In addition, the results showed that although information relating to climate change is readily available, it is however not easily accessible due to the cost of the internet bundle (39.75%) and the cost of journal and textbook subscriptions (26.25%). Therefore, information must be made accessible especially in tertiary institutions to raise an informed set of graduates who will tackle societal issues proactively and sustainably.
Keywords: C:Nigeria; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:topic:T14224 Global Impact of Gas Flaring; openalex:import; openalex:n:1; openalex:yes; ⛔ No DOI found

Climate change education in public health and medical curricula in Australian and New Zealand Universities: a mixed methods study of barriers and areas for further action - Lal, Avantika; Walsh, Erin; Weatherell, A; Slimings, Claudia (medRxiv (Cold Spring Harbor Laboratory), 2021)
Abstract Background The World Health Organization deemed climate change and air pollution as the top threat to global health in 2019. The importance of climate for health is recognised by healthcare professionals, who need to be equipped to deliver environmentally sustainable healthcare and promote planetary health. There is some evidence that climate change and health is not strongly embedded in accredited master-level public health training programs and medical programs globally, however, the immersion of climate-health in Australian and New Zealand programs is unclear. Objectives To explore the extent to which climate-health education is currently embedded into public health and medical curricula in Australia and New Zealand. Methods Educators identified by their coordination, convenorship, or delivery into programs of public health and medicine at universities in Australia and New Zealand were invited to participate in a cross-sectional, exploratory mixed methods study. Participants completed an online quantitative survey and qualitative interviews regarding their experience in program and course delivery, and the prominence of climate-health content within program and course delivery. Quantitative surveys were analysed using descriptive statistics and qualitative interview content was analysed via a modified ground theory approach. Results The response rate of the quantitative survey was 43.7% (21/48). Ten survey respondents also completed qualitative interviews. Quantitative results showed that epidemiologists were the most common experts involved in design and delivery of this curriculum, with a reliance on guest lecturers to provide updated content. Qualitative interviews highlighted the ad-hoc role of Indigenous-led content in this field, the barriers of time and resources to develop a coherent curriculum and the important role of high-level champions to drive the inclusion of climate change and planetary health. Conclusion There is an urgent need to strengthen current support available for pedagogical leadership in the area of climate and broader environmental change teaching at universities.
Keywords: C:Australia; C:New Zealand; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:sdg:13 Climate action; oa:topic:T11244 Impact of Climate Change on Human Health; oa:topic:T12041 Public Health and Health Promotion Framework; oa:topic:T12947 Salutogenesis and Sense of Coherence in Health; openalex:import; openalex:yes

Climate change education in public health and medical curricula in Australian and New Zealand Universities: a mixed methods study of barriers and areas for further action - Lal, Avantika; Walsh, Erin; Weatherell, A; Slimings, Claudia (medRxiv (Cold Spring Harbor Laboratory), 2021)
Abstract Background The World Health Organization deemed climate change and air pollution as the top threat to global health in 2019. The importance of climate for health is recognised by healthcare professionals, who need to be equipped to deliver environmentally sustainable healthcare and promote planetary health. There is some evidence that climate change and health is not strongly embedded in accredited master-level public health training programs and medical programs globally, however, the immersion of climate-health in Australian and New Zealand programs is unclear. Objectives To explore the extent to which climate-health education is currently embedded into public health and medical curricula in Australia and New Zealand. Methods Educators identified by their coordination, convenorship, or delivery into programs of public health and medicine at universities in Australia and New Zealand were invited to participate in a cross-sectional, exploratory mixed methods study. Participants completed an online quantitative survey and qualitative interviews regarding their experience in program and course delivery, and the prominence of climate-health content within program and course delivery. Quantitative surveys were analysed using descriptive statistics and qualitative interview content was analysed via a modified ground theory approach. Results The response rate of the quantitative survey was 43.7% (21/48). Ten survey respondents also completed qualitative interviews. Quantitative results showed that epidemiologists were the most common experts involved in design and delivery of this curriculum, with a reliance on guest lecturers to provide updated content. Qualitative interviews highlighted the ad-hoc role of Indigenous-led content in this field, the barriers of time and resources to develop a coherent curriculum and the important role of high-level champions to drive the inclusion of climate change and planetary health. Conclusion There is an urgent need to strengthen current support available for pedagogical leadership in the area of climate and broader environmental change teaching at universities.
Keywords: C:Australia; C:New Zealand; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:sdg:13 Climate action; oa:topic:T11244 Impact of Climate Change on Human Health; oa:topic:T12041 Public Health and Health Promotion Framework; oa:topic:T12947 Salutogenesis and Sense of Coherence in Health; openalex:import; openalex:yes

An adaptive thermal comfort model for naturally ventilated classrooms of technical institutions in Madurai - Subhashini, S.; Kesavaperumal, Thirumaran; Noguchi, Masa (Open House International, 2021)
Purpose Occupants dwelling in hot climatic regions of India for a longer term are tolerable to high temperature levels than predicted by American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE) standards. The purpose of this study is to evaluate the thermal sensations (TS) and neutral temperature of the occupants in naturally ventilated (NV) and air-conditioned (AC) classrooms of two technical institutions located in the same premises in the suburbs of Madurai. The main focus of this study is to understand the occupants’ behaviour in response to the thermal conditions of the educational buildings particularly in the warm and humid climatic zone of Madurai. Design/methodology/approach This research collected data through field studies. The data included 383 survey questionnaires from NV classrooms and 285 from AC classrooms, as well as on-site measurements of interior and exterior weather conditions. The TS results show that the students preferred well-designed NV classrooms than AC classrooms. A new adaptive comfort equation derived from this study can be applied to NV classrooms in warm and humid climates where mean outdoor temperature exceeds 40°C. Findings The neutral temperature derived for NV classrooms in Madurai ranged from 29°C to 34°C. Thus, the occupants in the NV classrooms of the higher learning educational institutions in the warm and humid climatic region of Madurai can adapt well to higher indoor temperature levels than predicted by ASHRAE comfort levels with minimum adjustments. Research limitations/implications The study was limited to only occupants in two premier higher learning technical educational institutions located in Madurai region within 5–10 km within the city limits to understand the implications of microclimate with respect to the urban context. Thus, further research is required to examine the tendency under local conditions in other regions beyond those applied to this study. Social implications The findings of this study showed that occupants in higher learning educational intuitions in Madurai prefer NV classrooms than AC classrooms. Therefore, with rising demands of energy use for mechanical ventilation and the associated high cost for running AC buildings, architects should prioritize the design of energy efficient buildings through the optimal use of passive design strategies for ventilation and thermal comfort. This study gives a base data for architects to understand the adaptive limitations of occupants and design NV buildings that can promote natural ventilation and provide better thermal environments that can help increase the productivity of students. Originality/value This paper was an attempt to develop the adaptive comfort model for NV classrooms in Madurai regions. There has been no attempt to identify the adaptive comfort levels of occupants in higher learning technical educational institutions located in warm and humid climatic region of India.
Keywords: C:India; _z:class:countries; _z:class:themes; oa:keyword:adaptive thermal comfort model; oa:keyword:thermal comfort; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T10990 Airborne Transmission of Respiratory Viruses

Climate Change and Human Security in Sub-Saharan Africa - Chilunjika, A.; Gumede, N. (African Renaissance, 2021)
Climate change has been referred to as a security threat that has weakened the ability of states to deal with severe weather patterns, droughts, land degradation, flooding, and other climate-related changes. Climate change has significantly affected poor communities in developing countries, particularly those in sub-Saharan Africa. The proneness of these sub-Saharan African communities to the scourge of climate change is exacerbated by low precipitation, high temperatures, and high poverty levels. If climate change issues are not addressed at the local level, sub-Saharan Africa is likely to become the epicentre of a global food crisis. This study focuses on the effects of climate change on human security in sub-Saharan Africa. The study extensively relied on secondary written sources such as reports, conference papers, books, journal articles, government publications, magazines, and bulletins to gather data. Data was analysed using thematic and content analysis. The study established that climate change affects human security through extreme weather elements, injuries and deaths due to flooding, water scarcity, and climate-induced migration. It also affects human health, food production and development, and food security, as well as triggering conflict. It is therefore imperative that strategies be adopted to address the adverse effects of climate change on human security in sub-Saharan Africa.

Cooling buildings by nearly 5ºC possible thanks to new whiter-than-white paint - Parnell, Andrew (The Conversation, 2021)
New barium sulphate-based paint could help reduce effects of climate change.
Keywords: evidence_review

Gendered Perceptions of Climate Change and Climate Action - A Comparative Study among Bangladeshi and Norwegian University Students Studying and Living in Norway - Karim, Tasnina (2021)
Keywords: C:Bangladesh; _z:class:countries; _z:class:themes; oa:keyword:climate action; oa:keyword:climate change; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11244 Impact of Climate Change on Human Health; oa:topic:T11488 Perceptions and Communication of Climate Change; openalex:import; openalex:yes

Gendered Perceptions of Climate Change and Climate Action - A Comparative Study among Bangladeshi and Norwegian University Students Studying and Living in Norway - Karim, Tasnina (2021)
Keywords: C:Bangladesh; C:Norway; _z:class:countries; _z:class:themes; oa:keyword:climate action; oa:keyword:climate change; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11244 Impact of Climate Change on Human Health; oa:topic:T11488 Perceptions and Communication of Climate Change; openalex:import; openalex:yes

Gamification for climate change engagement: review of corpus and future agenda - Fernández Galeote, Daniel; Rajanen, Mikko; Rajanen, Dorina; Legaki, Nikoletta-Zampeta; Langley, David J; Hamari, Juho (Environmental Research Letters, 2021)
Both bottom-up and top-down initiatives are essential for addressing climate change effectively. These include initiatives aiming to achieve widespread behavioral change towards reduction of greenhouse gas emissions as well as pursuing education regarding adaptation measures. While awareness of the issue of climate change is now pervasive, and actions are being taken at all levels of society, there is still much to do if international goals are to be met. Games and gamification offer one approach to foster both behavioral change and education. In this paper, we investigate the state-of-the-art of game-based climate change engagement through a systematic literature review of 64 research outputs comprising 56 different gamified approaches. Our analysis of the literature reveals a trend of promising findings in this nascent and growing area of research, suggesting the potential to impact multiple engagement dimensions simultaneously, as well as create an engaging gameful experience. Overall, the corpus appears to offer a fruitful balance in foci between climate science, mitigation, and adaptation, as well as a variety of formats in game-based approaches (i.e. digital, analog, and hybrid). However, shortcomings were also observed, such as geographic and demographic imbalances and the short duration of interventions. The reviewed studies yield a large number of results indicating climate change engagement through gamification, especially in the form of cognitive engagement, affect towards climate change-related topics, and in-game behavioral engagement with others. Nevertheless, heterogeneity in terms of contexts, designs, outcomes, and methods, as well as limited rigor in research designs and reporting, hinders drawing overall conclusions. Based on our review, we provide guidelines regarding contexts, interventions, results, and research quality and internal validity for advancing the space of game-based interventions for climate change engagement.
Keywords: _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:keyword:climate change engagement; oa:sdg:13 Climate action; oa:topic:T10731 Gamification in Education and Learning; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T12214 The Role of Narrative in Persuasive Communication; openalex:n:1; openalex:yes

Increased climate variability and sedentarization in Tanzania: Health and nutrition implications on pastoral communities of Mvomero and Handeni districts, Tanzania - Ripkey, Carrie E; Little, Peter D.; Domínguez-Salas, Paula; Kinabo, Joyce; Mwanri, Akwilina Wendelin; Girard, Amy Webb (Global Food Security, 2021)
African pastoralists are undergoing significant changes in livelihood strategies, from predominantly mobile pastoralism to agro-pastoralism in which both livestock raising and cultivation of crops are practiced, to agro-pastoralism combined with wage labor and petty trade. These changes often result in fixed settlements or a process known as sedentarization. Previous research indicates that sedentarization and increased climate variability are prominent forces shaping livelihood opportunities and constraints in East Africa, but the effects of these co-occurring processes have yet to be investigated. This paper develops theory, using qualitative data collected in Morogoro and Tanga Regions of Tanzania, explaining the relationships between climate variability, pastoral sedentarization, livelihood outcomes, and resulting nutritional status. We observed that the co-occurring processes of increased climate variability and sedentarization among pastoralists in these regions have dramatic impacts on communities’ economic prosperity, health status, and nutritional outcomes. Due to risks associated with climate and sedentarization, land tenure policies that allow continued practice of highly mobile livelihood strategies, namely, legal recognition of collective land rights, should be adopted.
Keywords: _z:class:countries; openalex:cites; openalex:import

Poorly designed acoustics in schools affect learning efficiency and well-being - Souza, Eduardo (ArchDaily, 2021)
Acoustic discomfort can harm the process of knowledge acquisition, interfering with attention and worsening student-teacher communication.
Keywords: _z:class:countries; _z:class:themes; evidence_review_2

Respiratory Performance of Humans Exposed to Moderate Levels of Carbon Dioxide - Mishra, Asit; Wargocki, Pawel; Tham, K. (Indoor Air, 2021)
In a business as usual scenario, atmospheric carbon dioxide concentration (CO2) could reach 950 parts per million (ppm) by 2100. Indoor CO2 concentrations will rise consequently, given its dependence on atmospheric CO2 levels. If buildings are ventilated following current standards in 2100, indoor CO2 concentration could be over 1300 ppm, depending on specific ventilation codes. Such exposure to CO2 could have physiological and psychological effects on building occupants. We conducted a randomized, within‐subject study, examining the physiological effects on the respiratory functions of 15 persons. We examined three exposures, each 150 min long, with CO2 of: 900 ppm (reference), 1450 ppm (decreased ventilation), and 1450 ppm (reference condition with added pure CO2). We measured respiratory parameters with capnometry and forced vital capacity (FVC) tests. End‐tidal CO2 and respiration rates did not significantly differ across the three exposures. Parameters measured using FVC decreased significantly from the start to the end of exposure only at the reduced ventilation condition (p < 0.04, large effect size). Hence, poor ventilation likely affects respiratory parameters. This effect is probably not caused by increased CO2 alone and rather by other pollutants—predominantly human bioeffluents in this work—whose concentrations increased as a result.

Progress in climate change adaptation research - Sietsma, Anne J.; Ford, James D.; Callaghan, Max; Minx, Jan C. (Environmental Research Letters, 2021)
Abstract The scientific literature on climate change adaptation has become too large to assess manually. Beyond standard scientometrics, questions about if and how the field is progressing thus remain largely unanswered. Here we provide a novel, inquisitive, computer-assisted evidence mapping methodology that combines expert interviews ( n = 26) and structural topic modelling to evaluate open-ended research questions on progress in the field. We apply this to 62 191 adaptation-relevant scientific publications (1988–2020), selected through supervised machine learning from a comprehensive climate change query. Comparing the literature to key benchmarks of mature adaptation research, our findings align with trends in the adaptation literature observed by most experts: the field is maturing, growing rapidly, and diversifying, with social science and implementation topics arising next to the still-dominant natural sciences and impacts-focused research. Formally assessing the representativeness of IPCC citations, we find evidence of a delay effect for fast-growing areas of research like adaptation strategies and governance. Similarly, we show significant topic biases by geographic location: especially disaster and development-related topics are often studied in Southern countries by authors from the North, while Northern countries dominate governance topics. Moreover, there is a general paucity of research in some highly vulnerable countries. Experts lastly signal a need for meaningful stakeholder involvement. Expanding on the methods presented here would aid the comprehensive and transparent monitoring of adaptation research. For the evidence synthesis community, our methodology provides an example of how to move beyond the descriptive towards the inquisitive and formally evaluating research questions.
Keywords: _z:class:countries; openalex:cites; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Using recurrent neural networks for localized weather prediction with combined use of public airport data and on-site measurements - Han, Jung Min; Ang, Yu Qian; Malkawi, Ali; Samuelson, Holly W. (Building and Environment, 2021)
Weather data is a crucial input for myriad applications in the built environment, including building energy modeling and daylight analysis. Building science practitioners and researchers have been able to select from a variety of weather files, such as Weather Year for Energy Calculation 2 (WYEC2) and the Typical Meteorological Year (TMY). However, commonly used weather files are typically synthesized to represent trends over a relatively longer periods of time, and are often unable to accurately depict climatic conditions that result from local contexts, such as the heat island effect, wind flow, even local temperature and relative humidity. This results in discrepancies in building performance simulations. This study proposes a methodology using recurrent neural networks to generate synthetic localized weather data that are significantly more accurate and representative of local conditions than standard weather files. The predictions were validated against actual on-site measurements, and achieved a low mean square error of 2.96 and over 185% improvement in validation accuracy. Overall, the performance of selected models has shown over 100% improvements in test accuracy compared with standard weather files and weather station data at the nearest airport. The proposed methodology can be used to morph generic weather files to accurately represent localized conditions, or generate localized data for a longer time span with only a subset of data available/collected. This is useful for downstream built environment applications, especially building energy modeling, since representative weather data capturing trends of temperature and other variables will result in enhanced accuracies of the building energy models. The method can also be used in urban analysis pipelines to enhance resilience against climate change.
Keywords: Building energy modeling; Climate change; Deep learning; Gated recurrent unit; Recurrent neural network; Weather file; _z:class:countries; _z:class:themes; oa:keyword:recurrent neural networks; oa:keyword:weather prediction; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T11371 Urban Wind Environment and Air Quality Modeling; openalex:n:1; openalex:yes; selected_for:Predictive models for classroom conditions 2024

LED there be light: The impact of replacing lights at schools in South Africa - Booysen, M. J.; Samuels, J. A.; Grobbelaar, S. S. (Energy and Buildings, 2021)
South Africa’s private sector – under significant pressure to become energy efficient and employ sustainability principles – has long been implementing energy-saving mechanisms. Unfortunately, there seems to exist many misplaced incentives in South Africa’s public sector that prevent it from embracing energy-efficient technology. With the falling cost of LED lighting and the rising cost of electricity, however, conversions are increasingly cost-efficient. Effecting these changes are increasingly urgent given the national utility-imposed rolling blackouts and climate change concerns. The primary education sector is a particularly attractive test case, since money saved on utilities can be allocated to desperately needed value-adding services in schools. From a technical perspective, however, the cost-benefit of replacements and the range of options facing decision-makers could be overwhelming. To assess the impact of replacing fluorescent lights with LED lights at schools in South Africa, we propose a model that draws on smart metering data, a bench-test assessment of available LED lights and tariff rates. The model was validated with field tests at three schools and used to assess the impact at seven local schools. The results show that the setup cost differs substantially from the life-cycle cost, and that buying the cheapest lights could prove to be the costliest decision over the light’s life cycle. The results also show that lights contribute from 31% to 57% of electricity expenditure, and that monetary savings of 21% to 39% are achievable by replacing fluorescent tubes with the most efficient LED lighting option available.
Keywords: C:South Africa; Efficiency improvement; Energy saving; Energy usage; LED lights; School electricity; School energy profiles; School lights; Smart meter; _z:class:countries; _z:class:themes; evidence_review_2; oa:keyword:lights; oa:topic:T10298 Influence of Built Environment on Active Travel; oa:topic:T11336 Indoor Air Pollution in Developing Countries; oa:topic:T11963 Impact of Nighttime Light Data on Various Fields; openalex:n:1; openalex:yes

Proposed Model of Neutral Temperature Equation for Adaptive Thermal Comfort in Student Flats Units in the Tropics - Samsuddin; Rahim, Ramli; Hamzah, Baharuddin; Mulyadi, Rosady (Civil engineering and architecture, 2021)
Thermal comfort of residential rental flats is one of the problems from the ventilation aspect considering that the planning of flats is based on natural ventilation. This article is intended to formulate an alternative to the neutral temperature equation from the equation proposed by Humphrey, Auliciem, de Dear, Nicol, and Roaf with day and night measurement times. Measurements were carried out for three weeks in a student rental apartment building, Hasanuddin University Faculty of Engineering in Bontomarannu, Gowa Regency, which has 5 floors with 104 rooms. Measurements were made with 2,577 respondents during the day, and 2,043 at night. During the day, with an operating temperature between 29.2℃ to 31.0℃, the neutral temperature (Tn) obtained from the PMV model is 27.6℃ (To). This figure is lower than the actual choice of the TSV scale and the TCV scale, which were 30.3℃ (To) and 29.7℃ (To), respectively. At night, with an operating temperature between 27.7℃ to 29.5℃, the neutral temperature (Tn) obtained from the PMV model is 26.2℃ (To). Meanwhile, the neutral temperature obtained from the respondents' actual choices (TSV and TCV) were 28.8℃ (To) and 28.2℃ (To), respectively. The neutral temperature equations presented in the Humphrey, Auliciem, de Dear, Nicol, and Roaf equations show a lower thermal coefficient than the corrected thermal coefficient and the elaboration of the equations carried out in this study, both from daytime measurements and from night measurements.
Keywords: _z:class:countries; _z:class:themes; oa:keyword:adaptive thermal comfort; oa:sdg:11 Sustainable cities and communities; oa:topic:T13520 Urban Design and Cultural Heritage Conservation

Informed-Decision Regarding Global Warming and Climate Change Among High School Students in the United Kingdom - Kurup, Premnadh M.; Levinson, Ralph; Li, Xia (Canadian Journal of Science, Mathematics and Technology Education, 2021)
Abstract Global warming and climate change are serious issues facing humanity at present and education needs to focus on including informed-decision in classroom practices. The conceptual framework used in this study has provided interconnections that influence beliefs and understandings in providing a knowledge base for making “informed-decision” among high school students. This study was conducted in three year 9 classes in two high schools in the UK and among 65 students. An inquiry intervention model was developed using the 5E instructional model (Engage, Explore, Explain, Elaborate, and Evaluate) to identify beliefs and understanding and to strengthen students’ knowledge base. This study used a design-based research setting and utilised a mixed methodology. The Wilcoxon signed-rank tests were computed to examine the pre-post-difference among questionnaire items, and structural equation modelling (SEM) was utilised to explore the relationship between belief, understanding, and intention. Data analysis of the intervention revealed that students developed a strong understanding of the causes and effects of global warming. There is evidence that students used that knowledge to “inform-decision” in relation to global warming and climate change. Promoting informed decision-making through science teaching can encourage responsible action in the future. The real gap identified in this study is that the regular school curriculum does not engage socio-scientific issues in the real world and has no opportunity to organise an inquiry-based instructional sequence for informed decision-making.
Keywords: C:United Kingdom; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:keyword:global warming; oa:sdg:13 Climate action; oa:topic:T10072 Enhancing Science Education through Inquiry and Argumentation; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11715 Impact of Instructional Interventions on Critical Thinking Skills; openalex:import; openalex:yes

“It is not something that has been discussed”: Climate change in teacher education in Greenland and Canada - Demant-Poort, Lars; Berger, Paul D. (Journal of Geoscience Education, 2021)
We describe findings from an exploratory study on Greenlandic and Canadian preservice teachers’ (PSTs’) views on climate change teaching and teacher education programs. Greenland and Canada are experiencing more rapid warming than the global average. Climate resilience is thus of great importance and climate change needs to be taught to foster innovations and adaptation and to prepare young citizens to be engaged participants in policy debates about mitigation. Forty-five PSTs at the University of Greenland and Lakehead University answered a survey comprised mainly Likert Scale and open-ended questions. We found that PSTs need more knowledge about climate change, while, across disciplines, almost all would like to teach climate change and believe that preparing to do so should be a part of initial teacher education.
Keywords: C:Canada; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:keyword:teacher education; oa:sdg:13 Climate action; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11488 Perceptions and Communication of Climate Change; oa:topic:T12503 Social Acceptance of Renewable Energy Innovation; openalex:import; openalex:yes

Methods and Trends for Water-Energy-Carbon Emissions Nexus Assessment - Wang, Xuechao; Klemeš, Jiří Jaromír; Varbanov, Petar Sabev (Chemical engineering transactions, 2021)
The Water-Energy-Carbon Emissions (WEC) nexus has been drawing increasing attention. However, very few studies, to date, were conducted to comprehensively review the assessment approaches, challenges and trends of future works for regional and sectoral CWC nexus. This paper aims to analyse and review the WEC nexus assessment methods, challenges of WEC network management and ways to go in the future. Eight different kinds of WEC nexus assessment methods are introduced, as well as their advantages and drawback. Five future work directions of WEC nexus assessment are proposed. This study provides a better understanding of the WEC nexus and more approaches to assess the WEC nexus.
Keywords: _z:class:countries; openalex:import; openalex:related

Monitoring and moderating extreme indoor temperatures in low-income urban communities - Wilby, R L; Kasei, R; Gough, K V; Amankwaa, E F; Abarike, M; Anderson, N J; Codjoe, S N A; Griffiths, P; Kaba, C; Abdullah, K; Kayaga, S; Matthews, T; et al. (Environmental Research Letters, 2021)
Abstract Climate change presents significant threats to human health, especially for low-income urban communities in the Global South. Despite numerous studies of heat stress, surprisingly little is known about the temperatures actually encountered by people in their homes, or the benefits of affordable adaptations. This paper examines indoor air temperature measurements gathered from 47 living rooms within eight low-income communities of Accra and Tamale, Ghana. Using multiple temperature indices and a tiered analysis, we evaluate indoor temperature variations linked to roof type, ceiling insulation, presence of fans, and tree shade, for different housing types and locations. Our data reveal indoor temperatures in the range 22.4 °C to 45.9 °C for Accra, and 22.2 °C to 43.0 °C in Tamale. Using dummy regression analysis, we find that tree shade reduces the number of very hot days (>40 °C) and nights (>30 °C) by about 12 and 15 d per year, respectively. Building materials also strongly moderate indoor temperatures but in opposing ways: rooms with traditional mud walls and thatch roofs are on average 4.5 °C cooler than rooms in concrete block houses with uninsulated metal roofs during the day but are 1.5 °C warmer at night; rooms with ceiling insulation are on average 6.9 °C cooler in the day but 1.4 °C warmer at night. We conclude that sub-daily data are necessary for reporting extreme indoor temperatures, and that trade-offs between minimum and maximum temperatures require interventions to be assessed carefully before attempting to counter extreme heat inside homes.
Keywords: C:Ghana; _z:class:countries; _z:class:themes; oa:keyword:extreme indoor temperatures; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T11244 Impact of Climate Change on Human Health; openalex:n:1; openalex:yes

School renovations in rural Tanzania with C-re-aid - C-re-aid (Field Study of the World, 2021)
In 2019-2020 I managed two school renovations in Shimbwe village in Northern Tanzania while working for architectural NGO Cr-e-aid.
Keywords: evidence_review

Mapping global research on climate and health using machine learning (a systematic evidence map) - Berrang‐Ford, Lea; Sietsma, Anne J.; Callaghan, Max; Minx, Jan C.; Scheelbeek, Pauline; Haddaway, Neal R.; Haines, Andy; Belesova, Kristine; Dangour, Alan D. (Wellcome open research, 2021)
Climate change is already affecting health in populations around the world, threatening to undermine the past 50 years of global gains in public health. Health is not only affected by climate change via many causal pathways, but also by the emissions that drive climate change and their co-pollutants. Yet there has been relatively limited synthesis of key insights and trends at a global scale across fragmented disciplines. Compounding this, an exponentially increasing literature means that conventional evidence synthesis methods are no longer sufficient or feasible. Here, we outline a protocol using machine learning approaches to systematically synthesize global evidence on the relationship between climate change, climate variability, and weather (CCVW) and human health. We will use supervised machine learning to screen over 300,000 scientific articles, combining terms related to CCVW and human health. Our inclusion criteria comprise articles published between 2013 and 2020 that focus on empirical assessment of: CCVW impacts on human health or health-related outcomes or health systems; relate to the health impacts of mitigation strategies; or focus on adaptation strategies to the health impacts of climate change. We will use supervised machine learning (topic modeling) to categorize included articles as relevant to impacts, mitigation, and/or adaptation, and extract geographical location of studies. Unsupervised machine learning using topic modeling will be used to identify and map key topics in the literature on climate and health, with outputs including evidence heat maps, geographic maps, and narrative synthesis of trends in climate-health publishing. To our knowledge, this will represent the first comprehensive, semi-automated, systematic evidence synthesis of the scientific literature on climate and health.
Keywords: openalex:cites; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Estimation of the Carbon Footprint, Its Contributory Factors, and Knowledge and Attitudes about Climate Change among Medical Students in Sri Lanka - Wijesinghe, P.S.; Mathurahan, S; Wijesundere, DS; Ranawaka, S; Arambepola, C; Chang, Tsangyao (Journal of environment pollution and human health, 2021)
The threat to human health from climate change through malnutrition, disease and extreme weather conditions is substantial. Instead of being advocates for a greener planet, doctors are known to possess a large carbon footprint (CFP). Whether a trend towards a higher CFP is initiated during the formative medical student years is not known. This study aimed to estimate the CFP among medical students and to assess their knowledge and attitudes towards climate change. A descriptive, cross-sectional study was conducted among 256 randomly selected medical students in Sri Lanka. The mean CFP of a medical student was 5.64 (SD=2.72) mtCO2/year. The highest contribution to the CFP was from lifestyle factors (68.97%) followed by travel (26.41%). The CFP increased with increasing household income (p=0.001). 82% of students knew the meaning of âgreenhouse effectâ, but only 33% knew the meaning of âcarbon footprintâ; 58.3% were aware of the adverse effects of climate change while only 42.3% could name 3 or more gases that contribute to it. About a third considered their CFP to be negligible. However, 86.3% elected to change their mode of transport to minimize their CFP. Over 90% considered issues of climate change the responsibility of the government while only 7% felt that it was the responsibility of the individual. The CFP of medical students was higher than the per capita national average while knowledge about it was inadequate. Educating medical students on climate change and emphasizing the importance of individual responsibility is likely to change behavior towards a greener lifestyle.
Keywords: C:Sri Lanka; _z:class:countries; _z:class:themes; oa:keyword:carbon footprint; oa:keyword:climate change; oa:sdg:2 Zero hunger; oa:topic:T11244 Impact of Climate Change on Human Health; oa:topic:T11488 Perceptions and Communication of Climate Change; oa:topic:T11731 Global Surgery and Health Development; openalex:import; openalex:yes

Estimation of the Carbon Footprint, Its Contributory Factors, and Knowledge and Attitudes about Climate Change among Medical Students in Sri Lanka - Wijesinghe, P.S.; Mathurahan, S; Wijesundere, DS; Ranawaka, S; Arambepola, C; Chang, Tsangyao (Journal of environment pollution and human health, 2021)
The threat to human health from climate change through malnutrition, disease and extreme weather conditions is substantial. Instead of being advocates for a greener planet, doctors are known to possess a large carbon footprint (CFP). Whether a trend towards a higher CFP is initiated during the formative medical student years is not known. This study aimed to estimate the CFP among medical students and to assess their knowledge and attitudes towards climate change. A descriptive, cross-sectional study was conducted among 256 randomly selected medical students in Sri Lanka. The mean CFP of a medical student was 5.64 (SD=2.72) mtCO2/year. The highest contribution to the CFP was from lifestyle factors (68.97%) followed by travel (26.41%). The CFP increased with increasing household income (p=0.001). 82% of students knew the meaning of âgreenhouse effectâ, but only 33% knew the meaning of âcarbon footprintâ; 58.3% were aware of the adverse effects of climate change while only 42.3% could name 3 or more gases that contribute to it. About a third considered their CFP to be negligible. However, 86.3% elected to change their mode of transport to minimize their CFP. Over 90% considered issues of climate change the responsibility of the government while only 7% felt that it was the responsibility of the individual. The CFP of medical students was higher than the per capita national average while knowledge about it was inadequate. Educating medical students on climate change and emphasizing the importance of individual responsibility is likely to change behavior towards a greener lifestyle.
Keywords: C:Sri Lanka; _z:class:countries; _z:class:themes; oa:keyword:carbon footprint; oa:keyword:climate change; oa:sdg:2 Zero hunger; oa:topic:T11244 Impact of Climate Change on Human Health; oa:topic:T11488 Perceptions and Communication of Climate Change; oa:topic:T11731 Global Surgery and Health Development; openalex:import; openalex:yes

Gross Domestic Product Modeling Using “Panel-Data” Concept - Ghosh, Sarada; Samanta, G. P. (2021)
In this work, we want to predict gross domestic product (GDP) using ‘panel-data’ models. Gross domestic product for fifteen individual countries of Europe in different four years (1995, 2000, 2005 and 2010) under various components of GDP are used here. The panel-data models have been developed using the investment, labour force growth and budget surplus as inputs in order to predict the GDP of the countries which help us to perceive the economic condition of Europe from the statistical point of view. The results indicate that the random effects model is more appropriate than fixed effects model. In addition, this chapter also contains a panel data regression model with cross-sectional dependence, heteroscedasticity and also considers serially correlated disturbances for random effects.
Keywords: openalex:import; openalex:related

Mainstreaming of Climate Change Adaptation in Moroccan Companies: Tools, Teachings, and Perspectives - Jaouhari, Youssef; Stour, Laila; Agoumi, Ali (2021)
Keywords: _z:class:countries; _z:class:themes; _z:no_pdf; _z:not_duplicate; oa:keyword:climate change; oa:keyword:climate change adaptation; oa:keyword:moroccan companies; oa:topic:T10119 Sustainability Transitions and Resilience in Social-Ecological Systems; oa:topic:T12656 Impact of Climate Change on Human Migration; oa:topic:T14296 Climate Change and Sustainable Development; openalex:import; openalex:n:1; openalex:yes

Mainstreaming of Climate Change Adaptation in Moroccan Companies: Tools, Teachings, and Perspectives - Jaouhari, Youssef; Stour, Laila; Agoumi, Ali (2021)
Keywords: _z:class:countries; _z:class:themes; _z:no_pdf; _z:not_duplicate; oa:keyword:climate change; oa:keyword:climate change adaptation; oa:keyword:moroccan companies; oa:topic:T10119 Sustainability Transitions and Resilience in Social-Ecological Systems; oa:topic:T12656 Impact of Climate Change on Human Migration; oa:topic:T14296 Climate Change and Sustainable Development; openalex:import; openalex:n:1; openalex:yes

Where are persons with disabilities? A reflexive thematic analysis of Federal Government climate change documents - MacDonald, Sarah Ellen (2021)
Keywords: _z:class:countries; openalex:import; openalex:yes

Assessment of the Perceived Impact of Climate Change on Student-Teachers in Nigerian Tertiary Institutions - Marcel, Ezemoyih Chuks; Ekeh; Onyemaechi, David; Elom; Chinyere; Chijioke, Uwaleke Chidebe; Chika, Uzosike Peter; Eze; Nnenna, Claris; Mbana, Okpara Catherine; Obodo; Chikaodinaka, Abigail (2021)
The study assesses the perceived impact of climate change on student teachers in Nigerian tertiary institutions. The study adopted descriptive survey research design. Two research questions guided the study while two hypotheses were formulated and tested at 0.05 level of significance. The population of the study comprised of all the students of 2020/2021 final year Degree students of Alex Ekwueme Federal University and NCE students of Enugu State College of Education (Technical). Purposive sampling technique was used to select one hundred and eighty (180) students from both institutions. The instrument for data collection was a structured questionnaire titled Questionnaire on Perceived Impact of Climate Change Teacher (QPICC). The questionnaire was structured by the researchers and validated by two experts in Science Education and Measurement and Evaluation respectively. Data collected were analyzed using mean and standard deviation to answer the research questions while t-test statistics was used to test the null hypotheses. The findings revealed that student-teachers have adequate knowledge of cause, impacts and solution of climate change respectively. The researchers recommended that climate change education be introduced into the teacher training institutions and regular training and workshops be organized to update teachers knowledge on the causes, impacts and mitigation strategies on climate change.
Keywords: C:Nigeria; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:sdg:13 Climate action; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; openalex:import; openalex:n:1; openalex:yes; ⛔ No DOI found

Assessment of the Perceived Impact of Climate Change on Student-Teachers in Nigerian Tertiary Institutions - Marcel, Ezemoyih Chuks; Ekeh; Onyemaechi, David; Elom; Chinyere; Chijioke, Uwaleke Chidebe; Chika, Uzosike Peter; Eze; Nnenna, Claris; Mbana, Okpara Catherine; Obodo; Chikaodinaka, Abigail (2021)
The study assesses the perceived impact of climate change on student teachers in Nigerian tertiary institutions. The study adopted descriptive survey research design. Two research questions guided the study while two hypotheses were formulated and tested at 0.05 level of significance. The population of the study comprised of all the students of 2020/2021 final year Degree students of Alex Ekwueme Federal University and NCE students of Enugu State College of Education (Technical). Purposive sampling technique was used to select one hundred and eighty (180) students from both institutions. The instrument for data collection was a structured questionnaire titled Questionnaire on Perceived Impact of Climate Change Teacher (QPICC). The questionnaire was structured by the researchers and validated by two experts in Science Education and Measurement and Evaluation respectively. Data collected were analyzed using mean and standard deviation to answer the research questions while t-test statistics was used to test the null hypotheses. The findings revealed that student-teachers have adequate knowledge of cause, impacts and solution of climate change respectively. The researchers recommended that climate change education be introduced into the teacher training institutions and regular training and workshops be organized to update teachers knowledge on the causes, impacts and mitigation strategies on climate change.
Keywords: _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:sdg:13 Climate action; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; openalex:import; openalex:n:1; openalex:yes; ⛔ No DOI found

Climate Change Adaptation and Sustainability in the Bangladeshi School Curriculum - Shohel, M. Mahruf C.; Roy, Goutam; Chowdhury, Tanjeeba; Alam, Atm S.; Shams, Shahriar (2021)
Bangladesh is one of the most affected countries by climate change and extremely vulnerable to environmental degradation. Young people, as the new generation, need to understand the consequences of climate change and its impact on their lives and the lives of their fellow citizens. This chapter presents the findings from a systematic evaluation of Bangladeshi school curriculum, and how it prepares the future generation for climate change adaptation and ensures a sustainable future for them. This chapter highlights the recommendations from the findings and suggests how the national curriculum could address climate change mitigation and adaptation for sustainability by providing contents to offer grounding for the young people as global citizens to act in the local context. Although there is some content included in the school textbooks related to climate change and sustainable development issues, there is a need for inclusion of more relevant contents in the national school curriculum so that school textbooks provide enough contents on climate change, its mitigation and adaptation.
Keywords: C:Bangladesh; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:keyword:sustainability; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11488 Perceptions and Communication of Climate Change; oa:topic:T11835 Sustainability Education in Higher Education Institutions; openalex:import; openalex:yes

Climate Change Adaptation and Sustainability in the Bangladeshi School Curriculum - Shohel, M. Mahruf C.; Roy, Goutam; Chowdhury, Tanjeeba; Alam, Atm S.; Shams, Shahriar (2021)
Bangladesh is one of the most affected countries by climate change and extremely vulnerable to environmental degradation. Young people, as the new generation, need to understand the consequences of climate change and its impact on their lives and the lives of their fellow citizens. This chapter presents the findings from a systematic evaluation of Bangladeshi school curriculum, and how it prepares the future generation for climate change adaptation and ensures a sustainable future for them. This chapter highlights the recommendations from the findings and suggests how the national curriculum could address climate change mitigation and adaptation for sustainability by providing contents to offer grounding for the young people as global citizens to act in the local context. Although there is some content included in the school textbooks related to climate change and sustainable development issues, there is a need for inclusion of more relevant contents in the national school curriculum so that school textbooks provide enough contents on climate change, its mitigation and adaptation.
Keywords: C:Bangladesh; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:keyword:sustainability; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11488 Perceptions and Communication of Climate Change; oa:topic:T11835 Sustainability Education in Higher Education Institutions; openalex:import; openalex:yes

How Do Endogenous Cultural Institutions (not) Shape Peasant Farmers’ Climate Adaptation Practices? Learning from Rural Cameroon - Silberberger, Magdalene; Kimengsi, Jude Ndzifon (SSRN Electronic Journal, 2021)
The inter-linked issues of climate change and sustainable development remain high on the science and policy agenda, especially in sub-Saharan Africa (SSA) where context-specific local adaptation practices are required in her agricultural system. However, the dearth of scientific (quantitative) evidence on how endogenous cultural institutions (ECIs) shape the local adaptation practices of rural farmers in SSA, stalls, in part, the advancement of climate adaptation practice in the agricultural sector. Based on a representative sample of 158 farming households in rural Cameroon, we contribute to bridge this knowledge gap, by: (1) exploring the household socio-economic attributes and general social and political factors that determine peasant farmer’s compliance with agro-based ECIs, and (2) estimating the effect of ECI compliance on farmers’ adaptation practices. Our estimation revealed the following: Increasing compliance with ECIs is a function of increasing age of peasant farmers. While political factors do not sufficiently explain compliance with ECIs, state influence, mirrored through the application of formal rules significantly contributes to a decline in compliance. Differential levels of compliance with ECIs produce differential climate adaptation outcomes; while some ECIs (e.g. traditional rain forecast) significantly explain several climate adaptation practices, others (e.g. pouring of libation) do not. While we conclude that the differentiated effects of ECI compliance manifest throughout the climate adaptation practices of peasant farmers, we also call for further empirical evidence to ground this claim.
Keywords: C:Cameroon; _z:class:countries; _z:class:themes; oa:keyword:climate adaptation practices; oa:keyword:endogenous cultural institutions; oa:keyword:rural cameroon; oa:sdg:13 Climate action; oa:topic:T10367 Agricultural Innovation and Livelihood Diversification; oa:topic:T10439 Adaptation to Climate Change in Agriculture; openalex:import; openalex:n:1; openalex:yes; ⛔ No DOI found

The Challenges and Opportunities for Climate Change Education at Makerere University in Kampala Uganda - Ssekamatte, David; Speck, Karsten; Siebenhüner, Bernd (2021)
Societies across the globe are battling with the effects of climate change as seen in the scientific evidence produced periodically by the Intergovernmental Panel on Climate Change (IPCC). Africa has been identified as more vulnerable to climate change given its weak governance systems, low technology, dependency on ecological resources for livelihood as well as conflict and high poverty levels. Educational responses to climate change though recognized, are yet to be explored by various countries on the continent. The researchers conducted a qualitative study to examine the perspectives and views of university lecturers, administrators and students on climate change related courses and programmes regarding opportunities and challenges for climate change education at Makerere University as part of a larger multiple comparative study in East Africa. A case study design was adopted. Semi-structured in-depth interviews and focus group discussions were conducted to collect data from a total of 25 participants at the case university. Data was analysed using thematic analysis based on Braun and Clarke (2006) with the help of MAXQDA software. Findings revealed a wide range of perspectives and views regarding the challenges and opportunities for climate change education at this university. It is expected that the findings of this study may contribute to empirical scientific knowledge on climate change education at universities in the African context.
Keywords: C:Uganda; _z:class:countries; _z:class:themes; oa:keyword:climate change education; oa:topic:T10119 Sustainability Transitions and Resilience in Social-Ecological Systems; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11488 Perceptions and Communication of Climate Change; openalex:import; openalex:n:1; openalex:yes

Long-Term Effects of Climate Change on Housing Market analytics in Amaravati, Capital of Andhra Pradesh in India, Using Machine Learning - Usharani, Bhimavarapu (2021)
Housing markets are known to be affected by adverse environments (i.e., environmental air pollution incidents affect Indian urban residents). Urban atmosphere quality has changed extensively with PM2.5 and O3 becoming the primary atmosphere indicators of concern because of dense cities in recent years. There is a correlation between the air pollution of Amaravati with the housing market model. When estimating the housing market, the chapter makes use of the extended regression model together with several constant results in conformity with higher rule. However, there is an insignificant affinity including the concentration regarding SO2 and the concentration of O3 appears according to positively increase the housing values. This chapter therefore examines the influence of actual real estate investment over atmosphere characteristics through the use of a sample on 26 prefecture-level cities in India from 2010–2019 through countless econometric models.
Keywords: C:India; _z:class:countries; _z:class:themes; oa:keyword:housing market analytics; oa:sdg:11 Sustainable cities and communities; oa:topic:T10632 Consequences of Mortgage Credit Expansion and Housing Market Dynamics; openalex:import; openalex:yes

Analysis of traditional windcatchers and the effects produced by changing the size, shape, and position of the outlet opening - Varela-Boydo, C. A.; Moya, S. L.; Watkins, R. (Journal of Building Engineering, 2021)
Increased thermal comfort in buildings is consuming large amounts of energy around the world, especially in hot arid and semi-arid regions. Finding and adapting ways to naturally cool buildings should be a priority for researchers in the subject. For centuries the Middle East cultures have used wind towers to cool their buildings and they have proved to be a cost-effective, easy to implement and reliable solution for passive cooling that requires almost negligible energy to operate. The present work tests one traditional windcatcher and 33 modifications of the design of the outlet opening. It seeks to act as a guide to how both to enhance and also avoid reducing performance when designing windcatchers with traditional designs. Using CFD modelling, the volumetric airflow that was captured by the catcher was computed for the different outlet modifications, and this revealed which designs restrain the flow and which boost the airflow, making the wind towers more effective.
Keywords: Badgir; Natural ventilation; Passive cooling; Wind towers; Windcatchers; _z:class:countries; _z:class:themes; oa:keyword:traditional windcatchers; oa:sdg:7 Affordable and clean energy; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10466 Numerical Weather Prediction Models; oa:topic:T11371 Urban Wind Environment and Air Quality Modeling; openalex:n:1; openalex:yes

Factors shaping students' perception of climate change in the western Himalayas, Jammu & Kashmir, India - Zeeshan, Mohd; Sha, Liqing; Tomlinson, Kyle W.; Azeez, P. A. (Current Research in Environmental Sustainability, 2021)
The Himalayas are considered highly vulnerable to climate change, and hence making adaptation strategies for the area to cope with the effects of climate change is crucial. These strategies should be developed and implemented with grassroots participation at local to regional levels. For informed participation, the local inhabitants need to be conscious of climate change and its implications. Hence, we explored the level of awareness among school students and their participation in actions and advocacy concerning climate change. We assumed that in Rajouri, being a small city with traditional values and worldview, the students' responses would largely reflect that of their immediate surroundings. We examined the variations in the responses of the students with respect to the type of schools (private versus public), location (urban versus rural), education level (secondary versus higher secondary), and gender. A questionnaire survey on awareness, advocacy, and action received 717 responses, of which 27% showed high awareness of climate change, 60% were highly proactive to advocacy and 88% were willing to be involved in actions concerning their environment. However, students who were found to be aware of climate change through the formal education system were not involved in adaptation and mitigation actions. We assume that no direct or indirect involvement possibly indicates a need of motivation in the curricular system. Hence suggest more attention be given to climate change in formal education with appropriate changes in curricula and pedagogy, with opportunity for hands-on exposure, to inspire the students to be more proactive in adaptation and mitigation efforts. That would facilitate the future generation to take active participation in developing appropriate adaptation strategies towards climate change.
Keywords: C:India; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:sdg:13 Climate action; oa:topic:T10119 Sustainability Transitions and Resilience in Social-Ecological Systems; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11488 Perceptions and Communication of Climate Change; openalex:import; openalex:yes

Efficiency of Solar Shading Devices to Improve Thermal Comfort in a Sports Hall - Dudzińska, Anna (Energies, 2021)
Thermal environment in sports facilities is probably one of the most important parameters, determining the safety and performance of athletes. Such facilities, due to the required operating temperature and physical activity of users, are a serious challenge for both investors and administrators, especially in summer. The additional criterion of low energy consumption in extremely airtight and well-insulated passive buildings often results in overheating of the interior, creating considerable economic and operational problems. The significant need to reduce solar gain during periods of high outdoor temperatures for low-energy buildings prompts a variety of design solutions. Sun shading systems, as an indispensable element of glazed surfaces, are designed to control the amount of solar radiation reaching the building interior, at the same time creating a favorable microclimate inside. This article analyzes the effects of sun shading, which have actually been applied and modified on the southern façade of a passive sports hall in Słomniki. Measurements of the thermal conditions in the hall were the starting point, on the basis of which a model of the object was created in the DesignBuilder program. Using simulation analyses, thermal conditions arising with the use of different variants of internal and external shading devices were studied in the program. The results presented in the article show that in a well-insulated hall of large volume, appropriately selected external shading devices are only able to reduce the access of sunlight to the rooms. External brise-soleils are able to limit the access of solar radiation to the rooms by up to 30%, but this is not enough to guarantee internal thermal comfort. Internal blinds do not affect the interior microclimate significantly and do not protect protection from overheating. Momentary differences in PMV values for different patterns of closing the blinds do not exceed 0.2.
Keywords: evidence_review; overhangs; overheating; passive building; solar protection; sports hall; thermal comfort

Research on the effect of different position on classroom ventilation in a “L” type teaching building - Liu, Xiaodong; Yang, Li; Niu, Shengnan (Journal of Building Engineering, 2021)
The ventilation effect in different places in the teaching building is different. The aim of this paper is to study the relative ventilation relationship of the rooms in “L” type middle school teaching building. Taking Xiamen in the subtropical ...
Keywords: _z:class:countries; _z:class:themes; evidence_review_2; oa:keyword:classroom ventilation; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10990 Airborne Transmission of Respiratory Viruses; oa:topic:T11371 Urban Wind Environment and Air Quality Modeling; openalex:n:1; openalex:yes

ANSI/ASHRAE Standard 55-2020. Thermal environmental conditions for human occupancy - A.S.H.R.A.E. (American Society of Heating, Refrigerating and Air-Conditioning Engineers, 2021)

Monitoring and Assessment of Indoor Environmental Conditions after the Implementation of COVID-19-Based Ventilation Strategies in an Educational Building in Southern Spain - Aguilar, Antonio J.; de la Hoz-Torres, María L.; Martínez-Aires, Mª; Ruiz, Diego P. (Sensors, 2021)
Keywords: BE:RELEVANT; C:Spain; _z:class:countries; _z:class:themes; oa:keyword:indoor environmental conditions; oa:keyword:ventilation strategies; oa:sdg:3 Good health and well-being; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10990 Airborne Transmission of Respiratory Viruses; oa:topic:T11692 Effects of Noise Pollution on Health and Well-being; openalex:n:1; openalex:yes

Natural ventilation in warm climates: The challenges of thermal comfort, heatwave resilience and indoor air quality - Ahmed, Tariq; Kumar, Prashant; Mottet, Laetitia (Renewable and Sustainable Energy Reviews, 2021)
In buildings, energy is primarily consumed by mechanical air conditioning systems. Low energy alternatives, such as natural ventilation, are needed. However, they need to be able to cope with increasing heatwaves and pollution, particularly in warm climates. This review paper looked at the ability of natural ventilation to provide adequate thermal comfort, resilience against heatwaves, and good Indoor Air Quality in warm climates. Single-sided ventilation demonstrates the poorest ability to provide thermal comfort, while cross ventilation highlights better performance in terms of reducing indoor air temperatures compared to outdoor. However, windcatchers and solar chimneys displayed even better performance by producing relatively high ventilation rates. During heatwaves and future climatic scenarios, natural ventilation, by cross-ventilation, was not able to meet internal thermal comfort standards. A potential low energy solution could be combining solar chimneys or windcatchers with water evaporation cooling. A critical synthesis of the literature suggests that these systems can generate high ventilation rates and keep indoor temperatures around 8 °C cooler than outdoor temperatures in warm weather (>35 °C). However, no studies were found testing these systems against future climate scenarios, and further studies are recommended. The literature supported natural ventilation being effective in removing pollution generated indoors due to adequate ventilation rates. However, using unfiltered natural ventilation for areas with high outdoor pollution can increase the indoor deposition of harmful particulate matter. With increasing air pollution, further studies are urgently required to investigate filter enabled natural ventilation, particularly with solar chimney/windcatcher incorporated.
Keywords: _z:class:countries; _z:class:themes

Natural ventilation in warm climates: the challenges of thermal comfort, heatwave resilience and indoor air quality - Ahmed, Tariq; Kumar, Prashant; Mottet, Laetitia (2021)
In buildings, energy is primarily consumed by mechanical air conditioning systems. Low energy alternatives, such as natural ventilation, are needed. However, they need to be able to cope with increasing heatwaves and pollution, particularly in warm climates. This review paper looked at the ability of natural ventilation to provide adequate thermal comfort, resilience against heatwaves, and good Indoor Air Quality in warm climates. Single-sided ventilation demonstrates the poorest ability to provide thermal comfort, while cross ventilation highlights better performance in terms of reducing indoor air temperatures compared to outdoor. However, windcatchers and solar chimneys displayed even better performance by producing relatively high ventilation rates. During heatwaves and future climatic scenarios, natural ventilation, by cross-ventilation, was not able to meet internal thermal comfort standards. A potential low energy solution could be combining solar chimneys or windcatchers with water evaporation cooling. A critical synthesis of the literature suggests that these systems can generate high ventilation rates and keep indoor temperatures around 8 °C cooler than outdoor temperatures in warm weather (>35 °C). However, no studies were found testing these systems against future climate scenarios, and further studies are recommended. The literature supported natural ventilation being effective in removing pollution generated indoors due to adequate ventilation rates. However, using unfiltered natural ventilation for areas with high outdoor pollution can increase the indoor deposition of harmful particulate matter. With increasing air pollution, further studies are urgently required to investigate filter enabled natural ventilation, particularly with solar chimney/windcatcher incorporated.
Keywords: evidence_review

Farmers’ adaptation strategies to combat climate change in drought prone areas in Bangladesh - Anik, A.R. (International Journal of Disaster Risk Reduction, 2021)

Challenges and opportunities for climate change education (CCE) in East Africa: A critical review - Apollo, Abigael; Mbah, Marcellus Forh (Climate, 2021)
It is undoubtedly clear that climate change is happening, and its adverse impacts could reverse the progress made toward meeting sustainable development goals. The global crisis poses one of the most severe challenges to reducing poverty and existing inequalities, especially in developing countries that are projected to be highly vulnerable to climate variability. However, the education sector provides an untapped opportunity for successful climate change adaptation and mitigation through knowledge and skill acquisitions, and consequently, positive behavioral change. Specifically, education can capacitate individuals and communities to make informed decisions and take practical actions for climate-resilient sustainable development. This study is focused on East Africa, a region whose economy heavily relies on climate-dependent activities. At present, East African governments are already embedding climate change in their school curriculum. However, they lack coherent approaches to leverage climate change education as a tool in their adaptation and mitigation strategies. Therefore, this review explores some of the critical barriers to climate change education and possible opportunities for leveraging learning to promote sustainable development in East Africa.
Keywords: _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:keyword:climate change education; oa:topic:T10439 Adaptation to Climate Change in Agriculture; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11336 Indoor Air Pollution in Developing Countries; openalex:n:1; openalex:yes

COP26: Glasgow will 'welcome' climate protests says council leader’ - B.B.C. (BBC News, 2021)

COP26: The World Is Watching’, Feature Story - Bank, World (2021)

Country classification’ - Bank, World (World Bank Data, 2021)

What is learning poverty?’ - Bank, World (World Bank Brief, 2021)

Systematic mapping of global research on climate and health: a machine learning review - Berrang-Ford, Lea; Sietsma, Anne J.; Callaghan, Max; Minx, Jan C.; Scheelbeek, Pauline FD; Haddaway, Neal R.; Haines, Andy; Dangour, Alan D. (The Lancet Planetary Health, 2021)
Background The global literature on the links between climate change and human health is large, increasing exponentially, and it is no longer feasible to collate and synthesise using traditional systematic evidence mapping approaches. We aimed to use machine learning methods to systematically synthesise an evidence base on climate change and human health. Methods We used supervised machine learning and other natural language processing methods (topic modelling and geoparsing) to systematically identify and map the scientific literature on climate change and health published between Jan 1, 2013, and April 9, 2020. Only literature indexed in English were included. We searched Web of Science Core Collection, Scopus, and PubMed using title, abstract, and keywords only. We searched for papers including both a health component and an explicit mention of either climate change, climate variability, or climate change-relevant weather phenomena. We classified relevant publications according to the fields of climate research, climate drivers, health impact, date, and geography. We used supervised and unsupervised machine learning to identify and classify relevant articles in the field of climate and health, with outputs including evidence heat maps, geographical maps, and narrative synthesis of trends in climate health-related publications. We included empirical literature of any study design that reported on health pathways associated with climate impacts, mitigation, or adaptation. Findings We predict that there are 15 963 studies in the field of climate and health published between 2013 and 2019. Climate health literature is dominated by impact studies, with mitigation and adaptation responses and their cobenefits and co-risks remaining niche topics. Air quality and heat stress are the most frequently studied exposures, with all-cause mortality and infectious disease incidence being the most frequently studied health outcomes. Seasonality, extreme weather events, heat, and weather variability are the most frequently studied climate-related hazards. We found major gaps in evidence on climate health research for mental health, undernutrition, and maternal and child health. Geographically, the evidence base is dominated by studies from high-income countries and China, with scant evidence from low-income counties, which often suffer most from the health consequences of climate change. Interpretation Our findings show the importance and feasibility of using automated machine learning to comprehensively map the science on climate change and human health in the age of big literature. These can provide key inputs into global climate and health assessments. The scant evidence on climate change response options is concerning and could significantly hamper the design of evidence-based pathways to reduce the effects on health of climate change. In the post-2015 Paris Agreement era of climate solutions, we believe much more attention should be given to climate adaptation and mitigation options and their effects on human health. FundingForeign, Commonwealth & Development Office.
Keywords: evidence_review; selected_for:effects of climate ch...on learning...LMICs 2024

Influence of Air Temperature on School Teachers’ Mood and the Perception of Students’ Behavior - Boix-Vilella, Salvador; Saiz-Clar, Elena; León-Zarceño, Eva; Serrano, Miguel Angel (Sustainability, 2021)
Keywords: BE:RELEVANT; _z:class:countries; _z:class:themes; evidence_review; oa:keyword:air temperature; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T12950 Learning Environments in Education; openalex:n:1; openalex:yes

Effect of roof colour on indoor temperature and human comfort levels, with implications for malaria control: a pilot study using experimental houses in rural Gambia - Carrasco-Tenezaca, M.; Jatta, E.; Jawara, M.; Bradley, J.; Pinder, M.; D'Alessandro, U.; Knudsen, J.; Lindsay, S.W. (Malar J, 2021)

Social Solidarity Economy and Village-centric Development in North-West Cameroon - Che, Charles Fonchingong; Mbah, Marcellus (The International Journal of Community and Social Development, 2021)
Amidst shrinking budgets for community development in most of sub-Saharan Africa, the social solidarity economy is touted as a model in local development. This article situates solidarity initiatives and capability-focused outcomes that deliver enhanced livelihoods, social security and community development. The conceptual framing of social theory, social capital and social economy informs this case study with focus on the Ndong Awing Cultural and Development Association, North-West region, Cameroon. The analysis of semi-structured interviews and secondary sources suggests that solidarity networks such as njangis, cooperatives, quarter development unions and diaspora networks promote village-centric development. These overlapping networks generate scarce financial and human resources–essential packages for livelihoods and welfare. Emerging state policy is yet to calibrate these mechanisms of ground-up, mutual development drives. Galvanising these solidarity assets require meaningful co-productionand revamped state−community relations. This article offers a paradigm shift in how village groups mobilise income, capital and financing of village projects, nurtured through human development and agency.
Keywords: C:Cameroon; _z:class:countries; _z:class:themes; oa:keyword:cameroon; oa:topic:T10987 Microfinance, Gender Empowerment, and Economic Development; oa:topic:T13839 Volunteer Tourism and Global Development Impacts; oa:topic:T14464 Analysis of Impact Investing in Finance and Social Policy; openalex:n:1; openalex:yes

Impact of Outdoor Particles on Indoor Air - Chen, Chen; Zhao, Bin (Handbook of Indoor Air Quality, 2021)

Born into the Climate Crisis: Why we must act now to secure children’s rights - Children, Save (2021)

Climate and Environmental Literacy - Day, Earth (2021)

Autoregressive neural networks with exogenous variables for indoor temperature prediction in buildings - Delcroix, Benoit; Ny, Jérôme Le; Bernier, Michel; Azam, Muhammad; Qu, Bingrui; Venne, Jean-Simon (Springer, 2021)
Keywords: _important; _z:class:countries; _z:class:themes; selected_for:Predictive models for classroom conditions 2024; ⛔ No DOI found

Five Ways That Education Systems Can Support Girls in the Face of Climate Change, Today’ - Devonald, M. (Center for Global Development Commentary and Analysis, 2021)

Fund Girls’ Education. Don’t Greenwash It’ - Devonald, M. (Center for Global Development Commentary and Analysis, 2021)

Urban planning for transitions - Douay, Nicolas; Minja, Michael (Science, society and new technologies series, 2021)
Keywords: _z:class:countries

Urban planning for transitions - Douay, Nicolas; Minja, Michael (Science, society and new technologies series, 2021)
Keywords: _z:class:countries; _z:class:themes

Indoor Conditions in Educational Buildings: the Case of Bolzano Schools - Dugaria, S.; Pernigotto, G.; Gasparella, A. (2021)
Keywords: BE:RELEVANT; _z:class:countries; _z:class:themes; evidence_review_2; ⛔ No DOI found

Natural Disasters Cost $210 Billion Worldwide in 2020’ - Dure (Investopedia News Trends, 2021)

Does Gender Climate Influence Climate Change? The Multidimensionality of Gender Equality and Its Countervailing Effects on the Carbon Intensity of Well-Being - Ergas, Christina; Greiner, Patrick Trent; McGee, Julius Alexander; Clement, Matthew Thomas (Sustainability, 2021)
The carbon intensity of well-being (CIWB) (a ratio measuring the amount of CO2 emitted per unit of life expectancy at birth) is an increasingly popular way to measure the ecological efficiency of nations. Although research demonstrates that economic development typically reduces this efficiency, little research has explored the extent to which social equality improves it. This study uses panel data for 70 nations between 1995 and 2013 to assess how various aspects of gender equality affect the ecological efficiency of nations. We estimate a series of Prais-Winsten regression models with panel-corrected standard errors (PCSE) to assess how increases in the percentage of women in parliament, expected years of education for women, and the percentage of women in the labor force independently affect CIWB. Our findings indicate that across all nations, increases in the percentage of women in parliament and expected years of schooling reduce CIWB; however, increases in the percentage of women in the labor force increase CIWB. Our results further show that the relationship between different dimensions of gender equality and CIWB differs between more developed and less developed nations. Finally, we find that increases in the number of women in parliament and women’s education attenuate the relationship between women’s labor force participation and CIWB. We discuss the variation in our results by reviewing relevant eco-gender literatures and feminist economics.
Keywords: _z:class:countries; carbon intensity of well-being; climate change; gender and environment; social inequality; sustainable development

Declaration on girls’ education: recovering from COVID-19 and unlocking agenda 2030 - Foreign, U.K.; Commonwealth; Office, Development (2021)

A greener, fairer future: Why leaders need to invest in climate and girls’ education - Fund, Malala (2021)

Change the subject: How leaders can take action for climate education at COP26 - Fund, Malala (2021)

Girls’ Education and COVID-19. What past shocks can teach us about mitigating the impact of pandemics - Fund, Malala (2021)

Maternal Undernutrition in Adolescence and Child Human Capital Development Over the Life Course: Evidence from an International Cohort Study - Georgiadis, A.; Benny, L.; Dornan, P.; Behrman, J. (Maternal Undernutrition in Adolescence and Child Human Capital Development Over the Life Course: Evidence from an International Cohort Study—Georgiadis—2021—Economica—Wiley Online Library, 2021)

Analysis and Documentation of Experiments on Cool Roofs and Walls in KwaZulu-Natal - GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH, 2021)
Keywords: _z:class:countries; _z:class:themes

Reparations for Climate Change in Africa as a Driver of State Responsibility, Human Rights Protection and Global Development - Gorimbo, Sarudzai (University of Johannesburg, 2021)

PM speech at the Global Education Summit - Great Britain, 10 Downing Street, Prime Minister’s Office (2021)

Haileybury Youth Trust Uganda - HYT Uganda (2021)
Keywords: C:Uganda; _z:class:countries; _z:class:themes

Gendered Dimensions of Unpaid Activities: An Empirical Insight into Rural Bangladesh Households - Islam, F.B.; Sharma, M. (Sustainability, 2021)

Nigerian cultural beliefs about mental health conditions and traditional healing: a qualitative study - Jidong, Dung Ezekiel; Bailey, Di; Sodi, Tholene; Gibson, Linda; Sawadogo, Natéwindé; Ikhile, Deborah; Musoke, David; Madhombiro, Munyaradzi; Mbah, Marcellus (The Journal of Mental Health Training, Education and Practice, 2021)
Keywords: C:Niger; C:Nigeria; _z:class:countries; _z:class:themes; openalex:n:0; openalex:n:1; openalex:yes

(Un) subjugating indigenous knowledge for sustainable development: considerations for community-based research in African higher education - Johnson, Ane Turner; Mbah, Marcellus Forh (Journal of Comparative and International Higher Education, 2021)
Keywords: _z:class:countries; _z:class:themes; oa:keyword:indigenous knowledge; oa:keyword:sustainable development; oa:topic:T12160 Decolonizing Education in African Context; oa:topic:T12345 Transformative Learning Theory and Practice; oa:topic:T14464 Analysis of Impact Investing in Finance and Social Policy; openalex:n:1; openalex:yes

A guidance note on climate-smart school construction planning - Kazemi, Maha; Mackintosh, Alasdair; Ramirez, Ana; Sullivan, Ian (2021)
Ahead of COP-26 we published a self-funded guidance note on climate-smart school construction planning.
Keywords: _z:class:countries; _z:class:themes; evidence_review_2; ⛔ No DOI found

Effect of design and operational strategies on thermal comfort and productivity in a multipurpose school building - Kükrer, Ergin; Eskin, Nurdil (Journal of Building Engineering, 2021)
Keywords: BE:RELEVANT; _z:class:countries; _z:class:themes; evidence_review_2; oa:keyword:multipurpose school building; oa:keyword:thermal comfort; oa:sdg:7 Affordable and clean energy; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T11529 Refrigeration Systems and Technologies; openalex:n:1; openalex:yes

The Climate Change Education Ambition Report Card - Kwauk, C. (2021)

A New Green Learning Agenda: Approaches to Quality Education for Climate Action - Kwauk, C.; Casey, O. (Center for Universal Education at The Brookings Institution, 2021)
Keywords: _z:class:countries

Unleashing the creativity of teachers and students to combat climate change: An opportunity for global leadership - Kwauk, C.; Winthrop, R. (2021)
Keywords: _z:class:countries; evidence_review_2

Unleashing the creativity of teachers and students to combat climate change: An opportunity for global leadership - Kwauk, C.; Winthrop, R. (2021)
Keywords: _z:class:countries; evidence_review_2

Changing climate change: The carbon budget and the modifying-work of the IPCC - Lahn, Bard; Lahn, Bård (Social Studies of Science, 2021)
Over the last 10 years, the concept of a global ‘carbon budget’ of allowable CO 2 emissions has become ubiquitous in climate science and policy. Since it was brought to prominence by the Fifth Assessment Report of the IPCC, the carbon budget has changed how climate change is enacted as an issue of public concern, from determining the optimal rate of future emissions to establishing a fixed limit for how much emissions should be allowed before they must be stopped altogether. Exploring the emergence of the carbon budget concept, this article shows how the assessment process of the IPCC has offered scientific experts the means to modify how the climate issue is problematized, and discusses the implications of this ‘modifying-work’ for the politics of climate change. It finds that the ‘modified climate issue’ must be seen as an outcome of the ordinary work within established scientific and political institutions, and the agency these institutions afford scientists to enact the issue differently. On this basis, it argues that the case of the carbon budget holds important insights not only for the relationship between climate science and policy, but also for the pragmatist literature on ‘issue formation’ in STS.
Keywords: evidence_review

Sleep and Indoor Air Quality - Lan, Li; Lian, Zhiwei (Handbook of Indoor Air Quality, 2021)
Keywords: _important

Environmental degradation and female economic inclusion in sub-Saharan Africa: Effort towards Sustainable Development Goal 5 - Langnel, Z. (Development Southern Africa, 2021)

Gender equality in climate policy and practice hindered by assumptions - Lau, J.D. (Nature Climate Change, 2021)

Overall effects of temperature steps in hot summer on students' subjective perception, physiological response and learning performance - Liu, Jiajing; Kang, Jian; Li, Zeyu; Luo, Hanbin (Energy and Buildings, 2021)
University students are very likely to experience temperature steps before class in hot summer. This study aims to investigate the overall effects of step changes on students’ subjective perception, physiological response and learning performance, so as to explore an optimal thermal condition for classrooms in hot summer. Four typical temperature step conditions (S6: 34 °C-28 °C, S8: 34 °C-26 °C, S10: 34 °C24 °C, S12: 34 °C–22 °C) were developed to conduct experiments on sixteen participants. It has been found that after temperature steps, no more than 62.5% of students consistently found thermally acceptable at 22 °C; students felt the most acceptable and comfortable at 26 °C; the effect of thermal environment on workload was not significant in most cases, especially for memory-related tasks; students’ negative mood was less at 26 °C than at 28 °C and 22 °C. When the temperature step was less than S12, blood pressure and blood oxygen saturation were insensitive to temperature steps; core temperature continued to rise during the first 5 min and then decreased significantly when the temperature step exceeded S8. No significant difference in learning performance was found among the four conditions; the differences in relative performance between thermal conditions were <2%, and are not likely to have practical meaning in building management practice. Overall, the optimal thermal condition is 26 °C, and it is recommended to set the indoor temperature between 24 and 28 °C.
Keywords: BE:RELEVANT; _z:class:countries; _z:class:themes; oa:keyword:hot summer; oa:sdg:4 Quality education; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T11109 Physiological Responses to Heat Stress in Humans; oa:topic:T11244 Impact of Climate Change on Human Health; openalex:n:1; openalex:yes

ASTM and ASHRAE Standards for the Assessment of Indoor Air Quality - Liu, Xiaoyu (Handbook of Indoor Air Quality, 2021)

Ecofeminism and Natural Resource Management: Justice Delayed, Justice Denied - Liu, Y. (Sustainability, 2021)

Comfort temperature prediction according to an adaptive approach for educational buildings in tropical climate using artificial neural networks - López-Pérez, L. A.; Flores-Prieto, J. J.; Ríos-Rojas, C. (Energy and Buildings, 2021)
Keywords: _important; _z:class:countries; _z:class:themes; oa:sdg:13 Climate action; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T10990 Airborne Transmission of Respiratory Viruses; openalex:n:1; openalex:yes; selected_for:Predictive models for classroom conditions 2024

Fostering University Contribution Towards Sustainable Development: The Instrumentality of Indigenous Knowledge System - Mbah, Marcellus Forh; Johnson, Ane Turner (Sustainable Development in Africa, 2021)
Keywords: _z:class:countries; _z:class:themes

A systematic review of the deployment of indigenous knowledge systems towards climate change adaptation in developing world contexts: implications for climate change education - Mbah, Marcellus; Ajaps, Sandra; Molthan-Hill, Petra (Sustainability, 2021)
Countries in the developing world are increasingly vulnerable to climate change effects and have a lesser capacity to adapt. Consideration can be given to their indigenous knowledge systems for an integrated approach to education, one which is more holistic and applicable to their context. This paper presents a systematic review of the indigenous knowledge systems (IKSs) deployed for climate change adaptation in the developing world and advances implications for climate change education. A set of inclusion criteria was used to screen publications derived from two databases and grey literature searches, and a total of 39 articles constituted the final selection. Postcolonial theory’s lens was applied to the review of the selected publications to highlight indigenous people’s agency, despite IKSs’ marginalization through colonial encounters and the ensuing epistemic violence. The categories of social adaptation, structural adaptation, and institutional adaptation emerged from the IKS-based climate change adaptation strategies described in the articles, with social adaptation being the most recurrent. We discussed how these strategies can be employed to decolonise climate change education through critical, place-based, participatory, and holistic methodologies. The potential outcome of this is a more relatable and effective climate change education in a developing world context.
Keywords: C:Bangladesh; C:Benin; C:Bolivia; C:Brazil; C:Colombia; C:Ethiopia; C:Fiji; C:Ghana; C:India; C:Indonesia; C:Iran; C:Malawi; C:Malaysia; C:Namibia; C:Nepal; C:Nigeria; C:Peru; C:Philippines; C:South Africa; C:Tanzania; C:Uganda; C:Vietnam; C:Zimbabwe; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:keyword:climate change adaptation; oa:keyword:indigenous knowledge systems; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T12656 Impact of Climate Change on Human Migration; oa:topic:T14007 Place-Based Education in Rural Communities; openalex:n:1; openalex:yes

Fostering University Contribution Towards Sustainable Development Within an African Context: The Instrumentality of Indigenous Knowledge System - Mbah, Marcellus; Johnson, Ane Turner (2021)
Keywords: _z:class:countries; _z:class:themes; ⛔ No DOI found

Institutionalizing the intangible through research and engagement: Indigenous knowledge and higher education for sustainable development in Zambia - Mbah, Marcellus; Johnson, Ane Turner; Chipindi, Ferdinand M. (International Journal of Educational Development, 2021)
Keywords: C:Zambia; _z:class:countries; _z:class:themes; oa:keyword:indigenous knowledge; oa:sdg:4 Quality education; oa:topic:T11300 Global Governance in Education Policy Research; oa:topic:T12160 Decolonizing Education in African Context; oa:topic:T14207 Students and Staff as Partners in Higher Education; openalex:n:1; openalex:yes

The Car-free Livability Programme, Oslo - Minja, Michael (Urban planning for transitions, 2021)
More than half of the global population lives in cities, thus forcing cities to expand in order to accommodate the huge populations. Unfortunately, this urban growth has been suggested as a major cause for the majority of harmful emissions that pose a big threat to resources and the environment. With this in mind, it is important for cities to “grow” smartly, ensuring that city growth does not come in the way of the livelihood and well-being of the future generations. The city of Oslo, Norway, realized this and came up with a number of transformative urban projects that ended up being quite successful. The European Green Capital of 2019 started by effectuating the climate and energy strategy in 2016 (European Union et al. 2018).
Keywords: C:Norway; _z:class:countries; _z:class:themes

The Car-free Livability Programme, Oslo - Minja, Michael (Urban planning for transitions, 2021)
More than half of the global population lives in cities, thus forcing cities to expand in order to accommodate the huge populations. Unfortunately, this urban growth has been suggested as a major cause for the majority of harmful emissions that pose a big threat to resources and the environment. With this in mind, it is important for cities to “grow” smartly, ensuring that city growth does not come in the way of the livelihood and well-being of the future generations. The city of Oslo, Norway, realized this and came up with a number of transformative urban projects that ended up being quite successful. The European Green Capital of 2019 started by effectuating the climate and energy strategy in 2016 (European Union et al. 2018).
Keywords: _z:class:countries; _z:class:themes

Evaluating the perception of thermal environment in naturally ventilated schools in a warm and humid climate in Nigeria - Munonye, C.; Ji, Y. (Building Services Engineering Research and Technology, 2021)
Keywords: evidence_review_2

A comprehensive assessment of climate change threats and adaptation of nature based tourism in Zimbabwe - Mushawemhuka, William J (University of Johannesburg, 2021)

Modeling the Heat Flow Dynamics of a Houses Using Stochastic Differential Equations - Nardone, Pablo Sabino Mayo (2021)
Keywords: _z:class:countries; _z:class:themes; ⛔ No DOI found

Global Issues: Climate Change - Nations, United (2021)

A Literature Review of the Impacts of Heat Stress on Human Health across Africa - Ncongwane, Katlego P.; Botai, Joel O.; Sivakumar, Venkataraman; Botai, Christina M. (Sustainability, 2021)
Heat stress-related illness attributed to the changing climate, particularly the more frequent extreme high temperatures, is becoming a theme of public concern, especially in the most vulnerable regions, such as the African continent. Knowledge of the existing research directions and gaps on heat stress and human health is vital for informing future strategic research foci capable of influencing policy development, planning, adaptation, and mitigation efforts. In this regard, a bibliometric analysis was conducted, with an emphasis on Africa, to assess regional research contributions to heat stress impacts on human health. The goals of the study were to review publication growth and patterns of the scientific publications and to identify key players (especially collaborating institutions and countries) and the evolution of research themes on the African continent, while paying attention to global trends and emergent hot topics and methodology of heat stress research. Using the Web of Science (WoS) and Scopus core collection databases, a structured keyword search was undertaken, which yielded 463 and 58 research publications from around the world and Africa, respectively. The retrieved scientific documents, published between 1968 and 2020, were analyzed and visualized using a bibliometric analysis technique and the VOSviewer software tool. The results indicate low statistics and slow scientific growth in publication output, with the highest peak having been reached in 2018, resulting in 13 scientific publications. While global research collaborations are successfully reflected in the literature, there is a considerable gap in understanding heat stress and related collaborations between African countries and international institutions. The review study has identified key opportunities that can benefit Africa through the expansion of the scope of heat stress and human health research on the continent. These opportunities can be achieved by closing the following research gaps: (1) vulnerability assessments within demographic classes, such as the elderly, (2) personal exposure and associated risks, (3) Urban Heat Island (UHI) evaluation for urban environments, and (4) heat adaptation research, which will enable informed and targeted preventive actions that will limit future heat health impacts. The authors opine that the pursuit of such studies will be most impactful if the current knowledge gaps are bridged through transdisciplinary research supported by local, regional, and international collaborators.
Keywords: BE:LMIC; BE:RELEVANT; _z:class:countries; _z:class:themes; evidence_review; oa:keyword:heat stress; oa:topic:T10190 Health Effects of Air Pollution; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T11244 Impact of Climate Change on Human Health; openalex:n:1; openalex:yes; type:literature review

Urban Household Energy Use: Analyzing Correlates of Charcoal and Firewood Consumption in Kampala City, Uganda - Nzabona, A. (Journal of Environmental and Public Health, 2021)

Reducing cooling demands in Sub-Saharan Africa: A study on the thermal performance of passive cooling methods in enclosed spaces - Olawale-Johnson, O.P.; Ajwang, P.; Ondimu, S.N. (Journal of Sustainable Development of Energy, Water and Environment Systems, 2021)

State of the Global Climate 2020 - Organization, World Meteorological (2021)

Effect of the orientation on the comfort of a building made with compressed earth block - Oumarou, F.; Ouedraogo, A.; Ky, S.; Bhandari, R.; Konfe, A.; Konate, R.; Adamou, R.; Bathiebo, D.; Kam, S. (Smart Grid and Renewable Energy, 2021)
Keywords: _z:class:countries

Gender and participation in community based adaptation: Evidence from the decentralized climate funds project in Senegal - Patnaik, Hannah (Akanksha) (World Development, 2021)
Efforts to promote inclusive participation in community-based adaptation projects highlight the importance of giving those most vulnerable to climate change a voice. This paper explores the involvement and inclusion of women in participatory spaces in the Decentralized Climate Funds pilot project in Senegal to evaluate whether only the voices and demands of the powerful and vocal few were raised and heard. Using semi-structured interviews and focus group discussions, the paper explores and analyzes the factors motivating and constraining women’s active and empowered meaningful participation. The findings reveal that women in the Kaffrine region of Senegal experienced different levels of participation in community decision-making, ranging from nominal and passive participation to active and substantive participation. Results highlight that women’s social capital and networks, community-level recognition of women’s role in income generation, and favorable intrahousehold power dynamics were instrumental in encouraging active and empowered participation. The paper finds that the community-based adaptation approach of devolving decision-making to the community level is by itself not sufficient to ensure that women can meaningfully access the participatory process. Future community-based adaptation initiatives can improve their approach and ensure that women are able to voice their needs by understanding the local gender dynamics and designing projects to acknowledge and work within those dynamics.
Keywords: Africa; Climate change; Community based adaptation; Gender; Participation; Senegal; _z:class:countries

Elementary Classroom Teachers’ Perceptions of Redesigned Classroom Space: A Qualitative Case Study - Pender, Kristin Lee (Old Dominion University, 2021)
Keywords: BE:RELEVANT; _z:class:countries; _z:class:themes

Determinação de zonas de conforto térmico por meio da análise comparativa entre diferentes métodos de caraterização de pessoas termicamente insatisfeitas - Pereira, Pedro Filipe da Conceição (Universidade Tecnológica Federal do Paraná, 2021)
Keywords: BE:LMIC; BE:RELEVANT; _z:class:countries; _z:class:themes

Indoor temperature variability in the Sahel: a pilot study in Ouagadougou, Burkina Faso - Pohl, Benjamin; Dos Santos, Stéphanie; Bai, Guy Martial; Compaoré, Yacouba; Dianou, Kassoum; Diallo-Dudek, Julita; Soura, Abdramane; Janicot, Serge (Theoretical and Applied Climatology, 2021)
Very little research has documented the exposure of populations in Africa to extreme heat. We measured indoor air temperature and humidity hourly for 13 months in seven houses of contrasted architecture and construction materials all in the northern neighbourhoods of Ouagadougou, Burkina Faso. These measurements are compared to air temperatures recorded at the synoptic weather station of Ouagadougou airport and to land surface temperature estimates from Landsat satellite images at seven dates with clear-sky conditions. The results reveal huge temperature differences (exceeding 10 °C) between houses, especially in the afternoon hours of the warmest season. Indoor temperature is also much more variable than land surface (outdoor) temperature in the same locations, as estimated by satellite imagery. Houses with greater thermal inertia smooth the afternoon temperature peak, reducing heat exposure. Heat stress bioindicators reveal that danger thresholds, while rarely reached in some houses, are frequently exceeded in others year round except for the core of the cold winter season (December and January). In spring, the hottest season, the danger threshold is almost permanently exceeded in these dwellings, exposing their inhabitants to significant heat stress. This pilot study shows the primary role of housing in modulating indoor temperature, raising questions of public health and habitability of Sahelian regions in a warming world. This issue will be of increasing importance with ongoing climate change, hence the need for further, more detailed instrumented campaigns in African settlements. Highlights. 1. Indoor temperatures vary tremendously between houses. 2. Contrasts between houses are greatest in the hottest hours of the warm season. 3. Thermal danger or extreme danger levels are often exceeded in some houses. 4. In some houses, heat stress may occur in all seasons except winter. 5. More instrumented campaigns for heat stress in African housing are needed.
Keywords: C:Burkina Faso; _z:class:countries; _z:class:themes; oa:keyword:indoor temperature variability; oa:topic:T10190 Health Effects of Air Pollution; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T11244 Impact of Climate Change on Human Health; openalex:n:1; openalex:yes

PM speech at the Global Education Summit - Prime Minister's Office, 10 Downing Street (2021)
Keywords: _z:class:countries

Adaptation Gap Report 2021: The gathering storm – Adapting to climate change in a post-pandemic world - Programme, United Nations Environment (2021)
Keywords: _z:class:countries

Classroom Temperature and Learner Absenteeism in Public Primary Schools in the Eastern Cape, South Africa - Pule, Vicky; Mathee, Angela; Melariri, Paula; Kapwata, Thandi; Abdelatif, Nada; Balakrishna, Yusentha; Kunene, Zamantimande; Mogotsi, Mirriam; Wernecke, Bianca; Wright, Caradee Yael (International Journal of Environmental Research and Public Health, 2021)
Children spend a significant proportion of their time at school and in school buildings. A healthy learning environment that supports children should be thermally conducive for learning and working. Here, we aimed to study the relations between indoor classroom temperatures and learner absenteeism as a proxy for children’s health and well-being. This one-year prospective study that spanned two calendar years (from June 2017 to May 2018) entailed measurement of indoor classroom temperature and relative humidity, calculated as apparent temperature (Tapp) and collection of daily absenteeism records for each classroom in schools in and around King Williams Town, Eastern Cape province, South Africa. Classroom characteristics were collected using a standardized observation checklist. Mean indoor classroom temperature ranged from 11 to 30 °C, while mean outdoor temperature ranged from 6 °C to 31 °C during the sample period. Indoor classroom temperatures typically exceeded outdoor temperatures by 5 °C for 90% of the study period. While multiple factors may influence absenteeism, we found absenteeism was highest at low indoor classroom Tapp (i.e., below 15 °C). Absenteeism decreased as indoor Tapp increased to about 25 °C before showing another increase in absenteeism. Classroom characteristics differed among schools. Analyses of indoor classroom temperature and absenteeism in relation to classroom characteristics showed few statistically significant relations—although not exceptionally strong ones—likely because of the multiple factors that influence absenteeism. However, given the possible relationship between indoor temperature and absenteeism, there is a learning imperative to consider thermal comfort as a fundamental element of school planning and design. Furthermore, additional research on factors besides temperature that affect learner absenteeism is needed, especially in rural areas.
Keywords: BE:LMIC; BE:RELEVANT; C:South Africa; _z:class:countries; _z:class:themes; climate change; cold; environmental health; evidence_review; heat; humidity; oa:keyword:learner absenteeism; oa:sdg:11 Sustainable cities and communities; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10692 Impact of Urban Green Space on Public Health; oa:topic:T11244 Impact of Climate Change on Human Health; openalex:n:1; openalex:yes; public health; schoolchildren; selected_for:effects of climate ch...on learning...LMICs 2024

Environmental Factors that Affect the Academic Performance of Senior High School Students during COVID-19 Pandemic - Ragpala, Eric (International Journal of Social Sciences: Current and Future Research Trends, 2021)
The COVID-19 pandemic affected several countries' educational systems, particularly on platforms for teaching and learning. One of the countries that have shifted its educational environment to an online and modular learning modality is the Philippines. As a result, several researchers conducted a study into the various factors that have been linked to student academic performance. This study focused on the environmental factors that affected senior high school student's academic performance during the COVID-19 pandemic. Thematization was employed in this study that highlighted the qualitative approaches in the determination of the environmental factors faced by the senior high school students in their online classes and their coping mechanisms. In this study, online learning experience during the COVID-19 pandemic, quality of education amidst pandemic, environmental factors, academic performance, and coping mechanisms are the themes that were developed based on the respondent's answers. This study used purposive sampling in selecting the respondents that helped the researcher focus on the students' specific traits that are of interest. The environmental factors that were found out are noise, temperature, light, and air quality in respondents’ study area. The researcher also found out other factors that affect the academic performance of the respondents aside from the environmental factors mentioned, such as family, peers, teachers, online games, social media, time, internet connection, health condition, and attitude towards learning.
Keywords: BE:RELEVANT; _z:class:countries; _z:class:themes; evidence_review_2; ⛔ No DOI found

Use of machine learning methods for indoor temperature forecasting - Ramadan, Lara; Shahrour, Isam; Mroueh, Hussein; Chehade, Fadi Hage (Future Internet, 2021)
Keywords: _z:class:countries; _z:class:themes; oa:keyword:machine learning; oa:keyword:machine learning methods; oa:sdg:7 Affordable and clean energy; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T11371 Urban Wind Environment and Air Quality Modeling; oa:topic:T12981 Impact of Climate Change on Cultural Heritage Conservation; openalex:n:1; openalex:yes

Does inequality-adjusted human development reduce the impact of natural disasters? A gendered perspective - Roy Chowdhury, Joyita; Parida, Yashobanta; Agarwal Goel, Prarthna (World Development, 2021)
This paper examines how inequality-adjusted human development (IHD) helps minimize male and female flood fatalities across 19 Indian states between 1983 and 2013. We investigate if a higher achievement in the IHD index has affected male and female flood deaths differently while controlling for direct spending on disaster adaptation measures and socio-political factors. The empirical results suggest that Indian states with better IHDI score experience lower flood fatalities in aggregate. A 10% increase in IHDI at the sample mean results in the probability of 38 fewer total deaths from floods. Furthermore, we find a gender-differentiated impact of disasters as males suffer fewer flood fatalities than females with a rise in IHDI. The findings suggest that an additional 10% increase in IHDI at the sample mean results in the probability of 26 fewer male deaths from floods, and the same 10% rise in IHDI shows the probability of 12 fewer female deaths due to floods. Women’s involvement in social, political, and economic decision-making measured through women’s participation in voting in elections, grant them access to flood mitigation and aversion measures, which can reduce the impact of a disaster. However, the current participation rate is not adequate to reduce female flood mortality substantially. Women’s socially constructed responsibilities impose constraints on their participation in activities outside the household, including their mobility to the non-agricultural sector, and therefore, reduce access to warning information, which can increase vulnerability to disasters.
Keywords: Gender budgeting; Gender-wise flood fatalities; Human development; Negative binomial estimate; Women’s participation in electoral process; _z:class:countries

Girl child marriage in Malda district of West Bengal: analysis of prevalence and socio-economic factors - Roy, A.; Chouhan, P. (Vulnerable Children and Youth Studies, 2021)
Keywords: _z:class:countries

Socio-economic-and Gender-based Differentials in Choice of Sustainable Mode of Transport: Evidence from Jaipur, India - Saigal, T. (Millennial Asia, 2021)
Keywords: _z:class:countries

The effects on public health of climate change adaptation responses: a systematic review of evidence from low-and middle-income countries - Scheelbeek, Pauline FD; Dangour, Alan D.; Jarmul, Stephanie; Turner, Grace; Sietsma, Anne J.; Minx, Jan C.; Callaghan, Max; Ajibade, Idowu; Austin, Stephanie E.; Biesbroek, Robbert (Environmental Research Letters, 2021)
Keywords: _z:class:countries

Indoor Air Quality and Overheating in UK Classrooms–an Archetype Stock Modelling Approach - Schwartz, Y.; Korolija, I.; Symonds, P.; Godoy-Shimizu, D.; Dong, J.; Hong, S. M.; Mavrogianni, A.; Grassie, D.; Mumovic, D. (IOP Publishing, 2021)
Abstract. Children spend a large part of their waking lives in school buildings. There is substantial evidence that poor indoor air quality (IAQ) and thermal discomfort can have detrimental impacts on the performance, wellbeing and health of schoolchildren and staff. Maintaining good IAQ while avoiding overheating in classrooms is challenging due to the unique occupancy patterns and heat properties of schools. Building stock modelling has been extensively used in recent years to quantify and evaluate performance of large numbers of buildings at various scales. This paper builds on an archetype stock modelling approach which represents the diversity of the school stock in England through an analysis of The Property Data Survey Programme (PDSP) and the Display Energy Certificates (DEC) databases. The model was used for simulating Indoor-to-Outdoor pollution ratios to estimate indoor air pollution levels (NO2, PM2.5 and CO2) and thermal comfort (overheating) in two climate areas in England: London and the West Pennines. analysis highlighted variations in classrooms’ indoor CO2 levels in different seasons and explored the risk of overheating in relation to a classroom’s orientation.
Keywords: BE:RELEVANT; _z:class:countries; _z:class:themes; evidence_review_2; oa:sdg:13 Climate action; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10190 Health Effects of Air Pollution; oa:topic:T11002 Indoor Air Quality and Health Effects; openalex:n:1; openalex:yes

The whitest paint is here – and it’s the coolest. Literally. - Service, Purdue News (2021)
In an effort to curb global warming, Purdue University engineers have created the whitest paint yet. Coating buildings with this paint may one day cool them off enough to reduce the need for air conditioning, the researchers say.
Keywords: _z:class:countries; _z:class:themes

Education, Girls’ Education and Climate Change - Sims, K. (Institute of Development Studies, 2021)
This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones (IPCC, 2012, 2014). Climate change, environmental degradation and climate vulnerability are closely linked (IPCC, 2019). Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change (IPCC, 2019). Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation, and influences how climate change is experienced (Kwauk et al., 2019; Vincent et al., 2014; Muttarak & Lutz, 2014). It is estimated that at least 200 million adolescent girls living in the poorest communities face heightened risk from the effects of climate change (Atkinson & Bruce, 2015). Although this report refers to women and girls throughout, it is important that they are not seen as a homogenous group due to a range of factors that influence identity, including poverty, age, ethnicity, disability, socioeconomic status, geographic location and HIV status, among others (Plan International, 2011; Djoudi et al., 2016). In addition, as this report highlights, women and girls should not be seen as passive victims of climate change, as this can obscure their role as powerful agents of change and may cause misinterpretation of the causes of vulnerability (Ravera et al., 2016). Extreme weather events, such as floods and tropical cyclones, can disrupt learning in a variety of ways. The direct and immediate impacts of extreme weather include damage and/or destruction to education infrastructure; however, indirect and secondary impacts can last much longer (Kousky, 2016; Anderson, 2019). These include, but are not limited to: damage to road and transport links, obstructing access to school and learning; adolescent girls’ unwillingness to attend school if water, sanitation and hygiene (WASH) facilities are not quickly rehabilitated; inability to pay for school fees and/or learning materials; displacement of families; and reduced capacity for learning because of malnutrition or trauma (Kousky, 2016; Anderson, 2019; Nordstrom & Cotton, 2020; Chuang et al., 2018; Siriwardhana et al., 2013). Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises evidence and key commentary around the following themes: 1. Links between education, particularly girls’ education, and climate change. 2. How climate and environment matter for achieving gender equality. 3. Why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.
Keywords: _z:class:countries; evidence_review_2

What are the Characteristics of Effective Teacher Professional Development? A Systematic Review and Meta-analysis - Sims, Sam; Fletcher-Wood, Harry; O’Mara, Alison; Cottingham, Sarah; Stansfield, Claire; Herwegen, Jo Van; Anders, Jake (2021)
Keywords: evidence_review; ⛔ No DOI found

The impact of Traffic-Related air pollution on child and adolescent academic Performance: A systematic review - Stenson, Chloe; Wheeler, Amanda J.; Carver, Alison; Donaire-Gonzalez, David; Alvarado-Molina, Miguel; Nieuwenhuijsen, Mark; Tham, Rachel (Environment International, 2021)
Background: The negative health impacts of traffic-related air pollution (TRAP) have been investigated for many decades, however, less attention has been paid to the effect of TRAP on children’s academic performance. Understanding the TRAP-academic performance relationship will assist in identifying mechanisms for improving students’ learning and aid policy makers in developing guidance for protecting children in school environments. Methods: This systematic review assessed the relationship between TRAP and academic performance. Web of Science, PubMed, CINAHL, Medline, PsycINFO, SPORTDiscus, Scopus and ERIC databases were searched for relevant, peer reviewed, articles published in English. Articles assessing exposure to TRAP pollutants (through direct measurement, local air quality monitoring, modelling, or road proximity/density proxy measures) and academic performance (using standardised tests) in children and adolescents were included. Risk of bias was assessed within and between studies. Results: Of 3519 search results, 10 relevant articles were included. Nine studies reported that increased exposure to some TRAP was associated with poorer student academic performance. Study methodologies were highly heterogeneous and no consistent patterns of association between specific pollutants, age groups, learning domains, exposure windows, and exposure locations were established. There was a serious risk of bias within individual studies and confidence in the body of evidence was low. Conclusions: This review found evidence suggestive of a negative association between TRAP and academic performance. However, the quality of this evidence was low. The existing body of literature is small, lacks the inclusion of high-quality exposure measures, and presents limitations in reporting. Future research should focus on using valid and reliable exposure measures, individual-level data, consistent controlling for confounders and longitudinal study designs.
Keywords: BE:RELEVANT; _z:class:countries; _z:class:themes; evidence_review; oa:keyword:air pollution; oa:topic:T10190 Health Effects of Air Pollution; oa:topic:T10298 Influence of Built Environment on Active Travel; oa:topic:T11692 Effects of Noise Pollution on Health and Well-being; openalex:n:1; openalex:yes

Development of a tool to predict the socio-economic consequences of better air quality and temperature control in classrooms - Toftum, Jørn; Andersen, Rune; Prado, Jose Joaquin Aguilera; Kolstrup, Kristian; Hauberg, Daniel Sloth; Clausen, Geo (Energy and Buildings, 2021)
A simplified modelling framework for the prediction of the indoor environment, energy use and socioeconomic consequences of improving air quality and temperature in school buildings is suggested. The framework combines established models for infiltration and different modes of ventilation to estimate yearly distributions of the classroom temperature and CO2 concentration. These distributions are used as input to a prediction of pupil performance of schoolwork, their attendance at school, and teacher absence before and after refurbishment of their school building. Eventually, the framework estimates the socio-economic consequences of an improved classroom environment for a school and may be used to evaluate the feasibility of a range of different refurbishment scenarios and support decisions on building upgrades.
Keywords: BE:RELEVANT; _z:class:countries; _z:class:themes; oa:sdg:7 Affordable and clean energy; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T11002 Indoor Air Quality and Health Effects; oa:topic:T11692 Effects of Noise Pollution on Health and Well-being; openalex:n:1; openalex:yes