No abstract

No abstract

No abstract

Buildings contribute 40% of global greenhouse gas emissions; therefore, strategies that can substantially reduce emissions from the building stock are key components of broader efforts to mitigate climate change and achieve sustainable development goals. Models that represent the energy use of the building stock at scale under various scenarios of technology deployment have become essential tools for the development and assessment of such strategies. Within the past decade, the capabilities of building stock energy models have improved considerably, while model transferability and sharing has increased. Given these advancements, a new scheme for classifying building stock energy models is needed to facilitate communication of modeling approaches and the handling of important model dimensions. In this article, we present a new building stock energy model classification framework that leverages international modeling expertise from the participants of the International Energy Agency's Annex 70 on Building Energy Epidemiology. Drawing from existing classification studies, we propose a multi-layer quadrant scheme that classifies modeling techniques by their design (top-down or bottom-up) and degree of transparency (black-box or white-box); hybrid techniques are also addressed. The quadrant scheme is unique from previous classification approaches in its non-hierarchical organization, coverage of and ability to incorporate emerging modeling techniques, and treatment of additional modeling dimensions. The new classification framework will be complemented by a reporting protocol and online registry of existing models as part of ongoing work in Annex 70 to increase the interpretability and utility of building stock energy models for energy policy making.

The article outlines a theoretical framework for understanding education policy and education reforms based on the concept of knowledge regimes. The concept refers to understandings and definitions of governance and procedural aspects, manners of governing and curriculum issues, thus it comprises contents, structures, and processes of education policy and governance. The article discusses how the concept may be helpful in understanding the complexity and ambiguity of education policy and development. The article argues that the concept of knowledge regimes enables us to gain a better understanding of education policy, the politics of education, and the political in education. Greater awareness of knowledge regimes can also help us to better understand both the circulation of national policy documents and technical and administrative plans, and the situation of those involved in education practice.

No abstract

No abstract

No abstract