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Climate change and increased urban population are two major concerns for society. Moving towards more sustainable energy solutions in the urban context by integrating renewable energy technologies supports decarbonizing the energy sector and climate change mitigation. A successful transition also needs adequate consideration of climate change including extreme events to ensure the reliable performance of energy systems in the long run. This review provides an overview of and insight into the progress achieved in the energy sector to adapt to climate change, focusing on the climate resilience of urban energy systems. The state-of-the-art methodology to assess impacts of climate change including extreme events and uncertainties on the design and performance of energy systems is described and discussed. Climate resilience is an emerging concept that is increasingly used to represent the durability and stable performance of energy systems against extreme climate events. However, it has not yet been adequately explored and widely used, as its definition has not been clearly articulated and assessment is mostly based on qualitative aspects. This study reveals that a major limitation in the state-of-the-art is the inadequacy of climate change adaptation approaches in designing and preparing urban energy systems to satisfactorily address plausible extreme climate events. Furthermore, the complexity of the climate and energy models and the mismatch between their temporal and spatial resolutions are the major limitations in linking these models. Therefore, few studies have focused on the design and operation of urban energy infrastructure in terms of climate resilience. Considering the occurrence of extreme climate events and increasing demand for implementing climate adaptation strategies, the study highlights the importance of improving energy system models to consider future climate variations including extreme events to identify climate resilient energy transition pathways. 相似文献
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While the world market for international students in higher education is dominated by traditional major players such as the US, UK and Australia, Malaysia has emerged as a recent contender with a market share of 2%. There is a gap in the literature in assessing the contributions of policy initiatives, including trade agreements, towards attracting inbound international students, especially from emerging contenders such as Malaysia. The objective of this paper is to compare and assess the policy initiatives at the unilateral, multilateral, regional and bilateral level and their impact on the host environment which is defined in terms of the key pull factors that have attracted international students to Malaysia. The main findings show that domestic policy initiatives have enhanced the host environment for attracting international students by providing a governance system that protects the interests of international students through its regulations. Efforts to improve quality assurance and accreditation also serve to attract international students. The regulation of fees contributed towards competitively priced programmes that are also pull factors. Multilateral, regional and bilateral commitments are relatively new, emerging only after 2006, and have less potential influence on inflows of international students as these commitments reflect, at best, existing practices in this sector. 相似文献
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Ghazali Yusri Nik Mohd Rahimi Parilah M. Shah Wan Haslina Wah 《Interactive Learning Environments》2013,21(3):290-300
This study investigates cognitive and metacognitive strategies in learning oral Arabic among students at Universiti Teknologi MARA (UiTM), Malaysia. The concept of these strategies was derived from the self-regulated learning framework, which consists of five components, namely rehearsal, elaboration, organization, critical thinking, and metacognitive strategies. The purposes of this study are to investigate the level of cognitive and metacognitive strategies used (1) among UiTM students; (2) between students with different prior experiences, namely, some of them had an experience of 5 years in learning Arabic in secondary school (abbreviated by SWE) and some of them did not have any experience at all (abbreviated by SNE); (3) between students of different gender; and (4) between students with the interaction of different gender and prior experience. The sample of this study consists of 183 students and employs a questionnaire adapted from the Motivated Strategies for Learning Questionnaire (MSLQ). The study revealed that (1) all UiTM students used cognitive and metacognitive strategies at a moderate level; (2) SWE scored significantly higher than SNE in all five components of cognitive and metacognitive strategies; (3) females scored significantly higher than males in rehearsal, organization, and metacognitive strategies; and (4) there were no statistically significant differences noted in all components between students with the interaction of prior experience and gender. This study had some classroom implications. It suggested that some improvement and changes in learning oral Arabic should be made in terms of selecting learning materials, implementing oral Arabic activities, and learning tasks, which will stimulate the use of all strategies, as well as conducting proficiency tests instead of achievement tests. Students should also be exposed to the learning techniques which used all these strategies extensively and collaborative activities may be carried out among students with mixed prior experience and gender. 相似文献
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