Building capacities for sustainable energy in municipalities of Western Balkans

This paper discusses challenges of capacity building in sustainable urban energy planning and development in Western Balkan Countries (WBC). It identifies needs in training of municipal staff and addresses obstacles for transferring sustainable energy education from EU universities to universities of WBC. The analysis of the ten training courses developed and piloted in collaboration with academic and non-academic stakeholders in Bosnia and Herzegovina, Montenegro and Serbia shows that while international cooperation has a good potential to improve quality of capacity building and to catalyse university-society collaboration in WBC, significant efforts on national and local (university) levels are needed to fully capitalise on these opportunities. In particular, it is necessary to enhance an interdisciplinary approach to education in sustainable energy, incorporating economic, social and institutional aspects of energy production and consumption together with the technical ones. On the national level, the lifelong learning system should get political and financial support in WBC to ensure efficiency and continuity of the training activities.Postprint (published version

A phenomenological theory of steady-state vertical geothermal systems: A novel approach

This paper proposes a novel approach for studying the stationary energy characteristics of vertical geothermal systems (VGS) using stationary two-dimensional phenomenological mathematical theory. The approach describes VGS as a single, strongly nonequilibrium thermodynamic system consisting of a soil, a borehole with secondary fluid and a ground source heat pump (GSHP). The model uses continuity conditions for temperature and local heat fluxes between VGS components. The theory includes a special class of nonequilibrium spatial scale of VGS that is independent of its geometrical parameters. It is determined by the energy characteristics of the heat pump and the thermodynamic properties of soil and secondary fluid. Spatial variables can be chosen so that the energy characteristics of the VGS depend on only one dimensionless parameter (a similarity parameter), the thermal conductivity ratio of soil to secondary fluid. This considerably simplifies interpretation of theoretical and experimental results obtained using similarity methods. We show that, under real conditions of VGS functioning, the value of this similarity parameter varies from 0.5 to 10. The approach can be used to optimise GSHP systems to obtain energy of the required amount and quality to capitalise on heat pumps as ‘flexible agents’ in Smart Energy Systems.QC 20190507</p

Advanced Exergy Analysis of Ultra-Low GWP Reversible Heat Pumps for Residential Applications

Exergy-based methods provide engineers with the best information with respect to options for improving the overall thermodynamic efficiency of an energy conversion system. This paper presents the results of an advanced exergy analysis of an air-to-water reversible heat pump whose performance was analyzed with respect to different working fluids. Environmentally deleterious refrigerants, i.e., R410A and R134a (baselines), and their eco-friendly replacements (R290, R152a, R1234ze(E), and R1234yf) were selected. The evaluations were conducted under the same operating conditions (i.e., with the same cooling and heating demands and outdoor temperatures). Based on conventional exergy analysis, it was determined that different priorities should be given for the thermodynamic improvement of the components according to which heating and cooling modes of the system are in use. Therefore, integrated parameters, i.e., the annual values of exergy destruction, were applied for further analysis. The results obtained showed that the heat pump using R410A provided the largest degree of annual exergy destruction estimated on the basis of conventional exergy analysis (5913 kWh), whereas the heat pump using R290 offered the lowest one (4522 kWh). The annual exergy destruction of the R410A cycle with only unavoidable irreversibilities could be decreased by 50%. In this case, compared to R410A and R134a, R152a and R290 provided lower values of the total annual unavoidable aspects of exergy destruction. Considering technological limitations, when removing all the avoidable irreversibilities within the air exchanger, the largest decrease in the total exergy destruction within the system could be reached. The results obtained from the analysis of the removable irreversibilities showed that the mutual interactions between the compressor, evaporator, and condenser were weak. Finally, it was concluded that, from a thermodynamic point of view, the adoption of R152a and R290 in reversible air-to-water heat pumps as replacements for R410A and R134a is advisable

Developing skills for sustainability change agents with a participatory backcasting teaching toolbox

The paper describes and analyses a participatory backcasting teaching toolbox (PBTT) designed to develop a set of skills required for sustainability change agents, including critical and systems thinking, future orientation, ability to work in transdisciplinary frameworks, personal involvement, conflict resolution and consensus building, dealing with complexity and uncertainty, creativity, practical problem-solving and action skills. The PBTT has evolved through experience and insights gained from the implementation of participatory backcasting (PB) methodology within two research projects and from three years of PB teaching practices. The PBTT includes twelve modules based on different steps and procedures of the PB process. The paper describes effects of the PBTT on the development of students’ skills that have been observed throughout ten teaching cases. Furthermore, the potentials and limitations of the PBTT for building up the sustainable development related skills are discussed.Non UBCUnreviewedFacultyOthe

Vortex evolution and bound pair formation in anisotropic nonlinear optical media

This chapter presents an overview of positive motivators for students, lecturers, and educational managers to prioritize Sustainable Development in education. Very often, we implicitly assume that students and colleagues should all be motivated by the great challenges that the world faces. And if they appear not to react sufficiently to these challenges, we sometimes tend to give these challenges an apocalyptic character. But is this the right motivator for students and colleagues to work on Sustainable Development? We all know that if you only use a stick and no carrot… So why don’t we use more carrots? The bureaucracy that comes with tools for checking/auditing/evaluating the (SD content of) programs/curricula is not particularly a strong motivator for university lecturers. And building courses that add another subject to the erudition of the graduate might not be the right motivators for students that want to make a difference. We are often still in the process of convincing university managers to add SD to the curriculum, convincing colleagues to address SD, and convincing students to pick SD electives and address SD in their projects. How to motivate them to do this when this gives them no direct personal reward and even might increase their workload? The paper will explore options to develop motivating educating by reviewing case studies on educational renewal in four universities. It concludes that there are various options for more motivating education. However, to fully utilize these options, more priority should be given to education.Peer Reviewe

Being scared is not enough! Motivators for education for sustainable development

This chapter presents an overview of positive motivators for students, lecturers, and educational managers to prioritize Sustainable Development in education. Very often, we implicitly assume that students and colleagues should all be motivated by the great challenges that the world faces. And if they appear not to react sufficiently to these challenges, we sometimes tend to give these challenges an apocalyptic character. But is this the right motivator for students and colleagues to work on Sustainable Development? We all know that if you only use a stick and no carrot… So why don’t we use more carrots? The bureaucracy that comes with tools for checking/auditing/evaluating the (SD content of) programs/curricula is not particularly a strong motivator for university lecturers. And building courses that add another subject to the erudition of the graduate might not be the right motivators for students that want to make a difference. We are often still in the process of convincing university managers to add SD to the curriculum, convincing colleagues to address SD, and convincing students to pick SD electives and address SD in their projects. How to motivate them to do this when this gives them no direct personal reward and even might increase their workload? The paper will explore options to develop motivating educating by reviewing case studies on educational renewal in four universities. It concludes that there are various options for more motivating education. However, to fully utilize these options, more priority should be given to education.Peer Reviewe

Building capacities for sustainable energy in municipalities of Western Balkans

This paper discusses challenges of capacity building in sustainable urban energy planning and development in Western Balkan Countries (WBC). It identifies needs in training of municipal staff and addresses obstacles for transferring sustainable energy education from EU universities to universities of WBC. The analysis of the ten training courses developed and piloted in collaboration with academic and non-academic stakeholders in Bosnia and Herzegovina, Montenegro and Serbia shows that while international cooperation has a good potential to improve quality of capacity building and to catalyse university-society collaboration in WBC, significant efforts on national and local (university) levels are needed to fully capitalise on these opportunities. In particular, it is necessary to enhance an interdisciplinary approach to education in sustainable energy, incorporating economic, social and institutional aspects of energy production and consumption together with the technical ones. On the national level, the lifelong learning system should get political and financial support in WBC to ensure efficiency and continuity of the training activities