IDES-EDU: Comprehensive multidisciplinary education programme to accelerate the implementation of EPBD in Europe

This paper presents a new education and training programme on integrated energy design developed by fifteen European universities collaborating within the IDES-EDU project (2010-2013), funded by Intelligent Energy Europe. IDES-EDU aims to accelerate the implementation of the Energy Performance of Buildings Directive (EPBD) by proposing Master and Post Graduate education and training in multidisciplinary teams. To speed up transition from traditional, sub-optimised building projects with discipline-oriented, segregated budgets and operations, IDES-EDU developed comprehensive, multidisciplinary educational programmes targetting integrated project design at the interface of architecture and engineering. Taking into account local variations in climate, construction and pedagogical approaches, the programme facilitates gradual implementation towards full integration of energy efficiency in building education according to local capacity and legislation. This paper summarises the evaluation process of the first implementation of the educational material in the 15 universities, by academic staff, national industry and professional organisations, and reference students from each university. Included are expected learning outcomes, level of integration in existing curricula and alignment with theory and assessment methods. Measures for improvement as well as further dissemination to other European educational facilities are proposed. In this manner, the project will contribute to make the multiple opportunities for energy efficiency a reality.Intelligent Energy Europe programme for its financial support, Grant agreement no.IEE/09/631/SI2.55822

Estimating CO₂ emissions for 108000 European cities

City-level CO₂ emissions inventories are foundational for supporting the EU's decarbonization goals. Inventories are essential for priority setting and for estimating impacts from the decarbonization transition. Here we present a new CO₂ emissions inventory for all 116572 municipal and local-government units in Europe, containing 108000 cities at the smallest scale used. The inventory spatially disaggregates the national reported emissions, using nine spatialization methods to distribute the 167 line items detailed in the National Inventory Reports (NIRs) using the UNFCCC (United Nations Framework Convention on Climate Change) Common Reporting Framework (CRF). The novel contribution of this model is that results are provided per administrative jurisdiction at multiple administrative levels, following the region boundaries defined OpenStreetMap, using a new spatialization approach

Effects of food diversity on diatom selection by harpacticoid copepods

The diversity of species assemblages which occupy a basal position in the trophic pyramid (typically unicellular algae in aquatic environments) is known to influence the interaction with organisms of higher trophic levels. A laboratory feeding experiment was conducted with cultures of three benthic diatom species (Navicula phyllepta, Grammatophora marina and Cylindrotheca closterium) as primary producers and three harpacticoid copepod species (Harpacticus obscurus, Paramphiascella fulvofasciata and Tigriopus brevicornis) as grazers to evaluate the effects of food diversity (and concomitant food availability) on grazing selectivity. This kind of selectivity experiments is singular for benthic harpacticoid copepods as so far, information on food selection of harpacticoids is scarce.Uptake of a unispecific food source by a single copepod species decreased as food diversity (and concomitant overall food concentration) increased. All three consumers reacted similarly to changing food diversity, but exhibited strong species-specific responses to food identity i.e. which diatom was added was crucial. Irrespective of level of food diversity, H. obscurus took up high amounts of G. marina, whereas both P. fulvofasciata and T. brevicornis preferred C. closterium when given the choice between different diatoms. As for zooplanktonic taxa, this experiment showed that in lower benthic marine food webs both prey organisms (primary producers) and grazers play a very specific role. Diversity of food and its identity are of critical importance at the base of the trophic pyramid, influencing trophic transfer from primary producers over grazers to higher trophic levels

Green design strategies for urban heat island mitigation in a solar optimized access Eixample via IMM® methodology

The cities are responsible up to 75% of energy consumptions and 80% of CO2 emissions. The European Performance of Buildings Directives and the urban regulations are going towards the reduction of the energy consumptions and the minimization of the land’s use. In this scenario the innovative methodology, IMM® (Integrated Modification Methodology), has been applied in order to achieve the energy standards of net zero energy districts of four Eixample courtyards in Barcelona. The city is considered as a complex system composed by heterogeneous parts influenced each other. The multi-criteria process aims to transform a consolidated urban context into a more efficient and sustainable one. The opmization of solar potential and the design of new green areas give relevant benefits in terms of energy efficiency and quality of urban environment

IDES-EDU: Comprehensive multidisciplinary education programme to accelerate the implementation of EPBD in Europe

Abstract: This paper presents a new education and training programme on integrated energy design developed by fifteen European universities collaborating within the IDES-EDU project Key words: Education, integrated energy design, multidisciplinary About IDES-EDU In IDES-EDU 15 European universities have jointly developed education and training programmes for MSc students and professionals in Integrated Design of the Near-Zero Energy Built Environment. IDES-EDU developed 13 education packages with 98 lectures and 22 seminars and workshops and specified intended learning outcomes in terms of knowledge, skills and general competence. The courses have been further elaborated and implemented in national consortia in which educational institutes collaborate with key stakeholders such as branch organisations of the building sector (constructors, real estate developers, architects, building research institutes, utilities, suppliers and consultants) and accrediting bodies

Integrated energy design - Education and training in cross-disciplinary teams implementing energy performance of buildings directive (EPBD)

In Europe, energy and climate policies started to take shape from the 1990s onwards culminating with the ambitious 20-20-20 climate goals and the Low-Carbon Europe roadmap 2050. The European Commission empower the importance of achieving the objective of the recast Directive on energy performance of buildings (EPBD) that new buildings built from 2021 onwards will have to be nearly zero-energy buildings. The general belief is that the energy performance optimization of buildings requires an integrated design approach and cross-disciplinary teamwork to optimize the building's energy use and quality of indoor environment while satisfying the occupants' needs.In this context, there is a substantial need for professionals such as architects and engineers specifically trained and educated in integrated design approach and trained to work in cross-disciplinary teams. To be able to push forward the development, it is essential that educational institutions foster professionals with such knowledge, skills and competences. An initiative toward this direction is the EU-project of IDES-EDU: "Master and Post-Graduate education and training in multi-disciplinary teams".The paper describes the necessity of more integrated and cross-disciplinary approaches to building design through state-of-the-art of the building sector and educational initiatives in the participating countries in the project, and through theory of design processes. The paper also communicates the results of newly developed cross-disciplinary education established by fifteen different educational institutions in Europe. Finally, the paper explains and discusses the challenges encountered during development and implementation of the education across different professions and countries. © 2013 Elsevier Ltd