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Implementing education for sustainable development (ESD) in higher education institutions (HEIs) is critical to facilitating a transition toward sustainable development. However, little is known about the specific implementation processes that lead to the institutionalization of sustainability curricula in HEIs. This meta-study and cluster analysis uses 131 international case studies to shed light on six distinct implementation patterns: (1) collaborative paradigm change, (2) bottom-up, evolving institutional change, (3) top-down, mandated institutional change, (4) externally driven initiatives, (5) isolated initiatives, and (6) limited institutional change. A cluster comparison reveals two distinct implementation phases: ESD can be implemented from the bottom-up, from the top-down, or both, and the impetus can stem from manifold external or internal stakeholders. To achieve more comprehensive ESD implementation, open communication among all stakeholders should be facilitated and feedback as well as reflection encouraged. Maintaining a unified vision statement and active participation of all stakeholders fosters a sense of ownership in ESD implementation and ensures that it will be long-lasting. Collaboration between isolated ESD initiatives and various stakeholders leads to shared knowledge and resources. Strong informal collaboration and communication can compensate for a lack of formalized leadership support from the top. Moreover, thorough planning that involves creating a strategy with detailed steps, and balancing shared responsibilities among internal stakeholders further enables fuller implementation of ESD. This analysis represents a first synthesis of small-N case studies and facilitates a better understanding of sustainability curriculum implementation patterns, which are shared in different contexts. Most HEIs and practitioners can benefit from these findings by reflecting on the specific implementation pattern with which the most overlap is found and focusing on this pattern’s most pertinent drivers.

In recent years, increasing attention has been paid worldwide to the sustainable development of the economy and society. Because of its size and prevalence, public procurement has always been a powerful policy tool used to tackle issues related to the sustainability of society, economy, and environment. China has attached high priority to sustainable development, and many aspects of sustainable public procurement (SPP) have been implemented though no official documents have referred to the concept of SPP. Therefore, little is known about the actual implementation and patterns of SPP in practice. The purpose of the study is to assess the actual implementation and patterns of SPP in China. We obtained 42,369 public procurement documents for 2015–2020 using the web crawler technique and the actual implementation of SPP was assessed through the text-mining technique. The research shows that SPP is implemented in more than 82% of the documents and appears in an upward trend in the past 6 years. Several patterns of SPP implementation are also identified. First, most documents implement more than one category of SPP. Second, small and medium-sized enterprise-oriented procurement is the most implemented SPP main category, overtaking environmentally friendly procurement only by a small margin, and the procurement for the circular economy is the least implemented. Third, there seem to be some relationships between the level of SPP implementation and the award method, tender price, and contract type. Finally, there is a substantial transformation of China’s SPP toward social aspects of SPP in recent years. Policy implications, limitations, and issues for future studies are also discussed.

This article explores the trends in the implementation of Islamic moderation through aqidah and sharia in Singkawang, as it is considered the most tolerant city in Indonesia based on a research report published in 2019. Using grounded research analysis, the authors found three structured patterns: implementation strategies (as related to vision, mission, position, programme and impact), implementation processes (as related to main actors, levels of success and obstacles) and implementation patterns. This study shows that these strategies and methods, implemented through a flexible, straightforward and easy-to-implement model are relevant to the fundamental values of Islamic education and offer a means of forming a complete and comprehensive network. These implementation patterns encourage religious communities to develop and maintain healthy social relationships. Hopefully, such implementation patterns can be imitated and modified by policyholders to realise Islam rahmatanlil ‘alamin [as a blessing for all].ContributionScholars in the fields may benefit from the findings of the research as it provides a new perspective of the Islamic educational moderation theory grounded from the field research. It argues that the practice of community tolerance, especially by the Muslims, has been based on the good understanding of the theology of Islamic education moderation. Education matters in the process of community peace building and in generating tolerance through the implementation of Islamic moderation values.

This research paper contains the work done on the 'Design and development of an Autonomous quadruped robot' - a system engineered to complete tasks like carrying weaponry and materials for military applications. The primary aim of the project was to design a quadruped that works successfully in harsh conditions and irregular terrain were human intervention is impossible or hard. Initially, individual components of the design were designed and modifications were made according to the requirements. The development was carried out in five major steps including frame assignment, DH parameter analysis, Kinematic and dynamic analysis, Multibody simulation, Stability analysis and execution of gaits. The average time taken for the device to complete on cycle was found to be 10 seconds in crawl gait and around 8 seconds in trot gait. Further tests on the final device also directed a consistent results in its functionality and time taken for the quadruped to complete one gait cycle. As such, the performance of the quadruped is found to be successful and also open to further modification for better performance and varied usage requirements since the research on autonomous quadruped is at its early stages of development.

The central governments of the member states play a crucial role in the transformation of EU public policy into reality. This book examines the way in which the Greek, French and British central governments perform this role.

Smart Distribution Grid and Utilization are the important support for the development of Smart City and Smart Grid, meanwhile, the effective data communication and information exchange are the key points to implement them. First, analyze the unified communication method of Smart Distribution Grid and Utilization for each specific business. Then, respectively, from the current reality and future trends, propose two typical implementation:the interface adapter pattern and the integrated pattern, and establish specific implementation patterns, deployment patterns, and pattern evaluations, so as to provide the design of pattern level for the development of Smart Distribution Grid and Utilization.

Background Intervention effects observed in efficacy trials are rarely replicated when the interventions are broadly disseminated, underscoring the need for more information about factors influencing real-life implementation and program impact. Using data from the ongoing national implementation of an evidence-based HIV prevention program [Focus on Youth in The Caribbean (FOYC)] in The Bahamas, this study examines factors influencing teachers’ patterns of implementation, the impact of teachers’ initial implementation of FOYC, and subsequent delivery of the booster sessions on students’ outcomes. Methods Data were collected from the 80 government elementary and 34 middle schools between 2011 and 2014, involving 208 grade 6, 75 grade 7, and 58 grade 8 teachers and 4411 students initially in grade 6 and followed for 3 years. Student outcomes include HIV/AIDS knowledge, reproductive health skills, self-efficacy, and intention to use protection. Data from teachers includes implementation and modification of the curriculum, attitudes towards the prevention program, comfort level with the curriculum, and attendance at training workshops. Structural equation modeling and mixed-effect modeling analyses were applied to examine the impact of teachers’ implementation. Results Teachers’ attitudes towards and comfort with the intervention curriculum, and attendance at the curriculum training workshop had a direct effect on teachers’ patterns of implementation, which had a direct effect on student outcomes. Teachers’ attitudes had a direct positive effect on student outcomes. Teachers’ training in interactive teaching methods and longer duration as teachers were positively associated with teachers’ comfort with the curriculum. High-quality implementation in grade 6 was significantly related to student outcomes in grades 6 and 7 post-implementation. Level of implementation of the booster sessions in grades 7 and 8 were likewise significantly related to subsequent student outcomes in both grades. Conclusions High-quality initial implementation of a prevention program is significantly related to better program outcomes. Poor subsequent delivery of booster sessions can undermine the positive effects from the initial implementation while strong subsequent delivery of booster sessions can partially overcome poor initial implementation.

More information is needed about factors influencing real-life implementation and program impact of interventions effective in controlled study conditions. Ongoing national implementation of an evidence-based HIV prevention program targeting grade 6 students in The Bahamas offers the opportunity to examine patterns of implementation and relate them to student outcomes. Data were collected from 208 grade 6 teachers, 75 grade 7 teachers and 4411 grade 6 students followed over 2 years. Mixed-effects modeling analysis examined the association of teachers’ patterns of implementation with student outcomes. High quality program implementation in grade 6 (high implementation dosage and fidelity) was significantly related to student outcomes six and 18 months post-intervention. Quality of implementation of the booster session in grade 7 was also significantly related to student outcomes in grade 7. Quality of delivery of the brief booster session a year after initial implementation is important in maintaining or resetting the student outcome trajectory.

This chapter contains sections titled: Introduction A Brief Overview of HCI Patterns Redesigning User Interfaces with Pattern Mapping Research Directions for the Use of Patterns in Reengineering User Interfaces Conclusion and Future Investigations Acknowledgements References

Background It is challenging to conduct and quickly disseminate findings from in-depth qualitative analyses, which can impede timely implementation of interventions because of its time-consuming methods. To better understand tradeoffs between the need for actionable results and scientific rigor, we present our method for conducting a framework-guided rapid analysis (RA) and a comparison of these findings to an in-depth analysis of interview transcripts. Methods Set within the context of an evaluation of a successful academic detailing (AD) program for opioid prescribing in the Veterans Health Administration, we developed interview guides informed by the Consolidated Framework for Implementation Research (CFIR) and interviewed 10 academic detailers (clinical pharmacists) and 20 primary care providers to elicit detail about successful features of the program. For the RA, verbatim transcripts were summarized using a structured template (based on CFIR); summaries were subsequently consolidated into matrices by participant type to identify aspects of the program that worked well and ways to facilitate implementation elsewhere. For comparison purposes, we later conducted an in-depth analysis of the transcripts. We described our RA approach and qualitatively compared the RA and deductive in-depth analysis with respect to consistency of themes and resource intensity. Results Integrating the CFIR throughout the RA and in-depth analysis was helpful for providing structure and consistency across both analyses. Findings from the two analyses were consistent. The most frequently coded constructs from the in-depth analysis aligned well with themes from the RA, and the latter methods were sufficient and appropriate for addressing the primary evaluation goals. Our approach to RA was less resource-intensive than the in-depth analysis, allowing for timely dissemination of findings to our operations partner that could be integrated into ongoing implementation. Conclusions In-depth analyses can be resource-intensive. If consistent with project needs (e.g., to quickly produce information to inform ongoing implementation or to comply with a policy mandate), it is reasonable to consider using RA, especially when faced with resource constraints. Our RA provided valid findings in a short timeframe, enabling identification of actionable suggestions for our operations partner.