ABSTRACT The lack of clear explanations about the impact of institutional pressures on adopting Circular Economy (CE) practices in regions is justified by the early stage of CE development. The conditions of CE implementation need to be explored to better understand the drivers of successful transformation. We employed a neo-institutional approach, which encompasses institutional isomorphism and regional absorptive capacity, to elucidate factors determining the extent of CE implementation at the regional level. We hypothesize that normative pressure leads to a more advanced adoption of new policy concepts. As a research method, we used content analysis and coding derived from institutional isomorphism and absorptive capacity, applied to all regional strategies in Poland between 2020 and 2021. The novelty of this study resides in its contribution to elucidating the regional implementation of CE concepts and discerning patterns of institutional adaptation. The study demonstrates that establishing a normative environment should precede the anticipation of adopting novel policy ideas.

ABSTRACT The integration of multi-modal data allows for a more accurate representation of the ground characteristics. For a comprehensive interpretation of remote sensing data, existing multi-modal data fusion research mainly focuses on the joint utilization of 3D Light Detection and Ranging (LiDAR) and 2D Hyperspectral Image (HSI) data. However, existing algorithms do not pay much attention to the interaction of high-level semantic information between different modal data before fusion. This paper proposes a novel multi-modal data fusion deep learning network with the Cross-Modal Self-Attentive Feature Fusion Transformer (SAFFT). The framework employs a multi-head self-attention layer to fuse various attention information from multiple heads, effectively enhancing advanced feature information from different modalities for comprehensive integration. Experimental results on the Houston 2013 dataset demonstrate the effectiveness of the proposed method, which achieves an overall accuracy (OA) of 94.3757% in classifying 15 semantic classes.

ABSTRACT This article takes stock of the current trends in research, policy and practice regarding the role of language in the dialogic classroom. The article uses the policies of two different educational jurisdictions as counterpoints to highlight the different ways that oral language can be positioned within primary curricula. It reflects on current and recent research literature, exploring how language can promote the collaborative learning that is central to dialogic pedagogy, highlighting the value of less formal registers or less ‘certainty’ in the proposal of ideas. The article then offers a linguistic-ethnographic analysis of what this looks like in practice, drawing on classroom observational data gathered in English primary schools. Finally, these three strands of theory, policy and practice are brought together, scoping ways forward for the inclusion of language and dialogue in primary education.

ABSTRACT The Sustainable Development Goals, through Goal 5 on Gender Equality, put gender as a focus at the heart of every endeavour. Yet with 2030 looming, across the globe, we have made insufficient progress towards gender equality. Despite a plethora of mentions of the aim to achieve gender equality in regional and international documents, progress is slow (see https://www.unwomen.org/en/digital-library/publications/2022/09/progress-on-the-sustainable-development-goals-the-gender-snapshot-2022 and https://pacificdata.org/dashboard/sdg-5-gender-equality). What can be done? If transformative change is required, then a range of options needs to be explored. Could expanding exposure as to who studies gender be just one tool for building a pipeline of actors who take a gender lens when engaging with key issues, and speeding up progress towards the gender equality goal of the Sustainable Development Goals (SDG Goal 5)? How should we rethink the teaching of gender and development? My proposition is that gender should be mainstreamed in every course through a revised curriculum as a practical lever for change and to hasten progress towards Goal 5. The hope is that this paper can encourage conversation both in gender and development circles and the scholarship of teaching and learning, and prompt new lines of research and action towards rethinking the teaching of gender and development, which can then strengthen the knowledge base in the pipeline of political decision-makers and development actors. This paper is a call to action for the repositioning of gender at the heart of all studies – not as an elective or “boutique”, but as core to every subject.

ABSTRACT This article examines two ethnographers’ fieldwork with young people applying co-production film-making methods and three ways to approach youth-led filmmaking work for researchers and educators. Implicit to our argument is a belief, based on several multimodal projects, that filmmaking consolidates literacy skills and gives young people a more expansive, lived, and at times disruptive sense of literacy learning. In this special issue focusing on research into children’s language, literacy and literature, we give readers a way to take forward a living literacies approach to film work in 3–13 literacy teaching and learning.

ABSTRACT In an era of evolving literacy challenges, an Italian based project ‘Leggere: Forte!’ (Reading Strong) is promoting shared reading aloud to spark youth interest in reading and improve language skills. Now in its third year, the project team have analysed the impact of daily shared reading on 1829 children aged 3-10. The results show significant benefits in language, comprehension, and literacy, and highlight disparities between the experimental and the control groups. Teacher feedback underscores the positive effects of this version of shared reading. The initiative demonstrates the educational value of shared reading and calls for its integration into modern education, suggesting it as a foundation for further research and the development of rich, diverse learning environments.

ABSTRACT This paper examines literacy as a sociocultural, personal and human practice dependent on and derived through relationships between people, settings and culture. Drawing on a recent empirical research study that combines learner, teacher and author perspectives [Curtin (2023) Reading and Writing Pathways Through Children’s and Young Adult Literature: Exploring Literacy, Identity and Story with Authors and Readers. Routledge], I explore how children’s literature may be used to develop meaningful and authentic literacy pedagogies in the primary classroom. The research methodology for this study employed interviews with sixteen international and award-winning children’s literature authors. This paper presents one author's interview from the study in detail in an effort to illustrate the importance of identity and personal resonance in literacy learning. To this end, funds of knowledge [Moll, Amanti, Neff, and Gonzalez. (1992). “Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.” Theory Into Practice 31 (2): 132–141. https://doi.org/10.1080/00405849209543534] and light and dark [Zipin (2009). “Dark Funds of Knowledge, Deep Funds of Pedagogy: Exploring Boundaries Between Lifeworlds and Schools.” Discourse: Studies in the Cultural Politics of Education 30 (3): 317–331. https://doi.org/10.1080/01596300903037044] pedagogical approaches are applied in a discussion of genre study using (auto) biographical text in the primary classroom. Identity affirming and culturally resonant pedagogies developed seek to engage learners in literacy as a human practice. The paper concludes by considering key insights and ways forward.

Lingonberry (Vaccinium vitis-idaea L.) grows in a range of nature types in the boreal zone, and understanding factors affecting the abundance of the plant, as well as mapping its spatial distribution, is important. The abundance of the species can be an indicator of ecosystem changes, and lingonberry can also be a source for commercial utilisation of berry resources. Using country-wide data from 6404 field plots of the Norwegian national forest inventory (NFI), we modelled the relationship between lingonberry cover and airborne laser scanning (ALS) and satellite metrics and bioclimatic variables describing the forest structure, terrain, soil properties and climate using a generalised mixed-effects model with a quasipoisson distribution. The validation carried out with an independent set of 2124 NFI plots indicated no obvious bias in predictions. The most important predictors were found to be interactions between dominant tree species, stand basal area and latitude, as well as the reflectance in the near-infrared band from Sentinel-2 satellite imagery, the dominant height based on the ALS variable and the long-term mean summer (June–August) temperature. The results provide an indicator of the effects of global warming, as well as the possibility of giving forest management prescriptions that favour lingonberry and locating the most abundant lingonberry sites in Norwegian forests.

The IDA Indoor Climate and Energy (IDA ICE) simulation tool is used to model a research greenhouse in Bucharest, Romania, equipped with a recently implemented energy system that includes an integrated heat pump system, Air Handling Units (AHUs), a dry cooler, and boreholes for thermal energy storage. The integrated heat pump system is designed to provide year-round heating and cooling of the greenhouse. The performance of the system is assessed through simulations conducted for one week in summer (July 2023) and one week in winter (December 2023), using recorded weather data for each respective period. Results from the IDA ICE model are compared with values derived from onsite sensor measurements. During the summer week, the model generally aligns with measured air temperatures in the greenhouse compartment. The total cooling simulated in the model is 26.5 kWh/m2, compared to 27.2 kWh/m2 calculated from onsite measurements. Hourly discrepancies were observed, potentially due to the heat pump system operating at reduced capacity during this summer. In the winter week, the measured and simulated temperatures fall within a comparable range. The calculated and simulated cumulative heating show excellent agreement, both at 15.1 kWh/m2.