LEADER 02522nam 2200349 450 001 9910733199703321 005 20230811124415.0 035 $a(CKB)5840000000262428 035 $a(NjHacI)995840000000262428 035 $a(EXLCZ)995840000000262428 100 $a20230811d2023 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aWhat drives firms' investment in climate change? $eEvidence from the 2022-2023 EIB Investment Survey /$fEuropean Investment Bank 210 1$aLuxembourg :$cEuropean Investment Bank,$d2023. 215 $a1 online resource (78 pages) 311 $a92-861-5538-7 330 $aHigh energy prices in Europe and uncertainty caused by the Ukraine war are testing EU firms' ability to invest in climate change measures. Europe urgently needs to embrace the transition to green energy, and firms will be called upon to play a pivotal role. By investing in climate adaptation and mitigation measures, especially energy efficiency, firms will be able to protect themselves against extreme climate events, reduce energy costs and take the actions needed to reduce carbon emissions to net-zero by 2050. The report What drives firms' investment in climate action? Evidence from 2022-2023 EIB Investment Survey uses data collected from firms to provide insight on how businesses are responding to the energy crisis and the fast-changing business environment. Some important takeaways: 82% of EU firms say energy costs are an obstacle to investment. 42% of firms in Western and Northern Europe are investing in energy efficiency, compared with only 37% of firms in Southern Europe. 57% of EU firms are concerned about the physical risks posed by climate change. A presentation of the report results - EN Country scoreboard Country scoreboard: SMEs Country scoreboard: Large Firms Country dashboards Austria Belgium Bulgaria Croatia Cyprus Czech Republic Denmark Estonia Finland France Germany Greece Hungary Ireland Italy Latvia Lithuania Luxembourg Malta Netherlands Poland Portugal Romania Slovakia Slovenia Spain Sweden. 606 $aInvestments$zEurope 606 $aClimatic changes$xEconomic aspects 615 0$aInvestments 615 0$aClimatic changes$xEconomic aspects. 676 $a332.6094 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910733199703321 996 $aWhat drives firms' investment in climate change$93396815 997 $aUNINA LEADER 03839nam 22006495 450 001 9910484006603321 005 20250609111355.0 010 $a9789812874443 010 $a9812874445 024 7 $a10.1007/978-981-287-444-3 035 $a(CKB)3710000000403094 035 $a(EBL)2094465 035 $a(SSID)ssj0001501425 035 $a(PQKBManifestationID)11968021 035 $a(PQKBTitleCode)TC0001501425 035 $a(PQKBWorkID)11524652 035 $a(PQKB)11505215 035 $a(DE-He213)978-981-287-444-3 035 $a(MiAaPQ)EBC2094465 035 $a(PPN)185485650 035 $a(MiAaPQ)EBC3110054 035 $a(EXLCZ)993710000000403094 100 $a20150424d2015 u| 0 101 0 $aeng 135 $aur|z#---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDesign Thinking for Education $eConceptions and Applications in Teaching and Learning /$fby Joyce Hwee Ling Koh, Ching Sing Chai, Benjamin Wong, Huang-Yao Hong 205 $a1st ed. 2015. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2015. 215 $a1 online resource (141 pages) 300 $aDescription based upon print version of record. 311 08$a9789812874436 311 08$a9812874437 320 $aIncludes bibliographical references and index. 327 $aChapter 1 Design Thinking and Education -- Chapter 2 Critical Perspectives on Design & Design Thinking -- Chapter 3 Design Thinking and 21st Century Skills -- Chapter 4 Design Thinking and Children -- Chapter 5 Design Thinking and Pre-service Teachers -- Chapter 6 Design Thinking and In-service Teachers -- Chapter 7 Developing and Evaluating Design Thinking -- Chapter 8 Conclusion. 330 $aThis book explores, through eight chapters, how design thinking vocabulary can be interpreted and employed in educational contexts. The theoretical foundations of design thinking and design in education are first examined by means of a literature review. This is then followed by chapters that characterize design thinking among children, pre-service teachers and in-service teachers using research data collected from the authors? design-driven coursework and projects. The book also examines issues associated with methods for fostering and assessing design thinking. In the final chapter, it discusses future directions for the incorporation of design thinking into educational settings. Intended for teachers, teacher educators and university instructors, this book aims to provide them with the theoretical foundations needed to grasp design thinking, and to provide examples of how design thinking can be interpreted and evaluated. The materials covered will help these groups of professionalsto consider how design thinking can be integrated into their own teaching and learning contexts. The book will also promote a discourse between educational researchers on the theoretical development of design thinking in educational settings. 606 $aTeachers$xTraining of 606 $aLearning, Psychology of 606 $aTeaching and Teacher Education 606 $aInstructional Psychology 615 0$aTeachers$xTraining of. 615 0$aLearning, Psychology of. 615 14$aTeaching and Teacher Education. 615 24$aInstructional Psychology. 676 $a370 676 $a370711 676 $a371.3 700 $aKoh$b Joyce Hwee Ling$4aut$4http://id.loc.gov/vocabulary/relators/aut$01225322 702 $aChai$b Ching Sing$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aWong$b Benjamin$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aHong$b Huang-Yao$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910484006603321 996 $aDesign Thinking for Education$92845039 997 $aUNINA