1.

Energy-carbon-investment payback analysis of prefabricated envelope-cladding system for building energy renovation: Cases in Spain, the Netherlands, and Sweden

2.

Energy-carbon-investment payback analysis of prefabricated envelope-cladding system for building energy renovation: Cases in Spain, the Netherlands, and Sweden

3.

Energy-carbon-investment payback analysis of prefabricated envelope-cladding system for building energy renovation: Cases in Spain, the Netherlands, and Sweden

1.

Modelling the future hydrogen demand of the Netherlands : Assessing the feasibility of meeting the demand through offshore wind hydrogen production ; Modellering av framtida efterf...

1.

Energy Saving by Firms: Decision-Making, Barriers and Policies

1.

Energy-SHIFTS scoping workshop – ‘Evidence in the energy policy process’, Brussels (Belgium); 18 June 2019

2.

Energy-SHIFTS scoping workshop – ‘Evidence in the energy policy process’, Brussels (Belgium); 18 June 2019

3.

Energy-SHIFTS scoping workshop – ‘Evidence in the energy policy process’, Brussels (Belgium); 18 June 2019

1.

Jan Sabaté: arquitectura, un nuevo paradigma

2.

Jan Sabaté: arquitectura, un nuevo paradigma

3.

Jan Sabaté: arquitectura, un nuevo paradigma

1.

IICEC-Sabanci University TIMES energy model: Overview ...

2.

IICEC-Sabanci University TIMES energy model: Overview ...

3.

IICEC-Sabanci University TIMES energy model: Overview ...

1.

Certificats verts ou prime de rachat ? Évolution du marché des certificats verts en Wallonie ; Green certificates or feed-in premiums? The changes in the green certificate market i...

1.

IICEC-Sabanci University TIMES energy model: Overview

1.

Social acceptance of district heating:evidence from the Netherlands

2.

Social acceptance of district heating:evidence from the Netherlands

3.

Social acceptance of district heating:evidence from the Netherlands

1.

Differences in Teachers' Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning

2.

Differences in Teachers' Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning

3.

Differences in Teachers' Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning

4.

Differences in Teachers' Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning

5.

Differences in Teachers' Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning

6.

Differences in Teachers' Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning

7.

Differences in Teachers' Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning