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Many countries have some kind of energy-system transformation either planned or ongoing for various reasons, such as to curb carbon emissions or to compensate for the phasing out of nuclear energy. One important component of these transformations is the overall reduction in energy demand. It is generally acknowledged that the domestic sector represents a large share of total energy consumption in many countries. Increased energy efficiency is one factor that reduces energy demand, but behavioral approaches (known as “sufficiency”) and their respective interventions also play important roles. In this paper, we address citizens’ heterogeneity regarding both their current behaviors and their willingness to realize their sufficiency potentials—that is, to reduce their energy consumption through behavioral change. We collaborated with three Swiss cities for this study. A survey conducted in the three cities yielded thematic sets of energy-consumption behavior that various groups of participants rated differently. Using this data, we identified four groups of participants with different patterns of both current behaviors and sufficiency potentials. The paper discusses intervention types and addresses citizens’ heterogeneity and behaviors from a city-based perspective. [ABSTRACT FROM AUTHOR]

Abstract: The algorithms used in Arabic and medieval European mathematics for extracting cube roots are studied with respect to algebraic structure and use of external memory (dust board, table, paper). They can be separated into two distinct groups. One contains methods used in the eastern regions from the 11th century, closely connected to Chinese techniques, and very uniform in structure. The other group, showing much wider variation, contains early Indian methods and techniques developed in central and western parts of the Arabic areas and in Europe. This study supports hypotheses previously formulated by Luckey and Chemla on an early scientific connection between China and Persia. [Copyright &y& Elsevier]

This paper explores written calculation methods for division used by pupils in England (n = 276) and the Netherlands (n = 259) at two points in the same school year. Informal strategies are analysed and progression identified towards more structured procedures that result from different teaching approaches. Comparison of the methods used by year 5 (Group 6) pupils in the two countries shows greater success in the Dutch approach, which is based on careful progression from informal strategies to more structured and efficient procedures. This success is particularly notable for the girls in the sample. For the English pupils, whose written solutions largely involved the traditional algorithm, the discontinuity between the formal computation procedure and informal solution strategies presents difficulties. [ABSTRACT FROM AUTHOR]