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Abstract: Energy consumption in buildings is heavily affected by climate change. It causes significant variations of the outdoor design conditions, cooling and heating loads. In this paper, a total of 40 years (1967–2006) of hourly temperature data were considered in four decades and outdoor design conditions for each decade were calculated. It was found that wet-bulb temperature (WBT) has increased by 3.28°C during the mentioned period, which impacts on design and selection of the cooling equipment. The results show that cooling hours is projected to increase around 15% over the whole 1967–2006 period. The most important result found in this study is the inability of direct evaporative cooling (DEC) systems in preparing comfort condition after 1997, whereas these systems provided thermal comfort in Tehran''s buildings from 1967 to 1996. The prediction of climate change impacts on the outdoor design conditions and cooling systems performance until 2020 demonstrates dry bulb temperature (DBT) and WBT increase 1.05°C and 2.42°C respectively. Hence, indirect–direct evaporative cooling systems (IDEC) may not be responsible for the years after 2016. Besides, the additional energy for absorption and vapor compression (VC) cooling systems will grow quickly in the future. [Copyright &y& Elsevier]

The critical role of teachers suggests that assessing teacher identity construction helps teacher educators understand the changes in teachers and design materials in harmony with their needs in teacher education programs. However, only a few studies have focused on assessing pre-service teachers' identity in the long term in Iran. To address this gap, the contribution of a pre-service teacher education program consisting of three phases, namely engage, study, and activate to the professional identity construction of eight pre-service teachers in an institute in Tehran was assessed. Pre-course and post-course interviews, two reflective essays, ten observation notes, and two teaching performances were gathered over a year and analyzed as guided by grounded theory and discourse analysis. Findings revealed two significant changes in the participants' identities when they transitioned from engage to study and from study to activate phases that yielded study phase as the peak of the changes. Overall, three major shifts were identified in the participants' identities: from a commitment to evaluation towards a commitment to modality, from one-dimensional to multi-dimensional perceptions, and from problem analysis to problem-solving skills. Current findings may facilitate teacher identity construction by designing local programs matching the needs of pre-service teachers. It may also assist teacher educators by assessing the quality of teachers' performance and developing teacher assessment tools. [ABSTRACT FROM AUTHOR]