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The purpose of this paper is to examine the design of choreographies or learning environments which the students participating in Ocean i³ pass through during their participation in the project, which requires constant review and interpretation, in times of COVID-19. To this end, it is proposed to: define the institutional teaching choreographies to create authentic and meaningful environments for the active learning of university students; interpret the transversal competences for the sustainability developed in Ocean i³ within the framework of institutional teaching choreographies; and value the strengths and weaknesses of the teaching choreographies implemented for the development of transversal competences for sustainability in a situation of health-care crisis.

An exploratory method with an interpretative approach has been selected that enables us to address living and evolving scenarios, didactic choreographies and the development of competences for sustainability.

The perception of students and teachers reveals that it is the use of a multilingual linguistic repertoire (multilingualism) that is most enhanced in Ocean i³, although the global and integrative vision of problems and the integration and management of knowledge through contributions from different disciplines and the social context (transdisciplinarity) are also highlighted.

This paper describes how face-to-face institutional teaching choreographies for an innovation project have been transformed into synchronous online choreographies encouraging the development of competences for sustainability.

This study aims to investigate the potential of an empathetic mindset aimed at empowering undergraduate students to work toward sustainable development (SD), addressing both theoretical and practical dimensions.

A mixed quantitative and qualitative research method was used in this study. Cross-sectional quantitative survey data on students’ mindsets and actions toward SD was collected to examine the theoretical relationship between belief and behavior. Qualitative inquiry using focus-group interviews explored students’ on-site learning experiences.

This study provides evidence for the impact of an empathetic mindset on education for sustainable development (ESD). Results showed that students with a more empathetic mindset showed better attitudes and behaviors toward SD actions. Findings suggest that developing an empathetic mindset improves students’ attitudes toward taking substantial action to protect the environment.

This study introduces a novel perspective extending the application of empathetic mindset in ESD.

The cruise sector promotes itself as a responsible steward of the ocean environment and claims its policies and practices protect the marine ecology. As such, it would argue that its activities do not significantly contribute to global warming and climate change. However, there is disconnect between what the cruise sector says it does and what cruiseships actually do in relation to the environment. This chapter looks at the sector's environmental practices and how it contributes to climate change. This is both directly through greenhouse gases and indirectly through degradation of the marine environment, as well as the prospects for the sector to voluntarily take responsibility for its part of the problem. Despite a poor record on voluntary efforts, the chapter calls on the cruise sector to embrace initiatives that bring its behavior in line with its public pronouncements about environmental responsibility.

In this quarterly review of government publications, the judgments expressed are those of the reviewer. Dr. Frederic J. O'Hara, professor of library science, Graduate Library School, Long Island University, Greenvale, New York 11548. Unless otherwise indicated, all items are depository items and may be purchased from the Superintendent of Documents, Government Printing Office, Washington, D.C. 20402. Dr. O'Hara does not handle the distribution of any documents.

The focus of this review is the McGraw‐Hill family of science encyclopedias and dictionaries. The high quality of McGraw‐Hill science reference publications is well established. Therefore this review will discuss such parameters as range of coverage among the works, overlap between multiple volume sets and related single volume works, intended audience, and appropriateness of works for various types of libraries.

The purpose of this paper is to investigate students’ understandings of ocean sustainability and the pedagogical influence of higher education on those conceptions.

The conceptions of ocean sustainability of 54 university students of various academic disciplines enrolled in the 2014/2015 semester course “Sustainable Oceans” were assessed through use of auto-photography. Data were collected at the beginning and end of the course. Inter-rater reliability was measured by percentage of identical coding outcomes by two coders.

Auto-photography is effective in assessing notions of sustainability. Social and economic dimensions were captured less frequently than environmental aspects in the students’ photographs. Overall, students demonstrated vague perceptual awareness about who should take responsibility concerning lifeworld-related issues. Also, their perceptions were affected by their choice of academic discipline. Engaging students in inter-/transdisciplinary learning, integrating the arts, science and community, helped develop a more balanced, action-motivated conception of sustainability. Post-test patterns of change in students’ vision and action were observed.

Implementing sustainability education in a university’s coordinating bodies is effective in constructing a campus-based learning network, and participation in local community empowerment promotes a substantial and multidimensional concept of sustainability, and teaching material that includes content from the fine arts, literature or music stimulates students’ awareness of, and sensitivity to, lifeworld issues.

This paper provides an innovative, auto-photography-based methodology, including an operational procedure, coding book and method of analysis, for assessing students’ conceptions of sustainability. It also develops an interdisciplinary course that serves a “threshold” intervention role in ocean sustainability education.

The purpose of this research on the control of three-axis aero-dynamic pendulum with disturbance is to facilitate the applications of equipment with similar pendulum structure in intelligent manufacturing and robot.

The controller proposed in this paper is mainly implemented in the following ways. First, the kinematic model of the three-axis aero-dynamic pendulum is derived in state space form to construct the predictive model. Then, according to the predictive model and objective function, the control problem can be expressed a quadratic programming (QP) problem. The optimal solution of the QP problem at each sampling time is the value of control variable.

The trajectory tracking and point stability tests performed on the 3D space with different disturbances are validated and the results show the effectiveness of the proposed control strategy.

This paper proposes a nonlinear unstable three-axis aero-dynamic pendulum with less power devices. Meanwhile, the trajectory tracking and point stability problem of the pendulum system is investigated with the model predictive control strategy.