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Russia's attack on Ukraine on February 24, 2022, marked a very historic turning point in European security architecture. With enlarged Western aid in the immediate aftermath of the invasion, Ukraine could have overcome somehow the crisis, yet many of its cities and infrastructure were largely destroyed and one-quarter of its citizens are now refugees and displaced. What is even more serious is that it remains unclear if and how a diplomatic solution could emerge between the parties. Russia's war against Ukraine is not an overnight event, it is a part of the story of the gradual escalation of Russian aggression on Ukraine since the beginning of the 2000s. Indeed, it is not just the result of the ideological or geopolitical competition between the West/European Union (EU) and Russia regarding their mutually exclusive or even antagonistic integration policies in the shared neighborhood. It is a more dynamic process including the agency of Ukraine with all aspects of its domestic politics and societal features, ideology, the role of energy, business links as well as the impact of regional and global dimensions. This chapter aims to overview the interlinked relationship between the EU, Ukraine, and Russia in a triadic manner within key aspects including ideology, geopolitics, energy, and integration projects and by specifically focusing on the underlying factors that have triggered the emergence of the Russia–Ukraine war of 2022 and further implications for the EU politics.

This study aims to identify project funding shortcomings in the existing literature and evaluate the financing channels accordingly.

This paper uses a structured literature review – a content analysis method. Then, the comparative analysis applied to data gathered from the content analysis.

To define the main research topics and establish a focus on hydroelectric power plant (HEPP) financing, a comprehensive structured literature review was conducted. According to the results of this study, there are three main categories of HEPP financing studies in the literature, namely, financing channels and products, factors that complicate financing and financing- risk relationship of HEPP projects. According to these findings, which criteria most affecting HEPP financing and which financing channel is the most suitable are determined.

Among all financing channels, only direct debt sources are selected.

This study is structured as a simple lender selection guide for HEPP investments. Selection criteria are applicable for both lenders and investors. For lenders, those criteria are expected to improve loan performance and optimize financial product selection. For investors, those criteria are expected to help choosing suitable products and improve revenues.

This study will contribute the researchers those intended to work on the topic.

This study will contribute to limited literature on HEPP financing. Project finance literature is limited and narrow even there is no study that investigates hydropower project finance sourcing. In this manner, this study can be considered as a pioneer.

“Can artificial intelligence produce architectural plan schemes?” discussion is the starting point of this study. The aim of this paper is to question whether this will be a new method in architectural design by producing plans with artificial intelligence interfaces working with human–computer interaction and to create a discussion environment.

The main research topic is the evaluation of architectural design decisions with the text-to-image generation AI algorithms method based on shape grammar rules. First, a sample space consisting of Palladio plans or plan diagrams was created. Plan diagram production experiments were made with different interfaces (Midjourney, Dall-e2, Stable Diffusion, Craiyon, Nightcafe), and alternative plan diagrams were recorded as outputs. The discussion of the outputs has been made over architectural design and space.

In the conceptual design phase of the architectural discipline and in the production of architectural plan scheme, AI algorithms are trending. This interaction imposes a new responsibility on architects. AI can create paradigm shifts in architectural processes with its tools with high data processing potential. On the other hand, in this study, it is emphasized that architecture is not just an act of producing visuals, but a functional act of producing visuals.

The technology is effective in producing architectural plans and directing them to artificial intelligence algorithms. With this study, multi-alternative architectural plan productions were tried with text-to-image bots with fast results. In this direction, a new method proposal has been developed for the conceptual design phase in architecture.

The Covid-19 period has led to defining changes in the teaching process. Therefore, it is essential to explore how teachers have approached these changes, what experiences they have gained and what they have tried to change. This study aims to elucidate how innovative practices were applied in teaching – which was influenced by emergency remote teaching (ERT) – and better understand teachers' experiences related to these practices.

The phenomenology design, a qualitative research model, was executed in the current study. Phenomenological inquiry aims to interpret people's experiences about a specific concept designated as a phenomenon. Creswell (2020) classified two types of phenomenology: interpretive and descriptive. Interpretive phenomenology was employed in the current study as researchers collected data from individuals experiencing the phenomenon, collected and interpreted the data via excluding their own experiences.

As a result of the data interpretation, four themes related to experiences of innovative teaching practices during ERT were discovered: interpretation of innovative teaching, innovative teaching practices, needs related to innovative teaching and challenges to innovative teaching. The categories related to the interpretation of innovative teaching include positive and negative interpretation. The categories related to the second theme, innovative teaching practices, consist of characteristics of innovative teachers and innovative teaching practices employed. The categories related to the third theme, needs related to innovative teaching, are the need for guidance, training and technological infrastructure. The categories related to the fourth and final theme, challenges to innovative teaching, are barriers related to the teacher, barriers related to the learner and those related to the environment.

This study discovered that for teachers to practice innovative teaching, they must develop themselves, keep up-to-date and develop lifelong learning skills. Hung and Li (2017) reached a similar conclusion to the findings of this study: teachers' professional development is positively related to innovative teaching skills at a high level. The participating teachers stated that they had to rapidly improve their technological competency. It is thought that teachers developing their technological competencies will contribute to both ERT and face-to-face education at the end of the Pandemic.