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INTRODUCTION Universities across the globe are recognizing the need to implement sustainable landscaping practices in order to support wildlife, improve water quality and positively impact human health and wellbeing. Georgia Institute of Technology learned that such sustainable practices, when properly aligned with overarching campus goals, can also enable continuous, collaborative decision-making and student engagement. The Georgia Institute of Technology (Georgia Tech) is a leading research university situated on 426 acres of land in midtown Atlanta, Georgia, with a student population of 27,000 (Fall 2017). An urban oasis in the center of town, Georgia Tech's campus offers 312.5 landscaped acres, 3.5 naturalized acres and 110 acres of buildings. The campus is also a level II certified arboretum boasting 12,000+ trees in its urban forest. Prior to the 1990s, Georgia Tech was commonly referred to as a concrete and brick campus with very little landscape. However, in 1999 all that changed when the Georgia Tech administration decided to invest in sustainable landscaping, including the recruitment of qualified staff with specific skill sets to take on this challenge. The Institute's initial landscape master plan objectives were to reduce impervious surfaces such as surface parking lots, increase woodland coverage and enlarge the tree canopy. A significant amount of sustainable landscape practices and collaborative methods grew from these initial objectives. Establishing a plan with clear goals, having the support of executive leadership and employing the right team members enabled the Georgia Tech campus to be transformed from a concrete jungle to a forested, urban oasis in less than 20 years.

ABSTRACT Three graduate-level short courses on ecological agriculture and food systems were held in 1995–1997 in Norway to introduce systems thinking, creative research methods, and innovative learning approaches. In 1999, a three-day evaluation and planning workshop was held to assess course impacts, to determine relative importance of content areas, to compare learning methods with special attention to case studies, and to vision and develop action plans for future education in the region. Students and faculty agreed that soft systems research methods and varied learning processes in the course were more valuable than specific technical content that can be learned in other venues. Nine priority education areas were identified for ecological agriculture: (1) systems thinking, (2) research methods, (3) farmer/stakeholder participation, (4) improving production methods, (5) relating agriculture to food systems, (6) learning about learning, (7) values and ethics, (8) faculty development and institutional ch...

This article proposes and analyzes the use of the high-resolution Lhires III spectrograph as a pedagogical tool for teaching-learning concepts of optical spectroscopy. A methodology was developed and it was tested in a population of 20 students from different engineering programs at the Technological University of Pereira, Colombia. The methodology was implemented through a guide, which describes the 3 experiments that are part of the methodological proposal. Upon completion of the guide, students were asked to respond to a test. The Hake gain coefficient was used to measure the learning evolution of students and verify the methodology proposed in this study. 85% of the students affirmed they would like to explore in more depth the concepts of spectroscopy. Although more analysis may be required to verify the findings, these preliminary results show the experiments carried out with the Lhires III allow students to strengthen knowledge acquired in the classroom, fostering interest in science both at high school and university levels.

To achieve a zero-carbon agenda, businesses in emerging economies need to focus on green production resources to develop a circular economy. This study identified the key role of green financing in mobilizing pro-environmental behaviours for achieving sustainable production and a circular economy. The study aimed to study the effect of green financing on the pro-environmental behaviours of educational institutes within China. A quantitative methodology was adopted, and structured questionnaires were used for the collection of data from educational sector employees. The data was collected from both administrators and teachers with a random sampling technique and was later analyzed through SEM. The results showed that green financing aids institutions in the implementation of pro-environmental behaviours and also sustainable policy development was found to mediate the association between low carbon management, carbon asset transactions, and energy saving and emission reduction technologies and green financing. This study makes valuable contributions to the literature on green financing, sustainable development, and pr-environmental behaviours. The findings can help the education sector to adopt sustainable practices. It may also contribute to helping policymakers develop policies related to pro-environmental behaviours. Furthermore, the paper explores the green financial aspect of educational institutes, making it a valuable resource for both theory and practice.

Bu çalışma, üniversite tercih dönemlerinde, adaylara üniversite/bölüm/programlar hakkında detaylı bilgi vermek amacı ile gerçekleştirilen tanıtım çalışmalarından, üniversite adaylarının daha çok hangi kaynaklardan bilgi aldığını ve tanıtım araçlarının adayların tercihlerini nasıl etkilediğini ortaya çıkarmaya yönelik olarak yapılmıştır. Bu çalışmada cevabı aranan temel sorular “Üniversite adaylarının, üniversite ve bölüm tercih ederken hangi kaynaklardan bilgi aldığı” ve “Üniversitelerin önemli ölçüde zaman ve işgücü harcadığı tanıtım çalışmalarının adayların tercihlerini nasıl etkilediği” ni ortaya çıkarmaktır. Bu çerçevede, yapılan anket ile Niğde Ömer Halisdemir Üniversitesi örneği üzerinden üniversitelerin tanıtıma yönelik yapacağı faaliyetleri daha etkili ve verimli bir şekilde gerçekleştirmesine katkıda bulunmak hedeflenmiştir. Çalışma kapsamında, üniversite tanıtım araçlarının etkinliğini ve öğrencilerin üniversiteler hakkında hangi kaynaklardan bilgi aldığını ölçmeye yönelik 25 değişkenli bir ölçek oluşturulmuş ve 2016-2017 Eğitim-Öğretim Yılında farklı ve yeni tanıtım araçlarından yararlanmış olabilecekleri ve tercihlerine bunu henüz yansıttıkları düşünülerek Niğde Ömer Halisdemir Üniversitesinde okuyan 1. Sınıf öğrencilerinin tamamına anket uygulanmıştır. Anket sonuçlarına göre üniversitelerin tanıtım araçlarının tercihte en az kullanılan, sosyal medya dışındaki diğer tanıtım araçlarının ise etki düzeylerinin birbirine yakın olduğu sonucuna ulaşılmıştır. Sosyal medya araçları ise tercihte en çok kullanılan tanıtım aracıdır. Öğrencilerin tercih yaparken kullandıkları sosyal medya araçları %45.7 oranla Facebook, %18’5 oranla Instagram’dır. 

Translingual pedagogies have been proposed and implemented to respond to the increasing linguistic and cultural diversity in today’s classrooms. However, the findings of translingual pedagogies on English as an additional language (EAL) writing vary from facilitating to undermining teaching and learning. To understand the empirical landscape of this young and fast-growing research area, I systematically reviewed 62 studies with a research synthesis method to explore what translingual activities have been implemented and how they have impacted EAL writing teaching and learning (including both K-12 and post-secondary contexts). The findings reveal that various translingual activities, such as self-reflective writing and literacy narrative, have been enacted in EAL writing teaching and learning. These activities have been practiced in different ways based on different rhetorical situations. The results show that translingual pedagogies can complement currently practiced EAL writing pedagogies, increase EAL student writers’ awareness of English monolingualism, facilitate EAL writing teaching in different rhetorical situations, engage students in learning activities, and help view codemeshing as a matter of agency in EAL writing teaching and learning. Despite these benefits, there are some challenges to implementing translingual pedagogies, such as teachers’ and students’ concerns about codemeshing in high-stakes writing, the lack of teacher education and guidance in translingual pedagogies and practices, and the exclusion of some linguistically minoritized students. In sum, translingual pedagogies can enrich EAL writing teaching and learning, albeit with some challenges.

Every higher education institute aims to provide the best career opportunities for their students as part of the outcome based education system. In India, campus placements for students while pursuing their 4th year of engineering is a predominant factor since the reputation of any institute largely depends on reputed recruiting companies visiting campus and the number of placement offers being given to eligible students. Hence, campuses offer personality development training to their students just before the commencement of the placement season while students try to maintain a minimum CGPA which would ensure their eligibility to apply for companies of their choice. The purpose of this paper is to predict a student’s chances of obtaining a pre-placement offer while still in campus on the basis of various academic and non-academic factors. The dataset used for the prediction analysis consists of student related aspects such as their university seat numbers, academic grades and personality training parameters. The training models have been designed using the WEKA tool and in addition to supervised machine learning classification algorithms, Chi-squared tests has been implemented on the dataset to only obtain those attributes that might be the highest requirement for campus placements of students.

The use of distance technologies is measured by the degree of the satisfaction with educational activities at the University. The article presents the results of a survey aimed at studying the degree of students� satisfaction with educational events. The survey included students enrolled in traditional, mixed and distance training models. Analysis of the study results revealed from the students� point of view both advantages and disadvantages of using individual components of the educational process. Most students (more than 70%) who participated in the research completely satisfied with the quality of teaching materials in electronic courses, agility test works by students and teacher�s quality of reviews and website functioning as well. At the same time, students noted that they haven�t got the opportunity to perform virtual laboratory work in all subjects. As a significant disadvantage, the students note a small number of lectures on special subjects and the inability, in some cases, to download them. Presented observations and recommendations about improving the use of distance technologies from the point of view of students.

The study is focusing on the environmental care components in solid waste management among students at UiTM Campus Tapah. This study is conducted through a questionnaire and involved a total of 354 students. The environment care components are consisting of knowledge, practice, attitude, perception and awareness. Statistical analysis of mean score and t-test are conducted in order to analyze the data collected. The results of the survey are highlighted that majority of the UiTM Tapah students had high knowledge level towards environmental care; and had very good practice in environment cleanliness; had a moderate concern on attitude, and the majority of the students had moderate perception in term of understanding and practicing solid waste separation and finally majority of students know their personal accountability towards environment care based on awareness component. As a conclusion, environmental care among students shows positive responses in Awareness, Practice, Attitude, Knowledge and Perception towards sustainable solid waste management in future.