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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="campus learning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7431</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: campus learning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7431</span> Enhancing Sustainability Awareness through Social Learning Experiences on Campuses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rashika%20Sharma">Rashika Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The campuses at tertiary institutes can act as a social environment for peer to peer connections. However, socialization is not the only aspect that campuses provide. The campus can act as a learning environment that has often been termed as the campus curriculum. Many tertiary institutes have taken steps to make their campus a ‘green campus’ whereby initiatives have been taken to reduce their impact on the environment. However, as visible as these initiatives are, it is debatable whether these have any effect on students’ and their understanding of sustainable campus operations. Therefore, research was conducted to evaluate the effectiveness of sustainable campus operations in raising students’ awareness of sustainability. Students at two vocational institutes participated in this interpretive research with data collected through surveys and focus groups. The findings indicated that majority of vocational education students remained oblivious of sustainability initiatives on campuses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=campus%20learning" title="campus learning">campus learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainability" title=" education for sustainability"> education for sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning" title=" social learning"> social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/76297/enhancing-sustainability-awareness-through-social-learning-experiences-on-campuses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76297.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7430</span> Comparison the Energy Consumption with Sustainability in Campus: Case Study of Four American Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bifeng%20Zhu">Bifeng Zhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhekai%20Wang"> Zhekai Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chaoyang%20Sun"> Chaoyang Sun</a>, <a href="https://publications.waset.org/abstracts/search?q=Bart%20Dewancker"> Bart Dewancker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Under the tide of promoting sustainable development in the world, American universities that have been committed to sustainable practice and innovation, not only have its sustainable campus construction been in the forefront of the world, but also have developed STARS (The Sustainability Tracking, Assessment & Rating System), which is widely used in the world and highly recognized. At the same time, in the process of global sustainable campus construction, energy problem is often regarded as one of the most important sustainable aspects, even equivalent to the sustainability of campus. Therefore, the relationship between campus energy and sustainability is worth discussing. In this study, four American universities with the highest level evaluated by STARS are selected as examples to compare and analyze the campus energy consumption and the use of new energy, GHG emissions and the overall sustainability of the campus, in order to explore the relationship between campus energy and sustainable construction. It is found that the advantages of sustainable campus construction in the United States are mainly focused on the "software" of management, education, activities, etc. Although different energy-saving measures have been taken in campus energy, the construction results are quite different. Moreover, as an important aspect of sustainable campus, energy can not fully represent the sustainability of campus, but because of the various measures it takes, it can greatly promote the sustainable construction of the whole campus. These measures and construction experiences are worthy of summary and promotion, and have positive reference significance for other universities even communities around the world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainable%20campus" title="sustainable campus">sustainable campus</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20consumption" title=" energy consumption"> energy consumption</a>, <a href="https://publications.waset.org/abstracts/search?q=STARS%20assessment" title=" STARS assessment"> STARS assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=GHG%20emissions" title=" GHG emissions"> GHG emissions</a> </p> <a href="https://publications.waset.org/abstracts/119859/comparison-the-energy-consumption-with-sustainability-in-campus-case-study-of-four-american-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119859.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">275</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7429</span> Identifying E-Learning Components at North-West University, Mafikeng Campus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sylvia%20Tumelo%20Nthutang">Sylvia Tumelo Nthutang</a>, <a href="https://publications.waset.org/abstracts/search?q=Nehemiah%20Mavetera"> Nehemiah Mavetera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational institutions are under pressure from their competitors. Regulators and community groups need educational institutions to adopt appropriate business and organizational practices. Globally, educational institutions are now using e-learning as the best teaching and learning approach. E-learning is becoming the center of attention to the learning institutions, educational systems and software inventors. North-West University (NWU) is currently using eFundi, a Learning Management System (LMS). LMS are all information systems and procedures that adds value to students learning and support the learning material in text or any multimedia files. With various e-learning tools, students would be able to access all the materials related to the course in electronic copies. The study was tasked with identifying the e-learning components at the NWU, Mafikeng campus. Quantitative research methodology was considered in data collection and descriptive statistics for data analysis. The Activity Theory (AT) was used as a theory to guide the study. AT outlines the limitations amongst e-learning at the macro-organizational level (plan, guiding principle, campus-wide solutions) and micro-organization (daily functioning practice, collaborative transformation, specific adaptation). On a technological environment, AT gives people an opportunity to change from concentrating on computers as an area of concern but also understand that technology is part of human activities. The findings have identified the university’s current IT tools and knowledge on e-learning elements. It was recommended that university should consider buying computer resources that consumes less power and practice e-learning effectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology%20%28ICT%29" title=" information and communication technology (ICT)"> information and communication technology (ICT)</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20learning%20environment" title=" virtual learning environment"> virtual learning environment</a> </p> <a href="https://publications.waset.org/abstracts/68037/identifying-e-learning-components-at-north-west-university-mafikeng-campus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68037.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">279</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7428</span> Research on the Strategy of Whole-Life-Cycle Campus Design from the Perspective of Sustainable Concept: A Case Study on Hangzhou Senior High School in Zhejiang</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fan%20Yang">Fan Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the development of social economy and the popularization of quality education, the Chinese government invests more and more funding in education. Campus constructions are experiencing a great development phase. Under the trend of sustainable development, modern green campus design needs to meet new requirements of contemporary, informational and diversified education means and adapt to future education development. Educators, designers and other participants of campus design are facing new challenges. By studying and analyzing the universal unsatisfied current situations and sustainable development requirements of Chinese campuses, this paper summarizes the strategies and intentions of the whole-life-cycle campus design. In addition, a Chinese high school in Zhejiang province is added to illustrate the design cycle in an actual case. It is aimed to make all participants of campus design, especially the designers, to realize the importance of whole-life-cycle campus design and cooperate better. Sustainable campus design is expected to come true in deed instead of becoming a slogan in this way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=campus%20design" title="campus design">campus design</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20school" title=" green school"> green school</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=whole-life-cycle%20design" title=" whole-life-cycle design"> whole-life-cycle design</a> </p> <a href="https://publications.waset.org/abstracts/71200/research-on-the-strategy-of-whole-life-cycle-campus-design-from-the-perspective-of-sustainable-concept-a-case-study-on-hangzhou-senior-high-school-in-zhejiang" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71200.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">373</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7427</span> Smart Sustainable University Campus: Aspects on Efficient Space Utilization at National Taiwan University of Science and Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wei-Hwa%20Chiang">Wei-Hwa Chiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Ching%20Cheng"> Yu-Ching Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Pei-Hsien%20Kao"> Pei-Hsien Kao</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Chi%20Lai"> Yu-Chi Lai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A smart sustainable university campus is multi-dimensional. The success requires intensive inter-disciplinary coordination among all users and the expert group and long-term optimization. This paper reported the design and realization process of the dense and campus NTUST campus where space sharing is essential. Two-phase web-based interviews with students were conducted regarding where they study between classes as well as how they move within the campus. Efficient and active utilization of public and semi-public spaces, in particular, the ones near the ground, were progressively designed and realized where lobbies, corridors, reading rooms, and classrooms not in use were considered. Most of the spaces were equipped with smart monitoring and controls in terms of access, lighting, ceiling fans, air condition, and energy use. Mobile device apps were developed regarding the management of the spaces while information about energy use, environmental quality, and the smart sustainable campus project itself were provided to stimulate the awareness of sustainability and active participation in optimizing the campus. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=smart" title="smart">smart</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=campus" title=" campus"> campus</a>, <a href="https://publications.waset.org/abstracts/search?q=space%20utilization" title=" space utilization"> space utilization</a> </p> <a href="https://publications.waset.org/abstracts/97304/smart-sustainable-university-campus-aspects-on-efficient-space-utilization-at-national-taiwan-university-of-science-and-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97304.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7426</span> Design and Implementation of Campus Wireless Networking for Sharing Resources in Federal Polytechnic Bauchi, Bauchi State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Abubakar">Hassan Abubakar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will serve as a guide to good design and implementation of wireless networking for campus institutions in Nigeria. It can be implemented throughout the primary, secondary and tertiary institutions. This paper describe the some technical functions, standard configurations and layouts of the 802.11 wireless LAN(Local Area Network) that can be implemented across the campus network. The paper also touches upon the wireless infrastructure standards involved with enhanced services, such as voice over wireless and wireless guest hotspot. The paper also touch the benefits derived from implementing campus wireless network and share some lights on how to arrive at the success in increasing the performance of wireless and using the campus wireless to share resources like software applications, printer and documents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=networking" title="networking">networking</a>, <a href="https://publications.waset.org/abstracts/search?q=standards" title=" standards"> standards</a>, <a href="https://publications.waset.org/abstracts/search?q=wireless%20local%20area%20network%20%28WLAN%29" title=" wireless local area network (WLAN)"> wireless local area network (WLAN)</a>, <a href="https://publications.waset.org/abstracts/search?q=radio%20frequency%20%28RF%29" title=" radio frequency (RF)"> radio frequency (RF)</a>, <a href="https://publications.waset.org/abstracts/search?q=campus" title=" campus"> campus</a> </p> <a href="https://publications.waset.org/abstracts/35431/design-and-implementation-of-campus-wireless-networking-for-sharing-resources-in-federal-polytechnic-bauchi-bauchi-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">416</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7425</span> Identification and Evaluation of Landscape Mosaics of Kutlubeyyazıcılar Campus, Bartın University, Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20Sar%C4%B1%20Nayim">Y. Sarı Nayim</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20N.%20Nayim"> B. N. Nayim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research proposal includes the defining and evaluation of the semi-natural and cultural ecosystems at Bartın University main campus in Turkey in terms of landscape mosaics. The ecosystem mosaic of the main campus was divided into zones based on ecological classification technique. Based on the results from the study, it was found that 6 different ecosystem mosaics should be used as a base in the planning and design of the existing and future landscape planning of Kutlubeyyazıcılar campus. The first landscape zone involves the 'social areas'. These areas include yards, dining areas, recreational areas and lawn areas. The second landscape zone is 'main vehicle and pedestrian areas'. These areas include vehicle access to the campus landscape, moving in the campus with vehicles, parking and pedestrian walk ways. The third zone is 'landscape areas with high visual landscape quality'. These areas will be the places where attractive structural and plant landscape elements will be used. Fourth zone will be 'landscapes of building borders and their surroundings.' The fifth and important zone that should be survived in the future is 'Actual semi-natural forest and bush areas'. And the last zone is 'water landscape' which brings ecological value to landscape areas. While determining the most convenient areas in the planning and design of the campus, these landscape mosaics should be taken into consideration. This zoning will ensure that the campus landscape is protected and living spaces in the campus apart from the areas where human activities are carried out will be used properly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=campus%20landscape%20planning%20and%20design" title="campus landscape planning and design">campus landscape planning and design</a>, <a href="https://publications.waset.org/abstracts/search?q=landscape%20ecology" title=" landscape ecology"> landscape ecology</a>, <a href="https://publications.waset.org/abstracts/search?q=landscape%20mosaics" title=" landscape mosaics"> landscape mosaics</a>, <a href="https://publications.waset.org/abstracts/search?q=Bart%C4%B1n" title=" Bartın"> Bartın</a> </p> <a href="https://publications.waset.org/abstracts/66263/identification-and-evaluation-of-landscape-mosaics-of-kutlubeyyazicilar-campus-bartin-university-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66263.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7424</span> Education System Development: Challenges and Barriers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kumar%20Vikas">Kumar Vikas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is to be anticipated for Human resource development and then national development. However, in most of the developing countries, due to the inadequacy of resources it is almost unattainable to educate all of their citizens through on-campus teaching. Huge amount of money is necessary to establish the infrastructure for on-campus teaching which is out of the reach of the developing countries. In these circumstances, to educate their huge inhabitants the developing countries are to depend on open learning and distance education system. However, a question still stands: can the educators dissimulate knowledge to the learners smoothly through this new system of education? Some recent research shows that the graduates of the open and distance learning institutions in the developing countries are treated as second-grade graduates. This paper aims to identify the challenges or barriers in the development of distance and Open learning system in India and suggest possible alternatives may be followed to overcome the barriers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=barriers" title="barriers">barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20countries" title=" developing countries"> developing countries</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=alternative%20solutions" title=" alternative solutions"> alternative solutions</a> </p> <a href="https://publications.waset.org/abstracts/36930/education-system-development-challenges-and-barriers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36930.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7423</span> A Pathway of Collaborative Platform to Assess the Sustainable University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20K.%20Ashiquer%20Rahman">S. K. Ashiquer Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper concentrates on the importance of Sustainable Campus Strategies, emphasizing the significance of mobilizing Innovative technological tools for constructing effectiveness of higher education strategy and institutional cooperation for sustainable campus at the university level and preparing the university’s authority to face the upcoming higher education strategy and institutional cooperation difficulties to the Sustainable Campus Plan. Within a framework of Sustainable Campus Strategies and institutional cooperation, the paper discusses the significance of a set of reference points that will lead to operational activities for multi-stakeholder multi-criteria evaluation of Higher Education and Research Institutions relative to the Sustainable Campus criteria and potential action plan for the University’s Strategy and Institutional Cooperation. It makes mention of the emergence of the effectiveness of Higher Education Strategy and Institutional Cooperation as well as the necessity of mobilizing innovative technological methods and tools for constructing the effectiveness of this Process. The paper outlines the conceptual framing of a Sustainable Campus Strategy, Institutional Cooperation and Action Plan for a sustainable campus. Optimistically, these will be a milestone in higher education, a pathway to meet the imminent Sustainable Campus Strategy and Institutional Cooperation of the completive world, and be able to manage the required criteria for a Sustainable University. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20strategy" title="higher education strategy">higher education strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20cooperation" title=" institutional cooperation"> institutional cooperation</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20campus" title=" sustainable campus"> sustainable campus</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-criteria%20evaluation" title=" multi-criteria evaluation"> multi-criteria evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20method%20and%20tools" title=" innovative method and tools"> innovative method and tools</a> </p> <a href="https://publications.waset.org/abstracts/179722/a-pathway-of-collaborative-platform-to-assess-the-sustainable-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179722.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7422</span> Traffic Study and Proposal for a Bike Lane for the University of the Basque Country</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elisabete%20Alberdi">Elisabete Alberdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Irantzu%20%C3%81lvarez"> Irantzu Álvarez</a>, <a href="https://publications.waset.org/abstracts/search?q=Laura%20Gir%C3%B3n"> Laura Girón</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this work is to propose a cycle path or network of paths to the UPV/EHU Campus in Leioa. The proposal will be presented from the point of view of sustainability. In order to achieve this, the roads that are already built will be used, and the road or network will be proposed to be built with the least amount of money possible. To select the most suitable route for the bike lane, various sources of information have been used. Through this data, we analyse the transport infrastructure and the mobility around the UPV/EHU Campus in Leioa. This work aims to satisfy the mobility needs of users on the University Campus to contribute to the sustainability of the campus. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cycle%20lane" title="cycle lane">cycle lane</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=accessibility" title=" accessibility"> accessibility</a>, <a href="https://publications.waset.org/abstracts/search?q=transport" title=" transport"> transport</a>, <a href="https://publications.waset.org/abstracts/search?q=agenda%202030" title=" agenda 2030"> agenda 2030</a> </p> <a href="https://publications.waset.org/abstracts/142084/traffic-study-and-proposal-for-a-bike-lane-for-the-university-of-the-basque-country" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142084.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">228</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7421</span> Research on University Campus Green Renovation Design Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abduxukur%20Zayit">Abduxukur Zayit</a>, <a href="https://publications.waset.org/abstracts/search?q=Guo%20Rui%20Chen"> Guo Rui Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Universities play important role for develop and distribute sustainable development ideas. This research based on the current situation of large and widely distributed university campuses in China. In view of the deterioration of campus performance, the aging of function and facilities, the large consumption of energy and resources, a logic of "problem-oriented-goal-oriented- At the level, taking the problem orientation as the focus,this paper analyzes the main influencing factors of the existing characteristics of the university campuses, establishes the digital assessment methods and clarifies the key points of the rennovation. Based on the goal orientation, this paper puts forward the existing university campus design principles, builds the green transformation-carding model and sets up the post-use evaluation model. In the end, with dual guidance as the constraint, we will formulate green design standards for campus greening, construct a greening enhancement measure for campus environment, and develop and promote a green campus after-use assessment platform. It provides useful research methods and research ideas for the reconstruction of the existing campus in China, especially the urban universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20method" title="design method">design method</a>, <a href="https://publications.waset.org/abstracts/search?q=existing%20university%20campus" title=" existing university campus"> existing university campus</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20renovation" title=" green renovation"> green renovation</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/117191/research-on-university-campus-green-renovation-design-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117191.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7420</span> Sustainable Campus Assessment Tool: Case Study of Engineering Faculty, Alexandria University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faten%20Fares">Faten Fares</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Undoubtedly, the world today faces difficult environmental, financial, and social challenges. In order to change people’s lifestyle to be more sustainable, one must change people’s culture then spaces by focusing on education. Further, the higher education has a key role to play in the move toward a more sustainable world. In the overall analysis, the true sustainable university will make a significant effect. Since the sustainable campus is not only a green built environment, which aims at energy efficiency, water efficiency, waste management, and conserving resources but also it is how to implement green built environment. This implementation takes place while engaging the campus stakeholders (students, academic staff, assistants, workers, and administrators) through educating for sustainability. The main purpose of the research is to develop a tool to assess the sustainable campus and to be a framework for achieving more sustainable campuses. In the case study, the data were analyzed to know existing efforts and capabilities then measure the sustainability performance using the proposal framework at Alexandria University Engineering Campus. Finally, the findings of the research explain that campus is partially adherence with the proposal tool and need to be more sustainable in a formally implemented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainability" title="sustainability">sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20campus" title=" sustainable campus"> sustainable campus</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20teaching%20and%20research" title=" sustainability teaching and research"> sustainability teaching and research</a>, <a href="https://publications.waset.org/abstracts/search?q=campus%20participation%20culture" title=" campus participation culture"> campus participation culture</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20improvement" title=" environmental improvement"> environmental improvement</a> </p> <a href="https://publications.waset.org/abstracts/63471/sustainable-campus-assessment-tool-case-study-of-engineering-faculty-alexandria-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63471.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">413</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7419</span> Web-Based Paperless Campus: An Approach to Reduce the Cost and Complexity of Education Administration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yekini%20N.%20Asafe">Yekini N. Asafe</a>, <a href="https://publications.waset.org/abstracts/search?q=Haastrup%20A.%20Victor"> Haastrup A. Victor</a>, <a href="https://publications.waset.org/abstracts/search?q=Lawal%20N.%20Olawale"> Lawal N. Olawale</a>, <a href="https://publications.waset.org/abstracts/search?q=Okikiola%20F.%20Mercy"> Okikiola F. Mercy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent increase in access to personal computer and networking systems have made it feasible to perform much of cumbersome and costly paper-based administration in all organization. Desktop computers, networking systems, high capacity storage devices and telecommunications system is currently allowing the transfer of various format of data to be processed, stored and dissemination for the purpose of decision making. Going paperless is more of benefits compare to full paper-based office. This paper proposed a model for design and implementation of e-administration system (paperless campus) for an institution of learning. If this model is design and implemented it will reduced cost and complexity of educational administration also eliminate menaces and environmental hazards attributed to paper-based administration within schools and colleges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-administration" title="e-administration">e-administration</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20administration" title=" educational administration"> educational administration</a>, <a href="https://publications.waset.org/abstracts/search?q=paperless%20campus" title=" paperless campus"> paperless campus</a>, <a href="https://publications.waset.org/abstracts/search?q=paper-based%20administration" title=" paper-based administration"> paper-based administration</a> </p> <a href="https://publications.waset.org/abstracts/16123/web-based-paperless-campus-an-approach-to-reduce-the-cost-and-complexity-of-education-administration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16123.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">380</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7418</span> Overcoming the Obstacles to Green Campus Implementation in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mia%20Wimala">Mia Wimala</a>, <a href="https://publications.waset.org/abstracts/search?q=Emma%20Akmalah"> Emma Akmalah</a>, <a href="https://publications.waset.org/abstracts/search?q=Ira%20Irawati"> Ira Irawati</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Rangga%20Sururi"> M. Rangga Sururi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One way that has been aggressively implemented in creating a sustainable environment nowadays is through the implementation of green building concept. In order to ensure the success of its implementation, the support and initiation from educational institutions, especially higher education institutions are indispensable. This research was conducted to figure out the obstacles restraining the success of green campus implementation in Indonesia, as well as to propose strategies to overcome those obstacles. The data presented in this paper are mainly derived from interview and questionnaire distributed randomly to the staffs and students in 10 (ten) major institutions around Jakarta and West Java area. The data were further analyzed using ANOVA and SWOT analysis. According to 182 respondents, it is found that resistance to change, inadequate knowledge, information and understanding, no penalty for any environmental violation, lack of reward for green campus practices, lack of stringent regulations/laws, lack of management commitment, insufficient funds are the obstacles to the green campus movement in Indonesia. In addition, out of 6 criteria considered in UI GreenMetric World Ranking, <em>education</em> was the only criteria that had no significant difference between public and private universities in generating the green campus performance. The work concludes with recommendation of strategies to improve the implementation of green campus in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=green%20campus" title="green campus">green campus</a>, <a href="https://publications.waset.org/abstracts/search?q=obstacles" title=" obstacles"> obstacles</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable" title=" sustainable"> sustainable</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20institutions" title=" higher education institutions"> higher education institutions</a> </p> <a href="https://publications.waset.org/abstracts/53922/overcoming-the-obstacles-to-green-campus-implementation-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53922.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">224</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7417</span> Assessing the Walkability and Urban Design Qualities of Campus Streets</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhehao%20Zhang">Zhehao Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Walking has become an indispensable and sustainable way of travel for college students in their daily lives; campus street is an important carrier for students to walk and take part in a variety of activities, improving the walkability of campus streets plays an important role in optimizing the quality of campus space environment, promoting the campus walking system and inducing multiple walking behaviors. The purpose of this paper is to explore the effect of campus layout, facility distribution, and location site selection on the walkability of campus streets, and assess the street design qualities from the elements of imageability, enclosure, complexity, transparency, and human scale, and further examines the relationship between street-level urban design perceptual qualities and walkability and its effect on walking behavior in the campus. Taking Tianjin University as the research object, this paper uses the optimized walk score method based on walking frequency, variety, and distance to evaluate the walkability of streets from a macro perspective and measures the urban design qualities in terms of the calculation of street physical environment characteristics, as well as uses behavior annotation and street image data to establish temporal and spatial behavior database to analyze walking activity from the microscopic view. In addition, based on the conclusions, the improvement and design strategy will be presented from the aspects of the built walking environment, street vitality, and walking behavior. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=walkability" title="walkability">walkability</a>, <a href="https://publications.waset.org/abstracts/search?q=streetscapes" title=" streetscapes"> streetscapes</a>, <a href="https://publications.waset.org/abstracts/search?q=pedestrian%20activity" title=" pedestrian activity"> pedestrian activity</a>, <a href="https://publications.waset.org/abstracts/search?q=walk%20score" title=" walk score"> walk score</a> </p> <a href="https://publications.waset.org/abstracts/127512/assessing-the-walkability-and-urban-design-qualities-of-campus-streets" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127512.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7416</span> Framing a Turkish Campus Sustainability Indicator Set</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cansu%20Tari">Cansu Tari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ute%20Poerschke"> Ute Poerschke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sustainable campus design and planning in Higher Education requires an entire action plan and coordination of physical, educational, and social systems. Many institutions in the world are defining their sustainable development path and some are following existing green building and sustainable campus rating/ranking systems, guidelines. In the context of higher education, Turkish universities have limited academic, social and financial support related to sustainable living, building, and campus studies. While some research has been conducted in the last 60 years by farsighted academics, most of these works are based on individuals’ or small organizations’ own interests and efforts, and they are not known enough by the population of universities and possible prospective investors. Regarding the recent fast and uncontrolled growth in the Turkish Higher Education environment, setting a campus sustainability indicator set is a necessity for sustainable development of universities. The main objective of this paper is to specify the applicable sustainability indicators in the national context of Turkey, and propose a model guideline for sustainable Turkish university campuses. The analysis of Turkish legislation on environmental issues, special conditions of Turkish Higher Education system, and Turkey’s environmental risks and challenges set the backbone of the study and distinguish the set of indicators from generalized guidelines. Finally, the paper outlines some concrete suggestions for Turkish Universities to integrate sustainability efforts in their regional context. It will be useful for campus sustainability managers and planners, interested in developing action plans in their national and regional scope. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=campus%20sustainability" title="campus sustainability">campus sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20indicators" title=" sustainability indicators"> sustainability indicators</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkish%20universities" title=" Turkish universities"> Turkish universities</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20campus%20sustainability%20action%20plan" title=" national campus sustainability action plan"> national campus sustainability action plan</a> </p> <a href="https://publications.waset.org/abstracts/43668/framing-a-turkish-campus-sustainability-indicator-set" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">258</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7415</span> Utilizing Radio as a Resource Alternative for Disseminating Information to University Students in Ibadan, Nigeria: A Study of Lead City FM and Diamond FM Radio Stations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olufemi%20Sunday%20Onabajo">Olufemi Sunday Onabajo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Radio according to communication scholars is a veritable instrument of mass education. However, its full potentials in boosting higher education have not been realized because of the commercial nature of radio stations in Nigeria. The licensing of campus radio for disseminating information on university curricular is aimed at reinforcing information shared during face to face teaching. This study anchored on Agenda Setting and Technology determinism theories seeks to find out the extent to which university students in Lead City University and University of Ibadan, Nigeria have keyed-in to the philosophy of their campus radio – Lead City FM and Diamond FM in making information dissemination in their domiciled universities less cumbersome. The study employs both qualitative and quantitative methods though the use of depth interview for ten (10) academic staff and five (5) radio personnel of both radio stations; and a questionnaire addressed to 200 students of both institutions using the systematic random sampling technique. The data collected was analyzed using simple percentage and chi-square one tail test, and it was discovered that students of both universities and their radio personnel are yet to realize the potentials of campus radio as a resource alternative to effective learning, and recommends the coming together of all stakeholders to articulate the way forward. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disseminating%20information" title="disseminating information">disseminating information</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20learning" title=" effective learning"> effective learning</a>, <a href="https://publications.waset.org/abstracts/search?q=resource%20alternative" title=" resource alternative"> resource alternative</a>, <a href="https://publications.waset.org/abstracts/search?q=utilizing%20radio" title=" utilizing radio"> utilizing radio</a> </p> <a href="https://publications.waset.org/abstracts/58942/utilizing-radio-as-a-resource-alternative-for-disseminating-information-to-university-students-in-ibadan-nigeria-a-study-of-lead-city-fm-and-diamond-fm-radio-stations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58942.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7414</span> An Empirical Analysis on the Evolution Characteristics and Textual Content of Campus Football Policy in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shangjun%20Zou">Shangjun Zou</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhiyuan%20Wang"> Zhiyuan Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Songhui%20You"> Songhui You</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction In recent years, the Chinese government has issued several policies to promote the institutional reform and innovation of the development of campus football, but many problems have been exposed in the process of policy implementation. Therefore, this paper attempts to conduct an empirical analysis of the campus football policy texts to reveal the dynamic development of the microsystem in the process of policy evolution. Methods The selected policy contents are coded by constructing a two-dimensional analysis framework of campus football policy tool-policy objective. Specifically, the X dimension consists of three oriented policy tools: environment, supply and demand, while the Y dimension is divided into six aspects of policy objectives, including institution, competition, player teaching, coach training, resource guarantee and popularization. And the distribution differences of textual analysis units on X and Y dimensions are tested by using SPSS22.0 so as to evaluate the characteristics and development trend of campus football policy on respective subjects. Results 1) In the policy evolution process of campus football stepping into the 2.0 Era, there were no significant differences in the frequency distribution of policy tools(p=0.582) and policy objectives(p=0.603). The collaborative governance of multiple participants has become the primary trend, and the guiding role of Chinese Football Association has gradually become prominent. 2) There were significant differences in the distribution of policy tools before the evolution at a 95% confidence level(p=0.041). With environmental tools always maintaining the dominant position, the overall synergy of policy tools increased slightly. 3) There were significant differences in the distribution of policy objectives after the evolution at a 90% confidence level(p=0.069). The competition system of policy objective has not received enough attention while the construction of institution and resource guarantee system has been strengthened. Conclusion The upgraded version of campus football should adhere to the education concept of health first, promote the coordinated development of youth cultural learning and football skills, and strive to achieve more solid popularization, more scientific institution, more comprehensive resource guarantee and adequate integration. At the same time, it is necessary to strengthen the collaborative allocation of policy tools and reasonable planning of policy objectives so as to promote the high quality and sustainable development of campus football in the New Era. Endnote The policy texts selected in this paper are “Implementation Opinions on Accelerating the Development of Youth Campus Football” and “Action Plans for the Construction of Eight Systems of National Youth Campus Football”, which were promulgated on August 13, 2015 and September 25, 2020 respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=campus%20football" title="campus football">campus football</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20analysis" title=" content analysis"> content analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=evolution%20characteristics" title=" evolution characteristics"> evolution characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=policy%20objective" title=" policy objective"> policy objective</a>, <a href="https://publications.waset.org/abstracts/search?q=policy%20tool" title=" policy tool"> policy tool</a> </p> <a href="https://publications.waset.org/abstracts/137423/an-empirical-analysis-on-the-evolution-characteristics-and-textual-content-of-campus-football-policy-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137423.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">190</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7413</span> Sustaining Language Learning: A Case Study of Multilingual Writers' ePortfolios</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amy%20Hodges">Amy Hodges</a>, <a href="https://publications.waset.org/abstracts/search?q=Deanna%20Rasmussen"> Deanna Rasmussen</a>, <a href="https://publications.waset.org/abstracts/search?q=Sherry%20Ward"> Sherry Ward</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the use of ePortfolios in a two-course sequence for ESL (English as a Second Language) students at an international branch campus in Doha, Qatar. ePortfolios support the transfer of language learning, but few have examined the sustainability of that transfer across an ESL program. Drawing upon surveys and interviews with students, we analyze three case studies that complicate previous research on metacognition, language learning, and ePortfolios. Our findings have implications for those involved in ESL programs and assessment of student writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=TESOL" title="TESOL">TESOL</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20portfolios" title=" electronic portfolios"> electronic portfolios</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/72564/sustaining-language-learning-a-case-study-of-multilingual-writers-eportfolios" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72564.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7412</span> Low Impact Development Strategies Applied in the Water System Planning in the Coastal Eco-Green Campus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ying%20Li">Ying Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Zaisheng%20Hong"> Zaisheng Hong</a>, <a href="https://publications.waset.org/abstracts/search?q=Weihong%20Wang"> Weihong Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid enlargement of the size of Chinese universities, newly built campuses are springing up everywhere in recent years. It is urged to build eco-green campus because the role of higher education institutions in the transition to a more sustainable society has been highlighted for almost three decades. On condition that a new campus is usually built on an undeveloped site, where the basic infrastructure is not completed, finding proper strategies in planning and design of the campus becomes a primary concern. Low Impact Development (LID) options have been proposed as an alternative approach to make better use of rainwater in planning and design of an undeveloped site. On the basis of analyzing the natural circumstance, geographic condition, and other relative information, four main LID approaches are coordinated in this study of Hebei Union University, which are ‘Storage’, ‘Retaining’, ‘Infiltration’ and ‘Purification’. ‘Storage’ refers to a big central lake in the campus for rainwater harvesting. ‘Retaining’ means rainwater gardens scattered in the campus, also being known as bioretention areas which mimic the naturally created pools of water, to decrease surface flow runoff. ‘Infiltration’ is designed of grassed swales, which also play a part of floodway channel. ‘Purification’ is known as either natural or artificial wetland to reduce pollutants such as nitrogen and phosphorous in the waterbody. With above mentioned measures dealing with the synthetic use of rainwater in the acid & alkali area in the coastal district, an eco-green campus construction and an ecological sustainability will be realized, which will give us more enlightenment and reference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=newly%20built%20campus" title="newly built campus">newly built campus</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20impact%20development" title=" low impact development"> low impact development</a>, <a href="https://publications.waset.org/abstracts/search?q=planning%20design" title=" planning design"> planning design</a>, <a href="https://publications.waset.org/abstracts/search?q=rainwater%20reuse" title=" rainwater reuse"> rainwater reuse</a> </p> <a href="https://publications.waset.org/abstracts/51964/low-impact-development-strategies-applied-in-the-water-system-planning-in-the-coastal-eco-green-campus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51964.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7411</span> A Proposed Framework for Better Managing Small Group Projects on an Undergraduate Foundation Programme at an International University Campus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sweta%20Rout-Hoolash">Sweta Rout-Hoolash</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Each year, selected students from around 20 countries begin their degrees at Middlesex University with the International Foundation Program (IFP), developing the skills required for academic study at a UK university. The IFP runs for 30 learning/teaching weeks at Middlesex University Mauritius Branch Campus, which is an international campus of UK’s Middlesex University. Successful IFP students join their degree courses already settled into life at their chosen campus (London, Dubai, Mauritius or Malta) and confident that they understand what is required for degree study. Although part of the School of Science and Technology, in Mauritius it prepares students for undergraduate level across all Schools represented on campus – including disciplines such as Accounting, Business, Computing, Law, Media and Psychology. The researcher has critically reviewed the framework and resources in the curriculum for a particular six week period of IFP study (dedicated group work phase). Despite working together closely for 24 weeks, IFP students approach the final 6 week small group work project phase with mainly inhibitive feelings. It was observed that students did not engage effectively in the group work exercise. Additionally, groups who seemed to be working well did not necessarily produce results reflecting effective collaboration, nor individual members’ results which were better than prior efforts. The researcher identified scope for change and innovation in the IFP curriculum and how group work is introduced and facilitated. The study explores the challenges of groupwork in the context of the Mauritius campus, though it is clear that the implications of the project are not restricted to one campus only. The presentation offers a reflective review on the previous structure put in place for the management of small group assessed projects on the programme from both the student and tutor perspective. The focus of the research perspective is the student voice, by taking into consideration past and present IFP students’ experiences as written in their learning journals. Further, it proposes the introduction of a revised framework to help students take greater ownership of the group work process in order to engage more effectively with the learning outcomes of this crucial phase of the programme. The study has critically reviewed recent and seminal literature on how to achieve greater student ownership during this phase especially under an environment of assessed multicultural group work. The presentation proposes several new approaches for encouraging students to take more control of the collaboration process. Detailed consideration is given to how the proposed changes impact on the work of other stakeholders, or partners to student learning. Clear proposals are laid out for evaluation of the different approaches intended to be implemented during the upcoming academic year (student voice through their own submitted reflections, focus group interviews and through the assessment results). The proposals presented are all realistic and have the potential to transform students’ learning. Furthermore, the study has engaged with the UK Professional Standards Framework for teaching and supporting learning in higher education, and demonstrates practice at the level of ‘fellow’ of the Higher Education Academy (HEA). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20peer%20learning" title="collaborative peer learning">collaborative peer learning</a>, <a href="https://publications.waset.org/abstracts/search?q=enhancing%20learning%20experiences" title=" enhancing learning experiences"> enhancing learning experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20work%20assessment" title=" group work assessment"> group work assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20communities" title=" learning communities"> learning communities</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20diverse%20classrooms" title=" multicultural diverse classrooms"> multicultural diverse classrooms</a>, <a href="https://publications.waset.org/abstracts/search?q=studying%20abroad" title=" studying abroad"> studying abroad</a> </p> <a href="https://publications.waset.org/abstracts/25895/a-proposed-framework-for-better-managing-small-group-projects-on-an-undergraduate-foundation-programme-at-an-international-university-campus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25895.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">327</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7410</span> A Reading Attempt of the Urban Memory of Jordan University of Science and Technology Campus by Cognitive Mapping</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bsma%20Adel%20Bany%20Mohammad">Bsma Adel Bany Mohammad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The University campuses are a small city containing basic city functions such as educational spaces, accommodations, services and transportation. They are spaces of functional and social life with different activities, different occupants. The campus designed and transformed like cities so both experienced and memorized in same way. Campus memory is the ability of individuals to maintain and reveal the spatial components of designed physical spaces, which form the understandings, experiences, sensations of the environment in all. ‘Cognitive mapping’ is used to decode the physical interaction and emotional relationship between individuals and the city; Cognitive maps are created graphically using geometric and verbal elements on paper by remembering the images of the Urban Environment. In this study, to determine the emotional urban identity belonging to Jordan University of science and technology Campus, architecture students Asked to identify the areas they interact with in the campus by drawing a cognitive map. ‘Campus memory items’ are identified by analyzing the cognitive maps of the campus, then the spatial identity result of such data. The analysis based on the five basic elements of Lynch: paths, districts, edges, nodes, and landmarks. As a result of this analysis, it found that Spatial Identity constructed by the shared elements of the maps. The memory of most students listed the gates structure- which is a large desirable structure, located at the main entrances within the campus defined as major landmarks, then the square spaces defined as nodes, in addition to both stairs and corridors defined as paths. Finally, the districts, edges of educational buildings and service spaces are listed correspondingly in cognitive maps. Findings suggest that the spatial identity of the campus design is related mainly to the gates structures, squares and stairs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20maps" title="cognitive maps">cognitive maps</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20campus" title=" university campus"> university campus</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20memory" title=" urban memory"> urban memory</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a> </p> <a href="https://publications.waset.org/abstracts/92995/a-reading-attempt-of-the-urban-memory-of-jordan-university-of-science-and-technology-campus-by-cognitive-mapping" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92995.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7409</span> The Implications in the Use of English as the Medium of Instruction in Business Management Courses at Vavuniya Campus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeyaseelan%20Gnanaseelan">Jeyaseelan Gnanaseelan</a>, <a href="https://publications.waset.org/abstracts/search?q=Subajana%20Jeyaseelan"> Subajana Jeyaseelan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper avails, in a systemic form, some of the results of the investigation into nature, functions, problems, and implications in the use of English as the medium of Instruction (EMI) in the Business Management courses at Vavuniya Campus of the University of Jaffna, located in the conflict-affected northern part of Sri Lanka. It is a case study of the responses of the students and the teachers from Tamil and Sinhala language communities of the Faculty of Business Studies. This paper analyzes the perceptions on the use of the medium, the EMI background, resources available and accessible, language abilities of the teachers and learners, learning style and pedagogy, the EMI methodology, the socio-economic and socio-political contexts typical of a non-native English learning context. The analysis is quantitative and qualitative. It finds out the functional perspective of the EMI in Sri Lanka and suggests practical strategies of contextualization and acculturation in the EMI organization and positions. The paper assesses the learner and teacher capacity in the use of English. The ethnic conflict and linguistic politics in Sri Lanka have contributed multiple factors to the current use of English as the medium. It has conflicted with its domestic realities and the globalization trends of the world at large which determines efficiency and effectiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medium%20of%20instruction" title="medium of instruction">medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20management" title=" business management"> business management</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/104021/the-implications-in-the-use-of-english-as-the-medium-of-instruction-in-business-management-courses-at-vavuniya-campus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104021.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7408</span> Students' Statistical Reasoning and Attitudes towards Statistics in Blended Learning, E-Learning and On-Campus Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Petros%20Roussos">Petros Roussos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study focused on students' statistical reasoning related to Null Hypothesis Statistical Testing and p-values. Its objective was to test the hypothesis that neither the place (classroom, at a distance, online) nor the medium that actually supports the learning (ICT, internet, books) has an effect on understanding of statistical concepts. In addition, it was expected that students' attitudes towards statistics would not predict understanding of statistical concepts. The sample consisted of 385 undergraduate and postgraduate students from six state and private universities (five in Greece and one in Cyprus). Students were administered two questionnaires: a) the Greek version of the Survey of Attitudes Toward Statistics, and b) a short instrument which measures students' understanding of statistical significance and p-values. Results suggest that attitudes towards statistics do not predict students' understanding of statistical concepts, whereas the medium did not have an effect. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes%20towards%20statistics" title="attitudes towards statistics">attitudes towards statistics</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20reasoning" title=" statistical reasoning"> statistical reasoning</a> </p> <a href="https://publications.waset.org/abstracts/46506/students-statistical-reasoning-and-attitudes-towards-statistics-in-blended-learning-e-learning-and-on-campus-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46506.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7407</span> Smart Campus Digital Twin: Basic Framework - Current State, Trends and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Enido%20Fabiano%20de%20Ramos">Enido Fabiano de Ramos</a>, <a href="https://publications.waset.org/abstracts/search?q=Ieda%20Kanashiro%20Makiya"> Ieda Kanashiro Makiya</a>, <a href="https://publications.waset.org/abstracts/search?q=Francisco%20I.%20Giocondo%20Cesar"> Francisco I. Giocondo Cesar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study presents an analysis of the Digital Twin concept applied to the academic environment, focusing on the development of a Digital Twin Smart Campus Framework. Using bibliometric analysis methodologies and literature review, the research investigates the evolution and applications of the Digital Twin in educational contexts, comparing these findings with the advances of Industry 4.0. It was identified gaps in the existing literature and highlighted the need to adapt Digital Twin principles to meet the specific demands of a smart campus. By integrating Industry 4.0 concepts such as automation, Internet of Things, and real-time data analytics, we propose an innovative framework for the successful implementation of the Digital Twin in academic settings. The results of this study provide valuable insights for university campus managers, allowing for a better understanding of the potential applications of the Digital Twin for operations, security, and user experience optimization. In addition, our framework offers practical guidance for transitioning from a digital campus to a digital twin smart campus, promoting innovation and efficiency in the educational environment. This work contributes to the growing literature on Digital Twins and Industry 4.0, while offering a specific and tailored approach to transforming university campuses into smart and connected spaces, high demanded by Society 5.0 trends. It is hoped that this framework will serve as a basis for future research and practical implementations in the field of higher education and educational technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=smart%20campus" title="smart campus">smart campus</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20twin" title=" digital twin"> digital twin</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%204.0" title=" industry 4.0"> industry 4.0</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20trends" title=" education trends"> education trends</a>, <a href="https://publications.waset.org/abstracts/search?q=society%205.0" title=" society 5.0"> society 5.0</a> </p> <a href="https://publications.waset.org/abstracts/184120/smart-campus-digital-twin-basic-framework-current-state-trends-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184120.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7406</span> Studying the Impact of Architectural Styles on Student Satisfaction in University of Energy and Natural Resources, Sunyani</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Frimpong%20Gyamfi%20Marious">Frimpong Gyamfi Marious</a> </p> <p class="card-text"><strong>Abstract:</strong></p> At the University of Energy and Natural Resources (UENR) in Sunyani, Ghana, this study investigates the connection between architectural styles and student satisfaction. The study investigates how various architectural components, such as building layout, lighting, ventilation, and aesthetics, affect students' comfort, educational experience, and general contentment with campus amenities. Data was gathered using a mixed-methods approach that included physical inspections of school facilities, in-depth interviews with students, working and none working staff. According to the results, modern designs that incorporate flexible learning areas, sufficient natural lighting, and appropriate ventilation greatly raise student satisfaction. Nonetheless, it was discovered that certain traditional architectural features included in campus structures enhanced students' feelings of cultural kinship. The study also identifies key architectural challenges affecting student comfort, including inadequate thermal control and limited social interaction spaces. Based on these findings, the research proposes design recommendations for future campus development that balance modern functionality with cultural sensitivity. This study contributes to the growing body of knowledge on educational architecture and provides practical insights for improving campus design to enhance student experience in tropical climates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=architectural%20styles" title=" architectural styles"> architectural styles</a>, <a href="https://publications.waset.org/abstracts/search?q=impact%20of%20architectural%20styles" title=" impact of architectural styles"> impact of architectural styles</a>, <a href="https://publications.waset.org/abstracts/search?q=impacts%20of%20architectural%20styles%20on%20students%20satisfaction" title=" impacts of architectural styles on students satisfaction"> impacts of architectural styles on students satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/194537/studying-the-impact-of-architectural-styles-on-student-satisfaction-in-university-of-energy-and-natural-resources-sunyani" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194537.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">8</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7405</span> Introducing Transcending Pedagogies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wajeehah%20Aayeshah">Wajeehah Aayeshah</a>, <a href="https://publications.waset.org/abstracts/search?q=Joy%20Higgs"> Joy Higgs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The term “transcending pedagogies” has been created to refer to teaching and learning strategies that transcend the mode of student enrolment, the needs of different students, and different learning spaces. The value of such pedagogies in the current arena when learning spaces, technologies and preferences are more volatile than ever before, is a key focus of this paper. The paper will examine current and emerging pedagogies that transcend the learning spaces and enrollment modes of on campus, distance, virtual and workplace learning contexts. A further point of interest is how academics in professional and higher education settings interpret and implement pedagogies in the current global conversation space and re-creation of higher education. This study questioned how the notion and practice of transcending pedagogies enables us to re-imagine and reshape university curricula. It explored the nature of teaching and learning spaces and those professional and higher education (current and emerging) pedagogies that can be implemented across these spaces. We set out to identify how transcending pedagogies can assist students in learning to deal with complexity, uncertainty and change in the practice worlds and better appeal to students who are making decisions on where to enrol. The data for this study was collected through in-depth interviews and focus groups with academics and policy makers within academia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Transcending%20Pedagogies" title="Transcending Pedagogies">Transcending Pedagogies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20strategies" title=" teaching and learning strategies"> teaching and learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20spaces" title=" learning spaces"> learning spaces</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogies" title=" pedagogies"> pedagogies</a> </p> <a href="https://publications.waset.org/abstracts/20609/introducing-transcending-pedagogies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20609.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">538</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7404</span> Women Executives: A Panacea to Incessant Sexual Assaults in Higher Institutions, Federal Polytechnic Nekede Imo State Nigeria as a Case Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ujunma%20Nnenna%20Egbuawa">Ujunma Nnenna Egbuawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rape or sexual assault is a hideous crime of violence done predominantly to women and occasionally to men. In institutions of higher learning, it’s mostly experienced within or outside the campus environment due to students who are from different backgrounds socially. These students also have been imbibed with conflicting ethical standards, thus act both morally and amoral with respect to their sexual urges. The most affected among these are the female students who live outside the campus environment that is suitable for any immoral activity. These female students that are victims of rape hardly would want to be identified and this has left them as habitual prey to the unsuspecting predators. The socio-cultural setting has also been a contributory factor to the psychological and physical damage these victims face throughout their time of study as female rape victims. This is an empirical study designed to elicit information from students of Federal Polytechnic Nekede Owerri Imo State Nigeria on whether they have been sexually assaulted or raped and how they handled it thereafter. This institution was used as a case study because the provost of this tertiary institution is a woman whose name is Dr( Mrs ) C.U Njoku who has made consented efforts to ensure these rape victims rise above the social stigma associated with it. This rector has also put in some measures to bring about a decline in cases of rape within and outside the campus environment. She also granted the researcher an oral interview on how she has been able to achieve these and the challenges she hitherto faced in the process. Three research questions and a hypothesis guided the study. Samples of 119 students were used and stratification was done for sex, age and the academic level of the students. 14 item questionnaires were used and data generated from the survey were analyzed using percentages. This workshop would engage the participants by investigating some courses that may help in declining the rate of rape cases within a campus. Also, necessary measures that would be taken to help in sensitizing the tertiary institutions in areas that can aid the healing procedures of these victims. The need also for guidance and counseling unit is also a necessity for the psychological survival of these rape victims. As a result, the participants would gain an increased awareness of the influence of rape and sexual assault on campus. There ought to be a paradigm shift in institutions of higher learning in policies, administrative decisions and introduction of courses that will uplift ethical standards in order to bring about a change both locally and globally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=institutions" title="institutions">institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological" title=" psychological"> psychological</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20assault" title=" sexual assault"> sexual assault</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-cultural" title=" socio-cultural"> socio-cultural</a> </p> <a href="https://publications.waset.org/abstracts/87982/women-executives-a-panacea-to-incessant-sexual-assaults-in-higher-institutions-federal-polytechnic-nekede-imo-state-nigeria-as-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87982.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7403</span> Student Diversity in Higher Education: The Impact of Digital Elements on Student Learning Behavior and Subject-Specific Preferences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pia%20Kastl">Pia Kastl</a> </p> <p class="card-text"><strong>Abstract:</strong></p> By combining face-to-face sessions with digital selflearning units, the learning process can be enhanced and learning success improved. Potentials of blended learning are the flexibility and possibility to get in touch with lecturers and fellow students face-toface. It also offers the opportunity to individualize and self-regulate the learning process. Aim of this article is to analyse how different learning environments affect students’ learning behavior and how digital tools can be used effectively. The analysis also considers the extent to which the field of study affects the students’ preferences. Semi-structured interviews were conducted with students from different disciplines at two German universities (N= 60). The questions addressed satisfaction and perception of online, faceto-face and blended learning courses. In addition, suggestions for improving learning experience and the use of digital tools in the different learning environments were surveyed. The results show that being present on campus has a positive impact on learning success and online teaching facilitates flexible learning. Blended learning can combine the respective benefits, although one challenge is to keep the time investment within reasonable limits. The use of digital tools differs depending on the subject. Medical students are willing to use digital tools to improve their learning success and voluntarily invest more time. Students of the humanities and social sciences, on the other hand, are reluctant to invest additional time. They do not see extra study material as an additional benefit their learning success. This study illustrates how these heterogenous demands on learning environments can be met. In addition, potential for improvement will be identified in order to foster both learning process and learning success. Learning environments can be meaningfully enriched with digital elements to address student diversity in higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20styles" title=" learning styles"> learning styles</a> </p> <a href="https://publications.waset.org/abstracts/165094/student-diversity-in-higher-education-the-impact-of-digital-elements-on-student-learning-behavior-and-subject-specific-preferences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165094.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7402</span> Cost-Effective Hybrid Cloud Framework for HEI’s </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shah%20Muhammad%20Butt">Shah Muhammad Butt</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Masaud%20Ansari"> Ahmed Masaud Ansari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Present Financial crisis in Higher Educational Institutes (HEIs) facing lots of problems considerable budget cuts, make difficult to meet the ever growing IT-based research and learning needs, institutions are rapidly planning and promoting cloud-based approaches for their academic and research needs. A cost effective Hybrid Cloud framework for HEI’s will provide educational services for campus or intercampus communication. Hybrid Cloud Framework comprises Private and Public Cloud approaches. This paper will propose the framework based on the Open Source Cloud (OpenNebula for Virtualization, Eucalyptus for Infrastructure, and Aneka for programming development environment) combined with CSP’s services which are delivered to the end-user via the Internet from public clouds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20services" title="educational services">educational services</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20campus%20cloud" title=" hybrid campus cloud"> hybrid campus cloud</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20source" title=" open source"> open source</a>, <a href="https://publications.waset.org/abstracts/search?q=electrical%20and%20systems%20sciences" title=" electrical and systems sciences"> electrical and systems sciences</a> </p> <a 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