This document discusses potential ways for Nanyang Technological University (NTU) in Singapore to achieve its carbon neutral target. It analyzes NTU's current carbon footprint, which is mainly from electricity usage and transportation. Three potential approaches are proposed and evaluated: 1) Increasing online courses, which could reduce carbon footprint but lacks educational value; 2) Buying carbon offsets, which only addresses emissions temporarily without reducing them; 3) Partnering with other organizations, promoting behavioral change, and increasing energy efficiency and renewable energy usage through various measures, which provides a more comprehensive long-term solution.
Ab0401 e learning sharon,may,mirnawaty,bi jun,lindaNBS
The document discusses recommendations for NTU to reduce its carbon footprint in line with its vision as a technological university. It evaluates switching classrooms to online platforms and raising awareness of green initiatives. Online platforms could significantly reduce CO2 emissions while preparing students with IT skills. Raising green awareness would help nurture environmentally responsible graduates and potentially reduce costs long-term through sustainability efforts. The recommendations aim to benefit stakeholders like students, staff, society and future employers while fulfilling NTU's corporate social responsibility.
The document analyzes the carbon footprint of Nanyang Technological University (NTU) and considers whether classroom learning should transition to e-learning. It finds NTU's total carbon emissions to be 84,704,011.46 kgCO2. While e-learning could reduce costs and carbon emissions, it may not be feasible due to limitations for students like lack of social interaction and guidance. Carbon offsets are also discussed, but have ethical concerns like not addressing the root causes of emissions and potential issues at the project level. The document concludes a gradual transition to e-learning combined with other sustainability efforts may be best.
This document evaluates several options to reduce NTU's carbon footprint on a daily basis. Option 4, modifying the campus to be greener by installing solar panels and green buildings, is identified as the best long-term solution despite its high initial costs. It is estimated to reduce carbon emissions the most at 41 tons daily and save $523 daily in costs. While other options like increasing online learning or compacting timetables also lower emissions, they have drawbacks in implementation or effectiveness. An optimal approach may be combining all the options based on NTU's financial resources to maximize environmental sustainability.
WildWood Elementary's 2008-2009 State of the School Address outlines goals and initiatives in four strategic directions:
1. Student Achievement: Increase academic rigor, close achievement gaps, and demonstrate continuous improvement in reading and math standards. WildWood will focus on interventions and expanding learning opportunities.
2. Equity & Equal Opportunity: Implement evaluation, professional development, and increase cultural competence. WildWood focuses on diversity through assemblies and staff training.
3. Effective Communication: Strengthen communication between school and community and increase parent engagement and access to student performance data. WildWood connects with parents through bus visits and messaging.
4. Accountability: Provide safe learning environments, examine practices for efficiency and safety, and
This document outlines a framework for advancing education for sustainable development (ESD) after 2015. It discusses how ESD can help update educational purposes and outcomes, strengthen curriculum, and guide students to solve future sustainability issues. The document also proposes priority action areas for ESD, including advancing policy, transforming learning environments, building educator capacity, empowering youth, and accelerating local solutions. It recommends establishing a global coordination mechanism to oversee ESD implementation through regional forums, UN agency coordination, and periodic reporting.
The document provides information about the EkoSkola Programme, an environmental education and certification programme for schools. It aims to involve students in decision making and environmental activities. It also helps schools implement sustainable practices and reduce their environmental impact. The programme is coordinated internationally by the Foundation for Environmental Education and involves thousands of students, teachers, and schools globally in working towards environmental sustainability.
This document discusses potential ways for Nanyang Technological University (NTU) in Singapore to achieve its carbon neutral target. It analyzes NTU's current carbon footprint, which is mainly from electricity usage and transportation. Three potential approaches are proposed and evaluated: 1) Increasing online courses, which could reduce carbon footprint but lacks educational value; 2) Buying carbon offsets, which only addresses emissions temporarily without reducing them; 3) Partnering with other organizations, promoting behavioral change, and increasing energy efficiency and renewable energy usage through various measures, which provides a more comprehensive long-term solution.
Ab0401 e learning sharon,may,mirnawaty,bi jun,lindaNBS
The document discusses recommendations for NTU to reduce its carbon footprint in line with its vision as a technological university. It evaluates switching classrooms to online platforms and raising awareness of green initiatives. Online platforms could significantly reduce CO2 emissions while preparing students with IT skills. Raising green awareness would help nurture environmentally responsible graduates and potentially reduce costs long-term through sustainability efforts. The recommendations aim to benefit stakeholders like students, staff, society and future employers while fulfilling NTU's corporate social responsibility.
The document analyzes the carbon footprint of Nanyang Technological University (NTU) and considers whether classroom learning should transition to e-learning. It finds NTU's total carbon emissions to be 84,704,011.46 kgCO2. While e-learning could reduce costs and carbon emissions, it may not be feasible due to limitations for students like lack of social interaction and guidance. Carbon offsets are also discussed, but have ethical concerns like not addressing the root causes of emissions and potential issues at the project level. The document concludes a gradual transition to e-learning combined with other sustainability efforts may be best.
This document evaluates several options to reduce NTU's carbon footprint on a daily basis. Option 4, modifying the campus to be greener by installing solar panels and green buildings, is identified as the best long-term solution despite its high initial costs. It is estimated to reduce carbon emissions the most at 41 tons daily and save $523 daily in costs. While other options like increasing online learning or compacting timetables also lower emissions, they have drawbacks in implementation or effectiveness. An optimal approach may be combining all the options based on NTU's financial resources to maximize environmental sustainability.
WildWood Elementary's 2008-2009 State of the School Address outlines goals and initiatives in four strategic directions:
1. Student Achievement: Increase academic rigor, close achievement gaps, and demonstrate continuous improvement in reading and math standards. WildWood will focus on interventions and expanding learning opportunities.
2. Equity & Equal Opportunity: Implement evaluation, professional development, and increase cultural competence. WildWood focuses on diversity through assemblies and staff training.
3. Effective Communication: Strengthen communication between school and community and increase parent engagement and access to student performance data. WildWood connects with parents through bus visits and messaging.
4. Accountability: Provide safe learning environments, examine practices for efficiency and safety, and
This document outlines a framework for advancing education for sustainable development (ESD) after 2015. It discusses how ESD can help update educational purposes and outcomes, strengthen curriculum, and guide students to solve future sustainability issues. The document also proposes priority action areas for ESD, including advancing policy, transforming learning environments, building educator capacity, empowering youth, and accelerating local solutions. It recommends establishing a global coordination mechanism to oversee ESD implementation through regional forums, UN agency coordination, and periodic reporting.
The document provides information about the EkoSkola Programme, an environmental education and certification programme for schools. It aims to involve students in decision making and environmental activities. It also helps schools implement sustainable practices and reduce their environmental impact. The programme is coordinated internationally by the Foundation for Environmental Education and involves thousands of students, teachers, and schools globally in working towards environmental sustainability.
Major Brand Launch: Shaping a Better FutureMark Brown
The document introduces a major brand launch by Dublin City University (DCU) called "Connected" that aims to shape a better future through connected learning. It discusses how DCU is committed to transforming lives and societies through strategic partnerships and innovation in digital learning. The National Strategy for Higher Education recommends increased flexibility, innovation, access routes, and equal funding to raise levels of lifelong and higher education attainment in Ireland.
The document outlines Central European University's (CEU) efforts to promote sustainable practices across campus. It discusses establishing a Sustainable Campus Initiative to institutionalize sustainability strategies long-term with involvement from students, faculty, and staff. Key recommendations include appointing a dedicated Sustainability Officer, integrating sustainability into coursework and research, and obtaining administrative and financial support for student-led initiatives. The ultimate goal is for CEU to serve as a model for sustainable leadership in the region through coordinated efforts across its community.
The document outlines 3 primary academic programs at a university for the 2010-2011 school year and provides updates:
1. The Ignite Learning Tutorials Program has hosted over 80 students for one-on-one tutoring and over 500 students attended midterm tutorial sessions with 200 attending chemistry tutorials. Weaknesses include relying on student organizations to respond to tutoring requests and coordinate.
2. The A-tenean Program sold over 45,000 PHP worth of books and completed an academic board listing scholarship opportunities. A dean's list frame will be installed.
3. The Synergy Program supported the Chemistry Society's quiz bowl which reached another level. An ENSET project was stalled finalizing forms. Up
Teaching blended learning through a blended community of inquirystefanstenbom
The document outlines an agenda for a course on blended learning that brings together faculty in Sweden to foster a community of inquiry. The course aims to review principles of blended teaching and design through a blended format that incorporates both face-to-face and online elements. The community of inquiry framework structures the course, focusing on teaching, social, and cognitive presences to support purposeful critical inquiry among participants.
OpenEd Leader Summit: Effective OER ProjectsKim Thanos
This document summarizes key lessons from an open education leadership summit in 2014. It discusses the need for systemic change and an institutional champion to promote open educational resources (OER). It notes faculty require diverse approaches and support to adopt, adapt, or create OER. Finally, it emphasizes the importance of the community owning the connection between various stakeholders involved in OER.
Faculty in a focus group generally found rich media to be a valuable teaching tool, with almost all using it and half assigning related student projects, though students' technical skills sometimes exceeded their media production abilities. Participants preferred hands-on training and cited room setup issues, scheduling, lack of support, time constraints, and copyright knowledge as primary barriers. They agreed on needs for ongoing technical support, incentives, training, and best practices guidance to further encourage rich media use, and expressed concerns that one-time university funding and faculty time commitments may not sustain rich media integration long-term.
AERA 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
East, M., Tolosa, C., Barbour, M. K., & Owen, H. (2019, April). Learning an Asian language in a primary online learning program. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
1. Curriculum implementation involves many stakeholders including teachers, parents, administrators, students and community members who all influence and help bring the curriculum to life.
2. Educational technology plays an important role in curriculum implementation by aiding instruction and helping teachers effectively teach lessons. Different types of instructional media like printed materials, videos and computer presentations can be used.
3. The role of technology is to upgrade teaching and learning, increase teacher effectiveness, and broaden education delivery both inside and outside of schools. It supports a shift to a more student-centered approach focused on developing well-rounded 21st century skills.
This document outlines the framing of an educational project focusing on the productive use of information and communication technologies (ICT). The project aims to have teachers communicate and collaborate with others to select and use new ICT-supported strategies, including cross-classroom collaboration and providing authentic audiences for students. Principals, teachers and students will have shared ownership of the project, which values knowledge building and knowledge sharing and focuses on deep student learning.
The document investigates using blended learning to support assessment innovations in law modules at the University of Brighton. Pilot studies introduced online revision materials and formative assessments to replace some face-to-face sessions for Criminal Law and Public Law modules assessed by 100% seen examinations and coursework respectively. Student questionnaires found that most appreciated the flexibility of online learning and perceived it developed their understanding, though its ability to directly prepare for summative assessment was less clear. Analysis of examination marks found average scores increased slightly for topics covered through blended learning. The study concluded blended learning enhances learning experiences without extra resources and supports shifts to greater examination-based assessment.
Learning Unbound: Evidence-based Design and Education’s Third Horizon Candic ...WASC Senior
One of the most powerful features of technology-enhanced learning environments is that they allow us to embed ongoing formative assessment and feedback into instructional activities. Using intelligent tutoring, virtual laboratories, simulations, and frequent assessment and feedback, the Open Learning Initiative at Carnegie Mellon University supports flexible and responsive instruction that fosters learning. As students work through OLI courses, we use technology to collect real-time data that informs four positive feedback loops: feedback to students, to instructors, to course designers, and to learning science researchers. The results are promising. Our experience shows that educational technology can make higher education less expensive and more accessible while increasing effectiveness -- breaking the iron triangle - while serving greater numbers of students who bring enormous variability in their background knowledge, relevant skills and future goals. In fact, learning technology may be essential, if we are to meet President Obama's goal to raise the nation's college graduation rate to 60% by 2020.
Sustainable housing development assignmentJäkê Čhŷį Śêrñ
This document discusses the lack of education on sustainable housing development in the construction industry. It notes that lecturers do not see sustainable development as important, and the public views it as irrelevant. Due to this lack of education, stakeholders lack knowledge about sustainable housing concepts and do not consider environmental impacts. The document recommends educating stakeholders and the public by including sustainable development as a core subject in tertiary education and talks. It emphasizes using local resources and examples to make lessons relevant, and encouraging active learning through student comments and incentives for lecturers.
1) The original logic model for a teacher preparation program assumed students would be trained to use technology, observe faculty modeling its use, and gain confidence using it during student teaching. However, results found lower than expected technology use.
2) Further evaluation found faculty reported little technology modeling, students had low confidence in subject-specific tools, and student teaching portfolios showed minimal technology use despite student reports.
3) A survey of graduates found most teachers regularly used technology for instruction, contradicting earlier results, suggesting self-reports and artifacts like portfolios may not accurately capture technology integration.
Latest Trends in Standards and Benchmarking for Technology Enhanced Learning:...Charles Darwin University
This document summarizes recent trends in standards and benchmarking for technology enhanced learning. It discusses how quality assurance bodies like TEQSA are focusing more on ensuring consistency between online and face-to-face courses as well as course quality. The document outlines eight benchmarks for technology enhanced learning and notes that several universities and organizations have developed tools and standards for quality online learning. It also advertises upcoming events at Deakin University on quality assurance and new higher education standards.
Aect2013 Kaleidoscope Open Course IntiativeRonda Dorsey
The Kaleidoscope Project, funded by a Next Generation Learning Challenges (NGLC) Wave One grant, focuses on supporting the academic success of at-risk student populations by creating effective, sustainable, and collaborative courses using open educational resources (OER), open source software, sound instructional design, a closed-loop assessment process, and detailed analysis of learning and success results. The end result is an innovative scaling strategy with the potential to significantly disrupt higher education.
The New Hampshire Environmental Literacy Plan working group requested endorsement of the plan by the New Hampshire Department of Education. This is the presentation the group made to the New Hampshire Board of Education on 21 March 2012.
This document analyzes options to make an NTU module carbon neutral. It currently calculates the carbon footprint of physical classroom lessons. Online lessons could reduce emissions by 85% but have costs and benefits. Buying carbon offsets would neutralize emissions but be very expensive. A hybrid model combining online and classroom components is proposed to balance reduction, cost and student experience. This option is estimated to have the highest benefits compared to costs.
1) The document proposes hybridizing online and physical classroom learning to reduce carbon emissions at a university. It analyzes carbon footprints and costs/benefits to stakeholders of online lessons, carbon credits, and a hybrid option.
2) Online lessons could reduce emissions by 85% but have costs like less personal interaction. Carbon credits offset emissions at a high cost of SGD 548,591 but benefits are difficult to assess.
3) A hybrid option of half online/half physical lessons may balance costs and benefits better by reducing travel emissions and expenses while maintaining classroom dynamics. It could provide a well-rounded education experience with lower learning costs.
AB0401 Seminar 3 Group 7 (Aldrick, Adriel,Shawn, Hillary, Jun Cheng, Perry)NBS
This document discusses strategies for making Nanyang Technological University's (NTU) campus carbon neutral. It begins with estimating NTU's current yearly carbon footprint of approximately 66,880,000 kg of carbon dioxide emissions. It then evaluates four suggestions to reduce emissions: online learning, buying carbon offset credits, using compressed natural gas buses, and promoting environmentalism. While offset credits do not actually decrease emissions, compressed natural gas buses and educating students could provide long-term carbon reductions if implemented. The best approach is to continue research into sustainable energy and educate students to influence future business practices.
The document proposes recommendations for NTU to achieve its carbon neutral target. It recommends expanding e-learning to reduce transportation emissions, the largest source of NTU's carbon footprint. It evaluates alternatives like buying carbon offsets but does not recommend it. The alternatives of removing shuttle buses, providing free bicycles, setting air conditioning to 25C, and reducing lesson days are compared. The recommendations aim to shift lectures online while implementing other measures to lower emissions and costs long-term. Effectiveness will be measured through surveys, rankings, cost savings, and carbon emission tracking.
Major Brand Launch: Shaping a Better FutureMark Brown
The document introduces a major brand launch by Dublin City University (DCU) called "Connected" that aims to shape a better future through connected learning. It discusses how DCU is committed to transforming lives and societies through strategic partnerships and innovation in digital learning. The National Strategy for Higher Education recommends increased flexibility, innovation, access routes, and equal funding to raise levels of lifelong and higher education attainment in Ireland.
The document outlines Central European University's (CEU) efforts to promote sustainable practices across campus. It discusses establishing a Sustainable Campus Initiative to institutionalize sustainability strategies long-term with involvement from students, faculty, and staff. Key recommendations include appointing a dedicated Sustainability Officer, integrating sustainability into coursework and research, and obtaining administrative and financial support for student-led initiatives. The ultimate goal is for CEU to serve as a model for sustainable leadership in the region through coordinated efforts across its community.
The document outlines 3 primary academic programs at a university for the 2010-2011 school year and provides updates:
1. The Ignite Learning Tutorials Program has hosted over 80 students for one-on-one tutoring and over 500 students attended midterm tutorial sessions with 200 attending chemistry tutorials. Weaknesses include relying on student organizations to respond to tutoring requests and coordinate.
2. The A-tenean Program sold over 45,000 PHP worth of books and completed an academic board listing scholarship opportunities. A dean's list frame will be installed.
3. The Synergy Program supported the Chemistry Society's quiz bowl which reached another level. An ENSET project was stalled finalizing forms. Up
Teaching blended learning through a blended community of inquirystefanstenbom
The document outlines an agenda for a course on blended learning that brings together faculty in Sweden to foster a community of inquiry. The course aims to review principles of blended teaching and design through a blended format that incorporates both face-to-face and online elements. The community of inquiry framework structures the course, focusing on teaching, social, and cognitive presences to support purposeful critical inquiry among participants.
OpenEd Leader Summit: Effective OER ProjectsKim Thanos
This document summarizes key lessons from an open education leadership summit in 2014. It discusses the need for systemic change and an institutional champion to promote open educational resources (OER). It notes faculty require diverse approaches and support to adopt, adapt, or create OER. Finally, it emphasizes the importance of the community owning the connection between various stakeholders involved in OER.
Faculty in a focus group generally found rich media to be a valuable teaching tool, with almost all using it and half assigning related student projects, though students' technical skills sometimes exceeded their media production abilities. Participants preferred hands-on training and cited room setup issues, scheduling, lack of support, time constraints, and copyright knowledge as primary barriers. They agreed on needs for ongoing technical support, incentives, training, and best practices guidance to further encourage rich media use, and expressed concerns that one-time university funding and faculty time commitments may not sustain rich media integration long-term.
AERA 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
East, M., Tolosa, C., Barbour, M. K., & Owen, H. (2019, April). Learning an Asian language in a primary online learning program. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
1. Curriculum implementation involves many stakeholders including teachers, parents, administrators, students and community members who all influence and help bring the curriculum to life.
2. Educational technology plays an important role in curriculum implementation by aiding instruction and helping teachers effectively teach lessons. Different types of instructional media like printed materials, videos and computer presentations can be used.
3. The role of technology is to upgrade teaching and learning, increase teacher effectiveness, and broaden education delivery both inside and outside of schools. It supports a shift to a more student-centered approach focused on developing well-rounded 21st century skills.
This document outlines the framing of an educational project focusing on the productive use of information and communication technologies (ICT). The project aims to have teachers communicate and collaborate with others to select and use new ICT-supported strategies, including cross-classroom collaboration and providing authentic audiences for students. Principals, teachers and students will have shared ownership of the project, which values knowledge building and knowledge sharing and focuses on deep student learning.
The document investigates using blended learning to support assessment innovations in law modules at the University of Brighton. Pilot studies introduced online revision materials and formative assessments to replace some face-to-face sessions for Criminal Law and Public Law modules assessed by 100% seen examinations and coursework respectively. Student questionnaires found that most appreciated the flexibility of online learning and perceived it developed their understanding, though its ability to directly prepare for summative assessment was less clear. Analysis of examination marks found average scores increased slightly for topics covered through blended learning. The study concluded blended learning enhances learning experiences without extra resources and supports shifts to greater examination-based assessment.
Learning Unbound: Evidence-based Design and Education’s Third Horizon Candic ...WASC Senior
One of the most powerful features of technology-enhanced learning environments is that they allow us to embed ongoing formative assessment and feedback into instructional activities. Using intelligent tutoring, virtual laboratories, simulations, and frequent assessment and feedback, the Open Learning Initiative at Carnegie Mellon University supports flexible and responsive instruction that fosters learning. As students work through OLI courses, we use technology to collect real-time data that informs four positive feedback loops: feedback to students, to instructors, to course designers, and to learning science researchers. The results are promising. Our experience shows that educational technology can make higher education less expensive and more accessible while increasing effectiveness -- breaking the iron triangle - while serving greater numbers of students who bring enormous variability in their background knowledge, relevant skills and future goals. In fact, learning technology may be essential, if we are to meet President Obama's goal to raise the nation's college graduation rate to 60% by 2020.
Sustainable housing development assignmentJäkê Čhŷį Śêrñ
This document discusses the lack of education on sustainable housing development in the construction industry. It notes that lecturers do not see sustainable development as important, and the public views it as irrelevant. Due to this lack of education, stakeholders lack knowledge about sustainable housing concepts and do not consider environmental impacts. The document recommends educating stakeholders and the public by including sustainable development as a core subject in tertiary education and talks. It emphasizes using local resources and examples to make lessons relevant, and encouraging active learning through student comments and incentives for lecturers.
1) The original logic model for a teacher preparation program assumed students would be trained to use technology, observe faculty modeling its use, and gain confidence using it during student teaching. However, results found lower than expected technology use.
2) Further evaluation found faculty reported little technology modeling, students had low confidence in subject-specific tools, and student teaching portfolios showed minimal technology use despite student reports.
3) A survey of graduates found most teachers regularly used technology for instruction, contradicting earlier results, suggesting self-reports and artifacts like portfolios may not accurately capture technology integration.
Latest Trends in Standards and Benchmarking for Technology Enhanced Learning:...Charles Darwin University
This document summarizes recent trends in standards and benchmarking for technology enhanced learning. It discusses how quality assurance bodies like TEQSA are focusing more on ensuring consistency between online and face-to-face courses as well as course quality. The document outlines eight benchmarks for technology enhanced learning and notes that several universities and organizations have developed tools and standards for quality online learning. It also advertises upcoming events at Deakin University on quality assurance and new higher education standards.
Aect2013 Kaleidoscope Open Course IntiativeRonda Dorsey
The Kaleidoscope Project, funded by a Next Generation Learning Challenges (NGLC) Wave One grant, focuses on supporting the academic success of at-risk student populations by creating effective, sustainable, and collaborative courses using open educational resources (OER), open source software, sound instructional design, a closed-loop assessment process, and detailed analysis of learning and success results. The end result is an innovative scaling strategy with the potential to significantly disrupt higher education.
The New Hampshire Environmental Literacy Plan working group requested endorsement of the plan by the New Hampshire Department of Education. This is the presentation the group made to the New Hampshire Board of Education on 21 March 2012.
This document analyzes options to make an NTU module carbon neutral. It currently calculates the carbon footprint of physical classroom lessons. Online lessons could reduce emissions by 85% but have costs and benefits. Buying carbon offsets would neutralize emissions but be very expensive. A hybrid model combining online and classroom components is proposed to balance reduction, cost and student experience. This option is estimated to have the highest benefits compared to costs.
1) The document proposes hybridizing online and physical classroom learning to reduce carbon emissions at a university. It analyzes carbon footprints and costs/benefits to stakeholders of online lessons, carbon credits, and a hybrid option.
2) Online lessons could reduce emissions by 85% but have costs like less personal interaction. Carbon credits offset emissions at a high cost of SGD 548,591 but benefits are difficult to assess.
3) A hybrid option of half online/half physical lessons may balance costs and benefits better by reducing travel emissions and expenses while maintaining classroom dynamics. It could provide a well-rounded education experience with lower learning costs.
AB0401 Seminar 3 Group 7 (Aldrick, Adriel,Shawn, Hillary, Jun Cheng, Perry)NBS
This document discusses strategies for making Nanyang Technological University's (NTU) campus carbon neutral. It begins with estimating NTU's current yearly carbon footprint of approximately 66,880,000 kg of carbon dioxide emissions. It then evaluates four suggestions to reduce emissions: online learning, buying carbon offset credits, using compressed natural gas buses, and promoting environmentalism. While offset credits do not actually decrease emissions, compressed natural gas buses and educating students could provide long-term carbon reductions if implemented. The best approach is to continue research into sustainable energy and educate students to influence future business practices.
The document proposes recommendations for NTU to achieve its carbon neutral target. It recommends expanding e-learning to reduce transportation emissions, the largest source of NTU's carbon footprint. It evaluates alternatives like buying carbon offsets but does not recommend it. The alternatives of removing shuttle buses, providing free bicycles, setting air conditioning to 25C, and reducing lesson days are compared. The recommendations aim to shift lectures online while implementing other measures to lower emissions and costs long-term. Effectiveness will be measured through surveys, rankings, cost savings, and carbon emission tracking.
The document discusses options for NTU to achieve its carbon-neutral goal, including creating online courses, planting trees, and purchasing carbon offset credits. E-learning would reduce the need for in-person classes but may increase energy use. Planting trees provides long-term offsetting but requires significant land and time. Carbon offsets allow immediate reductions but have verification and incentive issues. Alternative options discussed are developing an eco-culture through education and affordances, and building sustainable infrastructure like green architecture and transportation. The document ultimately questions whether the university should focus internally or help develop carbon-reduction technologies to benefit Singapore and beyond.
Ab0401 elearning luke chan_kenneth chen_li mengzhu_grace xaveriaNBS
This presentation analyzes the environmental impact of activities at NTU university and explores options to reduce its carbon footprint, such as introducing online learning. The current annual emissions from education, research, transportation and other sources total around 2.4 million kg. Introducing 5-10 weeks of online learning could reduce individual emissions by 31-64 kg and overall emissions by 322,000-645,000 kg. Other alternatives proposed include installing solar panels and improving building design. The benefits and impacts on stakeholders like cost savings and reputation gains for the university are also discussed.
Ab0401 seminar 4 group 5 elearning co2 australiaNBS
The document analyzes alternatives for Nanyang Technological University (NTU) to achieve carbon neutrality, including increasing online learning, buying carbon offsets, installing solar panels, and using hydrogen fuel cell buses. It evaluates each alternative's advantages and disadvantages, as well as their impact on stakeholders like students, staff, partners, and the government. The executive summary recommends increasing online learning to significantly reduce purchased electricity usage, which comprises the largest source of NTU's carbon emissions. Long-term, NTU could also adopt cleaner energy sources, partnerships to develop green technologies, and hydrogen buses.
Ab0401 co2 australia s03 group 9 team sustainable (adrian heng, dave jong, gw...NBS
The document discusses calculating and reducing NTU's carbon footprint. It outlines NTU's vision, stakeholders, sources of carbon emissions including transportation, electricity use, and commuting. Alternatives proposed to reduce emissions include increasing online classes, purchasing carbon offsets, installing an energy management center, data center virtualization, and a bicycle rental program. Based on criteria like environmental impact, ease of implementation and affordability, the recommendation is to initially increase online classes and gradually implement bicycle rentals at local MRT stations.
Developing Sustainable Leadership: Changing MBA Curriculums to Breed Responsi...Cleaner Greener China
The presentation was just given as part of a Pre-COP15 conference on developing sustainable leaders through traditional management schools.
This presentation is very much focused on our model, and while only half way through the current year's program, we are already seeing great things as:
1) the course actively engages student concerns, and supports them as they develop a business case for change
2) The course is not an elective, but is part of the core curriculum (i.e. required for graduation), and integrates with other core topics (finance, operations, marketing, etc)
3) The course is tangible. Lessons learned through the first semester are put into place through the second semester partnership.
The document discusses reducing NTU's carbon footprint through various options. It identifies the main carbon emission contributors as electricity consumption, transportation, paper, and waste. Options considered are e-learning, buying carbon offsets, and converting buildings to green. E-learning could reduce transportation emissions but increase home electricity use. Offsets only temporarily reduce emissions. Converting to green buildings through motions sensors and solar panels provides long-term reduction at an initial cost. The recommendation is to implement e-learning gradually and use offsets short-term, while prioritizing converting buildings to permanently lower NTU's carbon emissions.
Sustainable University (with LSBU as the case) slideshowsustainableuni
Slide show on my research proposal on Sustainable University (with LSBU as the key case study) titled 'Sustainable University as a winning brand: An integrated programme of education, communication and research – a case study in LSBU (London South Bank University).'
The document summarizes discussions from Working Group 3 of the ISCN 2015 conference. Key points discussed include:
1. Using university campuses as "living laboratories" to strategically align research, teaching, operations, and community outreach around sustainability themes and projects.
2. The need for universities to collaborate more with external stakeholders and consider longer time frames, as sustainable change and relationship-building takes years.
3. Fostering integration between academics and facility operations through tools like environmental management systems and job descriptions, and regular events to identify shared themes.
4. Engaging hearts, minds and hands to drive behavioral change through coherence with organizational culture and campus environment.
Applying accredited community-based learning and research into your curriculu...CampusEngage
The Campus Engage Participate Programme presentation was delivered to Higher Education Educators as part of the Universal Design Conference, November 2015
Embedding sustainability in design education: A case of design project on sys...Kyungeun Sung
This document summarizes a design workshop held at the University of Liverpool that aimed to generate ideas for scaling up sustainable businesses based on upcycling through systemic changes involving multiple stakeholders. During the workshop, students worked in groups to develop ideas and system maps to address challenges faced by upcycling businesses in the UK. Their solutions focused on areas like premium upcycled products, awareness raising, product service systems, and policies/regulations. Feedback found that the workshop was effective in meeting its learning outcomes but could be improved by distributing briefs earlier and including a mini service design project.
This document summarizes a group project analyzing carbon footprint calculations and alternative environmental initiatives for NTU. It includes:
1. An overview of carbon footprint calculations including defining system boundaries and collecting activity and emission factor data.
2. NTU's estimated carbon footprint is over 50,000 tons annually, with purchased electricity being the largest source.
3. Alternative initiatives proposed include transitioning some courses online to reduce commuting, buying carbon offsets, and implementing rewards/penalties based on emissions.
ESC Metro Green Team Presentation "Greening the Culture of 325 Hudson Streetmojo61
The document outlines ESC's strategic sustainability plan. It discusses ESC's current sustainability efforts including recycling, energy efficiency measures, and green purchasing. It identifies strengths, weaknesses, opportunities and threats. The plan's goals are for ESC to reduce its carbon footprint, offer sustainability programs and degrees, and serve as a sustainability leader within SUNY by 2015. Key actions include hiring a sustainability director, developing a sustainability certificate, and launching internal and external marketing campaigns to promote ESC's sustainability efforts.
University of Greenwich Green Impact launchJohn Bailey
Slides from the University of Greenwich Green Impact launch day. The slides show what Sustainability means to the University and are followed by workshops and exercises to give the staff champions some key skills before trying to implement the new workbook in their department.
Similar to AB0401 Sem 4 Group 7 - Kee Xurong, Koh Thong Kiat, Lee Jia Sheng, Loh Sin Yi, Wei Ting Jie, Mitchell (20)
This document provides an analysis of options to reduce NTU's carbon footprint. It summarizes NTU's current carbon emissions across three scopes. For Scope 1, on-campus stationary sources and transportation are not applicable. For Scope 2, purchased electricity accounts for 121,727,941.8 kg of CO2. Scope 3 emissions include faculty and student commuting and waste. Two alternatives are evaluated: 1) Transitioning courses online, which would significantly reduce transportation emissions and is very effective and sustainable. However, it requires high upfront IT costs. 2) Buying carbon offset credits, which is feasible but does not directly reduce NTU's footprint. The document recommends transitioning courses online to meet stakeholders' interests while achieving
NTU conducted a carbon footprint analysis and identified various initiatives to reduce emissions. These included implementing energy monitoring, promoting active transportation like biking, establishing sustainable waste practices, installing solar power and green infrastructure, and offering more online classes. While buying carbon credits was considered, critics argued it only provides a temporary solution without driving real behavioral changes needed to achieve carbon neutrality long-term. Overall, the document recommended a holistic approach combining initiatives to transform operations and raise environmental awareness on campus.
Co2 australia sem04 team 6_blias tan_sea rui quan_lee wan ling_fung yi biao_t...NBS
This document presents a sustainability plan for Nanyang Technological University (NTU) consisting of a carbon offset program, sustainable infrastructure initiatives, and efforts to raise awareness. It analyzes NTU's current energy usage and carbon footprint, evaluates 10 potential alternatives, and recommends a strategy involving carbon offsets, water conservation, vertical farming, green roofs, and a sustainability ambassador program. Risks and mitigation strategies are also discussed.
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This document analyzes alternatives for reducing the carbon emissions of Nanyang Technological University (NTU) in Singapore. It calculates NTU's current carbon footprint across three scopes: Scope 1 looks at emissions from internal shuttle buses totaling 47.1 metric tons, Scope 2 looks at emissions from purchased electricity and heat totaling 3,505.75 metric tons, and Scope 3 looks at emissions from students taking public transportation totaling 10,361.21 metric tons. Three alternatives are considered: shifting some courses online, purchasing carbon offsets by planting trees in Australia, and implementing a tiered pricing model for hall room rentals based on utility usage. The document evaluates each alternative based on carbon reductions, costs, effort required, and
SEM 04 - MingHui, Jeffrey, LiMing, Suiger, WeiwenNBS
This document discusses ways for Nanyang Technological University (NTU) in Singapore to achieve its long term goal of becoming carbon neutral. It analyzes NTU's current emissions by fuel type and building type. It recommends reducing emissions through infrastructure changes like installing solar panels, LED lights, and encouraging public transportation, cycling and energy efficient appliances. Moving classes fully online is discouraged as physical interaction is important, and online access still uses devices. Simply buying carbon offsets is also discouraged in favor of direct emission reductions.
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https://www.wask.co/ebooks/digital-marketing-trends-in-2024
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Skybuffer AI: Advanced Conversational and Generative AI Solution on SAP Busin...Tatiana Kojar
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Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
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4. Deployment Using ArgoCD for Edge Devices
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5. Introduction to Apache Kafka and S3
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6. Viewing Kafka Messages in the Data Lake
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7. What is Prometheus?
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8. Monitoring Application Metrics with Prometheus
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10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
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12. Jupyter Notebooks with Code Examples
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DeFi represents a paradigm shift in the financial industry. Instead of relying on traditional, centralized institutions like banks, DeFi leverages blockchain technology to create a decentralized network of financial services. This means that financial transactions can occur directly between parties, without intermediaries, using smart contracts on platforms like Ethereum.
In 2024, we are witnessing an explosion of new DeFi projects and protocols, each pushing the boundaries of what’s possible in finance.
In summary, DeFi in 2024 is not just a trend; it’s a revolution that democratizes finance, enhances security and transparency, and fosters continuous innovation. As we proceed through this presentation, we'll explore the various components and services of DeFi in detail, shedding light on how they are transforming the financial landscape.
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Ready to take your DeFi project to the next level? Partner with Intelisync for expert DeFi development services today!
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Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
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- Practical examples and best practices to implement right away
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During this demo, the founders of Secludy will demonstrate how their system utilizes Milvus to store and manipulate embeddings for generating privacy-protected synthetic data. Their approach not only maintains the confidentiality of the original data but also enhances the utility and scalability of LLMs under privacy constraints. Attendees, including machine learning engineers, data scientists, and data managers, will witness first-hand how Secludy's integration with Milvus empowers organizations to harness the power of LLMs securely and efficiently.
Ivanti’s Patch Tuesday breakdown goes beyond patching your applications and brings you the intelligence and guidance needed to prioritize where to focus your attention first. Catch early analysis on our Ivanti blog, then join industry expert Chris Goettl for the Patch Tuesday Webinar Event. There we’ll do a deep dive into each of the bulletins and give guidance on the risks associated with the newly-identified vulnerabilities.
Trusted Execution Environment for Decentralized Process MiningLucaBarbaro3
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Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
Public CyberSecurity Awareness Presentation 2024.pptx
AB0401 Sem 4 Group 7 - Kee Xurong, Koh Thong Kiat, Lee Jia Sheng, Loh Sin Yi, Wei Ting Jie, Mitchell
1. AB0401
Seminar 04 Group 7
KOH Thong Kiat
LOH Sin Yi
LEE Jia Sheng
WEI Ting Jie, Mitchell
KEE Xurong
Changing
our World
Do we plant trees
Or create online lectures?
1
7. 7
Assumptions
University
of choice: NTU
23,518 undergraduates
6,612 staff
On
average, a student has 4 hours of
lessons a day
Lectures constitute 35% of total lessons
duration in NTU
I.e. An average student spends 1.4 hour of
his lessons in a lecture theatre daily
10. 10
e-Lectures
All
lectures (one-way communication)
can be conducted online
Lessons which deliver theories without the
need for in-class discussions and/or
interaction with the tutor
Fulfils the learning needs of students
11. 11
e-Lectures
Not
possible for ALL types of lessons
(e.g. seminars, tutorials and lab sessions)
Based on current technologies, online
platforms are unable to fully replicate the
interaction and meaningful discussions in a
classroom setting
12. 12
e-Lectures
Impact
on carbon emissions:
Reduces energy consumption to operate
lecture theatres, thus decreasing carbon
emissions relating to electricity and aircondition
Reduces need to travel to NTU, thus
decreasing carbon emissions relating to
transport
13. 13
Carbon Emission Savings
From e-lectures per annum
Source
CO2 Savings
(Tonnes)
Savings from Transport reduction
14,193
Lecture Theatres – Air-Conditioner savings
3,760
Lecture Theatres – Other Electricity savings
5,100
Total
23,053
15. 15
Carbon Credits
NTU
may consider purchasing carbon
credits from CO2 Australia to offset its
carbon emissions
Easy to implement without any disruption
to current processes or curriculums
Technically, NTU can “offset” its carbon
emissions completely just by purchasing
an equivalent amount of carbon credits
16. 16
Carbon Credits
However,
since carbon reductions are
sourced in Australia, Singapore’s carbon
emissions at the national level may not be
deemed to have actually improved
17. 17
Carbon Credits
Also,
this is not sustainable in the long-run
Do not provide an incentive for NTU to seek
new methods to reduce CO2 emissions
Lack of commitment to improve the
University’s processes or models
Merely an evasion of responsibility by using
funds to artificially manipulate CO2
emissions figures
19. 19
Green Committee
Environmental
sustainability has become
increasingly important in modern
education
Companies (whom undergraduates will
eventually be applying to) have also
placed greater emphasis on being
environmentally friendly
Should tap on this trend and newfound
enthusiasm for the environment
20. 20
Green Committee
Implement
new committee under NTU
Students’ Union, “Green Committee”
In charge of monitoring and analysing CO2
emissions and setting targets for reducing CO2
emissions
Main student body responsible for coming up
with “Green” proposals and communicating
them to NTU’s administration
Spearheading waste and emissions reduction
programmes upon approval by the University
21. 21
Green Committee
Programmes to consider:
Reduce wastage of electricity when classrooms
are not in use (commonly seen in NTU)
Limit all air-conditioning temperatures in
classrooms to 25oC
Decrease reliance on paper notes by providing
subsidized rates for tablets
Create platform for students to buy/sell old tablets
Identify suitable sites and facilitate the installation
of solar panels at those sites (e.g. S4 and S3 blocks)
Identify areas eligible for changing of light bulbs to
energy-saving LED lights
23. 23
Stakeholder Analysis
Government
NTU
Students
•Want to mitigate
overall CO2
emissions at the
national level
•Want to maintain
Singapore’s image
as an education
hub
•Want to offer
quality education
•Want to reduce its
overall CO2
emissions at the
University’s level
•Want to receive a
quality education
•Want to have a
vibrant and
enriching learning
environment
25. 25
e-Lectures
Short Term Solution
e-Lectures
will be our short term proposal
to mitigate CO2 emissions in NTU
Effective means to reduce CO2 emissions
without compromising on the quality of
course delivery to students
(e.g. meaningful in-class discussions)
26. 26
Green Committee
Long Term Solution
IN
LINE with the University’s objective of
EDUCATION!!!
Students learn while at the same time
contribute to reducing carbon emissions
Increase student’s organizational
commitment and attachment with
involvement
A long term initiative with continual efforts
to also fit in with the government’s
objectives to promote a greener nationstate
27. 27
Executive Summary
As an educational institution, NTU’s top priority lies in providing a quality
education for all enrolled students. Our goal – to reduce carbon emissions
without compromising on the quality of course delivery.
3 available alternatives are considered:
1. To conduct all lectures on the online platform
2. To purchase carbon credits to offset carbon emissions.
This option is deemed not sustainable
No real incentive for the University to seek new methods to reduce CO2 emissions
lack of commitment
3. To set up NTUSU Green Committee
In charge of monitoring and analysing CO2 emissions and setting targets for
reducing CO2 emissions
Spearheading waste and emissions reduction programmes
In the short run, e-lectures will be an appropriate solution
23,053 tonnes of CO2 emissions will be saved per annum without compromising on the
quality of course delivery to students
In the long run, the NTUSU Green Committee will be a sustainable solution
CO2 emissions can be reduced in an educational manner
Students’ knowledge and enthusiasm in the environment can be tapped on by
involving them in actual projects
Specific projects can be undertaken upon approval by NTU’s administration