Academic literature on the topic 'Green technology – Study and teaching (Higher) – Swaziland'

The mining industry in the world has undergone a major metamorphosis in recent years. These changes have forced higher education to modify the curricula in a thorough way to meet the mining entrepreneurs’ needs. The paper’s scope is to answer the research question—how to attract students and implement Sustainable Development Goals (SDGs) in higher education in mining engineering? Based on the case of international cooperation carried out at the Faculty of Geoengineering, Mining and Geology of the Wrocław University of Science and Technology (WUST) within the framework of educational projects co-financed by European Institute of Innovation and Technology (EIT) and EIT Knowledge and Innovation Communities Raw Materials (EIT RM), the authors prove that the idea of sustainable development can be introduced into the system of teaching mining specialists at every level of their higher education (engineering and master’s studies), through developing their new competencies, introducing new subjects taking into account innovative solutions and technologies, or placing great emphasis on environmental and social aspects. Examples of new curricula show a good way to change into the new face of a mining engineer.

AbstractA study was conducted on the Teaching and Research Farm of the Rivers State University of Science and Technology, Nigeria to evaluate the nutritional suitability of four treatments, namely a commercial type broiler diet as compared with the commercial diet supplemented with either fresh centrosema (Centrosema molle), pueraria (Pueraria phaseoloides), or waterleaf (Talinium triangulare) leaves. These diets were fed to 120 day-old chicks (Lohmann Brown) over a 62-day period with treatments arranged in a completely randomized design (CRD). Chemical composition of broiler basal diets differed significantly from the three green foliage supplements. Dry matter (DM) of leaf meals ranged from 97.8 to 227.0 g kg−1 which was significantly (P<0.05) lower than that of broiler basal diets which averaged 900 g kg−1. Crude protein (CP) of leaf meals, however, ranged from 182.0 to 244.0 g kg−1 which was generally higher than basal diets (130–153 g kg−1). Similarly, crude fiber (CF) was highest for centrosema and pueraria leaves (330–342 g kg−1) and lowest in basal diets (164–222 g kg−1). However, ether extract (EE) and nitrogen-free extract (NFE) were significantly higher in broiler basal diets. Broiler daily and total feed intake over 62 days were similar between treatments and the control, averaging 112 g d−1, while diets containing waterleaf were slightly (2.5%) lower. Total and daily bodyweight (BW) gains (2110 g and 34 g d−1) were also similar between treatments and the control, except that gains where the broiler diet was supplemented with centrosema foliage were 2.9% higher. A higher feed conversion ratio (FCR) and lower protein efficiency ratio (PER) for the diet supplemented with pueraria indicates a higher feed efficiency and better protein efficiency in the commercial control diet. Carcass characteristics with the commercial control diet included greater (P<0.05) intestinal length and gizzard and spleen weights than with green foliage supplements. However, broiler carcass weight was generally lowest (P<0.05) in the control group (64.3 g/100 g BW) and highest in the waterleaf group (71.3 g/100 g BW). Small differences in carcass weight among the treatments tested reduces the effectiveness of green feeds for practical and economic intensive broiler production. However, increased effectiveness of green feed supplementation for broiler production might likely be observed where broilers are managed on fenced rangelands planted to selected green feeds or in integrated systems where other livestock (rabbits, sheep, goats, etc.) are jointly reared. These results support the recommendation that leaf meals of green feeds should be incorporated into broiler diets in future studies.

Objective - E-learning has been an integrated teaching and learning approach in higher educational institutions and considered as a way forward in creating lifelong learners. In Architectural studies, where design is a major component, software's are vastly used as designing tools. Recent years saw an increasing awareness of green architecture, taking into account the sustainability where the absence of or efficient technology in a building playing a major role in creating sustainable architecture. In an attempt to enhance the design through technical module a traditional case study project has been converted into a simulation project to create a dynamic learning much needed by Architecture students. This paper examines the value of using simulation to study the effectiveness of shading device and its effect on student's learning. Methodology - The investigation is conducted by evaluating the learning outcome of architecture students in a private institute of higher education in Malaysia by using a questionnaire to collect data from a group of 30 volunteers from 105 architectural students whom have completed the module. Findings - Architecture Design Studio based learning in a Technical Study module, students were able to enhance their critical thinking skills based on the scientific approach. Overall, it allowed for the development of the student's discipline-specific knowledge, gaining new knowledge and skills to simulate using digital tool and enhance their analytical skills. Novelty – The paper emphasises the dynamic learning as an integrated approach to designing and an effective way to intensify lifelong learning by instilling e-learning methods as a way forward in teaching and learning architecture students. Type of Paper - Empirical Keywords: E-learning; Architecture; sun-shading;simulation; sustainability

One of the priority educational tasks of both secondary and higher school is the critical thinking development. In the concept of «New Ukrainian School», critical thinking is one of the basic skills of the student, and the law «On Higher Education» defines the ability to think freely and self-organize in modern conditions, which is, in other words, the ability to think critically. In this way, the appropriate orientation of modern education in Ukraine raises the question of technologies for the critical thinking development. The article considers the technologies for critical thinking development of a student-philologist in the process of literary education. In the pedagogical perspective, critical thinking is understood as the ability, in particular, to analyze, compare, evaluate, identify problems, make hypotheses, justify decisions, and so on. All these skills are organically activated in the analysis of a literary work, and its correct course develops criticality as effectively as possible. Traditionally, there are three stages of critical thinking technology, such as a challenge stage, where it is important to arouse students’ interest in the problem; comprehension, where students’ activities are organized in such a way that they explore, comprehend, and actively work; and reflection, when students summarize the importance and functionality of acquired knowledge. The author gives examples of analysis of a literary work that forms criticality, taking into account the stages of challenge, comprehension, and reflection. The stages of critical thinking technology are determined on the example of the analysis of J. D. Salinger’s story «Pretty Mouth and Green My Eyes» and the passage «To Be or Not to Be» from Shakespeare’s tragedy «Hamlet». The study does not cover all the theoretical and practical aspects of the problem of technologies for the critical thinking development, which are the prospects for further exploration. According to the tasks of higher education, the formation of critical thinking of a student of philology should become one of the priority tasks. In the process of literary teaching, critical thinking is effectively developed during the analysis of a work of art, the well-thought-out course of which is able to maximize the ability to analyze, compare, evaluate, identify problems, hypothesize, justify decisions and more. The study does not cover all the theoretical and practical aspects of the problem of technologies for the development of critical thinking, which are the prospects for further exploration.

To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students’ age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Lastly, this study provided practical applicability and opportunities for future research. Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12, 3-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ837483.pdf Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10(6), 65-83. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/765/1436 Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group, LLC. Retrieved from https://www.utc.edu/learn/pdfs/online/sloanc-report-2014.pdf Alreck, P. L., & Settle, R. B. (2004). The Survey Research Handbook (3rd ed.) New York, NY: McGraw-Hill Irwin. American Association for Paralegal Education (2013, Oct.). AAfPE core competencies for paralegal programs. Retrieved from https://cdn.ymaws.com/www.aafpe.org/resource/resmgr/Docs/AAfPECoreCompetencies.pdf American Bar Association, Standing Committee on Paralegals. (2017). https://www.americanbar.org/groups/paralegals.html American Bar Association, Standing Committee on Paralegals (2013, September). Guidelines for the approval of paralegal education programs. Retrieved from https://www.americanbar.org/content/dam/aba/administrative/paralegals/ls_prlgs_2013_paralegal_guidelines.authcheckdam.pdf Astani, M., Ready, K. J., & Duplaga, E. A. (2010). Online course experience matters: Investigating students’ perceptions of online learning. Issues in Information Systems, 11(2), 14-21. Retrieved from http://iacis.org/iis/2010/14-21_LV2010_1526.pdf Bailey, C. J., & Card, K. A. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. The Internet and Higher Education, 12, 152-155. doi: 10.1016/j.iheduc.2009.08.002 Bernard, R., Abrami, P., Borokhovski, E., Wade, C., Tamim , R., Surkes, M., & Bethel, E. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79, 1243-1289. doi: 10.3102/0034654309333844 Cherry, S. J., & Flora, B. H. (2017). Radiography faculty engaged in online education: Perceptions of effectiveness, satisfaction, and technological self-efficacy. Radiologic Technology, 88(3), 249-262. http://www.radiologictechnology.org/ Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New York: Taylor & Francis Group. Colorado, J. T., & Eberle, J. (2010). Student demographics and success in online learning environments. Emporia State Research Studies, 46(1), 4-10. Retrieved from https://esirc.emporia.edu/bitstream/handle/123456789/380/205.2.pdf?sequence=1 Dutcher, C. W., Epps, K. K., & Cleaveland, M. C. (2015). Comparing business law in online and face to face formats: A difference in student learning perception. Academy of Educational Leadership Journal, 19, 123-134. http://www.abacademies.org/journals/academy-of-educational-leadership-journal-home.html Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191. Retrieved from http://www.gpower.hhu.de/fileadmin/redaktion/Fakultaeten/Mathematisch-Naturwissenschaftliche_Fakultaet/Psychologie/AAP/gpower/GPower3-BRM-Paper.pdf Field, A. (2009). Discovery statistics using SPSS. (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc. Gall M., Borg, W., & Gall, J. (1996). Educational research: An introduction (6th ed.). White Plains, NY: Longman Press. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of distance education, 15(1), 7-23. Retrieved from http://cde.athabascau.ca/coi_site/documents/Garrison_Anderson_Archer_CogPres_Final.pdf Green, S. B., & Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Internal consistency estimates of reliability. Upper Saddle River, NJ: Pearson Prentice Hall. Harrell, I. L. (2008). Increasing the Success of Online Students. Inquiry, 13(1), 36-44. Retrieved from http://files.eric.ed.gov/fulltext/EJ833911.pdf Horspool, A., & Lange, C. (2012). Applying the scholarship of teaching and learning: student perceptions, behaviours and success online and face-to-face. Assessment & Evaluation in Higher Education, 37, 73-88. doi: 10.1080/02602938.2010.496532 Inman, E., Kerwin, M., & Mayes, L. (1999). Instructor and student attitudes toward distance learning. Community College Journal of Research & Practice, 23, 581-591. doi:10.1080/106689299264594 Institute of Legal Executives (ILEX). https://www.cilexcareers.org.uk/ Johnson, J. & Taggart, G. (1996). Computer assisted instruction in paralegal education: Does it help? Journal of Paralegal Education and Practice, 12, 1-21. Johnstone, Q. & Flood, J. (1982). Paralegals in English and American law offices. Windsor YB Access to Justice 2, 152. Jones, S. J. (2012). Reading between the lines of online course evaluations: Identifiable actions that improve student perceptions of teaching effectiveness and course value. Journal of Asynchronous Learning Networks, 16(1), 49-58. doi:http://dx.doi.org/10.24059/olj.v16i1.227 Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30, 607-610. http://journals.sagepub.com/home/epm Liu, S., Gomez, J., Khan, B., & Yen, C. J. (2007). Toward a learner-oriented community college online course dropout framework. International Journal on ELearning, 6(4), 519-542. https://www.learntechlib.org/j/IJEL/ Lloyd, S. A., Byrne, M. M., & McCoy, T. S. (2012). Faculty-perceived barriers of online education. Journal of online learning and teaching, 8(1), 1-12. Retrieved from http://jolt.merlot.org/vol8no1/lloyd_0312.pdf Lockee, B., Burton, J., & Potter, K. (2010, March). Organizational perspectives on quality in distance learning. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010—Society for Information Technology & Teacher Education International Conference (pp. 659-664). San Diego, CA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/33419/ Lowerison, G., Sclater, J., Schmid, R. F., & Abrami, P. C. (2006). Student perceived effectiveness of computer technology use in post-secondary classrooms. Computers & Education, 47(4), 465-489. doi:10.1016/j.compedu.2004.10.014 Retrieved from https://pdfs.semanticscholar.org/fc9c/13f0187d3967217aa82cc96c188427e29ec9.pdf Martins, L. L., & Kellermanns, F. W. (2004). A model of business school students' acceptance of a web-based course management system. Academy of Management Learning & Education, 3(1), 7-26. doi: 10.5465/AMLE.2004.12436815 Mayes, J. T. (2001). Quality in an e-University. Assessment & Evaluation in Higher Education, 26, 465-473. doi:10.1080/02602930120082032 McCabe, S. (2007). A brief history of the paralegal profession. Michigan Bar Journal, 86(7), 18-21. Retrieved from https://www.michbar.org/file/barjournal/article/documents/pdf4article1177.pdf McMillan, J. H. (2008). Educational Research: Fundamentals for the customer. Boston, MA: Pearson Education, Inc. Myers, C. B., Bennett, D., Brown, G., & Henderson, T. (2004). Emerging online learning environments and student learning: An analysis of faculty perceptions. Educational Technology & Society, 7(1), 78-86. Retrieved from http://www.ifets.info/journals/7_1/9.pdf Myers, K. (2002). Distance education: A primer. Journal of Paralegal Education & Practice, 18, 57-64. Nunnaly, J. (1978). Psychometric theory. New York: McGraw-Hill. Otter, R. R., Seipel, S., Graeff, T., Alexander, B., Boraiko, C., Gray, J., Petersen, K., & Sadler, K. (2013). Comparing student and faculty perceptions of online and traditional courses. The Internet and Higher Education, 19, 27-35. doi:10.1016/j.iheduc.2013.08.001 Popham, W. J. (2000). Modern educational measurement: Practical guidelines for educational leaders. Boston, MA: Allyn & Bacon. Rich, A. J., & Dereshiwsky, M. I. (2011). Assessing the comparative effectiveness of teaching undergraduate intermediate accounting in the online classroom format. Journal of College Teaching and Learning, 8(9), 19. https://www.cluteinstitute.com/ojs/index.php/TLC/ Robinson, C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. The Journal of Education for Business, 84(2), 101-109. Retrieved from http://anitacrawley.net/Resources/Articles/New%20Benchmarks%20in%20Higher%20Education.pdf Salkind, N. J. (2008). Statistics for people who think they hate statistics. Los Angeles, CA: Sage Publications. Santos, J. (1999, April). Cronbach's Alpha: A tool for assessing the reliability of scales. Journal of Extension, 37, 2. Retrieved from https://www.joe.org/joe/1999april/tt3.php Seok, S., DaCosta, B., Kinsell, C., & Tung, C. K. (2010). Comparison of instructors' and students' perceptions of the effectiveness of online courses. Quarterly Review of Distance Education, 11(1), 25. Retrieved from http://online.nuc.edu/ctl_en/wp-content/uploads/2015/08/Online-education-effectiviness.pdf Sheridan, K., & Kelly, M. A. (2010). The indicators of instructor presence that are important to students in online courses. Journal of Online Learning and Teaching, 6(4), 767-779. Retrieved from http://jolt.merlot.org/vol6no4/sheridan_1210.pdf Shook, B. L., Greer, M. J., & Campbell, S. (2013). Student perceptions of online instruction. International Journal of Arts & Sciences, 6(4), 337. Retrieved from https://s3.amazonaws.com/academia.edu.documents/34496977/Ophoff.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1508119686&Signature=J1lJ8VO0xardd%2FwH35pGj14UeBg%3D&response-content-disposition=inline%3B%20filename%3DStudent_Perceptions_of_Online_Learning.pdf Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7, 59-70. doi:10.1016/j.iheduc.2003.11.003 Steiner, S. D., & Hyman, M. R. (2010). Improving the student experience: Allowing students enrolled in a required course to select online or face-to-face instruction. Marketing Education Review, 20, 29-34. doi:10.2753/MER1052-8008200105 Stoel, L., & Hye Lee, K. (2003). Modeling the effect of experience on student acceptance of web-based courseware. Internet Research, 13(5), 364-374. http://www.emeraldinsight.com/loi/intr Taggart, G., & Bodle, J. H. (2003). Example of assessment of student outcomes data from on-line paralegal courses: Lessons learned. Journal of Paralegal Education & Practice, 19, 29-36. Tanner, J. R., Noser, T. C., & Totaro, M. W. (2009). Business faculty and undergraduate students' perceptions of online learning: A comparative study. Journal of Information Systems Education, 20, 29-40. http://jise.org/ Tung, C.K. (2007). Perceptions of students and instructors of online and web-enhanced course effectiveness in community colleges (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database (Publication No. AAT 3284232). Vodanovich, S. J. & Piotrowski, C., & (2000). Are the reported barriers to Internet-based instruction warranted? A synthesis of recent research. Education, 121(1), 48-53. http://www.projectinnovation.com/education.html Ward, M. E., Peters, G., & Shelley, K. (2010). Student and faculty perceptions of the quality of online learning experiences. The International Review of Research in Open and Distributed Learning, 11, 57-77. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/867/1610? Wilkes, R. B., Simon, J. C., & Brooks, L. D. (2006). A comparison of faculty and undergraduate students' perceptions of online courses and degree programs. Journal of Information Systems Education, 17, 131-140. http://jise.org/

"Creativity is the soul of a nation and an inexhaustible source of a country's prosperity." Original innovation, as the major source of new technologies, will not only bring about technological breakthroughs, but give rise to new industries and new economic structures, offering unlimited opportunities for later starters to overtake the frontrunners. "Innovation in Chemistry" is the specific theme for the 40th International Union of Pure and Applied Chemistry (IUPAC) Congress, which was held on 14-19 August 2005 in Beijing, China. The Congress provided an excellent forum for presenting the latest innovative achievements in the chemical sciences and in the practice of chemistry.A total of 1083 participants from 64 countries attended the Congress. With 412 of the participants from mainland China and 556 from other countries and regions, the Congress helped to build a bridge between Chinese chemists and the world, encouraging cooperation and excellence in fundamental research and industrializations.The high-scientific value of the Congress was evident in the plenary lectures, which were delivered by eight distinguished chemists, including three Nobel Laureates and one Einstein Award Winner. A total of 1145 papers and 622 posters were presented in the eight sessions of the Congress: (1) Environmental Chemistry and Green Chemistry; (2) Chemistry in the Life Sciences and Chemical Biology; (3) Materials Chemistry, Supermolecular Chemistry, and Nanochemistry; (4) Information Technology in Chemistry and Computational Chemistry; (5) Innovation in Physical Chemistry and Biophysical Chemistry: Research Methods and Techniques; (6) Innovation in Methodology, Technique, and Instrumentation and Analytical Chemistry; (7) Innovation in Chemical Education and Teaching Methods; (8) Innovation in the Chemical and Petrochemical Industries and "Responsible Care" for Society.Fourteen papers selected from the plenary and invited lectures from the 40th IUPAC Congress are published in this special issue of Pure and Applied Chemistry (PAC), which cover a spectrum from theoretical chemistry to chemical engineering, from micro/nanoscale studies to industrial-scale process/equipment evaluations. The review on the study of single molecules and their assembly provides a comprehensive, up-to-date summary of the field based on the fundamental research; much of the information presented falls within the special expertise of the group. The paper on the superheavy element describes the latest developments in a field that has shown higher activity in recent years as the predicted "island of stability" comes within the reach of the available hardware. This area is always of special interest to international scientists owing to the special synthesis techniques for superheavy elements employed by the Dubna group. Green chemistry is becoming a characteristic area in China that plays a significant role in motivating the development of new synthetic techniques, such as cross-dehydrogenative coupling. Other papers in this issue address a variety of topics from novel instrumentation for electrochemical impedance spectroscopy to synthesis of oxide nanomaterials; from catalysts to waste water treatment. These papers give a snapshot of the research reported at the 40th IUPAC Congress. I sincerely hope that this special issue of PAC brings some fresh ideas, novel concepts, and useful data to the readers.The International Organizing Committee contributed to the shaping of an important area of emerging science and technology. Thanks and appreciations are due to the Local Organizing Committee for the efficiency and excellence of the local arrangements and for the gracious hospitality. I am grateful to those who contributed their latest research work to this issue, and the support from Dr. John W. Jost, IUPAC Executive Director.Chunli BaiPresident of the 40th IUPAC Congress,President of the Chinese Chemical Society,and Executive Vice President of the Chinese Academy of Sciences

Subject area Management of Innovation and Technology/Management Information Systems. Study level/applicability Information Systems. Case overview SER (Sugar, Energy & Rum) was a company belonging to the Grupo Pellas Corporation. The company operated in four countries, had six subsidiaries, employed more than 25,000 people, had more than 43,500 manzanas of sugarcane crops in Nicaragua alone and had global annual sales of more than US$400m. In 2008, due to the negative effects of the crisis on the company’s business model (increasing costs due to higher prices for fuel and decreasing income because of low international sugar prices), the company decided to implement a business intelligence (BI) system to optimize its processes to reduce costs and increase productivity. At that time, the company had more than 100 years of data, information systems that fed into their main business processes and a culture that appreciated data as the basis for decision-making. However, there were inconsistencies among data systems, users received highly complex reports in Excel or green screens and process monitoring happened long after the tasks had been completed. As a response, SER used extract–transform–load to collect and clean data that would be used in the BI system (the case leaves the questions regarding the systems selection unsolved for discussion). Based on their business model, they selected the most critical processes and defined key performance indicators to measure the impact of changes in those processes. They considered graphic design as a tool to make the system more accepted by users and worked together with users so that reports only offered the most important information. The result was improved costs and productivity. They decreased manual time spent by 14 per cent, automated time spent by 10 per cent, and eliminated 1,556 hours of dead time for equipment in the field, which allowed them to increase productivity by US$1m just in sugar. They saved 20,000 trips from the fields to the factories, which represented more than US$1m in savings by monitoring the weight of wagons loaded with sugarcane in real time. They improved client perceptions about the company both locally and internationally by implementing a sugar traceability system. Expected learning outcomes The case “Business Intelligence at the Grupo Pellas SER Company” has as its objective to respond to the question: How does a company make its BI system implementation successful? As such, the case: Discusses what a BI system is and what it provides to a business analyses challenges, benefits and context when implementing a BI system; analyses success factors and recommendations in the BI system implementation process; analyses the process of implementing a BI and highlights the importance of the system priority questions and technological alternatives. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 11: Strategy

Watching video online is one of the most performed activities on the internet in Brazil, according to PNAD Continua 2017. To explore the relationship of this activity with education, the aim of this study was to identify ways to use Youtube videos to support the learning process by college students. To try to elucidate this issue, a systematic literature review (RAMOS, FARIA, FARIA, 2014) was conducted on Youtube and education in the CAPES Theses Database to inquire the accumulation of discussion on the subject. This literature review showed that there are 4 dissertations in this Brazilian database that studied the use of Youtube videos in elementary school. There is a gap in studies in higher education or focusing on informal learning. As an exploratory survey of the theme was applied an online questionnaire to collect data on the use of Youtube to support the learning process. From the content analysis (BARDIN, 2009) of the 64 answers, 4 interest categories were identified in the use of Youtube: 1) content learning, 2) content review, 3) test preparation and 4) audiovisual resources used. In general, it is noted that Youtube videos have been used to answer a specific demand or to reinforce school or self-interest knowledge due to their ease of access and their audiovisual resources.ResumoAssistir vídeo online é uma das atividades mais realizadas na internet no Brasil, segundo dados da PNAD Contínua 2017. Para explorar a relação desta atividade com a educação, o objetivo deste estudo foi identificar formas de utilização de vídeos do Youtube como suporte ao processo de aprendizagem por universitários. Para tentar elucidar esta questão foi realizada uma revisão sistemática da literatura (RAMOS; FARIA; FARIA, 2014) sobre o Youtube e a educação no catálogo de teses e dissertações Capes para averiguar o acúmulo de discussão sobre a temática. Esta revisão da literatura mostrou que há 4 dissertações nesta base brasileira que estudaram a utilização de vídeos do Youtube no ensino fundamental. Há uma lacuna de estudos no ensino superior ou que foquem na aprendizagem informal. Como levantamento exploratório do tema foi aplicado um questionário online para levantar dados sobre a utilização do Youtube como suporte ao processo de aprendizagem. A partir da análise de conteúdo (BARDIN, 2009) das 64 respostas foram identificadas 4 categorias de interesses na utilização do Youtube: 1) aprendizagem de conteúdo, 2) revisão de conteúdo, 3) preparação para testes e 4) recursos audiovisuais utilizados. Em geral, nota-se que vídeos do Youtube têm sido utilizados para atender uma demanda específica ou para reforçar um conhecimento escolar ou de interesse próprio devido a sua facilidade de acesso e aos seus recursos audiovisuais.Palavras-chave: Tecnologia e educação, Educação informal, Atitude dos estudantes, Ambiente de aprendizagem.Keywords: Technology Uses in Education; Informal Education; Student Attitudes; Situated Learning.ReferencesARAUJO, Marcelo Henrique de; REINHARD, Nicolau. Caracterizando os usuários de Internet no Brasil: uma análise a partir das habilidades digitais. TWENTY-FOURTH AMERICAS CONFERENCE ON INFORMATION SYSTEMS, New Orleans, Anais…, 2018. Disponível em: https://aisel.aisnet.org/amcis2018/LACAIS/Presentations/12/. Acesso em: 24 jun. 2019BARDIN, L. Análise de conteúdo. São Paulo: Edições 70, 2011.BLASCHKE, Lisa Marie; HASE, Stewart. Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning. 1. 2019. Disponível em https://ojs.aut.ac.nz/pjtel/index.php/pjtel/article/view/1/1 Acesso em 11 out. 2019.BURGESS, Jean; GREEN, Joshua. YouTube e a Revolução Digital: como o maior fenômeno da cultura participativa transformou a mídia e a sociedade; tradução Ricardo Giassetti. São Paulo: Aleph, 2009,FLEMING, Neil D.; BAUME, David. Learning Styles Again: VARKing up the right tree!, Educational Developments, SEDA Ltd, Issue 7.4, 2006. Disponível em http://www.vark-learn.com/wp-content/uploads/2014/08/Educational-Developments.pdf. Acesso em 13 out. 2019FLEMING, Neil D.; BONWELL, Charles C. How Do I Learn Best?: A Student's Guide to Improved Learning: Vark, Visual Aural Read/write Kinesthetic. Christchurch, N.Z: N. Fleming, 2001. Disponível em http://vark-learn.com/wp-content/uploads/2019/07/How-Do-I-Learn-Best-Sample.pdf. Acesso em 13 out. 2019KAMERS, Nelito Jose. O YouTube como ferramenta pedagógica no ensino de física. 2013. 178 f. Mestrado em Educação: Universidade do Estado de Santa Catarina, Florianópolis, 2013.LANIER, Jaron. Dez argumentos para você deletar agora suas redes sociais. Tradução Bruno Casotti. Intrínseca; Edição do Kindle. 2018LAVE, J.; WENGER, E. Situated leaning: legitimate peripheral participation. Cambridge: Cambridge University Press, 1991.LAVE, Jean. Aprendizagem como/na prática. Horizontes Antropológicos [Online], 44, 2015. Disponível em http://journals.openedition.org/horizontes/1000. Acesso em 3 out. 2019MESEGUER-MARTINEZ, Angel; ROS-GALVEZ, Alejandro; ROSA-GARCIA, Alfonso Satisfaction with online teaching videos: A quantitative approach, Innovations in Education and Teaching International, 54:1, 62-67, 2017. DOI: 10.1080/14703297.2016.1143859MINOSSO, Anderson. Contribuições do software de geometria dinâmica na abordagem do conceito de função quadrática no ensino fundamental. 2018. 82 f. 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The study aims to evaluate the contributors to Carbon Dioxide emission considering the operational activities in the Higher Education Institution and use this as a basis for adapting green technology. This research utilized the mixed method to determine the biological and operational contributors, corresponding scope, kilograms of Carbon Dioxide emitted, and awareness of students, faculty members, and non-teaching personnel about the policies on contributors of Carbon Dioxide. Results showed that human respiration, electricity consumption, liquefied petroleum gas consumption in canteen, restaurant, food stalls and laboratories, University-owned vehicles gas combustion, four-wheel vehicle and motorcycles entering and exiting the campus gas combustion, materials and supplies consumption emitted Carbon Dioxide corresponding to 11,672,742.0792; 1,873,456.92352; 342,224.464, 43,063.8; 24,326.155; and 14,458.80155 kilograms with a total of 13,970,272.234 kilograms annually. The perceptions of students, faculty members, and non-teaching personnel about the Carbon Dioxide contributors and policies in the University campus were summarized as follows: The respondents are aware and involve in the Policy on Clean and Green of the University which is being manifested through recycling of plastic, papers and other biodegradable and non-biodegradable wastes; submission or forwarding of reports or memoranda through online; use of water tumbler and food containers which respond to the policy of No Plastics; segregation of solid wastes; planting native and fruit-bearing trees; saving measures were posted in classrooms and laboratories; water conservation; wider dissemination through discussion of topics about climate change, environmental laws and principles, waste management, air and water acts, and green technology in classes; Garbage in Garbage out policy; imbibing discipline in terms of cleanliness and orderliness in the campus; and using solar energy in lighting electric posts.

Central concerns within the field of learning technology in higher education have been the promotion of institutional change and staff awareness and development. This focus on the need to bring about a 'culture shift' and the importance of 'change agents' is reflected in the Dearing Report (DfEE, 1997) and in Funding Council initiatives such as TLTP and TLTSN (Davies, 1995). It is common for many of us who work in this area to feel that although we see clearly the task ahead, we have little at our disposal by way of evidence about how far we have come. Much of the evidence which does exist, and which has been incorporated into lectures and reports, is anecdotal, local and small scale, although there have been some larger studies, notably the Information Technology Assisted Teaching and Learning project (ITATL, 1997), and a 1999 study of C&IT materials funded by the Funding Councils (HEFCE, 1999a), and in the United States the national survey of desktop computing and IT in higher education (Green, 1989-99). These showed a rapidly increasing use of learning technology in higher education, and some of the limitations and restrictions which staff feel, such as technical support. However, there had been no indepth study of the subject and institution-specific influences on academic staff use of, and attitudes to, learning technology.DOI:10.1080/0968776000080202

Summary in English, Afrikaans and Zulu<br>The natural environment is important for human existence and the ubiquity of Information Technology (IT) has negatively impacted on the natural environment. Green IT offers to address these negative effects. However, since Green IT practices are often not common knowledge, it is vital that they are taught to others. Teachers typically have the skills and opportunities to teach many people. The research problem was the lack of research focusing on the teaching of Green IT in the context of the urgent need for it and teachers’ limited knowledge and competencies relating to Green IT. The study employed a survey research strategy, involving exploratory factor analysis, ANOVA and structural equation modeling (SEM). The main findings indicate that allocating time and resources to improve student teachers’ level of awareness, perceived behavioural control and person-related beliefs would positively influence their intention to teach Green IT, and, in turn, their Green IT teaching.<br>Die natuurlike omgewing, wat so noodsaaklik is vir menslike voortbestaan, word negatief beïnvloed deur die alomteenwoordigheid van inligtingstegnologie. Groen IT-praktyke kan gebruik word om sodanige negatiewe effekte in te perk, maar aangesien die nodige kennis nie alombekend is nie, moet dit aan ander oorgedra word. Onderwysers het beide die vaardighede en die geleenthede om inligting aan groot groepe mense oor te dra. In dié geval was die navorsingsprobleem ‘n gebrek aan studies wat fokus op die dringende noodsaaklikheid van Groen IT-onderrig, asook onderwysers se beperkte verwante kennis en vaardighede. ‘n Opname is gebruik as navorsingstrategie, met eksploratiewe faktorontleding, variansie-ontleding (ANOVA) en strukturele vergelykingsmodellering (SVM). Ingevolge die hoofbevindinge sal die beskikbaarmaak van tyd en hulpbronne leerlingonderwysers se bewuswordingsvlakke verbeter, sowel as hul waarneembare gedragswetenskaplike beheer en hul persoonsverwante beskouinge, en ‘n positiewe uitwerking hê op hul voorneme om Groen IT te onderrig, wat weer op sy beurt hul Groen IT-onderrig sal bevoordeel.<br>Imvelo yemvelo ibalulekile ekubeni khona komuntu nokutholakala kobuchwepheshe bezokwazisa kuye kwaba nomthelela omubi emvelweni yemvelo. Ubuchwepheshe bezokwazisa obuluhlaza bunikeza izindlela zokubhekana nemiphumela emibi. Kodwa-ke, njengoba imikhuba yobuchwepheshe bezokwazisa obuluhlaza ayivamile ukuba ulwazi iv oluvamile, kubalulekile ukuthi ifundiswe kwabanye. Othisha sidalo sabo banawo amakhono namathuba ukufundisa abantu abaningi. Inkinga yocwaningo ukuntuleka kocwaningo okugxila ekufundiseni kobuchwepheshe bezokwazisa obuluhlaza esimweni sesidingo esiphuthumayo sabo, nolwazi olulinganiselwe lothisha kanye namakhono afanelekayo kubuchwepheshe bezokwazisa obuluhlaza. Isu lokucwaninga ucwaningo lwasetshenziswa, okubandakanya ukuhlaziywa kwesici sokuhlola, ANOVA kanye nokuhlelwa kwesifaniselo esiyisilinganiso (SEM). Ukutholwa okusemqoka kubonisa ukuthi ukwabela isikhathi kanye nezinsiza zokuthuthukisa abafundi othisha izinga lokuqwashisa, ukulawula kokuziphatha okubonwayo kanye nezinkolelo ezihlobene nomuntu zizoshukumisa kahle izinhloso zabo ukufundisa ubuchwepheshe bezokwazisa obuluhlaza futhi nemfundiso yabo yobuchwepheshe bezokwazisa obuluhlaza.<br>University of South Africa<br>School of Computing<br>M. Sc. (Computing)