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In 2017, far-right mobilization and demonstrations in the United States were at the highest levels since the 1980s and 90s. This coincided with a marked increase in propaganda campaigns in neighborhoods and across college campuses. Racial activists renewed efforts to rebrand extreme positions, soften racist rhetoric, and grow the movement. The purpose of this case study was to explore the rhetorical content of the propaganda created by one white supremacist. This study contributes to a growing body of literature on far-right propaganda through an examination of common themes, and a comparison of the framing techniques and rhetorical strategies used by other white supremacists. [ABSTRACT FROM AUTHOR]

Examination management system is an information system that enables an educational institution to be more effective and efficient in planning, execution, and monitoring of academic-related test. The research was focused on investigating the perception of the instructors from Business Administration Science and Engineering faculties of Cyprus International University Nicosia, North Cyprus and it was analyzed to ascertain which of the examination types, computer-based (CB) test or paper-based (PB) test, the instructors preferred and observed to be more suitable. The analyses showed that most instructors preferred the CB test although instructors from business admin seem to also prefer PB test. The total population of the instructors in both faculties was 69 and a total of 61 questionnaires were retrieved and found usable from the 69 questionnaires administered, which were analyzed and used in the design of the system. A new system which will allow lecturers to create and upload questions, and then students can assess the site URL with their provided login credentials giving to them by the admin office to answer questions was suggested. This web-based system will also serve as an information desk for students and lecturers to be informed on what is happening on campus. [ABSTRACT FROM AUTHOR]

Purpose: Proposing an integrated model based on multiple theoretical approaches, such as the theory of planned behavior, the model of goal-directed behavior and self-determination theory, the purpose of this paper is to examine factors influencing college students' campus recycling intention and actual recycling behavior. Design/methodology/approach: An online survey method was used to test the proposed model with college students. A total of 434 students participated in the survey. Findings: This study found that self-determined motivation, attitude toward recycling, perceived behavioral control and negative anticipated emotion had direct effects on campus recycling intention, while recycling intention and self-determined motivation influenced students' actual campus recycling behavior. Research limitations/implications: The findings of the study may not be generalizable to the broader population. Respondents' self-reported assessment of their recycling behaviors may also be a drawback of the study. However, the study provides statistical evidence testing the proposed model of campus recycling. Practical implications: The study's findings provide communication planners for university recycling and sustainability departments with communication and message strategies to enhance college students' recycling behavior. Originality/value: The study proposes a more comprehensive, tailored model that integrates other compelling theoretical models, to address college students' sustainability engagement on campus. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Administrative Sciences / Yonetim Bilimleri Dergisi is the property of Canakkale Onsekiz Mart Universitesi, Terzioglu Kampusu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Drawing on higher education regionalism, this paper explores international branch campus (IBC) initiatives undertaken by one of the largest Russian IBC-exporting institutions, the Lomonosov Moscow State University (LMSU). To date, very little is known about higher education (HE) export-import between the post-Soviet countries. This qualitative inquiry critically examines the Soviet legacy of LMSU IBCs to understand their origins, purposes, and utility as a form of HE export. This paper sheds light on (1) the similarities and differences between six LMSU IBCs and (2) discourses used to rationalise the establishment of LMSU branch campuses. The findings from this paper suggest that LMSU IBCs are established (a) to promote the Russian HE model, (b) to strengthen political and cultural ties with neighbouring countries, and (c) to bolster LMSU's image and brand appeal in the region. [ABSTRACT FROM AUTHOR]

One of six comprehensive universities in South Africa, the Walter Sisulu University (WSU) combines the best academic credentials from universities and technikons in an effort to effectively meet the socio-economic development needs of the nation, in the Eastern Cape Province, and the Buffalo City Metropolitan Municipality, Chris Hani Municipality, King Sabata Dalindyebo Municipality. An institution of a new generation, the WSU is more than the sum of its parts. Its goal is to improve community potential through quality academic programs, research, and community engagement projects with a strong emphasis on involvement and sustainable development This article considers the different successes and difficulties associated with the WSU rationalization and consolidation of faculties. This theoretical article observes that the government started using rationalization and consolidation as a tool to reconfigure and reform the higher education sector. Rationalization and consolidation are nothing new, and several nations have used them to revamp or reorganize their higher education industries. The article provides literature debates and scholarly background on comparing the South African higher education sector's proposed rationalisation and consolidation to those of other nations' higher education sectors, however, would reveal the most ambitious reform program ever launched in recent memory. The conceptual paper adopts a thematic qualitative approach. The primary wave of the mergers mandated by the government that happened in 2004 and 2005 was preceded by the 2002 merger of Walter Sisulu University. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

According to the World Bank, South Africa is the most unequal society in the world. It follows that teaching philosophy takes on a unique character in this country. During the initial COVID-19 outbreak, all universities were compelled to move online, entailing that the teaching of philosophy also moved online. However, because of their socio-economic realities, students faced many barriers, and this served to further marginalise already marginalised students. The university campus provides structural support to many of these students that they do not have at home-computer labs, internet access, and residences. With campuses shutting down and learning to move online, many (if not most) of our students faced significant challenges. This paper explores the challenges encountered during this time through empirical research. Five interviews were conducted with philosophy lecturers, and the data was analysed using Atlas.ti. This article therefore provides empirical insight into the challenges faced by philosophy lecturers as they taught philosophy during a pandemic in the "most unequal society in the world". [ABSTRACT FROM AUTHOR]

The article reports on the white paper "Profiting Through Campus Sustainability: Financial Tools and Strategies," released by Environmental Health & Engineering (EH&E) Inc. in the U.S. The paper summarizes the tools and resources necessary in the development of climate action plan and college sustainability program. It also outlines the approaches on how campus leaders could carry out capital investment strategies and life cycle costing practices.

Increasingly, student assessments of courses are being conducted online as opposed to administered in class. A growing body of research compares response rates and course ratings of courses evaluated online versus on paper. The present study extends this research by comparing student course assessments before and after the University of South Florida made online evaluations mandatory for all courses. This change only directly affected courses taught on-campus, as online courses were already being assessed online. However, we examine the effect of this change on courses taught on-campus and online, because we expect this change in policy to have differential effects. We hypothesise that by making online assessments mandatory for all courses, online assessments went from a novel method of evaluation to the norm; and, therefore, increased response rates for online courses, but had the opposite effect for on-campus courses. We find mixed support for our hypothesis. [ABSTRACT FROM AUTHOR]

While bystander intervention education has demonstrated promise as a strategy to reduce dating and sexual violence (DSV) on campus, little is known about whether survivors on whose behalf the interventions take place find these helpful. This paper uses qualitative, in-depth interviews with 33 DSV survivors to explore their perspectives on bystander intervention. Results indicate that while some interventions were identified as helpful, especially those that provided support to the survivor, many were not helpful enough or even harmful. Further work is needed to understand the consequences of bystander action. [ABSTRACT FROM AUTHOR]

Copyright of Economics & Environment / Ekonomia i Środowisko is the property of Fundacja Ekonomistow Srodowiska i Zasobow Naturalnych and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The 2019 Anti-Extradition Bill movement (Anti-ELAB) in Hong Kong peaked the tactical radicalization of the city's recent protest history. At the same time, it signified unprecedented tactical reconciliation between moderate and radical protestors that maintained strong movement momentum and a high degree of solidarity for a long period. An ethics of solidarity was successfully formulated to illuminate deliberative practices among participants. However, the change of protest spatiality and repertoire from wildcat protesting to temporary occupation at a university campus altered the dynamics of protestors and weakened deliberative communication. This paper illustrates the struggles and learning curves of students who suffered deliberative deficit in the interaction with other protestors. This paper argues that the occupation, despite its contested nature, offered informal experiential learning of civic engagement for the students to their political literacy and civic mentality towards social movement under the intense setting of real politics. [ABSTRACT FROM AUTHOR]

Since the sustainable development has been widely acknowledged worldwide, the sustainable campus development based on low-carbon campus construction has already become a tendency of building resource-saving and environment-friendly society. It is a hot and difficult topic in the current campus planning to measure, estimate and construct low-carbon campuses. This paper calculated the ecological footprint of traffic, water, energy and daily life on the campus of Peking University Shenzhen Graduate School, obtained the energy consumption of each item on campus and individual low-carbon activities using questionnaire survey and interview, compared the data with those of other domestic and foreign campuses. The results showed that ① Ecological footprint of Peking University Shenzhen Graduate School in 2016 was 4,269 hm2, and per capita ecological footprint was 1.49 hm²; ② Total carbon emission in 2016 was 13.4x107 kg, among which power generation and food produced the most carbon emission; ③ Students had strong awareness of low-carbon life, and the main obstacles for low-carbon life were "Hard to change living habits", "Greedy vanity", and "No efficiency instruction"; ④ In terms of the overall proportion, control of energy consumption is the main approach of reducing campus carbon emission, which is similar to other domestic and foreign campuses. The carbon emission of daily life in Peking University Shenzhen Graduate School was significantly higher than that of foreign campuses, while that of traffic was lower. Suggestions and improvement measures were put forward in view of the existing problems. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to identify the major factors necessary for engaging university campus community in sustainability. While general awareness in sustainability issues has improved in recent years through mass media coverage, this knowledge is not always translated into actual sustainable practice. Studies have indicated that there are many factors for engaging the community in sustainability. Design/methodology/approach -- A multi-disciplinary literature review is first undertaken to distil the drivers that enhance participation in sustainability programmes by the university community. Next, to illustrate the applicability of the factors identified in the community engagement framework, two case studies are undertaken to highlight the importance of the identified factors in influencing the level of community participation in their sustainability programmes. Findings -- The 6-P framework for community engagement includes factors such as psychological needs, physical facilities, personal motivations, public perception, price mechanisms and policies. The case studies of two universities' sustainability projects illustrate that the framework is highly applicable to university communities. Originality/value -- While research on behaviour change has been undertaken by various disciplines such as urban planning, marketing and psychology, these have been done in isolation. The originality of this paper is therefore achieved by drawing together the knowledge from these well-established disciplines to develop an original 6-P framework. This framework has the potential of assisting university leaders in the development of their community engagement strategy to mobilise and motivate their community members to take practical steps towards building a sustainable campus. However, the robustness of this framework will need to be further validated in future studies. [ABSTRACT FROM AUTHOR]

Autonomous driving system (ADS) is anticipated to revolutionize travel by reclaiming lost time and improve safety on the roads. With automation, user-engagements that enhances road monitoring should be considered to maintain vigilance and safety. From the literature, virtual reality (VR) usage in cars offer productivity and increased privacy. This paper explores the efficacy of passenger use of VR headsets to enhance user-engagement during transit. User-engagement was quantified using physiological measures (pupillary response and electrodermal activity) during an in-car VR game/activity experiment. Further, the impacts of engaging with secondary tasks was evaluated using reaction time of pop-up objects. We designed a driving simulation with inbuilt entertaining activities, no-task, game-task, video-task, and mixed-task, played in a real car with a FOVE VR headset on the perimeter track of the Gifu University campus with 15 subjects (average 25.6 years, SD = 6.4). From reaction time, significant difference between tasks was found using one-way ANOVA (F(3,231) = 2.75, p = .0437). A post-hoc test revealed that game and mixed task reaction times were significantly different (p = .0126 and p = .016, respectively) suggesting that task design should consider hazard recognition in a real car. From physiological measures, an increased/sustained effect of user engagement was noted compared with baseline (no-task) suggesting effectiveness in maintaining vigilance. The results also reported a 10-fold improvement in sitting posture compared to baseline. The methodology employed is applicable as an indirect measure of engagement that would find use in productivity and vigilance study in an ADS. [ABSTRACT FROM AUTHOR]

While much work has focused on pedagogical innovation processes within universities, less has been said of the processes and cultures which foster and give rise to creativity within higher education and the ways in which faculty members are encouraged to develop their pedagogy across disciplines and within their departments. This paper examines the ways campus spaces at a UK university are utilised by staff for peer learning and the barriers and affordances for innovation and creativity in educational practice. Utilising an interdisciplinary design, this paper suggests that the various spaces available to university teaching staff are able to be further utilised to support creative practice and peer learning, presented as four design principles: innovation happens in everyday spaces, communal spaces need social functions, forums have different scales, and collaborative spaces require a collective culture. The normalising of a culture of innovation requires both physical and behavioural adjustments to the use of space, suggesting that both faculty and institutions need to work together to reimagine spaces for faculty peer learning. [ABSTRACT FROM AUTHOR]

This paper sought to investigate the accessibility of Digital Access Centres as a resource for Unisa Students needing to access services away from campus. The Digital Access Centres are available in open-distance e-learning institutions like Unisa in a quest to reach students. Unisa regional computer labs are always fully packed with students queuing to access the computers to access online platforms to write and submit assignments. Students are also expected to use Digital Access Centres to access support services instead of travelling long distances to regional offices or campuses. This study investigated UNISA students' perceptions and knowledge of Digital Access Centres. A qualitative research methodology was used. Data was generated through semi-structured interviews with thirteen students. The sample was drawn from a population of students who visit computer labs at the Gauteng Regional Service Centre. The data collected revealed that students do not know about Digital Access Centres despite information being available on myUnisa and myChoice brochures. The findings also revealed that few students are accessing Digital Access Centres, and those who visited the centres, indicated that the centres are not fully operational and struggle with connectivity. [ABSTRACT FROM AUTHOR]

Motherhood is often positioned as incompatible with further education, and various cohort studies have revealed the many ways in which mothers are discouraged from and disadvantaged in higher education. Guided by role theory, we investigated the experiences of more than 1300 'PhD mums' from across the world as they simultaneously navigate the roles of doctoral researcher and mother (or mother-like role). Using a mixed-methods survey design, qualitative and quantitative results were analysed to reveal the contradictions and complexities of the PhD mum experience, with motherhood both straining and enhancing the doctoral journey. Motherhood may place considerable strains on doctoral researchers, including on their ability to conduct and write-up their research. These strains are exacerbated by inequitable and gendered role expectations, finite resources, and limited support, often at the expense of doctoral researchers' physical and mental well-being. However, it is not all negative, and PhD mums can bring a range of skills and attributes that are valuable to individual doctoral studies as well as doctoral programmes and institutions more broadly. The benefits also extend to the PhD mums themselves, their families, and their communities. This paper challenges unfounded assumptions about the commitment and ability of mothers to succeed in doctoral education, but also raises serious concerns about the role of institutions in perpetuating social inequalities while espousing commitment to diversity, equity, access, and inclusion. [ABSTRACT FROM AUTHOR]

The increasing demand for sustainable energy solutions has sparked a growing interest in solar power plants (SPPs) as a viable option for reducing reliance on conventional energy sources. With the integration of SPP, the potential arises for a decrease in grid dependency during the day and improved stability in demand-side load profiles. To enhance the contribution of SPP toward sustainable energy solutions, it is crucial to explore effective load management strategies, including peak clipping. This paper investigates peak clipping as one of the demand-side management (DSM) techniques facilitated by SPP. The objective of this study is to provide comprehensive insights into the practical application of peak clipping techniques and their impact on improving the load factor (LF). To achieve this objective, the analysis in this study utilizes real data derived from an operational SPP located in the central campus of Manisa Celal Bayar University. To evaluate the impact of SPP on peak clipping and LF, a series of diverse case studies which encompass a range of campus scenarios are undertaken. The aim is to thoroughly analyze and understand how SPP systems affect peak clipping and LF under different circumstances. The analysis reveals significant improvements in LF resulting from the integration of the SPP, ranging from 1.04% to 10.62%. Results show that transition to online education and reduced campus population positively impacted LF during coronavirus disease 2019 compared to pre-pandemic times. These findings align with the dynamics of the campus lifestyle and underscore the favorable effects of these factors on LF. [ABSTRACT FROM AUTHOR]

This paper offers an empathetic perspective of the cultural dynamic of migrant students' first experiences of university, told through the student voice. It focuses on the transition of students into higher education (HE); not always considered as part of the formal curriculum, providing a deeper understanding of students' transition via the cultural context of their HE experience. While this research took place prior to the COVID pandemic, it is clear that the pandemic has led to an increased use of virtual learning platforms across the sector, and this is set to continue as institutions emerge from the pandemic, suggesting that transition will not necessarily take place within university buildings. If belonging was a challenge for some students prior to the pandemic, how will institutions support transition for the new pedagogy? The cultural experiences of first‐, second‐ and third‐generation migrant students have been scantily written about in this context. This paper contributes to current understanding by providing insights gleaned through the narrative accounts of students. Development of agency, belonging and community is framed through an approach that empowers and offers a co‐learner frame, achieved through the students' voices, offering narratives of the cultural experience of university. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to reflect on approaches through which open, distance and e-learning (ODeL) students can use their local environments for assessments and explores how this shapes their conceptualisations of "university" and "campus". Key issues and lessons learnt are covered, thus providing pointers for implementation of the type of assessment approaches that are presented. Design/methodology/approach: Using three undergraduate sustainability-related modules in the Department of Geography, University of South Africa (Unisa), the lecturers' reflections on the real-world sustainability learning experiences of students in these modules (2015-2018) have been cross-correlated and compared to present an integrated picture of emerging best practice. Findings: The use of real-world, place-based applications, which form a central theme in the assessment strategy for all three modules, allows students to deal hands-on with sustainability issues, establishes a connection between ODeL students and the university and presents an opportunity to engage these students in real-world sustainability learning despite not being on campus. Research limitations/implications: The case study format and qualitative, reflective methodology present limitations, while specifically focusing on ODeL and the final phase of undergraduate studies. Despite these limitations, the lessons learnt can be of value to universities currently transferring to online offerings, with possible impacts for sustainability learning. Originality/value: This paper addresses misconceptions on the role of ODeL in transforming to sustainability. The criticism that ODeL is suitable for primarily theoretical training is countered by evidence that appropriately structured assessments requiring ODeL students to engage with real-world issues in their local environments, can provide valuable sustainability learning experiences. [ABSTRACT FROM AUTHOR]

Smart communities have recently gained much attention. Researchers have been trying to tackle a number of challenges faced by smart communities. Interoperability is one key challenge that occurs due to different systems using different knowledge representations. To solve interoperability problems, ontologies are seen as a promising solution as they provide a commonly agreed vocabulary for representing data that are understandable by stakeholders of smart communities. Smart communities make use of Internet of Things (IoT) and ubiquitous networks to support communication among objects and devices in such environments. Smart campuses are examples of smart communities. Recently, many articles related to ontologies focusing on smart communities and smart campuses in IoT environments, have been published. This paper presents a Systematic Literature Review that has been conducted using Google Scholar. 18 ontologies for smart communities/smart campuses have been identified and analyzed out of 341 articles from year 2010 to 2019. The review classifies the ontologies in terms of domain, ontologies being reused, availability online, limitations, language adopted and coverage. It additionally discusses on the standards, the level of expressiveness, the ontology development approaches and methodologies adopted by the identified ontologies. Our analysis shows that the identified ontologies have been developed based on different ontological commitments. None of them have come up with a core semantic model that models different collaborating domains in a smart campus such as smart learning, smart management, smart governance, smart room, smart health, smart library and smart parking among others and that enhances cross-domain interoperability in a such an environment. Further details on our findings are presented and discussed in the paper. [ABSTRACT FROM AUTHOR]

Engineering education is not merely studying different subjects but also acquiring practical knowledge to implement in real-life circumstances. Mechanical engineering is a stream of engineering where students can focus on practical implementation of different concepts to make human life better. This study is inspired from clean & green campus program organized by IUCEE, where experiments on different types of renewable energy demonstrated and also emphasized on its usages in real life to make our environment clean and green. This study implemented different styles and experiments in mechanical engineering to enhance students' learning on renewable energy related concepts. This study has conducted some of the activities in the campus to make campus green and clean so that students can understand the importance of it and can explore themselves to further execute their ideas. In this paper, an attempt is made to provide details about the student's involvement in clean and green campus activity where students will be involved in energy audit, wastage management, water management team activity. This paper briefly summarizes the learning achieved through a faculty development program on clean and green energy campuses. This work comes with limitations and scope for future work in multiple aspects which are described in the complete paper. [ABSTRACT FROM AUTHOR]

Academics today labour under conditions of neoliberalism, and universities increasingly operate like businesses where value is determined almost solely in terms of profitability and productivity. This reduction of the human condition to human capital (Valero, Mølbjerg Jørgensen, & Brunila 2019) is an important aspect of both Judith Butler's (2004, 2015) analysis of precarious life, as well as Isabel Lorey's (2016) understanding of precarity and precarisation as dimensions of neoliberal governmentality. For Butler in particular, precariousness refers to the vulnerability and interrelatedness of bodies. Our bodies are exposed to the possibility of violence, death and pain, and life is not sustainable without security, care and love (Taylor & Underwood 2019). Some bodies, though, are rendered more precarious and vulnerable than others through proces ses of social hierarchisation. In the neoliberal university context, precarity manifests in managerial regimes, characterised by a paradoxical style of governance: governing the social through material and subjective insecurity (Pérez & Montoya 2018). A work environment characterised by affects of insufficiency, non-relationality, competitiveness, individualism, isolation and very often anxiety, such as found in the contemporary South African university, results in a process of affective subjectivation suitable for neoliberal managerialism to function optimally. The neoliberal machine hence operates with and through precarity (Pérez & Montoya 2018), creating nonrelational subjectivities always on the verge of a collective nervous breakdown. Against this background, we argue that the task of critical theory today is to think beyond diagnostic terms, towards possible forms of resistance that don't only exist outside of the neoliberal context, but that are perhaps made possible by the neoliberal ethos itself. This paper, a performative text, takes the form of a dialogue located in the authors' experiences at two South African university campuses. Thinking with rather than just against precarity, we experiment performatively, exploring the everyday contradictions and fault lines from where resistant forms of subjectivity might emerge, or from where an undoing of neoliberal governmentality might be imagined. Even if just as a slightly nervous breakthrough. [ABSTRACT FROM AUTHOR]

Critical care ethics argues that care's political potential lies in its relationality. Geographic scholarship on relationality can provide an avenue for unpacking the politics of care. This paper explores how a spatial relational care approach illuminates how caring agencies occurring in particular places have political reach to people and places well beyond those initial sites. A spatial relational care approach seeks to bring visibility to the diversity of caring and non‐caring relationalities that occur between multiple people, places, events, times and structural underpinnings. Such geographic relational scholarship on care brings attention to the ways that people and places are non‐autonomous through caring relations. This paper suggests that the frameworks of topological polis and intimate geopolitics can extend our relational understandings of care and offer insights into aspects of social life that care research has yet to explore. Empirically, this paper draws on a high‐profile campus sexual assault case to argue that the spaces of care need to be understood beyond where the initial care act took place, that responding to care creates relational poleis and that the site of the body is relationally bound with care and violence. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to focus on the way to achieve the sustainable development goals (SDGs). Through the introduction and learning of a specific case, this paper summarizes the specific process of green campus's development and construction and directly discusses how to achieve the goal of sustainable development. By analyzing the achievements and measures of its construction, on the one hand, the experience and shortcomings of its green campus construction are summarized; on the other hand, the impact of Stanford's own green campus construction on the local community is discussed. Design/methodology/approach: This paper takes Stanford, one of the best green campuses assessed by sustainability tracking, assessment and rating system (STARS), as a case study in three steps. First, it introduces the academics, energy supply and demand, water and land, waste, management, food and living, buildings and transportation of its campus construction in detail; second, it uses the STARS to make a comprehensive sustainable evaluation of Stanford; finally, it discusses the development relationship between Stanford and local community. Findings: The four characteristics of its green campus development model are summarized, namely, based on its own scientific research; from the aspect of environmental friendliness; to achieve joint participation; and forming complementary development with the community. The construction of green campus has changed from a single triangle framework composed of SDGs, STARS and universities to a compound triangle framework composed of SDGs, universities and communities on the existing basis, greatly expanding the way to realize SDGs. Practical implications: This development mode will have direct guiding significance for the sustainable construction of other campuses. Social implications: This paper also discusses the development concept from green campus to sustainable community to provide positive reference to achieve the global SDGs from the perspective of colleges and universities. Originality/value: According to the historical track of its development, this paper combines the two (SDGs and green campus) to discuss by using campus construction as an effective way to achieve the SDGs. On the basis of literature research and case study, STARS sustainable assessment is introduced. This will lead to quantitative analysis of sustainable construction in the discussion of the specific case, judging the specific sustainable degree of all aspects of campus construction, to provide a scientific basis for summarizing its characteristics of development mode. [ABSTRACT FROM AUTHOR]

In order to solve the problem of resource waste in colleges and universities, this paper proposes a multidimensional situational information fusion method, which can be used to normalize, analyze and predict the multi-source data such as natural, humanistic and spatio-temporal data on campus so as to meet the application requirements for high-level decision-making. With this method, firstly, the event object model is used to normalize multi-source data. Then, the multidimensional situational information fusion mechanism of twice reasoning is used to obtain the real-time situation and equipment control scheme of the campus so that real-time intelligent semantic understanding is realized. In the process of reasoning, the improved KNN prediction model is used to predict situational trends, and the prediction information is used to continue deep reasoning and mining. Finally, the real-time energy-saving regulation is carried out through control instructions. In addition, through simulation verification, experimental results show that this method can quickly identify, integrate, and predict the current real-time situation and generate reasoning results, and finally achieve the goal of intelligent control for energy saving on campus. [ABSTRACT FROM AUTHOR]

Kosovo after the 1999 conflict was in a social, economic and environmental disadvantage. The creation of peace and stability depended on many actors such as UNMIK, whose mission was to achieve the overall goal of providing security and the normal living of all peoples in Kosovo and to achieve stability in South East Europe and the Balkans respectively. The research conducted in this paper reflects quality aspects in urban development of university campus and quality aspects of artistic education, especially in art, architecture, creativity, and regular meetings with focus groups, especially with residents of all settlements in Peja. The research methods consist of empirical observation in academia, observation of teaching methods, and promoting healthy academic campuses. Research concludes paper indicate that through urban development of university campus in Peja and quality aspects of artistic education in teaching methods as contemporary learning strategies strengthened with informal meeting places for education, can effectively present a urban plan methodology, hence, which can bring more clarity to the academia campuses and contemporary labor market. Furthermore, new academia campuses must involve a new closeness, a brand-new teaching method, as a response to the future contemporary academic objectives strengthened with a quality aspect of artistic education, for which Peja municipality are very well known. Peja has had and actually has the two artistic branches with legacy in education, such are the school of Fine Arts and the school of Music. The two schools in which has attended the dozen renowned Kosovar artists, who now live and work across Europe. [ABSTRACT FROM AUTHOR]

In keeping with its land grant mission, a university campus library partnered with several OER advocacy efforts on both national and state levels to promote the creation and use of OER at the university. While the program had some initial success in inspiring faculty to create and use OER in their courses, the effort proved difficult to sustain. This paper presents the application of the Performance Improvement/HPT model to an Open Educational Resources (OER) initiative in a university library. This paper focuses specifically on three phases of the process: organizational analysis, environmental analysis, and gap analysis We share results of that application and discuss how the HPT model might effectively be applied to other similar programs. [ABSTRACT FROM AUTHOR]

Copyright of Yaratici Drama Dergisi is the property of Yaratici Drama Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An interview with Theodore E.D. Braun, Emeritus Professor of French at the University of Delaware is presented. Topics discussed include the evolution in programming he noticed at the UCLA meeting in 1972, and 1979 ASECS membership was exploding and the college campuses where the meetings had been held were getting too small to accommodate such a large meeting of scholars.

Purpose: The purpose of this study is to generate knowledge about the use of smart campus tools to improve the effective and efficient use of campuses. Many universities are facing a challenge in attuning their accommodation to organisational demand. How can universities invest their resources as effectively as possible and not in space that will be poorly utilized? The hypothesis of this paper is that by using smart campus tools, this problem can be solved. Design/methodology/approach: To answer the research question, previous survey at 13 Dutch universities was updated and compared with a survey of various universities and other organizations. The survey consisted of interviews with structured and semi-structured questions, which resulted in a unified output for 27 cases. Findings: Based on the output of the cases, the development of smart campus tools at Dutch universities was compared to that of international universities and other organizations. Furthermore, the data collection led to insights regarding the reasons for initiating smart campus tools, user and management information, costs and benefits and foreseen developments. Originality/value: Although the use of smart tools in practice has gained significant momentum in the past few years, research on the subject is still very technology-oriented and not well-connected to facility management and real estate management. This paper provides an overview of the ways in which universities and organizations are currently supporting their users, improving the use of their buildings and reducing their energy footprint through the use of smart tools. [ABSTRACT FROM AUTHOR]

The Cuajimalpa campus of the Autonomous Metropolitan University (UAM) is located in the western region of Mexico City. In 2016, its global average population (students, faculty and staff) was around 2750 people. Campus policies include sustainability as one of its main aims. To evaluate and eventually reduce the environmental impact of the campus, its greenhouse gas (GHG) inventory was assessed and the carbon footprint was calculated, using the GHG protocol (GHGP): Scope 1: direct GHG emissions; Scope 2: indirect GHG emissions; and Scope 3: other indirect GHG emissions, on a calendar year basis. Scope 1 includes mobile and stationary sources and leakage of refrigerants; Scope 2 includes electrical energy usage; Scope 3 includes consumption of paper, food, water, gases, cleaning products, solvents, wastewater treatment, municipal and hazardous wastes and academic travel. In 2016, the campus produced around 3000 tons of CO2 equivalent, with Scope 1, 2 and 3 accounting for 4%, 24% and 72%, respectively. Emissions analysis by activity indicated 51% for commuting; 24% for electricity usage; 14% for academic travel; 11% for other activities. The inventory will aid the establishment of policies for reduction and mitigation of GHG, resulting in environmental and potential economic benefits. [ABSTRACT FROM AUTHOR]

This paper explores the concept of translocality, of being 'simultaneously situated' in more than one place, in the context of 'distance' education in the digital university. The author works with the concept of critical time to propose an additional term, transtemporality, to also recognise the multiple times and temporalities engaged and interwoven in digitally connected spaces of work and study. The paper draws on interview material from an institutional case study of expansion in digital education, paying particular attention to student locations in time and space, arguing that recognising the shifting time-space of the campus is essential to supporting and teaching growing numbers of distance and part-time students. The author proposes that, rather than digital connections being viewed as a form of 'reaching out' from the university campus to the wider world, the digital university might be considered, in its translocal and transtemporal form, as an opening up of the idea of the university; embodied and imagined through strong connections across multiple locations, times and temporalities. [ABSTRACT FROM AUTHOR]

International higher education is the third largest export industry in Australia. Student attrition is an area of concern in higher education institutions. Most research undertaken so far has focused on domestic student attrition in Australia and globally. This study focuses on an Australian university to examine the causes of international students' attrition after their first year of study. It reveals that since 2018, growing numbers of international students have withdrawn from the subject university at the metropolitan campus to enrol in private colleges attracted by lower tuition fees for similar degree qualifications. The paper raises questions about the role of education agents in such student mobility and risks related to academic standards and quality in private colleges. The paper also raises questions about risks to quality and competitiveness in universities that have not sufficiently considered the academic and personal needs of international students. [ABSTRACT FROM AUTHOR]

Universities are increasingly recognized as spaces and cultures where gendered and sexualized harassment is endemic. This article pays close attention to the manifestations of sexualized behaviours in a campus university in the UK, examining some of the ways in which formations of masculinity are encouraged and reproduced through university structures, processes and aesthetics. The discussion draws on data generated by a creative project utilizing film-based materials as a prompt for collaborative reflections. Bringing together staff and students from across the university in a creative space enabled diverse experiences to be shared and produced rich and detailed insights across disciplinary and generational differences. The paper argues that such creative interventions are a vital form of feminist pedagogy offering a powerful resource for future work in this increasingly urgent field of study. [ABSTRACT FROM AUTHOR]

Campus crisis management remains an understudied topic in the context of COVID‐affected higher education. In this paper, we contrasted the ability to tame the wicked problems brought by the pandemic of COVID‐19 in private and public universities in Bangladesh, Cambodia, Colombia, India, Kazakhstan, Uganda, and Ukraine. The cross‐country analysis and diversity of institutional types allowed us to consider a wide range of challenges faced by academic leaders and their institutions during the global pandemic. By drawing on institutional policy reviews and interviews with university administrators, we have examined tensions between the human and institutional agencies on these crisis‐stricken campuses given differing institutional coupling, sizes, resources, and missions. The focus on agential co‐dependencies and institutional coupling lays the ground for conceptualizing campus crisis management as a culturally specific construct in the context of higher education affected by the global pandemic. [ABSTRACT FROM AUTHOR]

The rapid spread of COVID-19 led to, among other things, confusion in news coverage and public health safety. In academe, university leaders were pressured to quickly construct new plans for holding university classes while integrating the safety protocols required by government officials. Though this sudden shift may have been necessary, it also disrupted the biopsychosocial needs, developmental norms, and milestones of emerging adults on college campuses. Current research on emerging adults' biopsychosocial needs during COVID-19 is scant, and research efforts may have been diverted due to the suddenness of campus shutdowns. Social work clinicians nonetheless need a theoretical framework that primarily focuses on emerging adults' needs during and post pandemic. Therapeutic settings create platforms for emerging adults to share their stories and for clinicians to understand their clients' lived experiences during a pandemic such as COVID-19. An awareness of how the experience of shared trauma can affect the therapeutic relationship is crucial to the wellbeing of both client and clinician. This composite case study illustrates a treatment intervention constructed from resilience theory that included narrating what unfolded, learning emotional regulation, building sources of support, and making meaning of the experience. The framework in this paper suggests that resilience theory can be an effective therapeutic approach for emerging adults during and after the COVID-19 pandemic and recommends further attention to the role of social workers in higher education. [ABSTRACT FROM AUTHOR]

This paper unpacks the contradiction between the benefits of literacy and the punitive prison policies that seek to curb or regulate reading by beginning with the complicated historical relationship between incarceration and literacy. I then turn to the testimonies of two prominent incarcerated autodidacts who I now regularly teach within my prison literature classes both on my university campus and at a men's prison. The writings of Malcolm X and Etheridge Knight model the difficulties of negotiating the institutional risks and personal and political rewards of learning to read and write behind bars—particularly while Black. What is more, while literacy may provide an "on-ramp" toward higher education, barriers for incarcerated people continue to proliferate in our current era in the form of book bans, paywalls, and the material conditions of prisons themselves. [ABSTRACT FROM AUTHOR]