Journal articles on the topic 'Universities and colleges – Environmental aspects – Australia'

The internationalization of higher education is an important part of the “double first-class” construction of colleges and universities in China. How to promote the construction of first-class disciplines and develop the connotation construction of internationalization of colleges and universities is the mission and focus of local colleges and universities in the new era. This paper explores the international talent training mode of local colleges and universities from the aspects of the development of the internationalization of China’s higher education, the analysis of the problems of international talent training of local colleges and universities, and the exploration and practice of talent training mode of local colleges and universities. Taking Liaoning colleges and universities as an example, from shallow to deep, from point to surface, this paper straightens out the characteristics and key points of international running of local colleges and universities, tamps the connotation of international running of colleges and universities, and constantly develops its own international running characteristics.

Colleges and universities undertake the historical responsibility of realizing the great rejuvenation of the Chinese nation, and the Party attached great importance to it. The modernization of college governance and governance ability are directly related to the fundamental problem of “who to cultivate, how to cultivate people and for whom”. As an important part of systematized economic decision-making, standardized internal management and risk prevention and control normalization in universities, internal audit promotes the modernization of governance in colleges and universities and plays an important role in “checking, treating and preventing”. Based on the governance theory, I will study the modernization of governance capacity in colleges and universities, and build the path of internal governance audit to boost the modernization of college governance capacity from the aspects of audit system, organizational system, operation system, evaluation system on the macro, medium and micro levels of governance in colleges and universities.

As the main base for training teachers, normal colleges and universities can not only reserve a large number of talents for the construction of teachers but also help to improve the professional quality and teaching ability of teachers. Carrying out research on music education in normal colleges and universities can further meet the diversified needs of the current society for music talents and promote the improvement of art cultivation and cultural level of music students in normal colleges and universities. This paper discusses the preparation work of higher normal music colleges under the new curriculum standards from four aspects: “experience learning, independent learning, cooperative learning, and inquiry learning.” Later, through the method of questionnaire survey, starting from the survey of the independent learning motivation of 325 music education students, the independent learning situation of music education students under the network resources was analyzed, and the learning strategies were discussed from various aspects of students, teachers, and the school. By analyzing the current situation of music teaching in higher teacher training colleges from many aspects, and putting forward relevant suggestions according to the survey results, we hope to help the transformation of music teaching methods in the future and make contributions to the field of music teaching in China.

Taking the training of applied talents as the starting point, this paper points out that the target orientation of applied talents training in local colleges and universities should be constructed from the aspects of knowledge, ability and quality. Taking the school of mathematics and statistics of Zhaoqing University as an example, this paper discusses the training mode of applied talents relying on the platform of professional associations, expounds the specific implementation schemes and measures, summarizes the work results, and provides ideas and reference for the training of Applied Talents in local colleges and universities.

Based on the domestic representative research of the complaint reporting handling office in common colleges and universities, this study analyzes the present situation of the petition work. At the same time, combined with our own work practice and thinking, the article believes that to do a good job of a complaint reporting in colleges and universities, we need to work from four aspects, including letters team construction, the mechanism improvement, the standard work procedures, and the network consciousness enhancement, constantly enhance the level of letters and visits office informatization, people-oriented, and pay attention to work methods.

Mass entrepreneurship and innovation education in colleges and universities is a systematic project promoted as a whole, which pays attention to the cooperation between different participants and the coupling between top-level design and landing implementation, showing a horizontal and vertical intertwined ecological relationship. Constructing the collaborative ecosystem of innovation and entrepreneurship education in colleges and universities is an important topic to promote the comprehensive reform of colleges and universities, a key way to stimulate the innovation and entrepreneurship vitality of the whole society, and the only way to implement the strategy of "strengthening the country through innovation". The research shows that the collaborative ecosystem of innovation and entrepreneurship education in colleges and universities has the characteristics of the openness of the system boundary, the non-equilibrium of the system state, the nonlinearity of the system dynamics and the fluctuation of the system movement, and includes subject collaboration level, system collaboration level and environmental collaboration level. In terms of the construction path, the research further believes that the construction path of the collaborative ecosystem of innovation and entrepreneurship education in colleges and universities includes three aspects: establishing the system structure, releasing the system power and ensuring the development of the system. Among them, the establishment of the system structure is the premise and the release of the system power is fundamental.

Green development is the trend of the times. As an important carrier of practical teaching, economic and management laboratories in Colleges and universities should firmly establish the awareness of green development in laboratory construction, and put “green” into all aspects of laboratory construction. This paper discusses the problems of environmental pollution, equipment aging, low resource utilization rate, lack of awareness of green development and complex equipment maintenance in the construction of economics and management laboratories in colleges and universities, and discusses how to implement the green development strategy in the construction of economics and management laboratories, hoping to provide valuable reference for relevant personnel.

In order to effectively prevent the spread of novel coronavirus pneumonia and ensure the orderly development of teaching tasks, colleges and universities have launched online teaching activities. As a new teaching method, how to reasonably carry out teaching design, teaching organization and ensure teaching quality has become a new problem in front of educators. Taking the “Subway” course as an example, this paper summarizes and introduces the online teaching methods and personal experience under the epidemic situation from the aspects of the overall framework design, specific implementation scheme, effect investigation and reflection of the online teaching mode based on MOOC platform, so as to enrich the experience of online teaching activities in colleges and universities during the epidemic period.

More than half of the stadiums and sports venues in China are concentrated in the education system, and a large proportion of them are distributed in various colleges and universities across the country. Therefore, the planning, design, construction, operation and management of stadiums and sports venues of college and university are also getting more and more attention from the society and the educators. The author believes that under the concept of low carbon development, colleges and universities should focus on introducing ideas of energy conservation and put the concepts of low carbon economy development throughout the whole process and all aspects of operational management of stadiums and sports venues, so as to achieve the effects of sustainable development while fulfilling social responsibility of environmental protection, promoting green lifestyle among the students and contributing to green development model.

The outbreak of Covid-19 has inflicted great trauma on our country, impeded the pace of building a beautiful China and taught us a painful lesson. In the process of fighting against "epidemic", the mission and responsibility of ecological civilization education in colleges and universities are deeply reconsidered, and the deficiencies of ecological civilization education in colleges and universities are analyzed. Basis based on raw, advancing with The Times, pay attention to the assessment, the principle of scientific planning and innovation development, from the construction of talent cultivation system, optimizing the curriculum, actively promote ecological civilization education and education integration, equipped with professional teachers, improve teaching methods, set up the evaluation system, regulate the behavior of students, as well as the innovation campus environmental protection activities, create a good atmosphere of the big five aspects to reform and reconstruct the university ecological civilization education, so that its steady development.

In order to solve the problem that the ideological and political work mechanism in colleges and universities is relatively backward, which has no significant effect on ensuring the healthy and vigorous development of socialist universities with Chinese characteristics and promoting the all-round growth of students, this research focuses on the innovative countermeasures of ideological and political work in colleges and universities under the network environment from the perspective of ideological and political education. Therefore, the current situation and problems of ideological and political education management in colleges and universities are understood through questionnaire survey and interview. It is learned that 24.09% of students believe that the level of ideological and political education activities in colleges and universities is declining, 32.12% of students do not like the traditional way of ideological and political education, 33.94% of students have a general evaluation of the current ideological and political education management, and 58.03% of students believe that the way of ideological and political education is relatively single. Network psychological education for college students is a kind of educational behavior aimed at the psychological change process of college students in the Internet environment, and it conducts psychological education for college students in terms of cognition, emotion, will, ethics, personality shaping, interpersonal communication, and so on. Based on the above problems, combined with the requirements of ideological and political management and the needs of students, this article puts forward countermeasures from three aspects: management mechanism innovation, team improvement, and adaptation ways. Therefore, the management of ideological and political education in the network era is not a thing overnight, and must be adhered to for a long time. Only by constantly exploring, strengthening research, absorbing the strengths of others, innovating and developing, the ideological and political education management in the network era will increasingly show its strong effectiveness and play a more and more important role in practical work. The lack of network morality and network norms not only affects the ideological and political education but also affects the ideological and moral elements of higher vocational students’ quality and physical and mental health.

The dramatic effect of artificial fertilizers and agrochemicals on agricultural productivity tends to obscure the fact that their impact has been made only within the past century. Today, environmental problems arising from this technology have led to a consumer-led interest in organic agriculture. This approach will focus our sophisticated development and analytical techniques towards the principles of sustainable production, and now commands some support from governments and is a recognized study in some universities and agricultural colleges. In Australia over a million acres are under organic cultivation and in Britain alone sales in 1987 were $pD34 million.

Purpose Higher education institutions are regarded as forerunners and pioneers of sustainability. However, it is to question whether they actually fulfill their role model function. This paper aims to reveal whether selected universities in Australia and Austria meet the reporting expectations about their activities on sustainability in very heterogeneous environments. Design/methodology/approach Annual reports of selected universities in Australia and Austria are screened by the qualitative text analysis suggested by Mayring to identify their information policy on sustainability. Following the standard definitions, sustainability comprises economic, environmental and social aspects as main categories, which are supplemented further by specifically adapted eight subcategories. Findings The results reveal that the universities concentrate on economic information, preferably on accounting, whereas social aspects are of second importance. Environmental activities that essentially shape the image of sustainability for the majority of the stakeholders are mostly unattended. Research limitations/implications For further research, the authors suggest analyzing the reports of additional countries to get a bigger picture on the role of sustainability information in university reporting. Possible limitations are because of language use and time requirements, as each report must be encoded manually. Practical implications The results reveal the gaps that standard setters should fill by enforcing sustainability content in universities’ reports. Originality/value This paper is the first to analyze the annual reports of international universities in respect to sustainability. Hereby, we further fill a gap by applying a qualitative text analysis on the basis of individually derived categories to reveal the sustainability aspects more precisely.

For several years the University of Wisconsin–Milwaukee's Atmospheric Science group has offered the faculty-led study abroad program Mexico: Air Pollution and Ancient Cultures. In this course, open to both atmospheric science majors and nonmajors as well as to students attending other colleges and universities, participating students learn about the corrosive effects of acid deposition on the limestone surfaces of Mesoamerican archaeological sites. The course content includes not only the science aspects of acid rain and environmental corrosion, but also aspects of Mesoamerican history and anthropology, as well as personal reflection on a variety of social science topics via journaling. The academic content is delivered via lectures and laboratories, guided tours of museums and archaeological sites, visits to Mexican universities, and hands-on measurements and analysis. Postprogram surveys indicate that participating students consider the program to be quite valuable in terms of both academic and personal growth.

This study aims to analyze gender mainstreaming in student organizations from the basic aspects, student understanding, and policy implementation in several Islamic religious universities. This research is normative-empirical. This study found that implementing gender mainstreaming in student organizations was not optimal from the legal aspect, student understanding, and implementation. From the legal aspect, they have not included a philosophical foundation with the value of gender justice and equality, have not made a wise local academic culture the basis for sociological considerations, and have not included a juridical basis related to the acceleration of gender mainstreaming. From the aspect of student understanding of gender, it is still very low, which is indicated by the composition of the Intra-Campus Student Organization (OMIK) in strategic positions dominated by men. And from the aspect of implementation, it has not been optimal due to among others the commitment of the academic community to the enforcement of gender-responsive policies is still low and the activities in the field of student affairs that are carried out are not based on gender analysis.

With the increasing public attention to environmental protection, the control of pollution has become a joint goal of human. As one of the four major environmental pollutions, noise pollution seriously affects the normal study, work and health of teachers and students in schools, hence becoming an environmental issue of general concern in modern society. At present, the research and prevention of noise in colleges and universities are still in the initial stage in China. In addition, there are few noise studies in universities based on regions. Most of people are lack of enough attention to noise pollution, prevention and control measures and there is much room for improvement in all aspects. The purpose of this review is to summarize the current situation and causes of campus noise pollution in the central region of China and put forward some suggestions to improve the quality of sound environment on campus. In the end, it will provide some feasible references for the research in related fields.

Purpose – The purpose of this paper is to describe and analyze the use of integrated campus sustainability plans at US institutions of higher education. The paper also offers a preliminary framework for the evaluation of these plans. Design/methodology/approach – The paper examines 27 campus sustainability plans. It determines the types and characteristics of the institutions that have adopted these plans. It then uses content analysis techniques to determine their typical contents and emphases. Finally, the paper draws on literature pertaining to sustainability plans and plan evaluation to present a preliminary tool for evaluating campus sustainability planning efforts. Findings – Campus sustainability plans in the USA are extremely diverse. Environmental aspects are most prominent in these plans, and social equity aspects are least prominent. Campus operations receive more attention than do academic or administrative aspects. Most campuses have taken an inclusive, campus-wide approach to developing their sustainability plans. The evaluation of these plans should consider both their process and their substance and should account for circumstances unique to higher education. Research limitations/implications – The research is focused on US colleges and universities and may have overlooked some campus sustainability plans that have other titles. Nevertheless, it is a fairly comprehensive analysis of campus sustainability planning efforts to date in the USA. Practical implications – Campus sustainability plans are an important integrative tool. Understanding the details and potential evaluation of these plans can help determine their broader adoption and implementation. Originality/value – As an emerging tool for campus sustainability efforts, sustainability plans allow colleges and universities to examine operational, academic, and administrative functions in an integrated manner. To date, there has been very little scholarly attention to these plans, and no prior attempt to consider how they might be evaluated.

We explain the recruiting and promoting system for high-level Japanese government officials showing the trend of numbers of applicants for the recruitment examination, those who passed the examination, and also those who were employed by some ministries in the last 17 years. We describe the major characteristics of the promotion system for Japanese government officials. Educating and training Japanese government officials in the area of policy studies have been conducted in both university schools, governmental training centers, governmental schools and colleges. An education and training system for government officials needs to be developed so that each government official is equipped with a certain specialty and expertise. A formal system for evaluating individuals and programs has not been common in Japan, especially for evaluating individual work and contribution. We need to “invent” an evaluation system that will make the government officials’ decision-making system work more efficiently. Public and private universities, in particular, have been very active in creating many policy-related schools and departments in the last 20 years. Policy studies, which have been conducted in various schools in the university and government research institutes, are described in detail with their objectives, curriculums, and requirements.

As institutions of knowledge and innovation, colleges and universities have a responsibility to prepare students to lead in a world impacted by climate change. While sustainability and climate change have been increasingly addressed on campuses, several aspects of typical climate change education, such as the use of fear appeals, and crisis narratives, have served to disempower and disengage students from the issue. Evidence suggests that incorporating justice-oriented concepts and pedagogies may help students build the skills and confidence to engage in complex social concerns. This qualitative study sought to understand the ways in which an undergraduate environmental justice course at the University of Michigan might contribute to students’ sense of self-efficacy for climate change action. Findings indicated that teaching from a justice perspective supported students’ understanding of root causes, the need for collective action, and their empathy for others. Self-efficacy for climate action was most apparent when students were (1) confident in a particular skill set and (2) when the scale of the problem matched their ability to address it. This supported prior evidence that environmental justice can serve as a critical pedagogical approach for encouraging engagement and empowerment in climate action.

PurposeThe paper intends to determine the extent to which environmental sustainability issues are integrated in the curricula of industrial design programs in Australian universities.Design/methodology/approachIndustrial design lecturers and program heads were invited to participate in a web‐based survey on their university's industrial design curricula. Online university handbooks were also examined to determine which courses cover sustainability aspects. Survey results were then tabulated and analysed using descriptive statistics.FindingsThe study shows that, while there is a concern that sustainable development issues are important and relevant to design courses, the permeation of environmental sensitivity through most industrial design curricula, and indeed among design academics, is only starting to gain ground. Comparative examination of the curricular structures in Australian universities offering degree programs in industrial and product design revealed that, on average, 12 out of every 100 credit points earned have sustainability content.Practical implicationsThe paper informs industrial design academics that much more work has to be done in order to educate the next generation of designers about their responsibilities to the planet and its people. It tells them where we currently are and the gaps that we have to bridge in order to achieve environmental sustainability.Originality/valueThe paper is original in the field of Australian industrial design education, and builds on work in other disciplines about incorporating sustainability aspects in tertiary education.

The COVID-19 pandemic has disrupted various sectors. As for the sectors affected is the education sector. Many countries decide closing schools, colleges as well as universities, including Indonesia as an effort to break the chain of the spread of Covid-19. To cut off the spread of Covid-19 and comply government regulations, educators and all students are forced not to be face to face temporarily. The COVID-19 pandemic is forcing schools, colleges and universities to shift their entire instructional device to one online delivery overnight. It is no longer a question of whether online education can deliver on the promise of quality higher education and more to how universities can promptly and effectively embrace the mass adoption of online learning. This research was conducted in locations affected by the covid-19 pandemic, because the covid-19 pandemic has a very significant impact on the survival of the lower class in particular. Entrepreneurs are expected to help overcome the economic problems of the nation and the State, although there are many challenges and obstacles that must be faced in overcoming problems due to limited education. and resource knowledge. This community service activity is carried out by providing online learning and training assistance for 1 month on building entrepreneurship character to youth organization (Karang Taruna). The activity is the increasing entrepreneurial knowledge and skills of participants in optimizing information technology-based programs in the marketing media for organic hydroponic vegetable Urban Farming products. The result of this activity is the increasing creativity of youth group organization and to motivate them and also create a connection model for microenterprise entrepreneurship and value creation with the economic, social and environmental aspects of sustainable development.

Objectives: In recent years, it is more and more difficult to manage innovative talents. In order to improve the collaborative efficiency of innovative talents management, this paper presents a simulation analysis of collaborative efficiency of innovative talents management in Colleges and Universities Based on BP neural network algorithm. Methods: Data simulation technology is used to establish talent management model. This model puts forward the optimization scheme from the algorithm flow, and improves the synergy of talent management by using data transformation technology. This model is analyzed from two aspects of universities and talents. BP neural network algorithm is added to the calculation of management efficiency to realize the sequence optimization of data. Results: In order to test the authenticity and efficiency of the algorithm in the talent management model, a comparative experiment is set up to analyze the results. The test results show that the accuracy of the optimized data analysis model is generally above 95%, while the accuracy of the traditional algorithm is generally below 80%, the collaborative efficiency calculation time of talent management model is the shortest, averaging only about 15 seconds; the traditional model calculation time is very unstable, from short 12 seconds to long 45 seconds, the calculation span is very large, and the accuracy rate is low. Conclusion: The research shows that BP neural network algorithm can improve the synergy of management and optimize the management mode of innovative talents, which is worthy of further promotion.

In this paper, we explore the improvisations made in examination practices in higher education during the pandemic of 2020. Drawing on STS, we start from the theoretical assumption that examinations constitute an obligatory passage point in universities and colleges: a sacred point which students need to pass if they want to gain recognized qualifications. We base our analysis of higher education examinations on cases from six countries around the world: Australia, Belgium, Chile, India, Sweden and the UK. We use the analytical heuristic of choreography to follow the movements, tensions and resistance of the ‘emergency examinations’ as well as the re-orderings of actors and stages that have inevitably occurred. In our analytical stories we see the interplay between the maintenance of fixed and sacred aspects of examinations and the fluidity of improvisations aimed at meeting threats of spreading Covid-19. These measures have forced the complex network of examinations both to reinforce some conventional actors and to assemble new actors and stages, thus creating radically new choreographies. Although higher education teaching and didactics are being framed as a playground for pedagogical innovation with digital technologies, it is clear from our data that not all educational activities can be so easily replicated.

Significant change of Indonesian economy has lead to the need of people more than just basic need such as food and clothes. Others such as health and education have become a must for Indonesian. Anticipating this condition, government will implement new universal coverage health system in 2014 as mandated by law. This paper has objectives to explore several aspects which contribute or influence to the policy formulation and implementation, particularly in designing new health insurance system in Indonesia and learning from Australian experience and best practice. Methodology used in this paper is both primary research such as in depth interview with some health economist, expert form universities, government researcher as well as observation to the organization that manage health system in Australia and secondary research by doing literature review of health insurance system, benchmarking, compare and contrast the health insurance system in Indonesia and Australia and analyze the best and suitable ones for implemented in the future. There are several interesting findings that can be recommended such as Australian health reform and relationship between public and private health system.

With the wide spread of the Internet, information technology begins to enter all aspects of people’s lives, such as teaching. The trend of economic globalization and export-oriented economic development have put forward urgent requirements for the level and quality of English teaching in colleges and universities. However, the current diversified information technology has brought many opportunities and challenges to college English teaching, and the traditional teaching mode can no longer meet the requirements of the new era. Both teachers and students need to communicate and interact through modern network media. Teaching reform has become an inevitable trend. The important premise of deepening college English teaching reform under the credit system is to grasp the needs of students. This paper analyzes the characteristics of the interactive teaching mode, points out the problems and challenges of the traditional English teaching, reveals the achievements and the problems of the reform under the credit system, and concludes that the English teaching mode, which is a practical and effective teaching mode.

Sustainability discourse indicates a need to reconsider our approaches to social, economic, and environmental issues because, without deep transformation, global human survival is in jeopardy. At the same time, post-secondary education institutions in Canada are Indigenizing their settings but have rarely taken up sustainability and Indigenization as related concepts. In this research, participants delivering Indigenous programming in ten colleges and universities across Canada contributed their insights on the relationships between Indigenous worldviews and sustainability in their territories and institutions. The five key findings that emerged from the study are: (1) Indigenous worldviews are based on a belief in the sacred, which orients Indigenous knowledges and responsibilities for sustaining life on Earth; (2) sustainability is expressed as a function of tradition linking Indigenous identity with culture, language, and environmental health; (3) entrenching Indigenous knowledges throughout institutions is to sustain cultural identity; (4) national and international standards supporting Indigenous self-determination are primary drivers for the inclusion of Indigenous knowledges and advance the underlying principle of sustainability; and (5) Indigenous holistic learning includes social, economic, and environmental aspects of sustainability.

In recent years, college students’ psychological problems have occurred frequently, and the early warning of college students’ psychological crisis has received social attention. Artificial intelligence and big data, as emerging technologies that have attracted much attention in recent years, have broad application and development space in improving the development of intelligent and refined education in colleges and universities. Applying artificial intelligence and big data to the practice of college students’ mental health education plays a very positive role in accurately finding and scientifically solving college students’ mental health problems. This paper combs the current application and research of artificial intelligence and big data in college students’ mental health education and then clarifies the problems existing in the practical application. Finally, on the basis of in-depth analysis of the characteristics of college students’ psychological crisis, the paper designs college students’ psychological crisis early warning data collection system from six aspects, including the educational administration system and the access control system. And from the aspects of establishing a multilevel linkage feedback early warning system, building a team of big data technical personnel and mental health education personnel, it puts forward countermeasures for college students’ psychological crisis, so as to provide theoretical and methodological support for college mental health management.

AbstractThis study recruited participants from UIN Sunan Kalijaga and Universitas Sanata Dharma in Yogyakarta and the University of Sydney, and the University of Western Sydney in Australia and aimed at investigating whether policies are implemented as a bridge to accommodate disabled students for admission and academic pursuits. In this combined policy research and case study, individual, group, and policymaker interviews were conducted. The findings indicate that, while university policymakers admit students with special needs, a lack of academic advocates among faculty has hampered understanding of pertinent policies. As a result, some lecturers do not pay attention to inclusiveness. There are environmental impediments, a dearth of services throughout the enrollment process, a lack of faculty competencies, and a paucity of information in syllabi indicating where impaired students can access resources. In Australia, colleges are more forthright about accommodating students with special needs during the enrolling process and during class time. Both campuses have disability assessment clinics. However, some are more physically and centrally positioned to facilitate impaired students who self-refer for services. The purpose of this paper is to argue that genuinely inclusive education is not segregated schooling that separates 'normal' pupils from those with special needs. For authentic inclusion, disabled populations require considerate, if not extraordinary, care and services. AbstrakPenelitian ini merekrut partisipan di UIN Sunan Kalijaga dan Universitas Sanata Dharma di Yogyakarta serta University of Sydney dan University of Western Sydney di Australia dan bertujuan untuk investigasi apakah kebijakan sebagai sarana untuk mengakomodasi mahasiswa difabel pada proses pendaftaran dan pencapaian akademik. Penelitian kebijakan dan studi kasus ini dilakukan melalui serangkaian interview dengan individu, kelompok, pembuat kebijakan. Hasil penelitian menunjukkan bahwa meskipun para pengambil kebijakan menjamin penerimaan mahasiswa dengan kebutuhan khusus, lemahnya dukungan para pengajar telah mengurangi perhatian penerapan kebijakan yang relevan. Akibatnya, beberapa pengajar kurang menaruh perhatian pada inklusivitas. Terdapat halangan lingkungan, kurangnya layanan selama proses pendaftaran dan kompetensi para pengajar, serta kurangnya petunjuk dalam silabus menjelaskan dimana mahasiswa difabel mengakses sumber-sumber yang diperlukan. Kampus-kampus di Sydney lebih transparan dalam memfasilitasi mahasiswa difabel selama proses pendaftaran dan kuliah. Terdapat banyak pusat layanan, beberapa secara struktural terpusat di kampus untuk diakses. Artikel ini berargumentasi bahwa pendidikan inklusif itu bukan sistem kelas yang memisahkan mahasiswa ‘normal’ dari yang berkebutuhan khusus. Untuk inklusi, mahasiswa difabel perlu digandeng dan mendapatkan pengajaran dan layanan yang memadai.How to Cite: Lessy, Z., Assegaf, A. R., Sirait, S. (2021). Inclusive Education at Faith-Based and Non-Faith Based Universities: A Policy, Teaching, and Curriculum Analysis. TARBIYA: Journal of Education in Muslim Society, 8(1), 1-15. doi:10.15408/tjems.v8i1.18992.

Integrity, a moral quality in Ho Chi Minh Ideology, is an important issue in the higher education setting as student academic misbehavior is a major problem for colleges and universities. Under the influence of Ho Chi Minh Ideology, students of Hanoi National University of Education have been working toward the quality of integrity to sustain an educational environment that encourages integrity. This article presents the findings of a study (with the methods of questionnaire and group interviews) involving 255 students from the Faculty of Psychology and Education, which looked at how students' perceptions of plagiarism changed between the school year 2016-2017 (Group I) and 2020-2021 (Group II). The results show that the student's perception of plagiarism between groups I and II has differentiated from each other in their understanding of plagiarism. The key factors that influence their perceptions of plagiarism, according to the results obtained, are primarily from subjective aspects. According to the findings, lecturers' participation in mentoring students in academic skills is critical to prevent plagiarism, besides developing students' self-discipline.

Objectives This study set out to examine the perceptions of students favorable to AI interviews and preparations before AI interviews among high school students before the full-blown utilization of AI interviews in the selection of new students by colleges and universities. Methods For analysis purposes, the study conducted an online survey with 780 high school students(tenth, eleventh, and twelfth graders) at eight general high schools in Seoul. Of them, boys and girls accounted for 50.8% and 49.2%, respectively. The survey asked two short-answer questions: first, what type of students do you think are favorable for AI interviews?; and second, what should be prepared before AI interviews? Data were analyzed with the three-step technique by Strauss and Corbin, which involves open, axial, and selective coding, and the RStudio 4.0 program for text mining analyses. Results The analysis results were as follows: the most favorable students for AI interviews were “those who tense up much”(34.72%), who were followed by “those who receive good grades and work hard”(27.85%), “those who have difficulties with traveling”(6.92%), and “those who have good knowledge of AI”(5.78%). “Tension” appeared most frequently, being followed by “speaking,” “good,” “social phobia,” and “artificial intelligence” in order. As for preparations for AI interviews, the students mentioned “speaking without tensing up”(57.96%), “figuring out AI technologies”(16.46%), and “managing grades”(11.27%). “Speaking” appeared most frequently, being followed by “artificial intelligence,” “as usual,” “grades,” and “preparing hard” in the order. Conclusions High school students show two different reactions to AI in AI interviews for university admission: they considered AI as a tool and, at the same time, as no tool. They considered AI as a tool as they saw it as a machine that would not make interviewees nervous psychologically. They did not consider AI as a tool, as well, but it does not mean definitely that they considered AI as a human being. These two different perceptions imply that colleges and universities should refrain from overestimating the technological aspects of AI incorporated into their admission interviews and raise a need to discuss the factors behind the perceptions.

Universities are providing short-term overseas study programs for healthcare students to increase their cultural competence (i.e., capacity to work effectively in cross-cultural situations). However, there is limited empirical research evaluating the effects of these programs using well-controlled research designs. In the present research study, undergraduate healthcare students in an Australian university were selected as participants. Group 1 (n = 32) participated in a short-term overseas study program in Asia (i.e., China, Vietnam, Singapore, and Taiwan), whereas Group 2 (n = 46) stayed in Australia to continue their university education as usual. All participants completed a self-developed demographic questionnaire, Cultural Intelligence Scale, and Multicultural Personality Questionnaire. Cultural competence was surveyed pre- and post-short-term overseas programs. After controlling for prior overseas experiences and the open-mindedness trait, an ANCOVA indicated that Group 1 had a significantly higher scores than Group 2 in cultural knowledge (p < 0.05), but not in cultural awareness, attitude, or skills. It is suggested that short-term overseas study programs may increase healthcare students’ cultural knowledge, a component of competence, and that more needs to be accomplished to improve other areas of cultural competence.

This paper employs an intersectional lens to explore menopausal experiences of women working in the higher education and healthcare sectors in Australia. Open-text responses from surveys across three universities and three healthcare settings were subject to a multistage qualitative data analysis. The findings explore three aspects of menopause experience that required women to contend with a constellation of aged, gendered and ableist dynamics and normative parameters of labor market participation. Reflecting on the findings, the paper articulates the challenges of menopause as issues of workplace inequality that are rendered visible through an intersectional lens. The paper holds a range of implications for how to best support women going through menopause at work. It emphasizes the need for approaches to tackle embedded and more complex modes of inequality that impact working women’s menopause, and ensure that workforce policy both protects and supports menopausal women experiencing intersectional disadvantage.

Under the background of networked education, the subjective behavior in the field of education, the interaction between teachers and students, and the educational environment in which the subject is located have all had a comprehensive impact on the teaching mode of mental health courses in colleges and universities. In recent years, the teaching research and practice related to “action learning” and “thinking visualization” have been deepening, and more papers, monographs, and training activities related to them have been deepened. Thinking is a complex cognitive process, and students’ positive and critical thinking attitude plays a crucial role in improving the quality of nursing work in the future. The importance of study, our way of self-cultivation, and the foundation of our destiny is beyond words. This study explores the application and significance of college students’ happy learning combined with the visualization of thinking and action learning under the background of “Internet +” from four aspects: curriculum connotation, system construction, effect analysis, and curriculum thinking, so that students can play their subjectivity in education courses and improve. The initiative and interaction of students in the classroom encourages students to not only know, feel, and experience in education courses but also dare to speak, ask, and question and be the leaders of the classroom.

La sostenibilidad ambiental y la formación de los recursos humanos son dos factores estructurales de la competitividad de un destino turístico. El objetivo principal de este trabajo es conocer cómo los estudios superiores de máster y doctorado en España abordan los aspectos de sostenibilidad ambiental. La metodología utilizada para abordar este objetivo ha sido el análisis del contenido de los 55 programas académicos de máster (impartidos por 39 universidades) y los 7 de doctorado (impartidos por 18 universidades) a partir de los documentos publicados en el Registro de Universidades, Centros y Títulos del Ministerio de Ciencia, Innovación y Universidades de España y en las páginas web de las universidades. Los resultados obtenidos evidencian la baja incidencia que, por el momento, tiene el concepto de sostenibilidad ambiental en los curricula de los másteres, en las líneas de investigación de los programas de doctorado y en las tesis doctorales presentadas en la última década. También se ha observado que su consideración se aborda de forma puntual y aislada en los programas sin insertarse en visiones integrales. Además de una cuestión de responsabilidad social y económica en relación con el uso de los recursos naturales, se considera que la sostenibilidad ambiental es el área que permite actualmente un mayor margen de mejora de la oferta de los destinos turísticos para incrementar su competitividad. Por tanto, es responsabilidad de las universidades formar a sus estudiantes en el desarrollo de técnicas y competencias que atiendan a estas necesidades del sector e inculcar una ética de los valores ambientales y el respeto por la naturaleza y el planeta. Environmental sustainability and human resources education are two structural factors in the competitiveness of a tourist destination. The main objective of the current work is to discover how higher education in master and doctoral studies in Spain address aspects of environmental sustainability. The methodology used to attain the objective was the content analysis of 55 academic master's programmes (taught by 39 universities) and 7 doctoral programmes (taught by 18 universities) based on the documents published in the Legal Register of Universities, Colleges and University Qualifications (Spanish Ministry of Science, Innovation and Universities) and on the websites of the universities. The obtained results demonstrate that, for the moment, the concept of environmental sustainability has a low impact on the curricula of master's degrees, research lines of the doctoral programmes and on doctoral dissertations presented over the last decade. It has also been noted that environmental sustainability is addressed without being inserted into comprehensive visions. Beyond a question of social and economic responsibility in relation to the use of natural resources, environmental sustainability is a key area for improvement in the framework of the tourism offerin many destinations to increase their competitiveness. It is, therefore, the responsibility of universities to educate their students in the development of techniques and skills that meet these needs of the sector and to instil them with an ethic of environmental values and respect for nature and the planet.

Since the world entered the era of network information, the influence of the Internet has been expanding day by day, and today’s college students are deeply affected by the network environment, which has also brought unprecedented challenges to the moral education work of colleges and universities. The rule of law education for college students is a key point for the comprehensive implementation of the strategy of governing the country by law. How to enhance the effectiveness and recognition of the rule of law education for college students has become an important task of higher education. Therefore, strengthening the legal education of college students is not only an inevitable choice to fully implement the rule of law but also a realistic requirement to improve the level of higher education and realize the all-round development of college students. College students’ mental health education is an important part of the talent training system of colleges and universities, and in-depth exploration of the ideological and political laws of college students’ mental health education courses is an inevitable requirement for implementing the fundamental task of Lide Shuren. College students’ mental health education courses must be integrated into the ideological and political concepts of the curriculum, reflect the political orientation of ideological and political work, embody the law of educating people with morality as the first, and embody the practical purpose of psychology to pay attention to personality improvement. It is necessary to optimize the content of education and teaching, excavate the elements of ideological politics in the curriculum, enrich the resources of ideological politics in the curriculum, and explore a new way of reforming the ideological and political education curriculum for college students from the aspects of deeply planting family and national feelings, enhancing political identity, strengthening cultural self-confidence, cultivating Chinese temperament, clarifying the meaning of life, strengthening mission responsibility, enhancing civic awareness, and developing law-abiding habits. Strictly regulate the behavior of contemporary college students in the online environment, give full play to the role of legal education, and reduce the incidence of online incidents such as online fraud and cyber violence. This paper puts forward some problems in the current legal education of college students in China and points out the root causes of these problems. Methods for structural reform and advanced cultural construction based on social development are proposed. From a strategic point of view, it is believed that only by managing the reform of legal education and cultivating civic awareness can we completely solve various contradictions and problems among college students in the network environment and pave the way for the development of college students.

Despite the fact that big data technology has been applied in education, there are no studies and cases that combine big data with ideological and political (IP) teaching quality. At the same time, the existing methods of IP teaching quality evaluation lack the consideration of multiple values, and the system is not complete and systematic. The use of big data analysis technology can improve the rigor of teaching quality assessment and make the data analysis more scientific, so as to improve the management system of universities and enhance the education quality. Therefore, this paper fully considers the background conditions of large data at this stage, on the basis of studying the methods of evaluating the quality of IP teaching in colleges. The big data about teaching quality is obtained by distributed algorithm, and multiple value indicators are drawn into the quality evaluation system as a main driver to emphasize the multiple value theory. Hierarchical analysis (AHP) method and fuzzy comprehensive evaluation (FCE) method are selected as the data analysis methods to provide evaluation basis for the proposed model. This model can further test the evaluation index system of education and further verify the rationality of the distribution of the weight of indicators at all levels. The evaluation results based on the large educational data and research data of a university show that the IP teaching quality of the university is excellent. The comprehensive evaluation model overcomes the limitations of traditional evaluation methods and provides a more comprehensive analysis about the teaching quality of IP teaching in colleges. Meanwhile, the conclusions obtained by the proposed evaluation model can be used for both the overall comprehensive evaluation of teachers’ teaching quality and a single comprehensive evaluation of the single factor affecting teaching quality. Using the evaluation results obtained by the model, we can set up advanced models and encourage backward students to have evidence. With the single-index evaluation, we can know what advantages the IP teaching or a certain teacher has and what aspects need to be strengthened. Therefore, we can put forward reasonable suggestions to progress instructing strategies and educating quality.

Many emerging adults experience the death of a loved one while they are enrolled as a student in higher education. Bereavement increases the risk of long-term adverse physical and mental health outcomes. Still, as most studies have focused on psychological aspects of grief, little is known about the impact of grief on somatic complaints in students, leaving them vulnerable to health deteriorations. This study aimed to address this gap, and we hypothesized that there is a positive association between grief and somatic complaints in bereaved students. Participants (N = 688) were students enrolled at Flemish universities and colleges in Belgium. Participants filled out an online survey with sociodemographic questions, two scales assessing grief, and somatic grief reactions, and two additional questions inquiring whether participants had experienced other somatic reactions, and whether they had taken any steps to remedy their somatic complaints. Regression analyses revealed that less social support, type of relationship (first-degree relative), and the level of grief were positively associated with somatic complaints, and bereaved students reported various complaints such as feeling pain and strains, thus confirming the hypothesis. As bereaved students may be reluctant to seek support for somatic complaints, the findings indicate that information and psychoeducation for bereaved students and their social environment must address somatic grief reactions and encourage timely help seeking. In addition, staff members at psychosocial and medical services for students should be trained to recognize somatic as well as psychological grief reactions. Appropriately skilled, they can inquire about such complaints and provide adequate support to prevent long-term health ramifications.

Along with the adjustment of industrial structure, the pattern of the TVE in Taiwan has altered. Ever since the year of 1990 when the government started to promote new establishment of institute of technology and the institution status change, name change and upgrading policy of various types of schools, the number of technological universities and colleges has dramatically increased. However, in terms of a campus that affects essentially and greatly students’ environmental cultivation learning, a technical college should in fact take the conformation of technical and vocational spirit and educational orientation into consideration and shape the school style and applicability of the technical university that possesses vocational education content based on school comprehensive planning and development framework of organic growth and sustainable operation. The purpose of this study is to probe into the course of campus planning development in the early stages of foundation of private university of science and technology in Taiwan. It is hoped that the research be conducted aiming at the development context of school formulation from the standpoint of technical and vocational education’s historical development. This study adopts qualitative observation, documentary research and in-depth interview to try to understand the research topic from multiple aspects through field observation and interactive interview. Lastly, the study applies “comparative analysis approach” for reflecting on the development characteristics and issues of Taiwan’s private vocational school in the light of campus developing process and implementation modality of private technical university before proposing the relevant suggestions at the end of the paper.

Mobility of students and faculty is an essential aspect of Internationalization of Higher Education (IHE), but it also has an influence on academics and research, necessitating study into the consequences of these two characteristics for university ranking. The study used a qualitative approach to data collecting. Vice Chancellors and Senior Academicians from Institutes of Higher Education in India, Australia, and Zambia were interviewed in-depth to learn more about the impact of globalization on academics and research. The responses from majority of the academicians were positive as Internationalization of academics and research creates an environment bringing in intercultural, international and comparative aspects in the classroom. The world today faces challenges due to Covid-19, which are no longer local but have global implications. Local solutions can be applied globally through Internationalization of research. However, other academics believe that internationalization may not be a priority for India at this time, since the country must focus on domestic issues such as access and fairness. Academic internationalization not only provides a global classroom environment, but it also has a tremendous influence on the community through research, since these answers may be used internationally, resulting in changes. According to the findings, internationalization should be regarded as a criterion for the Indian Ranking System. This paper provides in-depth insights and views of policymakers about the importance of Internationalization and its significant influence on academics and research after Covid-19.

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.

Este artigo refere-se à ambientalização curricular e tem por objetivo analisar, por meio da revisão de literatura existente, como vem sendo aplicada a ambientalização nas universidades. Trata da contextualização da temática e aborda os principais estudos que vem sendo realizados sobre a ambientalização nas universidades, desde 2002, no Brasil e na América Latina, bem como a inclusão da Educação Ambiental nas Instituições de Ensino Superior. Essa inclusão se dá mediante a necessidade de se encontrar alternativas na busca por novos modelos de desenvolvimento que levem à sustentabilidade nos âmbitos econômico, cultural, social e ambiental. Discute-se a ambientalização nas universidades e nos currículos, e então apresenta-se algumas considerações com o entendimento de que não há um padrão rígido para a efetivação da ambientalização nas universidades, embora não prescinda de normas pré-estabelecidas. Além de considerar a importância e a necessidade da inclusão da Educação Ambiental de modo que, de fato, leve à sustentabilidade econômica, cultural, social e ambiental. This paper is about curricular environmentalization and its goal is to analyze, based on the current literature review, how the environmentalization has been applied at universities. Deals with the theme context and the main studies which have been conducted about environmentalization at universities, since 2002, at Brazil and Latin America, and about the introduction of the environment education at Universities and Colleges. Such introduction happens due to the need of finding alternatives in the search of new development models which lead to sustainability on the economic, cultural, social and environmental aspects. The environmentalization at universities curriculums is analyzed, and then some considerations in the direction that there is no mandatory standard for realizing the environmentalization at universities, although it cannot discard some predefined rules. More over considering the importance e the need of introducing the environment education so that, in fact, it leads to the economic, cultural, social and environment sustainability. Este artículo se refiere a la ambientalización curricular y tiene por el objetivo analizar al través de la revisión de la bibliografía existente, como es que se aplica la ambientalización en universidades. Trata de la contextualización de la temática y aborda los principales estudios que han sido hechos sobre la ambientalización de las universidades, desde el año 2002, en Brasil y en América Latina, así como la inclusión de la educación ambiental en instituciones de educación superior. Esta inclusión si les da por la necesidad de encontrar alternativas en la busca de nuevos modelos de desarrollo que conducen a la sostenibilidad económica, cultural, social y ambiental. Se analizan la ambientalización en universidades y en los planes de estudio, y por tanto presenta algunas consideraciones con la comprensión de que no existe una norma rígida para la ejecución de la ambientalización de las universidades, aunque no prescinden de las normas previamente establecidas. Además teniendo en cuenta la importancia y la necesidad de la inclusión de la educación ambiental para que, de hecho, conducir a sostenibilidad económica, cultural, social y ambiental.

Assistive technology (AT) plays a pivotal role in the lives of people who require assistance with one or more aspects of daily living. Ranging from simple devices such as an augmented fork to complex devices like a power wheelchair with integrated environmental control, AT is a broad term to describe a range of products and services that provide assistance. Historically used in the ?disability sector?, in recent years AT devices have merged into the ageing sector as more Australians develop an impairment through ?age-related disability?, creating a larger market for equipment that provides independence or restores lost/reduced functionality. Despite the national focus on ageing, Australia lacks a nationally coordinated and cohesive AT sector ? most AT equipment and devices are imported and the sector struggles for local research, development, and commercialisation funding. In an attempt to address this issue, a network of rehabilitation engineering and AT centres, universities, and industry players formed a collaboration to submit a Cooperative Research Centre (CRC) proposal to drive Australian AT products and services. The main focus was on developing Australian capacity within the sector and creating innovative products that met Australian needs, leading to import replacement. A secondary focus was on providing a national education program to provide ongoing AT training and development across multiple disciplines associated with both disability and ageing.

1. INTRODUCTION The R. W. Kern Center In 2016 the R.W. Kern Center became Hampshire College's first new building in 40 years (Figure 1). Located at the heart of the Hampshire College campus, the R.W. Kern Center is a multi-purpose facility intended to embody a high threshold of forward- thinking sustainable design: generating its own energy; capturing and treating its own water; and processing and recycling its waste. Its design also embodies a broader definition of “green” building, prioritizing non-toxic materials, local and ethical products, and principals of biophilia and natural beauty. The new building, which includes classrooms, offices, and a community café and gallery, serves as a primary entry point to the campus and was designed to engage prospective students as well as provide community space. In the spring of 2018, the Kern Center became the 17th building to be certified and meet the Living Building Challenge (LBC) (International Living Future Institute, 2018a) after a year of post-occupancy performance verification. At 17,000 square feet, it is the largest Living Building on a higher education campus and considering the relatively small size of the college (~1300 students) it showcases Hampshire College's substantial commitment to sustainable design and development. The Living Building Challenge A program of the International Living Future Institute, the Living Building Challenge is a building certification system and sustainable design framework for creating built environments that have a positive impact on people and the environment (International Living Future Institute, 2018a). The Challenge is organized into seven performance areas covering different aspects of holistic sustainable design: place, water, energy, health + happiness, materials, equity, and beauty. In order to achieve “Living” status, projects must fulfill all imperatives in each of these categories. Hampshire College Hampshire College is an innovative private college in Amherst, Massachusetts. The academic program is highly dynamic and interdisciplinary, emphasizing an inquiry-based and learner-centered liberal arts education. Students are empowered to think, discover, advocate, and build essential skills through an individualized divisional system utilizing portfolios, narrative evaluations, and self-reflection. The College's motto, Non Satis Scire (To Know is Not Enough), is a call to action for students, as well as the institution. It is not enough for colleges and universities to merely educate students on issues of sustainability or environmental and social justice; Hampshire College has the added responsibility of applying this knowledge in all of its operations. The R.W. Kern Center embodies the commitment to environmental sustainability at Hampshire and is a powerful example of the dynamic role sustainable design can play in educating the next generation of sustainability leaders.

Abstract Background In view of the new era of teaching reform, the teaching mode of colleges and universities has changed the concept of education and innovative talent training mode, it is emphasized that “curriculum is the core element of talent training, and the quality of curriculum directly determines the quality of students.” talent training has different levels of teaching reform and curriculum practice. In response to this demand, colleges and universities have also carried out different degrees of teaching reform and curriculum practice research. Especially in the design curriculum of environmental design specialty, it is very necessary to explore the teaching reform of “X-Y theory” based on emotional regulation. Research Objects and Methods In order to overcome the shortcomings of this course in knowledge dimension, scalability, design thinking development and regional industry, this course is based on McGregor's “X-Y theory”, that is, psychological behavior motivation. According to the principle of street design, the basic theory and experimental test of street microclimate environment, guide students to carry out the simulation design practice of street landscape design. Each stage of the design practice process starts from the students' emotional “sensory multi-channel”, through the students' good sensory channel to obtain and remember matching information, and test the students' sensitivity and understanding of knowledge points. The second knowledge integration test is conducted through online sharing evaluation and offline simulated defense courses, so that students can promote each other and gradually improve in their autonomous learning experience. Use students' painting materials to establish a course case base. In order to verify the influence of the teaching reform exploration of the design course X-Y theory of environmental design specialty on emotion regulation, this study measured the junior middle school students in a school in a northern city, half male and half female, aged between 13 and 16 years (average age is 14.96 ± 0.85 years). According to the scores of “cognitive reappraisal” and “expression inhibition” strategies, the subjects were divided into high and low groups, and those with significant differences in the scores of the two strategies were selected as the subjects of the experimental group. According to the scores of “cognitive reappraisal” and “expression inhibition”, 50% of the middle group was used as the subjects of the control group. Finally, there were 100 effective subjects, including 50 in the positive emotion group and 50 in the negative emotion group. Using emotion inducing materials, negative emotion inducing materials are a 10 minutes film clip of “Tangshan earthquake”. The film describes the story that when the earthquake occurred, the family was buried underground, and the mother struggled to make the decision that two children can only save one child in order to save her children. The positive emotion inducing material selects a 6-minute film clip of “people in the middle of nowhere”, which tells a series of funny things that happen when two men live in a small hotel together. Neutral emotion inducing material selects a scenic film as the film material of educational film. Results Through online theoretical lectures, preliminary research, surveying and mapping research, microclimate measurement, practical design exercises and expert simulation debate, students deepen their understanding and understanding of the physical characteristics of street space and the actual construction of engineering technology through repeated matching and intentional matching strategies, so as to realize the balanced development of students' psychological function in all aspects. The results of repeated measurement analysis of variance showed that after watching the negative emotion induced film, the scores of negative emotion words (sadness, pain, fear, etc.) were significantly higher than the pre-test scores, and the scores of positive emotion words (happiness, interest) were significantly lower. This shows that the negative emotion inducing film clips effectively induce the subjects' negative emotion, and the selection of negative emotion inducing materials is reasonable. After watching the positive emotion induced film, the scores of positive emotion words (happiness and interest) were significantly higher than the pre-test scores, and the scores of negative emotion words (surprise and fear) decreased significantly, and there was no difference between the negative emotions (anger, disgust, sadness, contempt, embarrassment and pain) caused by the two videos. This shows that the positive emotion inducing film can effectively induce the subjects' positive emotion, and the selection of positive emotion experimental materials is reasonable. The level of optimism has a significant inhibitory and influence on the level of self depression, at the level of 0.01. Conclusion This course aims to meet students' different needs and stimulate students' autonomous learning potential through four different application experience modes: integration, integration, creation and enjoyment. From the curriculum feedback in the past three years, the intentional mismatch strategy selection of students' behavior path can be extended to allow students to experience and evaluate problem conflicts by evaluating courses, such as mapping, studying and testing real cases. This teaching method can effectively promote the depth and breadth of the teaching mode reform of architectural background design course, and is conducive to the formation of more practical teaching effect in the course. Acknowledgements Supported by a project grant from The Second Batch of New Engineering Research and Practice Project of the Ministry of Education (Project No. B-TMJZSLHY20202152).

Background: This cross-sectional study being instrumented by a close ended questionnaire was conducted to evaluate society’s affirmation for being jabbed with COVID-19 vaccine, their acquisition towards immunization and associated anomalies in vaccinated people. According to the recent update from WHO, the glob is facing 5th wave of pandemic “Omicron”. However, the problem is that vaccines were in trials. Majority of people were demonstrating reluctance for being immunization against COVID-19 due prevailing oddities after vaccination. Aim: To measure the possible adverse effects caused by the vaccination and society’s participation towards immunization. Methodology: In this study we adapted cross sectional study design by means of convenience sampling. Study instrument was a close ended questionnaire. Data was collected from only vaccinated participants by visiting universities, medical personnel, colleges and other society sectors under the supervision of team members. Data transferred to software SPSS to extract the results. Cross tabulation was used for demographic analysis such as age, gender and vaccine type jabbed. Results: The most common adverse effects include inflammation at site of injection, fever, nausea and vomiting, diarrhea, abdominal pain, joint pain and numbness of limbs were highlighted. Mostly jabbed vaccine types include Sinopharm and Sinovac. Majority of respondents showed willingness for immunization however, only a small proportion was afraid for being vaccinated. The significance in our study that we have conducted study for acceptance of vaccine, intention of participants towards immunization and adverse events associated with different types of COVID-19 vaccines in vaccinated population residing in different towns of Lahore, Pakistan. Conclusions: In our local population, majority accepted the vaccine and didn’t deny to administer the vaccine. Pain, redness, lethargy, nausea, vomiting, diarrhea, abdominal pain, numbness and arthritis were noted to be the most common side effects of COVID- 19 vaccine. Keywords: COVID-19, Vaccine Acceptance, Pakistan, Vaccinated Population

Purpose This paper aims to assess the level of knowledge, attitudes and practices adopted among University of Sharjah (UOS) students toward sustainability efforts done by their university. Design/methodology/approach An online survey was emailed to students with the assistance of the UOS Sustainability Office. The survey consisted of four sections assessing knowledge, attitudes, practices and preferred media to obtain sustainability information. A total of 200 responses from male and female students, representing 4 levels of study in sciences and humanities colleges, were received. Research data is analyzed using the IBM SPSS Statistics (version 26). For assessing knowledge, eight items were developed to measure if the student knew about the university’s projects and activities in the field of sustainability. For assessing attitudes, six items were developed to indicate the level of agreement or disagreement toward main sustainability issues. For assessing practices, ten items were developed to measure the frequency of acting in a sustainable manner. Findings Survey results showed an advanced level of basic knowledge among university students regarding the programs and activities conducted by UOS, and a positive attitude toward these efforts and toward the importance of supporting sustainable practices. Most of the participating students disagreed with limiting the use of cars on campus – this may be because of a cultural aspect among young people in the Emirati society, who consider driving cars as an essential part of their daily life. Most students also indicated that they care about the behavior that supports sustainability in the university environment, such as rationalizing water consumption and using environment friendly products. Research limitations/implications The study’s limitations are that it was applied to one university – UOS. The sample of the online survey was only 200 students from undergraduate students. Different universities may have their own sets of different environmental approaches, and because of this reason, university students may exhibit different levels of knowledge, attitude and practice toward sustainability in contrast to the findings from this study. Practical implications Findings from this research can give decision-makers a good picture of the university’s performance in accomplishing sustainability. The authors recommend that UOS sustainability communication programs should be more comprehensive, and not only limited to protecting the environment that some students perceive as the primary aspect of sustainability. These efforts must address all economic and social aspects emphasized by the United Arab Emirates 2030 Agenda for Sustainable Development. Originality/value To the best of the authors’ knowledge, the current study is considered one of the first studies addressing sustainability efforts in Emirati universities and seeking to assess the level of student knowledge, attitudes and practices toward sustainability issues in the country. The study is crucial in providing better insights such as the level of knowledge, attitude and practices toward UOS sustainability performance. As found in this study, even with sufficient knowledge, students still lack the drive to convert them into actions. So, future research could investigate deeper into the barriers of converting sustainable knowledge and attitudes into practices. The results represent an added value to the research literature concerned with sustainability issues in the Arab world and the Middle East region. This paper will also contribute to the sustainability literature that will be benefited by other various organizations.

Field-based research programs offer students a singular opportunity to understand that today there are no simple scientific, economic or socio-political answers to the complex questions facing governments, communities, and local organizations. Through their research, students can gain a first-hand appreciation that decision making in the real world is a mix of all these disciplines, and that they have a vital role to play in participating in this process. According to the most recent Open Doors report (2006), issued by the Institute of International Education, about 206,000 US students studied abroad in 2004/5. While about 55% studied in Europe, an increasing number studied in other host countries around the world. Social science and physical science students comprised about 30% of all US study abroad students in this period. While study abroad programs encompassing a field research component are still in the minority, an increasing number of home institutions and field-based providers are supporting and conducting these types of programs. As the student papers in this Special Issue of Frontiers demonstrate, there is high quality work being produced by undergraduates in settings as diverse as France, Thailand, Kenya, South Africa and Mali. For these students this opportunity was likely a new experience, involving living and studying in international settings; dealing with language and culture differences; matriculating in programs operated by host country universities, independent program providers, or their home institution’s international program; and learning how to conduct research that meets professional standards. Much has been written and discussed regarding pre-departure orientation of US students studying abroad, along with studies and evaluations of the study abroad experience. Less discussion and research has focused on the experiences of the on-site faculty and staff who host students and incorporate field-based research into their courses and programs. These courses and programs involving student research include the following types: • International university-based research, in which the student conducts research on a topic as part of a course or term paper; • Independent field-based research, in which the student identifies a topic, organizes the project, and conducts the field work, analysis, write-up, etc. for an overall grade; • Collective field-based research, in which students, working under the guidance of a professor (either US or international), conduct a research project as part of a US-based course, or complementary to the professor’s research focus; • Client-focused, directed, field-based research in which the research conducted is in response to, or in collaboration with, a specific client ranging from an NGO, to a corporation, to an indigenous community, or a governmental agency. The purpose of this article is to describe some of the issues and challenges that on-site faculty and staff encounter in preparing and supporting US undergraduate students to conduct formal research projects in international settings in order to maximize their success and the quality of their research. The perspectives described below have been gathered through informal surveys with a range of international program faculty and staff; discussions with program managers and faculty; and through our own experience at The School for Field Studies (SFS), with its formal directed research model. The survey sought responses in the following areas, among others: preparing students to conduct successfully their field-based research in a different socio-cultural environment; the skill building needs of students; patterns of personal, cultural, and/or technical challenges that must be addressed to complete the process successfully; and, misconceptions that students have about field-based research. Student Preparation Students work either individually or in groups to conduct their research, depending on the program. In either case on-site faculty and staff focus immediately on training students on issues ranging from personal safety and risk management, to cultural understanding, language training, and appropriate behavior. In programs involving group work, faculty and staff have learned that good teamwork dynamics cannot be taken for granted. They work actively with students in helping them understand the ebb and flow of groups, the mutual respect which must be extended, and the active participation that each member must contribute. As one on-site director indicates, “Students make their experience what it is through their behavior. We talk a lot about respecting each other as individuals and working together to make the project a great experience.” Cultural and sensitivity training are a major part of these field-based programs. It is critical that students learn and appreciate the social and cultural context in which they will conduct their research. As another on-site director states, “It is most important that the students understand the context in which the research is happening. They need to know the values and basic cultural aspects around the project they will be working on. It is not simply doing ‘good science.’ It requires understanding the context so the science research reaches its goal.” On-site faculty and staff also stress the importance of not only understanding cultural dynamics, but also acting appropriately and sensitively relative to community norms and expectations. Language training is also a component of many of these programs. As a faculty member comments, “Students usually need help negotiating a different culture and a new language. We try to help the students understand that they need to identify appropriate solutions for the culture they are in, and that can be very difficult at times.” Skill Building Training students on the technical aspects of conducting field-based research is the largest challenge facing most on-site faculty and staff, who are often struck by the following: • A high percentage of students come to these programs with a lack of knowledge of statistics and methods. They’ve either had very little training in statistics, or they find that real world conditions complicate their data. According to one faculty member, “Statistics are a big struggle for most students. Some have done a class, but when they come to work with real data it is seldom as black and white as a text book example and that leads to interpretation issues and lack of confidence in their data. They learn that ecology (for example) is often not clear, but that is OK.” • Both physical and social science students need basic training in scientific methodology in order to undertake their projects. Even among science majors there is a significant lack of knowledge of how to design, manage and conduct a research project. As a program director states, “Many students begin by thinking that field research is comprised only of data collection. We intensively train students to understand that good research is a process that begins with conceptualization of issues, moves into review of relevant literature, structures a research hypothesis, determines indicators and measurements, creates the research design, collects data, undertakes analysis and inference. This is followed by write-up in standard scientific format for peer review and input. This leads to refining earlier hypotheses, raising new questions and initiating further research to address new questions.” Consistently, on-site faculty have indicated that helping students understand and appreciate this cycle is a major teaching challenge, but one that is critical to their education and the success of their various field research projects. • The uncertainty and ambiguity that are often present in field research creates challenges for many students who are used to seeking ‘the answer in the book.’ On-site faculty help students understand that science is a process in which field-based research is often non-linear and prone to interruption by natural and political events. It is a strong lesson for students when research subjects, be they animal or human, don’t cooperate by failing to appear on time, or at all, and when they do appear they may have their own agendas. Finally, when working with human communities, student researchers need to understand that their research results and recommendations are not likely to result in immediate action. Program faculty help them to understand that the real world includes politics, conflicting attitudes, regulatory issues, funding issues, and other community priorities. • Both physical and social science students demonstrate a consistent lack of skill in technical and evidence-based writing. For many this type of writing is completely new and is a definite learning experience. As a faculty member states, “Some students find the report writing process very challenging. We want them to do well, but we don’t want to effectively write their paper for them.” Challenges The preceding points address some of the technical work that on-site faculty conduct with students. Faculty also witness and experience the ‘emotional’ side of field-based research being conducted by their students. This includes what one faculty member calls “a research-oriented motivation” — the need for students to develop a strong, energized commitment to overcome all the challenges necessary to get the project done. As another professor indicates, “At the front end the students don’t realize how much effort they will have to expend because they usually have no experience with this sort of work before they do their project.” Related to this is the need for students to learn that flexibility in the research process does not justify a sloppy or casual approach. It does mean a recognition that human, political, and meteorological factors may intervene, requiring the ability to adapt to changed conditions. The goal is to get the research done. The exact mechanics for doing so will emerge as the project goes on. “Frustration tolerance” is critical in conducting this type of work. Students have the opportunity to learn that certain projects need to incorporate a substantial window of time while a lengthy ethics approval and permit review system is conducted by various governmental agencies. Students learn that bureaucracies move at their own pace, and for reasons that may not be obvious. Finally, personal challenges to students may include being uncomfortable in the field (wet, hot, covered in scrub itch) or feeling over-tired. As a faculty member states, “Many have difficulty adjusting to the early mornings my projects usually involve.” These issues represent a range of challenges that field-based research faculty and staff encounter in working with undergraduate students in designing and conducting their research projects around the world. In my own experience with SFS field-based staff, and in discussions with a wide variety of others who work and teach on-site, I am consistently impressed by the dedication, energy and commitment of these men and women to train, support and mentor students to succeed. As an on-site director summarizes, essentially speaking for all, “Fortunately, most of the students attending our program are very enthusiastic learners, take their limitations positively, and hence put tremendous effort into acquiring the required skills to conduct quality research.” Summary/Conclusions Those international program faculty and staff who have had years of experience in dealing with and teaching US undergraduates are surprised that the US educational system has not better prepared students on subjects including statistics, scientific report formatting and composition, and research methodologies. They find that they need to address these topics on an intensive basis in order for a substantial number of students to then conduct their research work successfully. Having said this, on-site faculty and staff are generally impressed by the energy and commitment that most students put into learning the technical requirements of a research project and carrying it out to the best of their abilities. Having students conduct real field-based research, and grading these efforts, is a very concrete method of determining the seriousness with which a student has participated in their study abroad program. Encouraging field-based research is good for students and good for study abroad because it has the potential of producing measurable products based on very tangible efforts. In a number of instances students have utilized their field research as the basis for developing their senior thesis or honors project back on their home campus. Successful field research has also formed the basis of Fulbright or Watson proposals, in addition to other fellowships and graduate study projects. An increasing number of students are also utilizing their field research, often in collaboration with their on-site program faculty, to create professional conference presentations and posters. Some of these field-based research models also produce benefits for incountry clients, including NGOs, corporations and community stakeholders. In addition to providing the data, analyses, technical information, and recommendations that these groups might not otherwise be able to afford, it is a concrete mechanism for the student and her/his study abroad program faculty and staff to ‘give back’ to local stakeholders and clients. It changes the dynamic from the student solely asking questions, interviewing respondents, observing communities, to more of a mutually beneficial relationship. This is very important to students who are sensitive to this dynamic. It is also important to their program faculty and staff, and in most cases, genuinely appreciated by the local stakeholders. In essence, community identified and responsive research is an excellent mechanism for giving to a community — not just taking from it. An increasing interest in conducting field-based research on the part of US universities and their students may have the effect of expanding the international destinations to which US students travel. A student’s sociological, anthropological, or environmental interest and their desire to conduct field research in that academic discipline, for example, may help stretch the parameters of the student’s comfort level to study in more exotic (non-traditional) locales. Skill building in preparing for and conducting field-based research is an invaluable experience for the student’s future academic and professional career. It is a fairly common experience for these students to indicate that with all the classroom learning they have done, their study abroad experience wherein they got their hands dirty, their comfort level stretched, their assumptions tested, and their work ethic challenged, provided them with an invaluable and life changing experience. Conducting field-based research in an international setting provides real world experience, as the student papers in this edition of Frontiers attest. It also brings what may have only been academic subjects, like statistics, and research design and methodology, to life in a real-conditions context. On a related note, conducting real field-based work includes the requirement to endure field conditions, remote locations, bad weather, personal discomforts, technological and mechanical breakdowns, and sometimes dangerous situations. Field research is hard work if it is done rigorously. In addition, field work often includes non-cooperating subjects that defy prediction, and may confound a neat research hypothesis. For a student considering a profession which requires a serious commitment to social or physical science field work this study abroad experience is invaluable. It clarifies for the student what is really involved, and it is helpful to the student in assessing their future career focus, as they ask the critical question — would I really want to do this as a fulltime career? US education needs to bridge better the gap between the physical and social sciences. Students are done a disservice with the silo-type education that has been so prevalent in US education. In the real world there are no strictly scientific, economic, or sociological solutions to complex, vexing problems facing the global community. Going forward there needs to be interdisciplinary approaches to these issues by decision makers at all levels. We need to train our students to comprehend that while they may not be an ecologist, or an economist, or a sociologist, they need to understand and appreciate that all these perspectives are important and must be considered in effective decision-making processes. In conclusion, education abroad programs involving serious field-based research are not a distraction or diversion from the prescribed course of study at US home institutions; rather, they are, if done well, capable of providing real, tangible skills and experience that students lack, in spite of their years of schooling. This is the reward that is most meaningful to the international program faculty and staff who teach, mentor and support US students in conducting their field-based research activities. As an Australian on-site program director stated, “there are relatively few students who are adequately skilled in these (field research) areas when they come to our program. Most need a lot of instruction and assistance to complete their research projects, but that of course is part of what we’re all about — helping students acquire or improve these critical skills.” This is the real service that these programs and on-site faculty and staff offer to US undergraduates. Paul Houlihan, President The School for Field Studies

These proceedings describe research, educational and policing program implementation and policy and management strategies related to all aspects of road safety and especially related to the conference theme of ‘Towards Zero – Making it Happen!’. It is the fourth in the series of annual Australasian Road Safety Conference, an amalgamation of the Road Safety Research, Policing and Education Conference and the Australasian College of Road Safety Conference. The conference provided a unique opportunity for those involved in all aspects of road safety, including researchers, practitioners, policymakers, police, and educators, to meet, present, and discuss their work. Some of the popular topic areas included young and ageing drivers; vulnerable road users; human factors related to distraction, inattention, and fatigue; policing, vehicle safety technology; and road design. The authors of accepted extended abstracts and full papers represent international and local institutions from all aspects of their respective communities including research centres, private companies, government agencies, and community groups. This set of papers is a wonderful indication of the work being done in Australia, New Zealand and abroad as part of the United Nations Decade of Action for Road Safety. The Conference Organising Committee allowed two manuscript types for the conference: ‘Extended Abstracts’ and peer-reviewed ‘Full Papers’. Using a similar format to the previous successful conference in 2017, the Conference Scientific sub-Committee initially called for submissions in the form of Extended Abstracts (approx. 1 to 3 pages). Groups of submissions around similar themes were assigned to Conference Handling Editors with senior peer status in the respective field of road safety, who then handled the review process for their assigned submissions. Each Extended Abstract was reviewed by two independent expert peer reviewers on the following selection criteria: content consistent with the conference theme, novelty of information or data, clarity, relevance to practice or policy, scientific merit, and interest to audience. Authors were also provided the option of submitting a Full Paper, which is HERDC* compliant for Australian Universities. Based on the outcome of the peer review of their Extended Abstract, some authors were provided the opportunity to extend their submission into a full paper which subsequently underwent further review by three independent peer reviewers for inclusion into the Journal of the Australasian College of Road Safety. A total of 186 manuscripts were accepted as Extended Abstracts and further 28 submissions were further reviewed as Full Papers.

"This descriptive study aimed to determine the challenges of empowered women in state universities and colleges (SUCs) of Panay Island as basis for enhancing women leadership. The respondents of the study were the empowered women of purposively chosen SUCs, women who hold managerial positions as President, Vice-president, Director, Dean, and Program heads. Data were gathered using a researcher-made questionnaire on characteristics, challenges, and opportunities of empowered women subjected to jury validation by women managers and pool of experts on gender and development. Weighted mean, percentage, and One-Way ANOVA. The results of the study showed that the challenges of state universities’ empowered women as an entire group in terms of personal and organizational aspects are “Not Much” while for the cultural aspect, it is described as “Not a Challenge”. As to cultural aspect, when grouped according to age, the challenges are “Not a Challenge” but when grouped according to educational attainment, civil status, position, and SUC level, the challenges are “Very Much a challenge.” The empowered women have inferior access to assets, experience a bit of difficulty in handling finances at home. They also believe that sexual harassment persists in the job and experience discriminatory culture. The Human Resource Management office shall device programs and measures to support women managers and contribute not only towards the attainment of the vision, mission and objectives of the institution but enhancing the social life of the empowered women as well. The administration may support and further improve on personal and organizational aspects of challenges since these areas are found to have no obstacle or barriers."

Taking “ecological civilization” education as an example, this paper explores an effective model of curriculum-embedded ideological and political education of foreign language majors in Chinese colleges and universities based on the concept of ecological interactive context and ecolinguistic continuum. This paper comprehensively discusses the effectiveness of core values content processing methods for foreign language courses in different contexts from three aspects: “the synergy between ecological civilization education and ecological values”, “the synergy between ecological civilization education and ecological behavior”, and “the synergy between teacher niche and student niche”. Considering the current problems of the curriculum-embedded ideological and political education such as the formalization and the disciplinization of the course content, the influence of explicit and implicit processing of foreign language majors on core values education is investigated to provide a basis for the formulation of relevant policies and theoretical research in colleges and universities.