Becoming a Teacher in a Rural or Remote Community: The Experiences of Educational Assistants

2020 ◽  
pp. 183-202
Author(s):  
Patricia J. Danyluk ◽  
Amy Burns ◽  
David Scott
2020 ◽  
Vol 12 (6) ◽  
pp. 2208 ◽  
Author(s):  
Jamie E. Filer ◽  
Justin D. Delorit ◽  
Andrew J. Hoisington ◽  
Steven J. Schuldt

Remote communities such as rural villages, post-disaster housing camps, and military forward operating bases are often located in remote and hostile areas with limited or no access to established infrastructure grids. Operating these communities with conventional assets requires constant resupply, which yields a significant logistical burden, creates negative environmental impacts, and increases costs. For example, a 2000-member isolated village in northern Canada relying on diesel generators required 8.6 million USD of fuel per year and emitted 8500 tons of carbon dioxide. Remote community planners can mitigate these negative impacts by selecting sustainable technologies that minimize resource consumption and emissions. However, the alternatives often come at a higher procurement cost and mobilization requirement. To assist planners with this challenging task, this paper presents the development of a novel infrastructure sustainability assessment model capable of generating optimal tradeoffs between minimizing environmental impacts and minimizing life-cycle costs over the community’s anticipated lifespan. Model performance was evaluated using a case study of a hypothetical 500-person remote military base with 864 feasible infrastructure portfolios and 48 procedural portfolios. The case study results demonstrated the model’s novel capability to assist planners in identifying optimal combinations of infrastructure alternatives that minimize negative sustainability impacts, leading to remote communities that are more self-sufficient with reduced emissions and costs.


2018 ◽  
pp. 798-809
Author(s):  
Saeed Rouhani ◽  
Seyed Vahid Mirhosseini

Today, several educational portals established by organizations to enhance web E-learning. Intelligence agent's usage is necessary to improve the system's quality and cover limitations such as face-to-face relation. In this research, after finding two main approaches in this field that are fundamental use of intelligent agents in systems design and focusing on human-based agents, second method selected and is designed and implemented in a simple way as an educational assistant to answer the students frequently asked questions. Consequently the efficiency of this method is evaluated by Expectancy confirmation-Information technology model. By examining the results of the students interacted with designed agent through the learning management system of Mehralborz institute, and the conceptual model based on e-learning effectiveness, ease of use, user satisfaction, and usefulness variables gained the scores of 55, 58 and 57 percent that represents the overall effectiveness factor is medium. Some applicative suggestions for developing intelligent agents as educational assistants are provided for virtual universities and e-learning portals.


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