scholarly journals Evaluation of electricity consumption and carbon footprint of UI GreenMetric participating universities using regression analysis

2018 ◽  
Vol 48 ◽  
pp. 03007
Author(s):  
Alfan Presekal ◽  
Herdis Herdiansyah ◽  
Ruki Harwahyu ◽  
Nyoman Suwartha ◽  
Riri Fitri Sari
Keyword(s):  
Regression Analysis ◽  
Carbon Footprint ◽  
Greenhouse Gas Emission ◽  
Electricity Consumption ◽  
External Information ◽  
Full Time ◽  
External Data ◽  
Per Capita ◽  
Highly Correlated ◽  
The University

UI GreenMetric as sustainability-based university rankings has received a worldwide acceptance since its initiation in 2010. One of the criteria for this ranking is the annual electricity consumption of participating Universities. There are some challenges in evaluating the overall data, i.e. some electricity consumption information is missing or may not accurately represent the real condition. There is various information that can be used to calculate the university rank associated with electricity consumption. On the other hand, some external data sources from World Bank on the annual electricity consumption per capita for every country is highly correlated with the electricity consumption in every University. This paper aims to show our evaluation and prediction of the annual electricity consumption from participating university using regression analysis based on the available data of UI GreenMetric and relevant external information. This is conducted using regression analysis on the data submitted in 2017 and the predicted KWH based on the number of full-time student and staff in the university. The result shows that some universities are consuming more electricity than the average KWH used per-capita in their country. The result also shows that the prediction cannot be used accurately, especially for the carbon footprint. This evaluation may help universities to improve their policy in reducing the electricity consumption and the greenhouse gas emission reduction policy, and mainly helps UI GreenMetric to speed up the verification process when necessary

Carbon footprint of the University of Cape Town

2011 ◽  
Vol 22 (2) ◽  
pp. 2-12 ◽  
Author(s):  
Thapelo C.M. Letete ◽  
Nothando Wandile Mungwe ◽  
Mondli Guma ◽  
Andrew Marquard
Keyword(s):  
Energy Consumption ◽  
Carbon Footprint ◽  
Action Plan ◽  
Electricity Consumption ◽  
Cape Town ◽  
Emission Mitigation ◽  
Goods And Services ◽  
Per Capita ◽  
University Of Cape Town ◽  
The University

Since signing the Talloires Declaration in 1990, the University of Cape Town (UCT) has been striving to set an example of environmental responsibility by establishing environmentally sound policies and practices, and by developing curricula and research initiatives to support an environmentally sustainable future. One of the most recent efforts in this quest was the release of a Green Campus Action Plan for the University of Cape Town by the Properties and Services Department in 2008. While the Plan proposed a number of carbon emission mitigation interventions for the University, it also stressed the need to conduct a detailed and comprehensive carbon footprint analysis for the whole University. The aim of this analysis was to determine the carbon footprint of UCT, not only to give a tangible number with which the University’s carbon sustainability level can be compared with other academic institutions, but also to provide the much needed baseline against which future mitigation efforts on the university campus can be measured. UCT’s carbon footprint for the year 2007 was found to be about 83 400 tons CO2-eq, with campus energy consumption, Transportation and Goods and Services contributing about 81%, 18% and 1% the footprint respectively. Electricity consumption alone contributes about 80% of all the emissions associated with university activities. UCT’s per-capita emissions for 2007 amount to about 4.0 tons CO2-eq emissions per student. For comparison only, South Africa’s 2007 per capita emissions were estimated at 10.4 tons CO2-eq. In terms of energy consumption only, UCT’s footprint is about 3.2 tons CO2-eq per student, higher than the National University of Lesotho’s value of 0.1 and much lower than Massachusetts Institute of Technology’s value of 33.1.

Authority of Law: An Analysis of The Role of Police

2017 ◽  
Vol 2 ◽  
Author(s):  
Veronika Keir
Keyword(s):  
Policy Development ◽  
Crime Control ◽  
Legal Theory ◽  
Research Policy ◽  
Further Education ◽  
Full Time ◽  
Legal Research ◽  
Legal Studies ◽  
The University

<div class="page" title="Page 3"><div class="layoutArea"><div class="column"><p><span>Veronika is a recent graduate from the Honours Legal Studies program at the University of Waterloo. Her passions are socio-legal research, policy development, feminist legal theory, and crime control development. Veronika is currently working a full-time job at Oracle Canada, planning on pursuing further education in a Masters program. </span></p></div></div></div>

CARBON FOOTPRINT ASSESSMENT AT UNIVERSITI TEKNOLOGI MARA SERI ISKANDAR CAMPUS, MALAYSIA

2017 ◽  
Vol 2 (1) ◽  
pp. 59
Author(s):  
Nor Izana Mohd Shobri ◽  
Wan Noor Anira Hj Wan Ali ◽  
Norizan Mt Akhir ◽  
Siti Rasidah Md Sakip
Keyword(s):  
Total Energy ◽  
Carbon Footprint ◽  
Electrical Power ◽  
Total Carbon ◽  
Green House ◽  
Green House Gas ◽  
Carbon Footprint Assessment ◽  
The University ◽  
Electrical Consumption

The purpose of this study is to assess the carbon footprint emission at UiTM Perak, Seri Iskandar Campus. The assessment focuses on electrical power and transportation usage. Questionnaires were distributed to the staffs and students to survey their transportation usage in the year 2014 while for electrical consumption, the study used total energy consumed in the year 2014. Data was calculating with the formula by Green House Gas Protocol. Total carbon footprint produced by UiTM Perak, Seri Jskandar Campus in the year 2014 is 11842.09 MTC02' The result of the study is hoped to provide strategies for the university to reduce the carbon footprint emission.

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

Analysis of variations in and correlations between selected physical parameters of common beech (Fagus silvatica L.) nuts

2017 ◽  
Vol 1 (21) ◽  
pp. 49-63
Author(s):  
Zdzisław Kaliniewicz ◽  
Piotr Markowski ◽  
Andrzej Anders ◽  
Paweł Tylek ◽  
Zbigniew Krzysiak ◽  
...  
Keyword(s):  
Regression Analysis ◽  
Correlation Analysis ◽  
Cross Sections ◽  
Linear Regression Analysis ◽  
Physical Parameters ◽  
Common Beech ◽  
Mesh Screen ◽  
Before And After ◽  
Fagus Silvatica ◽  
Highly Correlated

The basic dimensions and the mass of common beech nuts and seeds from five nut batches, harvested from tree stands in northern Poland, were determined. Environmental conditions had a greater influence on seed plumpness than the age of tree stands. The results of measurements were analyzed statistically by analysis of variance, correlation analysis and linear regression analysis. Despite differences in their plumpness, nuts were characterized by nearly identical cross-sections which resembled an equilateral triangle. The thickness of nuts and seeds was highly correlated with their mass, and this information can facilitate seed husking and separation into mass categories. Before and after husking, seeds should be separated with the use of a mesh screen with longitudinal openings. Medium-sized (most numerous) seeds were separated into the following plumpness categories using a screen separator with ≠6 mm and ≠7 mm openings: 84% of moderately plump seeds, 3% of seeds with reduced plumpness, and 13% of plump seeds.

Faktor – Faktor Yang Mempengaruhi Minat Berwirausaha Mahasiswa Program Studi Manajemen Fakultas Ekonomi Universitas Flores

Analisis ◽  
2020 ◽  
Vol 19 (1) ◽  
pp. 76-84
Author(s):  
Nasarius Aban ◽  
Gabriel Tanusi
Keyword(s):  
Emotional Intelligence ◽  
Regression Analysis ◽  
Family Environment ◽  
Linear Regression Analysis ◽  
Simple Random Sampling ◽  
Coefficient Of Determination ◽  
Test Results ◽  
Study Program ◽  
Management Study ◽  
The University

This study aims to determine the effect of emotional intelligence, independent attitude and family environment on the interest in entrepreneurship at the University of Flores Management Faculty of Economics. This research is an associative research. The population in this study were students of the Management Study Program of the Faculty of Economics of the University of Flores in the class of 2015-2016 who had passed the entrepreneurship courses of 170 people. Samples taken in this study were 105 respondents, with sampling techniques using simple random sampling. Data collection using questionnaires and interviews, while data analysis was performed using multiple linear regression analysis. The results of multiple regression analysis are Y = 1.060 + 0.594X1 + 0.114X2 + 0.421X3 + e. The coefficient of determination R2 for the variables X1, X2, X3 is 0.675, which means that entrepreneurial interest can be influenced by emotional intelligence, independent attitude and family environment by 67.50% and the remaining 32.50% is influenced by other factors including factors of education, skills, motivation and others. F test results show the value of Fcount> Ftable (28.442> 2.69) with a significant level of 0.000 <0.05 meaning that there is a positive and significant influence between emotional intelligence, independent attitude and family environment together on the entrepreneurial interest of the Faculty of Management Study Program Students The economy. Partial test results (t) show 1) Emotional intelligence factors have a positive and significant effect on entrepreneurial interest 2) Family environment factors have a positive and significant effect on entrepreneurial interest 3) Independent attitude factor has no positive and significant effect on entrepreneurial interest.

scholarly journals Development and Structural Changes of Carbon Footprint in EU28

2021 ◽  
Vol 13 (9) ◽  
pp. 4771
Author(s):  
Josef Slaboch ◽  
Pavlína Hálová ◽  
Adriana Laputková
Keyword(s):  
Cluster Analysis ◽  
Waste Management ◽  
Carbon Footprint ◽  
Structural Changes ◽  
Energy Industry ◽  
The European Union ◽  
Topical Issue ◽  
Economic Sectors ◽  
Index Analysis ◽  
Per Capita

This paper discusses the topical issue which examines the development of CO2 emissions in individual countries of the European Union (EU28) for the period between 2000 and 2017. Carbon footprint is monitored in four basic economic sectors of the EU28 countries—energy, other industries, agriculture, and waste management. The purpose of this paper is to conduct a structural analysis of the percentage contribution of individual sectors while determining the average conversion of emissions in tonnes per capita for individual countries, subsequently identifying the tendencies in the development of the detected rates. A cluster analysis for the EU28 that demonstrate similar carbon footprint values in the examined economic areas is conducted for the findings. The partial aim of the paper is to perform a comparison of the monitored countries and detect whether the differences between those striving for decarbonisation are diminishing. The energy industry is the most significant contributor to emission levels. The index analysis indicates that the level of emissions throughout the EU28 in all the monitored sectors has decreased, predominantly in waste management (by 40%,) which is followed by industry (17%), energy (by 16.2%), and agriculture (by 5%). The cluster analysis conducted for 2000 and 2017 has confirmed the convergence of the identified groups of the EU28. Individual clusters of the countries thus display minor differences and converge in general.

scholarly journals Review of the Health, Welfare and Care Workforce in Tasmania, Australia: 2011–2016

2021 ◽  
Vol 18 (13) ◽  
pp. 7014
Author(s):  
Belinda Jessup ◽  
Tony Barnett ◽  
Kehinde Obamiro ◽  
Merylin Cross ◽  
Edwin Mseke
Keyword(s):  
Oral Health ◽  
Rural Communities ◽  
Health Workforce ◽  
Census Data ◽  
Care Service ◽  
The State ◽  
Full Time ◽  
Full Time Equivalent ◽  
Diverse Range ◽  
Per Capita

Background: On a per capita basis, rural communities are underserviced by health professionals when compared to metropolitan areas of Australia. However, most studies evaluating health workforce focus on discrete professional groups rather than the collective contribution of the range of health, care and welfare workers within communities. The objective of this study was therefore to illustrate a novel approach for evaluating the broader composition of the health, welfare and care (HWC) workforce in Tasmania, Australia, and its potential to inform the delivery of healthcare services within rural communities. Methods: Census data (2011 and 2016) were obtained for all workers involved in health, welfare and care service provision in Tasmania and in each statistical level 4 area (SA4) of the state. Workers were grouped into seven categories: medicine, nursing, allied health, dentistry and oral health, health-other, welfare and carers. Data were aggregated for each category to obtain total headcount, total full time equivalent (FTE) positions and total annual hours of service per capita, with changes observed over the five-year period. Results: All categories of the Tasmanian HWC workforce except welfare grew between 2011 and 2016. While this growth occurred in all SA4 regions across the state, the HWC workforce remained maldistributed, with more annual hours of service per capita provided in the Hobart area. Although the HWC workforce remained highly feminised, a move toward gender balance was observed in some categories, including medicine, dentistry and oral health, and carers. The HWC workforce also saw an increase in part-time workers across all categories. Conclusions: Adopting a broad approach to health workforce planning can better reflect the reality of healthcare service delivery. For underserviced rural communities, recognising the diverse range of workers who can contribute to the provision of health, welfare and care services offers the opportunity to realise existing workforce capacity and explore how ‘total care’ may be delivered by different combinations of health, welfare and care workers.

scholarly journals Challenges and solutions to returning to clinical training after research: a multidisciplinary survey of integrated academic trainees in West Yorkshire, United Kingdom

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
C. L. Downey ◽  
J. Bentley ◽  
H. Pandit
Keyword(s):  
United Kingdom ◽  
Clinical Training ◽  
Clinical Work ◽  
Survey Study ◽  
Full Time ◽  
Clinical Supervisors ◽  
Research Activities ◽  
Time Out ◽  
Rapid Transition ◽  
The University

Abstract Background Time out of clinical training can impact medical trainees’ skills, competence and confidence. Periods of Out of Programme for Research (OOPR) are often much longer than other approved mechanisms for time of out training. The aim of this survey study was to explore the challenges of returning to clinical training following OOPR, and determine potential solutions. Methods All current integrated academic training (IAT) doctors at the University of Leeds (United Kingdom) and previous IAT trainees undertaking OOPR in the local region (West Yorkshire, United Kingdom)(n = 53) were invited to complete a multidisciplinary survey. Results The survey was completed by 33 participants (62% response rate). The most relevant challenges identified were completing the thesis whilst transitioning back to clinical work, the rapid transition between full-time research and clinical practice, a diminished confidence in clinical abilities and isolation from colleagues. Potential solutions included dedicated funds allocated for the renewal of lapsed skills, adequate notice of the clinical rotation to which trainees return, informing clinical supervisors about the OOPR trainee returning to practice and a mandatory return to standard clinical days. Conclusions Addressing these issues has the potential to improve the trainee experience and encourage future trainees to take time out of training for research activities.

Technologies of Democracy: Participation and Access in the University Environment

2013 ◽  
Author(s):  
Stephanie Hall ◽  
Naida Caidi
Keyword(s):  
Digital Divide ◽  
Internet Use ◽  
Access To Information ◽  
Canadian Government ◽  
University Environment ◽  
Per Capita ◽  
Statistics Canada ◽  
The University ◽  
Physical Access

Although Canada globally ranks among the top ten countries for per capita Internet use (ITU, 2001; Statistics Canada, 2002), roughly one half of the population is till not online. The Canadian government has supported numerous initiatives aimed at bridging the 'digital divide' between technological haves and have-nots, recognizing, at the same time, that simple physical access to information. . .

Sign in / Sign up

Export Citation Format

Share Document