Educational Benefits Derived from a Quality Forage Contest

The availability and use of e-learning resources in the acquisition and transfer of knowledge have been observed as a steering agent that facilitates the realization of major educational benefits in a developing economy. This study investigated the availability, accessibility, and use of e-learning tools by undergraduate students in the University of Ilorin, Nigeria, including the challenges limiting the full exploitation of e-learning resources for optimal usage and efficient e-service delivery. The methodology adopted for this research was purely survey design using the questionnaire approach as the main instrument for data collection. From the findings, limited availability, accessibility and usage of e-learning resources by the undergraduate students were revealed. The findings further showed that the major challenges hindering the effective use of e-learning resources amongst University of Ilorin students include lack of sophisticated e-learning resources such as teleconferencing, video conferencing, virtual classroom among others and high cost in the procurement of facilities that support e-learning. Based on these findings, recommendations are made towards addressing the challenges encountered by students in the utilization of e-learning resources in higher institutions of learning.

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Air Passengers’ Preferences for Aviation Voluntary Carbon Offsetting: A Co-benefits Perspective

Journal of Travel Research ◽

10.1177/00472875211030340 ◽

2021 ◽

pp. 004728752110303

Author(s):

Beile Zhang ◽

Brent W. Ritchie ◽

Judith Mair ◽

Sally Driml

Keyword(s):

Discrete Choice ◽

Latent Class ◽

Choice Model ◽

Choice Modeling ◽

Positive Outcomes ◽

Market Segments ◽

Discrete Choice Modeling ◽

Educational Benefits ◽

Carbon Offsetting ◽

Simple Reduction

Co-benefits are positive outcomes from voluntary carbon offsetting (VCO) programs beyond simple reduction in carbon emissions, which include biodiversity, air quality, economic, health, and educational benefits. Given the rates of aviation VCOs remain at less than 10%, this study investigated air passengers’ preferences for co-benefits as well as certification, location, and cost of VCO programs. Using discrete choice modeling, this study shows that aviation VCO programs with higher levels of co-benefits, particularly biodiversity and health benefits, are preferred by air passengers and confirms a preference for domestically based and certified VCO programs. The latent class choice model identified three classes with different preferences for VCO program attributes and demographic characteristics. The results of this study contribute to the knowledge of VCO co-benefits and imply that airlines should take note of this preference for biodiversity and health co-benefits when designing VCO programs and differentiate between market segments to increase the uptake of VCOs.

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Gas Turbine Powered Campus Update

Mechanical Engineering ◽

10.1115/1.2019-may4 ◽

2019 ◽

Vol 141 (05) ◽

pp. 46-48

Author(s):

Lee S. Langston

Keyword(s):

Power Plant ◽

Gas Turbine ◽

Gas Turbines ◽

Combined Heat And Power ◽

Educational Benefits ◽

Heating And Cooling ◽

The University

An updated report is given on the University of Connecticut’s gas turbine combined heat and power plant, now in operation for 13 years after its start in 2006. It has supplied the Storrs Campus with all of its electricity, heating and cooling needs, using three gas turbines that are the heart of the CHP plant. In addition to saving more than $180 million over its projected 40 year life, the CHP plant provides educational benefits for the University.

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An Educational Benefits Program That Works: The Kimberly-Clark Educational Opportunities Plan

The Journal of Continuing Higher Education ◽

10.1080/07377366.1980.10401231 ◽

1980 ◽

Vol 28 (1) ◽

pp. 10-12

Author(s):

Leslie A. Rosow

Keyword(s):

Educational Opportunities ◽

Educational Benefits

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An Assessment of the Feasibility and Effectiveness of Distance Learning for Students With Severe Developmental Disabilities and High Behavioral Needs

Behavior Analysis in Practice ◽

10.1007/s40617-020-00549-1 ◽

2021 ◽

Author(s):

Melaura Andree Erickson Tomaino ◽

Alissa L. Greenberg ◽

Sarah Ann Kagawa-Purohit ◽

Sagui A. Doering ◽

Edward Steven Miguel

Keyword(s):

Distance Learning ◽

Developmental Disabilities ◽

Severe Disabilities ◽

Technology Study ◽

Educational Benefits ◽

Additional Information ◽

Behavioral Needs ◽

Severe Developmental Disabilities ◽

Learning Programs ◽

Students With Severe Disabilities

AbstractSchools across the country closed their doors during the COVID-19 pandemic. These measures impacted all students, as schools, educators, and families grappled with the realities of transitioning to distance-learning platforms. The research on distance learning is still in its early phases. However, almost no research exists on educating students with severe disabilities and high behavioral needs using this technology. Study 1 collected survey data from students’ families and their educators on the feasibility and effectiveness of distance-learning programs when working with students with severe developmental disabilities and high behavioral needs. Results indicated that parents and educators had generally neutral attitudes toward distance learning, although educators agreed that their students were obtaining educational benefits during distance learning. Study 2 further examined the effects of a transition to distance learning on students’ Individualized Education Plan (IEP) goal progress. Analyses revealed that students maintained about half of the skills addressed in their IEPs and made progress on an additional quarter of their IEP goals. Findings contribute to a much-needed literature base on distance learning and provide additional information as to the feasibility and effectiveness of distance learning with students with severe developmental disabilities and high behavioral needs. Future work is needed to determine best practices for distance learning with this population.

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