Initiatives and Responses to Migrant Workers during the Lockdown

This narrative describes an initiative of the National Service Scheme team at Andhra Loyola Institute of Engineering and Technology. It highlights initiatives to address the situation of migrant workers during the pandemic lockdown in the southern state of Andhra Pradesh in India. In the Krishna District of Andhra Pradesh, migrant laborers were forced to walk home, sometimes hundreds, even thousands of kilometers, to reunite with their families. It was hard to ignore these images, especially those who carried the elderly on their shoulders, and small children slumped over rolling suitcases. Most used any means of transport they found, even bicycles. Some succumbed to accidents and exposure to heat. In the midst of the lockdown, the NSS team quickly came together and planned an outreach/relief camp for migrants in Krishna District. It was chosen since many villagers were migrants and the lockdown had affected in multiple ways. The relief camp took place in the month of April, a time when temperatures soar in southern India. The students and the faculty members joined hands to reach out to the Migrants in the most despairing moments. The students commented that they saw their education from a different perspective, one that integrated curriculum and good citizenship for marginalized persons. One of the ways of infusing relevance into education is to embed it within meaningful service learning. This paper is an attempt to exhibit the Initiative and Responses to the Migrant workers during the Lockdown.

Towards a Carbon Neutral and Sustainable Campus: Case Study of NED University of Engineering and Technology

Globally, universities are evaluating and targeting to reduce their carbon emissions and operate on a sustainable basis. The overall aim of this study revolves in addressing the following three questions: (1) How to calculate carbon footprint, including indicators selection, criteria, and measurement, for higher education institutions? (2) How to evaluate impact and effectiveness of various mitigation strategies in context of a higher education institution? (3) What are the possible limitations of approach selected for carbon footprint calculation. This paper presents estimation of the carbon footprint of NED University using a carbon calculator along with the identification of sources with maximum contribution to its carbon footprint. The carbon footprint of the NED University main campus for 2017 was calculated to be approximately 21,500 metric tons of equivalent CO2 and carbon footprint per student was 1.79 metric tons of equivalent CO2. Scope 1 and Scope 2 emissions each contributed nearly 7% of the carbon footprint, while Scope 3 emissions accounted for 85.6% of the carbon footprint. Major interventions such as switching to renewables, usage of energy efficient appliances, electric vehicles, and massive tree plantation inside and outside the campus were identified as the most effective mitigation strategies.

The system "seaport - "dry" port"

The monograph presents an approach to solving the problem of increasing the throughput and processing capacity of seaports in conditions of limiting their territorial dislocation and increasing the unevenness of external and internal cargo flows. The basis of the approach is the proposed system of the main parameters of the dry port and the methodology of simulation modeling of the functioning of the system "seaport - dry port". The material is illustrated with examples of the implementation of the developed approach, including model scenarios of multi-agent optimization of the parameters of the system under study. The proposed approach and the developed methodology can be used to justify management decisions on the balanced development of transport and logistics infrastructure of the regions hosting sea and dry ports. It is intended for specialists of transport and logistics companies, engineering and technical workers engaged in solving problems in the field of logistics, supply chain management and transport infrastructure design. In addition, it is recommended to students in the following programs: postgraduate studies 23.06.01 "Land transport engineering and technology" (focus "Transport and transport-technological systems of the country, its regions and cities, organization of production in transport") and 27.06.01 "Management in technical systems" (focus "Management of transportation processes"); master's degree 23.04.01 "Technology of transport processes" (profile "Organization of transportation and management in a single transport system"); bachelor's degree 38.03.02 "Management" (profile "Logistics") and 23.03.01 "Technology of transport processes".

International scientific publications of Thu Dau Mot University through statistics from 2015 to 2020

International scientific publication is one of the activities that help improve the quality of scientific research and develop the brand name of the university. This paper presents some key features of Thu Dau Mot University’s international scientific publications through statistics from 2015 to 2020 based on the following criteria: the number of publications in international journals (included ISI, Scopus and non-ISI, Scopus), field of science, gender and research collaboration. In addition, this paper will discuss some initial identifications: (1) the number of international scientific publications has grown rapidly and steadily over the years; (2) the number of international scientific publications is concentrated in the natural science, engineering and technology; (3) social science and education’s contribution in international scientific publications has been limited;(4) there is a significant difference in the number of international scientific publications between male and female scholars; (5) Research collaboration has an important role in the international scientific publications of Thu Dau Mot University.

How Reliable and Valid are the Evaluations of Digital Competence in Higher Education: A Systematic Mapping Study

Evaluating digital competencies has become a topic of growing interest in recent years. Although several reviews and studies have summarized the main elements of progress and shortcomings in this area, some issues are yet to be explored. Very little information is available about the ways of ensuring the validity and reliability of the instrument used. This study addresses this issue through systematic mapping covering the period from January 2015 to July 2020. Based on 88 primary studies, we conclude that a growing number of studies have emerged over the years; most of them are based on European university students in social science programs; the quality of the journals where they were published is low; and the instruments used are mostly questionnaires and ad-hoc surveys that measure the various dimensions of digital competence based on participants’ perceptions. Out of the eight possible types of quality assessment, studies commonly report only four (one in the case of reliability and three in the case of validity). More than 50% of the studies do not provide evidence of having assessed the reliability and validity at the same time. Although participant discipline resulted in a significantly association with the practice of reporting reliability and validity assessments, no specific dimension explained such association. A non-parametric multivariate analysis reveals, among other interesting patterns, that the practice of not reporting quality assessments is more present in studies where participants belong to the fields of Engineering and Technology, Health Sciences, and Humanities.

Preface

Welcome to The 2020 International Conference on Science in Engineering and Technology (ICoSiET), online held 21-22 October, 2020. The 2020 International Conference on Science in Engineering and Technology (ICoSiET) is an international conference which covers Science and applied engineering and technology. ICoSiET 2020 will be held on October 21-22, 2020 in Palu, Indonesia. This conference hosted by Universias Tadulako and is jointly organized with Association for Scientific Computing Electronics and Engineering (ASCEE), Universitas Islam Alauddin Makassar, Universitas Negeri Malang, Universitas Mulawarman, Universitas Muslim Indonesia, and Universitas Lambung Mangkurat. This conference is IOP conference so that papers accepted and presented will be forwarding for consideration to be published in the IOP Material Science and Engineering. Thanks are due to Keynote Speakers, Prof. Dr. Zhen-jiang Shen (Faculty of Geosciences and civil Engineering, Institute of Science and Engineering Kanazawa University, Japan), Prof. Dr. Richard Sliuzas (Department of Urban and Regional Planning and Geo-Information Management Twente University, Netherland), Prof. Yandi Andri Yatmo., Ph.D (Department of Architecture Faculty of Engineering Universitas Indonesia, Indonesia). Prof. Amar Akbar Ali (Department of Architecture Universitas Tadulako, Indonesia), and Dr. Diana Contrias Mojica, New Castle University, UK) This year, the ICOSIET conference received 110 papers submissions from 106 countries such as, Bangladesh, China, Colombia, Germany, Hong Kong, India, Indonesia, Iraq, Japan, Jorda, Peru, Philippines, Russia, Saudi Arabia, Thailand, United Kingdom, United States and Viet Nam. But only 68 papers were accepted for presentations for online sessions (the acceptance ratio is 65%). We are very grateful for the extensive efforts of many individuals who worked diligently to ensure a successful and high quality conference. We would like to thank to IPO, ASCEE, TPC Committee and Faculty of Engineering Tadulako University for supporting this event. Once again we would like to say Welcome to ICOSIET 2020. Congratulations for your papers have been accepted. We invite all participants to actively participate in the conference activities to learn from one another. Thank you for choosing ICOSIET as your conference reference. We hope to have your pleasant supports and participations in the next year 2021 7th ICOSIET. List of ICoSIET 2020 Committee, ICoSIET 2020 Editors are available in this pdf.

Informational educational space basic graphic training

Актуальность статьи обусловлена проблемами организации базовой геометро-графической подготовки на фоне информатизации образования и интенсивного внедрения в высокотехнологичное производство передовых наукоёмких компьютерных технологий. Цель статьи заключается в обосновании модели организации информационного образовательного пространства базовой геометро-графической подготовки специалистов в области техники и технологий в технических вузах контексте наукоёмких компьютерных технологий. С учетом имеющегося опыта мирового и отечественного профессионального образования, направлений системной интеграции образовательных структур с целью обеспечения целостности и системности проектно-конструкторской деятельности выпускников вузов в высокотехнологичных наукоёмких отраслях производства предложенаавторская трактовка модели содержания и дидактической организации информационного образовательного пространства базовой геометро-графической подготовки. Представлены результаты опыта реализации модели по мере ее совершенствования для проектно-конструкторской деятельности в среде наукоёмких компьютерных технологий. Статья предназначена для обсуждения научно-педагогическим сообществом. The relevance of the article is due to the problems of organizing basic geometric and graphic training against the background of informatization of education and intensive introduction of advanced high-tech computer technologies into high-tech production. The purpose of the article is to substantiate the model of the organization of the information educational space of the basic geometric and graphic training of specialists in the field of engineering and technology in technical universities in the context of high-tech computer technologies. Taking into account the existing experience of world and domestic professional education, the directions of system integration of educational structures in order to ensure the integrity and consistency of the design activities of university graduates in high-tech knowledge-intensive industries, the author's interpretation of the content model and didactic organization of the information educational space of basic geometric and graphic training is proposed. The results of the experience of implementing the model as it is improved for design activities in the environment of high-tech computer technologies are presented. The article is intended for discussion by the scientific and pedagogical community.

Continuous Improvement in the IMSE Program of Kuwait University

Continuous improvement of an engineering program is essential and a critical process. Development and implementation of such a process is not only required by the Accreditation Board for Engineering and Technology (ABET), but it is also a necessary condition for the maturation and development of any engineering program. This paper describes the process employed by the Industrial and Management Systems Engineering (IMSE) program at Kuwait University to continuously improve its program. The employed process includes identification of the lowest score among the seven student outcomes specified by ABET. Next, the courses in the IMSE curriculum addressing this student outcome are identified, and the instructors teaching these courses took remedial actions. In the following semesters, this outcome was measured, and it was found that there is a significant improvement on this outcome. Other engineering programs can benefit from the process described in this paper.

EFFECTIVE TEACHING STRATEGIES AND MOTIVATED LEARNERS CREATE AN AUTONOMOUS CLASSROOM

This paper addresses the issue of how to enhance motivation in tertiary level EFL learners to lead them towards achieving independence in learning. Based on a case study at the Global College of Engineering and Technology, Muscat, Oman, it critically examines the scope of application of John Keller’s ARCS model that exhibits four steps for enhancing learners’ motivation - Attention, Relevance, Confidence, and Satisfaction. It recounts how these motivational techniques have been used in classrooms and how each of these steps has enhanced the learners’ self-confidence and their interest in learning the language. The paper argues that efficient use of ARCS model can transform extrinsic motivation into intrinsic one. It recommends that educators should adopt the ARCS model to sustain learners’ interests and accomplishments of the set learning objectives. It makes students reach a level where they begin to take charge of their learning, resulting in strong learner-teacher autonomy in language acquisition. Key Words: Keller's ARCS model, Foundation program students, Index Terms-motivation