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1 – 10 of 94Gokce Tomrukcu, Hazal Kizildag, Gizem Avgan, Ozlem Dal, Nese Ganic Saglam, Ece Ozdemir and Touraj Ashrafian
This study aims to create an efficient approach to validate building energy simulation models amidst challenges from time-intensive data collection. Emphasizing precision in model…
Abstract
Purpose
This study aims to create an efficient approach to validate building energy simulation models amidst challenges from time-intensive data collection. Emphasizing precision in model calibration through strategic short-term data acquisition, the systematic framework targets critical adjustments using a strategically captured dataset. Leveraging metrics like Mean Bias Error (MBE) and Coefficient of Variation of Root Mean Square Error (CV(RMSE)), this methodology aims to heighten energy efficiency assessment accuracy without lengthy data collection periods.
Design/methodology/approach
A standalone school and a campus facility were selected as case studies. Field investigations enabled precise energy modeling, emphasizing user-dependent parameters and compliance with standards. Simulation outputs were compared to short-term actual measurements, utilizing MBE and CV(RMSE) metrics, focusing on internal temperature and CO2 levels. Energy bills and consumption data were scrutinized to verify natural gas and electricity usage against uncertain parameters.
Findings
Discrepancies between initial simulations and measurements were observed. Following adjustments, the standalone school 1’s average internal temperature increased from 19.5 °C to 21.3 °C, with MBE and CV(RMSE) aiding validation. Campus facilities exhibited complex variations, addressed by accounting for CO2 levels and occupancy patterns, with similar metrics aiding validation. Revisions in lighting and electrical equipment schedules improved electricity consumption predictions. Verification of natural gas usage and monthly error rate calculations refined the simulation model.
Originality/value
This paper tackles Building Energy Simulation validation challenges due to data scarcity and time constraints. It proposes a strategic, short-term data collection method. It uses MBE and CV(RMSE) metrics for a comprehensive evaluation to ensure reliable energy efficiency predictions without extensive data collection.
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Jamie Borchardt and Deborah Banker
We examined skill building techniques and changes over the course of a semester with pre and post-test data collection after implementing experiential learning assignments.
Abstract
Purpose
We examined skill building techniques and changes over the course of a semester with pre and post-test data collection after implementing experiential learning assignments.
Design/methodology/approach
The Schutte Self-Report Emotional Intelligence Test (SEEIT) was used to measure emotional intelligence among students who interned for a 16-week period.
Findings
We found a significant difference using a paired samples t-test in SSEIT scores between the pre (M = 126.6, SD = 4.3) and the post-internship (M = 133.8, SD = 5.7) scores. t(5) = -5.61, p = 0.002. Students had an overall increase in mean scores over the course of one semester.
Research limitations/implications
This was a pilot study that we completed to determine applicability of internship and increasing emotional intelligence. Overall, we saw an increase in EI in pre and post-test comparisons. This was a pilot study, so more research is needed on this topic.
Practical implications
Students were placed in situations during the internship process to help facilitate real world problems and were required to apply applicable textbook knowledge, develop theory-based activities and report their findings. Students worked with various age groups and learned how to work with a variety of populations including faculty, teachers, children and parents on a regular basis and this process contributed to their experience and potentially increased emotional intelligence over a 16-week period.
Social implications
This research addresses the importance of emotional intelligence (EI) in career readiness and its role in potentially mitigating burnout in psychological professions.
Originality/value
This is important to those in the field of psychology and child development and family studies because it addresses concerns with the shortage of skilled and prepared workers.
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George B. Cunningham and Yong Jae Ko
The purpose of this paper is to examine the relationships among diversity, equity and inclusion (DEI), sport and the metaverse.
Abstract
Purpose
The purpose of this paper is to examine the relationships among diversity, equity and inclusion (DEI), sport and the metaverse.
Design/methodology/approach
The authors overview the metaverse, sport applications and ways multilevel theory can help explain the influence of DEI.
Findings
Drawing from multilevel theory, the authors identify parallels between the sport metaverse and traditional sport as well as unique DEI opportunities in the sport metaverse.
Originality/value
The manuscript contributes to the nascent body of research regarding sport and the metaverse, with a specific focus on social issues and the importance of considering unique DEI opportunities.
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Hossein Shakibaei, Seyyed Amirmohammad Moosavi, Amir Aghsami and Masoud Rabbani
Throughout human history, the occurrence of disasters has been inevitable, leading to significant human, financial and emotional consequences. Therefore, it is crucial to…
Abstract
Purpose
Throughout human history, the occurrence of disasters has been inevitable, leading to significant human, financial and emotional consequences. Therefore, it is crucial to establish a well-designed plan to efficiently manage such situations when disaster strikes. The purpose of this study is to develop a comprehensive program that encompasses multiple aspects of postdisaster relief.
Design/methodology/approach
A multiobjective model has been developed for postdisaster relief, with the aim of minimizing social dissatisfaction, economic costs and environmental damage. The model has been solved using exact methods for different scenarios. The objective is to achieve the most optimal outcomes in the context of postdisaster relief operations.
Findings
A real case study of an earthquake in Haiti has been conducted. The acquired results and subsequent management analysis have effectively assessed the logic of the model. As a result, the model’s performance has been validated and deemed reliable based on the findings and insights obtained.
Originality/value
Ultimately, the model provides the optimal quantities of each product to be shipped and determines the appropriate mode of transportation. Additionally, the application of the epsilon constraint method results in a set of Pareto optimal solutions. Through a comprehensive examination of the presented solutions, valuable insights and analyses can be obtained, contributing to a better understanding of the model’s effectiveness.
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Paul Schmitter, Azar Shahgholian and Matthew Tucker
Facility management (FM) in healthcare is an organisational function that provides non-medical activities, ensuring operational functionality of critical health infrastructure. FM…
Abstract
Purpose
Facility management (FM) in healthcare is an organisational function that provides non-medical activities, ensuring operational functionality of critical health infrastructure. FM leaders are under pressure to implement the digital transformation, confronted with a highly complex and challenging operational environment. However, the current scope and understanding of the digital transformation in FM is rather limited, with a strong focus on technology. This perspective is inadequate to realise a digital transformation in healthcare organisations and requires a new framework. To ensure the practical applicability, a clearer depiction on how FM practitioners in the field, currently understand the digital transformation, is necessary.
Design/methodology/approach
A sequential exploratory mixed-methods design was chosen with a qualitative data collection and quantitative data analysis phase. A total of 23 semi-structured research interviews with professionals from FM in healthcare in Switzerland were carried out. Topic modeling was used to analyse, identify and cluster topics.
Findings
In total, nine distinct digital transformation topics were generated: ‘addressing future organisational and people needs’, ‘end-user-oriented processes’, ‘digitalisation management vs. digital tools’, ‘major organisational change’, ‘information exchange and work culture’, ‘digital systems’, ‘pressure’, ‘company-wide strategy’ and ‘management support and communication involving non-medical support services’. The findings indicate that FM practitioners perceive the digital transformation beyond the purely technological viewpoint, although they lack the know-how and instruments necessary to implement the digital transformation.
Originality/value
This study employs an innovative research design, resulting in foundational insights on how FM in healthcare perceives the digital transformation. As such, the study expands the notion on what the digital transformation means for the FM field.
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Patrice Silver, Juliann Dupuis, Rachel E. Durham, Ryan Schaaf, Lisa Pallett and Lauren Watson
In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received…
Abstract
Purpose
In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.
Design/methodology/approach
Survey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.
Findings
Results showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.
Originality/value
This initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.
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Rolien Terblanche and Dorcas Khumalo
The objective of this study is to determine how biophilic designs in study areas affect the productivity of students at the University of the Witwatersrand. The study also seeks…
Abstract
Purpose
The objective of this study is to determine how biophilic designs in study areas affect the productivity of students at the University of the Witwatersrand. The study also seeks to evaluate study areas at Wits in terms of biophilic design, determine whether biophilic design contributes to the preference of students and their study productivity.
Design/methodology/approach
This is a cross sectional study that used a mixed methodology. Five study areas were identified and evaluated in terms of biophilic design. At each study area, nine students participated in an open- and close-ended questionnaire regarding their perceptions on study areas and productivity.
Findings
The five study areas scored the following results according to the biophilic test: 29.09%, 34.55%, 36.36%, 80.00% and 85.45%, respectively. The students prefer to study in biophilic study areas as it prompts positive emotions and make them feel rejuvenated and energized. However, there are still students studying in the non-biophilic areas due to convenience or due to the biophilic areas that are noisy and lacks monitoring.
Research limitations/implications
With the small sample size, the generalizability of the findings are limited, but does create a foundation for further research.
Practical implications
Universities can learn from the findings and benefit greatly from many biophilic study areas. This could also encourage architects and interior designers to include biophilic design more so in general buildings/rooms.
Originality/value
Study areas at the University of the Witwatersrand was evaluated in terms of biophilic design, while determining whether biophilic design contributes to the preference of students and study productivity.
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Kezia Herman Mkwizu and Ritimoni Bordoloi
Inclusive growth in the education sector is still a major challenge in some countries because of limited access to technologies and internet connectivity, among other reasons…
Abstract
Purpose
Inclusive growth in the education sector is still a major challenge in some countries because of limited access to technologies and internet connectivity, among other reasons. However, as a technology, augmented reality (AR) is expected to be widely used in the field of education in the future. The main purpose of this paper is to explore the use of AR for inclusive growth in education as well as identify the challenges, particularly in countries like India and Tanzania.
Design/methodology/approach
This paper applies a systematic literature review by analysing and synthesising relevant documents, mainly journal articles, books and conference papers. Descriptive statistics and cross-tabulation were used for the analysis. Content analysis was used to evaluate the contents of the reviewed literature.
Findings
For the use of AR, it is important to have adequate digital infrastructure, access to universal internet or broadband facilities and the digital empowerment of citizens. Major challenges to inclusive growth in education include the lack of trained teacher educators and students’ preference for practical or project-based curriculum.
Practical implications
Practitioners in both countries may consider the use of AR for inclusive growth in education.
Originality/value
This paper specifically examines the use of AR in higher education and the related challenges based on a review of two countries, namely India and Tanzania.
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Heather Bailie Schock, Yvonne Franco and Madelon McCall
Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to…
Abstract
Purpose
Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to provide empirical support for including a self-care unit in teacher preparation curricula to address the secondary trauma and stressors inherent to the teaching profession (Essential 2; NAPDS, 2021; Sutcher et al., 2019).
Design/methodology/approach
This investigation occurred in an elementary TPP at a private southeastern US university and spanned two years, utilizing a mixed methods approach.
Findings
Findings suggest that after experiencing a 5-week self-care unit, preservice teachers exhibited a statistically significant increase in well-being and a newfound recognition of the need to prioritize self-care for effective teaching, suggesting its potential effectiveness in reducing burnout and attrition.
Research limitations/implications
While this study provided valuable insights into the implementation and impact of a self-care unit within the context of elementary education majors at a mid-sized private university in the USA, it is essential to acknowledge its limitations. One notable limitation is the relatively homogenous sample, primarily consisting of White female participants.
Practical implications
The implications of this study are critical for teacher education policy and practice, advocating for including self-care curricula to enhance teacher well-being and, by extension, prepare teachers with a skillset to support their career trajectory (Essential 3; NAPDS, 2021).
Originality/value
This recommendation underscores the collaborative efforts between TPPs and partnership schools to implement such initiatives effectively, representing a pivotal step toward better-preparing teachers to manage the demands of their profession while prioritizing their mental health (Essentials 4 & 5; NAPDS, 2021).
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Miriam Marie Sanders, Julia E. Calabrese, Micayla Gooden and Mary Margaret Capraro
Research has shown that science, technology, engineering and mathematics (STEM) self-beliefs and enjoyment are critical factors for predicting female students’ persistence in STEM…
Abstract
Purpose
Research has shown that science, technology, engineering and mathematics (STEM) self-beliefs and enjoyment are critical factors for predicting female students’ persistence in STEM degrees and careers. Studies have shown the positive effects of informal STEM learning experiences on female students’ self-beliefs. However, with the rise of all-female STEM learning experiences, such as summer camps, considering the potential advantages and disadvantages of co-ed options is important. Further, prior STEM education research has focused on sex differences in students’ self-efficacy and STEM career interests. Our study aims to examine within sex differences in secondary, female students (n = 104) who attend either a co-ed STEM camp or a same-sex STEM camp.
Design/methodology/approach
To examine potential differences, we conducted independent sample t-tests.
Findings
Results of the study include statistically significant differences in mathematics and science self-efficacy as well as STEM career interest after participating in their respective camps.
Originality/value
Further, prior research in STEM education has focused on between sex differences in students’ self-efficacy and STEM career interest.
Details