Faktor-faktor adaptasi logistik terbalik di sektor pembuatan

Dalam dunia yang mempunyai sumber yang terhad, proses pemulihan yang digunakan untuk bahan atau produk adalah kunci untuk menyokong populasi penduduk dalam meningkatkan penggunaan bahan. Pengurangan bahan buangan menjadi kebimbangan kepada industri negara yang berkonsepkan kitaran bahan kerana bahan buangan tersebut merupakan salah satu sumber yang menjana ekonomi industri tersebut. Proses terbalik melibatkan kos yang besar berbanding keuntungan. Perubahan dalam undang-undang untuk melindungi alam sekitar telah memberi kesan kepada ekonomi dan perkhidmatan. Kini, semakin banyak syarikat yang menggunakan proses aliran terbalik untuk pergerakan barangan dalam sistem logistik mereka. Industri pembuatan merupakan industri utama dalam penggunaan aktiviti logistik terbalik. Sistem logistik terbalik merupakan aktiviti yang membentuk proses yang berterusan untuk penggunaan semula produk sama ada digunakan semula ataupun untuk pelupusan. Pembuatan semula ditakrifkan sebagai salah satu kaedah pemulihan yang digunakan untuk produk yang rosak atau bahagian-bahagian yang boleh diperolehi semula dalam keadaan kualiti yang sama dengan produk baharu dan boleh dimasukkan ke dalam produk baharu dan akan dijual semula dalam pasaran sama dengan bahagian atau produk baharu. Aktiviti logistik terbalik sering dilaksanakan oleh pengeluar asal kerana bahan yang digunakan semula diperlukan untuk pengetahuan dalam pengeluaran tertentu. Eltayeb dan Zailani (2010) menyatakan kebanyakan pengeluar di Malaysia tidak berminat untuk menggunakan semula barangan kitar semula atau pelupusan disebabkan oleh perbelanjaan tambahan untuk mengendalikan aktiviti yang berkaitan dengan logistik terbalik

The latent potential of YouTube - Will it become the 21st Century lecturer's film archive?

YouTube (http://www.youtube.com) is an online, public-access video-sharing site that allows users to post short streaming-video submissions for open viewing. Along with Google, MySpace, Facebook, etc. it is one of the great success stories of the Internet, and is widely used by many of today's undergraduate students. The higher education sector has recently realised the potential of YouTube for presenting teaching resources/material to students, and publicising research. This article considers another potential use for online video archiving websites such as YouTube and GoogleVideo in higher education - as an online video archive providing thousands of hours of video footage for use in lectures. In this article I will discuss why this might be useful, present some examples that demonstrate the potential for YouTube as a teaching resource, and highlight some of the copyright and legal issues that currently impact on the effective use of new online video websites, such as YouTube, for use as a teaching resource.Comment: To be published in October 2008 issue of CAL-laborate (http://science.uniserve.edu.au/pubs/callab/index.html

Tagging and linking lecture audio recordings: goals and practice

Making and distributing audio recordings of lectures is cheap and technically straightforward, and these recordings represent an underexploited teaching resource. We explore the reasons why such recordings are not more used; we believe the barriers inhibiting such use should be easily overcome. Students can listen to a lecture they missed, or re-listen to a lecture at revision time, but their interaction is limited by the affordances of the replaying technology. Listening to lecture audio is generally solitary, linear, and disjoint from other available media. In this paper, we describe a tool we are developing at the University of Glasgow, which enriches students' interactions with lecture audio. We describe our experiments with this tool in session 2012-13. Fewer students used the tool than we expected would naturally do so, and we discuss some possible explanations for this

Learning fast: broadband and the future of education

Educational institutions have always had a central place in the online age. Before the advent of high-speed broadband, other communications technologies and services also played a big role in education.  University researchers were among the first Australian users of what became known as the Internet. When the domain name system was deployed in the mid-1980s, the .au domain was delegated to Robert Elz at the University of Melbourne. When the Australian Vice-Chancellor’s Committee decided to set up a national communications network to support research, Geoff Huston transferred to its payroll from ANU to work as technical manager for AARNet, whose current chief executive, Chris Hancock, is interviewed by Liz Fell in this issue. When a 56 kbps ARPANET link with Australia was made by NASA and the University of Hawaii via Intelsat in June 1989, the connection was established in Elz’s University of Melbourne laboratory. (Clarke 2004: 31) In earlier times, the postal service made learning-at-a-distance possible by ‘correspondence’, particularly in remote areas of Australia. Advances in radio communications made it easier and the interactivity more immediate. Television sets and later video cassette and DVD players and recorders made it more visual. The telephone provided a tool of communication for teachers and learners; the best of them understood that most people were both at different times. Then simple low bandwidth tools like email and web browsing provided new ways for students, teachers and their institutions to communicate and distribute and share information. Learning management systems like Blackboard have been widely deployed through the education sector. Information that was once housed in libraries is now available online and social media platforms are providing new ways for students to collaborate. Ubiquitous, faster broadband and mobile access via smartphones and tablets promise further transformations. &nbsp

Desktop video conferencing

This guide aims to provide an introduction to Desktop Video Conferencing (DVC) and forms part of the ESCalate Busy Teacher Educator Guides. You may be familiar with video conferencing, where participants typically book a designated conference room and communicate with another group in a similar room on another site via a large screen display. Desktop video conferencing allows users to video conference from the comfort of their own office, workplace or home via a desktop / laptop Personal Computer. DVC provides live audio and visual communication in real time from a standard PC and allows one to one and multiple user conferences by participants in different physical locations. Some software features a a ‘whiteboard’ on the computer screen for information exchange and the option to show or share documents and websites between the participants

A renaissance of audio: Podcasting approaches for learning on campus and beyond

In this paper, we urge practitioners to consider the potential of podcasting for teaching, learning and assessment. Our perspective is drawn from research on IMPALA (Informal Mobile Podcasting And Learning Adaptation), which showed that there is a range of successful podcasting approaches for students on campus. After briefly surveying the background literature, we provide examples of three approaches, from three different universities: 1) helping students to prepare presentations and assessed work, 2) offering feedback from staff on students' assessed work, and 3) assisting undergraduates to make the transition from school or college to university. Finally, we would like readers to consider how podcasting approaches like these can be converted for distance education. On the evidence available to date from IMPALA and other studies, we feel confident in predicting that podcasting will be integrated more and more into distance education, to the immense benefit of the long distance learner

Open Educational Content for Digital Public Libraries

If the production of digital content for teaching -- particularly free content -- is to expand substantially, there must be mechanisms to establish a link to fame and fortune that was not perceived in a pre-digital world. How that might be done is the central question this report addresses, in the context of examining the movement for open educational content. Understanding that movement requires delving into the history of what may seem, on first pass, a totally unrelated field of endeavor. The reader's patience is requested....

A renaissance of audio: podcasting approaches for learning on campus and beyond

In this paper, we urge practitioners to consider the potential of podcasting for teaching, learning and assessment. Our perspective is drawn from research on IMPALA (Informal Mobile Podcasting And Learning Adaptation), which showed that there is a range of successful podcasting approaches for students on campus. After briefly surveying the background literature, we provide examples of three approaches, from three different universities: 1) helping students to prepare presentations and assessed work, 2) offering feedback from staff on students’ assessed work, and 3) assisting undergraduates to make the transition from school or college to university. Finally, we answer the important question for EDEN attendees: can podcasting approaches like these be converted for distance education? On the evidence available to date from IMPALA and other studies, we feel confident in predicting that podcasting will be integrated more and more into distance education, to the immense benefit of the long distance learner

The learning network on sustainability: An e-mechanism for the development and diffusion of teaching materials and tools on design for sustainability in an open-source and copy left ethos

This is the post-print version of the Article. The official published version can be obtained from the link below - Copyright @ 2011 InderscienceThis paper presents the intermediate results of the Learning Network on Sustainability (LeNS) project, Asian-European multi-polar network for curricula development on Design for Sustainability. LeNS is a mechanism to develop and diffuse system design for sustainability in design schools with a transcultural perspective. The main output of the project is the Open Learning E-Package (OLEP), an open web-platform that allows a decentralised and collaborative production and fruition of knowledge. Apart from the contents, the same LeNS web-platform is realised in an open-source and copy left ethos, allowing its download and reconfiguration in relation to specific needs, interests and geographical representation

The Development of UCiTV (University Campus Interactive Television): UTHM Experience

In enhancing the process of teaching and learning, many technological devices were created to facilitate these processes. As a new university in the southern of peninsular Malaysia, UTHM had introduced a new method of educational enhancement, which is the use of University Campus Interactive television (UCiTV). The changes in the development of video technology in teaching and learning process had made UCiTV a realization for this new university. The use of online video or Internet protocol television was utilized in the teaching process. Students/users are able to access and watch online video lectures in PowerPoint form. UCiTV can be accessed through campus intranet and internet, highly positive responses were given by the campus users on the whole since it can be utilized 24 hours. Viewers can also use video on demand and the concept of video streaming enable viewers to watch live telecast on any event in the university and they can be accessed continuously. These enable more interactive utilizations by the users/viewers. The quality of UCiTV depends on the content provider, networking service maintenance, infrastructure and users interests