Green Algorithms: Quantifying the Carbon Footprint of Computation.

Climate change is profoundly affecting nearly all aspects of life on earth, including human societies, economies, and health. Various human activities are responsible for significant greenhouse gas (GHG) emissions, including data centers and other sources of large-scale computation. Although many important scientific milestones are achieved thanks to the development of high-performance computing, the resultant environmental impact is underappreciated. In this work, a methodological framework to estimate the carbon footprint of any computational task in a standardized and reliable way is presented and metrics to contextualize GHG emissions are defined. A freely available online tool, Green Algorithms (www.green-algorithms.org) is developed, which enables a user to estimate and report the carbon footprint of their computation. The tool easily integrates with computational processes as it requires minimal information and does not interfere with existing code, while also accounting for a broad range of hardware configurations. Finally, the GHG emissions of algorithms used for particle physics simulations, weather forecasts, and natural language processing are quantified. Taken together, this study develops a simple generalizable framework and freely available tool to quantify the carbon footprint of nearly any computation. Combined with recommendations to minimize unnecessary CO2 emissions, the authors hope to raise awareness and facilitate greener computation

How to estimate carbon footprint when training deep learning models? A guide and review

Machine learning and deep learning models have become essential in the recent fast development of artificial intelligence in many sectors of the society. It is now widely acknowledge that the development of these models has an environmental cost that has been analyzed in many studies. Several online and software tools have been developed to track energy consumption while training machine learning models. In this paper, we propose a comprehensive introduction and comparison of these tools for AI practitioners wishing to start estimating the environmental impact of their work. We review the specific vocabulary, the technical requirements for each tool. We compare the energy consumption estimated by each tool on two deep neural networks for image processing and on different types of servers. From these experiments, we provide some advice for better choosing the right tool and infrastructure.Comment: Environmental Research Communications, 202

Ten simple rules to make your computing more environmentally sustainable.

Funder: Victorian Government’s Operational Infrastructure Support (OIS) programFunder: Health Data Research UKFunder: La Trobe University Postgraduate Research ScholarshipFunder: Munz Chair of Cardiovascular Prediction and Preventio

Innovación docente en producción y recursos humanos

Memoria ID-0131. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2009-2010.Con este proyecto docente pretendíamos fomentar la participación del alumno en las clases y trabajar sobre aquellas competencias que más dificultad pueden suponer para el alumno sobre las temáticas de producción y recursos humanos

Teaching practices for socially awareness of university students: the case of the subject of Production Management

Según muchos economistas, la crisis que estamos sufriendo no es sólo una crisis económica, sino una crisis de valores. La situación actual de producción y consumo es insostenible y requiere un cambio en las empresas y en la sociedad. Hay algunas iniciativas empresariales y de consumidores que nos hacen pensar que el cambio de actitud en las personas y en el modelo empresarial se empieza a producir. Todas ellas hablan del valor de compartir, de la solidaridad, de la confianza y de la sostenibilidad. En la Universidad, la Educación para el Desarrollo Sostenible (EDS) va cobrando cada vez mayor relevancia y va consolidándose. Sin embargo, estos temas no se suelen trasladar a los temarios de las asignaturas. El objetivo de este trabajo es contribuir a la introducción de la sensibilización social de los estudiantes universitarios en el aula a través de dos trabajos prácticos realizados en la asignatura de Organización de la Producción, en Ingeniería Electrónica Industrial y Automática, en la Universidad de La Rioja. Estas actividades son descritas con la idea de que puedan ser transferidas a otras asignaturas y otras titulaciones. Tras su puesta en práctica en el aula hemos podido comprobar que resultan muy motivadoras para los estudiantes porque tratan sobre la realidad de su entorno, les hacen valorar el esfuerzo de las personas, pensar en las necesidades sociales y en cómo ellos podrían ayudar. En una encuesta realizada al final del curso a los estudiantes, se les preguntó sobre la idoneidad de estas prácticas y prácticamente la totalidad de estudiantes las encontraron apropiadas y aprendieron con ellas. Las notas de los estudiantes fueron muy satisfactorias. Creemos que este tipo de actividades puede contribuir a mejorar la actitud de nuestros estudiantes ante la sociedad y al mismo tiempo facilitarles la incorporación al mercado laboral.According to many economists, the crisis we are experiencing is not only an economic crisis but a crisis of values. The current situation of production and consumption is not sustainable and requires a change in business and society. There are some businesses and consumer initiatives that make us think that the change of attitude in people and in the business model begins to occur. They all talk about the value of sharing, solidarity, trust and sustainability. In Universities, Education for Sustainable Development (ESD) is gaining increasing relevance and strengthens. However, these issues are not usually included in the subjects. The aim of this paper is to introduce the social awareness of university students in the classroom through two practices in the course of Production Management, in Industrial Electronics and Automation Engineering at the University of La Rioja. These activities are described with the idea that they can be transferred to other subjects and other university degrees. After its implementation in the classroom we have seen that are highly motivating for students because they deal with the reality of their environment, appreciate the efforts of people, think about social needs and how they could contribute to help. In a survey conducted at the end of the course, students were asked about the adequacy of these practices and virtually all students found them appropriate and learned with them. The notes of the students were very satisfactory. We believe that this type of activity can help to improve our students' attitude to society and at the same time facilitate labor market entry

SMEs and Certified Management Standards: The Effect of Motives and Timing on Implementation and Commitment

Existing research on certifiable management standards (CMS) and corporate social responsibility (CSR) tends to focus on large companies and is characterised by disagreement about the role of these standards as drivers of CSR. We contribute to the literature by shifting the analytical focus to the behaviour of small and medium-sized enterprises (SMEs) that subscribe to multiple CSR related standards. We argue that, in respect of motive and commitment, SMEs are not as different from large companies as the literature suggests, as they are guided by similar institutional and economic motives. Results, based on ISO 9001, ISO 14001 and OHSAS 18001 certified SMEs in Greece, demonstrate that later adopters are more susceptible to coercive and mimetic motives and are less likely to commit fully to the CMS requirements, while earlier adopters react to normative motives and considerations of internal efficiency gains and tend to carry out CMS requirements with greater diligence

Habilidades directivas parala asignatura de Dirección Operaciones

[EN] The main objective of this paper is to develop a method of self-assessment of managerial competencies in Operations Management. Specifically we work the following skills: Analytical Consideration, Planification and organization, Consciousness and teamwork, Adaptability, Assertiveness, Leadership. The empirical evidence shows how some of these abilities are related to the results of the course while no relation was found with the results obtained with the results the rest of the degree.Gonzalez-Zapatero, C.; Lannelongue, G.; Gonzalez-Benito, J. (2017). Managerial competencies in Operations Management. Working Papers on Operations Management. 8(SP):104-108. doi:10.4995/wpom.v8i0.7185SWORD1041088S

Habilidades profesionales en la práctica

Memoria ID-042. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2018-2019