Leveraging Green Computing for Increased Viability and Sustainability

Greening of computing processes is an environmental strategy gaining momentum in the 21st century as evidenced by increased virtual communications. Because of the rising cost of fuel to travel to meetings and conferences, corporations are adopting sophisticated technologies that provide a “personal” experience for geographically disbursed colleagues to interact in real time. This article highlights several companies and academic professional organizations that utilize video conferencing, virtual classrooms, and virtual worlds to create digital spaces for collaboration. The article compares the impact of face-to-face collaboration that includes business travel expenses to the impact of the same activity in a virtual space. The human side of technology is also examined through virtual human resource development that increases employees’ learning capacity and performance improvement. As advances in technology continue, it is expected that meetings will become more lifelike with the improvement of holographics. Corporations must continue to integrate green strategies to satisfy both environmental concerns and financial viability

Role of habitat and predators in maintaining functional diversity of estuarine bivalves

Habitat loss is occurring rapidly in coastal systems worldwide. In Chesapeake Bay, USA, most historical oyster reefs have been decimated, and seagrass loss is expected to worsen due to climate warming and nutrient pollution. This loss of habitat may result in declining diversity, but whether diversity loss will equate to loss in ecosystem function is unknown. A bivalve survey was conducted in a variety of habitat types (seagrass, oyster shell, shell hash, coarse sand, detrital mud) in 3 lower Chesapeake Bay sub-estuaries from spring 2012 through summer 2013 to examine the correlation between bivalve densities, habitat type, habitat volume (of material retained on 3 mm mesh), and predator density. Bivalves were analyzed as functional groups based on feeding mode, living position, and predator defense strategy. On average, seagrass supported one additional functional group, and diversity was increased 68-94%, in seagrass compared to the other habitats examined. Species richness and functional group richness were positively correlated with habitat volume. The greatest densities of deposit-feeding bivalves were in detrital mud habitats, the greatest densities of thin-shelled and surface-dwelling bivalves were in seagrass habitats, and the greatest densities of armored bivalves were in oyster shell habitats. Small, thin-shelled bivalves were negatively correlated with densities of predators, including blue crabs Callinectes sapidus and cownose rays Rhinoptera bonasus. Overall, bivalve diversity was as - sociated with habitat type, habitat volume, and predator densities. These results suggest that all habitats, and particularly seagrass, play a role in maximizing bivalve functional diversity in Chesapeake Bay

How to Stay A.L.I.V.E. in a World of Ever-Changing Technology: Keeping Up with Adult Learning in a Virtual Environment

The purpose of this paper is to discuss the benefits and barriers for adult learning within virtual environments

Different shades of green: how transnational actors frame nature as a solution to sustainability challenges in African cities

Nature – based solutions (NBS) are increasingly being positioned within global discourses concerning how urban sustainability challenges can be addressed. To better understand to what extent, how, by whom and with what potential implications NBS are promoted in urban Africa, this paper focuses on transnational actors and presents a dataset covering 40 NBS initiatives in 57 cities across 19 African countries. A framing analysis is undertaken to understand to what degree NBS are mobilised in accordance with global discourses. To that end, the paper builds on existing work by Tozer et al. (2022, “Transnational Governance and the Urban Politics of Nature-Based Solutions for Climate Change.” Global Environmental Politics, 1–23) on globally circulating frames of urban nature. In further contributing to their framework, we delve into the underlying values or shades of green that are being signified through the frames by applying the IPBES Nature Futures Framework. Results indicate that urban nature comes to be seen as a solution within a climate resilience – integrated benefits nexus through which various types of transnational actors are bringing nature into the city. Two important findings can be highlighted: First, the deployed frames offer opportunities to address major African urban sustainability challenges, but initiatives may not yet be configured to adequately address their scope and magnitude. Second, the configurations of frames are predominantly informed by instrumental values that put "Nature for Society” perspectives in focus, missing opportunities for NBS to build on relational values, or “Nature as Culture” perspectives and for accommodating a plurality of worldviews on desirable futures for urban nature

Nature for resilience reconfigured: global-to-local translation of frames in Africa

Globally, various frames of urban nature circulate, each emphasising particular challenges and natural solutions in the climate context. Yet which actors and dynamics shape their translation to the African context remains unclear. This paper explores the global-to-local translation process of frames through interventions funded by transnational actors, conceptualised as agents of policy transfer. Critical scholarship has observed that urban adaptation and resilience interventions in Africa are often characterised as technocratic and top-down approaches, hence it is vital to understand whether these are replicated through proliferating nature-based solutions (NBSs). The study of a resilience-building intervention in Lilongwe, Malawi, reveals that transnational actors play important roles by deploying frames of urban nature through funding projects. However, rather than involving a top-down imposition of particular solutions, this sets in motion dynamics: in the competition for resources that frames generate, various actor constellations of transnational actors, subnational governments and local NGOs reconfigure or relabel strategies and associated (nature-based) practices to suit global frames and the resources they generate. This shapes who is included or not, and what kinds of NBS are being developed, for and by whom. There is a risk that priorities of communities get lost in translation

Urban-rural Disparities in Trends of Pulmonary Hypertension-Related Mortality in the United States, 2004-2019

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Giving Back: Exploring Service-Learning in an Online Learning Environment

Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face courses underscoring the value of SL projects in online courses in higher education

Parents\u27 and Teachers\u27 Perceptions of Parental Involvement

Lack of parental involvement is an issue in the educational system because parents and teachers do not understand each other\u27s views. Research has shown that when parents and teachers provide students with support, student achievement increases. The problem of teachers\u27 and parents\u27 lack of common understanding of parental involvement was addressed in this study. Epstein\u27s model of parental involvement and the theory of planned behavior served as the theoretical framework of this qualitative, exploratory, phenomenological study to explore the perceptions of 5 teachers and 10 parents who were purposefully sampled. The research questions were focused on parents\u27 and teachers\u27 perceptions on parental involvement in supporting students\u27 achievement. Data were analyzed using of Moustakas\u27s steps for phenomenological model. Trustworthiness was ensured through peer review, member checking, and descriptive research notes. Findings from the data collected from face-to-face interviews identified 3 themes: parenting and learning at home, volunteering and decision making, and communicating and collaborating with the community. The 3 themes overlapped with components of Epstein\u27s model of parental involvement and were evident in the participants\u27 answers to the interview questions. The resulting project was a white paper designed to educate the community about problems with parental involvement, provide solutions to the issue, and help parents and teachers to work collaboratively to improve student achievement. The project contributes to social change through formative feedback for the major stakeholders regarding ways to promote efficient and effective practices for both parents and teachers to promote student learning

Faculty Attitudes Towards Integrating Technology and Innovation

Technological innovation is an important aspect of teaching and learning in the 21st century. This article examines faculty attitudes toward technology use in the classroom at one regional public university in the United States. Building on a faculty-led initiative to develop a Community of Practice for improving education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the classroom and the average faculty member utilized about six technology tools in their courses. The opportunities, barriers and future uses for technologies in the higher education classroom emerged from the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its most popular courses to increase flexibility, accessibility and student success

Scenario Planning as the Development of Leadership Capability and Capacity; and Virtual Human Resource Development

This dissertation explored the perceived association between scenario planning and the development of leadership capability and capacity. Furthermore, this study explored sophisticated virtual environments seeking instances of adult learning and the conduciveness of these environments for innovative developmental activities to build leadership capability and capacity. Data sources included 1) fifty semi-structured interviews with five expert-practitioners purposively selected for their experience in both scenario planning and leadership development, 2) descriptive process and outcome data from scenario planning programs in university business schools, and 3) fifteen published scenario planning reports, 4) observations of the scenario planning process, and 5) a survey of forty-five individuals who participated in the study of sophisticated virtual environments. The first stream of inquiry that investigated the perceived association between scenario planning and the development of leadership capability and capacity revealed the development of a synthesis model integrated from three informing theoretical frameworks. The model was used for subsequent data collection, analysis, and organization. Each data source supported and further described the associative relationship between scenario planning and the development of leadership capability and capacity; leading to increased confidence in the synthesis model. This study is unique because it links scenario planning explicitly through empirical evidence with the development of leadership capability and capacity. Findings from the second stream of inquiry into sophisticated virtual environments included formal and informal learning in the 3D virtual world of Second Life (SL). Respondents in the study completed forty-five open-ended surveys and follow-up interviews that revealed six enablers of adult learning in SL: 1) a variety of educational topics for life-long learning; 2) opportunities for multidisciplinary collaboration; 3) collaboration across geographical boundaries; 4) immersive environment creates social; 5) health and emotional benefits; and, 6) cost savings over face-to-face experiences. Four barriers included: glitches in technology reduced effectiveness, addictiveness of SL, learning curve for "newbies" and funding issues for small businesses and nonprofits. Also, sophisticated technologies are creating media-rich environments found to be integrative spaces conducive for developmental activities in the field of human resource development (HRD). Scenario planning and leadership development were found to be reasonable developmental activities suited to these digital spaces. Virtual human resource development (VHRD) was identified as a new area of inquiry for HRD