Search Results (5)

The air quality in educational campuses affects the health and work efficiency of teachers and students. Studies into this matter are of great significance for optimizing the management of campus living environments. Low-cost online sensors to monitor PM_2.5 and CO₂ levels were used in typical functional areas of a university campus in Beijing, China, including offices, dormitories, leisure spaces, canteens, and laboratories. By comparing the findings with data from nearby national monitoring stations, the seasonal and spatial variations in PM_2.5 and CO₂ concentrations were analyzed. Findings indicate PM_2.5 levels within the campus were notably lower compared to the surrounding urban environment. There was variation in PM_2.5 and CO₂ concentrations across different functional areas. Typically, indoor PM_2.5 levels were lower than outdoor ones, while CO₂ concentrations in enclosed indoor spaces with human activities progressively escalated. The main internal emission sources affecting the PM_2.5 level on campus included traffic emissions, dust generated by human activities, and emissions from catering. In contrast, in areas with better green coverage or where a lake system participates in the atmospheric circulation, the PM_2.5 level and CO₂/PM_2.5 were lower. This indicates that the cleansing impact of plants and aquatic systems is instrumental in lowering PM_2.5 concentrations, offering healthier leisure spaces. Seasonal variations also impact PM_2.5 levels. During the non-heating period, less pollution source emissions led to decreased outdoor PM_2.5 concentrations. The campus monitoring sites experienced an approximate 5 µg/m³ and 29 µg/m³ reduction in the average PM_2.5 levels as compared to the PM_2.5 of the surrounding urban environment, respectively, during the non-heating and heating period. During indoor activities or sleep, CO₂ levels can build up to as high as 2303 ppm due to breathing. It is advisable to stay indoors on days when pollution levels are high, whereas on days with clean air, it is healthier to be outdoors or to air out indoor areas by opening windows. Our research provides clearer scientific evidence for incorporating behavioral strategies for improving air quality into both daily work and life. Moreover, the findings are quite meaningful for the widespread adoption of low-cost sensor monitoring in various environments, with applications beyond just the campus settings. Full article

Due to the heavy focus on development of communication skills, compounding laboratories and many practical workshops, undertaking a registerable pharmacist qualification in an online format is typically not an option for students. COVID-19 presented on-campus pharmacy students with the opportunity to experience online learning. The aim of this study was to explore the experiences of on-campus pharmacy students who were required to move their studies to online learning during the COVID-19 pandemic. An interpretive phenomenological methodology was adopted, and semi-structured interviews were conducted with pharmacy students who were originally enrolled in on-campus learning and had to transition to online learning. Data were analyzed using a hermeneutic phenomenological approach whereby themes were identified to aid in the development of the phenomena guided by ‘lived experience’. Seven interviews were conducted with pharmacy students. Four emergent themes resulted from the interviews: (1) life as an on-campus pharmacy student, (2) preconceived ideas of online learning, (3) learning differences as an online pharmacy student and (4) the future of online pharmacy programs. Students were initially hesitant to transition to online learning due to preconceived ideas and expectations that may have tainted their overall experience. Pharmacy students preferred face-to-face learning due to their sociable personality and heavy dependence on peer and teacher support. All participants reported that they preferred face-to-face learning and acknowledged that fully online programs were not suited to their learning style or to the discipline of pharmacy. After their experience of online learning, participants believed that there was a place for online learning components in pharmacy courses. Lectures and some discussion workshops could be delivered online, but some aspects, such as compounding; dispensing; counselling; and demonstration of medication delivery devices, such as asthma inhalers and injectable diabetes products, should be delivered on campus. Full article

Faculty and staff at Duke have collaborated to teach a one-semester, introductory, undergraduate course on sustainability ten times over 12 years, including both theoretical and applied project-based content. This article describes the overall process and rhythm of the course, and provides a unique contribution by summarizing our process to accomplish on-campus sustainability projects where three- to five-person student teams collaborate with on-campus clients throughout the semester, researching questions posed by the client, and ultimately providing recommendations. The faculty/staff partnership on the instructional team permits five to six projects to be designed each year, with a much broader array of clients and authentic research questions than could be envisioned by an academic faculty member alone. Having a strong connection with the Sustainable Duke staff provides the trust with other staff on campus that project results can endure past the semester time period if warranted. Full article

Building information modeling (BIM) is the digital representation of physical and functional characteristics (such as geometry, spatial relationship, and geographic information) of a facility to support decisions during its life cycle. BIM has been extended beyond 3D geometrical representations in recent years, and now includes time as a fourth dimension and cost as a fifth dimension, as well as such other applications as virtual reality and augmented reality. The Internet of Things (IoT) has been increasingly applied in various products (smart homes, wearables) to enhance work productivity, living comfort, and entertainment. However, research addressing the integration of these two technologies (BIM and IoT) is still very limited, and has focused exclusively on the automatic transmission of sensor information to BIM models. This paper describes an attempt to represent and visualize sensor data in BIM with multiple perspectives in order to support complex decisions requiring interdisciplinary information. The study uses a university campus as an example and includes several scenarios, such as an auditorium with a dispersed audience and energy-saving options for rooms with different functions (mechanical/electrical equipment, classrooms, and laboratory). This paper also discusses the design of a common platform allowing communication among sensors with different protocols (Arduino, Raspberry Pi), the use of Dynamo to accept sensor data as input and automatically redraw visualized information in BIM, and how visualization may help in making energy-saving management decisions. Full article

In recent years, we have seen a significant number of new technological ideas appearing in literature discussing the future of education. For example, E-learning, cloud computing, social networking, virtual laboratories, virtual realities, virtual worlds, massive open online courses (MOOCs), and bring your own device (BYOD) are all new concepts of immersive and global education that have emerged in educational literature. One of the greatest challenges presented to e-learning solutions is the reproduction of the benefits of an educational institution’s physical laboratory. For a university without a computing lab, to obtain hands-on IT training with software, operating systems, networks, servers, storage, and cloud computing similar to that which could be received on a university campus computing lab, it is necessary to use a combination of technological tools. Such teaching tools must promote the transmission of knowledge, encourage interaction and collaboration, and ensure students obtain valuable hands-on experience. That, in turn, allows the universities to focus more on teaching and research activities than on the implementation and configuration of complex physical systems. In this article, we present a model for implementing ecosystems which allow universities to teach practical Information Technology (IT) skills. The model utilizes what is called a “social cloud”, which utilizes all cloud computing services, such as Software as a Service (SaaS), Platform as a Service (PaaS), and Infrastructure as a Service (IaaS). Additionally, it integrates the cloud learning aspects of a MOOC and several aspects of social networking and support. Social clouds have striking benefits such as centrality, ease of use, scalability, and ubiquity, providing a superior learning environment when compared to that of a simple physical lab. The proposed model allows students to foster all the educational pillars such as learning to know, learning to be, learning to live together, and, primarily, learning to do, through hands-on IT training from a MOOCs. An aspect of the model has been verified experimentally and statistically through a course of computer operating systems. Full article