<p> Unconventional oil and gas extraction has been deployed significantly in the United States in recent years. The current study focuses on the impact of hydraulic fracturing (also known as fracking) on the sustainability of water resources in Louisiana. This impact is measured by quantifying the stress for current and future scenarios of fracking water use in the two main shale plays in Louisiana. The assessment is conducted at the HUC-12 fine catchment spatial scale. Initially, sectored stress metrics were calculated for surface and groundwater, respectively, without including fracking water use. Once both stress metrics were estimated with the reported water sources and uses in Louisiana corresponding to the 2010 year, several scenarios for both sources were evaluated. In the <i>first scenario</i>, a peak year (2011) of fracking water use was added as a water demand new category into the stress calculation matrices. The results indicate that a significant variability in the calculated stress metric with and without fracking is reflected only for the groundwater sector. The second <i>Existing wells</i> scenario calculates the stress including the water use of the total number of wells that currently exist in both shale plays over a brief time period. The other additional tested scenario consists of an increase of 100% of the required number of wells to extract the expected total shale play capacity. Results of the <i>additional scenarios</i> follow the same pattern as the <i> first scenario</i>. This analysis can be useful for water management authorities to consider several factors, such as cost analysis of recycled flow-back, as alternative resources for fracking water use. In addition to this fracking water use impact on resources analysis, an educational web-module comprising the Energy-Water Nexus is developed in the current study. The core of the educational module available online is contained in the learning activities development.</p><p>

The demands of the continually changing and developing workplace require individuals to be adaptable, multi-disciplined and with the ability to work collaboratively, often in virtual environments. Professional engineers of today must meet these demands and have appropriate business and communication skills to operate in today's competitive, fast-moving, global environment. Yet these engineers still need to remain productive and routinely keep abreast of technological advances for their day-to-day working requirements. Thus, a range of continually renewable competencies is essential, which in turn puts pressure on both industry and academia to consider alternative ways to inform and educate their engineers and students. To help address these requirements, electronic learning (e-leaming) has been researched as a possible solution to facilitate a more flexible, distributed, collaborative, self-directed, virtual learning environment for both work-based professional engineers and engineering students. This research revealed gaps in both the existing literature and working practices regarding the elearning needs of engineers and in current approaches to meet these needs. Consequently, the main objective of the research was to develop a mechanism to assist providers of e-leaming to construct effective e-leaming activities in engineering development environments. In this context, 'development' environments refer to the engineer's product-development environment and the engineering student's study environment, with the increasing responsibility for selfdevelopment in an engineering career. The research identified and investigated factors that affect learning in these engineering environments, and examined current Web-based technologies to support and enhance learning experiences. A framework was developed as the mechanism to group the different and non-comparable learning factors together into philosophy, delivery, management and technology categories. These learning factors can be connected and sequenced differently in the categories, depending on the learning requirements. Hence, the main research innovation has been the creation of this framework to structure, link and order key learning factors, which offers guidance to e-leaming providers developing e-leaming environments. A predominant action research methodology was adopted for the research, as the author was involved with engineering environments and their e-leaming practices, decisions, developments and implementations in varying degrees. The main areas investigated for the research were: 1) Exploring learning methods & preferred learning styles in the engineering environment. Important findings here identified that engineers have a strong visual learning style preference and practise experiential learning in their engineering environments. 2) Examining technologies to support and enhance learning. This provided an understanding of 'hard' computer and Web capabilities, and 'soft' non-tangible technologies. Web technologies were of particular interest to this research due to their wide reach and interactive impact on the modem working and learning environments. 3) Investigating marketing considerations from the Web-based learning (WBL) providers' viewpoint. Marketing issues, products and services of WBL providers were investigated. This compared what and how the market offered and identified the business aspects of WBL. 4) Developing an e-learning framework. The research was consolidated to create a novel framework that grouped disparate learning factors for effective e-leaming development. 5) Studying practical engineering e-learning applications. Areas of the proposed framework were validated and refined from the case study data and experiences. Critical success factors (CSF) were derived to provide a business perspective for e-leaming developments, and these complemented the framework's learning factors. The above areas have been addressed in detail and documented in separate Engineering Doctorate submissions. This Executive Summary outlines and consolidates these areas, and describes, exemplifies and verifies the various factors within the e-leaming framework and the CSFs. The rationale, applications and guidelines for the e-leaming framework are also discussed. The framework provides a toolkit for building effective e-leaming activities in engineering development environments. Thus, the research shows that e-leaming can provide the solution to facilitate a flexible, continuous learning environment for engineers.

Neste trabalho são apresentadas o desenvolvimento e a implementação de um modelo para disciplinas introdutórias em engenharia elétrica fundamentadas em duas partes básicas. A primeira parte refere-se a um estudo pedagógico, no qual foram estudados alguns conceitos básicos de pedagogia, teorias de aprendizagem, vantagens de aprendizagem cooperativa, estilos de aprendizagem e ensino e cuidados a serem considerados ao elaborar-se uma disciplina. A segunda parte refere-se a um estudo sobre a experiência de outros educadores em disciplinas introdutórias, verificando-se as principais características, o conteúdo, os recursos utilizados, as pessoas envolvidas e os resultados alcançados com estas disciplinas. A partir destes estudos foi proposto um modelo para uma disciplina introdutória em engenharia elétrica, com o objetivo de motivar e preparar o calouro para o curso de engenharia, o mercado de trabalho e a sociedade, dentro do atual mundo globalizado. Um exemplo de implementação do modelo proposto foi a reestruturação da disciplina introdutória SEL-300 - Informação profissional em engenharia elétrica, do curso de engenharia elétrica da EESC - Escola de Engenharia de São Carlos, da USP - Universidade de São Paulo. Os resultados obtidos com esta experiência indicaram ser um modelo adequado para uma disciplina introdutória. Detalhes como conteúdo, recursos utilizados, pessoas envolvidas e resultados deste exemplo também são apresentados. / In this work we present the design and implementation of a model for electrical engineering introductory disciplines based on two basic parts. First one refers to a pedagogical study, in which some pedagogy basic concepts were studied, learning theories, cooperative learning advantages, learning and teaching styles and care in discipline preparation. Second refers to a study over other educators experience in introductory disciplines, checking for its main characteristics, the contents, used resources, people involved and obtained results. From these studies a model for introductory disciplines in electrical engineering was proposed, with the objective of motivating and preparing the new student for the engineering course, professional work and society considering the modern globalization. One example of proposed model was the implementation of SEL-300 introductory discipline structure - professional information in electrical engineering, from electrical engineering course of Escola de Engenharia de São Carlos, University of São Paulo. Obtained results from this experience indicated the model to be adequate for introductory disciplines. Details as contents, used resources, involved people and this example results are presented.

This thesis describes work carried out over the three years March 1993 to March 1996 concerning the integration of computer based learning elements into classically taught undergraduate engineering degree courses. The design and implementation of three separate computer applications are discussed, along with evaluation results from each. The first of these applications concerns the metallography of phase transformations and forms part of the first year engineering course in materials at the University of Southampton. The application is intended to teach both knowledge and understanding of the subject. The second application concerned engineering design. The intention of this application was to create an environment where the students could obtain all of the information required in creating the specifications for their design and for drawing up the design itself. This application is intended to allow the students to develop skills in engineering design. The final application was not 'intended for students' use directly. It is a shell from which applications of the style of the Phase Diagrams Application could be created and its intention was to encourage academics to create their own applications and thereby make the production of CBL materials more common. It is shown, within this thesis, that computer based learning/teaching can be used successfully to teach undergraduate engineering students knowledge and understanding of subjects and to improve their skill in using that understanding. Possible solutions to the problems in using CBL applications widely are also discussed, along with recommendations for a new approach to CBL development.

Neste trabalho são apresentadas o desenvolvimento e a implementação de um modelo para disciplinas introdutórias em engenharia elétrica fundamentadas em duas partes básicas. A primeira parte refere-se a um estudo pedagógico, no qual foram estudados alguns conceitos básicos de pedagogia, teorias de aprendizagem, vantagens de aprendizagem cooperativa, estilos de aprendizagem e ensino e cuidados a serem considerados ao elaborar-se uma disciplina. A segunda parte refere-se a um estudo sobre a experiência de outros educadores em disciplinas introdutórias, verificando-se as principais características, o conteúdo, os recursos utilizados, as pessoas envolvidas e os resultados alcançados com estas disciplinas. A partir destes estudos foi proposto um modelo para uma disciplina introdutória em engenharia elétrica, com o objetivo de motivar e preparar o calouro para o curso de engenharia, o mercado de trabalho e a sociedade, dentro do atual mundo globalizado. Um exemplo de implementação do modelo proposto foi a reestruturação da disciplina introdutória SEL-300 - Informação profissional em engenharia elétrica, do curso de engenharia elétrica da EESC - Escola de Engenharia de São Carlos, da USP - Universidade de São Paulo. Os resultados obtidos com esta experiência indicaram ser um modelo adequado para uma disciplina introdutória. Detalhes como conteúdo, recursos utilizados, pessoas envolvidas e resultados deste exemplo também são apresentados. / In this work we present the design and implementation of a model for electrical engineering introductory disciplines based on two basic parts. First one refers to a pedagogical study, in which some pedagogy basic concepts were studied, learning theories, cooperative learning advantages, learning and teaching styles and care in discipline preparation. Second refers to a study over other educators experience in introductory disciplines, checking for its main characteristics, the contents, used resources, people involved and obtained results. From these studies a model for introductory disciplines in electrical engineering was proposed, with the objective of motivating and preparing the new student for the engineering course, professional work and society considering the modern globalization. One example of proposed model was the implementation of SEL-300 introductory discipline structure - professional information in electrical engineering, from electrical engineering course of Escola de Engenharia de São Carlos, University of São Paulo. Obtained results from this experience indicated the model to be adequate for introductory disciplines. Details as contents, used resources, involved people and this example results are presented.

Submitted by MARCIA ROVADOSCHI (marciar@unifra.br) on 2018-08-14T13:00:21Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_AnaPaulaNoro.pdf: 1815913 bytes, checksum: 140ce8a40fb7aa9590310ac557d3e7cb (MD5) / Made available in DSpace on 2018-08-14T13:00:21Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_AnaPaulaNoro.pdf: 1815913 bytes, checksum: 140ce8a40fb7aa9590310ac557d3e7cb (MD5) Previous issue date: 2012-03-27 / The present work aims to analyze the possibilities that the proposition of a sequence based on the methodology of Curriculum Teaching Engineering brings to the learning and teaching Poliedros. O theoretical research involves the teaching of mathematics, in particular the teaching of geometry, the Teaching fundamentals of engineering and the use of manipulatives. The research was qualitative. The main instruments used were participatory observations during the whole process of developing the teaching sequence in which the researcher and participants interacted. Survey participants were students from the Third Year of High School, a public school in the State of São Martinho da Serra, RS. Through these instruments were recorded and analyzed the possibilities that the methodology of Didactic Engineering can offer to the study of polyhedra. It was found that the proposal of a didactic sequence, which had the support of manipulatives and media, collaborated effectively for teaching and learning of polyhedra. The didactic sequence designed and implemented is a product that can help both high school teachers and students of degree courses in Mathematics to overcome the difficulties in passing plane geometry for the space. / O presente trabalho tem como objetivo analisar as possibilidades que a proposição de uma Sequência Didática fundamentada na metodologia da Engenharia Didática traz para o ensino e aprendizagem dos Poliedros.O referencial teórico da investigação envolve o ensino de Matemática, em particular o ensino de Geometria, os fundamentos da Engenharia Didática e o uso de materiais manipuláveis. A pesquisa teve cunho qualitativo. Os principais instrumentos utilizados foram observações participativas durante todo o processo de desenvolvimento da sequência didática em que a pesquisadora e participantes interagiram. Os participantes da pesquisa foram alunos do Terceiro Ano do Ensino Médio, de uma escola da rede pública Estadual de São Martinho da Serra- RS. Através destes instrumentos foram registrados e analisados quais as possibilidades que a metodologia da Engenharia Didática pode oferecer ao estudo de poliedros. Foi verificado que a proposta de uma sequência didática, que teve apoio de materiais manipuláveis e de mídias, colaborou, de forma efetiva, para o ensino e aprendizagem de poliedros. A sequência didática elaborada e aplicada é um produto que pode auxiliar tanto professores do ensino médio quanto os estudantes dos cursos de licenciatura em Matemática a superarem as dificuldades na passagem da geometria plana para a espacial.

This report consists of the results from implementing the co-creation paradigm in the education. It was created from international team during the project T-CREPE - TEXTILE ENGINEERING FOR CO-CREATION PARADIGMS IN EDUCATION, co-funded by the Erasmus+ Programme of the European Union. Topics as planet platform, ChoiCo games, using simulation software, Enterpreneuship and feedback from industrial partners are presented.:1. Introduction 7 2. Design Thinking – Design-based Learning – Co-creation 9 References 16 3. Games in Education 18 References 18 4. The Co-Creation Planet: Metaphor and Theory 20 4.1 The Planet Metaphor 20 4.2 Planet Tools 21 4.2.1 Design Thinking Tools 21 4.2.2 The ChoiCo, game-based learning and co-creation 21 References 23 5. Practical Guide to the Planet Platform 25 5.1 Layers of the planet 25 5.2 How to use the Planet 28 5.2.1. For Teachers 28 5.2.2. For Students 28 How to use the Planet for you projects? 28 5.3 How to use ChoiCo 29 6. ChoiCo Game Modification Example 34 6.1. The expert games “Heating outdoor pads” 34 6.2. The textile game mod by lecturer 35 6.3. The textile games mods by students 36 6.3.1. Heating Garment 37 6.3.2. Heating Cushion for Car Seat 37 6.3.3. Heating T-Shirt and Gloves 38 6.3.5. Heating Textiles 38 6.3.6. Heating Socks 39 6.3.7. Heating Socks ThermoTrousers 3000 ™ 40 7. Stimulating Entrepreneurship 41 7.1 Co-creation scenes 41 7.2. Valorisation 43 7.3 Psychological ownership 45 8. The industry experience: Co-creating with Knitronix (Italy) 50 8.1 Collaboration with industry – Knitronix 50 8.2. Knitronix and the Co-creation course at UGent 51 9. Co-creating with industry: the richter+partner GmbH (Germany) 54 9.1 Introduction 54 9.2 Collaboration with industry – r+p 54 9.3. r+p and the Co-creation course 'Digital Nomad' at UGent and UNIWA 55 10. Co-creation process with textile CAD software 57 10.1. Introduction 57 10.2. Discovery process 57 10.3. Define 58 10.4. Develop 60 11. Co-creation in (design) education: lessons learned from T-Crepe 64 11.1 A reflection 65 11.2. Role of the students 65 11.3. Role of the instructors 66 11.4. Role of the industry partners 66 11.6. The T-CREPE heritage 67 References 67

A large number of Building Services Engineering (BSE) graduates from UK universities either already live and work abroad, or aspire to do so, and the destinations for such migrants are most often English-speaking countries or countries where English is commonly used in business. Academic programmes in BSE are usually professionally accredited by the Chartered Institution of Building Services Engineers (CIBSE) under licence from the Engineering Council (EC). In the common destination countries for UK BSE graduates the Washington, Sydney and Dublin Accord (WSDA) agreements prevail, meaning that there is a mutual recognition of engineering qualifications and professional accreditation of academic courses, and this facilitates international mobility. Since it is widely accepted that buildings account for as much as 50% of greenhouse gas emissions worldwide, it could be said that there is a worldwide sustainability agenda with respect to buildings. The common factor across national boundaries is that Building Services Engineers, as central members of building design teams, must provide much of the specialist practical knowledge to enable more energy efficient buildings to be designed and constructed, and it is therefore likely that UK educated engineers will be working in far more varied overseas locations in the near future. The main aim of the work is to synthesise an education and training model to encourage and enable international mobility of UK BSE graduates, and to carry out some evaluation of this model. This work sets out initially to question whether a UK education in BSE necessarily provides UK graduates with the best possible skillset for work abroad. The influence of the EC upon the content of BSE study programmes has been examined, and the research assesses the benefits of the EC’s influence in countries with different economic and political priorities to the UK, other western economies and to the WSDA countries. Following identification and analysis of the main issues, the model was constructed and evaluations were made using semi-structured interviews. The methodology used in this research is necessarily underpinned by a pragmatist paradigm, which has led to the use of a mixed methods blended approach. In addition to thorough review and analysis of literature, the practical methods employed include a questionnaire survey and semi-structured interviews in three phases: an exploratory phase, an in-depth analysis, and a concluding phase. The early conclusions indicated that the EC influence upon BSE study programmes is generally regarded as necessary and beneficial, since it provides an engineering skillset that is internationally respected and recognised. There is, however, less confidence in applying this in an international arena outside of the WSDA umbrella since different parts of the world face different economic challenges, divergent societal imperatives, and diverse attitudes to sustainability and green issues. An education and training model was constructed to address these issues and, after initial testing, was found generally to be a workable proposition to enhance the international prospects of UK BSEs, and further, could be adopted in the UK under the auspices of the Degree Apprenticeship initiatives. Such a model is, however, unlikely to be adopted in many overseas locations due to differing cultural views on the value of work-based learning and apprenticeship.

Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2010.

Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2010.