Learning environment in the universities plays an important role in producing highly competent graduates especially in nursing profession. Thus, the most important as-pects are the teaching activities and as well as student – teacher interaction in daily environment in the university. To investigate the International Islamic University Malay-
sia (IIUM) nursing students experience towards their teachers and to identify the rela-tionship between teaching and students learning perception in their learning environ-ment. This study used quantitative method and utilized two out of five subscales in Dundee Ready Educational Environment Measurement (DREEM). The subscales used
were students’ perception of learning (SPoL) , students’ perception of teacher (SPoT)
and total items in these both subscales are 12 and 11 items, respectively. The ques-tionnaire results revealed that IIUM nursing students scored 28.54/48.00 in (SPoL) and
28.13/44.00 in (SPoT). Both findings showed the IIUM nursing students’ experience their teachers and the learning environment are moving in towards positive directions. The regression finding was 51% of the total variation in students’ perception of teacher score was explained by students’ perception of learning. Although the overall sub-scales (SPoL) score in the current study falls in the category of a more positive per-ception, 2 out of 12 items were poorly scored by the IIUM nursing students. The re-searcher strongly agrees that listening to the expression of students is an important consideration for an educational institution. The overall mean score for (SPoT) showed that the students perceived their teachers as moving in the right direction. In this pre-sent IIUM study, one item showed a mean score of less then 2.00. As a result, these two subscales most probably should reflect the same outcome such as in their aca-demic performance and experience greatly during their student life on campus. The arising issues from this DREEM study at IIUM embrace the need for the creation of supportive environment as well as designing and implementing interventions to remedy unsatisfactorily elements of the learning environment for more effective and successful teaching and learning to be realised.
This study investigates the engineering performance and CO₂ footprint of mortar mixers by replacing Portland cement with 10%, 20%, 40% and 60% fly ash, a common industrial waste material. Samples of self-compacting mortar (SCM) were prepared with four different water/binder ratios and varying dosages of superplasticizer to give three ranges of workability, i.e., normal, high and self-compacting mortar mix. The engineering performance was assessed in term of compressive strength after designated curing periods for all mixes. CO₂ footprint was the environmental impact indicator of each production stage. The optimum mix obtained was at 10% replacement rate for all mixes. Total production emission reduced by 56% when the fly ash replacement rate increased from 0% to 60% (maximum). This is translated to a reduction of 80% in eco-points (assuming that the energy consumption rate of production with 0% fly ash is at 100%). Such re-utilization is encouraged since it is able to reduce possible soil toxicity due to sulfur leaching by 5% to 27% and landfill area by 15% to 91% on average.
In a nursing programme, the main objective is to produce nursing graduates who can provide comprehensive care and treatment to the community. A good approach to the systematic design of a learning environment can lead to positive outcomes for graduates. The learning environment is more than student-teacher interaction, teaching and learning activities. Good physical structures and facilities provided by the university are important, too. Furthermore, the university must also be concerned about meeting students' psychosocial and emotional needs. The aim of this study is to measure the learning environment by administering the Dundee Ready Educational Environment Measure (DREEM) questionnaire to students across the four years of the Bachelor of Nursing programme at the Faculty of Nursing, IIUM, and to identify areas for change that may contribute to a more meaningful student learning experience.
Massive waste rock wool was generated globally and it caused substantial environmental issues such as landfill and leaching. However, reviews on the recyclability of waste rock wool are scarce. Therefore, this study presents an in-depth review of the characterization and potential usability of waste rock wool. Waste rock wool can be characterized based on its physical properties, chemical composition, and types of contaminants. The review showed that waste rock wool from the manufacturing process is more workable to be recycled for further application than the post-consumer due to its high purity. It also revealed that the pre-treatment method-comminution is vital for achieving mixture homogeneity and enhancing the properties of recycled products. The potential application of waste rock wool is reviewed with key results emphasized to demonstrate the practicality and commercial viability of each option. With a high content of chemically inert compounds such as silicon dioxide (SiO2), calcium oxide (CaO), and aluminum oxide (Al2O3) that improve fire resistance properties, waste rock wool is mainly repurposed as fillers in composite material for construction and building materials. Furthermore, waste rock wool is potentially utilized as an oil, water pollutant, and gas absorbent. To sum up, waste rock wool could be feasibly recycled as a composite material enhancer and utilized as an absorbent for a greener environment.