Intelligent Energy Management Robust Wireless Sensor Network for Smart Buildings

 

According to Bidabadi (2014), learning strategies refer to special thoughts or behaviors that learners employ to help them comprehend, learn, and retain new information. In her study, it is found that students employ a variety of metacognitive (concentration/attention and skipping), cognitive (visualization, note-taking, and inferencing) and socio-affective listening strategies. In terms of extensive listening, listeners use more of top-down strategies than bottom-up strategies as they want to do inference between what they hear and their background knowledge of the matter. 

This is also supported by Dong (2016) where the researcher only focuses on metacognitive, cognitive and socio-affective strategies in the research on investigating the relationship between listening strategy use and listening performance. In this research it is found that listeners use more of cognitive strategies that metacognitive strategies, and that the higher use of socio affective strategy by listeners indicate that students have faced difficulties in carrying out the listening activities. 

In another light, Graham (2008) in her study using the longitudinal design on listening strategies discovered that strategy development is connected to listener’s proficiency issues. In her finding, it is noted that there is a difference in strategy used between the high scorer and low scorer of a listening proficiency test whereby the higher scorer uses more of metacognitive strategies than the lower scorer.  This differs with the research done by Serri et al. (2012) on the relationship of listening strategies and individual difference. In this study it is noted that there are no difference in the use of cognitive, metacognitive and social/affective strategies, and the use of listening strategies between learners with some Individual Differences (age, gender, level of motivation, learning styles, and personality traits used), and the use of the strategies were in the same proportion. However, this research have the similar result with Dong (2016) in terms on the frequency of strategy used whereby most of the listeners use more of cognitive strategies than metacognitive and socio-affective strategies. Difference in findings may be due to the difference of research approach as Graham (2018) and used a longitudinal design with only two samples and Serri et al. (2012) used a survey design with 40 samples. 

 

            On the contrary, a research by Bidabadi et al (2014) have a different finding than Dong (2016) and Serri et al. (2012). In this study done towards 92 Iranian EFL freshman university students, it is found that metacognitive strategies are frequently used by the learners, instead of cognitive and socio-effective listening strategies. 

 

Pembangunan hijau menekankan pada kemajuan ekonomi yang ramah lingkungan dalam rangka mendorong pengurangan emisi karbon dan pembangunan inklusif secara sosial (UN ESCAP, 2010). Dari konsep pembangunan hijau dan pertumbuhan hijau tersebut untuk selanjutnya pembangunan mampan dapat dilaksanakan. Konsep pembangunan mampan mulai dianggap penting oleh dunia sejak World Commission on Environment and Development pada tahun 1987 (WCED, 1987) dan Brundland Commission dengan menerbitkan buku berjudul “Our Common Future” pada tahun 1987 yang menyatakan mengenai konsep pembangunan ekonomi yang berkaitan dengan lingkungan dalam pembangunan mampan. 

 

Menurut Undang- Undang Nombor 23 Tahun 2009 tentang Perlindungan dan Pengelolaan Lingkungan Hidup (Brundland,1987), definisi dari pembangunan mampan adalah keupayaan dalam merancang dengan mengambilkira aspek lingkungan hidup alam, sosial dan ekonomi manusia di dalam strategi pembangunan untuk menjamin keseimbangan lingkungan hidup alam iaitu keselamatan, kemampuan, kesejahteraan dan mutu hidup generasi masa kini dan masa depan. 

 

Pada prinsipnya terdapat tiga dimensi utama dalam pembangunan mampan iaitu lingkungan hidup alam (ekologi), sosial dan ekonomi.