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Volume 14 Issue 6 (2019)
| 1 |
Implementation of Forest Management Units Policies within Indigenous Agroforestry Systems of Buru Island, MoluccasIskar, Marthina Tjoa, Hendrik H.E.S Aponno, & Fransina Latumahina
pp. 325-334 | Article Number: ijese.2019.027
Abstract Forest Management Units (FMUs) or KPHs, intended to improve forest management at the ground level therefore, need to adopt policies that can align with, complement and strengthen existing local land-use systems. The purpose of this research is to gain an understanding on how KPH policies, those with direct implications on the ground, can be aligned with indigenous peoples’ traditional agroforestry systems of Buru Indonesia. We used a qualitative descriptive approach based on in-depth interviews with key informants and focus group discussions with indigenous groups of Buru. Results show that the indigenous peoples of Buru have and continue to follow a set of norms and rules in their forest land management practices: lands are utilized to plant various agricultural commodities that are combined with forest species which are left to grow naturally upon clearing land for agriculture or in establishing gardens. There are also norms and rules in establishing fields and gardens, starting from clearing of the land, to maintenance, to harvest. Every family in villages own fields and gardens, making them a vital part of community life. KPH policy of land use at the site level requires an understanding of how rules of resource use can be made compatible with and support community needs. In the operationalization of KPH, indigenous peoples’ rights to regulate the use of forest land, access to forest land use, and use of forest products need to be accommodated so that these communities continue to benefit from activities on their land. Keywords: customary agroforestry systems, indigenous people References Cahyadi. Erasmus. (2013). Kajian Putusan MK 35/PUU-X/2012. Respon Para Pihak dan Tantangan Penerapan Bagi Penguatan Hak Tenuriaal Masyarakat Adat atas Hutan Adat di Masa Depan. Warta Tenure, Edisi 11. Hairiah, K., Suprayogo, D., & Noordwijk, M. V. (2004). Ketebalan Serasah sebagai Indikator Daerah Aliran Sungai (DAS) yang Sehat. Bogor: Word Agroforestry Center. Huliselan, M., Rumahlewang, E., & Isa Odar, M. (1988). Orang-Orang Bumi Lale dan Dunianya. Organisasi Sosial, Pertukaran dan Perubahan Sosial di Sentral Pulau Buru – Maluku Tengah (Indonesia). Ambon: Laporan Penelitian. Irawan, P. (2007). Penelitian Kualitatif dan Kuantitatif untuk Ilmu-Ilmu Sosial. Jakarta: DIA Fisip UI. Kartodiharjo, H. (2001). Pemerintah Perlu Memetakan Kembali Hutan Adat. Harian Media Indonesia, Sabtu 24 February 2001. Kartodiharjo, H. (2013). Kajian Putusan MK. 35/PUU-X/2012. Kelola Hutan Baru dengan Mindset dan Kepentingan Politik Lama. Warta Tenure Edisi 11. Kementerian Kehutanan dan Lingkungan Hidup. (2015). Rencana Strategis Kementerian Kehutanan dan Lingkungan Hidup Tahun 2015-2019. Jakarta. Kementerian Kehutanan. (2010). Penetapan Wilayah Kesatuan Pengelolaan Hutan Lindung (KPHL) dan Kesatuan Pengelolaan Hutan Produksi (KPHP) Provinsi Maluku.SK. No. 66/Menhut-II/2010. Jakarta Kementerian Kehutanan. (2011). Pembangunan Kesatuan Pengelolaan Hutan (KPH) Konsep, Peraturan Perundang dan Implementasi. Direktorat Jenderal Planologi Kehutanan. Direktorat Wilayah Pengelolaan dan Penyiapan Areal Pemanfaatan Kawasan Hutan. Jakarta. Kementerian Kehutanan. (2012). Pembentukan Wilayah Kelola KPHP Model Wae Apu.SK Menteri Kehutanan Nomor 770/SK-Menhut/2012. Jakarta. Kementerian Kehutanan. (2013). Pembentukan Wilayah Kelola KPHP Model Wae Tina.SK Menteri Kehutanan Nomor 977/SK-Menhut/2013. Jakarta. Nababan, A. (2008). Pengelolaan Hutan Berbasis Masyarakat Adat: Antara Konsep dan Realitas. Jakarta Pattinama, M. J. (2008). Orang Bupolo dan Lingkungannya. Yogyakarta: PT. Citra Aji Parama. Sugiyono. (2014). Memahami Penelitian Kualitatif. Bandung: Penerbit CV. Alfabeta. Suharjito, D. (2014). Pengantar Metodologi Penelitian. Jawa Barat: IPB Press. Suharjito, D., Khan, A., Djatmiko, W. A., Sirait, M. T., & Evelyna S. (2000). Karakteristik Pengelolaan Hutan Berbasis Masyarakat. Yogyakarta: Aditya Media. Sumarjono, M. (2009). Catatan untuk Rancangan Peraturan Pemerintah tentang Tata Cara Penetapan dan Pengelolaan Hutan Adat, Yogyakarta. |
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Discourse Analysis on the Representation of Women in Western Gurage ProverbsTiglu Geza Nisrane, & Shashetu Bayu Tizazu
pp. 335-343 | Article Number: ijese.2019.028
Abstract This study was conducted to assess the representation of females in Gurage proverbs. Its main objective was scrutinizing the contexts, in which proverbs represent women and their influences on Gurage women in the community. The proverbs were collected directly from the speakers of Gurage language, bulletins, magazines and books. The collected proverbs were thematically clustered and translated literally into English with a great attempt to keep its original meaning and beauty. Then, they were critically analyzed to observe how the community represents women. The finding showed that there are a large number of proverbs that represents women negatively. They are represented as physically weak, immature, feeble in teamwork, greedy, incapable in trading and in public works. But there are quite a few proverbs that portray the role of women positively such as motivator, supportive, committed and devoted as a mother and wife. Finally, the study recommended that the ways of representing women on the oral traditions in general and proverbs in particular need reconsiderations. Keywords: proverbs, oral literature, discourse analysis, women, Gurage References Buchanan, D. C. (1965). Japanese Proverbs and Sayings. Norman: University of Oklahoma Press. Eckert, P., & McConnell-Ginet, S. (2003). Language and gender. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511791147 Fairclough, N. (2013). Critical Discourse Analysis: The critical study of language. London: Routledge. https://doi.org/10.4324/9781315834368 Fekade, A. (2001). The state of oral literature research in Ethiopia: Retrospect and prospect. Journal of Ethiopian Studies, XXXIV, 43-85. Finnegan, R. (1970). Oral Literature in Africa. Oxford: Oxford University Press. Geza, T. (2016). Language Planning and Policy in the Silt’e Zone (Unpublished PhD Dissertation). Addis Ababa: Addis Ababa University. Melakneh Mengistu. (2005). Map of African Literature. Ethiopia: Addis Ababa University Mieder, W. (1993). Proverbs are never out of season: Popular wisdom in the modern age. Mieder, W. (2004). Proverbs: A Handbook. London: Greenwood Press. Mills, S. (2004). Feminist stylistics. London: New York: Oxford University Press. Tchimboto, B. (2015). Proverbs as a Language of Sages in African Culture: Focus on Didactic Sentences among Luo People. Nairobi: Dare Selam. Wall, E. (ed.) (1992). Sexual Harassment, Confrontations and Decisions. Canada: Prometheus Books. Weatherall, A. (2002). Gender, Language and Discourse. USA: Routledge. Wodak, R., & Chilton, P. (2005). A New Agenda in (Critical) Discourse Analysis: Theory, methodology and inter-disciplinarily. Amsterdam: John Benjamin’s Publishing Company. https://doi.org/10.1075/dapsac.13 |
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Latent Profile Analysis as a Tool to Describe Students’ Achievement in Entering Medicine FacultyHelin Semilarski, & Anne Laius
pp. 345-360 | Article Number: ijese.2019.029
Abstract One of the main problems in biology education is the need to know which topics in school biology are not understandable to students and which impede them to get good results in university entrance tests. The aim of the current study is to gain an overview of biological knowledge of students, who are intending to continue their education in the faculty of medicine by the end of their gymnasium studies and what are the crucial topics in which they underachieve. Based on these results, it is expected to make theoretically justified decisions what topics of biology should be emphasized in school biology and how to develop the school biology curriculum to meet the needs of competence-based biology education. The sample for this study was formed of 1017 gymnasium graduate students who fulfilled the medicine faculty entrance tests in biology (METIB) in four years (2015–2018). Based on the students’ test results the tasks were categorized into four achievement levels - advanced, high, intermediate and low-performance level. The most difficult topics for students occurred to be molecules and structures and human anatomy and physiology. Research data was collected using four METIBs, which were composed of 50-item multiple-choice questions. The Latent profile analysis of test results enabled to detect three achievement profiles of students – high, moderate and low achievers. In four years of this study, the distribution of students’ test scores was in correspondence with the normal distribution and was also in accordance with the Estonian National Curriculum assessment regulation system, with 15% of gymnasium graduate students achieving the highest score level and being successful in entering the faculty of medicine. Keywords: entrance test in biology, biology test construction, core topics in biology, test evaluation, assessment results, students’ achievement profiles References Abed, H. O. (2016). Drama-Based Science Teaching and Its Effect on Students’ Understanding of Scientific Concepts and Their Attitudes towards Science Learning. International Education Studies, 9(10). https://doi.org/10.5539/ies.v9n10p163 Ağazade, S. A., Caner, H., Hasipoğlu, N. H., & Civelek, H. A. (2014). Turkish University Entrance Test and academic achievement in undergraduate programs: a criterion related validity study. Procedia – Social and Behavioral Sciences, 116, 4582–4590. https://doi.org/10.1016/j.sbspro.2014.01.990 Aiken, R. A. (1982). Writing Multiple-Choice Tasks to Measure Higher-Order Educational Objectives. Educational and Psychological Measurement, 42, 803–806. https://doi.org/10.1177/001316448204200312 Brownell, S., Freeman, S., Wenderoth, P. M. and Crowe, J. A. (2014). BioCore Guide: A Tool for Interpreting the Core Concepts of Vision and Change for Biology Majors. Life Sciences Education, 13, 200–211. https://doi.org/10.1187/cbe.13-12-0233 Brunner, M., Gogol, M., K., Sonnleitner, P., Keller, U., Krauss, S. & Preckel, F. (2013). Gender differences in the mean level, variability, and profile shape of student achievement: Results from 41 countries. Intelligence, 41, 378–395. https://doi.org/10.1016/j.intell.2013.05.009 Butler, C. A. (2018). Multiple-Choice Testing in Education: Are the Best Practices for Assessment Also Good for Learning. Journal of Applied Research in Memory and Cognition, 7, 323–331. https://doi.org/10.1016/j.jarmac.2018.07.002 Fisher, R. A. (1925). Theory of Statistical Estimation. Proceeding of the Cambridge Philosophical Society, 22, 700–725. https://doi.org/10.1017/S0305004100009580 Hasipoğlu, Ç. (2016). The Impact of the University Entrance Exam on EFL Education in Turkey: Pre service English Language Teachers’ Perspective. Procedia – Social and Behavioral Sciences, 232, 136–144. https://doi.org/10.1016/j.sbspro.2016.10.038 Hermann, R. S. (2013). High school biology teachers’ views on teaching evolution: implications for science teacher educators. Journal of Science Teacher Education, 24, 597–616. https://doi.org/10.1007/s10972-012-9328-6 Kablan, Z., & Kaya, S. (2013). Science achievement in TIMSS cognitive domains based on learning styles. Egitim Arastirmalari – Eurasian Journal of Educational Research, 53, 97–114. https://doi.org/10.14689/ejer.2013.53.6 Kılıç, D., & Sağlam, N. (2014). Students’ understanding of genetics concepts: the effect of reasoning ability and learning approaches. Journal of Biological Education, 48(2), 63–70. https://doi.org/10.1080/00219266.2013.837402 Krippendorff, K. (1980). Content Analysis: An Introduction to Its Methodology. Newbury Park, CA: Sage. Kuncel, N. R., Hezlett, S. A., & Ones, D. S. (2001). A comprehensive meta-analysis of the predictive validity of the Graduate Record Examinations: Implications for graduate student selection and performance. Psychological Bulletin, 127, 162–181. https://doi.org/10.1037/0033-2909.127.1.162 Lewis, J., Leach J. & Wood-Robinson, C. (2000). What’s in a cell? — young people’s understanding of the genetic relationship between cells, within an individual. Journal of Biological Education, 34(3), 129–132. https://doi.org/10.1080/00219266.2000.9655702 Li, Y., & Belkin, N.J. (2008). A faceted approach to conceptualizing items in information seeking. Information Processing & Management, 44, 1822–1837. https://doi.org/10.1016/j.ipm.2008.07.005 Lukša, Ž., Radanovic, I., Grašic, D., & Sertic Peric, M. (2016). Misconceptions of Primary and High School Students Related to the Biological Concept of Human Reproduction, Cell Life Cycle and Molecular Basis of Heredity. Journal of Turkish Science Education, 13(3), 143–160. Morabito, P. N., Catley, M. K., & Novick, R. L. (2010). Reasoning about evolutionary history: Postsecondary students’ knowledge of most recent common ancestry and homoplasy. Journal of Biological Education, 44(4), 166–174. https://doi.org/10.1080/00219266.2010.9656217 Mullis, I., V. S., Martin, M., O., Foy, P., & Arora, A. (2012). TIMSS 2011 International Results in Mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus User’s Guide. Seventh Edition. Los Angeles, CA: Muthén & Muthén. National curricula for upper secondary schools. (2011). Appendix 4: Natural Science. Retrieved from https://www.riigiteataja.ee/aktilisa/1140/1201/1001/VV1_lisa4.pdf National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press. Nehm, H., R., & Schonfeld, S., I. (2007). Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools? Science Teacher Education, 18, 699–723. https://doi.org/10.1007/s10972-007-9062-7 Pan, S. C., & Rickard, T. C. (2018). Transfer of test-enhanced learning: Meta-analytic review and synthesis. Psychological Bulletin, 144, 710–756. https://doi.org/10.1037/bul0000151 Pesina, S., & Solonchak, T. (2015). Concept in Cognitive Linguistics and Biocognitive Science. Social and Behavioral Sciences, 192, 587–592. https://doi.org/10.1016/j.sbspro.2015.06.100 Quinn, H., Schweingruber, H., & Keller, T. (Eds.). (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on Conceptual Framework for the New K-12 Science Education Standards; National Research Council, USA. Sager, C. (2008). Voices of evolution. Berkley, CA: The National Center for Science Education, Inc. Schreier, M. 2012. Qualitative Content Analysis in Practice. London: Sage. Semilarski, H., & Laius, A. (2019). A complex instrument for measuring the components of gymnasium students’ biological literacy. EDULEARN19 Proceedings: 11th International Conference on Education and New Learning Technologies, 1st-3rd July, 2019. Palma, Mallorca, SPAIN: iated.org/edulearn, 6285−6293. Short, S. D., & Hawley, P. H. (2014). The effects of evolutionary education: Examining attitudes toward and knowledge of evolution in college courses. Evolutionary Physiology, 13(1), 67–88. https://doi.org/10.1177/147470491501300105 Shtulman, A., & Calabi, P. (2013). Tuition vs. intuition: Effects of instruction on naïve theories of evolution. Merrill-Palmer Quarterly Journal of Developmental Physiology, 59, 141–167. https://doi.org/10.1353/mpq.2013.0010 Sinatra, G. M., Brem, S. K., & Evans, E. M. (2008). Changing minds? Implications of conceptual change for teaching and learning about biological evolution. Evolution: Education Outreach, 1, 189–195. https://doi.org/10.1007/s12052-008-0037-8 Sinatra, G. M., Southerland, S. A., McConaughy, F., & Demastes, J. (2003). Intentions and beliefs in students’ understanding and acceptance of biological evolution. Journal of Research in Science Teaching, 40(5), 510–528. https://doi.org/10.1002/tea.10087 Sungur, S., Takkaya, C., & Geban, Ö. (2006). Improving achievement through problem-based learning. Journal of Biological Education, 40(4), 155–160. https://doi.org/10.1080/00219266.2006.9656037 Surman, J., Stráner, K., & Haslinger, P. (2014). Nomadic concepts in the history of biology. Studies in History and Philosophy of Biological and Biomedical Sciences, 48, 127–129. https://doi.org/10.1016/j.shpsc.2014.08.001 Tansey, J. T., Baird, T., Cox, M. M., Fox, K. M., Knight, J., & Sears, D. (2013). Foundational Concepts and Underlying Theories for majors “Biochemistry and Molecular Biology”. Biochemistry and Molecular Biology Education, 41(5), 289–296. https://doi.org/10.1002/bmb.20727 Toman, U. (2018). An Investigation into the Learning of Ecological Concepts. European Journal of Educational Research, 7(3), 631–638. https://doi.org/10.12973/eu-jer.7.3.631 Tran, P. H., Griffin, P., & Nguyen, C. (2010). Validating the university entrance English test to the Vietnam National University: A conceptual framework and methodology. Procedia – Social and Behavioral Sciences, 2, 1295–1304. https://doi.org/10.1016/j.sbspro.2010.03.190 Van Dijk, E. M., & Reydon, T. A. (2010). A conceptual analysis of evolutionary theory for teacher education. Science Education, 19(6–8), 655–677. https://doi.org/10.1007/s11191-009-9190-x Weber, R. P. (1990). Basic Content Analysis. Newbury Park, CA. https://doi.org/10.4135/9781412983488 Williams, G. A., & Kibowski, F. (2016). Latent Class Analysis and Latent Profile Analysis. In: L. A. Jason, D. S. Glenwick (Ed.). Handbook of methodological approaches to community-based research: Qualitative, quantitative, and mixed methods. Oxford University Press. https://doi.org/10.1093/med:psych/9780190243654.003.0015 Yeong, M., F. (2015). Using Primary Literature in an Undergraduate Assignment: Demonstrating connections among cellular processes. Journal of Biological Education, 49(1), 73–90. https://doi.org/10.1080/00219266.2014.882384 Zohar, A., & Nemet, F. (2001). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39, 35–62. https://doi.org/10.1002/tea.10008 |
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A Nature Reserve Visitors’ Opinions about NatureAyla Karataş, & Zeynep Candaş
pp. 361-373 | Article Number: ijese.2019.030
Abstract Individuals’ opinions about nature can change according to their education, experiences, and sociocultural backgrounds. Individuals form a society, and their understanding and opinions about nature can serve as important data for informing environmental educational curricula. This study collected data on the opinions of various individuals —who represented different nationalities, genders, educational levels, and age groups— about nature in a nature reserve and research center. An open-ended question, one starting with the word “nature” and ending with an explanation thought was prepared. With this question, participants were able to reflect on their most central opinions about nature. Data were collected from a total of 278 participants who visited a nature reserve, for consideration herein; their response sentences were collected and analyzed under several main themes: “resource”, “existence/life”, “should be protected”, “equilibrium”, “home”, “emotional”, and “sacred”. The most frequently encountered theme was “resource” (31.64%), followed by “should be protected” (25.17%), “equilibrium” (14.74%), “life” (12.94%), “emotional” (6.11%), “sacred” (5.75%), and “home” (3.59%), respectively. One important finding was that most participants (44.58%), despite their gender, nationality, and educational differences, described nature as a “resource”, indicating an anthropocentric perspective. Comparatively, once all the study themes and their related sentences had been analyzed, a further important result was revealed concerning a high percentage of participants who gave responses indicating an ecocentric perspective (55.36%). Keywords: environmental education, nature protection center, nature opinion References Bell, D. R. (2005). Environmental learning, metaphors and natural capital. Environmental Education Research, 11(1), 53-69. https://doi.org/10.1080/1350462042000328749 Berryman, T., & Sauvé, L. (2013). International Handbook of Research on Environmental Education. https://doi.org/10.4324/9780203813331.ch14 Casas, A. B., & Burgess, R. A. (2012). The practical importance of philosophical inquiry for environmental professionals: A look at the intrinsic/instrumental value debate. Environmental Practice: Journal of the National Association of Environmental Professionals, 14(3), 184-189. https://doi.org/10.1017/S146604661200018X Denzin, N. K., & Lincoln, Y. S. (1994). Introduction: The discipline and practice of qualitative research in Handbook of qualitative research (first edition). Thousand Oaks: SAGE Publications, pp. 1-28 Donnelly, B., & Bishop, P. (2007). Natural law and ecocentrism. Journal of Environmental Law, 19(1), 89-101. https://doi.org/10.1093/jel/eql039 Freitas, M. R., Macedo, R. L. G., Freitas, M. P., Nunes, C. A., & Venturin, N. (2015). Environmental perception as a diagnostic probe of environmental complexity levels. Journal of Agricultural Education and Extension, 21(2), 149-158. https://doi.org/10.1080/1389224X.2014.913986 Haywood, B. K. (2014). A “Sense of Place” in public participation in scientific research. Science Education. 98(1), 64-83. https://doi.org/10.1002/sce.21087 Hoffman, A. J., & Sandelands, L. E. (2005). Getting Right with Nature: Anthropocentrism, Ecocentrism, and Theocentrism. Organization & Environment, 18(2), 141-162. http://hdl.handle.net/2027.42/39158 Hung, R. (2014). In search of Eco pedagogy: Emplacing nature in the light of Proust and Thoreau. Educational Philosophy and Theory, 46(13), 1387-1401. https://doi.org/10.1080/00131857.2014.914874 Kahyaoğlu, N., & Kırıktaş, H. (2016). Ortaöğretim ve üniversite öğrencilerinin “doğa” kavramına ilişkin algılarının metafor analizi yoluyla incelenmesi. Marmara Coğrafya Dergisi, (33), 58-76. https://doi.org/10.14781/mcd.98568 Karataş, A. (2019). Opinions of pre-service teachers about evolution. Journal of Education and Training Studies, 7(8). https://doi.org/10.11114/jets.v7i8.4284 Keinonen, T., Palmberg, I., Kukkonen, J., Yli-Panula, E., Persson, C., & Vilkonis, R. (2016). Higher education students perceptions of environmental issues and media coverage. Discourse and communication for sustainable education, 7(1), 5-22. https://doi.org/10.1515/dcse-2016-0001 Kortenkamp, K. V., & Moore, C. F. (2001). Ecocentrism and anthropocentrism: Moral reasoning about ecological commons dilemmas. Journal of Environmental Psychology, 21, 261-272. https://doi.org/10.1006/jevp.2001.0205 Matthews, B. E. (1990). Incorporating outdoor and environmental ethics in your program. Department of Recreation and Leisure Studies State University of New York, Cortland, New York. Merriam, S. B. (2009). Qualitative research (third edition). USA: Jossey-Bass Publications. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. USA: Sage Publication. Morrone, M., Mancl, K., & Carr, K. (2001). Development of a metric to test group differences in ecological knowledge as one component of environmental literacy. The Journal of Environmental Education, 32(4), 33-42. https://doi.org/10.1080/00958960109598661 Odum, E. P., & Barrett, G.W. (2000). Ekolojinin temel ilkeleri. Ankara: Palme Yayınevi. Pointon, P. (2014). ‘The city snuffs out nature’: young people’s conceptions of and relationship with nature. Environmental Education Research, 20(6), 776-794. https://doi.org/10.1080/13504622.2013.833595 Raman, R. A. (2016). Attitudes and behavior of ajman university of science and technology students towards the environment. The IAFOR Journal of Education, 4(1), 69-88. https://doi.org/10.22492/ije.4.1.04 Roth, C. E. (1992). Environmental literacy: Its roots, evolution, and directions in the 1990s. Columbus, OH: Education Resources Information Center/Center for Science, Mathematics and Environmental Education. Sakellari, M., & Skanavis, C. (2013). Environmental behavior and gender: An emerging area of concern for environmental education research. Applied Environmental Education & Communication, 12, 77-87. https://doi.org/10.1080/1533015X.2013.820633 Salleh, A. (1993). Class, race and gender discourses in the ecofeminism/deep ecology debate. Environmental Ethics, 15(3), 225–244. https://doi.org/10.5840/enviroethics199315317 Sanchez, W. B. (2013). Open-Ended questions and the process standards. Mathematics Teacher, 107(3), 206-211. https://doi.org/10.5951/mathteacher.107.3.0206 Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage. Wee, B., Harbor, J. M., & Shepardson, D. P. (2006). Multiculturalism in environmental science: A snapshot of Singapore. Multicultural Perspectives, 8(2), 10-17. https://doi.org/10.1207/s15327892mcp0802_3 Yanniris, C. (2015) 20+ Years of environmental education centers in greece: teachers’ perceptions and future challenges. Applied Environmental Education & Communication, 14(3), 149-166. https://doi.org/10.1080/1533015X.2015.1067578 Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (6. Baskı). Ankara: Seçkin Yayıncılık. |
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Design of Biofiltration System for Ammonia Removal from the Storage of Rubber Processed MaterialsLeily N. Komariah, Fadhel Zamali, Vincent Low Rance, & Cindi Ramayanti
pp. 375-387 | Article Number: ijese.2019.031
Abstract The processing of natural rubber is one of the potential industries that is growing rapidly in Indonesia. In rubber processing stage, number of pollution problems occur, such as unpleasant odor from the chemical and biological process. Ammonia is one of crucial pollutants resulted. According to Decree of Ministry of Environment No. 50/1996, ammonia levels in air must be less than 2 ppm. Biofiltration becomes one of removal techniques that continues to be developed. In this work, an engineering design for reducing ammonia levels from natural rubber processed materials was prepared for capacity of 10 L. The prototype of the system was prepared for industrial applications. Rubber Processed Materials (RPM) sample was stored in a storage and then connected to the line system to the biofilter. The prototype of multibed biofilter was created and successfully tested to reach the target of ammonia removal efficiency of 98%. The filter media used was activated carbon and compost. The nitrifying bacteria was added with a dose of 2% filter volume. Gas from the rubber storage room flowed at the rate of 12 L/min and the optimal ratio of rubber material to volume of storage room is 0.52-1.81. Keywords: ammonia, biofilter, odor, nitrification, rubber processed materials References Azahar, N. M., Hassan, N. A., Jaya, R. P., Kadir, M. A., Yunus, N. Z. M., & Mahmud, M. Z. H. (2016). An Overview on Natural Rubber Application for Asphalt Modification. International Journal of Agriculture, Forestry and Plantation, 2, 212-218. Retrieved from http://ijafp.com/wp-content/uploads/2016/03/KLIAFP2_34.pdf Baquerizo, G., Maestre, J. P., Sakuma, T., Deshusses, M.A., Gamisans, X., Gabriel, D., & Lafuente, J. (2005). A Detailed Model of a Biofilter For Ammonia Removal: Model Parameters Analysis and Model Validation. Chem. Eng. J., 11(2-3), 205-214. https://doi.org/10.1016/j.cej.2005.03.003 Bhowmick, A. K., & Stephens, H. (2000). Handbook of elastomers. CRC Press. Chen, L. (2008). 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