An Economic Analysis of Blast Fishing on Indonesian Coral Reefs

Characteristics, impacts and economic costs and benefits of blast fishing have been little investigated and they were therefore studied in Indonesia, at the scale of individual fishing households and of Indonesian society as a whole. Although illegal and highly destructive to coral reefs, blast fishing provides income and fish to a vast number of coastal fishers who claim that they have no alternative to make a living. Crew members in small-, medium- and large-scale blast fishing operations earned net incomes per month of US$55, 146 and 197 respectively. Boat owners in the same types of operations earned US$55, 393 and 1100 respectively. These incomes were comparable to the highest incomes in the conventional coastal fisheries. At the individual household level, the differences between the three types of operations show clear incentives for scale enlargement. The cost-benefit balance at the society level was calculated with an economic model. This analysis showed a net loss after 20 years of blast fishing of US$306,800 per k

A study on consumers' interest in purchasing biological produce

At present, consumers are masters of their incomes. Social stratification differentiates incomes and determines significant variations of the consumption structure. Knowing the attitudinal structure of a consumer is a good opportunity to investigate the causes that determine acceptance or rejection of a produce. The most significant means is to study consumers’ wishes. The demand for biological foodstuffs is increasing, and this increase is influenced by some changes in the consumer’s behaviour and by the appearance and improvement of a legislative framework in the field. As for the biological produce, they have mainly the same features, the differences residing in type of production and certification type, marking, labelling, storage, advertising – elements that are more strictly stipulated by legal regulations than conventional foodstuffs. Organic farming should not be seen as the only viable solution for the rehabilitation of the entire Romanian agricultural sector but as a niche market with untapped potential in its capacity to be realized. Romanian consumer does not have an accurate perception of what it really a organic product although it claims to be the actual consumer of organic product

Wild collection of juveniles for grouper mariculture: just another capture fishery?

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Hubungan keperluan pelajar, iklim bilik darjah, matlamat sekolah dengan pengetahuan pedagogi isi kandungan guru tingkatan enam

Kajian ini bertujuan untuk mengkaji hubungan keperluan pelajar, iklim bilik darjah, matlamat sekolah dalam mempengaruhi domain pemikiran pengetahuan pedagogi isi kandungan (PPIK) guru tingkatan enam. Kajian ini dijalankan menggunakan pendekatan kuantitatif dengan disokong dengan pendekatan kualitatif melalui temu bual. Guru tingkatan enam (GT6) yang terlibat sebagai responden merupakan guru yang mengajar di sekolah tingkatan enam negeri Johor. Persoalan kajian ini ialah (a) Bagaimanakah pemikiran guru tingkatan enam terhadap keperluan faktor luaran guru iaitu keperluan pelajar, iklim bilik dan darjah, matlamat sekolah? (b) Bagaimanakah domain pemikiran PPIK GT6? dan (c) Adakah terdapat hubungan diantara keperluan pelajar, iklim bilik darjah, matlamat sekolah dengan domain pemikiran PPIK GT6? Statistik deskriptif dan statistik inferensi digunakan untuk menganalisis data kuantitatif dan analisis kandungan digunakan bagi menganalisis data kualitatif. Dapatan kajian ini menunjukkan faktor keperluan pelajar merupakan faktor yang terpenting yang mempengaruhi domain pemikiran PPIK GT6. Bagi faktor keperluan pelajar, aspek motivasi pelajar yang terpenting iaitu dengan nilai min 4.80. Domain pemikiran PPIK iaitu aspek penguasaan isi kandungan dan kaedah mengajar mengikut topik yang terpenting dengan nilai min 4.60. Hubungan antara domain PPIK GT6 dengan faktor luaran guru adalah signifikan secara positif dalam tahap yang lemah iaitu iklim bilik darjah dengan pekali korelasi pearson bernilai 0.459, keperluan pelajar bernilai 0.443 dan matlamat sekolah bernilai 0.442. Kajian ini memberi maklumat kepada pihak sekolah dan Kementerian Pendidikan Malaysia dalam usaha mertabatkan pendidikan tingkatan enam terutama memberi motivasi kepada pelajar dan meningkatkan pengetahuan isi kandungan dan penguasaan pedagogi kepada GT6

Study on Microstructure and Mechanical Properties of Traditional Keris Blade

This project is about the study on microstructure and mechanical properties of the traditional keris blade that origin from Peninsular Malaysia. Keris had been used for a long time ago but until now there is no proper study had been establish yet on the microstructure of the keris blade that origin from Peninsular Malaysia. Furthermore, there is also no proper study had been done on the mechanical properties of the keris blade. The main activity for this project is to do the Non-Destructive test and also the microhardness test on the keris blade. Various experiments will be done in order to get the data for the microstructure and mechanical properties of the keris blade itself

Domain pemikiran guru tingkatan enam dalam pengajaran

The sixth form education is the pre-university education at a school offered to students after completing the Malaysian Certificate of Education. In order to uphold the sixth form education, one aspect that needs attention is the teaching. This study aims to determine the external factors and the Sixth Form Teachers’ background that influence their thinking domain in teaching. The thinking domain studied are the teaching philosophy, teaching goals, pedagogical content knowledge, classroom management, teachers’ expectations, evaluation, technology, and research and individual innovativeness. The teachers’ external factors investigated are the students’ background, students’ needs, class size, classroom climate and school goals. Meanwhile, the teachers’ background factors are the academic qualification, position grade, research course attendance, teaching hours per week, teaching experience, teaching experience before teaching the sixth form, teaching experience at the sixth form and subject classification. The population of the study are the Sixth Form Teachers’ in Johor. The research design is the explanatory sequential that combines the quantitative technique using questionnaires and the qualitative technique using structured interviews. A total of 300 Sixth Form Teachers selected using cluster sampling method answered the questionnaires and 10 Sixth Form Teachers were interviewed. The questionnaires data were analyzed using the descriptive and inferential statistics. The interview data were analyzed to identify the themes related to the teachers external factors and their thinking domain. The finding of the quantitative study revealed that teachers’ thinking domain namely teaching philosophy, teaching goals, pedagogical content knowledge, classroom management, teachers’ expectations and evaluation are ranked at high priority, whereas technology, and research and individual innovativeness are ranked at moderate high priority. External factors namely student background, students’ needs, classroom climate and school goals are highly, while the class size is at moderately highly needed in influencing teachers’ thinking domain. Analysis of data shows there is significant difference in teachers’ thinking domain between teachers who have 9 to 16 years teaching experience with over 26 years of teaching experience. The correlation analysis shows that there are significant relationships between teachers’ external factors and teachers’ background with teachers’ thinking domain. Multiple regression analysis shows that classroom climate, school goals, students’ needs and teaching experience contribute 41.3% variance towards the Sixth Form Teachers’ thinking domain. The findings of the qualitative study supports and clarifies the findings of the quantitative study related to the teachers’ external factors and their thinking domain. This study has produced a framework of The Sixth Form Teachers’ Thinking Domain In Teaching