PEMANFAATAN PATI GANYONG (CANNA EDULIS KERR) DAN PATI BENGKUANG (PACHIRRHYZUS EROSUS) MODIFIKASI SEBAGAI PENSTABIL EMULSI MINYAK DALAM AIR

Abstrak: Emulsi adalah suatu sistem yang bersifat heterogen yang terdiri dari dua atau lebih cairan yang pada kondisi normal tidak dapat saling bercampur. Penelitian ini bertujuan untuk memanfaatkan pati ganyong dan pati bengkuang yang telah dimodifikasi dengan OSA (Octenyl Succinic Anhydride) dan secara HMT (Heat Moisture Treatment) serta kombinasi dengan tween 80 sebagai penstabil emulsi minyak dalam air. Penelitian ini dilakukan dengan perlakuan konsentrasi minyak K1= 20% dan K2=25% dari total emulsi, jenis pati P1 = pati ganyong dan P2 pati bengkuang dan jenis modifikasi M1 = modifikasi OSA dan M2 modifikasi HMT. Konsentrasi minyak dan pengujian penyimpanan selama 10 hari berpengaruh terhadap kestabilan emulsi. Pati bengkuang modifikasi menghasilkan emulsi yang lebih stabil dibandingkan dengan pati ganyong. Emulsi pati bengkuang modifikasi HMT dengan konsentrasi minyak 25% dan modifikasi OSA dengan konsentrasi minyak 20% merupakan emulsi yang paling stabil karena pemisahan paling sedikit setelah penyimpanan 10 hari. Selain itu viskositas paling tinggi dihasilkan oleh emulsi dengan konsentrasi minyak 25%.Kata kunci: Emulsi, modifikasi, stabilitasAbstract: Emulsions are a heterogeneous system consisting two or more liquids that under normal conditions can not be intermingled. The objective of this study was to utilize the modified ganyong starch and bengkuang starch with OSA (Octenyl Succinic Anhydride) and HMT (Heat Moisture Treatment) and their combination with tween 80 as an oil-in-water emulsion stabilizer. This research was conducted with treatment of oil concentration K1 = 20% and K2 = 25% from total emulsion, starch type P1 = ganyong starch and P2 bengkuang starch and type of modification M1 = modification OSA and M2 modification HMT. Oil concentration and storage testing for 10 days have an effect on the emulsion stability. Modified bengkuang starch produces a more stable emulsion compared to starch ganyong. HMT modified starch emulsion with 25% oil concentration and OSA modification with 20% oil concentration is the most stable emulsion due to the least separation after 10 days storage. In addition the highest viscosity produced by emulsion with 25% oil concentration.Keyword : Emulsion, Modification, stabilit

日本とくに北海道の乳牛舎の比較研究

In Japan as in Belgium the cow house should be constructed as a single-floor-building. As well from the point of view of labour requirement ;and animal health as construction costs the loose house with_ cubicles and concrete slatted floors between the cubicle rows, must be preferred above the stanchion barn, when the size of the herd is 25 or more cows. In Hokkaido the loose house and the stanchion barn should be insulated, the latter more than the former ; in Honshu only the stanchion barn and the roof of the loose house must de insulated (K≦1) . Natural ventilation can give complete satisfaction, when it is well regulated. When constructing a stanchion barn, one should build the strawless type in order to reduce labour requirement. Full attention should be given to all construction details in order to avoid injuries with the cows and save labour

Filler surface characterisation and its relation to the mechanical properties of polymer composites

The formation of stearate on precipitated calcium carbonate (PCC) and magnesium hydroxide has been examined. The object of coating the filler surface is to achieve improved mechanical properties in the resulting composite material. The coating of a filler with stearate allows the modification of the energies of interaction so as to improve dispersion and alter the mechanical properties of the interphase region. In this work the use of Fourier transform infra-red spectroscopy (FTIR), X-ray photoelectron spectroscopy (XPS), nitrogen adsorption isotherm analysis, thermal gravimetric analysis (TGA) and carbon–hydrogen–nitrogen combustion analysis (CHN) have been used to characterise the stearate on the surface of the calcium carbonate filler. New methods for the estimation of fractional coverage and coating thickness calculation have been developed. Using dynamic mechanical thermal analysis (DMTA) the effects of the coating on the interphase region of the composite have been demonstrated

Learning Racial Justice: Teachers\u27 Collaborative Learning as Theory and Praxis

Activist teachers are increasingly organizing within and beyond their unions to respond to political trends toward austerity and the privatization of public education (Hursh, 2004; Quinn & Carl, 2015; Ravitch, 2010, 2013). Teacher-led grassroots groups often strive to partner in meaningful ways with parents and communities (Weiner, 2012), but simultaneously overlook how deeply embedded community histories shape the community and policy context (Crenshaw, 2011; Delgado & Stefancic, 2012; Gadsden, 1994), and teachers’ organizing and professional practices (Maton, 2016). The enhanced recent visibility of race-inflected social activism (#BlackLivesMatter, 2016) raises significant questions about how politically active teachers understand and engage with issues of racial justice. This dissertation asks: When politically active teachers come together in an inquiry group to discuss structural racism, how do they engage in individual and collective learning processes? And, how do they perceive the shape, form and effect of their learning? Methodologically, the study draws from participatory (Cochran-Smith & Lytle, 2009; McIntyre, 2008) and race feminist (Delgado-Bernal, 1998; Smith, 1987) qualitative research traditions. The study examines the work of an inquiry group composed of nine racially and gender diverse participant who are active members of a change-seeking union caucus. Data sources include inquiry group meetings, interviews, field notes and written texts. The dissertation builds a new theory for understanding the nature, form and function of teachers’ collaborative learning about racial justice. This study defines collaborative learning as the collective and social search for knowledge and transformation, and shows that it is composed of four interconnected and mutually reliant components: learning, pedagogy, relationships, and diffusion. Furthermore, the study finds that inquiry-based collaboration among politically active teachers, on projects where the goal is to build a common mission, vision and project, and where there is diversity in race, gender and a range of experiences with prejudice and discrimination, holds great potential for triggering teacher learning and addressing social justice issues within and beyond activist organizations and schools