Добірка наукової літератури з теми "River quality (N.S.W.)"

Abstract. Rivers may act as important sinks (filters) or sources for inorganic nutrients between the land and the sea, depending on the biogeochemical processes and nutrient inputs along the river. This study examines the inter-annual variability of dissolved inorganic nitrogen (DIN) seasonal (wet–dry) cycle for the Biobío River, one of the largest and most industrialized rivers of Central Chile (36°45'–38°49' S and 71°00'–73°20' W). Long-term water flow (1990–2012) and water quality datasets (2004–2012) were used along with a one-dimensional reactive transport ecosystem model to evaluate the effects of water flow and N inputs on seasonal pattern of DIN. From 2004 to 2012, annual average nitrate levels significantly increased from 1.73 ± 2.17 μmol L−1 (upstream of the river) to 18.4 ± 12.7 μmol L−1 (in the river mouth); while the annual average oxygen concentration decreased from 348 ± 22 to 278 ± 42 μmol L−1 between upstream and downstream, indicating an additional oxygen consumption. Variability in the mid-section of the river (station BB8) was identified as a major influence on the inter-annual variability and appeared to be the site of a major anthropogenic disturbance. However, there was also an influence of climate on riverine DIN concentrations; high DIN production occurred during wet years, whereas high consumption proceeded during dry years. Extremely reduced river flow and drought during summer also strongly affected the annual DIN concentration, reducing the DIN production. Additionally, summer storm events during drought periods appeared to cause significant runoff resulting in nitrate inputs to the river. The total DIN input reaching the river mouth was 0.159 Gmol yr−1, implying that internal production exceeds consumption processes, and identifying nitrification as one of the predominant processes occurring in the estuary. In the following, the impact on the river of DIN increases as a nutrient source, as well as climate and biogeochemical factors are discussed.

The current state of centralized nitrogen (N) management has destabilized global environmental cycles via Haber-Bosch (HB) ammonia-N manufacturing which contributes 1.2% of global anthropogenic CO2-eq emissions.1 The majority of this N that is discharged to wastewaters goes untreated, leading to harmful algal blooms that threaten coastal and river ecosystems, which already costs the U.S. an estimated $210 billion per year in health and environmental damages.2 Furthermore, the production of HB ammonia, and the subsequent discharge of wastewater nitrogen, is expected to substantially increase in the next three decades as the human population climbs to 9 billion people.3 Simultaneously removing nitrogen pollutants and recovering value-added products can preserve national water quality and supplement supply chains of nitrogen consumables with renewably sourced electricity. The electrochemical nitrate reduction reaction (NO3RR) can be leveraged in reactive separation processes to convert wastewater nitrates to commodity products, such as ammonia. Engineering catalytic NO3RR processes that operate at feasible rates and faradaic efficiencies is challenging because the majority of nitrate-rich wastewaters (e.g., fertilizer runoff) are dilute in nitrate concentration (< 5 mM).4 Molecular catalysts are uniquely suited to reduce nitrate at low concentrations in real wastewaters due to their strong substrate recognition (reactant selectivity) and product selectivity. In this study, we benchmarked the performance of the molecular catalyst Co-DIM (a Co-N4 macrocycle complex and the only known molecular NO3RR catalyst selective for ammonia5) in a reactive separations process for the treatment of real, nitrate-rich wastewaters. We first demonstrated by cyclic voltammetry (CV) and controlled-potential electrolysis (CPE) that selective Co-DIM-mediated NO3RR is feasible in nitrate-rich secondary effluent (municipal wastewater after biological nitrification). We then employed Co-DIM in electrochemical stripping (ECS): a membrane-separated cell that facilitates reactive separation of produced ammonia.6,7 From real secondary effluent (28 mg NO3-N/L), we achieved greater than 60% nitrate removal with a faradaic efficiency of 25% and ammonia selectivity of 98%. However, the energy consumed for ECS per unit mass of N is 16 times the combined energy requirement for conventional wastewater N removal and HB ammonia synthesis. By introducing a mixed feed of ammonia- and nitrate-rich wastewater and performing electrodialysis (ED) to concentrate the reactant nitrate before ECS, the energy requirement for N removal and ammonia recovery was decreased by three times while the ED process became the dominant energy consumer in the overall process. Additionally, the increase in nitrate removal could not be explained by an increase in nitrate concentration alone. The ED process changes the concentrations and relative ratios of competing anions and buffering species, which can inhibit or promote the molecular electrocatalytic activity. We therefore explored a matrix of anion identities and concentrations by rotating-disk voltammetry and CPE to elucidate plausible inhibition and promotion mechanisms associated with catalyst activation and NO3RR catalysis. This study therefore (1) benchmarks current and future efforts to reactively separate ammonia from real nitrate-rich wastewater with a molecular catalyst and (2) highlights molecular and process-level improvements to realize a circular nitrogen economy. References 1 C. Smith, A. K. Hill and L. Torrente-Murciano, Energy Environ. Sci., 2020, 13, 331–344. 2 D. J. Sobota, J. E. Compton, M. L. McCrackin and S. Singh, Environ. Res. Lett., 2015, 10, 025006. 3 J. W. Erisman, M. A. Sutton, J. Galloway, Z. Klimont and W. Winiwarter, Nature Geoscience, 2008, 1, 636–639. 4 Unesco, Ed., Wastewater: the untapped resource, UNESCO, Paris, 2017. 5 S. Xu, D. C. Ashley, H.-Y. Kwon, G. R. Ware, C.-H. Chen, Y. Losovyj, X. Gao, E. Jakubikova and J. M. Smith, Chem. Sci., 2018, 9, 4950–4958. 6 W. A. Tarpeh, J. M. Barazesh, T. Y. Cath and K. L. Nelson, Environ. Sci. Technol., 2018, 52, 1453–1460. 7 M. J. Liu, B. S. Neo and W. A. Tarpeh, Water Research, 2020, 169, 115226.

The challenge for rural communities to provide quality education for early childhood in Indonesia is difficult. National politics, policies, and economic and cultural conditions affect the Early Childhood Education system, and Indonesia is a large multicultural country, so, even the quality of education is difficult. This study aims to look at the quality of children's education in Pandalungan. Using qualitative methods with ethnographic design, data collection techniques using interviews, observation, and documentation. The results showed that educational institutions for children in urban areas can be categorized quite high. However, for early childhood education services in Desa Sukorambi Pandalungan, the quality is quite poor. Research suggestions are the need for follow-up related to social, economic, cultural and environmental factors at the level of Pandalungan community awareness of early childhood education. Keywords: Early Childhood, Learning Quality, Pandalungan Community References: Bernal, R., & Ramírez, S. M. (2019). Improving the quality of early childhood care at scale: The effects of “From Zero to Forever.” World Development, 118, 91–105. https://doi.org/10.1016/j.worlddev.2019.02.012 Bers, M. U., González-González, C., & Armas-Torres, M. B. (2019). Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers and Education, 138, 130–145. https://doi.org/10.1016/j.compedu.2019.04.013 Biersteker, L., Dawes, A., Hendricks, L., & Tredoux, C. (2016). Center-based early childhood care and education program quality: A South African study. Early Childhood Research Quarterly, 36, 334–344. https://doi.org/10.1016/j.ecresq.2016.01.004 Burchinal, M. (2018). Measuring Early Care and Education Quality. Child Development Perspectives, 12(1), 3–9. https://doi.org/10.1111/cdep.12260 Church, A., & Bateman, A. (2019). Methodology and professional development: Conversation Analytic Role-play Method (CARM) for early childhood education. Journal of Pragmatics, 143(xxxx), 242–254. https://doi.org/10.1016/j.pragma.2019.01.022 Ciolan, L. E. (2013). Play to Learn, Learn to Play. Creating Better Opportunities for Learning in Early Childhood. Procedia - Social and Behavioral Sciences, 76, 186–189. https://doi.org/10.1016/j.sbspro.2013.04.096 Correia, N., Camilo, C., Aguiar, C., & Amaro, F. (2019). Children’s right to participate in early childhood education settings: A systematic review. Children and Youth Services Review, 100, 76–88. https://doi.org/10.1016/j.childyouth.2019.02.031 Cycyk, L. M., & Hammer, C. S. (2018). Beliefs, values, and practices of Mexican immigrant families towards language and learning in toddlerhood: Setting the foundation for early childhood education. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2018.09.009 Dick, C. & C. (2009). The Sistematic Design Of Instruction. New Jersey: Upper Saddle River. Grindal, T., Bowne, J. B., Yoshikawa, H., Schindler, H. S., Duncan, G. J., Magnuson, K., & Shonkoff, J. P. (2016). The added impact of parenting education in early childhood education programs: A meta-analysis. Children and Youth Services Review, 70, 238–249. https://doi.org/10.1016/j.childyouth.2016.09.018 Herbers, J. E., Cutuli, J. J., Jacobs, E. L., Tabachnick, A. R., & Kichline, T. (2019). Early childhood risk and later adaptation: A person-centered approach using latent profiles. Journal of Applied Developmental Psychology, 62(January), 66–76. https://doi.org/10.1016/j.appdev.2019.01.003 Hunkin, E. (2018). Whose quality? The (mis)uses of quality reform in early childhood and education policy. Journal of Education Policy, 33(4), 443–456. https://doi.org/10.1080/02680939.2017.1352032 Johson, J. E, & Roopnarine, J. L. (2011). Pendidikan anak usia dini dalam berbagai pendekatan. Jakarta: Kencana Prenada Media Group. Lucas, F. M. M. (2017). The Game as an Early Childhood Learning Resource for Intercultural Education. Procedia - Social and Behavioral Sciences, 237(June 2016), 908–913. https://doi.org/10.1016/j.sbspro.2017.02.127 Atwi Suparman. (2012). Desain Intruksional Modern. Jakarta: Erlangga. Mapiare, A. (2013). Tipe-tipe Metode Riset Kualitatif Untuk Eksplanasi Sosial Budaya Dan Bimbingan Konseling. Malang: Elang Emas & Prodi Bimbingan Dan Konseling Fakultas Ilmu Pendidikan Universitas Negeri Malang. Milner, K. M., Bhopal, S., Black, M., Dua, T., Gladstone, M., Hamadani, J., … Lawn, J. E. (2019). Counting outcomes, coverage and quality for early child development programmes. Archives of Disease in Childhood, 104, S3–S12. https://doi.org/10.1136/archdischild-2018-315430 Morrison, G. S. (2012). Dasar-dasar Pendidikan Anak Usia Dini. Jakarta: Indeks. Nutbrown, C. (2011). Key Concepts in Early Childhood Education and Care (2nd ed.). London: SAGE Publication Ltd. Perpres. Pelaksanaan Pencapaian Tujuan Pembangunan Berkelanjutan. , 6 Peraturan Presiden RI § (2017). Puspita, W. A. (2013). Multikulturalisme dalam Pendidikan Anak Usia Dini. Jurnal Ilmiah VISI P2TK PAUDNI, 8(2), 144–152. Raikes, A., Sayre, R., Davis, D., Anderson, K., Hyson, M., Seminario, E., & Burton, A. (2019). The Measuring Early Learning Quality & Outcomes initiative: purpose, process and results. Early Years, 39(4), 360–375. https://doi.org/10.1080/09575146.2019.1669142 Satrio Roefandi, P. (2019). Keluarga Pendalungan, Keluarga Berbasis Budaya Madura Atau Jawa? 10 Th Psychofest Conference, (March), 316–324. https://doi.org/10.31227/osf.io/v8g5b Stokoe, E. (2014). The Conversation Analytic Role-play Method (CARM): a method for training communication skills as an alternative to simulated role-play. Res. Lang. Soc. Interact, 47(3), 255–265. Sutarto, A. (2006). Sekilas Tentang Masyarakat Pandalungan. Jelajah Budaya 2006, 1–7. Suyadi. (2010). Psikologi Pendidikan Anak Usia Dini. Yogyakarta: Pustaka Insan Madani. Tapscott, D. (2011). Grown Up Digital: How the Net Generation Is Changing Your World. Bucharest: Publica. Wijana, W. D. (2014). Konsep-Konsep Dasar Pendidikan Anak Usia Dini. In UT. https://doi.org/10.1101/112268 Yoshikawa, H., Wuermli, A. J., Raikes, A., Kim, S., & Kabay, S. B. (2018). Toward High-Quality Early Childhood Development Programs and Policies at National Scale: Directions for Research in Global Contexts. Social Policy Report,31(1), 1–36. https://doi.org/10.1002/j.2379-3988.2018.tb00091.x

Can Gio mangrove forest (CGM) is located downstream of Ho Chi Minh City (HCMC), situated between an estuarine system of Dong Nai - Sai Gon river and a part of Vam Co river. The CGM is the largest restored mangrove forest in Vietnam and the UNESCO’s Mangrove Biosphere Reserve. The CGM has been gradually facing to numeric challenges of global climate change, environmental degradation and socio-economic development for the last decades. To evaluate sediment quality in the CGM, we collected 13 cores to analyze for sediment grain size, organic matter content, and trace element concentration of Cd, Cr, Cu, Ni, Pb, Zn. Results showed that trace element concentrations ranged from uncontaminated (Cd, Cu, and Zn) to very minor contaminated (Cr, Ni, and Pb). The concentrations were gradually influenced by suspended particle size and the mangrove plants.ReferencesAnh M.T., Chi D.H., Vinh N.N., Loan T.T., Triet L.M., Slootenb K.B.-V., Tarradellas J., 2003. Micropollutants in the sediment of Sai Gon – Dong Nai rivers: Situation and ecological risks. Chimia International Journal for Chemistry, 57, 09(0009–4293), 537–541.Baruddin N.A., Shazili N.A., Pradit S., 2017. Sequential extraction analysis of heavy metals in relation to bioaccumulation in mangroves, Rhizophora mucronata from Kelantan delta, Malaysia. AACL Bioflux, 10(2), 172-181. Retrieved from www.bioflux.com/aacl.Bravard J.-P., Goichot M., Tronchere H., 2014. An assessment of sediment transport processes in the lower Mekong river based on deposit grain size, the CM technique and flow energy data. Geomorphology, 207, 174-189.Cang L.T., Thanh N.C. 2008. Importing and exporting sediment to and from mangrove forest at Dong Trang estuary, Can Gio district, Ho Chi Minh city. Science & Technology Development, 11(04), 12-18.Carignan J., Hild P., Mevelle G., Morel J., Yeghicheyan D., 2001. Routine analyses of trace elements in geological samples using flow injection and low-pressure on-line liquid chromatography coupled to ICP-MS: A study of geochemical reference materials BR, DR-N, UB-N, AN-G and GH. The Journal of Geo standard and Geoanalysis, 187-198.Carlson P.R., Yarbro L.A., Zimmermann C.F., Montgomery J.R., 1983. Pore water chemistry of an overwash mangrove island. Academy Symposium: Future of the Indian River System, 46(3/4), 239-249. https://www.jstor.org/stable/24320336.Chatterjee M., Canário J., Sarkar S.K., Branco V., Godhantaraman N., Bhattacharya B.D., Bhattacharya A., 2012. Biogeochemistry of mercury and methylmercury in sediment cores from Sundarban mangrove wetland, India—a UNESCO World Heritage Site. Environ Monit Assess, 184, 5239–5254.Claudia R., Huy N.V., 2004. Water allocation policies for the Dong Nai river basin in Viet Nam: An integrated perspective. EPTD Discussion Paper, 127, 01-52.Folk R.L., Ward W.C., 1957. Brazos River bar: A study in the significance of grain size parameters. Journal of Sedimentary Petrology, 27(1), 3-26.Furukawaa K., Wolanski E., Mueller H., 1997. Currents and sediment transport in mangrove forests. Estuarine, Coastal and Shelf Science, 44, 301-310.Hai H.Q., Tuyen N.N., 2011. Coastal Erosion of Can Gio district Ho Chi Minh City due to the global climate change. The journal of development of technology and science, 14, 17-28.HCM SO S.O., 2015. Annual statistic data in 2015 for HCM city. Ho Chi Minh city: Statistic office of HCM city.HCMC, 2017. Decision No. 3901 on approving the areas of forest and land in HCM city in 2016. Ho Chi Minh: The people's committee of HCM city.Herut B., Sandler A., 2006. Normalization methods for pollutants in marine sediments: review and recommendations for the Mediterranean. Haifa 31080: Israel Oceanographic & Limnological Research: IOLR Report H18/2006.Hong P.N., San H.T., 1993. Mangroves of Vietnam: Chapter VI Human impacts on the mangrove ecosystem. Bangkok 10501: IUCN - The International Union for Conservation of Nature, ISBN: 2-8317-0166-x.Hubner R., Astin K.B., Herbert R.J., 2009. Comparison of sediment quality guidelines (SQGs) for the assessment of metal contamination in marine and estuarine environments. Journal of Environmental Monitoring, 11, 713–722.IAEA, 2003. Collection and preparation of bottom sediment samples for analysis of radionuclides and trace elements. Vienna, Austria: International Atomic Energy Agency, IAEA-TECDOC-1360, ISBN 92–0–109003–X.Jingchun L., Chongling Y., Ruifeng Z., Haoliang L., Guangqiu Q., 2008. Speciation changes of Cd in mangrove (Kandelia Candel L.) rhizosphere sediments. Bull Environ Contam Toxicol, 231-236. Doi:10.1007/s00128-007-9351-z.Kalaivanan R., Jayaprakash M., Nethaji S., Arya V., Giridharan L., 2017. Geochemistry of Core Sediments from Tropical Mangrove Region of Tamil Nadu: Implications on Trace Metals. Journal of Earth Science & Climatic Change, ISSN: 2157-7617., 8(1.1000385), 1-10. Doi:10.4172/2157-7617.1000385.Kathiresan K., Saravanakumar K., Mullai P., 2014. Bioaccumulation of trace elements by Avicennia marina. Journal of Coastal Life Medicine, 2(11), 888-894.Kitazawa T., Nakagawa T., Hashimoto T., Tateishi M., 2006. Stratigraphy and optically stimulated luminescence (OSL) dating of a Quaternary sequence along the Dong Nai River, southern Vietnam. Journal of Asian Earth Sciences, 27, 788–804.Lacerda L.D., 1998. Trace metals of biogeochemistry and diffuse pollution in mangrove (M. Vannucci, Ed.) Mangrove ecosystem occassional papers (ISSN: 0919-1348), 2, 1-72.Laura H., Probsta A., Probsta J.L., Ulrich E., 2003. Heavy metal distribution in some French forest soils: evidence for atmospheric contamination. The Science of Total Environment, 195-210.Li R., Li R., Chai M., Shen X., Xu H., Qiu G., 2015. Heavy metal contamination and ecological risk in Futian mangrove forest sediment in Shenzhen Bay, South China. Marine Pollution Bulletin, 101, 448–456.Long E., Morgan L.G., 1990. The potential for biological effects of sediment-sorted contaminants tested in the national status and trends program. Seattle, Washington: NOAA Technical Memorandum NOS OMA 52.Long E.R., Field L.J., MacDonald D.D., 1998. Predicting toxicity in marine sediments with numerical sediment quality guidelines. Environmental Toxicology and Chemistry, 17, 714–727. http://onlinelibrary.wiley.com/doi/10.1002/etc.5620170428/abstract;jsessionid=C5264A1AD0.7ACCA9B4EF9A088BE2EDE9.f04t04Long E.R., MacDonald D.D., Smith S.L., Calder F.D., 1995. Incidence of adverse biological effects within ranges of chemical concentration in marine and estuarine sediments. Environmental management, 19, 81-97.Maiti S.K., Chowdhury A., 2013. Effects of Anthropogenic Pollution on Mangrove Biodiversity: A Review. Journal of Environmental Protection, 4, 1428-1434.Marchand C., Allenbach M., Lallier-Verges E., 2011. Relation between heavy metal distribution and organic matter cycling in mangrove sediments (Conception Bay, New Caledonia). Geoderma, Elsevier, 160 (3-4), 444-456.Mohd F.N., Nor R.H., 2010. Heavy metal concentrations in an important mangrove species, Sonneratia caseolaris, in Peninsular Malaysia. Environment Asia, 3, 50-53.Muller G., 1979. Schwermetalle in den Sedimenten des Rheins - Veränderungen seit 1971. Umschau, 778-783.Nam V.N., 2007. Restoration of Can Gio mangrove forest: Its structure and function in comparison between the ecosytems of plantion and nature mangrove forest. Workshop on the thesis between Germany and Vietnam.Nickerson N.H., Thibodeau F.R., 1985. Association between pore water sulfide concentrations and the distribution of mangroves. Biogeochemistry, 1, 183-192.Ong Che R.G., 1999. Concentration of 7 Heavy Metals in Sediments and Mangrove Root Samples from Mai Po, Hong Kong. Marine Pollution Bulletin, 39, 269-279.Passega R., 1957. Texture as characteristics of clastic deposition. Publisher: American Association of Petroleum Geologists.Passega R., 1964. Grain size representation by CM patterns as a geological tool. J Sediment Petrol, 34, 830–847.Phuoc V.L., An D.T., Cang L.T., Chung B.N., Tien N.V., 2010. Study the sediment dynamics in Can Gio mangrove forest (Nang Hai site, Ho Chi Minh city). Ho Chi Minh city: The final report of National University Ho Chi Minh city, No. B2009-18-36.Pumijumnong N., Danpradit S., 2016. Heavy metal accumulation in sediments and mangrove forest stems from Surat Thani province, Thailand. The Malaysian forester, 79(1&2), 212-228.QCVN43:2012/BTNMT, 2012. QCVN43:2012/BTNMT: National technical regulation on the sediment quality, Ha Noi: Ministry of natural resources and environment of Vietnam.Qiao S., Shi X., Fang X., Liu S., Kornkanitnan N., Gao J., Yu Y., 2015. Heavy metal and clay mineral analyses in the sediments of Upper Gulf of Thailand and their implications on sedimentary provenance and dispersion pattern. Journal of Asian Earth Sciences, 114, 488–496.Rollinson H. R., 1993. Using geochemical data for evaluation, presentation and interpretation. UK: Longman Group UK Limited ISBN-0-582-06701-4.Spalding M., Blasco F., Field C., 2010. World atlas of mangrove. Cambridge: Earthscan in UK and US, ISBN: 978-1-84407-657-4.Strady E., Dang V.B., Némery J., Guédron S., Dinh Q.T., Denis H., Nguyen P.D., 2016. Baseline seasonal investigation of nutrients and trace metals in surface waters and sediments along the Saigon River basin impacted by the megacity of HCM, Viet Nam. Environ Sci Pollut Res, 1-18. doi:10.1007/s11356-016-7660-7.Tam N.F., Wong Y.S., 1996. Retention and distribution of heavy metals in mangrove soils receiving wastewater. Environment pollution, 94(5), 283-291.Thomas N., Lucas R., Bunting P., Hardy A., Rosenqvist A., Simard M., 2017. Distribution and drivers of global mangrove forest change, 1996– 2010. PLoS ONE, 12(6): e0179302, 1-14. Doi:10.1371/journal.pone.0179302.Thuy H.T., Loan T.T., Vy N.N., 2007. Study on environmental geochemistry of heavy metals in urban canal sediments of Ho Chi Minh city. Science and Technology Development, 10(01), 1-9.Toan T.T., Bay N.T., 2006. A study on the tendency of accretion and erosion in Can Gio coastal zone. Vietnam-Japan estuary workshop, 184-194.Tri N.H., Hong P.N., Cuc L.T., 2000. Can Gio Mangrove Biosphere Reserve Ho Chi Minh city, Ha Noi, Viet Nam. Ha Noi: Hanoi University Publisher.Truong T.V., 2007. Planning for water source of Dong Nai river basin. Retrieved from Water Resources Planning: http://siwrp.org.vn/tin-tuc/quy-hoach-tai-nguyen-nuoc-luu-vuc-song-dong-nai_143.html.Tuan L.D., Oanh T.T., Thanh C.V., Quy N.D., 2002. Can Gio mangrove biosphere reserve. HCM city, Vietnam: Agriculture Publisher.Tue N.T., Quy T.D., Amono A., 2012. Historical profiles of trace element concentrations in Mangrove sediments from the Ba Lat estuary, Red river, Vietnam. Water, Air & Soil Pollution, ISSN 0049-6979, 223(3), 1315-1330.Twilley R., Chen R., Hargis T., 1992. Carbon sinks in mangroves and their implications to carbon budget of tropical coastal ecosystems. Water, Air & Soil pollution, Netherland, 64, 265-288.UN Environment Program, 2006. Methods for sediment sampling and analysis. Palermo (Sicily), Italy: United Nation Environment Program.UNESCO, 2000. List of Biosphere reserves approved by MAB committee belonging to UNESCO. Retrieved from United Nations, Educational, Scientific, Cultural Organization (UNESCO): http://www.unesco.org/new/en/natural-sciences/environment/ecological-sciences/biosphere-reserves/asia-and-the-pacific.Vandenberghe N., 1975. An evaluation of CM patterns for grain size studies of fine grained sediments. Sedimentology, 22, 615-622.Vinh B.T., Ichiro D., 2012. Erosion mechanism of cohesive river bank and bed of Soai Rap river (Ho Chi Minh city). J. Sci. of the Earth, 34(2), 153-161.Wang J., Du H., Xu Y., Chen K., Liang J., Ke H., Cai M., 2016. Environmental and Ecological Risk Assessment of Trace Metal Contamination in Mangrove Ecosystems. BioMed Research International, Article ID 2167053, 1-14. Doi:10.1155/2016/2167053.Wedepohl K.H., 1995. The composition of the continental crust. Geochimica et Cosmochimica Acta, 59(7), 1217-1232.Woodroffe C., Rogers K., McKee K., Lovelock C., Mendelssohn I., Saintilan N., 2016. Mangrove sedimentation and response to relative sea level rise. The Annual Review of Marine Science, 8, 243-266.Zhang J., Liu C.L., 2002. Riverine Composition and Estuarine Geochemistry of Particulate Metals in China-Weathering Features, Anthropogenic Impact and Chemical Fluxes. Estuarine, Coastal and Shelf Science, 54(6), 1051-1070.Zhang W., Feng H., Chang J., Qu J., Xie H., Yu L., 2009. Heavy metal contamination in surface sediments of Yangtze River intertidal zone: An assessment from different indexes. Environmental Pollution, 157, 1533-1543.Zheng W.-j., Xiao-yong C., Peng L., 1997. Accumulation and biological cycling of heavy metal elements in Rhizophora stylosa mangroves in Yingluo Bay, China. Marine ecology progress series, 159, 293-301.

PRODUÇÃO E RESPOSTAS FISIOLÓGICAS DA MANGUEIRA CV. KEITT SOB DIFERENTES SISTEMAS DE IRRIGAÇÃO NO SUBMÉDIO DO SÃO FRANCISCO WELSON LIMA SIMÕES1; PEDRO PAULO BEZERRA FERREIRA2; MARIA APARECIDA DO CARMO MOUCO3; MARIA AUXILIADORA COELHO DE LIMA4; MIGUEL JULIO MACHADO GUIMARÃES5 E JOSÉ ALIÇANDRO BEZERRA DA SILVA6 1 Embrapa Semiárido, rodovia BR-428, Km 152, s/n, Zona Rural, EMBRAPA, Petrolina, PE, CEP 56302-970. E-mail: welson.simoes@embrapa.br2 Universidade Federal do Vale do São Francisco, UNIVASF, Juazeiro, BA, CEP 48.902-300. E-mail: pedro_k77@hotmail.com3 Embrapa Semiárido, rodovia BR-428, Km 152, s/n, Zona Rural, EMBRAPA, Petrolina, PE, CEP 56302-970. E-mail: maria.mouco@embrapa.br4 Embrapa Semiárido, rodovia BR-428, Km 152, s/n, Zona Rural, EMBRAPA, Petrolina, PE, CEP 56302-970. E-mail: auxiliadora.lima@embrapa.br5 Engenharia Agrícola - Universidade Federal Rural de Pernambuco, UFRPE, Recife, PE, CEP 52171-900. E-mail: mjmguimaraes@hotmail.com6 Departamento de fisiologia, Universidade Federal do Vale do São Francisco, UNIVASF, Juazeiro, BA, CEP 48.902-300. E-mail: jose.alicandro@univasf.edu.br 1 RESUMO O objetivo deste trabalho foi avaliar a influência de quatro arranjos de sistemas de irrigação sobre a fisiologia, a produtividade e a qualidade pós-colheita dos frutos da mangueira (Mangifera indica L.) cv. Keitt, no Submédio do Vale São Francisco. O experimento foi conduzido no delineamento experimental em blocos casualizados, com 04 tratamentos e 05 repetições, durante dois ciclos de cultivo. Os tratamentos foram: T1 – Um microaspersor sob copa; T2 – Um microaspersor entre plantas; T3 – Duas linhas laterais de gotejadores por fileira de planta; e T4 – Uma faixa de gotejo em formato de anel ou espiral (rabo de porco) ao redor da planta. Foram avaliadas: as respostas fisiológicas das plantas (fotossíntese líquida, condutância estomática, transpiração e temperatura foliar); o peso médio dos frutos; a produtividade; a quantidade de frutos por planta; e a qualidade dos frutos: volume, densidade, firmeza da polpa, teor de sólidos solúveis e acidez titulável. O sistema de irrigação por gotejamento é o mais indicado para o cultivo da mangueira cv. Keitt no Submédio do Vale do São Francisco, por interferir positivamente na fisiologia e na produtividade da planta e no número e firmeza dos frutos. Palavras-chave: fotossíntese, produtividade, qualidade de fruto SIMÕES, W. L.; FERREIRA, P. P. B.; MOUCO, M. A. do C.; LIMA, M. A. C.; GUIMARÃES, M. J. M.; SILVA, J. A. B. da.PRODUCTION AND PHYSIOLOGICAL RESPONSES OF MANGO CV. KEITT UNDER DIFFERENT IRRIGATION SYSTEMS IN SÃO FRANCISCO RIVER’S LOWER MIDDLE 2 ABSTRACT In order to assess the effect of four irrigation systems on post-harvest physiology, productivity and quality of mango (Mangifera indica L.) cv. Keitt fruits, in São Francisco river’s lower middle, an experiment was conducted in a randomized block design with 04 treatments and 05 repetitions for two crop cycles. The treatments were: T1 - One micro-sprinkler under plant; T2 – One micro-sprinkler between plants; T3 - Two lines of drippers per plant; and T4 - One line of drippers around the plant. The physiological characteristics of plants (net photosynthesis, stomatal conductance, transpiration and leaf temperature); the average weigh of fruits; productivity; amounts of fruits per plant; and fruit quality (volume, density, pulp firmness, content of soluble solids, and titratable acidity) were assessed. It was found that the drip irrigation system is best suited for the cultivation of mango cv. Keitt in São Francisco river lower middle, for positively affecting the plant physiology and productivity and the number firmness of fruits. Keywords: photosynthesis, productivity, fruit quality

This research is aimed to discover the interrelation between marital satisfaction, religiouscommitment and marital commitment globally and based on its types, personal, moral, andstructural. The sampling of the research is 315 persons, with age 20 until 58 years old. The resultof the research shows there is a significant correlation between marital satisfaction and maritalcommitment, religious commitment and marital commitment, marital satisfaction together withreligious commitment and marital commitment. It is also discovers that marital commitmentinfluences personal commitment and moral commitment, while religious commitment influencespersonal commitment, moral commitment, and structural commitment.Keywords: marital satisfaction, religious commitment, marital commitment Abstrak Penelitian ini bertujuan untuk mengetahui hubungan antara kepuasan pernikahan, komitmen beragama, dan komitmen pernikahan secara global dan menurut tipenya, komitmen personal, moral, dan struktural. Partisipan penelitian ini adalah berjumlah 315 orang, berusia 20 hingga 58 tahun. Hasil penelitian ini menunjukan bahwa terdapat hubungan signifikan antara kepuasan pernikahan dan komitmen pernikahan, komitmen beragama dan komitmen pernikahan, kepuasan pernikahan bersama dengan komitmen beragama dan komitmen pernikahan. Juga diketahui bahwa kepuasan pernikahan memiliki pengaruh terhadap komitmen personal dan komitmen moral. Sementara komitmen beragama memiliki pengaruh terhadap komitmen personal, komitmen moral, dan komitmen struktural. Kata kunci: kepuasan pernikahan, komitmen beragama, komitmen pernikahan References Abbott, D., Berry, M. and Meredith, W. (1990). Religious Belief and Practice: A Potential Assetin Helping Families. Family Relations, 39(4), p.443.Adams, J. M. & Jones, W. H. (1999). Interpersonal commitment in historichal perspectives. InHandbook of Interpersonal Commitment and Relationship Stability. New York: SpringerScience+Business Media.Agnew, H. (2009). Commitment, Theories and Typologies. Department of PsychologicalSciences Faculty Publications. Diunduh dari: http://docs.lib.purdue.edu/psychpubs/28Allgood, S. M., Harris, S.,Skogrand, L., & Lee, T.R. (2008). Marital commitment andreligiosity in a religiously homogenous population. Marriage & Family Review, 45(1),52-67. doi: 10.1080/01494920802537472.Amato, P. R. 2010. Research on divorce: continuing developments and newtrends. Journal ofMarriage and Family 72(3): 650-666. doi:10.1111/j.1741-3737.2010.00723.xAmato, P. and Sobolewski, J. (2001). The Effects of Divorce and Marital Discordon AdultChildren's Psychological Well-Being. American SociologicalReview, 66(6), p.900.Andrea, S.G. (2014). Hubungan antara religiositas dan komitmen pernikahan pada individuyang menikah melalui ta’aruf. Skripsi. Depok: Fakultas Psikologi Universitas Indonesia.Argue, A., Johnson, D. and White, L. (1999). Age and Religiosity: Evidence froma Three-WavePanel Analysis. Journal for the Scientific Study of Religion, 38(3), p.423.Aron, A., Aron, E. and Smollan, D. (1992). Inclusion of Other in the Self Scaleand the structureof interpersonal closeness. Journal of Personality and Social Psychology, 63(4), pp.596- 612.Arriaga, X. and Agnew, C. (2001). Being Committed: Affective, Cognitive, and ConativeComponents of Relationship Commitment. Personality and Social Psychology Bulletin, 27(9), pp.1190-1203.Benokraitis, N. (1996). Marriages and families. Upper Saddle River, N.J.: Prentice Hall.Beveridge, A., Campbell, A., Converse, P. and Rodgers, W. (1976). The Quality of AmericanLife: Perceptions, Evaluations, and Satisfactions. Political Science Quarterly, 91(3),p.529.Bilqisthi, H. (2014). Hubungan antara komitmen pernikahan dengan kepuasanpernikahan padaindividu yang menikah melalui ta’aruf. Skripsi. Depok: Fakultas Psikologi UniversitasIndonesia.Bimas Islam Dalam Angka. (2012). Kementerian Agama Republik Indonesia.www.bimasislam.kemenag.go.idBKKBN (2011, Desember). Policy brief pusat penelitian dan pengembangan kependudukan.20 Februari 2015. http://www.bkkbn.go.id/ViewBerita.aspx?BeritaID=967Badan Pusat Statistik. (2010). Survey agama berdasarkan provinsi di Indonesia. www.bps.go.idBurpee, L. and Langer, E. (2005). Mindfulness and Marital Satisfaction. Journalof AdultDevelopment, 12(1), pp.43-51.Carp, F. and Carp, A. (1982). Test of a Model of Domain Satisfactions and WellBeing: EquityConsiderations. Research on Aging, 4(4), pp.503-522. Cho, D. W. (2014). The influence of religiosity and adult attachment style on maritalsatisfaction among Korean Christian couples living in South Korea. A Dissertation. Liberty University.Chomeya, R. (2010). Quality of psychology test between likert scale 5 and points. Journal ofSocial Sciences, 6 (3), 399-403.Chung, R. H. (2008). Religiosity as predictor of marital commitment andsatisfaction in KoreanAmerican couples. University of Southern CaliforniaClements, R. and Swensen, C. (2000). Commitment to one’s spouse as a predictorof maritalquality among older couples. Curr Psychol, 19(2), pp.110-119.DeGenova, M. and Rice, F. (2005). Intimate relationships, marriages, andfamilies. New York:McGraw-Hill.DeGenova, M. (2008). Intimate relationships, marriages & families. Boston, MA: McGrawHill.Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), pp.542575.Duvall, E. and Miller, B. (1985). Marriage and family development. New York: Harper & Row.Fowers, B. and Olson, D. (1993). ENRICH Marital Satisfaction Scale: A brief research andclinical tool. Journal of Family Psychology, 7(2), pp.176-185.Gravetter, F.J. & Forzano, L.B. (2009). Research methods for the behavioral sciences (Edisike-3). Belmont, CA: Wadsworth.Goltz, J.W. (1987). Correlates in marital commitment. Disertasi Doktoral.Kanada: UniversitasAlberta.Hansen, D., Kelley, H. and Thibaut, J. (1982). Interpersonal Relations: A Theory ofInterdependence. Journal of Marriage and the Family, 44(1), p.246.Hassan, R. (2007). On Being Religious: Patterns of Religious Commitment in MuslimSocieties. The Muslim World, 97(3), pp.437-478.Hatch, R., James, D. and Schumm, W. (1986). Spiritual Intimacy and MaritalSatisfaction. Family Relations, 35(4), p.539.Harris, S. S. (2005). Marital commitment and religiosity in a sample of adults in Utah. AllGraduate Theses and Dissertations. Paper 2851. http://digitalcommons.usu.edu/etd/2851Haseley, J. and Riggs, S. (2006). Marital satisfaction among newly married couples. Denton:University of North Texas.Hawkins, M. (1981). Care of the dying. BMJ, 282(6280), pp.1969-1969.Heaton, T. and Albrecht, S. (1991). Stable Unhappy Marriages. Journal of Marriage and theFamily, 53(3), p.747.Heaton, T., Albrecht, S. and Martin, T. (1985). The Timing of Divorce. Journal of Marriageand the Family, 47(3), p.631.Hoge, D. and Hoge, J. (1984). Period Effects and Specific Age Effects Influencing Values ofAlumni in the Decade after College. Social Forces, 62(4), p.941Impett, E., Beals, K. and Peplau, L. (2001). Testing the investment model of relationshipcommitment and stability in a longitudinal study of married couples. Curr Psychol, 20(4),pp.312-326.Johnson, M. P. (1973). Commitment: A conceptual structure and empirical application. TheSociological Quarterly, 14(3), 395-406.

Se analizó la relación entre el uso problemático de internet y la calidad de sueño. La metodología fue no experimental, transversal y correlacional. La muestra fue no probabilística por conveniencia. Participaron 118 estudiantes de pregrado y postgrado de universidades e institutos superiores de la ciudad de Quito en Ecuador. Los instrumentos fueron el Cuestionario de Experiencias Relacionadas con Internet (CERI) y el Cuestionario de Pittsburg de Calidad de Sueño (PSQI). Se evaluó la asociación entre las variables mediante el coeficiente de correlación de Pearson y un valor p < 0,05 durante la emergencia sanitaria por COVID-19. Los resultados muestran que los participantes en 51 % tienen problemas ocasionales con el uso de internet y el 47 % tienen problemas de sueño que además merecen atención y tratamiento médico. La asociación entre la variable independiente y la variable dependiente fue r = 0,195 y p = 0,034. En conclusión, existe una relación significativa moderada entre el uso problemático de internet y la calidad de sueño. Palabras Clave: Calidad de sueño, estudiantes universitarios, salud mental, uso de internet. [1]D. J. Kuss y O. López-Fernández, “Internet addiction and problematic Internet use: A systematic review of clinical research,” World journal of psychiatry vol. 6, n° 1, pp. 143-76, Marzo 2016. [2]M. Vázquez-Chacón, S. Cabrejos-Llontop, Y. Yrigoin-Pérez, R. Robles-Alfaro y C. Toro-Huamanchumo, “Adicción a internet y calidad de sueño en estudiantes de medicina de una Universidad peruana, 2016,” Revista Habanera de Ciencias Médicas, vol. 18, n° 5, pp. 817-830, Octubre 2019. [3]P. Carrillo-Mora, K. Barajas-Martínez, I. Sánchez-Vázquez y M. Rangel-Caballero, “Trastornos del sueño: ¿qué son y cuáles son sus consecuencias?,” Revista de la Facultad de Medicina de la UNAM, vol. 61, n° 1, pp. 6-20, Enero-febrero 2018. [4]S. J. Kim, J. W. Kim, Y. S. Cho, K. J. Chung, H. Yoon y K. H. Kim, “Influence of Circadian Disruption Associated With Artificial Light at Night on Micturition Patterns in Shift Workers,” International neurourology journal, vol. 23, n° 4, pp. 258-264, Diciembre 2019. [5]J. Arendt y B. Middleton, “Human seasonal and circadian studies in Antarctica (Halley, 75°S),” General and Comparative Endocrinology, vol. 258, n° 1, pp. 250-258, Marzo 2018. [6]P. Botero, P. Camargo, Y. Riaño y N. Velásquez, “Calidad del sueño en adultos según el grado de exposición a campos electromagnéticos en Bogotá y Duitama en 2017,” Tesis de pregrado, Universidad de Ciencias Aplicadas y Ambientales, Bogotá, COL., 2017. [7]H. Y. Wong, H. Y. Mo, M. N. Potenza, M. Chan, W. M. Lau, T. K. Chui, A. H. Pakpour y C. Y. Lin, “Relationships between Severity of Internet Gaming Disorder, Severity of Problematic Social Media Use, Sleep Quality and Psychological Distress,” International journal of environmental research and public health, vol. 17, n° 6, 1879, Marzo 2020. [8]V. Parra, J. Vargas, B. Zamorano, F. Peña, Y. Velázquez, L. Ruiz y O. Monreal, “Adicción y factores determinantes en el uso problemático del Internet, en una muestra de jóvenes universitarios,” Edutec-e, n° 56, p. a337, Junio 2016. [9]M. Laguna, “Estudio sobre el uso de internet y sus aplicaciones en el alumnado de último año de carrera de la Universidad de Alicante,” Tesis Doctoral, Universidad de Alicante, Alicante, ESP., 2013. [10]A. Rial, P. Gómez, M. Isorna, M. Araujo y J. Varela, “EUPI-a: Escala de Uso Problemático de Internet en adolescentes. Desarrollo y validación psicométrica,” Adicciones, vol. 27, n° 1, pp. 47-63, 2015. [11]T. Fernández-Villa, J. Alguacil, A. Almaraz, J. Cancela, M. Delgado-Rodríguez, M. García-Martín, E. Jiménez-Mejías, J. Llorca, A. Molina, R. Ortíz, L. Félix y V. Martín, “Uso problemático de internet en estudiantes universitarios: factores asociados y diferencias de género,” Adicciones, vol. 27, n° 4, pp. 265-275, 2015. [12]S. Cañón, J. Castaño, D. Hoyos, J. Jaramillo, D. Leal, R. Rincón, E. Sánchez y L. Urueña, “Uso problemático de internet en estudiantes universitarios: factores asociados y diferencias de género,” Adicciones, vol. 27, n° 4, pp. 265-275, Julio-diciembre 2016. [13]Z. Granados-Carrasco, A. Bartra-Aguinaga, D. Bendezú-Barnuevo, J. Huamanchumo-Merino, E. Hurtado-Noblecilla, J. Jiménez-Flores, F. León-Jiménez y D. Chang-Dávila, “Calidad del sueño en una facultad de medicina de Lambayeque,” Anales de la Facultad de Medicina, vol. 74, n°4, pp. 311-314, Octubre-Diciembre 2013. [14]Q. Wang, K. Mati y Y. Cai, “The link between problematic internet use, problematic gaming, and psychological distress: does sleep quality matter?,” BMC psychiatry, vol. 21, n° 1, 103, Febrero 2021. [15]M. Bautista y I. Taipe, “Calidad de sueño y factores asociados en internos rotativos de la carrera de Medicina de la Universidad de Cuenca 2019,” Tesis de pregrado Médico Cirujano, Universidad de Cuenca, Cuenca, ECU., 2019. [16]El Universo. (2020, Junio 26). El tráfico de internet en los hogares creció hasta 63 % en medio de la pandemia del COVID-19. Diario El Universo [Internet]. Disponible en: https://www.eluniverso.com/noticias/2020/06/23/nota/7881924/internet-fijo-servicio-operadoras-demanda-cuarentena-covid-19. [17]B. Fernandes, U. Nanda, R. Tan-Mansukhani, A. Vallejo y C. Essau, “The impact of COVID-19 lockdown on internet use and escapism in adolescents,” Revista de Psicología Clínica con Niños y Adolescentes, vol. 7, n° 3, pp. 59-65, Septiembre 2020. [18]J. A. Casas, R. Ruiz-Olivares y R. Ortega-Ruiz, “Validation of the Internet and Social Networking Experiences Questionnaire in Spanish adolescents,” International Journal of Clinical and Health Psychology, vol. 13, n° 1, pp. 40-48, Enero 2013. [19]Y. Tan, Y. Chen, Y. Lu y L. Li, “Exploring Associations between Problematic Internet Use, Depressive Symptoms and Sleep Disturbance among Southern Chinese Adolescents,”International journal of environmental research and public health, vol. 13, n° 3, 313, Marzo 2016. [20]A. Barquero y F. Calderón, “Influencia de las nuevas tecnologías en el desarrollo adolescente y posibles desajustes,” Revista Cúpula, vol. 30, n° 2, pp. 11-25, 2016. [21]J. P. C. Chang y C. C. Hung. Uso problemático de internet. Libro electrónico de IACAPAP de Salud Mental en Niños y Adolescentes. Geneva: Asociación Internacional de Psiquiatría y Profesiones Aliadas de Niños y Adolescentes. [Internet]. 2016. Disponible en: https://iacapap.org/content/uploads/H.6-Uso-problem%C3%A1tico-de-Internet-SPANISH-2017.pdf [22]S. García y G. Zurita, “Estudio estadístico de internet y su incidencia en la educación universitaria fiscal de la provincia del Guayas,” Tesis de pregrado Ingeniera en Estadística Informática, Escuela Superior Politécnica del Litoral (ESPOL), Guayaquil, ECU., 2017. [23]J. Redondo, K. Rangel, M. Luzardo y C. Inglés, “Experiencias relacionadas con el uso de internet y celular en una muestra de estudiantes universitarios colombianos,” Revista Virtual Universidad Católica del Norte, vol. 49, pp. 7-22, Septiembre-diciembre 2016. [24]S. Cruces, R. Guil, N. Sánchez y J. Pereira, “Consumo de nuevas tecnologías y factores de personalidad en estudiantes universitarios,” Commons, vol. 5, n° 2, pp. 203-228, Diciembre 2016. [25]X. Carbonell, A. Chamarro, M. Griffiths, U. Oberst, R. Cladellas y A. Talam, “Problematic Internet and cell phone use in Spanish teenagers and young students,” Anales de psicología, vol. 8, n° 3, pp. 789-796, Octubre 2012. [26]S. Iñiguez-Jiménez, S. Cruz-Pierard y S. Vaca-Córdova, “Uso problemático de tecnologías de la información y comunicación, consumo de sustancias y su impacto en la salud mental de estudiantes de bachillerato,” PAIDEIA XXI, vol. 10, n° 2, pp. 471-489, Julio-diciembre 2020. [27]M. Machado-Duque, J. Echeverri y J. Machado-Alba,"Somnolencia diurna excesiva, mala calidad del sueño y bajo rendimiento académico en estudiantes de Medicina,” Revista Colombiana de Psiquiatría, vol. 44, n° 3, pp. 137-142, Julio-septiembre 2015. [28]S. de la Portilla, C. Dussán, D. Montoya, J. Taborda y L. Nieto, “Calidad de sueño y somnolencia diurna excesiva en estudiantes universitarios de diferentes dominios,” Hacia Promoc. Salud, vol. 24, n° 1, pp. 84-96, Enero – junio 2019. [29]F. Wang y É. Bíró, “Determinants of sleep quality in college students: A literature review,” Explore, vol. 17, n° 2, pp. 170-177, Marzo-abril 2021. [30]M. Puerto, D. Rivero, L. Sansores, L. Gamboa y L. Sarabia, “Somnolencia, hábitos de sueño y uso de redes sociales en estudiantes universitarios,” Enseñanza e Investigación en Psicología, vol. 20, n° 2, pp. 189-195, Mayo-agosto 2015. [31]Ministerio de Sanidad. “COVID-19, consumo de sustancias psicoactivas y adicción”. Observatorio Español de las Drogas y las Adicciones, España. Informe Impacto COVID. [Internet]. Julio 2020. Disponible en: https://pnsd.sanidad.gob.es/noticiasEventos/actualidad/2020_Coronavirus/pdf/20200715_Informe_IMPACTO_COVID-19_OEDA_final.pdf

Early childhood development (PAUD) is a fundamental investment that is included in the Sustainable Development Goals (SDGs). Previous research has shown that ECD investment in Indonesia, and its financial governance remains a challenging issue. Through a qualitative approach to a case study method design, this study aims to examine the state of PAUD financial management in Panggungharjo Village, Yogyakarta. This study uses in-depth interviews and desk research as data collection techniques. The instrument was developed from the SABER-ECD World Bank Assessment and ECD Financial Profiling Tools. The results showed that PAUD financial management in established villages had innovative financing, budget management and institutional development resulted in a blueprint for managing PAUD financing in other villages in Indonesia. Important policy objectives in all aspects, including the legal framework, cross-sectoral coordination, program coverage, coverage, equity, data availability, quality standards, and compliance with standards, the vision of financing early childhood development will be more achievable for future research. Keywords: Early Childhood, Financial Governance, Village References: Alatas, H., Brinkman, S., Chang, M. C., Hadiyati, T., Hartono, D., Hasan, A., Hyson, M., Jung, H., Kinnell, A., Pradhan, M., & Roesli, R. (2013). Early childhood education and development services in Indonesia. In Education in Indonesia (pp. 82–108). Institute of Southeast Asian Studies. Ambang.Yudanto. (2019). Analisis Kepemimpinan Transformasional Kepala Desa dalam Pengelolaan Badan Usaha Milik Desa: Studi Kasus Bumdes Panggung Lestari, Bantul [Analysis of Village Head Transformational Leadership in Village Owned Enterprise Management: A Case Study of Bumdes Panggung Lestari, Bantul]. The Journal of Business and Management. Antlöv, H., Wetterberg, A., & Dharmawan, L. (2016). Village Governance, Community Life, and the 2014 Village Law in Indonesia. Bulletin of Indonesian Economic Studies, 52(2), 161–183. https://doi.org/10.1080/00074918.2015.1129047 Aqsati, F. A. (2018). Pengelolaan Alokasi Dana Desa untuk Pengembangan Pembedayaan Masyarakat di Desa Panggungharjo [Management of Village Fund Allocation for Community Empowerment Development in Panggungharjo Village]. Resolusi: Jurnal Sosial Politik. Astuti, S. J. W., & Suaedi, F. (2019). Building Independent Villages through Collaborative Governance by Village-Owned Enterprises (Best Practice from Panggungharjo Village, Central Java, Indonesia). Iapa Proceedings Conference, 265. https://doi.org/10.30589/proceedings.2018.200 Basuki, A. F., Setyowati, K., & Wahyunengseh, R. D. (2019). Accountability Model of Financial Management in the Public Sector: A Study on Panggungharjo Village Budget. Bisnis & Birokrasi Journal. https://doi.org/10.20476/jbb.v26i1.10312 Bauhr, M., & Nasiritousi, N. (2013). Resisting Transparency: Corruption, Legitimacy, and the Quality of Global Environmental Policies. Global Environmental Politics, 13(August), 46–64. https://doi.org/10.1162/GLEP Bloom, N., Van Reenen, J., & Williams, H. (2019). A toolkit of policies to promote innovation. Voprosy Ekonomiki, 2019(10), 5–31. https://doi.org/10.32609/0042-8736-2019-10-5-31 Boggild-Jones, I., Gardiner, S., Gustafsson-Wright, E., Castillo, A. M., Castro Espinosa, B., Sánchez Vázquez, G., Rivera Ruíz, M., Hetzel, O., Lugo, H., Khan, A., Mozambique, F., Duarte, S., Fisker, A., Mozambique, A., Briggs, C., Kasajja, M.-S., Anis, K., Campira, P., Figia, N., … Njoroge, S. (2017). Emily Gustafsson-Wright the Standardized Early Childhood Development Costing Tool (SECT) A Global Good to Increase and Improve Investments in Young Children. Brinkman, S. A., Hasan, A., Jung, H., Kinnell, A., & Pradhan, M. (2017). The impact of expanding access to early childhood education services in rural Indonesia. Journal of Labor Economics, 35(S1), S305–S335. https://doi.org/10.1086/691278 Britto, P. R., Engle, P. L., & Super, C. M. (2013). Handbook of Early Childhood Development Research and Its Impact on Global Policy. In Handbook of Early Childhood Development Research and Its Impact on Global Policy. https://doi.org/10.1093/acprof:oso/9780199922994.001.0001 Cardenas, M., & Cadena, A. M. (2020). How to prioritize Early Childhood? A note on the recent expeerience in Columbia. May 2020. Denboba, A., Hasan, A., & Wodon, Q. (2015). Early Childhood Education and Development in Indonesia. In World Bank Publications. Edi, A. C., & Wardhani, I. S. (2019). Transformational and Transactional Leadership, Understanding How Leadership Cultivates Democratic Citizenship in Panggungharjo, Bantul, Yogyakarta. PCD Journal, 6(2), 239. https://doi.org/10.22146/pcd.35229 Hasan, Amer., Hyson, Marilou., & Chu-Chang, M. (2013). Early childhood education and development in poor villages of Indonesia: Strong foundations, later success. World Bank. Istiqomah, L. (2016). Tiga Pilar Kebijakan Pemerintah dalam Pembinaan PAUD. Golden Age [Three Pillars of Government Policy in Early Childhood Education. Golden Age]: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini. Jeffrey, D. S., & Guido, S. T. (2014). Financing Sustainable Development: Implementing the SDGs through Effective Investment Strategies and Partnerships. Sustainable Development Solutions Network. Juniar, T. (n.d.). Efektivitas Program Kartu Jakarta Pintar (KIP) Dan Manfaatnya Dalam Meningkatkan Kesejahteraan Sosial Di SDN Bintaro 08 Pagi Jakarta Selatan [The Effectiveness of the Jakarta Smart Card (KIP) Program and Its Benefits in Improving Social Welfare at SDN Bintaro 08 Pagi South Jakarta]. Repository.Uinjkt.Ac.Id. Klees, S. J., Ginsburg, M., Anwar, H., Robbins, M. B., Bloom, H., Busacca, C., Corwith, A., Decoster, B., Fiore, A., Gasior, S., Le, H. M., Primo, L. H., & Reedy, T. D. (2020). The World Bank’s SABER: A Critical Analysis. Comparative Education Review. https://doi.org/10.1086/706757 Kurniawati, S., Suryadarma, D., Bima, L., & Yusrina, A. (2018). Education in Indonesia: A white elephant? Journal of Southeast Asian Economies, 35(2), 185–199. https://doi.org/10.1355/ae35-2e Magnuson, K., & Duncan, G. J. (2016). Can early childhood interventions decrease inequality of economic opportunity? Rsf, 2(2), 123–141. https://doi.org/10.7758/rsf.2016.2.2.05 Mizwar Hasyim, N. (2019). Peningkatan Kemandirian Desa Panggungharjo Melalui Komunikasi Pembangunan [Increasing the Independence of Panggungharjo Village through Development Communication]. Jurnal Pemberdayaan Masyarakat: Media Pemikiran Dan Dakwah Pembangunan, 3(2), 352–376. https://doi.org/10.14421/jpm.2019.032-06 Nakajima, N., Hasan, A., Jung, H., Kinnell, A., Maika, A., & Pradhan, M. (2021). Built to Last: Sustainability of Early Childhood Education Services in Rural Indonesia. Journal of Development Studies, 57(10), 1593–1612. https://doi.org/10.1080/00220388.2021.1873283 National Academies of Sciences Engineering and Medicine. (2018). Transforming the Financing of Early Care and Education. In Transforming the Financing of Early Care and Education. The National Academies Press. https://doi.org/10.17226/24984 Penner, E. K., Rochmes, J., Liu, J., Solanki, S. M., & Loeb, S. (2019). Differing views of equity: How prospective educators perceive their role in closing achievement gaps. Rsf, 5(3), 103–127. https://doi.org/10.7758/RSF.2019.5.3.06 Pratama, R. N., & Pambudi, A. (2017). Kinerja Badan Usaha Milik Desa Panggung Lestari dalam Meningkatkan Pendapatan Asli Desa di Desa Panggungharjon Kecamatan Sewon Kabupaten Bantul [Performance of Panggung Lestari Village-Owned Enterprises in Increasing Village Original Income in Panggungharjon Village, Sewon District, Bantul Regency]. Adinegara. Sayre, R. K., Devercelli, A. E., Neuman, M. J., & Wodon, Q. (2015). Investing in Early Childhood Development: Review of the World Bank’s Recent Experience. In Investing in Early Childhood Development: Review of the World Bank’s Recent Experience. https://doi.org/10.1596/978-1-4648-0403-8 Scheerens, J. (2015). School Effectiveness Research. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition (Second Edition, Vol. 21). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.92080-4 Suryadarma, D., & Jones, G. W. (2013). Education in Indonesia. Education in Indonesia, 39(3), 1–278. The World Bank. (2013). What Matters Most for Early Childhood Development: A Framework Paper. Systems Approach for Better Education Results (SABER) Working Paper Series, 4–59. Vegas, E., & Santibanez, L. (2009). The Promise of Early Childhood Development in Latin America. In The Promise of Early Childhood Development in Latin America. https://doi.org/10.1596/978-0-8213-7759-8 Zúñiga, N. (2018). U4 Anti-Corruption Helpdesk Does: Does more transparency improve accountability? Transparancy International, 1–13.

Problem solving skills are very important in supporting social development. Children with problem solving skills can build healthy relationships with their friends, understand the emotions of those around them, and see events with other people's perspectives. The purpose of this study was to determine the implementation of playing unplugged coding programs in improving early childhood problem solving skills. This study used a classroom action research design, using the Kemmis and Taggart cycle models. The subjects of this study were children aged 5-6 years in Shafa Marwah Kindergarten. Research can achieve the target results of increasing children's problem-solving abilities after going through two cycles. In the first cycle, the child's initial problem-solving skills was 67.5% and in the second cycle it increased to 80.5%. The initial skills of children's problem-solving increases because children tend to be enthusiastic and excited about the various play activities prepared by the teacher. The stimulation and motivation of the teacher enables children to find solutions to problems faced when carrying out play activities. So, it can be concluded that learning unplugged coding is an activity that can attract children's interest and become a solution to bring up children's initial problem-solving abilities. Keywords: Early Childhood, Unplugged Coding, Problem solving skills References: Akyol-Altun, C. (2018). Algorithm and coding education in pre-school teaching program integration the efectiveness of problem-solving skills in students. Angeli, C., Smith, J., Zagami, J., Cox, M., Webb, M., Fluck, A., & Voogt, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Educational Technology & Society, 12. Anlıak, Ş., & Dinçer, Ç. (2005). Farklı eğitim yaklaşımları uygulayan okul öncesi eğitim kurumlarına devam eden çocukların kişilerarası problem çözme becerilerinin değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakülte Dergis. Aranda, G., & Ferguson, J. P. (2018). Unplugged Programming: The future of teaching computational thinking? Pedagogika, 68(3). https://doi.org/10.14712/23362189.2018.859 Arinchaya Threekunprapa. (2020). Patterns of Computational Thinking Development while Solving Unplugged Coding Activities Coupled with the 3S Approach for Self_Directed Learning. European Journal of Educational Research, 9(3), 1025–1045. Arı, M. (2003). Türkiye’de erken çocukluk eğitimi ve kalitenin önemiNo Title. Erken Çocuklukta Gelişim ve Eğitimde Yeni Yaklaşımlar. Armoni, M. (2012). Teaching CS in kindergarten: How early can the pipeline begin? ACM Inroads, 3(4), 18–19. https://doi.org/10.1145/2381083.2381091 Aydoğan, Y. (2004). İlköğretim ikinci ve dördüncü sınıf öğrencilerine genel problem çözme becerilerinin kazandırılmasında eğitimin etkisinin incelenmesi. Bell, T., Alexander, J., Freeman, I., & Grimley, M. (2009). Computer Science Unplugged: School students doing real computing without computers. 10. Berk, L. E. (2013). Bebekler ve çocuklar: Doğum öncesinden orta çocukluğa. N. Işıkoğlu Erdoğan, Çev. Bers, M. U. (2018). Coding, playgrounds, and literacy in early childhood education: The devel_opment of KIBO robotics and Scratch Jr. IEEE. Brackmann, C. P., Moreno-León, J., Román-González, M., Casali, A., Robles, G., & Barone, D. (2017). Development of computational thinking skills through unplugged activities in primary school. ACM International Conference Proceeding Series, 65–72. https://doi.org/10.1145/3137065.3137069 Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. 25. Deek, F. P. (1999). The software process: A parallel approach through problem solving and program development. Computer Science Education. Demi̇Rer, V., & Sak, N. (2016). Programming Education and New Approaches Around the World and in Turkey. 26. Dereli-İman. (2014). Değerler eğitimi programının 5-6 yaş çocukların sosyal gelişimine etkisi: Sosyal beceri, psiko-sosyal gelişim ve sosyal problem çözme becerisi. Kuram ve Uygulamada Eğitim Bilimleri. Doğru, M., Arslan, A., & Şeker, F. (2011). Okul öncesinde uygulanan fen etkinliklerinin 5-6 yaş çocukların problem çözme becerilerine etkisi. Uluslararası Türkiye Eğiti Araştırmaları Kongresi. Erickson, A. S. G., Noonan, P., Zheng, C., & Brussow, J. A. (2015). The relationship between self-determination and academic achievement for adolescents with intellectual disabilities. Research in Developmental Disabilities, 36, 45–54. Fee, S. B., & Holland-Minkley, A. M. (2010). Teaching computer science through problems, not solutions. Computer Science Education, 20(2), 129–144. https://doi.org/10.1080/08993408.2010.486271 Futschek, G., & Moschitz, J. (2010). Developing algorithmic thinking by inventing and playing algo_rithms. Gretter, S., & Yadav, A. (2016). Computational Thinking and Media & Information Literacy: An Integrated Approach to Teaching Twenty-First Century Skills. Grover, S., & Pea, R. (2013). Computational thinking in k-12: A review of the state of the field. Educational Researcher. Harrop, W. (2018). Coding for children and young adults in libraries: A practical guide for librarians. 45. Hazzan, O., Lapidot, T., & Ragonis, N. (2011). Guide to Teaching Computer Science. Springer London. https://doi.org/10.1007/978-0-85729-443-2 Horn, M. S., Crouser, R. J., & Bers, M. U. (2012). Tangible interaction and learning: The case for a hybrid approach. Personal and Ubiquitous Computing, 16(4), 379–389. https://doi.org/10.1007/s00779-011-0404-2 Hsu, T.-C., Chang, S.-C., & Hung, Y.-T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, 126, 296–310. https://doi.org/10.1016/j.compedu.2018.07.004 Ismail, M. N., Ngah, N. A., & Umar, I. N. (2010). Instructional strategy in the teaching of computer programming: A need assessment analyses. TOJET: The Turkish Online Journal of Educational Technology. Ismail, M. N., Ngah, N. A., & Umar, I. N. (2010). Instructional Strategy in The Teaching of Computer Programming: A Need Assessment Analyses. The Turkish Online Journal of Educational Technology, 9(2), 7. Jitendra, A. K., Petersen-Brown, S., Lein, A. E., Zaslofsky, A. F., Kunkel, A. K., Jung, P.-G., & Egan, A. M. (2013). Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure. Journal of Learning Disabilities, 48(1), 51–72. https://doi.org/10.1177/0022219413487408 Joohi Lee. (2019). Coding in early childhood. Contemporary Issues in Early Childhood. Kalyuga, S., Renkl, A., & Paas, F. (2010). Facilitating flexible problem solving: A cognitive load perspective. Educational Psychology Review. Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2 Kesicioğlu, O. S. (2015). Okul öncesi dönem çocukların kişilerarası problem çözme becerilerinin incelenmesi. Eğitim ve Bilim. Koksal Akyol, A. ve Didin, E. (2016). Ahlak gelisimi [Moral development]. In Cocuk Gelisimi icinde [In Child Development]. Lazakidou, G., & Retalis, S. (2010). Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics. Computers & Education, 54(1), 3–13. https://doi.org/10.1016/j.compedu.2009.02.020 Looi, C.-K., How, M.-L., Longkai, W., Seow, P., & Liu, L. (2018). Analysis of linkages between an unplugged activity and the development of computational thinking. Computer Science Education, 28(3), 255–279. https://doi.org/10.1080/08993408.2018.1533297 McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N., & Levine, M. H. (2017). Grounding science, technology, engineering, and math education in early childhood. 68. McLennan, D. P. (2017). Creating coding stories and games. Teaching Young Children. McNerney, TimothyS. (2004). From turtles to Tangible Programming Bricks: Explorations in physical language design. Personal and Ubiquitous Computing, 8(5). https://doi.org/10.1007/s00779-004-0295-6 Mittermeir, R. T. (2013). Algorithmics for preschoolers—A contradiction? Montemayor, J., Druin, A., Chipman, G., Farber, A., & Guha, M. L. (2004). Tools for children to create physical interactive storyrooms. Computers in Entertainment, 2(1), 12–12. https://doi.org/10.1145/973801.973821 Pane, J. F. (2002). A Programming System for Children that is Designed for Usability. 204. Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2018). Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-29 first century skills. Pellegrino, J. W., & Hilton, M. L. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Pila, S., Aladé, F., Sheehan, K. J., Lauricella, A. R., & Wartella, E. A. (2019). Learning to code via tablet applications: An evaluation of Daisy the Dinosaur and Kodable as learning tools for young children. Computers & Education, 128, 52–62. https://doi.org/10.1016/j.compedu.2018.09.006 Root, J., Saunders, A., Spooner, F., & Brosh, C. (2017). Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability. Career Development and Transition for Exceptional Individuals, 40(1), 5–14. https://doi.org/10.1177/2165143416681288 Scanlan, D. A. (1989). Structured flowcharts outperform pseudocode: An experimental comparison. IEEE Software, 6(5), 28–36. https://doi.org/10.1109/52.35587 Sheehan, K. J., Pila, S., Lauricella, A. R., & Wartella, E. A. (2019). Parent-child interaction and children’s learning from a coding application. Computers & Education, 140, 103601. https://doi.org/10.1016/j.compedu.2019.103601 Shute, V. J., Sun, C., & Asbell-clarke, J. (2017). Demystifying computational thinking. Educational Research Review. Sigelman, C. K., & Rider, E. A. (2012). Life-span Human Development (7th ed.). Cengage Learning. Sullivan, A., & Bers, M. U. (2016). Robotics in the early childhood classroom: Learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Tech_nology and Design Education, 26, 3–20. Sullivan, A. A., Bers, M. U., & Mihm, C. (2017). International conference on com_putational thinking education. Imagining, Playing, and Coding with KIBO: Using Robot_ics to Foster Computational Thinking in Young ChildreImagining, Playing, and Coding with KIBO: Using Robot_ics to Foster Computational Thinking in Young Children. Sullivan, A., Elkin, M., & Bers, M. U. (2015). KIBO robot demo: Engaging young children in programming and engineering. Proceedings of the 14th International Conference on Interaction Design and Children, 418–421. https://doi.org/10.1145/2771839.2771868 Threekunprapa, A., & Yasri, P. (n. d.). (2020). The role of augmented reality based unplugged computer programming approach in the effectiveness of computational thinking. Uysal, A. & Kaya-Balkan, İ. (2015). Sosyal beceri eğitimi alan ve almayan okul öncesi çocukların, sosyal beceri ve benlik kavramı düzeyleri açısından karşılaştırılması. Psikoloji Çalışmaları. Vorderman, C. (2017). Computer coding for kids: A unique step-by-step visual guide, from binary code to building games. Voronina, L. V., Sergeeva, N. N., & Utyumova, E. A. (2016). Development of algorithm skills in preschool children. Procedia-Social and Behavioral Sciences, 233, 155-159. Wang, D., Han, H., Zhan, Z., Xu, J., Liu, Q., & Ren, G. (2015). A problem solving oriented intelligent tutoring system to improve students’ acquisition of basic computer skills. Comput. Educ., 81, 102–112. Wang, D., Zhang, C., & Wang, H. (2010). Proceedings of the 10th international conference on interaction design and children. T-Maze: A Tangible Programming Tool for Children. Wang, Danli, Zhang, C., & Wang, H. (2011). T-Maze: A tangible programming tool for children. Proceedings of the 10th International Conference on Interaction Design and Children - IDC ’11, 127–135. https://doi.org/10.1145/1999030.1999045 Woods, D. R., Hrymak, A. N., Marshall, R. R., Wood, P. E., Crowe, C. M., Hoffman, T. W., Wright, J. D., Taylor, P. A., Woodhouse, K. A., & Bouchard, C. G. K. (1997). Developing Problem Solving Skills: The McMaster Problem Solving Program. Journal of Engineering Education, 86(2), 75–91. https://doi.org/10.1002/j.2168-9830.1997.tb00270.x Yıldırım, A. (2014). Okul öncesinde yaratıcı problem çözme etkinliklerinin yaratıcılığa etkisi (5 yaş örneği). Hacettepe University, Ankara, Turkey. Yohanes. (2018). Mengajarkan Computational Thinking dan Coding Pada Anak-Anak. Amazing Grace. https://blog.compactbyte.com/2018/05/26/mengajarkan-computational-thinking-dan-coding-pada-anak-anak/ Yu, K.-C., Fan, S.-C., & Lin, K.-Y. (2015). Enhancing Students’ Problem-Solving Skills Through Context-Based Learning. International Journal of Science and Mathematics Education, 13(6), 1377–1401. https://doi.org/10.1007/s10763-014-9567-4 Yuksel, H. S. (2019). Experiences of Prospective Physical Education Teachers on Active Gaming within the Context of School-Based Physical Activity. European Journal of Educational Research, 8(1). https://doi.org/10.12973/eu-jer.8.1.199 Zvarych, I., Kalaur, S. M., Prymachenko, N. M., Romashchenko, I. V., & Romanyshyna, O. Ia. (2019). Gamification as a Tool for Stimulating the Educational Activity of Students of Higher Educational Institutions of Ukraine and the United States. European Journal of Educational Research, 8(3). https://doi.org/10.12973/eu-jer.8.3.875

To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students’ age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Lastly, this study provided practical applicability and opportunities for future research. Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12, 3-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ837483.pdf Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10(6), 65-83. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/765/1436 Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group, LLC. Retrieved from https://www.utc.edu/learn/pdfs/online/sloanc-report-2014.pdf Alreck, P. L., & Settle, R. B. (2004). The Survey Research Handbook (3rd ed.) New York, NY: McGraw-Hill Irwin. American Association for Paralegal Education (2013, Oct.). AAfPE core competencies for paralegal programs. Retrieved from https://cdn.ymaws.com/www.aafpe.org/resource/resmgr/Docs/AAfPECoreCompetencies.pdf American Bar Association, Standing Committee on Paralegals. (2017). https://www.americanbar.org/groups/paralegals.html American Bar Association, Standing Committee on Paralegals (2013, September). Guidelines for the approval of paralegal education programs. Retrieved from https://www.americanbar.org/content/dam/aba/administrative/paralegals/ls_prlgs_2013_paralegal_guidelines.authcheckdam.pdf Astani, M., Ready, K. J., & Duplaga, E. A. (2010). Online course experience matters: Investigating students’ perceptions of online learning. Issues in Information Systems, 11(2), 14-21. Retrieved from http://iacis.org/iis/2010/14-21_LV2010_1526.pdf Bailey, C. J., & Card, K. A. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. The Internet and Higher Education, 12, 152-155. doi: 10.1016/j.iheduc.2009.08.002 Bernard, R., Abrami, P., Borokhovski, E., Wade, C., Tamim , R., Surkes, M., & Bethel, E. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79, 1243-1289. doi: 10.3102/0034654309333844 Cherry, S. J., & Flora, B. H. (2017). Radiography faculty engaged in online education: Perceptions of effectiveness, satisfaction, and technological self-efficacy. Radiologic Technology, 88(3), 249-262. http://www.radiologictechnology.org/ Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New York: Taylor & Francis Group. Colorado, J. T., & Eberle, J. (2010). Student demographics and success in online learning environments. Emporia State Research Studies, 46(1), 4-10. Retrieved from https://esirc.emporia.edu/bitstream/handle/123456789/380/205.2.pdf?sequence=1 Dutcher, C. W., Epps, K. K., & Cleaveland, M. C. (2015). Comparing business law in online and face to face formats: A difference in student learning perception. Academy of Educational Leadership Journal, 19, 123-134. http://www.abacademies.org/journals/academy-of-educational-leadership-journal-home.html Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191. Retrieved from http://www.gpower.hhu.de/fileadmin/redaktion/Fakultaeten/Mathematisch-Naturwissenschaftliche_Fakultaet/Psychologie/AAP/gpower/GPower3-BRM-Paper.pdf Field, A. (2009). Discovery statistics using SPSS. (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc. Gall M., Borg, W., & Gall, J. (1996). Educational research: An introduction (6th ed.). White Plains, NY: Longman Press. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of distance education, 15(1), 7-23. Retrieved from http://cde.athabascau.ca/coi_site/documents/Garrison_Anderson_Archer_CogPres_Final.pdf Green, S. B., & Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Internal consistency estimates of reliability. Upper Saddle River, NJ: Pearson Prentice Hall. Harrell, I. L. (2008). Increasing the Success of Online Students. Inquiry, 13(1), 36-44. Retrieved from http://files.eric.ed.gov/fulltext/EJ833911.pdf Horspool, A., & Lange, C. (2012). Applying the scholarship of teaching and learning: student perceptions, behaviours and success online and face-to-face. Assessment & Evaluation in Higher Education, 37, 73-88. doi: 10.1080/02602938.2010.496532 Inman, E., Kerwin, M., & Mayes, L. (1999). Instructor and student attitudes toward distance learning. Community College Journal of Research & Practice, 23, 581-591. doi:10.1080/106689299264594 Institute of Legal Executives (ILEX). https://www.cilexcareers.org.uk/ Johnson, J. & Taggart, G. (1996). Computer assisted instruction in paralegal education: Does it help? Journal of Paralegal Education and Practice, 12, 1-21. Johnstone, Q. & Flood, J. (1982). Paralegals in English and American law offices. Windsor YB Access to Justice 2, 152. Jones, S. J. (2012). Reading between the lines of online course evaluations: Identifiable actions that improve student perceptions of teaching effectiveness and course value. Journal of Asynchronous Learning Networks, 16(1), 49-58. doi:http://dx.doi.org/10.24059/olj.v16i1.227 Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30, 607-610. http://journals.sagepub.com/home/epm Liu, S., Gomez, J., Khan, B., & Yen, C. J. (2007). Toward a learner-oriented community college online course dropout framework. International Journal on ELearning, 6(4), 519-542. https://www.learntechlib.org/j/IJEL/ Lloyd, S. A., Byrne, M. M., & McCoy, T. S. (2012). Faculty-perceived barriers of online education. Journal of online learning and teaching, 8(1), 1-12. Retrieved from http://jolt.merlot.org/vol8no1/lloyd_0312.pdf Lockee, B., Burton, J., & Potter, K. (2010, March). Organizational perspectives on quality in distance learning. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010—Society for Information Technology & Teacher Education International Conference (pp. 659-664). San Diego, CA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/33419/ Lowerison, G., Sclater, J., Schmid, R. F., & Abrami, P. C. (2006). Student perceived effectiveness of computer technology use in post-secondary classrooms. Computers & Education, 47(4), 465-489. doi:10.1016/j.compedu.2004.10.014 Retrieved from https://pdfs.semanticscholar.org/fc9c/13f0187d3967217aa82cc96c188427e29ec9.pdf Martins, L. L., & Kellermanns, F. W. (2004). A model of business school students' acceptance of a web-based course management system. Academy of Management Learning & Education, 3(1), 7-26. doi: 10.5465/AMLE.2004.12436815 Mayes, J. T. (2001). Quality in an e-University. Assessment & Evaluation in Higher Education, 26, 465-473. doi:10.1080/02602930120082032 McCabe, S. (2007). A brief history of the paralegal profession. Michigan Bar Journal, 86(7), 18-21. Retrieved from https://www.michbar.org/file/barjournal/article/documents/pdf4article1177.pdf McMillan, J. H. (2008). Educational Research: Fundamentals for the customer. Boston, MA: Pearson Education, Inc. Myers, C. B., Bennett, D., Brown, G., & Henderson, T. (2004). Emerging online learning environments and student learning: An analysis of faculty perceptions. Educational Technology & Society, 7(1), 78-86. Retrieved from http://www.ifets.info/journals/7_1/9.pdf Myers, K. (2002). Distance education: A primer. Journal of Paralegal Education & Practice, 18, 57-64. Nunnaly, J. (1978). Psychometric theory. New York: McGraw-Hill. Otter, R. R., Seipel, S., Graeff, T., Alexander, B., Boraiko, C., Gray, J., Petersen, K., & Sadler, K. (2013). Comparing student and faculty perceptions of online and traditional courses. The Internet and Higher Education, 19, 27-35. doi:10.1016/j.iheduc.2013.08.001 Popham, W. J. (2000). Modern educational measurement: Practical guidelines for educational leaders. Boston, MA: Allyn & Bacon. Rich, A. J., & Dereshiwsky, M. I. (2011). Assessing the comparative effectiveness of teaching undergraduate intermediate accounting in the online classroom format. Journal of College Teaching and Learning, 8(9), 19. https://www.cluteinstitute.com/ojs/index.php/TLC/ Robinson, C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. The Journal of Education for Business, 84(2), 101-109. Retrieved from http://anitacrawley.net/Resources/Articles/New%20Benchmarks%20in%20Higher%20Education.pdf Salkind, N. J. (2008). Statistics for people who think they hate statistics. Los Angeles, CA: Sage Publications. Santos, J. (1999, April). Cronbach's Alpha: A tool for assessing the reliability of scales. Journal of Extension, 37, 2. Retrieved from https://www.joe.org/joe/1999april/tt3.php Seok, S., DaCosta, B., Kinsell, C., & Tung, C. K. (2010). Comparison of instructors' and students' perceptions of the effectiveness of online courses. Quarterly Review of Distance Education, 11(1), 25. Retrieved from http://online.nuc.edu/ctl_en/wp-content/uploads/2015/08/Online-education-effectiviness.pdf Sheridan, K., & Kelly, M. A. (2010). The indicators of instructor presence that are important to students in online courses. Journal of Online Learning and Teaching, 6(4), 767-779. Retrieved from http://jolt.merlot.org/vol6no4/sheridan_1210.pdf Shook, B. L., Greer, M. J., & Campbell, S. (2013). Student perceptions of online instruction. International Journal of Arts & Sciences, 6(4), 337. Retrieved from https://s3.amazonaws.com/academia.edu.documents/34496977/Ophoff.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1508119686&Signature=J1lJ8VO0xardd%2FwH35pGj14UeBg%3D&response-content-disposition=inline%3B%20filename%3DStudent_Perceptions_of_Online_Learning.pdf Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7, 59-70. doi:10.1016/j.iheduc.2003.11.003 Steiner, S. D., & Hyman, M. R. (2010). Improving the student experience: Allowing students enrolled in a required course to select online or face-to-face instruction. Marketing Education Review, 20, 29-34. doi:10.2753/MER1052-8008200105 Stoel, L., & Hye Lee, K. (2003). Modeling the effect of experience on student acceptance of web-based courseware. Internet Research, 13(5), 364-374. http://www.emeraldinsight.com/loi/intr Taggart, G., & Bodle, J. H. (2003). Example of assessment of student outcomes data from on-line paralegal courses: Lessons learned. Journal of Paralegal Education & Practice, 19, 29-36. Tanner, J. R., Noser, T. C., & Totaro, M. W. (2009). Business faculty and undergraduate students' perceptions of online learning: A comparative study. Journal of Information Systems Education, 20, 29-40. http://jise.org/ Tung, C.K. (2007). Perceptions of students and instructors of online and web-enhanced course effectiveness in community colleges (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database (Publication No. AAT 3284232). Vodanovich, S. J. & Piotrowski, C., & (2000). Are the reported barriers to Internet-based instruction warranted? A synthesis of recent research. Education, 121(1), 48-53. http://www.projectinnovation.com/education.html Ward, M. E., Peters, G., & Shelley, K. (2010). Student and faculty perceptions of the quality of online learning experiences. The International Review of Research in Open and Distributed Learning, 11, 57-77. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/867/1610? Wilkes, R. B., Simon, J. C., & Brooks, L. D. (2006). A comparison of faculty and undergraduate students' perceptions of online courses and degree programs. Journal of Information Systems Education, 17, 131-140. http://jise.org/

Archaeological evidence indicates that, during the final halfcentury of the life of the city, the area directly annexed by the military was significantly larger than the original excavators realized. In addition to concentrations of soldiers around the gates and defences, and at various places within the ‘civil’ town, the military came to control a single continuous swathe of the urban interior, comprising the entire N part of the walled area from the W defences to the river cliffs, and extending as far as the S end of the Citadel, plus the floor of the inner wadi right down to Lower Main St opposite the (by Durene standards) showy C3 bath, which it also apparently built. This area totals c.13.5 ha (c.33 acres)—a literal quarter of the intramural area which today covers c.52 ha (c.118 acres, measured from the CAD plan of the city by Dan Stewart; both city and base were slightly bigger in antiquity, before loss of the River Gate and parts of the Citadel). In its final form, the base included several distinct zones (Pl. XXIII). The NW part of the city had become a military enclosure, bounded on the E side by a continuous wall down the W side of G St, incorporating the street facades of the E3 bath and E4 house. On the S it was defined by the ‘camp wall’ from the city defences to D St; with no sign of a wall across blocks F5 or F7, the perimeter between D and F Sts is inferred. It must be presumed that, as to the W, the 8th-St-fronting properties of the two blocks were taken over, but that the party walls comprising the boundary with civil housing to the S was not further elaborated. These lines converged on the amphitheatre, which formed the corner of the enclosure. This perimeter of the NW enclosure involved physically blocking Wall, A, C, D, and 10th Sts. A major entrance was on 8th St, at G St between the amphitheatre and the E4 house.

The N end of the city’s plateau zone E of G St, bounded by the N wadi, the river cliff, and the head of the inner wadi, comprising the remotest corner within the walls, also became part of the Roman military quarter. Here, as across the whole N part of the city, the stratigraphy is shallow, rarely deeper than a metre, with bedrock showing in places. Surface indications and magnetometry suggest that much of the region had been built up in pre-Roman times, although there may have been areas of open ground. The street grid had been substantially laid out here, especially H St which ran to the N city wall, but E of this line it seems partly to break down. In particular, in the nominal areas of projected block positions X1–X8, 10th St actually curved off-grid to the S, probably preserving the line of an early approach road to the N end of the Citadel before the stronghold was separated from the plateau by a great quarry and rebuilt. This far N region was presumably mostly residential before AD 165, except for two known sanctuaries beside H St: the so-called Dolicheneum in X7, and a temple of unknown dedication in X9. Under Roman rule it became dominated by insertion of the massive residence known as the ‘Palace of the dux ripae’, here referred to as the Roman Palace. Closures of both G and I Sts on the N side of 10th St, by the building of Roman structures across them, indicates that the zone N of this line became a military enclosure. This was accessible from the civil town only via an entrance on H St, and from the W part of the base area on the plateau, already enclosed by a boundary along the W side of G St, via a smaller entrance on the diverted line of ‘12th St’ at the N-most point of block E3. Within the re-entrant to the continuous base perimeter created by the G St and 10th St lines, more blocks appear to have been taken over by the military.

We now consider how the military base area operated, as a zone where a large number of people lived and worked on a routine basis. On one hand, to function it required the affordances of its internal communications, connections with the civil town, and access to roads, river, and lands beyond the walls; on the other, there was a need for surveillance and control of activities within the base, and of movements across its boundary. The most obvious part of the base boundary (Plate XXII) is the substantial mud brick wall ploughed across four blocks from the city defences just S of Tower 21, and blocking Wall, A, C, and D Sts, with a gate established at B St. How the S boundary was defined E of D St has always remained an issue. If it was necessary to build a wall at the W end, why was this not simply continued all the way to, e.g., the S end of the Citadel? Across blocks F7 and F5 it seems that the boundary of the military zone simply comprised party walls between military and civilian-occupied structures. The same was true within block B2, by the Citadel, although the boundary probably comprised building frontages along Lower Main St. On the plateau, as the camp wall may have been a subsequent local enhancement, except where the amphitheatre formed part of it, the boundary may generally have comprised the rear walls of military-held houses lining the S side of 8th St—probably all properties from the city wall to H St. The course of the boundary along the W side of the inner wadi is unknown, but the base is suggested, as along 8th St, to have incorporated at least all properties lining the S side of the Wadi Ascent Road, if not encompassing all blocks on the wadi slope—in which case the boundary here may rather have comprised property frontages on K St. The base area was split by site topography into two major zones, the flat plateau, and the N branch of the inner wadi around the Citadel. Each was further subdivided.

From the junction of H and 8th Sts, which gave access to the twin main axes of the military base zone on the plateau, H St led S to the bulk of the civil town and ultimately to the Palmyrene Gate, the steppe plateau W of the city, and the roads W to Palmyra and NW up the Euphrates to Syria. The fourth side of the crossroads followed a curving course SE, down into the inner wadi, then snaking through the irregularly laid-out old lower town to the now-lost River Gate, portal to the Euphrates and its plain. Of most immediate significance is that the Wadi Ascent Road also linked the plateau military zone with what can now be seen as another major area of military control, in the old Citadel, and on the adjacent wadi floor. The N part of the wadi floor is now known to have accommodated two military-built temples, the larger of which, the A1 ‘Temple of the Roman Archers’, was axial to the long wadi floor, which in the Roman period appears to have comprised one of the largest areas of open ground inside the city walls. This is interpreted as the campus, or military assembly and training ground, extension of which was commemorated in an inscription found in the temple. In 2011, what is virtually certainly a second military temple was found in the wadi close by the first, built against the foundation of the Citadel. This is here referred to as the Military Zeus Temple. Behind the Temple of the Roman Archers was a lane leading from the Wadi Ascent Road to the N gate of the Citadel. It helped define a further de facto enclosure, effectively surrounded by other military-controlled areas and so also presumed to have been in military hands. The Citadel itself, while in Roman times already ruinous on the river side due to cliff falls, still formed part of the defences. Moreover the massive shell of its Hellenistic walls now also appears to have been adapted to yet more military accommodation, some of it two storeys or higher.

Latin America encompasses a vast territory between 12°30'N and 55°30'S latitude and between 29°W and 82°W longitude. This subcontinent has 13 countries with complex climatic conditions. Extremely humid weather is typical closer to the equator, while semiarid, arid, and desertic conditions prevail in the Bolivian and Chilean high plains. The wide variation in climatic conditions leads to distinct agricultural conditions across Latin America. For example, forests, equatorial fruits, and perennial vegetation exist throughout the Amazonian region. Farther from the equator, toward the Andes and at higher latitudes, there is a noticeable change in agricultural systems. There is a greater emphasis on growing cereal/grain crops in Argentina and Brazil. The countries that compose the Amazon River basin experience a higher amount of annual precipitation, and drought is not a characteristic phenomenon there, except during high-intensity El Niño years (Marengo et al., 2001). In contrast, drought is a regular event commonly observed in parts of Peru, Chile, Paraguay, Argentina (Scian and Donnari, 1996), Uruguay, and Brazil. The Atacama Desert in Chile is one of the most arid regions on the earth, where the average annual precipitation is as low as 0.8 mm in Arika or even 0.5 mm in other regions of this desert. Figure 12.2 provides a more detailed description on climatic conditions of Brazil. Although the average annual precipitation in the northeastern region is less than 300 mm, it exceeds 2500 mm in some other regions of Brazil (Grimm, 2003). Agricultural operations take place during the rainy season (March–October). The northeast region is drought prone, but the central, west, and southeast regions are traditionally grain-producing regions. In the northeast and central-west regions, water deficiency is higher, which seriously affects food production. Table 12.1 shows production losses in Brazil due to climate anomalies including droughts that occurred during 1978–1986 (Mota, 1979) and 1991–1994 (Rossetti, 2001). About 33% (about 50% in the northeast region) of these losses were attributed to droughts. Maize production also significantly declined due to drought that occurred during 1990–91, 1993–94, 1996–97, and 1997–98.

Abstract.<em>—</em>Our objectives were to study habitat use of different life stages of the burbot <em>Lota lota </em>L. in lowland rivers and to develop habitat models to assess possible reintroduction sites in Flanders, Belgium. Summer habitat use of subadult and adult burbot was studied in lowland rivers in northeast France in the Meuse basin. Highest burbot densities were found in the upper river parts over several watersheds. Adult and subadult burbot showed a strong preference for microhabitats characterized by undercut banks and cover by tree roots. Habitat use of larvae and fingerlings was studied in spring. Both larvae and fingerlings were exclusively found in small tributaries (width < 2 m). Fingerlings mainly occupied tributaries with low to moderate flow velocity (0.05–0.15 m/s) and high densities of vegetation (>25%). Winter spawning migration was studied using fyke nets. Adult burbot migrated into the deepest tributaries and upstream migration was highest at increased water levels or flows. Analysis of water quality requirements revealed that both nitrate (NO₃^–) and total nitrogen (N_<em>t</em>) content negatively influenced burbot densities. With these results, two models to evaluate habitat suitability of lowland rivers for burbot were developed and tested. The use of these models to evaluate potential reintroduction sites for burbot in Belgium is discussed.

Abstract The study area covers 1,300 km2 in southeastern Abu Dhabi and focuses on the Aptian (Apt.) 5 Upper Shuaiba progradational clinoform system. The Shuaiba Formation has been well-studied at the regional level, but with comparatively less focus on the Apt. 5 system. Studying depositional trends and shoal facies distributions within the Apt. 5 is critical for predicting reservoir presence and quality. Given the complexity of the Apt. 5 system, understanding the key controls over depositional environments, such as paleowind direction, is an important first step. This study combined regional context and geological understanding with previous studies to confirm existing clinoform interpretation, while also delineating four additional clinoform sequences using a reprocessed depth migrated 3-D seismic volume. Isochron maps were also used to group clinoforms into three packages distinguished by common morphologies possibly linked to their respective dominant reservoir facies. Preliminary observations suggest early clinoforms had more rudist build-ups, whereas the later clinoforms were dominated by narrow-shoal beaches. Coalescing clinoform shoal patterns, observed in the spectral decomposition and amplitude extraction maps, likely result from a combination of Bab Basin morphology, longshore current, and dominant paleowind direction during the Early to Middle Cretaceous. Existing interpretations of dominant paleowind direction vary significantly, ranging between E-W and S-N. Interpretations from this study are most consistent with prevailing paleowind out of the east-southeast. The Arabian plate was likely near the equator around 10°S latitude during the Aptian, which supports the southeast wind hypothesis when considering modern Coriolis patterns. Consistent wind influence on shallow water shoal environments would have winnowed mud and increased the proportion of grain-dominated sediment preserved relative to lower energy areas. The grain-dominated facies appear to be reflected in amplitude responses around the coalescing clinoforms, and in the amplitude variations along strike coincident with clinoform edges. Reservoir presence and quality uncertainty can be reduced if these observations can be confirmed. An improved understanding of the Apt. 5 clinoform system in southeast Abu Dhabi, and possible influences on reservoir distribution and quality, will help develop a better understanding of risk for prospect maturation.

Making the most of daylight in town planning is one of the important ingredients in the attempts for the sustainable city. Exactly 150 years ago Ildefons Cerdà presented his great work “Teoría General de la Urbanización” including methods for taking care of sunlight. However, with modern software, the possibilities to do comprehensive preparations are much better. This paper presents an urban typology considering daylight with basic geometric forms, shapes and patterns. Later this will be elaborated more in detail. The research includes three steps; choosing typical alternatives for settlements and designing some new principle urban solutions, calculations and evaluations of the alternatives considering especially energy saving. The quality and the quantity of daylight are dependent of the geometry of the urban spaces. That means the volumes for the buildings as well as the empty spaces in between. The accessibility for diffuse daylight from the sky and for direct rays from the sun is measurable by computer calculations where the sun angles and the skylight from the hemisphere are simulated. Relevant parameters are height, width and length. In a settlement with a high urban density it is more difficult to distribute daylight than in a settlement with low density. However the economy for exploitations is also worse with lower density. Therefore the comparisons between different settlements are with the same density. The orientation of the settlements according to the compass is of crucial importance looking to the direct sunlight and the shadows. How the local environment with parks, water, mountains and specific landmarks in the surroundings also affects the daylight distribution is included.References (100 words) Dubois, M.-C., Gentile, N., Amorim, C., Osterhaus, W., Stoffer, S.,Jakobiak, R., Geisler-Moroder, D., Matusiak, B., Onarheim, F. M., Tetri, E. (2016) Performance Evaluation of Lighting and Daylighting Retrofits: Results from IEA SHC Task 50. (Energy Procedia. vol. 91). Littefair, P. J. (2011) Site layout planning for daylight and sunlight: a guide to good practice (BRE, Building Research Establishment, IHS BRE Press, Watford). Rode, P., Keim, C., Robazza, G., Viejo, P. and Schofield, J. (2014) Cities and energy: urban morphology and heat energy demand (LSE, London School of Economics, Cities and EIFER, European Institute for Energy Research, Karlsruhe Institute of Technology, London).