Musical Facts and Sustainability of Trunthung Music in Eco-cultural Studies

This study aims to review the sustainability of Trunthung Music that shapes an ecosystem within the context of eco-culture. The study belongs to the nature of qualitative research with an interdisciplinary approach and several ecological concepts that reflect the culture of the peasant community over the slope of Merbabu Mountain in Magelang. The study itself is conducted in Warangan Hamlet and Gejayan Hamlet, the Regency of Magelang. The data are gathered through observation, documentation, and in-depth interviews with the informants related to the Trunthung Music. Then, the source triangulation technique is implemented through the test of trustworthiness by inspecting the data on the development of Trunthung Music toward the artists in Warangan Hamlet and the members of Lima Gunung Community. The data that have been attained from various sources are described, categorized, and eventually analyzed so that the ecosystem of Trunthung Music that has been on the progress can be identified. The results of the study show that Trunthung Music has been a performance that combines sonoric, kinesthetic, and visual dimensions, including their association with the natural condition and the peasant life over the Slope of Merbabu. The dialectics of Trunthung Music and the components of its ecosystem are in interaction with one another, resulting in the sustainability of the music until the present days. Then, the components of such ecosystem are the local agents who create the Trunthung Music and their interaction with the art community, be it with the Lima Gunung Community in the context of the Regency of Magelang and with the artists living outside the Regency of Magelang. In addition, the presence of Trunthung Music is associated with the traditional rites in the Warangan Hamlet, such as Nyadran Kali and Tapak Jaran Sembrani. All of these activities have good correlations among music, environment, and culture within the context of eco-culture.

Ecological Dynamics and Microbial Treatments against Oomycete Plant Pathogens

In this review, we explore how ecological concepts may help assist with applying microbial biocontrol agents to oomycete pathogens. Oomycetes cause a variety of agricultural diseases, including potato late blight, apple replant diseases, and downy mildew of grapevine, which also can lead to significant economic damage in their respective crops. The use of microbial biocontrol agents is increasingly gaining interest due to pressure from governments and society to reduce chemical plant protection products. The success of a biocontrol agent is dependent on many ecological processes, including the establishment on the host, persistence in the environment, and expression of traits that may be dependent on the microbiome. This review examines recent literature and trends in research that incorporate ecological aspects, especially microbiome, host, and environmental interactions, into biological control development and applications. We explore ecological factors that may influence microbial biocontrol agents’ efficacy and discuss key research avenues forward.

What Is Most Desirable for Nature? An Analysis of Azorean Pupils’ Biodiversity Perspectives When Deciding on Ecological Scenarios

Understanding pupils’ biodiversity perspectives is essential to developing educators’ sensitivity to students’ multi-faceted views of the world, thus increasing teaching effectiveness. In this study, we asked 1528 school pupils in the Azores to choose between alternative schemes in three ecological scenarios and to justify their decisions. The study’s objectives were to understand biodiversity perspectives underlying pupils´ choice of the most desirable schemes for nature and to examine whether gender and school level (middle school/high school) influenced their choices. Quantitative (frequency analysis and Chi-square statistics) and qualitative (thematic analysis) methods were applied for data analysis. The majority of pupils made appropriate choices, arguing from different biodiversity perspectives, which were classified in 10 categories and 24 subcategories. High school pupils did not exhibit significant differences among the main arguments employed, and mostly referred to ecological concepts, while middle school pupils exhibited different choices according to gender, emphasizing richness over the threats posed by introduced species. Biodiversity education should thus be strengthened, especially at the middle school level, where different complex issues would benefit from classroom discussion and systematization. The chosen methodological strategy proved to be effective in assessing pupils’ biodiversity perspectives, which may be useful to deal with other ill-structured problems.

An Analysis of Mark Twain’s Ecological Narratives

American writer Mark Twain has witnessed changes of American environment of the 19th century, which changes his sense of place. Urbanization and industrialization separate human beings from nature, leading to various conflicts. City is always regarded as the symbol of order, reason, crime and degeneration, while nature means freedom and happiness. Twain advocates the return to nature to lead a simple life. He tries to reveal the ecological crisis in the 19th century and express his ecological concepts through redefining “place”, “space” and son on.

Falewuo (Kebambuan) Glosarium in Society Nias: Ecolinguistic Study

Ecolinguistic is a branch linguistics who studies the role of linguistics in problem ecology and environment. Ecolinguistics is an interdisciplinary study that looks at the link between ecosystems and linguistics. This study involves sociology, anthropology, psychology and political science. The socio-ecological aspects greatly affect the balance, preservation and inheritance of the environment for current and future generations. Falewuo's lexicon, for example Niru, still remains in the memory of the older generation, but the entity has become extinct. The purpose of this research is to maintain local ecological wisdoms that need to be included in the discourse of a healthy and green environment (greenspeak), bearing in mind that the soul (ideological, philosophical, socio-ecological concepts) of the community is imbued with these local wisdoms. There are changes due to the emergence of practical tools made of plastic, aluminum and iron. Of course, some that have been used can damage the environment and lose the vocabulary of bamboo in the Nias language because it is rarely used. This study used qualitative methods. The qualitative method is a research method based on existing facts or phenomena that empirically live in the speakers (Sudaryanto, 2015). The theory used is Mbete's ecolinguistic theory. From the research results, it was found that the changes in the lifestyle of the Nias people had changed considerably and did not pay attention to nature as a provider and life. The conclusion of this study is that the pattern of social life has also begun to shift towards individual traits. Environment and language are closely related because every flora and fauna that exists must have the meaning of the wealth of the language-speaking community.

THE INFLUENCE OF KNOWLEDGE OF BASIC ECOLOGICAL CONCEPTS ON ALTRUISTIC BEHAVIOR TOWARDS THE ENVIRONMENT

Eco-friendly behavior conceptualized as altruistic behavior is a response that gives positive feeling and gives positive impact to the environment. Altruistic behavior does not come from nothing, instead it comes through knowledge that a person possesses, experience, and so on. This study aims to obtain information about the influence of knowledge of basic ecological concepts on altruistic behavior towards the environment. This study used survey method with correlational techniques through quantitative approach. Respondents in this study were students of Universitas Satya Negara Indonesia, who were selected through simple random sampling. The data was collected using a Likert scale questionnaire. The data then analyzed using correlation regression, while regression significance and linearity were analyzed using ANAVA test. The results showed that there is a very significant relationship between knowledge of basic ecological concepts with altruistic behavior towards the environment. In other words, the better the knowledge of basic ecological concepts, the higher their altruistic behavior will be.

Ecological Education

Ecological education is the process of creating an ecological understanding or literacy whose dimensions and parameters have changed through time both in regard to and in relation with the development of ecology as a science and the needs the user/learner. As such, it should be seen as a fluid and dynamic system of learning and information chosen to suit the specific needs of the situation. In this context, ecological literacy is defined as giving the learner such information as to allow for sound, scientifically based decisions to be made about a given ecological situation or context. The scope of ecological education is vast—it ranges from the most specific and detailed knowledge for researchers to limited and general ideas in primary school education. Likewise, the avenues through which it is disseminated are equally diverse—from university to business to local citizen group. There are no widely agreed models of ecological education; however, a structural look at the topic suggests four elements (the first three of which are reported here). The first, agency, refers to the capacity of individuals to actively access, gain, and benefit from a study of ecology. Thus, age, interests, gender, education, prior experience, etc. all play a part in constructing and constraining the individual’s access to ecological knowledge. Second, these individuals then need to access educational opportunities, i.e., context. Scales from local to global and formal to informal encompass the wide range of options with schools, higher education, business, pressure groups, media, and nongovernmental organizations (NGOs) carrying the bulk of instructional work. Third, there is the content, namely, the actual ecological concepts seen as required learning for any given situation. This would range from a very general overview, as might be seen in a secondary school course, to highly specific and detailed information needed by a researcher. In addition, content could range from the most theoretical models through to applied ecology. All three elements are underpinned by a philosophy whose own roots are far from clear cut. At one level, standard positivist perspectives give way to far more phenomenological and structural ideas, such as queer theory, eco-feminism, and deep green ecology, that privilege and dictate the range of knowledge “permitted.” Finally, it is worth noting that Ecology as a term derives from the late 19th century. However, as an idea it can be traced back to Greek times if not before. Still, as a modern endeavor, it is best seen from the 1950s onward, as treated here.