Electricity machinery, renewable energy and green economy

The increase in industrial activities is followed by an increase in complex environmental problems, such as air pollution due to factory exhaust fumes, which are mostly produced in industrial areas such as in Surabaya, Indonesia. Based on data from iqair.com, three industrial areas in Surabaya fall into the category of moderate to unhealthy sensitive groups. The Tandes industrial area is in the unhealthy category for sensitive groups with an AQI index of US 104. Meanwhile, Kertajaya and Benowo are in the moderate category with US AQI indexes of 61 and 86 respectively. It is necessary to implement a green economy program. The existing renewable energy power plants in Indonesia will support the industry to switch to the use of electricity-based machines from renewable energy which will reduce air pollution that causes greenhouse gas emissions. The purpose of this study is to analyze the factory environment and application of a green economy through the use of electricity-based machines. Qualitative method is employed in this study. The results showed that the application of electricity-based machines can reduce the level of air pollution in Surabaya and potentially increase renewable energy in Indonesia.

Pola Penegakan Hukum Terhadap Pelaku Pembakaran Hutan dan Lahan

Riau Province as one of the provinces in Indonesia with quite complex environmental problems, especially the problem of forest destruction and peat ecosystems, the impact of which is one of the largest contributors to the forest and land fire disaster that occurred in Indonesia. Forest and land fires continue every year, but law enforcement against perpetrators of forest and land fires. Law enforcement against perpetrators of forest and land burning is very important considering that one of the causes of forest and land destruction is the occurrence of fires or burning of forests and land before the use of the forest and land. This is important considering that one of the requirements for realizing Sustainable Forest Management (SFM) really depends on the conditions of policies, laws and institutions, all of which are included in Good Forestry Governance. The main cause of poor forest management is the failure of policies, laws and institutions. Weak forestry institutions cannot enforce laws and regulations related to forestry. Abstrak Provinsi Riau sebagai salah satu provinsi di Indonesia dengan persoalan lingkungan hidup yang cukup kompleks, khususnya persoalan kerusakan hutan dan ekosistem gambut yang dampaknya sebagai salah satu provinsi penyumbang terbesar bencana kebakaran hutan dan lahan yang terjadi di Indonesia. Kebakaran hutan dan lahan setiap tahun terus saja terjadi, namun penegakan hukum terhadap pelaku pembakaran hutan dan lahan. Penegakan hukum terhadap pelaku pembakaran hutan dan lahan menjadi hal yang sangat penting mengingat salah satu penyebab kerusakan hutan dan lahan adalah terjadinya kebakaran atau dibakarnya hutan dan lahan sebelum hutan dan lahan tersebut digunakan. Hal ini menjadi penting mengingat salah satu syarat mewujudkan Sustainable Forest Management (SFM) sangat tergantung pada kondisi kebijakan, hukum dan institusi, yang semuanya itu tercakup dalam Good Forestry Governance. Penyebab utama manajemen hutan yang buruk adalah tidak berjalannya kebijakan, hukum dan kelembagaan. Lembaga kehutanan yang lemah tidak bisa menegakkan hukum dan peraturan perundang-undangan terkait kehutanan.

Coastal and Marine Socio-Ecological Systems: A Systematic Review of the Literature

The socio-ecological systems (SESs) framework provides cross-disciplinary insight into complex environmental problems. Numerous studies have applied the SES framework to coastal and marine environments over the last two decades. We review and analyze 98 of those studies to (i) describe how SES concepts were examined and measured, (ii) describe how the studies included feedbacks and thresholds, and (iii) identify and analyze elements unique to coastal and marine SES frameworks. We find that progress has been made in understanding key SES properties in coastal and marine ecosystems, which include resilience, adaptive capacity, vulnerability, and governance. A variety of methods has been developed and applied to analyze these features qualitatively and quantitatively. We also find that recent studies have incorporated land-based stressors in their analyses of coastal issues related to nutrient runoff, bacterial pollution, and management of anadromous species to represent explicit links in land-to-sea continuums. However, the literature has yet to identify methods and data that can be used to provide causal evidence of non-linearities and thresholds within SES. In addition, our findings suggest that greater alignment and consistency are needed in models with regard to metrics and spatial boundaries between ecological and social systems to take full advantage of the SES framework and improve coastal and marine management.

Strategies for Successful Research to Application Projects: A Case Study of the National Sea Grant College Program

As coastal landscapes change, management professionals are working hard to transition research results into actions that support scientifically informed decisions impacting coastal communities. This type of research faces many challenges due to competing priorities, but boundary spanning organizations can help mediate these conflicts by forming transdisciplinary collaborations. The National Sea Grant College Program (Sea Grant), a National Oceanic and Atmospheric Administration based agency, is a networked organization of 34 university-based state programs that uses a three pronged approach of research, extension, and education to move academic research into the hands of stakeholders and decision makers. The objective of this study is to better understand strategies for successful research to application (R2A) projects that address complex environmental problems occurring in a socio-economic context. Specifically, this work examines R2A projects from the Sea Grant network to better understand the drivers for project development and common deliverables produced through the R2A process. We identify five common facilitating factors that enabled ‘successful’ R2A across all projects: platforms for partnerships, iterative communication, transparent planning, clear examples of R2A, and graduate student involvement. By providing examples of successful frameworks, we hope to encourage more organizations to engage in the R2A process.

Overcoming risks in the formation of environmental culture of students

The article presents the result of a study on overcoming risks in the formation of ecological culture among undergraduate students of a pedagogical university. Their readiness and ability to lead an ecological lifestyle and understanding of the essence of sustainable development and environmental policy of Russia, as well as their organization of their professional activities in the formation of the ecological worldview of schoolchildren. It is high-quality education and ecological consciousness that are the basis for sustainable personal and social development, which affects the formation of the ecological culture of all members of society. Therefore, ecological culture is the basis of activities to overcome complex environmental problems (both global and regional) and prevent their occurrence in the future. The study of ways and methods of overcoming risks in the formation of ecological culture is extremely important for Russia. Russia is striving to overcome the negative environmental consequences and to raise people with their professional activities who implement the ideas of sustainable development in life. One of the ways identified by the authors of the study is the organization of work of undergraduate students with online platforms: Stepik, Skillbox, GeekBrains, Coursera, Udemy. Open education is represented by electronic resources functioning at the pedagogical university that form an ecological culture. The article presents the results of a survey to identify the state of environmental culture among students of a pedagogical university and students of schools, leading to the conclusion that it is necessary to involve the ideas of “green” universities in the practice of teaching the younger generation. This will allow us to overcome risks in the formation of ecological culture in a new way in modern conditions of pedagogical universities. It will also contribute to improving the quality of life of the population in the conditions of sustainable development of society. The authors of the article associate the overcoming of most risks in the formation of environmental culture with the creation of conditions for improving the environmental training of a university student. To increase students ‘ motivation to study by means of solving research environmental-oriented tasks of a professionally applied orientation, the introduction of mathematical methods in solving environmental problems. Students develop mini-projects on environmental topics, prepare course and final qualifying works with environmental content, develop the content of educational practices. This allows you to simulate the professional activity of a teacher on the formation of ecological culture among students of schools, the participation of students in the All-Russian ecological quest «Share with us».

Knowledge Production for Resilient Landscapes: Experiences from Multi-Stakeholder Dialogues on Water, Food, Forests, and Landscapes

Landscape-wide approaches integrating agriculture, forestry, energy, and water are considered key to address complex environmental problems and to avoid trade-offs. The objective of this paper is to analyse how knowledge production through multi-stakeholder dialogues on water, landscapes, forests, and agriculture can inform governance and the management of landscapes. Multi-stakeholder learning dialogues and platforms (MSPs) were established related to water and natural resources management, complemented by targeted reviews, to establish a shared understanding of the drivers of change and impacts on the hydrology of landscapes and ecosystem services. The MSP dialogues illustrate the need to address water as an integral part of landscape management and governance to achieve the wide range of the Sustainable Development Goals related to water and food security, climate action, life on land, as well as sustainable production and consumption, equality, and strong institutions. The co-production of knowledge through MSPs contributes to continuous learning that informs adaptive management of water flows in landscapes, above and below ground, as well as in the atmosphere. It helps to build a shared understanding of system dynamics and integrate knowledge about hydrology and water flows into policy recommendations. Co-production of knowledge also contributes to stakeholder participation at different levels, inclusiveness, and transparency, and to water stewardship.

Sustainable Development of Arid Rangelands and Managing Rainwater in Gullies, Central Asia

Along with the global climate change, gully erosion, flood and drought jointly restrict the sustainable development of arid rangeland in Central Asia. Rainwater harvesting (RWH) system in gully is a flexible practice that alleviate complex environmental problems. In the Kulusitai watershed of Xinjiang, China, our study presented a decision-making system using GIS combined with multi-criteria analysis and a field survey to identify suitability of gully for RWH. The results showed that nearly 40% of rangeland belonged to high runoff potential area, and gullies as the runoff collection channel became the potential site of RWH. The selection of RWH systems depended on catchment environment and gully characteristics. Therefore, based on the unique natural conditions of Xinjiang and successful RWH cases in other regions, we discussed some suitable low-cost RWH techniques to restore degraded grassland and promote community development. Our study will provide some suggestions for ecological restoration and pasture management in arid regions of Central Asia.

Assessing (Social-Ecological) Systems Thinking by Evaluating Cognitive Maps

Systems thinking (ST) skills are often the foundation of sustainability science curricula. Though ST skill sets are used as a basic approach to reasoning about complex environmental problems, there are gaps in our understanding regarding the best ways to promote and assess ST learning in classrooms. Since ST learning provides Science, Technology, Engineering, and Mathematics (STEM) students’ important skills and awareness to participate in environmental problem-solving, addressing these gaps is an important STEM learning contribution. We have created guidelines for teaching and measuring ST skills derived from a hybrid of a literature review and through case study data collection. Our approach is based on semi-quantitative cognitive mapping techniques meant to support deep reasoning about the complexities of social–ecological issues. We begin by arguing that ST should be evaluated on a continuum of understanding rather than a binary of correct/incorrect or present/absent. We then suggest four fundamental dimensions of teaching and evaluating ST which include: (1) system structure, (2) system function, (3) identification of leverage points for change, and (4) trade-off analysis. Finally, we use a case study to show how these ideas can be assessed through cognitive maps to help students develop deep system understanding and the capacity to propose innovative solutions to sustainability problems.

A PROJECTIVE METHODOLOGY FOR THE DIAGNOSIS OF CHILDREN'S CONCEPTS ABOUT THE INFLUENCE OF THE ANTHROPOGENIC FACTOR ON THE STATE OF THE ENVIRONMENT (AS THE HABITAT OF ALL LIVING CREATURES)

In today's dynamic world, in the course of the intensive technology development, adolescent's interest is being shifted to the audio-visual technologies and the media, the values and morals are depreciated, anthropocentrism, expressed in the message "Man - the master of nature," is being enforced.The basic paradigm of our consumer-oriented daily life is creating ever more complex environmental problems, especially when interacting with the surrounding world. This determines not only the acquisition but also the subsequent deepening of the environmental competence of adolescents starting from pre-school age.This article outlines the structure of environmental competence. It shows both its individual components and the contents thereof.The article examines projective methodologies not only as a reliable but also as a necessary component of pedagogical diagnostics. It is through projective methodologies that children are able to provide impulsive responses, recognizing themselves in a particular situation. This is undoubtedly a precondition for accurate and comprehensive analysis (both quantitative and qualitative).Turning to the pedagogical reality, we can draw the following conclusion: pre-school pedagogy lacks methodologies examining the environmental competence of pre-school children. This causes us to propose in this article a standardized version of a projective methodology for studying the environmental competence of pre-school children. The diagnostic qualities of the projective methodologies vary from the ability of examining particular phenomena to the ability of examining widely generalized phenomena. Another advantage of the projective methods is the easy contact with the preschool children who will be diagnosed. It is precisely the projective methodologies that provoke impulsive associations in adolescents, thus allowing to make a more precise assessment when diagnosing the children in the studied field.The scientific purpose of the methodology we propose is to diagnose children's concepts about the influence of the anthropogenic factor on the state of the environment (as the habitat of all living creatures).We believe that the data obtained from the projective methodology we propose could effectively serve to determine the environmental competence of pre-school children.