The Effects of Mortality and Influence of Pheromone Trapping on the Infestation of Oryctes rhinoceros in an Oil Palm Plantation

Kamarudin, Norman Hj,Wahid, Mohd Basri,Moslim, Ramle,Ali, Siti Ramlah Ahmad Korean Society of Applied Entomology 2007 Journal of Asia-Pacific Entomology Vol.10 No.3

The infestation levels of O. rhinoceros were investigated in the oil palm trunk heaps in three replanting blocks (Blocks A, B and C) at Sepang, Selangor, Malaysia. These blocks had different densities of pheromone trapping: high (11 traps per ha, Block B), normal (1 trap per 2 ha, Block C), while no pheromone trapping was conducted in (Block A. Without pheromone trapping, the infestation levels of O. rhinoceros can reach a maximum density of between 25 to 50 individuals per $m^2$ (IPMS). The O. rhinoceros population was still detected in the heaps up to more than two years (at 26 months after replanting). With high density trapping, infestation levels were maintained below 10 IPMS and was not detected in the heaps after a period of 16 months of replanting. In the normal trapping density, the population was also maintained below 10 IPMS but had sustained itself in the heaps for up to 24 months. The mortality factors associated with the larval stages sampled within these replanting blocks was determined by visual symptoms with subsequent verification with microbial analysis. The analysis was narrowed down to detect only bacteria (Bacillus thuringiensis and B. popillae), virus (Oryctes virus) and fungus (Metarhizium). In Block A, the population of O. rhinoceros in the trunks was reduced drastically at 14 months after replanting (MAR), which could be due to the high mortality (88%) of the third instar larvae, 3 months earlier. In Block B, the percentage mortality for the larval stage was always highest at the third ins tars (between 21-82%). In Block C however, the mortality of the third instars was low, never exceeding 35%. In these sampling blocks, the infection of Metarhizium seem to be less dominant compared to virus or bacteria The k factor analysis indicates density dependence among the third instar larvae had contributed to the change in its population density in Block A. Therefore, with proper manipulation of pheromone traps and targeted application of disease agents (i.e virus, fungus and bacteria), the population of O. rhinoceros can be managed more effectively in an oil palm replanting.

The Effects of Mortality and Influence of Pheromone Trapping on the Infestation of Oryctes rhinoceros in an Oil Palm Plantation

Norman Hj Kamarudin,Mohd Basri Wahid,Ramle Moslim,Siti Ramlah Ahmad Ali 한국응용곤충학회 2007 Journal of Asia-Pacific Entomology Vol.10 No.3

Future TVET in Asia Pacific : The Impact of Social, Economic and Technological Competitiveness on Sustainability

Dr. Ramlee MUSTAPHA 한국직업자격학회 2017 한국직업자격학회 학술대회 Vol.2017 No.10

The impact of globalization on TVET is unprecedented. Changing in the social and economic landscapes has transformed the theory-practice nexus in TVET teacher education. Another revolution is needed to transform TVET system and to prepare TVET graduates for the 21stcentury realities. Drawing on the sustainable development goals, TVET must focus on the whole learner – morally, intellectually, physically, socially and aesthetically. In the new economic era, digital intelligence, multi-literacies, innovative and inventive thinking and enterprising are keys to the 21st century TVET model. Authentic learning typically focuses on solving real-world and complex problems using role-play exercises, problem-based activities, gamification, case studies, and active participation. The emergence of digital learners has changed the teaching-learning paradigm. Gen-Zs take advantage of the enormous resources of the cyberspace by using digital technologies to create something innovative and impressive. The social learning environments are inherently multidisciplinary, thus, authentic learning could be a dynamic tool to enhance learning and to provide opportunities for students to engage in higher-order thinking and active learning. Economic, social and technological advancement poses many challenges to TVET educators. Hence, TVET educational leaders need to focus on seeking new innovative models of TVET teacher education, pedagogy and learning, and support services. World-class TVET teacher education program could attract best students. In order to raise teachers and students’ competencies and standards, it is not enough to declare high performing schools; it is critical to develop thinking and well-rounded students who are the future high performing thinkers and innovators. For the innovation culture to flourish, granting flexibility and autonomy is a way of moving forward. To be competitive and sustainable and to gain international recognition, Asia Pacific countries need to develop transnational standards for TVET teacher education and training with a multidisciplinary and innovative orientation. To be resilient, Asia Pacific region needs a dynamic and sustainable TVET teacher education framework or a roadmap for producing quality TVET teachers in the context of sustainable development. Finally, the future education will be more digitized, interactive, personalized, multidisciplinary, and innovative.

In-Service Training For Technical Teachers In Academic High Schools Of Malaysia : An Evaluative Study

Mohd Tafizam MOHD TAIB,Ramlee MUSTAPHA 한국직업자격학회 2017 한국직업자격학회 학술대회 Vol.2017 No.10

Since 1996, the technical subjects of Engineering Technology (TK), Engineering Drawing (LK) and Inventions (RC) have been introduced as elective subjects for Form 4 and Form 5 students. Examination results for TK, LK and RC from 2006 to 2010 in the Sijil Pelajaran Malaysia (SPM) [Secondary School Examination] were less encouraging. Data from the Ministry of Education also show a decline in students’ enrolment in TK, LK and RC between 10 to 17 percent from 2009 to 2011. Therefore, it is critical that this research was conducted to assess the planning and implementation of these subjects using a modified CIPP evaluation model –Context, Input, Process and Product (CIPP) by Stufflebeam et al. (1971). Thus, the purpose of this article was to report the results of an evaluative study on staff training among administrators and teachers for these subjects. Data gathered from 159 administrators and 176 teachers were used to analyse their perception regarding the effectiveness of staff training in TK, LK and RC. Interview and observation data were also presented to support the quantitative findings. Implications and recommendations for teaching and learning as well as for future research are presented and discussed.

소셜 빅데이터와 지진의 연관성 분석

배병걸(Byung-gul Bae),이보람(Bo-raml Lee),최선화(Seon-hwa Choi) 한국정보과학회 2015 한국정보과학회 학술발표논문집 Vol.2015 No.6

Challenges Of Implementing Work Based Learning In Polytechnic Sultan Azlan Shah

Mohd Ajmain ABDUL WAHAB,Dr. Ramlee MUSTAPHA 한국직업자격학회 2017 한국직업자격학회 학술대회 Vol.2017 No.10

Work Based Learning (WBL) is a method learning that combines theoretical and practical learning simultaneously in real employment with the aim of to produce graduates who have high performance workability. WBL programs have been formally implemented in Malaysia since 2007 at Community college and Polytechnic. Among the problems faced by Polytechnics in implementing this learning method is the challenge of the bilateral relationship between polytechnics and industry that collaborates to train students. Therefore, the purpose of this study is to explore, understand and explain the implementation of WBL at Malaysian Polytechnic. The study focuses on three main aspects, namely implementation methods, problems in implementation and the root cause of the problem. Qualitative case study methodology was used and implemented at the Polytechnic Sultan Azlan Shah. Participants involved in this study were lecturers, industry employers and students. Data collection process has been implemented for 5 months using interview techniques, observation and documents analysis. The findings show that there are some constraints in the implementation of WBL in Polytechnic Sultan Azlan Shah. These constraints involve a low level of expertise in the WBL program among lecturers and employers, Polytechnic's bilateral and industrial relations problems, assessment problems, management problems and student admission rates for less favorable curriculum programs. Among the causes for the problem is that individuals involved with the WBL have less experience and knowledge than their implementation. Based on the findings of the study, a conceptual framework for the implementation of the WBL is recommended as a guide to the implementation of the WBL program in the Polytechnic.

Information and Communication Technology (ICT) Readiness among Malaysian Secondary School Teachers

Rosnaini Mahmud,Mohd. Arif Ismail,Ramlee Mustapha,Rosseni Din,Ruhizan Mohamad Yasin APEC국제교육협력원 2006 Asia-Pacific Cybereducation Journal Vol.2 No.1

Malaysian secondary school teachers' readiness to use Information Communication Technology (ICT) is considered a critical skill in terms of national goals for schools that will prepare students to compete in the knowledge economy of the 21st century. The study investigated 303 teachers' ICT readiness in terms of their basic ICT knowledge, skills, and attitudes towards ICT. Data were collected via the Teachers' ICT Readiness instrument which consisted of an ICT knowledge test, an ICT skills test, and attitude towards ICT questionnaire. The results indicated that the majority of teachers had a moderate level of basic ICT knowledge and skills. A majority of the teachers too had a positive attitude towards ICT. Discussion and recommendations focus on the need to capitalize on the positive attitudes to turn these into action, increasing readiness to use ICT.