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BAHAN KAJIAN

BAHAN KAJIAN. KOMPENDIUM IDR DALAM KAJIAN LINGKUNGAN. Kajian interdisipliner merupakan kajian yang tidak mengkhususkan diri pada suatu alat analisis yang bersandar pada paradigma keilmuan satu disiplin tertentu.

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BAHAN KAJIAN

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  1. BAHAN KAJIAN KOMPENDIUM IDR DALAM KAJIAN LINGKUNGAN Kajian interdisipliner merupakan kajian yang tidak mengkhususkan diri pada suatu alat analisis yang bersandar pada paradigma keilmuan satu disiplin tertentu. Kajian interdisipliner dalam melakukan analisisnya menggunakan bidang-bidang keilmuan lainnya relevan dengan obyek kajian yang tengah diteliti. Dikoleksi oleh: Prof Dr Ir Soemarno PSLP –PDKLP PPSUB MARET 2012

  2. DISCIPLINARY “Disciplinary” merupakan istilah yang digunakan untuk mendeskripsikan tipe-tipe pengetahuan, ekspertais, ketrampilan, orang, proyek, komunitas, problem, tantangan, kajian, penelaahan, pendekatan, dan bidang-bidang riset , yang berhubungan erat dengan bidang kajian akademik (disiplin akademik) atau bidang-bidang praktek profesional (profession). Misalnya, fenomena gravitasi berhubungan erat dengan disiplin akademik fisika, sehingga “gravitasi” dianggap menjadi bagian dari disiplin pengetahuan fisika. Closely associated terms include multidisciplinary (multidisciplinarity), interdisciplinary (interdisciplinarity), transdisciplinary (transdisciplinarity), and crossdisciplinary (crossdisciplinarity). Disciplinary knowledge associated with academic disciplines and professions results in people who are known as expert or specialist, as opposed to generalist who may have studied liberal arts or systems theory. Academic disciplines tend to coevolve with systems of professions. The academic disciplines and professions may be said to 'own' knowledge and the privilege/responsibility of validating/authorizing new knowledge extensions in particular disciplinary areas. For example, astronomers define what is and is not a planet, and so the knowledge about the status of Pluto as a planet can change. “Disciplinary” menyatakan pengetahuan yang berhubungan dengan satu disiplin akademik atau profesi. Sumber: http://en.wikipedia.org/wiki/Disciplinary ….. Diunduh 22/3/2012

  3. Interdisciplinary Environmental Studies Disiplin ilmu pendukung: Academic disciplines: Ilmu-ilmu dasar Permasalahan di dunia nyata: Pemanfaatan sumberdaya alam, pembangunan dan dampak lingkungan ANALISIS EKOLOGI ANALISIS & VALUASI EKONOMI ANALISIS SOSIAL Hasil dan Kesimpulan: Keseimbangan ekonomi, sosial, dan ekologi HASIL INTERDISIPLIN RISET Metode Penelitian pendukung: Scientific methods System theory and approaches

  4. INTERDISIPLINARITAS “Interdisciplinarity” melibatkan kombinasi dua atau lebih bidang-bidang akademik menjadi satu disiplin tunggal. An interdisciplinary field crosses traditional boundaries between academic disciplines or schools of thought, as new needs and professions have emerged. Originally the term interdisciplinary is applied within education and training pedagogies to describe studies that use methods and insights of several established disciplines or traditional fields of study. Interdisciplinarity involves researchers, students, and teachers in the goals of connecting and integrating several academic schools of thought, professions, or technologies - along with their specific perspectives - in the pursuit of a common task. APA MAKNA PENELITIAN INTERSIDIPLINER? Interdisciplinary research (IDR) is a mode of research by teams or individuals that combines information, techniques, tools, perspectives, concepts, or theories from two or more research traditions. Its purpose is to explore questions that are not confined to a single field of research. The increasing complexity of the relationship between nature and society has heightened the need for IDR. At the same time, the development of science and technology has resulted in new forms and practices of inquiry that continually change the disciplinary landscape of knowledge production. IDR takes so many forms that it is best understood not as one thing but as a variety of different ways of bridging and confronting the prevailing disciplinary approaches. Interdisciplinary environmental research will be characterized here in terms of its scope, depth, and goals. The scope of IDR defines which fields or perspectives are involved. The depth of IDR, in turn, defines the level or type of intellectual interaction between them. Finally, the goal of IDR indicates why an interdisciplinary approach is adopted. (sumber: http://www.fidea.fi/index.php?page=interdisciplinarity) Sumber: http://en.wikipedia.org/wiki/Disciplinary ….. Diunduh 22/3/2012

  5. MULTI-DISIPLINARITAS Multidisciplinarity merupakan campuran non-integrative beberapa disiplin-disiplin dimana setiap disiplin mempertahankan methodologies dan asumpsi-asumsinya tanpa mengalami perubahan atau pengembangan (pengkayaan) dari disiplin lainnya di dalam hubungan multidisiplinaritas. Multidisciplinarity is distinctly different from Interdisciplinarity because of the relationship that the disciplines share. Within a multidisciplinary relationship this cooperation "may be mutual and cumulative but not interactive" (Augsburg, 2005) while interdisciplinarity blends the practices and assumptions of each discipline involved. Multidisciplinary, dalam kontek pengelolaan dan perawatan kesehatan, berarti bahwa penyedia layanan kesehatan dari berbagai profesi bekerja bersama berkolaborasi untuk melakukan diagnose, pendugaan/penilaian dan perlakuan, di dalam lingkup praktek dan bidang kompetensinya. MULTI-DISIPLINER Sumber: http://en.wikipedia.org/wiki/Disciplinary ….. Diunduh 22/3/2012

  6. INTERDISCIPLINARY. Interdisciplinary refers to new knowledge extensions that exist between or beyond existing academic disciplines or professions. The new knowledge may be claimed by members of none, one, both, or an emerging new academic discipline or profession. An interdisciplinary community or project is made up of people from multiple disciplines and professions who are engaged in creating and applying new knowledge as they work together as equal stakeholders in addressing a common challenge. The key question is what new knowledge (of an academic discipline nature), which is outside the existing disciplines, is required to address the challenge. Aspects of the challenge cannot be addressed easily with existing distributed knowledge, and new knowledge becomes a primary subgoal of addressing the common challenge. The nature of the challenge, either its scale or complexity, requires that many people have interactional expertise to improve their efficiency working across multiple disciplines as well as within the new interdisciplinary area. An interdisciplinarary person is a person with degrees from one or more academic disciplines with additional interactional expertise in one or more additional academic disciplines, and new knowledge that is claimed by more than one discipline. Over time, interdisciplinary work can lead to an increase or a decrease in the number of academic disciplines. Sumber: http://en.wikipedia.org/wiki/Disciplinary ….. Diunduh 22/3/2012

  7. TRANSDISCIPLINARY Transdisciplinary refers to knowledge that exists in every individual, thus eliminating the need for discipline boundaries. A transdisciplinary community or project is made up of transdisciplinary professionals, which is an ideal that can only be approached and not actually achieved in practice. To exist in today's society, a transdisciplinary professional would possess certification or degrees in all disciplines as well as experience in all professions. In essence, a truly transdisciplinary person contains all the distributed knowledge of the people in the community or project as their individual common knowledge. Furthermore, they exist within a community of people that share that knowledge. A transdisciplinary community is one in which common knowledge of individuals and the distributed knowledge of the collective are identical. Sumber: http://en.wikipedia.org/wiki/Disciplinary ….. Diunduh 22/3/2012

  8. CROSS-DISCIPLINARITY Crossdisciplinarity describes any method, project and research activity that examines a subject outside the scope of its own discipline without cooperation or integration from other relevant disciplines. In crossdisciplinarity, topics are studied using foreign methodologies of unrelated disciplines, for example Ethics in clinical research and occupational health. Crossdisciplinarity is distinctly different from Interdisciplinarity because of the relationship that the disciplines share. Within a crossdisciplinary relationship disciplinary boundaries are crossed but no techniques or ideals are exchanged while Interdisciplinary relationships blend the practices and assumptions of each discipline involved. Multidisciplinarity is very closely related to crossdisciplinarity because there is no transfer of methodologies or cooperation between the disciplines but different in that 'more than one' other outside discipline examines a specific topic. . Sumber: http://en.wikipedia.org/wiki/Disciplinary ….. Diunduh 22/3/2012

  9. WHY INTERDISCIPLINARY RESEARCH? Definition Interdisciplinary research (IDR) is a mode of research by teams or individuals that integrates information, data, techniques, tools, perspectives, concepts, and/or theories from two or more disciplines or bodies of specialized knowledge to advance fundamental understanding or to solve problems whose solutions are beyond the scope of a single discipline or area of research practice. Interdisciplinary research (IDR) can be one of the most productive and inspiring of human pursuits—one that provides a format for conversations and connections that lead to new knowledge. As a mode of discovery and education, it has delivered much already and promises more—a sustainable environment, healthier and more prosperous lives, new discoveries and technologies to inspire young minds, and a deeper understanding of our place in space and time. In recent decades, the growth of scientific and technical knowledge has prompted scientists, engineers, social scientists, and humanists to join in addressing complex problems that must be attacked simultaneously with deep knowledge from different perspectives. Students show increasing enthusiasm about problems of global importance that have practical consequences, such as disease prevention, economic development, social inequality, and global climate change—all of which can best be addressed through IDR. Sumber: http://www.beckmanmacular.org/site/DocServer/Info_on_IDR.pdf?docID=121….. Diunduh 22/3/2012

  10. Interdisciplinary “research, teaching, or problem solving that integrates several disciplines to create a unified outcome” James Collins Definition of “Interdisciplinary Research” The process of answering a question, solving a problem, or addressing a topic that cannot be dealt with adequately by a single discipline and draws on the ensemble of a disciplines defining elements and integrates the insights to produce a more comprehensive understanding or cognitive advancement. (SUMBER: http://www.idrsociety.org/what-we-do-2/idr-symposium-2011/) Interdisciplinary research (IDR) is a mode of research by teams or individuals that integrates information, data, techniques, tools, perspectives, concepts, and/or theories from two or more disciplines or bodies of specialized knowledge to advance fundamental understanding or to solve problems whose solutions are beyond the scope of a single discipline or area of research practice. (sumber: http://www.pkal.org/collections/Vol4InterdisciplinaryResearch.cfm)

  11. Multi- and Interdisciplinary Research A A Work on Multidisciplinary common problem B B A Interaction C Interdisciplinary forges new discipline B Lawrence Tabak, NIH

  12. Challenges to Interdisciplinary Research • The current system of academic advancement favors the independent investigator • Most institutions house scientists in discrete departments • Interdisciplinary science requires interdisciplinary peer-review • Project management and oversight is currently performed by discrete Ics • Interdisciplinary research teams take time to assemble and require unique resources Lawrence Tabak, NIH

  13. How to Facilitate Inter-disciplinary Research • Inter-disciplinary research by definition requires the researchers to learn the other discipline’s vocabulary, methodology and techniques. • This requires effort and investment of time. • The researchers involved must trust each other -have a mutual respect for each other. It will not work if one discipline is perceived as superior to the other. • There must be a reward system in place which will acknowledge the overhead in time and effort that interdisciplinary research takes. http://computingforsustainability.wordpress.com/category/visualisingsustainability/feed/

  14. FIDEA : Frameworks for Interdisciplinary Environmental Analysis The FIDEA group conducts interdisciplinary environmental research from both theoretical and empirical point of view. We investigate and develop the conceptual basis for analysing environmental issues from a problem oriented, comprehensive perspective. At the same time, we build on this theoretical work and analyse the complex interaction between the social and ecological systems in various empirical studies. Our approach is characterised by an interdisciplinary and transdisciplinary dialogue between different fields of environmental knowledge. Integrating qualitative and quantitative methods is in the core of our activities. The group develops soft system models of socio-ecological interaction and applies them to scrutinise expert and lay-people interviews, questionnaires, policy documents, and media content. These analyses are combined with quantitative data on the various aspects of environmental change. We examine past trends and build scenarios for the future. Our empirical studies focus on various environmental questions such as climate change, eutrophication, energy, transport, agro-food, and forest biodiversity. Our results are broadly applicable to environmental policy, management, education, and communication. Such a wide range of topics, materials, and methods are fruitfully brought together due to the theoretical research we conduct and the mutually developed approach of the group. Continuous self-reflection and specific research focused on the concept and practice of interdisciplinarity enhance the ability to detect, understand and avoid many pitfalls in interdisciplinary research. Sumber: http://en.wikipedia.org/wiki/Disciplinary ….. Diunduh 22/3/2012

  15. INTER-DISIPLINARITAS SEMPIT DAN LUAS Environmental research is, by definition, interdisciplinary. Understanding environmental processes requires collaboration between various natural and life sciences, and the way in which environmental problems arise and are dealt with cannot be explained without the social sciences, humanities, and engineering. A large majority of environmental research is interdisciplinary in a narrow sense, involving experts from fields that are conceptually and culturally close to each other. This kind of research combines different expertise from biological and life sciences, from various fields of technology, or from several social sciences, for example. In environmental research, broad interdisciplinarity usually means interaction across the more deeply-rooted conceptual and cultural boundaries between the districts of natural and social/human sciences. It is evident that the distance between the participating fields has a profound effect on the nature of interaction. In research with narrow scope, the interaction between fields may not be exceptional or particularly challenging since the concepts, theories, methods, and practices are relatively similar in their epistemological presuppositions. For example, engineering research on transport carbon dioxide emissions may be conveniently integrated into a general circulation model in climate change research. When the scope of research is broader, advanced interaction may become a real challenge because of the epistemological and cultural heterogeneity and thus increase the likelihood of conflict and shortfalls of integration. For instance, applying sociological perspective into transport emissions is far less straightforward. Sumber: http://www.fidea.fi/index.php?page=interdisciplinarity ….. Diunduh 22/3/2012

  16. LEVEL INTER-DISIPLINARITAS. Interdisciplinary interaction in environmental research may occur at various levels of integration. Multidisciplinary approaches juxtapose or coordinate disciplinary perspectives, adding breadth and available knowledge, information, and methods. Yet, they speak as separate voices: the ingredients of new knowledge are imported, exported, or pooled across disciplinary boundaries without being integrated or substantially adapted in the course of interaction. In contrast, “truly” interdisciplinary research integrates separate bodies of knowledge in order to create a synthetic view or common understanding of a complex environmental problem; it goes beyond a sum of the parts. Integration in a synergetic sense, however, is not the premise of IDR, since interdisciplinary dialogue across fields may occur in a critical manner as well. Critical dialogue between some technological and social science approaches, for example, may have a profound effect on how environmental issues are handled. Interdisciplinary environmental research is increasingly transdisciplinary today. The concept is in some discourses understood as the highest level of integration, aiming to create generic links between fields, inhabit a new territory of knowledge, or establish a new paradigm of inquiry. More currently, the term is connected to the attempts to broaden the domain of research even more and integrate also non-academic expertise. Both trends are clearly visible in environmental research, though transdisciplinarity in the latter sense is a more recent phenomenon and is expanding rapidly.

  17. MENGAPA HARUS INTERDISIPLINARITAS? The motivation for crossing disciplinary boundaries in environmental research varies from a purely epistemological aim to advance understanding, to a clearly instrumental goal to achieve some pragmatic goal. Epistemological orientation is typically linked with a desire to produce more comprehensive understanding of environmental phenomena, a belief in cognitive synergies that arise from the sharing of expertise, or an intellectual interest in novel approaches. In instrumentally oriented research, in turn, the purpose of interdisciplinary approach is to find a technical, social, economic, or other solution to a particular environmental problem. Pendekatan interdisiplin dalam riset lingkungan diharapkan dapat menghasilkan penjelasan yang komrehensif atas suatu “problem riil” dan sekaligus menghasilkan alternatif solusinya. Sumber: http://en.wikipedia.org/wiki/Disciplinary ….. Diunduh 22/3/2012

  18. . Interdisciplinary research in FIDEA Within the FIDEA group, interdisciplinarity is understood and implemented at the broad scope. We build on latest knowledge about the state of the environment and the ecological processes that change it, as well as on the understanding of the various social and political factors that define how environmental problems are produced, interpreted and responded. We integrate expertise from various approaches to environmental issues, including e.g. environmental policy, sustainability studies, media analysis, futures studies, science studies and environmental education. Our empirical focus has been on the environmental questions of climate change, eutrophication and biodiversity. Energy, transport, forestry and agro-food issues have been the key socio-ecological systems analysed. In addition that our work brings these fields into close collaboration, each of them is also interdisciplinary by definition. Sumber: http://en.wikipedia.org/wiki/Disciplinary ….. Diunduh 22/3/2012

  19. How interdisciplinary is a given body of research? Alan L Porter, David J Roessner and Anne E Heberger Research Evaluation (2008) 17 (4): 273-282. Abstract This article presents results to date produced by a team charged with evaluating the National Academies Keck Futures Initiative, a 15-year US$ 40 million program to facilitate interdisciplinary research in the United States. The team has developed and tested promising quantitative measures of the integration (I) and specialization (S) of research outputs, the former essential to evaluating the impact of the program. Both measures are based on Thomson-ISI Web of Knowledge subject categories. ‘I’ measures the cognitive distance (dispersion) among the subject categories of journals cited in a body of research. ‘S’ measures the spread of subject categories in which a body of research is published. Pilot results for samples from researchers drawn from 22 diverse subject categories show what appears to be a surprisingly high level of interdisciplinarity. Correlations between integration and the degree of co-authorship of selected bodies of research show a low degree of association. . http://computingforsustainability.wordpress.com/category/visualisingsustainability/feed/ Sumber: http://rev.oxfordjournals.org/content/17/4/273.abstract….. Diunduh 22/3/2012

  20. Removing Barriers to Interdisciplinary Research Naomi Jacobs, Martyn Amos Novel Computation Group. School of Computing, Mathematics and Digital Technology. Manchester Metropolitan University. UK. Abstract A significant amount of high-impact contemporary scientific research occurs where biology, computer science, engineering and chemistry converge. Although programmes have been put in place to support such work, the complex dynamics of interdisciplinarity are still poorly understood. In this paper we interrogate the nature of interdisciplinary research and how we might measure its "success", identify potential barriers to its implementation, and suggest possible mechanisms for removing these impediments. http://computingforsustainability.wordpress.com/category/visualisingsustainability/feed/ Sumber: http://arxiv.org/ftp/arxiv/papers/1012/1012.4170.pdf ….. Diunduh 22/3/2012

  21. Removing Barriers to Interdisciplinary Research Naomi Jacobs, Martyn Amos Novel Computation Group. School of Computing, Mathematics and Digital Technology. Manchester Metropolitan University. UK. The nature of interdisciplinary research Although one might assume that interdisciplinary research is simply work which “covers more than one traditional discipline” or “falls between disciplines”, it is often difficult to find a definition that is truly useful to the identification of IDR (Aram, 2004). It is not often obvious where traditional disciplinary boundaries lie, or what actually constitutes crossing them. There may also be different degrees or typologies of IDR (Huutoniemi, et al., 2010), which vary between institutions, or may be characteristic of specific disciplines involved in a collaboration. Siedlok and Hibbert (2009), investigate the usage of various terminologies and what, if any, differences exist between interdisciplinary, multidisciplinary, cross-disciplinary, transdisciplinary research, or simply ‘borrowing’ (Zahra and Newey, 2009). They find that definitions vary and are often unclear, so in what follows, the term ‘interdisciplinary research’ is used to cover all of the above terms. Aram, J.D. (2004). Concepts of interdisciplinarity: configurations of knowledge and action. Human Relations 36, 407-421. Huutoniemi, K., Thompson Klein, J., Bruun, H., Huukinen, J. (2010). Analyzing interdisciplinarity: typology and indicators. Research Policy 39, 79-88. Siedlok, F., Hibbert, P. (2009). Interdisciplinary research: A review of contextual and process factors. Paper presented at Australia and New Zealand Academy of Management: Sustainable Management and Marketing, 1-4 December 2009, Melbourne, Australia. Zahra, S.A., Newey, L.R. (2009). Maximizing the impact of organization science: theory-building at the intersection of disciplines and/or fields. Journal of Management Studies 46:6, 1059-1075. Sumber: http://arxiv.org/ftp/arxiv/papers/1012/1012.4170.pdf ….. Diunduh 22/3/2012

  22. Removing Barriers to Interdisciplinary Research Naomi Jacobs, Martyn Amos Novel Computation Group. School of Computing, Mathematics and Digital Technology. Manchester Metropolitan University. UK. Following investigation and field testing, Aboelelaet al. propose the following definition for IDR: “[Interdisciplinary research is] any study or group of studies undertaken by scholars from two or more distinct scientific disciplines. The research is based upon a conceptual model that links or integrates theoretical frameworks from those disciplines, uses study design and methodology that is not limited to any one field, and requires the use of perspectives and skills of the involved disciplines through-out multiple phases of the research process.” Aboelelaet al. (2007). This definition raises the question of what constitutes a discipline, and exactly why discourse between them should be encouraged. The word “discipline” may be defined as “a branch of instruction or academia”; however there exist secondary meanings of the word, in terms of “conforming to rules and order” (e.g. “self-discipline”, etc.). The implication of this is that disciplinary boundaries are related to defined structures and strictures. Aboelela, S., Larson, E., Bakken, S., Carrasquillo., O., Formicola., A., Glied, S., Haas, J. and Gebbie, K. (2007). Defining interdisciplinary research: Conclusions from a critical review of the literature. HSR: Health Services Research 42, 329-346. http://computingforsustainability.wordpress.com/category/visualisingsustainability/feed/ Sumber: http://arxiv.org/ftp/arxiv/papers/1012/1012.4170.pdf ….. Diunduh 22/3/2012

  23. Removing Barriers to Interdisciplinary Research Naomi Jacobs, Martyn Amos Novel Computation Group. School of Computing, Mathematics and Digital Technology. Manchester Metropolitan University. UK. Why do interdisciplinary research? Rhoten and Parker (2004) suggest that, in many fields, the ‘easy’ work may be ‘finished’ and that the remaining questions being posed defy easy categorisation and fall outside traditional disciplinary frameworks. IDR programmes are therefore emerging to address these. It has been recognized that disciplinary boundaries can be limiting, and, in some cases, may create artificial barriers which restrict the type of questions that can be asked, due to differences in modes of thought (Frost and Jean, 2003). Staying within defined boundaries fosters the development of unique worldviews, perceptions, and ways of framing knowledge (Kincheloe, 2001). However, as with any group which splits itself off from others, communication outside the group may become more difficult. Individual researchers may seek to undertake IDR in order to overcome such limitations (Rhoten, 2004). There is evidence to support the idea that “real-world” applicable solutions are more likely to result from IDR (Rafols and Meyer, 2009), and researchers with industry connections are more likely to be involved in IDR (Carayol and Nguyen Thi, 2004). As noted by Jeffrey (2003, p.539), ‘Real-world problems do not come in disciplinary-shaped boxes’. Klein (In Stehr and Weingart, 2000) suggests that the practice of interdisciplinarity is built upon the foundations of disciplinarity, and requires the boundaries of disciplines to exist in order to create coherent work between them. This is backed up by Weingart (Ibid), who proposes that disciplinarity and interdisciplinarity are mutually reinforcing strategies, each necessary for effective knowledge production. Carayol, N. and Nguyen Thi, T.U. (2004). Why do academic scientists engage in interdisciplinary research? Research Evaluation 14, 70-79. Frost, S. and Jean, P. (2003). Bridging the disciplines. Interdisciplinary discourse and faculty scholarship. The Journal of Higher Education 74, 119-149. Jeffrey, P. (2003). Smoothing the waters: observations on the process of cross-disciplinary research collaboration. Social Studies of Science 33, 539-562. Kincheloe, J. (2001). Describing the bricolage: conceptualizing a new rigor in qualitative research. Qualitative Inquiry 7:6, 679-692. Rafols, I., Meyer, M. (2009) Diversity and network coherence as indicators of interdisciplinarity: case studies in bionanoscience. Scientometrics82, 263-287. Rhoten, D (2004) Interdisciplinary research: Trend or transition. Social Science Research Council 5, 6-11. Rhoten, D. and Parker, A. (2004) Risks and rewards of an interdisciplinary research path. Science 306, 2046. Sumber: http://arxiv.org/ftp/arxiv/papers/1012/1012.4170.pdf ….. Diunduh 22/3/2012

  24. Removing Barriers to Interdisciplinary Research Naomi Jacobs, Martyn Amos Novel Computation Group. School of Computing, Mathematics and Digital Technology. Manchester Metropolitan University. UK. Barriers to interdisciplinarity Carayol and Nguyen Thi (2004) investigate a variety of factors which, they hypothesise, affect the likelihood of IDR being carried out. These include the level of multidisciplinarity in the research team and the diversity of a researcher’s publications, as well as personal factors such as the size of the laboratory and researcher age. Siedlok and Hibbert (2009) list a variety of factors which can contribute to the failure of IDR, grouped into four categories: (1) Disciplinary (such as cultural barriers). (2) Personal (such as lack of experience and time constraints). (3) Institutional (such as funding schemes, career constraints and authorship/patenting issues). (4) Procedural (such as lack of access to evaluation tools). Some specific factors may fall into more than one category, and similar categorisations are also used by other investigators, such as Morse et al. (2007). Using the framework established by Siedlok and Hibbert (2009), we now examine each class of barrier in more detail. Carayol, N. and Nguyen Thi, T.U. (2004). Why do academic scientists engage in interdisciplinary research? Research Evaluation 14, 70-79. Morse, W.C., Nielsen-Pincus, M., Force, J.E., Wulfhorst, J.D. (2007). Bridges and barriers to developing and conducting interdisciplinary graduate-student team research. Ecology and Society 12:2, 8. Siedlok, F., Hibbert, P. (2009). Interdisciplinary research: A review of contextual and process factors. Paper presented at Australia and New Zealand Academy of Management: Sustainable Management and Marketing, 1-4 December 2009, Melbourne, Australia. Sumber: http://arxiv.org/ftp/arxiv/papers/1012/1012.4170.pdf ….. Diunduh 22/3/2012

  25. Removing Barriers to Interdisciplinary Research Naomi Jacobs, Martyn Amos Novel Computation Group. School of Computing, Mathematics and Digital Technology. Manchester Metropolitan University. UK. Disciplinary barriers As discussed above, the observation of disciplinary boundaries can lead to the emergence of particular styles of thinking and approaches to research within a discipline. It may be argued that there are very good reasons why disciplines are the preferred/traditional method for delineating academic research. Boundaries set by disciplines define the parameters and scope of new information to be considered, whereas an “open-ended” framework could possibly overwhelm inexperienced researchers (Bruce et al., 2004). Aram (2004) suggests that in order to begin an enquiry between or across disciplines, it is necessary to first identify the fundamental disciplines involved. The identification of underlying paradigms and assumptions is a crucial first step in any interdisciplinary venture. The extent to which two or more disciplines encounter issues with collaborative thought depends on the clarity and stability of each discipline's boundaries. Frost and Jean (2003) similarly note that disciplines (and institutions) each have their own patterns of attitudes, meanings, symbols and behaviours, and that the thoughts and behaviours of discipline members are influenced by the “knowledge traditions” in which they reside. These include categories of thoughts, common vocabularies and codes of conduct. Other prominent reasons for difficulty, include lack of existing conceptual frameworks upon which research can be built, the comparatively long time frames required for IDR to be successfully implemented, and the fact that initially basic knowledge within the areas of overlap may be lacking data points, leading to the necessary use of inductive approaches. Aram, J.D. (2004). Concepts of interdisciplinarity: configurations of knowledge and action. Human Relations 36, 407-421. Bruce, A., Lyall, C., Tait, J., and Williams, R. (2004). Interdisciplinary Integration in Europe: The case of the Fifth Framework Programme. Futures 36, 457-470. Frost, S. and Jean, P. (2003). Bridging the disciplines. Interdisciplinary discourse and faculty scholarship. The Journal of Higher Education 74, 119-149. Sumber: http://arxiv.org/ftp/arxiv/papers/1012/1012.4170.pdf ….. Diunduh 22/3/2012

  26. Removing Barriers to Interdisciplinary Research Naomi Jacobs, Martyn Amos Novel Computation Group. School of Computing, Mathematics and Digital Technology. Manchester Metropolitan University. UK. Measuring success An important aspect of IDR implementation is the notion of “success”. Lessons from the evaluation of IDR can inform its future implementation. In order to measure success, we may evaluate previous initiatives and establish (a) how “successful” they were, according to an agreed definition of the term, and (b) what factors contributed to this success. Klein (2008) and BoixMansilla and Gardner (2003) note that the evaluation of interdisciplinary research is a complex task, and few clear criteria for assessment exist in the literature. This is due, in part, to the highly variable nature of IDR, and the fact that context must be considered when carrying out assessment. Having reviewed the literature on IDR evaluation, Klein suggests a set of generic principles of evaluation, which cover the potential areas for variability in assessment criteria. Various measures have been used to examine the success of IDR, including publication data and bibliometrics (Morillo, Bordens and Gomez 2003), interviews, (Frost and Jean 2003), surveys and empirical analysis of research groups (Sanz- Menendez et al. 2001). BoixMansila and Gardner (2003) point out that there is a general lack of robust methodologies and toolkits for IDR assessment. However, Siedlok and Hibbert (2009) argue that such a standardised approach would actually be counterproductive, because of the varied nature of the work under study. BoixMansilla, V., and Gardner, H. (2003). Assessing interdisciplinary work at the frontier: An empirical exploration of ‘symptoms’ of quality. CNRS and InstitutNicod, Paris. Klein, J.T. (2008). Evaluation of interdisciplinarity and transdisciplinarity research. American Journal of Preventative Medicine 35, 116-123. Frost, S. and Jean, P. (2003). Bridging the disciplines. Interdisciplinary discourse and faculty scholarship. The Journal of Higher Education 74, 119-149. Morillo, F., Bordons, M. and Gomez, I. (2003). Interdisciplinarity in science: A tentative typology of disciplines and research areas. Journal of the American Society for Information Science and Technology 54, 1237-1249. Sanz-Menéndez, L., Bordons, M. and Zulueta, M.A. (2001). Interdisciplinarity as a multidimensional concept: measure in three different research areas. Research Evaluation 10, 47-58. Sumber: http://arxiv.org/ftp/arxiv/papers/1012/1012.4170.pdf ….. Diunduh 22/3/2012

  27. Removing Barriers to Interdisciplinary Research Naomi Jacobs, Martyn Amos Novel Computation Group. School of Computing, Mathematics and Digital Technology. Manchester Metropolitan University. UK. Mencapai Keberhasilan IDR Several case studies examine the successful outcomes of specific interdisciplinary programmes (Cech and Rubin, 2004). The authors often explicitly identify the factors which lead to a successful collaborative project, and we now summarise these according to the types of barrier that they address. Mengatasi Kendala IDR Fay et al. (2006) suggest ways in which projects can avoid previously-discussed disciplinebased misinterpretations, and facilitate development of shared mental models and common ground. They emphasise the importance of building a cohesive project ‘group’ via methods such as frequent non-project-related interactions, and the creation of high level goals which are shared and supported by the entire project team. Communication issues arising from disciplinary differences must be addressed by implementing both formal and informal communication strategies (Morse et al. 2007). However this process, and the development of a ‘shared symbolic repertoire’, can be time consuming, and a long-term project in its own right (Duncker 2001). Cech, T.R., Rubin, G.M. (2004). Nurturing interdisciplinary research. Nature Structural & Molecular Biology 11:12, 1166-1169. Duncker, E. (2001). Symbolic communication in multidisciplinary cooperations. Science, Technology and Human Values 26, 349-386. Fay, D., Borrill, C., Amir, Z., Haward, R. and West, M. (2006). Getting the most out of multidisciplinary teams: A multi-sample study of team innovation in health care. Journal of Occupational and Organisational Psychology 79, 553-567. Morse, W.C., Nielsen-Pincus, M., Force, J.E., Wulfhorst, J.D. (2007). Bridges and barriers to developing and conducting interdisciplinary graduate-student team research. Ecology and Society 12:2, 8. Sumber: http://arxiv.org/ftp/arxiv/papers/1012/1012.4170.pdf ….. Diunduh 22/3/2012

  28. MEMAKNAI KAJIAN INTERDISCIPLINARY Three definitions of interdisciplinary studies have gained wide recognition and express an emerging consensus among practitioners on what constitutes interdisciplinary research. The first is the definition advanced by Klein and Newell (1997): [Interdisciplinary studies is] a process of answering a question, solving a problem, or addressing a topic that is too broad or complex to be dealt with adequately by a single discipline or profession . . . and draws on disciplinary perspectives and integrates their insights through construction of a more comprehensive perspective. (pp. 393–394, italics added) This definition and its core premises have been incorporated into the definition of interdisciplinary research recently advanced by the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine (2005): Interdisciplinary research (IDR) is a mode of research by teams or individuals that integrates information, data, techniques, tools, perspectives, concepts, and/or theories from two or more disciplines or bodies of specialized knowledge to advance fundamental understanding or to solve problems whose solutions are beyond the scope of a single discipline or area of research practice. (p. 39, italics added). http://computingforsustainability.wordpress.com/category/visualisingsustainability/feed/

  29. Defining Interdisciplinary Studies. Veronica Boix Mansilla (2005) is particularly concerned with the product of interdisciplinary work or “interdisciplinary understanding.” This, she says, is the capacity to integrate knowledge and modes of thinking drawn from two or more disciplines to produce a cognitive advancement—for example, explaining a phenomenon, solving a problem, creating a product, or raising a new question—in ways that would have been unlikely through single disciplinary means. (p. 16, italics added) These definitions agree that interdisciplinarity involves • A process mode of research • The disciplines or bodies of specialized knowledge (i.e., disciplinary “perspectives”) • Integration of disciplinary insights • A cognitive advancement. http://computingforsustainability.wordpress.com/category/visualisingsustainability/feed/

  30. Defining Interdisciplinary Studies. From these definitions, it is possible to advance an integrated definition of interdisciplinary studies: Interdisciplinary studies is a process of answering a question, solving a problem, or addressing a topic that is too broad or complex to be dealt with adequately by a single discipline and draws on disciplinary perspectives and integrates their insights to produce a more comprehensive understanding or cognitive advancement. This definition includes four concepts—process, disciplinary perspectives , insights, and an interdisciplinary understanding. Research of any kind is a process—a means or a tool, not an end—and to conduct research, it is reasonable to make this process as systematic as possible. Interdisciplinarians typically describe the doing of interdisciplinary research as a “process” rather than “method” because process allows for greater methodological flexibility, particularly when working in the humanities. It also includes the notion of reflexive scholarship or self-critique. As Matts Alvesson and Kaj Sköldberg (2000) maintain, “The process of research must include self-reflexivity” (p. 144).. http://computingforsustainability.wordpress.com/category/visualisingsustainability/feed/

  31. Interdisciplinary Studies Is Not Multidisciplinary Studies Regrettably, the terms “interdisciplinarity” and “multidisciplinarity” have often been seen as synonymous and, consequently, have caused much confusion. Multidisciplinarity refers to the placing side by side of insights from two or more disciplines as, for example, one might find in a course that invites instructors from different departments to explain their discipline’s perspective on the course topic in serial fashion but makes no attempt to integrate the insights produced by these perspectives into an interdisciplinary understanding of the topic. The main difference between them lies in the mechanism of the research process and the end product (Rogers et al., 2005, p. 267). By contrast, multidisciplinarity and interdisciplinarity seek to overcome disciplinary monism, but in different ways. Multidisciplinarity limits its activity to merely appreciating different disciplinary perspectives. But interdisciplinarity means defying disciplinary limits on what theories, concepts, and methods are appropriate to a problem and being open to alternative methods of inquiry, using different disciplinary tools, and carefully estimating the degree of usefulness of one tool versus another to shed light on the problem (Nikitina, 2005, pp. 413–414).

  32. Interdisciplinary Studies Is Not Transdisciplinary Studies The contrast between interdisciplinary studies and transdisciplinary studies lies in their differing approaches to the disciplines. Interdisciplinary studies relies primarily on the disciplines for their perspectives, insights, data, concepts, theories, and methods in the process of developing an interdisciplinary understanding of a particular problem, not a class of similar problems. Transdisciplinarity is “the application of theories, concepts, or methods across disciplines with the intent of developing an overarching synthesis” (Lattuca, 2001, p. 83). Transdisciplinarity, like interdisciplinarity, is descriptive of collaborative research and problem solving that, unlike interdisciplinarity, crosses both disciplinary boundaries and sectors of society by including stakeholders in the public and private domains. Transdisciplinarity berbeda dengan interdisciplinarity dalam hal teori, konsep , atau methodenya tidak dipinjam dari satu disiplin dan diaplikasikan ke disiplin lainnya yang mengkaji problematik yang sama; tetapi lebih bersifat lintas disiplin dan oleh karenanya dapat digunakan pada banyak bidang kajian.

  33. . The Premise of Interdisciplinary Studies A major premise of interdisciplinary studies is that the disciplines (including interdisciplines) themselves are the necessary preconditions for and foundations of interdisciplinarity. This premise is implicit both in the definition of interdisciplinary studies and, as already noted, in the very concept of interdisciplinarity itself. “Precondition” means prerequisite; it also means preparation. The disciplines, despite their limitations, are appropriate starting points for doing interdisciplinary research. Saying that the disciplines are the necessary “preconditions for” and “foundations of” interdisciplinarity does not mean that the other sources of knowledge using in their interdisciplinary work should be excluded or even marginalized in every instance. The interdisciplinary researcher must integrate them with disciplinary knowledge at some point in order to achieve the goal or result of the interdisciplinary research process—an interdisciplinary understanding. This understanding provides new meaning to the object of inquiry. Sumber: http://en.wikipedia.org/wiki/Disciplinary ….. Diunduh 22/3/2012

  34. How the Term Interdisciplinarity: Is Variably Used Today The term interdisciplinarity has undergone a metamorphosis since it was coined by the Organization for Economic Cooperation and Development (OECD) in France in 1972. The OECD distinguished multi-, pluri-, inter-, and transdisciplinary forms of knowledge formation from disciplinarity. According to this typology, the most basic distinction is between “multidisciplinarity” and “interdisciplinarity.” As noted earlier, multidisciplinarity juxtaposes disciplinary perspectives. The disciplines speak with separate voices on a problem of mutual interest. However, the disciplinary status quo is not interrogated, and the distinctive elements of each discipline retain their original identity. In contrast, interdisciplinarity consciously integrates separate disciplinary data, concepts, theories, and methods to produce an interdisciplinary understanding of a complex problem or intellectual question (Klein & Newell, 1997). Sumber: http://computingforsustainability.wordpress.com/category/visualisingsustainability/feed/….. Diunduh 22/3/2012

  35. FORMS OF INTERDISCIPLINARITY Klein (2005a) cautions, however, that not all interdisciplinarities are the same. “Disagreements about definition,” she says, “reflect differing views of the purpose of research and education, the role of disciplines, and the role of critique” (p. 55). There are three major forms of interdisciplinarity: instrumental interdisciplinarity, conceptual interdisciplinarity, and critical interdisciplinarity. Instrumental interdisciplinarity is a pragmatic approach that focuses on research, methodological borrowing, and practical problem solving in response to the external demands of society. However, borrowing alone is not sufficient for instrumental interdisciplinarity but requires integration. The key distinction between instrumental interdisciplinarity and critical interdisciplinarity (discussed later in this chapter) is the objective: Instrumental interdisciplinarity seeks to solve real-world problems or to illuminate and critique the assumptions of the perspectives (disciplinary, ideological, etc.) on which interdisciplinarity draws. Sumber: http://computingforsustainability.wordpress.com/category/visualisingsustainability/feed/….. Diunduh 22/3/2012

  36. Conceptual interdisciplinarity, also pragmatic . Conceptual interdisciplinarity, also pragmatic, emphasizes the integration of knowledge and the importance of posing questions that have no single disciplinary basis (Salter & Hearn, 1996, p. 9). This notion of interdisciplinarity often implies a critique of disciplinary understandings of the problem, as in the case of cultural studies, feminist, and postmodern approaches. An example of conceptual interdisciplinarity, where the integrative concept is identity, is a study of the role of reggae music in affirming the cultural and political identity of postcolonial black Jamaicans (Lattuca, 2001). The third form of interdisciplinarity is critical interdisciplinarity, which aims to interrogate existing structures of knowledge and education, raising questions of value and purpose. Critical interdisciplinarians fault the pragmatists for merely combining existing disciplinary approaches without advocating transformation. Rather than building bridges across academic units for practical problem-solving purposes, critical interdisciplinarians seek to transform and dismantle the boundary between the literary and the political, treat cultural objects relationally, and advocate inclusion of low culture (Klein, 2005). Sumber: http://computingforsustainability.wordpress.com/category/visualisingsustainability/feed/….. Diunduh 22/3/2012

  37. Interdisciplinarity Is Used to Describe a Research Process. The interdisciplinary research process is the subject of Chapters 6–12. As noted in the integrated definition of interdisciplinary studies, the purpose or product of the research process is a cognitive advancement or interdisciplinary understanding of a particular problem. Integration is a means to that end, not an end in itself. The integrative part of the interdisciplinary research process involves identifying relevant disciplinary insights into the problem; evaluating ways in which these may conflict; creating or discovering the common ground concept, theory, or assumption by which the insights can be reconciled; and thereby producing an interdisciplinary understanding of the problem. Sumber: http://computingforsustainability.wordpress.com/category/visualisingsustainability/feed/ ….. Diunduh 22/3/2012

  38. . The Interdisciplinary Research Process Interdisciplinarity Is Used to Describe a Change in Knowledge Production Knowledge production refers to scholarly research published in the form of peer-reviewed articles and books. The discussion about interdisciplinarity is a dialogue about innovation—that is, change—in the means of knowledge production. Disciplinary researchers traditionally are trained to produce knowledge differently than are interdisciplinarians. Interdisciplinarians borrow from the disciplines and integrate this information to produce new insights and meanings. This activity, which goes against the grain of what many disciplinary researchers have been taught to do and to protect, is needed because knowledge is increasingly interdisciplinary and boundary crossing is commonplace. Sumber: ….. Diunduh 22/3/2012

  39. Institute for Demographic Research (IDR) The Institute for Demographic Research (IDR) is a department at the Lithuanian Social Research Centre. The main focus of IDR activities is the research of socio-demographic processes. The IDR is gathering and analysing data of main demographic processes - fertility, family changes, migration, mortality and ageing. Moreover, the Institute is shaping the conceptual frameworks and strategic outlines of population policy, analyses the efficiency of population policy. Due to the rapid changes of demographic situation, recently the emphasis is being put on analysis of demographic processes and structures, family structures and transformations of family relationships, population mortality changes, socio-demographic differences and migration. Sumber: http://computingforsustainability.files.wordpress.com/2010/10/bellmorse_kidd_tree.jpg….. Diunduh 23/3/2012

  40. Interdisciplinary Research Institutes UNIVERSITY OF AMSTERDAM. Research at VU University Amsterdam covers a wide range of fields that often cut across disciplinary boundaries. In order to encourage and accommodate interdisciplinary research, the university has established interdisciplinary research (IDR) institutes in which researchers can meet, share their expertise and join forces in the acquisition of external funding. The IDR institutes enhance the scientific quality and the societal impact of research, and they enjoy an excellent reputation due to their successful PhD and research Master’s programmes, worldwide recruitment of staff and students, and active participation in international networks and consortia. They are also highly esteemed, both nationally and internationally, on account of their excellent research facilities. Sumber: http://computingforsustainability.files.wordpress.com/2010/05/puhakka_prism_crop.jpg….. Diunduh 23/3/2012

  41. JOURNAL OF INTERDISCIPLINARY AND MULTIDISCIPLINARY RESEARCH. Volume 1, Issue 1, 2007 Promoting Tourism As U.S. Foreign Aid: Building On The Promise Of The Caribbean Basin Initiative Dr. Robertico R. Croes Abstract Many economists are questioning the role of foreign aid as a development tool. The Caribbean region has received significant amounts of foreign aid but with mixed results. The regionconfronts daunting development issues, such as declining productivity and employment against the backdrop of a challenging international environment with a high risk of natural disasters. The study argues that tourism is a stable source of growth for the region and has great potential as a mechanism for distributing foreign aid in a market driven approach that may avoid several of the shortcomings of traditional foreign aid. The Caribbean Basin Initiative includes fiscal incentives for U.S. citizens to travel to certain Caribbean countries for the purpose of strengthening their economies and should serve as a model for further study andinnovation. This study assesses whether tourism can serve as an approach to delivering U.S. aid to the Caribbean.. Sumber: http://www.sustainabletourismmanagement.com/education.html….. Diunduh 23/3/2012

  42. JOURNAL OF INTERDISCIPLINARY AND MULTIDISCIPLINARY RESEARCH. Volume 1, Issue 1, 2007 Promoting Tourism As U.S. Foreign Aid: Building On The Promise Of The Caribbean Basin Initiative Dr. Robertico R. Croes Conclusions Tourism has proven to be an important vehicle for the growth of many Caribbean countries, and therefore, it would behoove U.S. policymakers to consider foreign aid initiatives which acknowledge this fact and attempt to develop aid programs that expand tourism in the Caribbean. The United States attempted to achieve this by incorporating tax breaks in the CBI legislation for Americans who attend conventions and conferences in designated CBI countries. Sumber: http://computingforsustainability.files.wordpress.com/2010/05/tilley_sustainability_enterprise.jpg….. Diunduh 23/3/2012

  43. Environment, Development and Sustainability A Multidisciplinary Approach to the Theory and Practice of Sustainable Development Editors-in-Chief: B. Nath; L. Hens; D. Pimentel. ISSN: 1387-585X (print version) ISSN: 1573-2975 (electronic version). Journal no. 10668 Springer Netherlands Environment, Development and Sustainability is an international, multidisciplinary journal covering all aspects of the environmental impacts of socio-economic development. Concerned with the complex interactions between development and environment, its purpose is to seek ways and means for achieving sustainability in all human activities aimed at such development. Coverage includes interactions among society, development and environment, and their implications for sustainable development; technical, economic, ethical and philosophical aspects of sustainable development; local, regional and global sustainability and their practical implementation; development and application of indicators of sustainability; development, verification, implementation and monitoring of policies for sustainable development; sustainable use of land, water, energy and biological resources in development; impacts of agriculture and forestry activities on soil and aquatic ecosystems and biodiversity, and much more. Lingkupkajianjurnalinimeliputi: Mutual interactions among society, development and environment, and their implications for sustainable development Technical, economic, ethical and philosophical aspects of sustainable development Global sustainability - the obstacles and ways in which they could be overcome Local and regional sustainability initiatives, their practical implementation, and relevance for use in a wider context Development and application of indicators of sustainability Development, verification, implementation and monitoring of policies for sustainable development Sustainable use of land, water, energy and biological resources in development Impacts of agriculture and forestry activities on soil and aquatic ecosystems and biodiversity Effects of energy use and global climate change on development and sustainability Impacts of population growth and human activities on food and other essential resources for development Role of national and international agencies, and of international aid and trade arrangements in sustainable development Social and cultural contexts of sustainable development Role of education and public awareness in sustainable development Role of political and economic instruments in sustainable development Shortcomings of sustainable development and its alternatives.

  44. Environment, Development and Sustainability Volume 11, Number 5, 971-988, DOI: 10.1007/s10668-008-9162-3 Exergy for better environment and sustainability Mehmet Kanoglu, Ibrahim Dincer and Yunus A. Cengel Abstract In this paper, some key aspects and definitions of exergy are presented, and practical examples are given in order to highlight its usefulness in design, analysis and performance improvement for various types of energy processes for better environment and sustainable development. The relations between exergy, sustainability and environmental impact are illustrated to show how improving the performance of the process through exergy efficiency affects the environmental impact and sustainable development. Both exergy and energy efficiencies for various systems/processes are also studied for comparison purposes. Sumber: http://computingforsustainability.files.wordpress.com/2010/05/parkes_diamond.jpg….. Diunduh 23/3/2012

  45. . Environment, Development and Sustainability Volume 10, Number 2, 179-192, DOI: 10.1007/s10668-006-9058-z A New Conceptual Framework for Sustainable Development Yosef Jabareen Abstract A critical review of the multidisciplinary literature on sustainable development reveals a lack of a comprehensive theoretical framework for understanding sustainable development and its complexities. A critical review shows that the definitions of sustainable development are vague; there is a lack of operative definitions and disagreement over what should be sustained; the concept is unclear in terms of emotional commitment; and it “remains a confused topic”, “fraught with contradictions”. This article aims to theoretically synthesize the interdisciplinary literature on sustainable development, and then identify the results by broad categories. Therefore, this article uses conceptual analysis, which reviews multidisciplinary literature on sustainable development, which recognizes patterns and similarities within the literature, then it synthesizes the patterns to different categories and independent concepts, where each concept has distinctive meanings and represents close ideas on sustainability. The analytical process elaborates seven concepts that together assemble the theoretical framework of ‘sustainable development’ and each concept represents distinctive meanings of the theoretical framework. . Sumber: http://computingforsustainability.files.wordpress.com/2010/05/scottishparlimentgif.gif ….. Diunduh 23/3/2012

  46. Environment, Development and Sustainability Volume 11, Number 5, 933-954, DOI: 10.1007/s10668-008-9159-y Resource management for sustainable development: a community- and GIS-based approach Tofael Ahamed, M. I. N. Khan, Tomohiro Takigawa, Masayuki Koike, Farhat Tasnim and J. M. Q. Zaman Abstract A combined approach utilizing GIS, Participatory Rural Appraisal (PRA) and Focus Group Discussion (FGD) has been developed for resource mapping in a rural poverty-prone area of Bangladesh. This model integrated GIS and participatory tools to include the voices of the stakeholders in assessing available resources and needs. The resource mapping framework, developed using PRA with local community people and community gatekeepers, was aimed at sustainable resource management, and ArcView GIS was used to digitize the resource maps as a Decision Support System (DSS). A detailed assessment and analysis of the quality, quantity and physical status of resources was first mapped in the field and then digitized using GIS. FGD-based interaction with community people at each union in a subdistrict of Bangladesh revealed stakeholders’ opinions on land and water body management. The present paper demonstrates the power of this model as a policy-making tool for sustainable development and poverty eradication. It also recognized the need for collaboration between interdisciplinary policy planners and researchers to develop and implement a policy on agricultural resource management for poverty-prone areas. Sumber: ….. Diunduh 23/3/2012

  47. Environment, Development and Sustainability Volume 7, Number 4, 465-500, DOI: 10.1007/s10668-004-5410-3  Urbanisation Without Development: Environmental and Health Implications in African Cities Kwasi Boadi, Markku Kuitunen, Kolawole Raheem and Kari Hanninen . Abstract Sustainable development advocates for a balance between socio-economic development and the environment in the pursuit of human advancement. In Africa, high population growth and inadequate infrastructure in urban areas exert pressure on the environment and this threatens the health and wellbeing of urban residents. The population of the African continent until the 1960s was predominantly rural. This scenario has taken a swift turn and some of the major shifts in the global urbanisation process are taking place on the continent. Factors including natural increase in the population, rural–urban migration, strife and hunger leading to the internal displacement of populations have exacerbated the urbanisation process in Africa. The situation has been worsened by the imposition of Western development policies, including structural adjustment programmes on African nations, which has eroded the subsistence base of rural agricultural communities and further ignited rural urban migration. The failure of industry to absorb the increasing labour force has created massive unemployment and deepening poverty crisis in urban centres. Inadequate provision of infrastructure and services to meet the growth in urban populations has resulted in inefficient spatial development of urban centres, the proliferation of squatter settlements, inadequate basic amenities including potable water, sanitation and waste disposal. Poor environmental sanitation has resulted in the upsurge of infectious diseases and deteriorating urban health. Urban populations in Africa are also the worst affected by newly emerging diseases, particularly HIV/AIDS. The poor bear a disproportionately large share of the problems due to their particular vulnerability to environmental and health risks. . Sumber: ….. Diunduh 23/3/2012

  48. Influencing factors on sustainable development: a case study in Quang Tri province, Vietnam Le Trinh Hai, Pham Hoang Hai , Tran Anh Dung , Luc Hens. Environ Dev Sustain (2010) 12:103–116 Abstract Background Sustainable development (SD) is a common concept. Knowledge and attitudes are essential in the SD process. This study assesses the knowledge, attitudes, and practices (KAP) of local people about SD. Aim To study the factors that influence the understanding of the concept, contents, and indicators of different aspects affecting the health and environmental issues. Methods A cross-sectional study was carried out from June to July 2007 among 546 households in the Quang Tri province. Data were gathered on basis of socio-demographic variables, namely age, gender, education, occupation, income, and region. Chi square tests and multivariate analysis were performed on the obtained data. The data were cleaned and analysed using SPSS 15.0 for windows. Results Occupation is related to knowledge, attitude, or practice. Income is related to knowledge or practice. Gender related to only attitude. Lastly, region is related to attitude or practice. The proportion of wrong understanding about SD is 2.0 times (95% CI: 1.3; 3.1, p\0.001) higher than that of the people who have good understanding about it. The rate of willingness to do any related SD programmes of the people who understanding is 2.1 times (95% CI: 1.4; 3.2, p\0.001) higher than that of the people who have bad one. Conclusions This study shows that knowledge on sustainability of the local communities is low. Occupation and income influence understanding of SD more than region, age, gender, and education. Most of the local people who do not understand SD in general, do not want to participate or act in SD programmes.. Sumber: ….. Diunduh 23/3/2012

  49. Influencing factors on sustainable development: a case study in Quang Tri province, Vietnam Le Trinh Hai, Pham Hoang Hai , Tran Anh Dung , Luc Hens. Environ Dev Sustain (2010) 12:103–116 RESEARCH METHOD A cross-sectional community based study was conducted during the period of June to July 2007 where participants ranged between 16 and 75 years. A random digit table was used to select the first household in a village. Thereafter, a ‘‘door to door’’ strategy was applied to select the next household until enough households in each district were included. In each district, 182 households were conducted. If a village did not have enough households, the investigators extended the sample size with households from a neighbouring village. In each household, one representative spokesperson was interviewed to collect information on the composition of the family and their comprehension of SD, indicators, and their performance. The completed questionnaires were manually checked before the results were transferred to the computer. The explanatory variables entail: • Knowledge includes understanding the SD concept, (the SD concept was divided into 2 groups of knowing less than 5 issues and 5 to 9 issues), and the content of SD (involving 2 groups of less than 5 and from 5 to 16 indicators). • Attitude: willingness to participate in SD programmes. • Practice: participation in programmes on health care and/or environment. The sum of the scores for the above three aspects for those who have the knowledge about SD including the ones who know the concept and the ones who can identify the content and indicators ranging from 0 to 26 points are divided as follows: • Not accepted indicates who scored from 0 to 12 points. • Accepted indicates who scored from 13 to 26 points. Pearson’s chi square-tests were used to compare the variables between factors and events. Logistic regressions using the forward stepwise method allowed us to determine the relationship between the factors. The Statistical Package for Social Sciences (SPSS for Windows, release 15.0) was used for this purpose. The 95% confidence intervals were derived for each variable coefficient. A p-value of 0.05 was considered statistically significant.. Sumber: ….. Diunduh 23/3/2012

  50. Influencing factors on sustainable development: a case study in Quang Tri province, Vietnam Le Trinh Hai, Pham Hoang Hai , Tran Anh Dung , Luc Hens. Environ Dev Sustain (2010) 12:103–116 Path diagram of the factors influencing SD Sumber: ….. Diunduh 22/3/2012

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