This research aimed to enhance the 21st-century skills of students at Sarakulnawitaya School by focusing on communication skills, creativity, critical thinking, and collaboration. The research methodology was Participatory Action Research. The objectives of the research were threefold: 1) change occurred, 2) learning developed, and 3) knowledge gained from practical experience. The research involved 20 teachers as co-researchers and 50 students. The results of this study compared the average performance across three phases: before and after the implementation of Cycle 1, and after the implementation of Cycle 2. The findings indicated that: 1) The implementation of 55 predetermined strategies for enhancing learners' skills in the 21st century resulted in the increase of the average scores from 2.42 to 2.74 and 3.02, respectively, while students' communication, creativity, and analytical thinking, and teamwork skills improved as reflected in their average scores of 2.46, 2.77, and 3.06. 2) The research team, participants, and educational institution gained knowledge and learning from the various implementation phases, particularly in terms of team awareness, mutual assistance, systematic problem-solving, and collaboration. 3) The research yielded valuable insights into the relationship between driving forces that hinder change, methods for overcoming resistance, and the resulting changes. This knowledge is referred to as the "Teacher-Involved Model for Enhancing 21st-Century Learner Skills in Sarakulnawitaya School."
{"title":"Teachers with Participatory Action to Enhance 21st Century Learner Skills","authors":"Supawinee Sopin, Wirot Sanrattana","doi":"10.5430/wje.v13n3p79","DOIUrl":"https://doi.org/10.5430/wje.v13n3p79","url":null,"abstract":"This research aimed to enhance the 21st-century skills of students at Sarakulnawitaya School by focusing on communication skills, creativity, critical thinking, and collaboration. The research methodology was Participatory Action Research. The objectives of the research were threefold: 1) change occurred, 2) learning developed, and 3) knowledge gained from practical experience. The research involved 20 teachers as co-researchers and 50 students. The results of this study compared the average performance across three phases: before and after the implementation of Cycle 1, and after the implementation of Cycle 2. The findings indicated that: 1) The implementation of 55 predetermined strategies for enhancing learners' skills in the 21st century resulted in the increase of the average scores from 2.42 to 2.74 and 3.02, respectively, while students' communication, creativity, and analytical thinking, and teamwork skills improved as reflected in their average scores of 2.46, 2.77, and 3.06. 2) The research team, participants, and educational institution gained knowledge and learning from the various implementation phases, particularly in terms of team awareness, mutual assistance, systematic problem-solving, and collaboration. 3) The research yielded valuable insights into the relationship between driving forces that hinder change, methods for overcoming resistance, and the resulting changes. This knowledge is referred to as the \"Teacher-Involved Model for Enhancing 21st-Century Learner Skills in Sarakulnawitaya School.\"","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73610695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to implement the project "Mobilize Cooperation to Develop to Be the Classroom of the 21st Century in Sarakulnawitaya School ", which is one of the research projects that is related to education in the 21st Century, using the Participatory Action Research (PAR) methodology consisting of Planning, Acting, Observing, and Reflecting (PAOR) for two cycles. Each Cycle lasted one semester during the Academic Year of 2022. The expected outcome was to promote changes, learning, and the knowledge gained from practice. The research participants consisted of seven teachers and administrators, two community leaders, three parents of students, and three school supporters. A total of 50 students received benefit from the development. The results from the comparative practice of three periods (before the first cycle, after the first cycle, and after the second cycle) showed the following: (1) there had been improvements in the implementation of the work and in the quality of classrooms aligned with the ideas of the 21st Century; 2) the research team, the research participants, and the school gained various learning experiences, especially in: (a) building networks with communities and related organizations, (b) creating sustainable relationships, and (c) achieving successful work outcomes; and 3) knowledge gained from practice demonstrated the causal relationship between the driving force used to promote change, the resistance to change, the methods used to overcome the resistance to change, and the resulting outcomes, which is the prototype model called "Mobilize Cooperation to Develop to Be the Classroom of the 21st Century in Sarakulnawitaya School."
{"title":"Mobilize Cooperation to Develop to Be the Classroom of the 21st Century","authors":"Phramaha Patoompoom Panyapatheepo, Phrakru Sutheejariyawattana","doi":"10.5430/wje.v13n3p24","DOIUrl":"https://doi.org/10.5430/wje.v13n3p24","url":null,"abstract":"The aim of this study was to implement the project \"Mobilize Cooperation to Develop to Be the Classroom of the 21st Century in Sarakulnawitaya School \", which is one of the research projects that is related to education in the 21st Century, using the Participatory Action Research (PAR) methodology consisting of Planning, Acting, Observing, and Reflecting (PAOR) for two cycles. Each Cycle lasted one semester during the Academic Year of 2022. The expected outcome was to promote changes, learning, and the knowledge gained from practice. The research participants consisted of seven teachers and administrators, two community leaders, three parents of students, and three school supporters. A total of 50 students received benefit from the development. The results from the comparative practice of three periods (before the first cycle, after the first cycle, and after the second cycle) showed the following: (1) there had been improvements in the implementation of the work and in the quality of classrooms aligned with the ideas of the 21st Century; 2) the research team, the research participants, and the school gained various learning experiences, especially in: (a) building networks with communities and related organizations, (b) creating sustainable relationships, and (c) achieving successful work outcomes; and 3) knowledge gained from practice demonstrated the causal relationship between the driving force used to promote change, the resistance to change, the methods used to overcome the resistance to change, and the resulting outcomes, which is the prototype model called \"Mobilize Cooperation to Develop to Be the Classroom of the 21st Century in Sarakulnawitaya School.\"","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87093328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Feedback is an essential aspect of the teaching and learning process since it can objectively describe the learner's performance and guide him through revising their work to improve their academic performance. Studies regarding its application in education have recorded significant pedagogical benefits at the teaching and learning levels. The paper presents the results of a systematic literature review of 76 studies (2012-2022), which evaluated the contribution of teacher feedback to the revision of student work. The review was based on the PRISMA methodology, and studies were selected based on quality criteria. The results showed that most of the studies recorded significant benefits from the application of several types of feedback processes in the successful revision of trainees' work, such as the successful correction of errors, the improvement of the quality of their texts, the assimilation of improvement strategies and the receptivity of teachers and learners. Most of the research concerns English as a second and foreign language course and academic writing, recorded in higher education and collected self-report data, utilizing primarily quasi-experimental intervention.
{"title":"The Contribution of Teacher Feedback to Learners’ Work Revision: A Systematic Literature Review","authors":"Angelos Charalampous, Maria Darra","doi":"10.5430/wje.v13n3p40","DOIUrl":"https://doi.org/10.5430/wje.v13n3p40","url":null,"abstract":"Feedback is an essential aspect of the teaching and learning process since it can objectively describe the learner's performance and guide him through revising their work to improve their academic performance. Studies regarding its application in education have recorded significant pedagogical benefits at the teaching and learning levels. The paper presents the results of a systematic literature review of 76 studies (2012-2022), which evaluated the contribution of teacher feedback to the revision of student work. The review was based on the PRISMA methodology, and studies were selected based on quality criteria. The results showed that most of the studies recorded significant benefits from the application of several types of feedback processes in the successful revision of trainees' work, such as the successful correction of errors, the improvement of the quality of their texts, the assimilation of improvement strategies and the receptivity of teachers and learners. Most of the research concerns English as a second and foreign language course and academic writing, recorded in higher education and collected self-report data, utilizing primarily quasi-experimental intervention.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81606440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The operation in the research project for developing teachers towards enhancing the 21stCentury skills of students was one of the research projects on 21st Century Skills. It was a research operation that was based on the advancement of digital technology and a knowledge-based society in the 21st Century. Various international perspectives on developing the 21st century skills of students, which had been presented by experts, were gathered utilizing Research and Development methodology, with the aim of creating educational innovations that can be used to empower teachers' learning and subsequently promote students' development. This approach transformed the old belief of "Knowledge is Power" into the idea that "Knowledge and Action are power." It is believed that if teachers learn, they will put their knowledge into practice in the classroom, which, in turn, will lead to more effective results for their students. The research project resulted in an educational innovation called the "Online Self-Training Program for Developing Teachers to develop their Students' 21st Century Skills," which had been previously evaluated by those teachers, who were stakeholders in this educational innovation and who had already passed the experimental research in the field. The innovation has been found to be effective in accordance with the specified criteria. Therefore, it is possible for this educational innovation to be disseminated so that the teachers’ skills can be developed in order to enhance their students' 21st Century Skills in secondary schools that are affiliated with the Basic Education Commission, which is the target group for the widespread dissemination of this research work.
{"title":"Developing Teachers to Develop Students' 21st Century Skills","authors":"Raphiphan Mopara, Wirot Sanrattana","doi":"10.5430/wje.v13n3p94","DOIUrl":"https://doi.org/10.5430/wje.v13n3p94","url":null,"abstract":"The operation in the research project for developing teachers towards enhancing the 21stCentury skills of students was one of the research projects on 21st Century Skills. It was a research operation that was based on the advancement of digital technology and a knowledge-based society in the 21st Century. Various international perspectives on developing the 21st century skills of students, which had been presented by experts, were gathered utilizing Research and Development methodology, with the aim of creating educational innovations that can be used to empower teachers' learning and subsequently promote students' development. This approach transformed the old belief of \"Knowledge is Power\" into the idea that \"Knowledge and Action are power.\" It is believed that if teachers learn, they will put their knowledge into practice in the classroom, which, in turn, will lead to more effective results for their students. The research project resulted in an educational innovation called the \"Online Self-Training Program for Developing Teachers to develop their Students' 21st Century Skills,\" which had been previously evaluated by those teachers, who were stakeholders in this educational innovation and who had already passed the experimental research in the field. The innovation has been found to be effective in accordance with the specified criteria. Therefore, it is possible for this educational innovation to be disseminated so that the teachers’ skills can be developed in order to enhance their students' 21st Century Skills in secondary schools that are affiliated with the Basic Education Commission, which is the target group for the widespread dissemination of this research work.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86818904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Microwave-Assisted Extraction of Trimyristin from Nutmeg using Ethanol: A Greener Approach for the Undergraduate Organic Chemistry Laboratory","authors":"Taqarrub Hossain, D. Spencer, Richard W. Denton","doi":"10.12691/wjce-11-2-3","DOIUrl":"https://doi.org/10.12691/wjce-11-2-3","url":null,"abstract":"","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78412532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this research was to enhance the life and career skills of the students at Khon Kaen Wittayayon School in Khon Kaen Province by utilizing participatory action research methodology that involved the development of three aspects: (1) changes in the expected and unexpected outcomes from the implementation, (2) learning gleaned from the implementation process for the researchers, co-researchers, and school, and (3) the theoretical knowledge grounded in the specific context of Khon Kaen Wittayayon School. The target group for the development of the research was students in Grades 10-12 at Khon Kaen Wittayayon School, with a total of 268 individuals. The research involved 2 cycles and was comprised of 10 steps. The results of the study indicated the following: (1) there were improvements in both expected and unexpected outcomes, both in cases in which the jointly developed development guidelines had been followed and in cases, in which the expected life and career skills had been developed; (2) the researchers, co-researchers, and school learned together about the effectiveness of collaborative work, which had helped everyone to see the inefficiency of the individual work that had been carried out in the past; and (3) the theoretical knowledge gained from the implementation, which explained the relationships between expected changes and the driving forces behind those changes, the barriers to change, and the strategies for overcoming those barriers.
{"title":"Enhancing Life and Career Skills for Students in Khon Kaen Wittayayon School, Khon Kaen Province","authors":"Anunporn Pulnitiporn, Phramaha Suphachai Supakicco","doi":"10.5430/wje.v13n2p12","DOIUrl":"https://doi.org/10.5430/wje.v13n2p12","url":null,"abstract":"The objective of this research was to enhance the life and career skills of the students at Khon Kaen Wittayayon School in Khon Kaen Province by utilizing participatory action research methodology that involved the development of three aspects: (1) changes in the expected and unexpected outcomes from the implementation, (2) learning gleaned from the implementation process for the researchers, co-researchers, and school, and (3) the theoretical knowledge grounded in the specific context of Khon Kaen Wittayayon School. The target group for the development of the research was students in Grades 10-12 at Khon Kaen Wittayayon School, with a total of 268 individuals. The research involved 2 cycles and was comprised of 10 steps. The results of the study indicated the following: (1) there were improvements in both expected and unexpected outcomes, both in cases in which the jointly developed development guidelines had been followed and in cases, in which the expected life and career skills had been developed; (2) the researchers, co-researchers, and school learned together about the effectiveness of collaborative work, which had helped everyone to see the inefficiency of the individual work that had been carried out in the past; and (3) the theoretical knowledge gained from the implementation, which explained the relationships between expected changes and the driving forces behind those changes, the barriers to change, and the strategies for overcoming those barriers.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87116427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research was conducted in order to develop teachers to enhance the effective teamwork skills of their students in secondary schools. This was a part of a research project, which was based on advances in digital technology and the knowledge-based society of the 21st Century. Various useful perspectives on developing effective teamwork skills were collected from the internet and applied by utilizing Research and Development methodology. The aim was to achieve an educational innovation called an "Online Self-Training Program to Develop Teachers to Enhance Their Students' Effective Teamwork Skills". This program was intended to empower teachers with knowledge and skills that could be applied to classrooms and could ultimately enhance the learning outcomes of students. From the research resulted in such educational innovations that have been verified by teachers who are interested in implementing this educational innovation and through experimental research in the field, found that it is effective according to the specified criteria, namely 1 ) The teacher learning outcome on the posttest score met the standard criteria of 90/90 and the posttest score was significantly higher than the pretest score, and 2) The posttest score from the students' effective teamwork skills assessment was significantly higher than the pretest score. Therefore, it showed that this educational innovation can be disseminated for the development of teachers and students in secondary schools nationwide.
{"title":"Developing Teachers to Enhance Students' Effective Teamwork Skills","authors":"Supan Saysin, Phrakru Dhammapissamai","doi":"10.5430/wje.v13n2p1","DOIUrl":"https://doi.org/10.5430/wje.v13n2p1","url":null,"abstract":"This research was conducted in order to develop teachers to enhance the effective teamwork skills of their students in secondary schools. This was a part of a research project, which was based on advances in digital technology and the knowledge-based society of the 21st Century. Various useful perspectives on developing effective teamwork skills were collected from the internet and applied by utilizing Research and Development methodology. The aim was to achieve an educational innovation called an \"Online Self-Training Program to Develop Teachers to Enhance Their Students' Effective Teamwork Skills\". This program was intended to empower teachers with knowledge and skills that could be applied to classrooms and could ultimately enhance the learning outcomes of students. From the research resulted in such educational innovations that have been verified by teachers who are interested in implementing this educational innovation and through experimental research in the field, found that it is effective according to the specified criteria, namely 1 ) The teacher learning outcome on the posttest score met the standard criteria of 90/90 and the posttest score was significantly higher than the pretest score, and 2) The posttest score from the students' effective teamwork skills assessment was significantly higher than the pretest score. Therefore, it showed that this educational innovation can be disseminated for the development of teachers and students in secondary schools nationwide.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87203028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In postgraduate education, the supervisor is a very important actor in terms of the quality of the education process. Therefore, how graduate students perceive supervisor is important in terms of the quality of the educational process. In this study, it was aimed to determine the postgraduate students’ perceptions of supervisor and qualifications sought in the selection of supervisor. It is thought that determining how the supervising faculty members are perceived by postgraduate students and what the criteria are for the selection of supervisors may contribute to the field in terms of understanding the student and supervisor relationship on an academic basis in postgraduate education. This research is a qualitative study. The phenomenological design was used in the study. 51 postgraduate students studying in various departments at Dicle University, Institute of Educational Sciences participated in the study in the 2017-2018 academic year. As the data collection tool, a semi-structured interview form was developed by the researchers and used in the study. According to research findings, the criteria that graduate students want to consider in the selection of supervisors are seen as “Having a good command of subject”, “Good communication skills”, “Guidance”, “Close to my field of interest”, “Openness to innovation”, “Having the knowledge of method”, “Entrepreneur”, and “Experienced”. The findings of this research can be used in supervisor training programs to be organized in the field of graduate education. Research can be conducted to examine the expectations of the supervisor from the graduate students.
{"title":"Postgraduate Students' Perceptions of Supervisor and Qualifications that is Sought in the Supervisor Selection","authors":"I. Keskin, Taha Yazar, Behçet Oral","doi":"10.5430/wje.v13n1p45","DOIUrl":"https://doi.org/10.5430/wje.v13n1p45","url":null,"abstract":"In postgraduate education, the supervisor is a very important actor in terms of the quality of the education process. Therefore, how graduate students perceive supervisor is important in terms of the quality of the educational process. In this study, it was aimed to determine the postgraduate students’ perceptions of supervisor and qualifications sought in the selection of supervisor. It is thought that determining how the supervising faculty members are perceived by postgraduate students and what the criteria are for the selection of supervisors may contribute to the field in terms of understanding the student and supervisor relationship on an academic basis in postgraduate education. This research is a qualitative study. The phenomenological design was used in the study. 51 postgraduate students studying in various departments at Dicle University, Institute of Educational Sciences participated in the study in the 2017-2018 academic year. As the data collection tool, a semi-structured interview form was developed by the researchers and used in the study. According to research findings, the criteria that graduate students want to consider in the selection of supervisors are seen as “Having a good command of subject”, “Good communication skills”, “Guidance”, “Close to my field of interest”, “Openness to innovation”, “Having the knowledge of method”, “Entrepreneur”, and “Experienced”. The findings of this research can be used in supervisor training programs to be organized in the field of graduate education. Research can be conducted to examine the expectations of the supervisor from the graduate students.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"131 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91554162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background - In this paper, a spectroscopic method is used to quantify the methanol and ethanol together present in the hand sanitizers with the help of the FTIR-ATR spectrometer using the Beers law quant method. Objective - The aim of this study is to determine the content of methanol as an adulterant in the ethanol-based hand sanitizers which are commercially available in the local market of Hapur with the help of FTIR –ATR technique. Method - In order to find out the methanol, seven synthetic hand sanitizers of ethanol contaminated with methanol were prepared and three for cross-validation as per the formulation of WHO for hand sanitizers. The calibration curves were constructed using Beers law by finding the peak area in the range 1020-1022 cm -1 & 1044-1046 cm -1 for methanol and ethanol respectively using Quant software. The linear curves so obtained have shown the correlation coefficient 0.997 and 0.996 for methanol and ethanol respectively. Five branded ethanol-based hand sanitizers were analyzed by FTIR-ATR. Result- The analysis of the locally purchased hand sanitizers shows less content of ethanol than claimed in most of them. However, none of the brands shows the presence of methanol as an adulterant. The validity of the method can be verified by the three synthetic sanitizers which were adulterated by methanol. Conclusion - With the widespread of Covid-19 the presence of methanol in hand sanitizers cannot be ruled out which can be harmful to health. In this paper, we have used a technique that is fast, cost-effective, and accurate to evaluate the adulteration of methanol in hand sanitizers.
背景-本文采用光谱法，借助FTIR-ATR光谱仪，采用比尔斯定律定量方法，对洗手液中同时存在的甲醇和乙醇进行定量分析。目的-本研究的目的是借助FTIR - atr技术，确定在哈普尔当地市场上出售的乙醇基洗手液中甲醇的掺假含量。方法-为了找出甲醇，制备了7种被甲醇污染的乙醇合成洗手液，并根据WHO洗手液的配方进行交叉验证。使用Quant软件分别在1020-1022 cm -1和1044-1046 cm -1范围内寻找甲醇和乙醇的峰面积，根据比尔斯定律构建校准曲线。得到的线性曲线显示，甲醇和乙醇的相关系数分别为0.997和0.996。采用FTIR-ATR对5种品牌乙醇基洗手液进行分析。结果-对本地购买的洗手液进行分析后发现，大部分洗手液的乙醇含量低于所声称的含量。然而，没有一个品牌显示存在甲醇作为掺假。通过三种合成消毒液中掺入甲醇，验证了该方法的有效性。结论:随着Covid-19的广泛传播，不能排除洗手液中甲醇的存在，这可能对健康有害。在本文中，我们使用了一种快速、经济、准确的技术来评估洗手液中甲醇的掺假。
{"title":"The Quantitative Analysis of Ethanol-based Hand Sanitizers and Prediction of Methanol Adulteration Using FTIR-ATR Technique","authors":"Anuj Garg","doi":"10.12691/wjce-11-2-2","DOIUrl":"https://doi.org/10.12691/wjce-11-2-2","url":null,"abstract":"Background - In this paper, a spectroscopic method is used to quantify the methanol and ethanol together present in the hand sanitizers with the help of the FTIR-ATR spectrometer using the Beers law quant method. Objective - The aim of this study is to determine the content of methanol as an adulterant in the ethanol-based hand sanitizers which are commercially available in the local market of Hapur with the help of FTIR –ATR technique. Method - In order to find out the methanol, seven synthetic hand sanitizers of ethanol contaminated with methanol were prepared and three for cross-validation as per the formulation of WHO for hand sanitizers. The calibration curves were constructed using Beers law by finding the peak area in the range 1020-1022 cm -1 & 1044-1046 cm -1 for methanol and ethanol respectively using Quant software. The linear curves so obtained have shown the correlation coefficient 0.997 and 0.996 for methanol and ethanol respectively. Five branded ethanol-based hand sanitizers were analyzed by FTIR-ATR. Result- The analysis of the locally purchased hand sanitizers shows less content of ethanol than claimed in most of them. However, none of the brands shows the presence of methanol as an adulterant. The validity of the method can be verified by the three synthetic sanitizers which were adulterated by methanol. Conclusion - With the widespread of Covid-19 the presence of methanol in hand sanitizers cannot be ruled out which can be harmful to health. In this paper, we have used a technique that is fast, cost-effective, and accurate to evaluate the adulteration of methanol in hand sanitizers.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83270259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research purposes 1) to study teachers' competency in logistics and supply chain in vocational institutions, 2) to investigate teacher competencies in logistics and supply chain, and 3) to create and develop programs, 4) to strengthening teachers' competencies in logistics and supply chain. This research and development approach was separated into 3 phases; 1) teachers' competency in logistics and supply chain by experts; 2) requirement needs to develop the competency of teachers in logistics and supply chain in education institutes by experts and 3) applying the program for developing teachers’ complacencies in logistics and supply chain. The sample group were 144 people, and 23 indicators of teacher competency, 2) Study current conditions revealed that teacher's competency as a whole at a whole highest and overall need was at an average level with (PNImodified) 0.36, 3) the results of creating and developing a teacher competency program for logistics and supply chain management in educational institutions the Vocational Commission contents, 4) development methods, and 5) program evaluations. The overall evaluation of the program was suitable, feasible, and useful. The results of the teacher competency shown; 1) knowledge, competence, the efficiency of the practice process/efficiency of knowledge outcomes with an average percentage of 93.01/92.83, which is higher than 80/80 criterion set and, 2) after development knowledge is higher which is equal 0.9014, which meant gaining more knowledge at 90.14 percent when applying with the target group before using the program, mean values of the teachers (X=3.30, S.D.=0.50) and after using the program, the logistics and supply chain management was at the highest level.
{"title":"Program Development for Enhance Teachers’ Competencies for Managing Logistics and Supply Chain in Institutions under the Office of the Vocational Education Commission","authors":"Butsaraporn Saenchan, Chalard Chantarasombat, Vanich Prasertphorn","doi":"10.5430/wje.v13n2p20","DOIUrl":"https://doi.org/10.5430/wje.v13n2p20","url":null,"abstract":"This research purposes 1) to study teachers' competency in logistics and supply chain in vocational institutions, 2) to investigate teacher competencies in logistics and supply chain, and 3) to create and develop programs, 4) to strengthening teachers' competencies in logistics and supply chain. This research and development approach was separated into 3 phases; 1) teachers' competency in logistics and supply chain by experts; 2) requirement needs to develop the competency of teachers in logistics and supply chain in education institutes by experts and 3) applying the program for developing teachers’ complacencies in logistics and supply chain. The sample group were 144 people, and 23 indicators of teacher competency, 2) Study current conditions revealed that teacher's competency as a whole at a whole highest and overall need was at an average level with (PNImodified) 0.36, 3) the results of creating and developing a teacher competency program for logistics and supply chain management in educational institutions the Vocational Commission contents, 4) development methods, and 5) program evaluations. The overall evaluation of the program was suitable, feasible, and useful. The results of the teacher competency shown; 1) knowledge, competence, the efficiency of the practice process/efficiency of knowledge outcomes with an average percentage of 93.01/92.83, which is higher than 80/80 criterion set and, 2) after development knowledge is higher which is equal 0.9014, which meant gaining more knowledge at 90.14 percent when applying with the target group before using the program, mean values of the teachers (X=3.30, S.D.=0.50) and after using the program, the logistics and supply chain management was at the highest level.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80928308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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