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Purpose – The research was carried out in order to study the composition of minerals, content of total-K, total-Ca, total-Mg, and exchangeable of K, Ca, Mg in volcanish ash from Sinabung volcano eruption.

Design/Methodology/Approach – The volcanic ash material in amount of 5 kg was collected from the depth of 0–20 cm and 21–41 cm. Mineral composition was determined by using line counting method; total contents of K, Ca, and Mg were measured by HCl 1N extraction, and exchangeable of K, Ca, and Mg was measured by NH₄OAc 1N pH 7.0 extraction.

Purpose – The results depicted in volcanic ash layer at the depth of 0–20 cm found some minerals such as plagioclase (34%), hypersthene (9%), augite (3%), hornblende/amphibole (5%), and volcanic glass (1%). These minerals were also found in different amounts at a depth of 21–41 cm. Hypersthene and amphibole were higher and augite was lower at a depth of 0–20 cm than 21–41 cm. The total content of K, Ca, and Mg was found to be 2.27%, 8.12%, and 2.28%, respectively, at a depth of 0–20 cm. The exchangeable of K, Ca, and Mg was found in an amount of 1.89 me/100 g, 20.71 me/100 g, and 1.62 me/100 g, respectively. The total content of K, Ca, and Mg was not available to plants but could potentially be as a source of plant nutrient after weathering while exchangeable form can be uptaken by plant directly.

Research Limitations/Implications – Based on the composition of the minerals, total, and exchangeable of K, Ca, and Mg that the material of volcanic ash, it could potentially be used as source of fertilizers.

Originality/Value – The composition of primary minerals contained in volcanic ash and to know the amount of elements K, Ca, and Mg-associated minerals either in total or exchange.

This chapter provides a review of existing research on learning gain and related topics in higher education. The methodology adopted is a form of systematic review. The origins and meaning of learning gain, and its relation to similar terms, are discussed. The ways in which learning gain has been applied in practice and in research are considered. The issues raised by this practice and research are examined, and the various criticisms made are reviewed. Some conclusions are then drawn.

Purpose – This paper aims to detect or identify the presence of hydrocarbon infiltration on sampling point in the Rambe River area according to the obtained VOCs and the adsorbed SVOCs.

Design/Methodology/Approach – The Gore-sorber method has been used to capture volatile organic compounds (VOCs) and semi-volatile organic compounds (SVOCs) as indicators of subsurface hydrocarbon generation and entrapment. This method is usually used in environmental surveys for the oil investigations in certain areas for surface survey screening, designed to collect a broad range of VOCs and (SVOCs) at lower concentrations, quickly and inexpensively. The results also indicated a general correlation between the GORE-SORBER and reference method data. The research was conducted in Rambe River Village, Tebing Tinggi sub-district of Tanjung Jabung Barat district, Jambi Province Indonesia. The collection of the Gore-Sorber modules were analyzed using a gas chromatography-mass spectrometer thermal desorption (GC/MS).

Findings – The results showed that from all sampling points in Tebing Tinggi areas, the dominant components detected are carbonyl sulphide, dimethyl sulfide, ethane, propane, butane, 2-methyl butane, pentane, and carbon sulfide with carbon chain in the range C2-C5. These hydrocarbon gases (C1-C4) which may be from thermogenic or microbial processes. The highest concentrations of carbonyl sulfide were 392.67 ng and dimethyl disulfide 261.90 ng.

Originality/Value – In addition to estimate and predict the petroleum formation, this article provides information about the presence of oil fields in the area of the Sungai Rambe Village

Despite the impressive record of advancing toward higher education, women are substantially underrepresented in science, technology, engineering, and math (STEM) fields compared to men. Less is known about the factors that explain gendered patterns of participation in STEM in countries with dissimilar national characteristics and educational systems. To fill this gap in the literature, this study first examines the historical trends of female representation in STEM fields cross-nationally. Then, this paper explores the relationship between women’s and men’s enrollments in STEM with various structural, national characteristics. Recognizing that the relationship may vary by subfields of STEM, the study further investigates the association separately for natural science and for engineering. Using time- and entity-fixed effects panel regression models pooled between 1970 and 2010, the study’s analyses built on earlier studies on gender segregation across fields of study and gender inequality in higher education. The findings suggest that the common assumption of tight, positive linkage between societal development and participation in STEM holds for only men at an aggregate level under the period covered. The authors find a negative association between national economic development and women’s participation in STEM, especially for engineering. On the other hand, they find positive associations between men’s enrollment in STEM as well as women’s enrollment in other fields of study with women’s participation in STEM. Taken together, the results suggest the significance of the diffusion of an inclusive logic in higher educational institutions.

Based on a single case approach, this chapter empirically explores the triple helix configuration of Centurion University of Technology and Management (CUTM) and its social innovation programme. The study uses case files and web available material to consider the nature of the university’s relationship with industry and government. The findings show that triple helix social innovation has yet to be studied in an Indian context. Also, CUTM’s human and social orientation is a driver of its triple helix interaction. The university’s pursuit and trust in employers’ participation in the curriculum and campus experience is the hallmark of its social and pedagogic success. To advance the literature, this chapter draws attention to a much-overlooked Indian context and, for practitioners, it demonstrates the inner-workings of a functioning triple helix system.