Council of Science Editors

The rapid urbanization has contributed to a high level of generation of municipal solid waste and therefore, efficient waste segregation is necessary. In this paper, a low cost GSM enabled smart dustbin is designed and implemented in automated separation of biodegradable and non- biodegradable waste using embedded system technology. The suggested system employs the method of an ultrasonic sensor to detect the waste and a moisture sensor to classify the waste according to the preset threshold values. The sensor data is processed on an Arduino Uno microcontroller and a servo motor that directs the waste into the correct compartments. GSM module comes with real time SMS notifications to monitor remotely even without the internet. The classification accuracy and response time of 80.55 percent and an average response time of 1.5 seconds were attained with the use of 36 waste samples through experimental evaluation. The proposed system is a reliable and less expensive solution insmall-scale smart waste management application. Keywords - Embedded systems, Automated waste segregation, Moisture-Based Classification, GSM Communication, Sensor Based Smart Dustbin, Arduino Uno, Solid Waste Management, Smart City Applications.

The definition of disease is not a purely theoretical exercise but a choice with significant implications for clinical practice, public health, and resource management. The expansion of diagnostic criteria, aimed at reducing underdiagnosis, has led to an increase in overdiagnosis and overtreatment - critical issues still too little addressed in medical education and public communication.

This study endeavors to explore the ethnic identity reconstruction through practices implemented in Galyani Vadhana's schools. It aims to explore how cultural knowledge is developed in educational environments using the framework of Culturally Responsive Pedagogy (CRP). It seeks to examine the methods used and offer insights into the knowledge and changes occurring within these communities. Employing qualitative methods, the research centers on two primary objectives: first, to examine the impact of CRP on promoting ethnicity identity reconstruction among Karen people including students, teachers and communities in the schools setting in Galyani Vadhana disrruct, Chiang Mai province; and second, to study the participation of Karen ethnic groups in educational institutions in fostering the reconstruction of Karen ethnic identities within schools. The key informants included teachers, students, and community members from a school at the study site. Data were collected through interviews and observations, then analyzed using a phenomenological approach. The research underscores the importance of reconstructing ethnic identity among the Karen people, particularly within the educational context of Galyani Vadhana district. Collaboration between schools and the Karen communities is essential for fostering ethnic identity through a CRP. This approach involves developing a curriculum that aligns with community needs, embeds cultural values, and enhances the self-esteem of Karen students, teachers, and community members. By doing so, it reduces marginalization and preserve local heritage within the Thai education system. Second, active participation of the Karen ethnic group in educational institutions plays a significant role in promoting ethnic pride and identity reconstruction. The research suggests that increasing the representation of local Karen teachers, as opposed to Thai lowlander teachers who frequently relocate, could provide more continuity and cultural relevance in education. However, it is noted that ethnic minority teachers are underrepresented in the schools, partly due to the lack of emphasis on ethnic identity concepts in their teacher training programs. To address this gap, integrating multicultural education into university curricula for student teachers is essential for fostering a deeper understanding and appreciation of ethnic identity within educational institutions.

Este texto apareció en el Número Extraordinario Conmemorativo, 1975–1994, 1994, pp. 7–8, con motivo de los 20 años de Letras Femeninas y de la Asociación de Literatura Femenina Hispánica. Se reimprimió en Letras Femeninas, vol. 41, no. 1, 2015, pp. 31–33. Se han realizado unos pocos cambios de ortografía y puntuación respecto al original para una mayor claridad.

Este texto se publicó originalmente en Letras Femeninas, vol. 41, no. 1, 2015, pp. 47–52. Se han realizado unos pocos cambios de ortografía y puntuación respecto al original para una mayor claridad.