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770 Abstracts / Journal of Biotec

II-O-007

ow to teach research to graduate students

oung Je Yoo

School of Chemical and Biological Engineering, Seoul National Univer-ity, Seoul, Republic of Korea

-mail address: yjyoo@snu.ac.kr.

wenty-first century is the century for knowledge-based society.n this society, knowledge creation is thus very essential. Gener-lly, knowledge is being created in graduate schools, R&D Labs,tc. Especially, graduate students learn the knowledge creationethodologies by performing researches and writing thesis there-

fter. Since this approach is kind of trial-and-error and experiencesre thus very important, it is desirable and required to introduce aovel approach for graduate students to learn knowledge creation;o analyze the previous and historical research activities and extractssences on good researches and educate the graduate students. Inhis presentation, details will be presented and discussed.

oi:10.1016/j.jbiotec.2008.07.1664

II-O-008

niversity biotechnology education in Australia in an interna-ional context

amian Hine 1,∗, Ross Barnard 1, Will Rifkin 2, Wallace Bridge 2,hristopher Franco 3, Lisa Schmidt 3, Phillip MacKinnon 4

University of Queensland, AustraliaUniversity of New South Wales, AustraliaFlinders University, AustraliaMonash University, Australia

Biotechnology is global, dynamic, interdisciplinary and inter-rofessional; interdisciplinary in the sense that multiple academicisciplines contribute to the endeavour of biotechnology, and inter-rofessional in that it is oriented towards achieving practical endsequiring individuals from different professions to work together.hese parameters place particular demands on university biotech-ology education, an area that we have studied in depth in Australia,study that included international comparisons. Contemporary

iotechnology is changing rapidly through scientific developmentnd economic pressures, which means that life scientists com-etent within their discipline must have additional skills andnowledge to enable them to take part in the biotechnology arenaGray et al., 2003). In Australia, a sense of professional identity iseveloping among increasing numbers of life scientists involved inommercial activities. Growing this professional community meansnhancing the quantity and quality of university learning andeaching in biotechnology, which in turn hinges on engaging educa-ors in dialogue about how they teach, what they teach, and on howhey interact with industry and other stakeholders as well as withther disciplines. Our recent investigations into education practicesHine et al., 2008) both nationally and internationally have shownhat key factors affecting learning and teaching in biotechnologynclude: (1) growth, scientific and technical change, and interna-ional competition in the biotechnology sector—in both industrynd education; (2) relationships between university programs andndustry, including placement of students for vital industry expe-

ience and supporting a growing professional identity within thendustry; (3) the inherently interdisciplinary nature of biotech-ology degree programs within discipline-based universities andcientific communities; (4) pressures and opportunities withinhe university for improving teaching in areas such as graduate

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gy 136S (2008) S768–S771

ttribute development; and (5) the challenges of founding andanaging new, small, interdisciplinary programs within today’s

niversity bureaucracies. In Australia, state and federal govern-ents want to see biotechnology making increasing contributions

o the economy and employing larger numbers of skilled profes-ionals. There was almost a doubling in employment between 2005nd 2006. The steep trajectory required for knowledge and technol-gy must be met with a strategy for learning and teaching that isynamic, globally informed and sufficiently innovative to enhancehe competitiveness of the Australian biotechnology industry (Hinet al., 2006). The university response is fuelled by a “commu-ity of practice” of biotechnology educators who are young, withany coming from industry. They face not only curricular chal-

enges but the challenges of establishing and running programshat must be economically and politically viable within a budget-onstrained institution, whilst they track a changing industry andhanging body of scientific knowledge. Universities must produceraduates who are competent in a broad range of science and engi-eering disciplines and possessing a business acumen and empathyith business imperatives. To inform university decision makers,

ur national biotechnology project has identified key issues thatust be addressed in developing and establishing undergraduate

iotechnology programs (Hine et al., 2008). This study, whilst iden-ifying gaps, has put in place mechanisms to address them ando discover pathways to enhance the quality of the curriculum iniotechnology and biotechnology-related programs.

eferences

ray, P., Barnard, R., Franco, C., Rifkin, W., Hine, D., Young, F., 2003. Australian Univer-sity Teaching Committee—Review of biotechnology 2003. ISBN: 1864996692.

ine, D., Mattick, L., Barnard, R., McManus, M.E., 2006. Is global S & T built on a houseof cards? Austr. Sci..

ine, D., Barnard, R., Rifkin, W., Bridge, W., Franco, C., Schmidt, L., MacKinnon, P.,2008. Carrick Institute for Learning & Teaching in Higher Education—Extendingteaching and learning initiatives in the cross-disciplinary field of biotechnology.ISBN: 9781864999105.

oi:10.1016/j.jbiotec.2008.07.1665

II-P-005

iotechnology education for future: Learning motivation andnnovation

ang Jun ∗, Gu Yu-ping

Department of Bioscience and Biotechnology, School of Biological Sci-nce and Technology, Dalian University of Technology, Linggong Road, Dalian 116024, PR China

-mail address: junyang@dlut.edu.cn (Y. Jun).

he goal of biotechnology education is to motivate students to seeknowledge and discover the nature of biological systems in remark-bly precise detail on their own thoughts of interests, which implieshe learning motivation is primarily important in successful learn-ng. Motivation comes from within a person and displays in threeevels: an increase in self-esteem; a sense of pleasing and impress-ng others; and certain pleasures or satisfactions. One who has goalsnd takes any efforts to achieve the goals is a motivated person.

hich encompasses the entire process from idea to implementation

∗ Corresponding author. Tel.: +86 411 84709687.

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Ymethane emission from anaerobic ponds of palm oil mill effluent treatment. Sci.Total Environ. 366 (1), 187–196.

doi:10.1016/j.jbiotec.2008.07.1668

Abstracts / Journal of Biotec

or the development of new products and methods. Learning inno-ation is generated from positive motivation in learning, showedhe capacity in problems setting and solving. Therefore, the choicef appropriate principles and strategies in teaching to stimulateearning motivation and knowledge expansion is in urgent need.eywords: Learning motivation; Innovation; Biotechnology educa-ion

eferences

raun, R., Moses, V., 2004. A public policy on biotechnology education: what mightbe relevant and effective? Curr. Opin. Biotechnol. 15, 246–249.

hesbrough, H.W., 2003. Open Innovation: The New Imperative for Creating andProfiting from Technology. Harvard Business School Press, Boston, MA.

erziovski, M., Morgan, J.P., 2006. Management practices and strategies to acceleratethe innovation cycle in the biotechnology industry. Technovation 26, 545–552.

oi:10.1016/j.jbiotec.2008.07.1666

II-P-006

raduate program for protein production technology

ae Yeon Park ∗, Kyung Hee Lee, Young Je Yoo

School of Chemical and Biological Engineering, Seoul National Univer-ity, Seoul, Republic of Korea

-mail address: albert7eng@snu.ac.kr (J.Y. Park).

ncreasing demands of educating new scientific and engineer-ng technologies emerging from academic and industrial fields iniotechnology, make it necessary to change curriculum for post-raduate students and to offer graduate programs to researchersn industry (Favre et al., 2008; Nambisan and Wilemon, 2003).o educate the key-concepts of protein production technologiesVilladsen, 2007), faculties of Seoul National University and manyxperts from industries joined “Graduate program for protein pro-uction technology”. This program provided antibody engineering,nzyme engineering and bio-transformation, and industrializa-ion of white biotechnology. This 5-year program was carried outuccessfully. The results of our program will be presented and dis-ussed.

eferences

avre, E., Falk, V., Roizard, C., Schaer, E., 2008. Trends in chemical engineering educa-tion: process, product and sustainable chemical engineering challenges. Educ.Chem. Eng. 3, e22–e27, doi:10.1016/j.ece.2007.12.002.

ambisan, S., Wilemon, D., 2003. A global study of graduate management of tech-nology programs. Technovation 23, 949–962.

illadsen, J., 2007. Innovative technology to meet the demands of the white biotech-nology revolution of chemical production. Chem. Eng. Sci. 62, 6957–6968.

oi:10.1016/j.jbiotec.2008.07.1667

III-O-001

eduction of greenhouse gases emission from palm oil industrynd clean development mechanism business in Malaysia

ohamad Ali Hassan 1,∗, Shahrakbah Yacob 1, Yoshihito Shirai 2,ainuri Busu 3

Department of Bioprocess Technology, Faculty of Biotechnology and

iomolecular Sciences, Universiti Putra Malaysia, 43400 UPM Serdangelangor, MalaysiaDepartment of Biological Functions and Engineering, Graduatechool of Life Sciences and System Engineering, Kyushu Institute ofechnology, 2-4 Hibikino, Wakamatsu-ku, Kitakyushu 808-0196, Japan

y 136S (2008) S768–S771 S771

Felda Palm Industries Sdn. Bhd., Balai Felda, Jalan Gurney Satu, 54000uala Lumpur, Malaysia

-mail address: alihas@biotech.upm.edu.my (M.A. Hassan).

lean development mechanism (CDM) under the Kyoto Protocolf the United Nations Framework Convention on Climate ChangeUNFCCC) allows both developed and developing countries to quan-ify the amount of GHG reduction through their joint projects.arbon credit involves the transfer of funds to a recipient country

n exchange for the right to discharge by the donor country. Palmil industry in Malaysia is one of the candidates for the CDM projectecause it is a major source of greenhouse gas (GHG). Early stud-

es have indicated that the end products of the anaerobic digestionf palm oil mill effluent (POME) waste treatment produce biogasith 65% methane (Hassan et al., 2004). Unfortunately, the biogas

s released into the atmosphere from the open ponds and digestersf the waste treatment system. At present, there is no available datan the GHG emission from waste treatment system. Therefore, it isrucial to quantify the amount of GHG released. Hence, this issuehould receive immediate attention to ensure sustainable develop-ent of palm oil industry as Malaysia is one of the largest palm

il producer in the world. It is estimated that 50 million tons ofOME is produced annually in Malaysia. In terms of biochemicalxygen demand (BOD) and chemical oxygen demand (COD) whichenerally exceed to 25,000 mg/L and 50,000 mg/L, respectively, its highly polluting and 100 times more polluting than domesticewage. The current practice of treating POME is by the use of pondr open digester systems. It is claimed that the system is able to pro-uce good quality discharge with BOD of less than 100 mg/L. Beingiodegradable, POME is thus commercially viable for bioproductevelopment, offering biotechnology an opportunity to assist inaintaining environmental quality. This is in line with the target

f zero waste discharge from the palm oil industry. Based on ourtudy, about 0.2 million tons of methane, or 4 million tons of car-on dioxide equivalent, is emitted from the entire palm oil industry

n Malaysia per year (Yacob et al., 2005, 2006). Economically, it isorecasted that in the near future this will be worth USD 40 millionn the carbon credit market, with carbon dioxide price estimated atSD 10 per ton. Furthermore, with methane recovery, conversion

nto green renewable electricity could be a reality. Also, by inte-rating with other bioconversion technologies using other wastetreams from the palm oil industry, other value-added productsnd chemicals could be produced. All in all, with CDM the palm oilndustry will be more sustainable and profitable through the uti-ization of biogas as renewable energy and other waste streams foralue-added products.

eferences

assan, M.A., Yacob, S., Shirai, Y., 2004. Treatment of palm oil wastewaters. In: Wang,D., et al. (Eds.), Handbook of Industrial and Hazardous Waste Treatment, secondedition. Marcel Dekker Inc., NY, pp. 719–735.

acob, S., Hassan, M.A., Shirai, Y., Wakisaka, M., Sunderaj, S., 2005. Baseline study ofmethane emission from open digesting tanks of palm oil mill effluent treatment.Chemosphere 59, 1575–1581.

acob, S., Hassan, M.A., Shirai, Y., Wakisaka, M., Subash, S., 2006. Baseline study of