Journal articles: 'Washington, D.C. Central High School' – Grafiati (2024)

Abstract:

e4139111This article features schools and school districts with successful induction programs, all easily replicable. Increasingly, research confirms that teacher and teaching quality are the most powerful predictors of student success. In short, principals ensure higher student achievement by assuring better teaching. To do this, effective administrators have a new teacher induction program available for all newly hired teachers, which then seamlessly becomes part of the lifelong, sustained professional development program for the district or school. What keeps a good teacher are structured, sustained, intensive professional development programs that allow new teachers to observe others, to be observed by others, and to be part of networks or study groups where all teachers share together, grow together, and learn to respect each other’s work.ResumoEste artigo apresenta escolas e distritos escolares com programas bem sucedidos de indução, todos facilmente replicáveis. Cada vez mais, a pesquisa confirma que o professor e a qualidade do ensino são os mais poderosos preditores do sucesso do aluno. Em suma, os diretores garantem maior desempenho dos alunos, garantindo melhor ensino. Para fazer isso, os administradores eficazes têm um novo programa de indução de professores disponível para todos os professores recém-contratados, que então se torna parte do programa de desenvolvimento profissional sustentado ao longo da vida para o distrito ou escola. O que mantém um bom professor são programas estruturados, constantes e intensivos de desenvolvimento profissional que permitem que os novos professores observem outros, sejam observados por outros e façam parte de redes ou grupos de estudo onde todos os professores compartilham juntos, crescem juntos e aprendem a respeitar o trabalho um do outro.Tradução do original WONG, Harry K. “Induction Programs That Keep New Teachers Teaching and Improving”. NASSP Bulletin – Vol. 88 No 638 March 2004. © Harry K. Wong Publications, Inc. por Adriana Teixeira Reis.Palavras-chave: Programas de indução, Professor iniciante, Desenvolvimento profissional docente.Keywords: Induction programs, Beginner teacher, Teacher professional development.ReferencesALLINGTON, R. (2003). The six ts of effective elementary literacy instruction. Retrieved from www.readingrockets.org / article.php?ID=413.BREAUX, A., & WONG, H. (2003). New teacher induction: How to train, support, and retain new teachers. Mountain View, CA: Harry K. Wong Publications.BRITTON, E., PAINE, L., PIMM, D., & RAIZEN, S. (Eds.). (2003). Comprehensive teacher induction: Systems for early career learning. State: Kluwer Academic Publishers and WestEd.CROSS, C. T., & RIGDEN, D. W. (2002, April). Improving teacher quality [Electronic version]. American School Board Journal, 189(4), 24–27.DARLING-HAMMOND, L., & SYKES, G. (2003). Wanted: A national teacher sup- ply policy for education: The right way to meet the “highly qualified teacher” challenge. Education Policy Analysis Archives, 11(33). Retrieved from http: // epaa.asu.edu / epaa / v11n33 /DARLING-HAMMOND, L., & YOUNGS, P. (2002). Defining “highly qualified teachers”: What does scientifically-based research actually tell us? Educational Researcher, 31(9), 13–25.DEPAUL, A. (2000). Survival guide for new teachers: How new teachers can work effec- tively with veteran teachers, parents, principals, and teacher educators. Jessup, MD: U.S. Department of Education, Office of Educational Research and Improvement.DRUMMOND, S. (2002, April 18). What will it take to hold onto the next gen- eration of teachers? Harvard Graduate School of Education News. Retrieved from www.gse.harvard.edu / news / features / ngt04182002.htmlELMORE, R. (2002, January/ February). The limits of “change.” Harvard Education Letter. Retrieved from www.edletter.org / past / issues / 2002-jf / limitsofchange.shtmlFEIMAN-NEMSER, S. (1996). Teacher mentoring: A critical review. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC Document Reproduction Service No. ED397060)FULLAN, M. (2001). The new meaning of educational change (3rd ed.). New York: Teachers College Press.FULLAN, M. (2003). Change forces with a vengeance. London: Routledge Falmer.GARET, M., Porter, A., DESMOINE, L., BIRMAn, B., & KWANG, S. K. (2001). What makes professional development effective? American Educational Research Journal, 38(4), 915–946.GREENWALD, R., HEDGES, L., & LAINE, R. (1996). The effect of school resources on student achievement. Review of Educational Research, 66(3), 361–396.HANUSHEK, E. A., KAIN, J. F., & RIVKIN, S. G. (2001). Why public schools lose teachers (NBER Working Paper No. 8599). Cambridge, MA: National Bureau of Economic Research.HARE, D., & HEAP, J. (2001). Effective teacher recruitment and retention strategies in the Midwest. Naperville, IL: North Central Regional Laboratory. Re- trieved June 26, 2002, from www.ncrel.org / policy/ pubs / html / strategy/ index.htmlHASSEL, E. (1999). Professional development: Learning from the best. Naperville, IL: North Central Regional Educational Laboratory.HIEBERT, H., GALLIMORE, R., & STIGLER, J. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15.JOHNSON, S., & BIRKELAND, S. (2003). Pursuing a sense of success: New teach- ers explain their career decisions. American Educational Research Journal, 40(3), 581–617.JOHNSON, S. M., & KARDOS, S. M. (2002). Keeping new teachers in mind. Educational Leadership, 59(6), 13–16.KARDOS, S. (2003, April). Integrated professional culture: Exploring new teachers’ experiences in 4 states. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.LEHMAN, P. (2003, November 26). Ten steps to school reform at bargain prices. Education Week, 23(13), 36, 28.LIU, E. (2003, April). New teachers’ experiences of hiring: Preliminary findings from a 4-state study. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.MARTIN, S. (2003, March). From the ground up: Building your own university. Paper presented at the annual meeting of the Association of Supervision and Curriculum Development, San Francisco, CA.NORTH CAROLINA TEACHING FELLOWS COMMISSION. (1995). Keeping talented teach- ers. Raleigh, NC: Public School Forum of North Carolina.PALOMBO, M. (2003). A network that puts the net to work. Journal of Staff Development, 24(1), 24–28.ROTHMAN, R. (2002 / 2003). Transforming high schools into small learning communities. Challenge Journal, 6(2), 1–8.SANDERS, W. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville, TN: University of Tennessee Value-Added Research & Assessment Center.SAPHIER, J., FREEDMAN, S., & ASCHHEIM, B. (2001). Beyond mentoring: How to nurture, support, and retain new teachers. Newton, MA: Teachers21.SCHLAGER, M., FUSCO, J., KOCH, M., CRAWFORD, V., & PHILLIPS, M. (2003, July). Designing equity and diversity into online strategies to support new teachers. Paper presented at the National Educational Computing Conference (NECC), Seattle, WA.SERPELL, Z., & BOZEMAN, L. (1999). Beginning teacher induction: A report of beginning teacher effectiveness and retention. Washington, DC: National Partnership for Excellence and Accountability in Teaching.WONG, H. (2001, August 8). Mentoring can’t do it all. Education Week, 20(43), pp. 46, 50.WONG, H. (2002a). Induction: The best form of professional development. Educational Leadership, 59(6), 52–55.WONG, H. (2002b). Play for keeps. Principal Leadership, 3(1), 55–58.WONG, H. (2003a). Collaborating with colleagues to improve student learn- ing. ENC Focus, 11(6), 9.WONG, H. (2003b, October). Induction: How to train, support, and retain new teachers. Paper presented at the conference of the National Staff Development Council.WONG, H. (2003c). Induction programs that keep working. In M. Scherer (Ed.), Keeping good teachers ( pp. 42–49). Alexandria, VA: Association of Supervision and Curriculum Development.WONG, H., & ASQUITH, C. (2002). Supporting new teachers. American School Board Journal, 189(12), p. 22.YOUNGS, P. (2003). State and district policies related to mentoring and new teacher induction in Connecticut. New York: National Commission on Teaching and America’s Future.

Abstract:

Problems 1–19, 28, and 29 were submitted by Margaret J. Kenney and Stanley J. Bezuszka. S.J. of the Mathematics Institute, Boston College, Chestnut Hill. MA 02167-3809. Problems 20–22 appear in The Wohascum County Problem Book by George T. Gilbert. Mark I. Krusemeyer, and Loren C. Larson Washington, D. C.: Mathematics) Association of America, 1993). Problems 23–27 were prepared by Robert Gerver and hts mathematics-research students, Sharon Poczter, Parisa Golestaneh, Nancy Friedlander, A1exis Soterakis, Nicole Miritello, Laura Henning, and Dalita Balassanian of North Shore High School, Glen Head, NY 11545.

Abstract:

The Society for the Teaching of Psychology (Division Two) celebrated the 26th year of its annual Teaching Awards Program at the August convention of the American Psychological Association in Washington, D.C. The 2005 winners received a plaque and a check for 750. Recognition for outstanding teaching was given in each of the following categories: (a) Robert S. Daniel Award (4-year college or university professor), (b) 2-year College Award, (c) Moffett Memorial Award (high school teacher), and (d) McKeachie Graduate Student Teaching Excellence Award.

Abstract:

Immigration presents both challenges and opportunities that affect students’ academic achievement. Over the course of five years, varying academic trajectories were identified for recent immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve analysis revealed that although some students performed at high or improving levels over time, others showed diminishing performance. Multinomial logistic regressions identified significant group differences in academic trajectories, particularly between the high-achieving youth and the other groups. Consistent with ecological systems theory, school characteristics (a: school segregation rate; b: school poverty rate; and c: student perceptions of school violence), family characteristics (a-separation from mother and father; b-maternal education; and c-paternal employment), and individual characteristics (a-academic English proficiency; b-academic engagement; c-psychological symptoms; d-gender) were associated with different trajectories of academic performance.

Abstract:

Abstract. Objective: To estimate vitamin and mineral intakes from voluntarily fortified foods (VFFs) in relation to the Dietary Reference Intake (DRI) in children aged 6 – 12. Methods: The study was conducted among 677 school children from Central-Eastern Poland. Data on VFFs consumption were collected using a semi-quantitative food frequency questionnaire containing 58 food items available on the Polish market; the content of nutrients in VFFs was estimated using the producers labelling declaration. The amounts of nutrients consumed from VFFs were compared to DRI and Tolerable Upper Intake Levels (ULs). The distribution of nutrient intakes according to the percentage of DRI categories (<20%, 20 – 39.9%, 40 – 59.9%, 60 – 79.9%, 80 – 99.9%, 100 – 119%, and >120%) was investigated. Results: In our study, 78.3% (n = 530) of children were classified as VFF-consumers. The most often consumed groups of VFFs were cereal products and juices/non-alcoholic beverages (92.5% and 76.6% of children, respectively). The amounts of vitamin D intake were negligible (92.5% of children did not exceed 20% of DRI from VFFs); vitamins A, E, B12 and calcium were small (>60% did not exceed 40% of DRI); vitamins B1, B2, niacin, folic acid, pantothenic acid and iron were moderate (>25% consumed 80% of DRI or above); while vitamins C, B6 and biotin were high (>40% consumed 100% of DRI or above). Intake above ULs was observed for niacin and folic acid (2.6% and 1.1% of children, respectively). Conclusions: Substantial differences between the VFFs contribution of various micronutrients to the DRIs were observed. Consumption of VFFs may prevent inadequate intakes for the majority of nutrients. Keywords: children, DRI, inadequate intake, minerals, fortified foods, vitamins

Abstract:

Canola (Brassica napus L.) is produced in the dryland agriculture areas of eastern Washington State and northern Idaho, often in rotation with cereal cropping systems. Canola is also used as a rotation crop in irrigated circles in the Columbia Basin of Washington and southern Idaho, where potato is the main cash crop. In 2011, 7,700 ha of canola were harvested in Idaho and 4,200 ha in Washington. One of the major diseases of canola around the world is blackleg, caused by Leptosphaeria maculans (aggressive) and L. biglobosa (non-aggressive). Both Washington and Idaho have been considered blackleg-free, and production of canola in Idaho is subject to government regulations. Canola seed originating from outside of Washington and Idaho should have a phytosanitary certificate. This disease is widespread in Canada and the U.S. Northern Plains, Midwest, and South, and is the major disease of canola in these areas. In August 2011, a sample from a canola field in Bonners Ferry, Idaho, was brought for diagnosis to Washington State University. The canola stems showed the typical gray to dark grey lesions with black pycnidia. The pycnidia and conidia were examined microscopically, and found to be similar to descriptions of Phoma lingam, the anamorph of L. maculans (2). Samples were sent to the University of Manitoba for confirmation with PCR. The pathogen was cultured out of stems on V8 juice agar amended with streptomycin and 22 single pynidiospore isolates were made from the cultures. DNA was extracted from the cultures using methods described in Fernando et al. (1) and a multiplex PCR was performed with species-specific primers for L. maculans and L. biglobosa. The reaction should produce a 330-bp amplicon for L. maculans and a 440-bp amplicon for L. biglobosa. Based on this, all 22 isolates were identified as L. maculans. The susceptible cultivar Westar was inoculated with the isolates, by wound inoculating 7-day-old cotyledons with a concentration of 107 spores/ml. Plants were kept in a moist chamber at 23°C. After 14 days, plants were rated for disease with a 0 to 9 scale, where 0 = no infection and 9 = tissue collapse and appearance of pycnidiospores. Isolates with rating ≥5 are considered virulent. All isolates produced a rating of 7 to 9, indicating a high level of virulence. The source of the seed used in the infested fields is not known at this time. This disease is seedborne, and may pose a threat to the two major vegetable and oilseed brassica seed production areas of Washington: the Skagit River valley of western Washington and the Columbia Basin area of central Washington. In addition, the susceptibility of Pacific Northwest varieties of canola and other brassica oilseeds is largely unknown. References: (1) W. G. D. Fernando et al. Plant Dis. 90:1337, 2006. (2) S. Roger Rimmer et al. Compendium of Brassica Diseases, APS Press, 2007.

Abstract:

A Review of: Fidel, R., Davies, R. K., Douglass, M. H., Holder, J. K., Hopkins, C. J., Kushner, E. J.,…. Toney, C. D. (1999). A visit to the information mall: Web searching behavior of high school students. Journal of the American Society for Information Science, 50(1), 24-37. http://dx.doi.org/10.1002/(SICI)1097-4571(1999)50:13.0.CO;2-W Abstract Objective – The research study aimed to discover high school students’ information searching behaviour on the Web and suggest Web changes that would benefit student learning. This study was conducted in 1999, seven years after the Internet was publicly available and on the cusp of Web 2.0. Design – Field study with class observations, students thinking aloud at their terminals, and interviews with the students after their searching. The study’s duration was three class searching sessions. Setting – West Seattle High School in Seattle, Washington. This school had a diverse population of students, with 50% students of color and many of these students first generation to finish high school. Due to a grant from Microsoft, West Seattle had operational four computer labs. Subjects – Eleventh and twelfth graders in a horticulture class. There were eight student participants, six males and two females. Five of these students were in 12th grade and three were in 11th grade. The teacher for this class, the school librarian, and the principal of West Seattle High School were also interviewed for this project. Methods – Qualitative, case-study method was used with controlled comparison. Team members observed the students while they searched and wrote down descriptions of the students’ searching methods. After the three observation sessions and interviews with the students, team members wrote up a case study for each student. The students’ think-aloud audio, along with all the interviews conducted, were recorded. This type of method can be considered an early version of usability testing and user experience studies, a field that has grown tremendously since 1999. Main Results – While each student observed had a different relationship with the Web and training on how to use it, similar searching strategies emerged from all participants. These strategies included focused searching, swift and flexible searching when results were not immediately found, using a webpage as a landmark to return to while searching, starting a new search, and asking for help when needed. It should be noted that focused searching along with the swift, flexible searching were strategies influenced by student motivation to complete their homework assignment as quickly as possible. The team noted exploration of the Web was kept to a minimum and this was due to the parameters of the assignment. Team members also identified similar frustrations and joys from the students when searching the Web. The study identified three steps that should be taken to help students more effectively navigate the Web. The steps included an increase in formal teaching on Web searching, embedded support in the Web to help students search, and relying on graphics to strengthen a Web experience. Conclusion – Authors noted the possibilities the World Wide Web has to offer, especially in a school context. However, in order to fully maximize those possibilities, the Web needs to take into account user experiences and information seeking behaviour, along with an increase in training on how to use the Web.

Abstract:

The purpose of this study is to analyze the implementation of village fund policies in Central Lombok seen in its performance of increasing village independence. The research method used is qualitative research design (case study). Determination of informants, researchers used purposive and snowball techniques. Data collection techniques through in-depth interviews, observation, and documentation techniques. The Village Fund's policy is not optimal in increasing the independence of the village in terms of content and policy context. a) interests that are affected: the freedom of the village in managing the budget requires the need to measure the efficiency of the program / activity; b) type of benefit, more activities lead to infrastructure and not optimal participation of citizens, this happens because of some difficulties; c) desired target changes, different targets lead to lengthy policy controls, the oversight system is not optimal; d) the location of decision making, is still limited to the perception of the village elite; e) implementing the program, there TPK actually shows the inability of the village to build collective awareness of the community; f) resources allocated, the use of technology in the operation of the Village Fund has not been optimal, the education level of the village apparatus is an average high school equivalent and a hamlet head of junior high school is equivalent; g) the power, interests and strategies of the actors involved, this difference causes a mixture of values in the implementation of policies that give birth to manipulative legalistic; h) characteristics of regimes and institutions, there are feudalistic, capitalistic practices in political affiliation and village government management; i) compliance and responsiveness, there is a relationship between compliance with transparency of activities, compliance with the consistency of policy implementers, and the relationship between compliance and commitment.

Abstract:

Background: Environmental awareness (EA) is a part of character education ignored by most students. This indifference tends to affect other students’ by not only in protecting and preserving the current environment but also in preventing and repairing the damage that occurs in the environment. This research analyses students' EA profile, based on the findings of LISREL 8.8 Confirmatory Factor Analysis. Methods: Research subjects included 131 students from Senior High School State 1 Selomerto Wonosobo, Central Java Province, Indonesia. Based on the Slovin formula, the number of samples is representative of the total population (N: 185; error tolerance: 0.05). Data were collected through non-test questionnaires and observation of Strategic Environmental Awareness (SEA). Quantitative descriptive data analysis on EA indicators (Care, Curiosity, Critical, Dependability, Responsibility, and Local Wisdom). Results: The EA profile of high school students was categorised sufficiently. This revealed the following results: a) the SEA instrument is effective in identifying students’ awareness about current environmental issues and meets model fit criteria (P-value 0.25>0.05; RMSEA 0.095; NFI 0.67); b) the SEA instrument is valid and reliable in accurately determining students’ EA profile; c) although the Responsibility profile was significant (t >1.96), other variables did not meet this significance criteria (EA 1a: ‘Care towards environmental damage’ under the Care profile; EA 3b: ‘Contributing towards preserving the environment’ under the Critical profile; and EA 6b: ‘Aware of local potentials’ under the Local Wisdom profile); d) evaluation of the expected changes in SEA is modified through an ethnoscience approach and the socioscientific issues strategy. Conclusions: Students’ lack of awareness of the environment and understanding of their regional potential fails to contribute towards creating a sustainable environment. Profile analysis in exploring attitudes, values, and ethics towards the environment are important, as it helps recognize students’ behaviour.

Abstract:

Background: Environmental awareness (EA) is a part of character education ignored by most students. This indifference tends to affect other students’ by not only in protecting and preserving the current environment but also in preventing and repairing the damage that occurs in the environment. This research analyses students' EA profile, based on the findings of LISREL 8.8 Confirmatory Factor Analysis. Methods: Research subjects included 131 students from Senior High School State 1 Selomerto Wonosobo, Central Java Province, Indonesia. Based on the Slovin formula, the number of samples is representative of the total population (N: 185; error tolerance: 0.05). Data were collected through non-test questionnaires and observation of Strategic Environmental Awareness (SEA). Quantitative descriptive data analysis on EA indicators (Care, Curiosity, Critical, Dependability, Responsibility, and Local Wisdom). Results: The EA profile of high school students was categorised sufficiently. This revealed the following results: a) the SEA instrument is effective in identifying students’ awareness about current environmental issues and meets model fit criteria (P-value 0.25>0.05; RMSEA 0.095; NFI 0.67); b) the SEA instrument is valid and reliable in accurately determining students’ EA profile; c) although the Responsibility profile was significant (t >1.96), other variables did not meet this significance criteria (EA 1a: ‘Care towards environmental damage’ under the Care profile; EA 3b: ‘Contributing towards preserving the environment’ under the Critical profile; and EA 6b: ‘Aware of local potentials’ under the Local Wisdom profile); d) evaluation of the expected changes in SEA is modified through an ethnoscience approach and the socioscientific issues strategy. Conclusions: Students’ lack of awareness of the environment and understanding of their regional potential fails to contribute towards creating a sustainable environment. Profile analysis in exploring attitudes, values, and ethics towards the environment are important, as it helps recognize students’ behaviour.

Abstract:

IntroductionEarthquakes are one of the most frequently occurring natural disasters and lot of studies have been conducted on exposed populations, particularly to evaluate post-traumatic stress disorder (PTSD). On April 6th 2009, the town of L’Aquila, central Italy, was struck by an earthquake, with a strength of 5.9 on the Richter scale, and 309 people have died, 1600 were injuried and more than 65000 were displaced.ObjectivesTo investigate the impact of PTSD in a sample of L’Aquila's people.AimsTo evaluate the prevalence rates of PTSD, either full-blown or partial, among 512 students attending the last year of high school in L’Aquila, 10 months after the earthquake.MethodsAssessments included the trauma and loss spectrum-self report (TALS-SR) and the Impact of Event Scale (IES). Gender differences in the symptoms reported were investigated. Partial PTSD is defined as the presence of symptoms in the DSM-IV Criterion B and C or D for PTSD diagnosis.ResultsOur results showed the presence of PTSD in 192 (37.5%) of the students examined, with significantly (p = .000) higher rates in women than men (N = 120, 51.7% and N = 72, 25.7%, respectively). Moreover, 153 (29.9%) students reported partial PTSD (75, 32.3% women and 78, 27.9% men respectively). Significantly higher PTSD symptoms were reported by women with respect to men.ConclusionsOur results show high rates of full or partial PTSD in adolescents survived to L’Aquila's earthquake. Women resulted more affected than men. These results highlight the need to carefully explore these conditions.

Abstract:

Eliot Wigginton. Sometimes a Shining Moment: The Foxfire Experience-- Twenty Years in a High School Classroom. Garden City, New York: Anchor Press/ Doubleday, 1985. Pp. xiv, 438. Cloth, $19.95. Review by Philip Reed Rulon of Northern Arizona University. Eugene Kuzirian and Larry Madaras, eds. Taking Sides: Clashing Views on Controversial Issues in American History. Vol. I: The Colonial Period to Reconstruction. Guilford , Connecticut: Dushkin Publishing Group, Inc., 1985. Pp. x, 255. Paper, $8.95. Review by Jayme A. Sokolow of the National Endowment for the Humanities. Lois W. Banner. American Beauty. Chicago and London: University of Chicago Press, 1983. Pp. ix, 369. Paper, $9.95. Review by Thomas J. Schlereth of the University of Notre Dame. Alan Heimert and Andrew Delbanco, eds. The Puritans in America: A Narrative Anthology. Cambridge: Harvard University Press, 1985. Pp. xviii, 438. Cloth, $25.00. Review by Raymond C. Bailey of Northern Virginia Community College. Clarence L. Mohr. On the Threshold of Freedom: Masters and Slaves in Civil War Georgia. Athens and London: The University of Georgia Press, 1986. Pp. xxi, 397. Cloth, $35.00. Review by Charles T. Banner-Haley of the Frederick Douglass Institute for African and African-American Studies, University of Rochester. Francis Paul Prucha. The Indians in American Society: From the Revolutionary War to the Present. Berkeley: University of California Press, 1985. Pp. ix, 127. Cloth, $15.95. Review by Darlene E. Fisher of New Trier Township High School, Winnetka, Il. Barry D. Karl. The Uneasy State: The United States from 1915 to 1945. Chicago and London: University of Chicago Press, 1983. Pp. x, 257. Paper, $7.95; Robert D. Marcus and David Burner, eds. America Since 1945. New York: St. Martin's Press, 1985. Fourth edition. Pp. viii, 408. Paper, $11.95. Review by David L. Nass of Southwest State University, Mn. Michael P. Sullivan. The Vietnam War: A Study in the Making of American Policy. Lexington: The University Press of Kentucky, 1985. Pp. 198. Cloth, $20.00. Review by Joseph L. Arbena of Clemson University. N. Ray Hiner and Joseph M. Hawes, eds. Growing Up In America: Children in Historical Perspective. Urbana and Chicago: University of Illinois Press, 1985. Pp. xxv, 310. Cloth, $27.50; Paper, $9.95. Review by Brian Boland of Lockport Central High School, Lockport, IL. Linda A. Pollock. Forgotten Children: Parent-Child Relations from 1500 to 1900. Cambridge: Cambridge University Press, 1983. Pp. xi, 334. Cloth, $49.50; Paper, $16.95. Review by Samuel E. Dicks of Emporia State University. Yahya Armajani and Thomas M. Ricks. Middle East: Past and Present. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1986. Second edition. Pp. xiv, 466. Cloth, $16.95. Review by Calvin H. Allen, Jr of The School of the Ozarks. Henry C. Boren. The Ancient World: An Historical Perspective. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1986. Pp. xx, 407. Paper, $22.95. Review by Arthur Q. Larson of Westmar College (Ret.) Geoffrey Treasure. The Making of Modern Europe, 1648-1780. London and New York: Methuen, 1985. Pp. xvii, 647. Cloth, $35.00; Paper, $16.95. Review by Robert Lindsay of the University of Montana. Alexander Rudhart. Twentieth Century Europe. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1986. Pp. xiv, 462. Paper, $22.95. Review by Linda Frey of the University of Montana. Jonathan Powis. Aristocracy. New York: Basil Blackwell, 1984. Pp. ix, 110. Cloth, $24.95; Paper, $8.95. Review by Robert W. Brown of Pembroke State University. A. J. Youngson. The Prince and the Pretender: A Study in the Writing of History. Dover, New Hampshire: Croom Helm, Ltd., 1985. Pp. 270. Cloth, $29.00. Review Michael J. Salevouris of Webster University.

Abstract:

Abstract: The purpose of this study is to describe the implementation of the One-Roof Junior Secondary School as an alternative to the distribution of nine-year basic education in remote areas in the cultural setting of Central Kalimantan Betang Houses. This research is a qualitative research with a multi-site study design on 3 One-Roof Junior Secondary Schools in Gunung Mas Regency. Data collection is done by methods: in-depth interviews (indepth interview), participant observation (participant observation), and study documentation (study of document). Determination of data sources is done by using purposive sampling technique. Data analysis is done through the activities of organizing data, organizing and dividing data into units that can be managed, mensiteis, looking for patterns, find what is meaningful and what is researched to be decided and reported systematically (Bogdan and Biklen, 1998). Data analysis in this research was carried out in two stages, namely: data analysis for each site (single site) and cross-site data analysis. Checking the validity of the data is done by using a degree of credibility through both source and method triangulation techniques. The results of the study found that the values of the betang house culture that underlies the implementation of the One-Roof Junior Secondary School appeared on: (1) bureaucratic structure, including: SOP, coordination and empowerment of HR; (2) resources, including: human resources, infrastructure and financing; and (3) communication, including: internal communication, with supporting elementary schools, with related agencies, and the community around the school. Keywords: One-Roof Junior Secondary School, Remote Area, Betang House Culture Abstrak: Tujuan penelitian ini adalah mendeskripsikan penyelenggaraan program SD-SMP Satu Atap sebagai alternatif pemerataan pendidikan dasar sembilan tahun pada daerah terpencil dalam latar budaya rumah betang Kalimantan Tengah. Penelitian ini merupakan penelitian kualitatif dengan rancangan studi multi situs pada 3 SMPN Satu Atap di wilayah Kabupaten Gunung Mas. Pengumpulan data dilakukan dengan metode: wawancara mendalam (indepth interview), observasi partisipan (participant observation), dan studi dokumentasi (study of document). Penetapan sumber data dilakukan dengan teknik purposive sampling. Analisis data dilakukan melalui kegiatan mengorganisasi data, menata dan membagi data dalam unit-unit yang dapat dikelola, mensitesis, mencari pola, menemukan apa yang bermakna dan apa yang diteliti untuk diputuskan dan dilaporkan dengan sistematis (Bogdan dan Biklen, 1998). Analisis data dalam penelitian ini dilakukan dalam dua tahap, yaitu: analisis data tiap situs (situs tunggal) dan analisis data lintas situs. Pengecekan keabsahan data dilakukan dengan menggunakan derajat kepercayaan (credibility) melalui teknik triangulasi baik sumber maupun metode. Hasil penelitian menemukan bahwa nilai-nilai budaya rumah betang yang mendasari dalam penyelenggaraan SD-SMP Satu Atap muncul pada: (1) struktur birokrasi, meliputi: SOP, koordinasi dan pemberdayaan SDM; (2) sumberdaya, meliputi: SDM, sarana prasarana dan pembiayaan; dan (3) komunikasi, meliputi: komunikasi intern, dengan SD penyangga, dengan dinas terkait, dan masyarakat sekitar sekolah. Kata Kunci: SD-SMP Satu Atap, Daerah Terpencil, Budaya Rumah Betang References: Arikunto, S. (1998). Prosedur Penelitian: SuatuPendekatan Praktek. Jakarta: Rineka Cipta. Ary, D., Jacobs, L. C., & Razavieh, A.(2002). Introduction to Research in Education. Sixth Ed. Belmont, CA: Wadswort. Thomson Learning. Bogdan, R. C.,& Biklen, S.K.(1998). Qualitative Research For Educatio: An Introduction to Theory and Methods.Third Ed. Boston: Allyn and Bacon. Bollen, R. (1997). Making Good Schools: Linking School Effectiveness and School Improvement. London and New York: Routledge. Brienkerhoof, D. W.,& Crosby, L.B. (2002). Managing Policy Reform: Concept and Tool for Decision-Makers in Developing and Transitionong Countries. United States of America: Kumarian Perss, Inc. Castetter, W.B. (1996). The Human Resources Function in Educational Administration (Sixth Edition). New Jersey: Prentice Hall, Inc. Dunn, W. N. (1981). Public Policy Analysis: An Introduction. Englewood: Cliff, N.J. Prentice, Inc. Dwijowijoto, R. N. (2004). Komunikasi Pemerintahan. Jakarta: Elek Media Komputindo Kelompok Gramedia. Edward, G. (1980). Implementing Public Policy. Washington, DC. Congressional Quarterly, Inc. Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2009). The Basic to Supervision and Instructional Leadership. Secon Ed, Boston: Pearson. Koehler. (1981). Organizational Communication, Behavioral Perspective. New York: Holt, Rinehart and Winston. Kratzer. (1996). Marketing the Nation. New York: Free Press. Kusni. J. J. (2006). Pergulatan Identitas Dayak Dan Indonesia: Belajar dari Tjilik RiwutPalangka Raya: Penerbit Galangpress. Mantja, W. (2002). Manajemen Pendidikan dan Supervisi Pengajaran (Kumpulan Karya Tulis Terpublikasi). Malang: Wineka Media. Mantja, W. (2008). Ethnography, Desain Penelitian Manajemen Pendidikan. Malang: Elang Mas. Nasution, S. (1998). Metode Penelitian Naturalistik Kualitatif Bandung: Transito. Peraturan Pemerintah RI Nomor47 Tahun 2008. Wajib Belajar. Bandung: Penerbit Citra Umbara. Robbins, S., P. (1998). Organizational Behavior. New Jersey: Englewood Cliffs. Sonhadji. K. H. A. (1996). Teknik Pengumpulam Data dan Analisis Data dalam Penelitian Kualitatif dalam Arifin. Penelitian Kualitatif. Malang: Kalimasahda Press. Sugiyono. (2006). Metode Penelitian Administrasi. Bandung: Alfabeta. Undang-Undang Dasar Republik Indonesia Tahun1945. Bandung: Penerbit Citra Umbara. Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. 2006. Bandung: Pcnerbit Citra Umbara. Usop, K. M.A.(1994). Pakat Dayak: Sejarah Integrasi dan Jati Diri Masyarakat Dayak dan Daerah Kalimantan Tengah. Palangka Raya: Yayasan Dikbud Batang Garing. Winarno, B. (2002). Kebijakan Publik: Teori dan Proses. Yogyakarta: Media Pressindo.

Abstract:

Introduction: Venous thromboembolism (VTE) is a common cause of morbidity and mortality among patients with multiple myeloma (MM). Thromboprophylaxis is a safe and effective way to decrease VTE in other high-risk populations. Recently, a clinical prediction model was developed to identify patients with newly diagnosed MM starting chemotherapy at highest risk of VTE. The model, IMPEDE VTE, found the following clinical risk factors for VTE: immunomodulatory drugs, body mass index, recent pathologic fracture of the femur or hip, erythropoietin stimulating drugs, dexamethasone, doxorubicin, Asian ethnicity/race, history of VTE, tunneled line or central venous catheter, and existing use of aspirin or anticoagulation. External validation of the model has yielded a c-statistic for VTE risk prediction of 0.64 to 0.65. Laboratory parameters can predict VTE in some patients with cancer. Accordingly so, the addition of laboratory parameters to IMPEDE VTE has the ability to improve model performance. Thus, we sought to determine the association between soluble P-selectin and D-dimer with the development of VTE in patients with newly diagnosed MM starting chemotherapy. Methods: We identified 545 patients from the Washington University in St. Louis MM banking protocol, with available plasma from time of diagnosis (2007-2019). Thirty-eight cases of VTE were identified within 6 months following treatment initiation. An additional 137 patients were randomly selected as controls. D-dimer and soluble P-selectin ELISA assays were performed on the banked plasma by Eve Technologies, who was blinded to case vs. control status. Both assays were performed in duplicate and results averaged. All additional variables were collected through manual chart abstraction. IMPEDE VTE scores were calculated as we previously described (Sanfilippo et al.). The association of D-dimer and soluble P-selectin with VTE risk was assessed using Cox regression, adjusting for IMPEDE VTE score. Results: The median age of all 545 patients was 65 (range 32-79), 54% were male, and 85% were white. All patients received novel chemotherapy agents for first-line MM therapy and 66% underwent autologous stem cell transplant. Of the 38 cases with VTE, 20 patients had deep vein thrombosis, 17 had pulmonary emboli, and 1 patient had concurrent events. The median time from chemotherapy initiation to VTE was 51 days (range 4-193). The median IMPEDE VTE score was 5 (range -1 to 12). Each unit increase in IMPEDE VTE score was associated with a 21% increase in risk for VTE (HR 1.21; 95% CI 1.04-1.40; p = 0.01). Median D-dimer was 11,795 ng/mL (range 280-144,832). Each 1000 ng/mL unit increase in D-dimer was associated with a 2% increase risk for VTE after controlling for IMPEDE VTE score (aHR 1.02; 95% CI 1.01-1.04; p &lt; 0.001). Patients in the highest quartile of D-dimer levels, above the 75th percentile, had a 2-fold increase in risk of VTE after adjusting for IMPEDE VTE score (aHR 2.04; 95% CI 1.03-4.02; p = 0.04). Median soluble P-selectin was 189 ng/ml (range 23-638). There was no association between soluble P-selectin level and VTE risk in patients with MM. Conclusions and Relevance: D-dimer is predictive of VTE in patients with MM starting chemotherapy. The combination of D-dimer and the IMPEDE VTE score can improve identification of patients at high risk of VTE and therefore allow for selection of primary thromboprophylaxis among patients with MM. Disclosures Sanfilippo: Bayer HealthCare Pharamceuticals: Membership on an entity's Board of Directors or advisory committees; AstraZeneca: Other: Travel Support for Investigator Meeting; Pfizer: Membership on an entity's Board of Directors or advisory committees; Covington & Burling LLP: Consultancy; Luther & Associates: Consultancy; Health Services Advisory Group: Consultancy; Amgen: Other: Trasfer of Value (food) during discussion of research.

Abstract:

The government is attempting to obtain the access of Early Childhood Education pro- grams providing educational assistance. Unfortunately, the government has spent funds to calculate the unit costs that should not occur in the real world of education. In consequence, the aims of this study are to (1) calculate the amount of operational unit costs for Early Childhood Education pro- grams, and (2) enumerate variations and projections of the amount of the operational unit costs in Early Childhood Education programs by region category. This study uses quantitative data with pop- ulation of all Early Childhood Education institutions in Indonesia. The unit of analysis of this re- search is Early Childhood Education institutions consisting of kindergarten, Playgroup, Daycare, and ECCD units. The findings are that the highest operating unit cost is in TPA because there is a full day of service. Next is a Kindergarten institution because at this institution already has a special curriculum to prepare the child proceed to the level of basic education. Then the unit cost is the highest area in the eastern region. Recommendation in determining the amount of financial assistance it is necessary to consider the amount of operational unit costs so that the purpose of providing fi- nancial assistance is to improve access and quality can be achieved. Keywords: Early Childhood Education, Operational Unit Cost, Fund Aid Reference Afmansyah, T. H. (2019). Efektifitas Dan Efisiensi Pembiayaan Pendidikan. INA-Rxiv Paper. https://doi.org/10.31227/osf.io/5ysw4 Akdon. (2015). Manajemen Pembiayaan Pendidikan. Bandung: PT Remaja Rosdakarya. Aos, S., & Pennucci, A. (2013). K–12 CLASS SIZE REDUCTIONS AND STUDENT OUTCOMES: A REVIEW OF THE EVIDENCE AND BENEFIT–COST ANALYSIS. Washington State Institute for Public Policy, (13), 1–12. Azhari, U. L., & Kurniady, D. A. (2016). Manajemen Pembiayaan Pendidikan, Fasilitas Pembelajaran, Dan Mutu Sekolah. Jurnal Administrasi Pendidikan, 23(2). Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62(4), 647. Bijanto. (2018). Mengakreditasi PAUD dan PNF. Retrieved from https://banpaudpnf.kemdikbud.go.id/berita/mengakreditasi-paud-dan-pnf Brinkman, S. A., Hasan, A., Jung, H., Kinnell, A., Nakajima, N., & Pradhan, M. (2017). The role of preschool quality in promoting child development: evidence from rural Indonesia*. European Early Childhood Education Research Journal, 25(4), 483–505. https://doi.org/10.1080/1350293X.2017.1331062 Campbell-Barr, V. (2019). Interpretations of child centred practice in early childhood education and care. Compare, 49(2), 249–265. https://doi.org/10.1080/03057925.2017.1401452 Chandrawaty, Ndari, S. S., Mujtaba, I., & Ananto, M. C. (2019). Children’s Outdoor Activities and Parenting Style in Children’s Social Skill. Jurnal Pendidikan Usia Dini, 13(November), 217–231. https://doi.org/https://doi.org/10.21009/JPUD.132.02 Chrystiana, N., & Alip, M. (2014). Komponen Biaya Dan Biaya Satuan Operasi Pendidikan Taman Kanak-Kanak (Studi Kasus Di 3 Taman Kanak-Kanak). Jurnal Akuntabilitas Manajemen Pendidikan, 2(1), 70–80. https://doi.org/10.21831/amp.v2i1.2410 Denboba, A., Hasan, A., & Wodon, Q. (2015). Early Childhood Education and Development in Indonesia. In World Bank http://ideas.repec.org/b/wbk/wbpubs/22376.html Publications. Retrieved from Firdaus, N. M., & Ansori, A. (2019). Optimizing Management of Early Childhood Education in Community Empowerment. Journal of Nonformal Education, 5(1), 89–96. https://doi.org/10.15294/jne.v5i1.18532 Harris, D. N. (2009). Toward policy-relevant benchmarks for interpreting effect sizes: Combining effects with costs. Educational Evaluation and Policy Analysis, 31(1), 3–29. https://doi.org/10.3102/0162373708327524 Hasan, A., Jung, H., Kinnell, A., Maika, A., Nakajima, N., & Pradhan, M. (2019). Built to Last Sustainability of Early Childhood Education Services in Rural Indonesia. Retrieved from http://www.worldbank.org/prwp. Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., & Yavitz, A. (2010). The rate of return to the HighScope Perry Preschool Program. Journal of Public Economics, 94(1–2), 114– 128. https://doi.org/10.1016/j.jpubeco.2009.11.001 Hollands, F., Bowden, A. B., Belfield, C., Levin, H. M., Cheng, H., Shand, R., ... Hanisch-Cerda, B. (2014). Cost-Effectiveness Analysis in Practice: Interventions to Improve High School Completion. Educational Evaluation and Policy Analysis, 36(3), 307–326. https://doi.org/10.3102/0162373713511850 Howard, S. J., & Melhuish, E. (2017). An Early Years Toolbox for Assessing Early Executive Function, Language, Self-Regulation, and Social Development: Validity, Reliability, and Preliminary Norms. Journal of Psychoeducational Assessment, 35(3), 255–275. https://doi.org/10.1177/0734282916633009 Institute of Medicine (Author), National Research Council (Author), Division of Behavioral and Social Sciences and Education (Author), and Families Board on Children, Youth (Author), C. on S. B.-C. M. for the E. of E. C. I. (Author). (2009). Strengthening Benefit-Cost Analysis for Early Childhood Interventions: Workshop Summary (A. Beatty, Ed.). Washington DC: National Academies Press. Keith, R. s. (2018). The Cost of Inequality: The Importance Of Investing In High Quality Early Childhood Education Programs (University of Colorado Springs; V ol. 53). https://doi.org/10.1017/CBO9781107415324.004 Lamy, C. E. (2014). American Children in Chronic Poverty: Complex Risks, Benefit-Cost Analyses, and Untangling the Knot. United Kingdom: Lexington Books; Reprint edition. Levin, by H. M., McEwan, P. J., Belfield, C. R., Bowden, A. B., & Shand, R. D. (2017). Economic Evaluation in Education: Cost-Effectiveness and Benefit-Cost Analysis (Third Edit). California: Sage Publication. Levin, H. (2001). Waiting for godot: Cost-effectiveness analysis in education. New Directions for Evaluation, 2001(90), 55–68. https://doi.org/10.1002/ev.12 Lovchinov, V. A., Mädge, H., & Christensen, A. N. (1984). On the thermodynamic properties of Vnx. In Materials Letters (Vol. 2). https://doi.org/10.1016/0167-577X(84)90080-6 Mujahidun. (2016). Pmerataan Pendidikan Anak Bangsa: Pendidikan Gratis Versus Kapitalisme Pendidikan. Tarbiyatuna, 7(1), 38–52. Nakajima, N., Hasan, A., Jung, H., Brinkman, S., Pradhan, M., & Angela Kinnel. (2016). Investing in school readiness : an analysis of the cost-effectiveness of early childhood education pathways in rural Indonesia. World Bank Research Working Paper, (September), 1–45. Retrieved from http://documents.worldbank.org/curated/en/656521474904442550/Investing-in-school- readiness-an-analysis-of-the-cost-effectiveness-of-early-childhood-education-pathways-in- rural-Indonesia Pidarta, M. (2013). Landasan Kependidikan Stimulus Ilmu Pendidikan Bercorak Indonesia. Jakarta: Rineka Cipta. SISDIKNAS, U. (2003). Undang-undang Sisdiknas No 20 Tahun 2003. (1). Suyadi, S. (2017). Perencanaan dan Asesmen Perkembangan Pada Anak Usia Dini. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 1(1), 65–74. Retrieved from http://ejournal.uin-suka.ac.id/tarbiyah/index.php/goldenage/article/view/1251 Tedjawati, J. M. (2013). Pendanaan Pendidikan Anak Usia Dini. Jurnal Pendidikan Dan Kebudayaan, 19(3), 346. https://doi.org/10.24832/jpnk.v19i3.294 UNESCO. (2013). Why every child deserves a quality education. 1–16. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000223826 West, A., & Noden, P. (2019). ‘Nationalising’ and Transforming the Public Funding of Early Years Education (and care) in England 1996–2017. British Journal of Educational Studies, 67(2), 145–167. https://doi.org/10.1080/00071005.2018.1478058 West, A., Roberts, J., & Noden, P. (2010). Funding Early Years Education And Care: Can A Mixed Economy Of Providers Deliver Universal High Quality Provision? British Journal of Educational Studies, 58(2), 155–179. https://doi.org/10.1080/00071000903520850

Abstract:

Based on the premise that teaching is a political act and that it is thus necessary to engage additional language students in the process of both linguistic and critical development (Crookes, 2013), this study aims at investigating the role of the teacher during the implementation of a cycle of tasks designed from the perspectives of the Task-based Approach (Ellis, 2003) and of Critical Pedagogy (Freire, 1996). According to Breen (2009), a task can be understood as a workplan which is modified and reinterpreted during its implementation. Samuda (2009) argues that one of the central roles of the teacher in task-based language teaching is to guide students in language processing so as to cater for linguistic development. In this sense, it is important to investigate the task as a process, that is, the strategies adopted by the teacher while implementing the task as a workplan. In order to do so, this study focuses on the reflexive diaries of the teacher-researcher, in which he describes and reflects upon the implementation of a critical cycle of tasks designed for a group of high school students in a Brazilian context. From the thematic analysis of the diaries, the theme ‘strategies’ could be identified, which demonstrates decisions that were taken by the teacher-researcher during implementation so as to: a) guarantee that the critical objective of the task would be met, b) guide the students’ attention to a specific topic (such as focus on form or the critical topic at hand), c) overcome technical and material difficulties and d) facilitate students’ learning process. The complexity involved in the implementation process of tasks designed from a critical perspective suggests the need for teachers to develop their critical reflexive skills in order to be able to make decisions that will be adequate for each specific educational context.

Abstract:

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>* </span><span>A previous versions of this article was published in C. James Newlan’s journal, T</span><span>HE </span><span>S</span><span>OCIAL </span><span>C</span><span>RITIC</span><span>, </span><span>as Ellis Washington, </span><span>Excluding the Exclusionary Rule</span><span>, 3 T</span><span>HE </span><span>S</span><span>OC</span><span>. C</span><span>RITIC </span><span>(1998), and in E</span><span>LLIS </span><span>W</span><span>ASHINGTON</span><span>, T</span><span>HE </span><span>I</span><span>NSEPARABILITY OF </span><span>L</span><span>AW AND </span><span>M</span><span>ORALITY</span><span>: T</span><span>HE </span><span>C</span><span>ONSTITUTION</span><span>, N</span><span>ATURAL </span><span>L</span><span>AW AND THE </span><span>R</span><span>ULE OF </span><span>L</span><span>AW </span><span>16-28 (2002) [</span><span>hereinafter </span><span>W</span><span>ASHINGTON</span><span>, I</span><span>NSEPARABILITY OF </span><span>L</span><span>AW AND </span><span>M</span><span>ORALITY</span><span>]. For a comprehensive legal and historical analysis regarding the integration of the rule of law, jurispru- dence, and society in modern times, </span><span>see generally </span><span>Ellis Washington, </span><span>Reply to Judge Richard A. Posner on the Inseparability of Law and Morality</span><span>, 3 R</span><span>UTGERS </span><span>J. L. &amp; R</span><span>ELIG</span><span>. 1 (2001-2002); </span><span>The Nuremberg Trials: The Death of the Rule of Law </span><span>(In International Law), 49 L</span><span>OY</span><span>. L. R</span><span>EV</span><span>. 471-518 (2003). </span></p><p><span>** </span><span>Ellis Washington, DePauw University; B.A. 1983, University of Michigan; M.M. 1986, John Marshall Law School; J.D. 1994. The author an editor at the U</span><span>NIVERSITY OF </span><span>M</span><span>ICHIGAN </span><span>L</span><span>AW </span><span>R</span><span>EVIEW </span><span>and a law clerk for the Rutherford Institute. He was a faculty member at Davenport University and member of the Board of Visitors at Ave Maria School of Law. Currently, Mr. Washington is a freelance writer and lecturer at high schools, universities, and law schools throughout America specializing in the history of law, legal and political philosophy, jurisprudence, constitutional law, critical race theory, and legal feminist theory. He also teaches composition at Lansing Community College. In addition to numerous articles, he has published three books: T</span><span>HE </span><span>D</span><span>EVIL IS IN THE </span><span>D</span><span>ETAILS</span><span>: E</span><span>SSAYS ON </span><span>L</span><span>AW</span><span>, R</span><span>ACE</span><span>, P</span><span>OLITICS AND </span><span>R</span><span>ELIGION </span><span>(1999); B</span><span>EYOND </span><span>T</span><span>HE </span><span>V</span><span>EIL</span><span>: E</span><span>SSAYS IN THE </span><span>D</span><span>IALECTICAL </span><span>S</span><span>TYLE OF </span><span>S</span><span>OCRATES </span><span>(2000, 2004); T</span><span>HE </span><span>I</span><span>NSEPRABILITY OF </span><span>L</span><span>AW AND </span><span>M</span><span>ORALITY</span><span>: T</span><span>HE </span><span>C</span><span>ONSTITUTION</span><span>, N</span><span>ATURAL </span><span>L</span><span>AW AND THE </span><span>R</span><span>ULE OF </span><span>L</span><span>AW </span><span>(2002). His article, </span><span>The Nuremberg Trials: The Death of the Rule of Law (In International Law)</span><span>, 49 L</span><span>OY</span><span>. L. R</span><span>EV</span><span>. 471-518 (2003), has received both national and international recognition and has been accepted into many prestigious archives and collections including–Chambers Library of the Supreme Court of the United States, State Museum of Auschwitz-Birkenau, The Simon Wiesenthal Center, The U.S. Holocaust Memorial Museum, The Elie Wiesel Foundation for Humanity. </span></p><p><span>*Exceeding gratitude to my friend, attorney Che Ali Karega (a.k.a. “Machiavelli”) for his antagonism, advice, ideas, source materials, and inspiration. To Arthur LaBrew, musicologist and historian, founder Michigan Music Research Center (Detroit), for his prescient comments and attention to detail on earlier drafts of the Article. To C. James Newlan, publisher of the Journal, T</span><span>HE </span><span>S</span><span>OCIAL </span><span>C</span><span>RITIC</span><span>, for being my friend, my first publisher, an intellectual, a visionary, and the first person to believe that I had ideas worthy to be published and read. </span></p></div></div></div>

Abstract:

AbstractVillage Fund (DD) has been allocated by Central Government since 2015, with a budget of Rp.20.80 trillion, and in 2020, DD is budgeted to be Rp72 trillion, experiencing a significant increase in 5 years. Priority for DD use according to the rules (Permendesa PDTT, No.11 / 2019) must provide as much benefit to the village community in the form of: a. life quality improvement; b. welfare improvement; c. poverty alleviation; and d. public services improvement (health, education, and social). The research was conducted in Cimerang Village, Padalarang Subdistrict, West Bandung Regency and aimed at analyzing the influence of DD Financial Management Accountability, Village Policy, and Village Institutions to the Improvement of Village Community Welfare This research used quantitative methods, where primary data was obtained from questionnaires of 135 respondents from the local village community and the Village Institution. The results indicated that three independent variables partially had a significant positive effect on improving the village community welfare. With the potential of vast agricultural land, including horticulture and animal husbandry, the creation of Village-Owned Enterprises (BUMDes) is a priority scale for Cimerang Village in the efforts of village independence, and from the results of efforts can be used in improving the quality of health and education, for example the establishment of the Polyclinic that provides health care is more diverse than Posyandu, the construction of a high school equivalent. Its influence is very meaningful for improving the welfare of the local community.Keywords: Accountability; BUMDes; Village fund Abstrak Dana Desa (DD) dialokasikan oleh Pemerintah Pusat sejak tahun 2015, dengan anggaran Rp 20,80 triliun, dan di tahun 2020 dianggarkan menjadi Rp 72 triliun, mengalami kenaikan signifikan dalam kurun waktu 5 tahun. Prioritas penggunaan DD sesuai aturan (Permendesa PDTT, No.11/2019) harus memberikan manfaat sebesar besarnya bagi masyarakat desa berupa: a. peningkatan kualitas hidup; b. peningkatan kesejahteraan; c. penanggulangan kemiskinan; dan d. peningkatan pelayanan publik (kesehatan, pendidikan, dan sosial). Penelitian ini dilakukan di Desa Cimerang, Kecamatan Padalarang, Kabupaten Bandung Barat, dengan tujuan untuk menganalisis pengaruh Akuntabilitas Pengelolaan Keuangan DD, Kebijakan Desa, dan Kelembagaan Desa terhadap Peningkatan Kesejahteraan Masyarakat Desa. Penelitian ini menggunakan metode kuantitatif, data primer yang diperoleh dari penyebaran kuesioner diperoleh dari 135 responden masyarakat desa setempat dan Perangkat Lembaga Desa. Hasil dari penelitian ini menunjukkan bahwa secara parsial, ketiga variabel independen berpengaruh positif signifikan terhadap Peningkatan Kesejahteraan Masyarakat Desa. Dengan potensi lahan pertanian yang luas, temasuk di dalamnya holtikultura, dan peternakan, penciptaan Badan Usaha Milik Desa (BUMDes) merupakan skala prioritas bagi Desa Cimerang dalam upaya kemandirian Desa, dan dari hasil usaha dapat digunakan dalam peningkatan kualitas kesehatan serta pendidikan, misalnya pendirian Poliklinik yang memberikan pelayan kesehatan lebih beragam dibandingkan Posyandu, pembangunan sekolah setara menengah atas. Pengaruhnya sangat berarti bagi peningkatan kesejahteraan masyarakat setempat.Katakunci: Akuntabilitas; BUMDes; Dana desa

Abstract:

This study aims to apply rational emotive behavior counseling as an effort to reduce cheating behavior of high school students. The design of this study was conducted using a quasi experimental method approach with a pretest-posttest non-equivalent control group design research design. Data analysis techniques using Wilcoxon mached-pairs signed test, with the Asymp.Sig (2-Tailed) 0.028 <0.05, which shows a significant difference. The Z test value is -0.730 with the Asymp.Sig (2-Tailed) number 0.466, because of the Asymp.Sig (2-Tailed) value> 0.05, it can be concluded that there is no significant difference between the posttest value and the experimental group value with the control group, Ho is rejected and Ha is accepted which means that rational emotive behavior counseling is effective in reducing student cheating behavior. The study was carried out starting from January to March 2018, which took place at Darul Hikmah High School. Based on the results of the study, the researchers proposed several suggestions, among others (1) BK teachers, counseling rational emotive behavior can be applied by BK teachers to reduce student cheating behavior practically and can be easily applied; (2) for researchers furthermore, this research uses the pretest and posttest control group design research models, for the next researcher can use other research designs such as action research in BK, or other experimental research. References Andrestia, M. (2010). Pengaruh locus of control goal orientation terhadap cheating mahasiwa Fakultas Psikologi UIN Syarif Hidayatullah Jakarta. Skripsi. Jakarta: UIN Syarif Hidayatullah Jakarta. Anitasari, L. (2012). Hubungan stres dan perilaku merokok pada remaja. Skripsi. Malang: Universitas Negeri Malang. Arabzadeh, S., Ameli, N., Zeinoddini, A., Rezaei, F., Farokhnia, M., Mohammadinejad, P., Ghaleiha, A., & Akhondzadeh, S. (2015). Celecoxib adjunctive therapy for acute bipolar mania: A randomized, double-blind, placebo-controlled trial. Bipolar Disorders, 17(6), 606-614. doi:https://doi.org/10.1111/bdi.12324 Bond, F. W., & Dryden, W. (1996). Why two central REBT hypotheses appear untestable. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 14(1), 29-40. Corey, G. (2015). Theory and practice of counseling and psychotherapy. Canada: Nelson Education. Corey, G. (2012). Case approach to counseling and psychotherapy. Canada: Nelson Education. Dessy, D. A., Suranata, K. S., & Setuti, N. M. (2013). Penerapan konseling rasional emotif dengan teknik kognitif untuk meningkatkan self disclosure siswa kelas X. 6 SMA Negeri 1 Sukasada tahun pelajaran 2012/2013. Jurnal Ilmiah Bimbingan Konseling Undiksha, 1(1), 1-10. https://ejournal.undiksha.ac.id/index.php/JJBK/issue/view/91 Dryden, W. (2014). Rational emotive behaviour therapy: Distinctive features. London: Routledge. Dryden, W. (2003). Reason to change: A rational emotive behaviour therapy (REBT) workbook. London: Routledge. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (Vol. 7). New York: McGraw-Hill. Habsy, B. A. (2017a). Model konseling kelompok cognitive behavior untuk meningkatkan self esteem siswa SMK. Perspektif Ilmu Pendidikan, 31(1), 21-35. doi: https://doi.org/10.21009/PIP.311.4 Habsy, B. A. (2017b). Filosofi ilmu bimbingan dan konseling indonesia. Jurnal Pendidikan (Teori dan Praktik), 2(1), 1-11. doi: http://dx.doi.org/10.26740/jp.v2n1.p1-11 Habsy, B. A. (2018a). Konseling rasional emotif perilaku: Sebuah tinjauan filosofis. Indonesian Journal of Educational Counseling, 2(1), 13-30. doi:https://doi.org/10.30653/001.201821.25 Habsy, B. A. (2018b). Model bimbingan kelompok PPPM untuk mengembangkan pikiran rasional korban bullying siswa SMK Etnis Jawa. Jurnal Pendidikan (Teori dan Praktik), 2(2), 91-99. doi:http://dx.doi.org/10.26740/jp.v2n2.p91-99 Hartanto, D. (2012). Bimbingan & konseling menyontek: Mengungkap akar masalah dan solusinya. Jakarta: Indeks. Hetherington, E. M., & Feldman, S. E. (1964). College cheating as a function of subject and situationalvariables. Journal of Educational Psychology, 55(4), 212. McCabe, M., & Ricciardelli, L. (2001). Parent, peer and media influences on body image and strategies to both increase and decrease body size among adolescent boys and girls. Adolescence, 36(142), 225-240. https://www.questia.com/library/journal/1G1-79251794/parent-peer-and-mediainfluences-on-body-image-and Nurmayasari, K., & Murusdi, H. (2015). Hubungan antara Berpikir Positif dan Perilaku Menyontek pada Siswa Kelas X SMK Koperasi Yogyakarta. Empathy: Jurnal Fakultas Psikologi, 3(1), 8-15. http://journal.uad.ac.id/index.php/EMPATHY/ article/view/3009/1748 Santrock, J. W., & Curl, R. M. (2003). Adolescence (9th ed.). New York: McGraw-Hill. Setyani, U. (2007). Hubungan antara konsep diri dengan intensi menyontek pada siswa SMA Negeri 2 Semarang. Disertasi. Semarang: Universitas Diponegoro. Sujana, Y. E., & Wulan, R. (1994). Hubungan antara kecenderungan pusat kendali dengan intensi menyontek. Jurnal Psikologi, 21(1994). http://i-lib.ugm.ac.id/jurnal/download.php?dataId=4298 Taylor, K.R. (2003). Bracing for cheating and plagiarism. Diakses melalui https://www.eddigest.com/sub.php Permatasari, D., & Muka, J. R. (2017). Correlation between self–efficacy and cheating behavior onvocational high school students. Prosiding 8th ICLICE 2017. Valiente, C., Eisenberg, N., Haugen, R., Spinrad, T. L., Hofer, C., Liew, J., & Kupfer, A. (2011). Children’s efforftul control and academic achievement: Mediation through social functioning. Early Education and Development, 22(3), 411-433. doi: https://doi.org/10.1080/10409289.2010.505259

Abstract:

The Vale Sonhar Project was inserted in São Paulo´s state curriculum in 2008. Its activities were included in the first grade high school Biology´s program. This article aims to analyze this material´s contribution to the emancipatory practice in basic education from the realization of the educational kit´s workshops with a first grade high school class, during Biology classes. Then, limits were pointed out and changes were proposed as a way to overcome the difficulties encountered and to amplify the formative potential of this didactic action. The Vale Sonhar Project is an important curricular space for the subject; however it presents limitations such as the long time necessary for its execution which impacts on the decrease of the playful aspect and unfeasibility in a context of extensive curricula and few weekly Biology classes. The insertion of the psychological and sociocultural dimensions importance in the workshops was perceived, the absence of Sexually Transmitted Infections mention was questioned and notes were made for some issues in the proposed activities. In this sense, some changes in the workshops were suggested, besides the pregnancy prevention, in order to talk about topics that were not addressed in this material such as life project design, prevention of Sexually Transmitted Infections, diversity and sexual violence. Therefore it is hoped the provision of resources so that Biology teachers include in their classes The Vale Sonhar Project, working sex education with their students in a comprehensive way also achieving psychological and sociocultural aspects and an effective reflection of their life projects.ResumoO Projeto Vale Sonhar foi inserido no Currículo do Estado de São Paulo em 2008 e teve suas atividades incluídas no material didático de Biologia de primeiro ano do ensino médio. Este artigo tem como objetivo analisar a contribuição deste material para a prática de Educação Sexual Emancipatória na Educação Básica, a partir da realização das oficinas do kit educativo, com uma turma de 1º ano do Ensino Médio, durante as aulas de Biologia. Em seguida, pretende-se apontar limites e propor alterações como forma de superar as dificuldades encontradas e ampliar o potencial formativo desta ação didática. O Projeto Vale Sonhar constituía um importante espaço curricular destinado à temática, no entanto, apresenta limitações como o longo tempo necessário para sua execução, que impacta na diminuição do aspecto lúdico e inviabilidade em um contexto de currículos extensos e poucas aulas semanais de Biologia. Percebemos a importância da inserção das dimensões psicológicas e socioculturais nas oficinas, questionamos a ausência de menção às Infecções Sexualmente Transmissíveis (IST) e apontamos para alguns problemas nas atividades propostas. Neste sentido, sugerimos algumas alterações nas oficinas, buscando trabalhar, além da prevenção da gravidez, temas que não eram abordados neste material, como elaboração do projeto de vida, a prevenção de IST, diversidade e violência sexual. Esperamos, assim, oferecer recursos para que os docentes de Biologia incluam em suas aulas o Projeto Vale Sonhar, trabalhando a Educação Sexual com seus alunos de forma integral, contemplando também aspectos psicológicos e socioculturais e a reflexão sobre o projeto de vida.Palavras-chave: Material didático, Educação sexual, Gravidez na adolescência, Projeto de vida.Keywords: Educational Material, Sex education, Teen pregnancy, Life plan.ReferencesBARDIN, L. Análise de conteúdo. Lisboa: Edições 70. 1977, 223 p.BELO, M. A. V.; SILVA, J. P. Conhecimento, atitude e prática sobre métodos anticoncepcionais entre adolescentes gestantes. Revista de Saúde Pública, 38 (4), 479-486. 2004.BONFIM, C. Desnudando a educação sexual. Campinas: Papirus. 2012, 144 p.BRASIL. Pesquisa Nacional de Saúde do Escolar. Rio de Janeiro: IBGE. 2013. 131p.BRASIL. Síntese de Indicadores Sociais: uma Análise das Condições de Vida da População Brasileira – 2015. Rio de Janeiro: IBGE. 2015. 134p.BRASIL. Boletim Epidemiológico - Sífilis. Brasília: Ministério da Saúde – Secretaria de Vigilância em Saúde. 2018a. 48p.BRASIL. Boletim Epidemiológico – HIV AIDS 2018. Brasília: Ministério da Saúde – Secretaria de Vigilância em Saúde. 2018b. 72p.BRASIL. Pesquisa Nacional de Saúde do Escolar. Rio de Janeiro: IBGE. 2016. 131p.CHALEM, E.; MITSUHIRO, S. S.; FERRI, C.P.; BARROS, M.C.M; GUINSBURG, R.; LARANJEIRA, R. Gravidez na adolescência: perfil sócio-demográfico e comportamental de uma população da periferia de São Paulo, Brasil. Cad. Saúde Pública, 23 (1), 177-186. 2007. http://dx.doi.org/10.1590/S0102-311X2007000100019DIAS, A. C. G.; TEIXEIRA, M. A. P. Gravidez na Adolescência: um Olhar sobre um Fenômeno Complexo. Paideia, 20(45), 123-131. 2010. http://dx.doi.org/10.1590/S0103-863X2010000100015 FIGUEIRÓ, M. N. D. Educação sexual: como ensinar no espaço da escola. Revista Linhas, 7 (1), 1-21. 2006.FIGUEIRÓ, M. N. D. Formação de educadores sexuais: adiar não é mais possível. 2. ed. Londrina: Eduel. 2014. 400p.FURLANI, J. Educação sexual na sala de aula: relações de gênero, orientação sexual e igualdade étnico-racial numa proposta de respeito às diferenças. Belo Horizonte: Autêntica Editora. 2011. 192p.GIORDANO, M. V.; GIORDANO, L. A. Contracepção na Adolescência. Adolescência & Saúde, 6 (4), 11-16. 2009.GREENBERG, J. S.; BRUESS, C. E.; OSWALT, S. B. Exploring the dimensions of human sexuality. 5. ed. Burlington: Jones & Bartlett Learning. 2014. 793p.KAPLAN. Vale Sonhar. (2016). Disponível em: <http://kaplan.org.br/institucional/sec/vale-sonhar>. Acesso em: 17 de outubro de 2019.LEÃO, A. M. C.; RIBEIRO, P. R. M.; BEDIN, R. C. Sexualidade e orientação sexual na escola em foco: algumas reflexões sobre a formação de professores. Linhas, 11(1), 36-52. 2010.MELO, S. M. M. Educação e Sexualidade: caderno pedagógico. 2.ed. Florianópolis: UDESC/CEAD/UAB. 2011.NASCIMENTO, I. P. Projeto de vida de adolescentes do ensino médio: um estudo psicossocial sobre suas representações. Imaginario,12 (12), 55-80. 2006.NUNES, C.; SILVA, E. A educação sexual da criança: subsídios teóricos e propostas práticas para uma abordagem da sexualidade para além da transversalidade. Campinas: Autores Associados. 2006. 144p.OPS; UNFPA; UNICEF. Acelerar el progreso hacia la reducción del embarazo en la adolescencia en América Latina y el Caribe. Informe de consulta técnica. (29-30 agosto 2016, Washington, D.C., EE. UU.). 2018. 56p.PRIOTTO, E. P. Dinâmicas de grupo para adolescentes. 7. ed. Petrópolis: Vozes. 2013. 312p.VALE SONHAR: Livro do professor. Instituto Kaplan. Vários autores; coordenação Maria Helena Brandão Vilela. São Paulo: Trilha Educacional, 2007.VIEIRA-ANTONIASSI, P.; MIRANDA, M. A. G. C. de. O professor de Biologia e o Projeto Vale Sonhar: limites e possibilidades em uma perspectiva emancipatória da educação sexual. Anais [do] III CONGRESSO NACIONAL DE FORMAÇÃO DE PROFESSORES e do XIII CONGRESSO ESTADUAL PAULISTA SOBRE FORMAÇÃO DE EDUCADORES: por uma revolução no campo da formação de professores. UNESP/Prograd, v. 3, p. 3942-3953, 2016.WEREBE, M. J. G. Sexualidade, Política e Educação. Campinas: Autores Associados. 1998. 218p.YAZLLE, M. E. H. D. Gravidez na adolescência. Revista Brasileira de Ginecologia e Obstetrícia, 28 (8), 443-445. 2006.e3801101

Abstract:

The study aims to assess the rate of erosion that occurred in Manjunto Watershed and financial loss using Geographic Information System and Remote Sensing. Model used to determine the erosion is E30 models. The basis for the development of this model is to integrate with the slope of the slope between NDVI. The value of NDVI obtained from satellite imagery. Slope factor obtained through the DEM processing. To determine the amount of economic losses caused by erosion used the shadow prices. The amount of nutrients lost converted to fertilizer price. The results showed that the eroded catchment area has increased significantly. The rate of average annual erosion in the watershed Manjunto in 2000 amounted to 3 Mg ha-1 yr-1. The average erosion rate in the watershed Manjunto annual increase to 27 Mg ha-1 yr-1 in the year 2009. Economic losses due to erosion in 2009 was Rp200,000,- for one hectare. Total losses due to erosion for the total watershed area is Rp15,918,213,133, -. The main factor causing the high rate of erosion is high rainfall, slope and how to grow crops that do not pay attention to the rules of conservation.Keywords: Soil erosion, digital elevation model, GIS, remote sensing, valuation erosion[How to Cite: Gunawan G, D Sutjiningsih, H Soeryantono and S Widjanarko. 2013.Soil Erosion Prediction Using GIS and Remote Sensing on Manjunto Watershed Bengkulu-Indonesia. J Trop Soils 18 (2): 141-148. Doi: 10.5400/jts.2013.18.2.141][Permalink/DOI: www.dx.doi.org/10.5400/jts.2013.18.2.141]REFERENCESAksoy E, G Ozsoy and MS Dirim. 2009. Soil mapping approach in GIS using Landsat satellite imagery and DEM data. Afr J Agric Res 4: 1295-1302.Ananda J and G Herath. 2003. Soil erosion in developing countries: a socio-economic appraisal. J Environ Manage 68: 343-353.Ananda J, G Herath and A Chisholm. 2001. Determination of yield and Erosion Damage Functions Using Subjectivly Elicited Data: application to Smallholder Tea in Sri Lanka. Aust J Agric Resour Ec 45: 275-289.Ande OT, Y Alaga and GA Oluwatosin. 2009. Soil erosion prediction using MMF model on highly dissected hilly terrain of Ekiti environs in southwestern Nigeria. Int J Phys Sci 4: 053-057.Arnold JG, BA Engel and R Srinivasan. 1998. A continuous time grid cell watershed model. Proc. of application of Advanced Technology for management of Natural Resources.Arsyad S. 2010. Konservasi Tanah dan Air. IPB Press. Bogor-Indonesia (in Indonesian).Asdak C.1995. Hydrology and Watershed Management. Gadjah Mada University Press, Yogyakarta.Barlin RD and ID Moore. 1994. Role of buffer strips in management of waterway pollution: a review. Environ Manage 18: 543-58.Brough PA.1986. Principle of Geographical Information Systems For Land Resources Assessment. Oxford University Press, 194p.Clark B and J Wallace. 2003. Global connections: Canadian and world issues. Toronto, Canada: Pearson Education Canada, Inc.Cochrane T A and DC Flanagan. 1999. Assessing water erosion in small watershed using WEPP with GIS and digital elevation models. J Soil Water Conserv 54: 678 685.Dames TWg. 1955. The Soils of East Central Java; with a Soil Map 1:250,000. Balai Besar Penjelidikan Pertanian, Bogor, Indonesia.Dixon JA, LF Scura, RA Carpenter and PB Sherman. 2004. Economic Analysis of Environmental Impacts 2nd ed. Eartscans Publication Ltd., London.Fistikoglu O and NB Harmancioglu. 2002. Integration of GIS with USLE in Assessment of Soil Erosion. Water Resour Manage 16: 447-467.Green K. 1992. Spatial imagery and GIS: integrated data for natural resource management. J Forest 90: 32-36.Hazarika MK and H Honda. 2001. Estimation of Soil Erosion Using Remote Sensing and GIS, Its Valuation & Economic Implications on Agricultural Productions. The 10th International Soil Conservation Organization Meeting at Purdue University and the USDA-ARS Soil Erosion Research Laboratory.Hazarika S, R Parkinson, R Bol, L Dixon, P Russell, S Donovan and D Allen. 2009. Effect of tillage system and straw management on organic matter dynamics. Agron Sustain Develop 29: 525-533. doi: 10.1051/agro/2009024. Honda KL, A Samarakoon, Y Ishibashi, Mabuchi and S Miyajima.1996. Remote Sensing and GIS technologies for denudation estimation in Siwalik watershed of Nepal,p. B21-B26. Proc. 17th Asian Conference on Remote Sensing, Colombo, Sri lanka.Kefi M and K Yoshino. 2010. Evaluation of The Economic Effects of Soil Erosion Risk on Agricultural Productivity Using Remote Sensing: Case of Watershed in Tunisia. International Archives of the Photogrammetry, Remote Sensing and Spatial Information Science, Volume XXXVIII, Part 8, Kyoto Japan.Kefi M, K Yoshino, K Zayani and H Isoda. 2009. Estimation of soil loss by using combination of Erosion Model and GIS: case of study watersheds in Tunisia. J Arid Land Stud 19: 287-290.Lal R. 1998. Soil erosion impact on agronomic productivity and environment quality: Critical Review. Plant Sci 17: 319-464.Lal. 2001. Soil Degradation by Erosion. Land Degrad Develop12: 519-539.Lanya I. 1996. Evaluasi Kualitas lahan dan Produktivitas Lahan Kering Terdegradasi di Daerah Transmigrasi WPP VII Rengat Kabupaten Indragiri Hulu, Riau. [Disertasi Doktor]. Program Pasca Sarjana IPB, Bogor (in Indonesian).Mermut AR and H Eswaran. 2001. Some major developments in soil science since the mid 1960s. Geoderma 100: 403-426.Mongkolsawat C, P Thurangoon and Sriwongsa.1994. Soil erosion mapping with USLE and GIS. Proc. Asian Conf. Rem. Sens., C-1-1 to C-1-6.Morgan RPC, Morgan DDV and Finney HJ. 1984. A predictive model for the assessment of erosion risk. J Agric Eng Res 30: 245-253.Morgan RPC. 2005. Soil Erosion and Conservation. 3rd ed. Malden, MA: Blackwell Publishing Co.Panuju DR, F Heidina, BH Trisasongko, B Tjahjono, A Kasno, AHA Syafril. 2009. Variasi nilai indeks vegetasi MODIS pada siklus pertumbuhan padi. J.Ilmiah Geomat. 15, 9-16 (in Indonesian).Pimentel D, C Harvey, P Resosudarmo, K. Sinclair, D Kurz, M Mc Nair, S Christ, L Shpritz, L Fitton, R Saffouri and R Balir. 1995. Environmental and Economic Costs of Soil Erosion and Conservation Benefits. Science 267: 1117-1123.Saha SK and LM Pande. 1993. Integrated approach towards soil erosion inventory for environmental conservation using satellite and agrometeorological data. Asia Pac Rem Sens J 5: 21-28.Saha SK, Kudrat M and Bhan SK.1991. Erosional soil loss prediction using digital satellitee data and USLE. In: S Murai (ed). Applications of Remote Sensing in Asia and Oceania – Environmental Change Monitoring. Asian Association of Remote Sensing, pp. 369-372.Salehi MH, Eghbal MK and Khademi H. 2003. Comparison of soil variability in a detailed and a reconnaissance soil map in central Iran. Geoderma 111: 45-56.Soil Survey Staff. 1998. Keys to Soil Taxonomy. Eighth Edition. United States Department of Agriculture Natural Resources Conservation Service. Washington, D.C.

Abstract:

Camelina or false flax (Camelina sativa), of the Brassicaceae, is an annual flowering plant native to Europe and Central Asia where it is grown commercially as an oilseed crop. At the end of May 2012, symptoms of downy mildew were observed on camelina plants grown in the Savinja Valley in Slovenia. The disease was found in four monitored fields (total area 3 ha), and the incidence ranged from 2 to 38% depending on the variety. Symptomatic plants showed whitish, abundant, and fluffy mycelia covering the stems, flowers, seed pods, and undersides of the leaves. The disease mainly affected the upper half of the plants, and the stems were reduced and distorted. During disease progression, the mycelium turned from gray to black. Microscopic observations revealed hyaline, straight conidiophores that were branched monopodially (3 to 4 times) with 6 to 12 re-curved tips/branch, and measured 140 to 300 × 12 to 20 μm. Conidia were hyaline, oval to broadly ellipsoidal, 24 to 29 × 18 to 24 μm. Oospores formed in necrotic stem and leaf tissues were dark brown and measured 30 to 38 μm in diameter. Based on these morphological characteristics, the causal agent was identified as Hyaloperonospora camelinae (1,3,4,5). DNA was extracted from mycelium and conidia collected from infected plants in two fields in the Savinja Valley (1HpC and 2HpC). Nuclear internal transcribed spacer (ITS) regions of ribosomal DNA (rDNA) were amplified by PCR assay from two isolates using the universal primers ITS4 and ITS5, and sequenced. Both samples yielded a 781-bp sequence, which showed 100% identity to H. camelinae ITS sequence JX445136 in GenBank. The nucleotide sequence was assigned to GenBank Accession No. KJ768405. Pathogenicity was confirmed by spraying 25 3-week-old plants of C. sativa cv. Ligena planted in pots (5 plants/pot) with a conidial suspension (105 conidia/ml) obtained from 10 infected plants of the same variety collected from the field 1HpC. Inoculated plants were covered with polyethylene bags for 2 days to maintain high humidity, and incubated at 20°C with a 12-h photoperiod/day in a growth chamber. Downy mildew symptoms first developed on leaves 6 days after inoculation. An additional 25 control plants sprayed with sterilized distilled water and otherwise treated similarly to the inoculated plants developed no symptoms. The identity of the pathogen on the inoculated plants as H. camelinae was confirmed based on the morphological features described above. Downy mildew of false flax caused by H. camelinae has been reported in Europe from Austria, Bulgaria, Germany, Poland, Portugal, Spain, and Switzerland (2); and in the United States from Florida, Oregon, Minnesota, Montana, Nebraska, and Washington (1,3,4,5). To the best of our knowledge, this is the first report of downy mildew caused by H. camelinae on C. sativa in Slovenia. The representative samples were deposited in the phytopatological herbarium of the Slovenian Institute of Hop Research and Brewing. References: (1) E. M. Babiker et al. Plant Dis. 96:1670, 2012. (2) D. F. Farr and A. Y. Rossman, Fungal Databases, Syst. Mycol. Microbiol. Lab. Retrieved from http://nt.ars-grin.gov/fungaldatabases/ . (3) R. M. Harveson et al. Plant Health Progress. doi: 10.1094/PHP-2011-1014-01-BR, 2011. (4) M. L. Putnam et al. Plant Health Progress. doi: 10.1094/PHP-2009-0910-01-BR, 2009. (5) P. Srivastava et al. Plant Dis. 96:1692, 2012.

Abstract:

This article examines whether the state, through conditional cash transfer programs (CCT), can reduce the poverty and extremely poverty in societies marred by high levels of income concentration. We focus on one of the most unequal countries in the globe, Brazil, and analyze the extent to which this country's CCT program - Bolsa Família (BF, Family Grant) program - is able to improve the life chances of extremely poor beneficiaries, through the three major goals of PBF: First, to immediately end hunger; second, to create basic social rights related to healthcare and education; finally, considering also complementary policies, to integrate adults into the job market. The analysis relies on a quantitative survey with 4,000 beneficiaries and a qualitative survey comprised of in-depth interviews with 38 program's participants from all the regions of the country in 2008, it means that this study is about the five first years of the PBF. In order to answer the research questions, we ran four probit analyses related: a) the determinants of the realization of prenatal care; b) the determinants of food security among BF beneficiaries, c) the determinants that adult BF recipients will return to school, d) the determinants that a BF beneficiary will obtain a job. Important results from the study are: First, those who before their participation on PBF were at the margins have now been able to access healthcare services on a more regular basis. Thus, the women at the margins who were systematically excluded - black women, poorly educated and from the North - now, after their participation in the CCT program, have more access to prenatal care and can now count with more availability of public healthcare network. Second, before entering the Bolsa Família program, 50.3% of the participants faced severe food insecurity. This number went down to 36.8% in very five years. Men are more likely than women; non-blacks more likely than blacks; and South and Centre-West residents more likely than Brazilians from other regions; to become food secure while participating in BF. Third, instead, that moment in 2008, a small proportion of the adult participants indeed were able to return to school and to increase their educational qualifications. The lack of technical skills and the huge predominance of informal employment are central social problems in Brazil and that the PBF has failed to address such issues. This study confirms what other previous studies have reported on: BF has had a positive impact in reducing poverty in the country. Hence the main contribution of the present study is in identifying the main determinants of unequal results among individuals participating in the BF program: why some, but not others, are more easily able to access the healthcare or to overcome food insecurity while in the program?

Abstract:

In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education. Keywords: Early Childhood Educators, Loose-part, STEAM References: Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59. Ansberry, B. K., & Morgan, E. (2019). Seven Myths of STEM. 56(6), 64–67. Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: the teacher’s experience. European Early Childhood Education Research Journal, 23(1), 112–128. https://doi.org/10.1080/1350293X.2014.991099 Becker, K., & Park, K. (2011). Effects of integrative approaches among science , technology , engineering , and mathematics ( STEM ) subjects on students ’ learning : A preliminary meta-analysis. 12(5), 23–38. Berk, L. E. (2009). Child Development (8th ed.). Boston: Pearson Education. Can, B., Yildiz-Demirtas, V., & Altun, E. (2017). The Effect of Project-based Science Education Programme on Scientific Process Skills and Conception of Kindergargen Students. 16(3), 395–413. Casey, T., Robertson, J., Abel, J., Cairns, M., Caldwell, L., Campbell, K., … Robertson, T. (2016). Loose Parts Play. Edinburgh. Cheung, R. H. P. (2017). Teacher-directed versus child-centred : the challenge of promoting creativity in Chinese preschool classrooms. Pedagogy, Culture & Society, 1366(January), 1–14. https://doi.org/10.1080/14681366.2016.1217253 Clements, D. H., & Sarama, J. (2016). Math, Science, and Technology in the Early Grades. The Future of Children, 26(2), 75–94. Cloward Drown, K. (2014). Dramatic lay affordances of natural and manufactured outdoor settings for preschoolaged children. Dejarnette, N. K. (2018). Early Childhood Steam: Reflections From a Year of Steam Initiatives Implemented in a High-Needs Primary School. Education, 139(2), 96–112. DiGironimo, N. (2011). What is technology? Investigating student conceptions about the nature of technology. International Journal of Science Education, 33(10), 1337–1352. https://doi.org/10.1080/09500693.2010.495400 Dugger, W. E., & Naik, N. (2001). Clarifying Misconceptions between Technology Education and Educational Technology. The Technology Teacher, 61(1), 31–35. Eeuwijk, P. Van, & Zuzana, A. (2017). How to Conduct a Focus Group Discussion ( FGD ) Methodological Manual. Flannigan, C., & Dietze, B. (2018). Children, Outdoor Play, and Loose Parts. Journal of Childhood Studies, 42(4), 53–60. https://doi.org/10.18357/jcs.v42i4.18103 Fleer, M. (1998). The Preparation of Australian Teachers in Technology Education : Developing The Preparation of Australian Teachers in Technology Education : Developing Professionals Not Technicians. Asia-Pacific Journal of Teacher Education & Development, 1(2), 25–31. Freitas, H., Oliveira, M., Jenkins, M., & Popjoy, O. (1998). The focus group, a qualitative research method: Reviewing the theory, and providing guidelines to its planning. In ISRC, Merrick School of Business, University of Baltimore (MD, EUA)(Vol. 1). Gomes, J., & Fleer, M. (2019). The Development of a Scientific Motive : How Preschool Science and Home Play Reciprocally Contribute to Science Learning. Research in Science Education, 49(2), 613–634. https://doi.org/10.1007/s11165-017-9631-5 Goris, T., & Dyrenfurth, M. (n.d.). Students ’ Misconceptions in Science , Technology , and Engineering . Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Environmental Education, 6(3), 37. Hui, A. N. N., He, M. W. J., & Ye, S. S. (2015). Arts education and creativity enhancement in young children in Hong Kong. Educational Psychology, 35(3), 315–327. https://doi.org/10.1080/01443410.2013.875518 Jarvis, T., & Rennie, L. J. (1996). Perceptions about Technology Held by Primary Teachers in England. Research in Science & Technological Education, 14(1), 43–54. https://doi.org/10.1080/0263514960140104 Jeffers, O. (2004). How to Catch a Star. New York: Philomel Books. Kiewra, C., & Veselack, E. (2016). Playing with nature: Supporting preschoolers’ creativity in natural outdoor classrooms. International Journal of Early Childhood Environmental Education, 4(1), 70–95. Kuh, L., Ponte, I., & Chau, C. (2013). The impact of a natural playscape installation on young children’s play behaviors. Children, Youth and Environments, 23(2), 49–77. Lachapelle, C. P., Cunningham, C. M., & Oh, Y. (2019). What is technology? Development and evaluation of a simple instrument for measuring children’s conceptions of technology. International Journal of Science Education, 41(2), 188–209. https://doi.org/10.1080/09500693.2018.1545101 Liamputtong. (2010). Focus Group Methodology : Introduction and History. In Focus Group MethodoloGy (pp. 1–14). Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lindeman, K. W., & Anderson, E. M. (2015). Using Blocks to Develop 21st Century Skills. Young Children, 70(1), 36–43. Maxwell, L., Mitchell, M., and Evans, G. (2008). Effects of play equipment and loose parts on preschool children’s outdoor play behavior: An observational study and design intervention. Children, Youth and Environments, 18(2), 36–63. McClure, E., Guernsey, L., Clements, D., Bales, S., Nichols, J., Kendall-Taylor, N., & Levine, M. (2017). How to Integrate STEM Into Early Childhood Education. Science and Children, 055(02), 8–11. https://doi.org/10.2505/4/sc17_055_02_8 McClure, M., Tarr, P., Thompson, C. M., & Eckhoff, A. (2017). Defining quality in visual art education for young children: Building on the position statement of the early childhood art educators. Arts Education Policy Review, 118(3), 154–163. https://doi.org/10.1080/10632913.2016.1245167 Mishra, L. (2016). Focus Group Discussion in Qualitative Research. TechnoLearn: An International Journal of Educational Technology, 6(1), 1. https://doi.org/10.5958/2249-5223.2016.00001.2 Monhardt, L., & Monhardt, R. (2006). Creating a context for the learning of science process skills through picture books. Early Childhood Education Journal, 34(1), 67–71. https://doi.org/10.1007/s10643-006-0108-9 Monsalvatge, L., Long, K., & DiBello, L. (2013). Turning our world of learning inside out! Dimensions of Early Childhood, 41(3), 23–30. Moomaw, S. (2012). STEM begins in the early years. School Science & Mathematics, 112(2), 57–58. Moomaw, S. (2016). Move Back the Clock, Educators: STEM Begins at Birth. School Science & Mathematics, 116(5), 237–238. Moomaw, S., & Davis, J. A. (2010). STEM Comes to Preschool. Young Cihildren, 12–18(September), 12–18. Munawar, M., Roshayanti, F., & Sugiyanti. (2019). Implementation of STEAM (Science, Technology, Engineering, Art, Mathematics)-Based Early Childhood Education Learning in Semarang City. Jurnal CERIA, 2(5), 276–285. National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy of Sciences. Nicholson, S. (1972). The Theory of Loose Parts: An important principle for design methodology. Studies in Design Education Craft & Technology, 4(2), 5–12. O.Nyumba, T., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20–32. https://doi.org/10.1111/2041-210X.12860 Padilla-Diaz, M. (2015). Phenomenology in Educational Qualitative Research : Philosophy as Science or Philosophical Science ? International Journal of Educational Excellence, 1(2), 101–110. Padilla, M. J. (1990). The Science Process Skills. Research Matters - to the Science Teacher, 1(March), 1–3. Park, D. Y., Park, M. H., & Bates, A. B. (2018). Exploring Young Children’s Understanding About the Concept of Volume Through Engineering Design in a STEM Activity: A Case Study. International Journal of Science and Mathematics Education, 16(2), 275–294. https://doi.org/10.1007/s10763-016-9776-0 Rahardjo, M. M. (2019). Implementasi Pendekatan Saintifik Sebagai Pembentuk Keterampilan Proses Sains Anak Usia Dini. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(2), 148–159. https://doi.org/10.24246/j.js.2019.v9.i2.p148-159 Robison, T. (2016). Male Elementary General Music Teachers : A Phenomenological Study. Journal of Music Teacher Education, 26(2), 77–89. https://doi.org/10.1177/1057083715622019 Rocha Fernandes, G. W., Rodrigues, A. M., & Ferreira, C. A. (2018). Conceptions of the Nature of Science and Technology: a Study with Children and Youths in a Non-Formal Science and Technology Education Setting. Research in Science Education, 48(5), 1071–1106. https://doi.org/10.1007/s11165-016-9599-6 Sawyer, R. K. (2006). Educating for innovation. 1(2006), 41–48. https://doi.org/10.1016/j.tsc.2005.08.001 Sharapan, H. (2012). ERIC - From STEM to STEAM: How Early Childhood Educators Can Apply Fred Rogers’ Approach, Young Children, 2012-Jan. Young Children, 67(1), 36–40. Siantayani, Y. (2018). STEAM: Science-Technology-Engineering-Art-Mathematics. Semarang: SINAU Teachers Development Center. Sikder, S., & Fleer, M. (2015). Small Science : Infants and Toddlers Experiencing Science in Everyday Family Life. Research in Science Education, 45(3), 445–464. https://doi.org/10.1007/s11165-014-9431-0 Smith-gilman, S. (2018). The Arts, Loose Parts and Conversations. Journal of the Canadian Association for Curriculum Studies, 16(1), 90–103. Sohn, B. K., Thomas, S. P., Greenberg, K. H., & Pollio, H. R. (2017). Hearing the Voices of Students and Teachers : A Phenomenological Approach to Educational Research. Qualitative Research in Education, 6(2), 121–148. https://doi.org/10.17583/qre.2017.2374 Strong-wilson, T., & Ellis, J. (2002). Children and Place : Reggio Emilia’s Environment as Third Teacher. Theory into Practice, 46(1), 40–47. Sutton, M. J. (2011). In the hand and mind: The intersection of loose parts and imagination in evocative settings for young children. Children, Youth and Environments, 21(2), 408–424. Tippett, C. D., & Milford, T. M. (2017). Findings from a Pre-kindergarten Classroom: Making the Case for STEM in Early Childhood Education. International Journal of Science and Mathematics Education, 15, 67–86. https://doi.org/10.1007/s10763-017-9812-8 Tippett, C., & Milford, T. (2017). STEM Resources and Materials for Engaging Learning Experiences. International Journal of Science & Mathematics Education, 15(March), 67–86. https://doi.org/10.1007/s10763-017-9812-8 Veselack, E., Miller, D., & Cain-Chang, L. (2015). Raindrops on noses and toes in the dirt: infants and toddlers in the outdoor classroom. Dimensions Educational Research Foundation. Yuksel-Arslan, P., Yildirim, S., & Robin, B. R. (2016). A phenomenological study : teachers ’ experiences of using digital storytelling in early childhood education. Educational Studies, 42(5), 427–445. https://doi.org/10.1080/03055698.2016.1195717

Abstract:

Platanus occidentalis L. (sycamore) is an important shade tree distributed throughout the Northern Hemisphere and in South Korea. It has been widely used as an ornamental tree, especially in urban regions and by roadsides. The average rate of roadside planting throughout South Korea covers about 5.7% (up to 38% in Seoul), equivalent to 0.36 million trees. In early July 2012, after a rainy spell in summer, an outbreak of powdery mildew on sycamore was first observed on roadside trees in Gwangju, a southern province of South Korea. A more extensive nationwide survey revealed no powdery mildew in northern or central regions of South Korea. The disease has spread rapidly within Gwangju, even though fungicide applications were carried out after the rainy spell. Major symptoms included white, superficial mycelia, grey to brown lesions on the surface of the leaves due to the presence of a hyperparasite (tentatively identified as Ampelomyces sp.), a slight chlorosis, and severe leaf distortion followed by defoliation. Conidiophores were produced singly, straight, and unbranched, with lengths of 35.2 to 315.2 μm (average 170.4 μm). Conidia were ellipsoid or doliiform, ranging in size from 34.9 to 47.4 μm (average 38.2 μm) long × 16.5 to 26.8 μm (average 23.9 μm) wide. Primary conidia had a truncate base and rounded apex; secondary conidia had both a truncate base and apex. The conidial outer surface had a reticulated wrinkling. Cleistothecia (i.e., sexual spore structures) were not found during the survey, which extended from July to October. These characteristics and the host species match those of Microsphaera platani (syn. Erysiphe platani), which was described on P. occidentalis in Washington State (2). Fungal rDNA was amplified using primers ITS1 and LR5F (4) for one sample (EML-PLA1, GenBank JX485651). BLASTn searches of GenBank revealed high sequence identity to E. platani (99.5% to JQ365943 and 99.3% to JQ365940). Recently, Liang et al. (3) reported the first occurrence of powdery mildew by E. platani on P. orientalis in China based only on its morphology. Thus, in this study, author could only use ITS sequence data from the United States and Europe to characterize the isolate. To date, nine records of powdery mildews of Platanus spp. have been reported worldwide: on P. hispanica from Brazil, Japan, Hungary, and Slovakia; P. orientalis from Israel; P. racemosa from the United States; P. × acerifolia from the United Kingdom and Germany; and Platanus sp. from Argentina and Australia (1). Interestingly, the hyperparasite, Ampelomyces sp., was found with E. platani, suggesting that there may be some level of biocontrol in nature. Pathogenicity was confirmed by gently pressing diseased leaves onto six leaves of healthy sycamore plants in the field in September. The treated leaves were sealed in sterilized vinyl pack to maintain humid condition for 2 days. Similar symptoms were observed on the inoculated leaves 10 days after inoculation. Koch's postulates were fulfilled by re-observing the fungal pathogen. To our knowledge, this is the first report of powdery mildew caused by E. platani on sycamore in South Korea. References: (1) D. F. Farr and A. Y. Rossman. Fungal Databases, Systematic Mycology and Microbiology Laboratory, ARS, USDA. http://nt.ars-grin.gov/fungaldatabases/ , 2012. (2) D. A. Glawe. Plant Health Progress, doi:10.1094/PHP-2003-0818-01-HN, 2003. (3) C. Liang et al. Plant Pathol. 57:375, 2008. (4) T. J White et al., pp. 315-322 in: PCR Protocols: A Guide to Methods and Applications. M. A. Innis et al., ed. Academic Press, New York, 1990.

Abstract:

A Review of: Meyers, Eric M., Lisa P. Nathan, and Matthew L. Saxton. “Barriers to Information Seeking in School Libraries: Conflicts in Perceptions and Practice.” Information Research 12:2 (2007): paper 295. Objective – To study high school teacher-librarians and whether their actions and reactions are aligned with their perception of the role they play in creating an information seeking and learning environment. Design – Triangulation qualitative research undertaken over a 16 month period (Fall 2005 – 2007). Setting – Six high school libraries in the Puget Sound region of the state of Washington, United States. Subjects – Six teacher-librarians, each with a minimum of ten years experience and classroom teachers and students. This sample represented the range of school sizes, the rural, urban, and suburban mix, and the range of significant socioeconomic conditions (qualification for subsidized lunch and English as an additional language) in the region. Methods – Four interviews of one to two hours were held with each teacher-librarian during school hours. Initial interviews were recorded by hand and a set question protocol was used (and included in the appendix). Questions were asked about their professional background and training; their job duties, day to day activities and priorities; their perceptions as to how others (e.g., peers and administrators) support the library; the goals of their library’s services; how students use the library; and their critical assessment of their role. Subsequent interviews were undertaken within two days of a classroom visit to the library and also followed a set protocol of questions (Appendix D). The second set of interviews was audio recorded and transcribed. Two classroom teachers from each school were interviewed for 30 minutes and audio recorded using a set interview protocol (Appendix C) within two days of class participation in library instruction. Library observations ranging from two to three hours each occurred during a minimum of seven randomized times at each library. These observation sessions typically included class instructional sessions of thirty to ninety minutes. The observation protocols are described in an appendix to the study. Consistent note-taking, varying of observation times and days of week, use of triangulated methods, comparison of emergent themes with other studies, audio-taping interviews, inter-coder checks, analyzing data for observer effect, and a number of other approaches ensured validity. Kuhlthau’s theory of intermediation and Zone of Intervention was used as a theoretical framework to categorize the teacher-librarians’ perceptions of their roles and their observed activities. Harris and Dewdney’s principles of information seeking behaviour were used as an analytic framework to study the difference between the teacher-librarians’ perceptions of their roles and their observed practices. These five roles are organizer of information; expert in locating material; identifier and instructor of general sources; advisor of search strategy; and mediator in the process of constructing meaning (Kuhlthau). Main Results – The findings were framed in the six principles of information seeking (Harris & Dewdney) and were presented through use of narrative captured in both the observations and interviews. Principle 1: Information needs arise from the help-seeker’s situation. The high school students in the library to complete assignments about which the teacher-librarians were not apprised; therefore the teacher-librarians were unable to assist the students in meeting information needs. Principle 2: The decision to seek help or not seek help is affected by many factors. Principle 3: People tend to seek information that is most accessible. Issues of control were the greatest barrier to students’ successful information seeking behaviour. In the environments observed, the greatest balance of power was within the control of the teachers, including when and if the students would have access to the library, and whether the teacher-librarian would be informed of the assignment. Within the library facility, the teacher-librarians demonstrated a high need for control and power over the students’ activities and behaviour, and the students themselves had almost no power. Principle 4: People tend to first seek help or information from interpersonal sources, especially from people like themselves. Principle 5: Information seekers expect emotional support. The interpersonal style of each teacher-librarian had an affect on the nature of the students’ information seeking behaviour. The narratives demonstrated how the practices of staff, in particular, those actions that set expectations for student behaviour, had an affect on the actual information seeking activities undertaken by students. Principle 6: People follow habitual patterns in seeking information. The narrative used to recount the unsuccessful instruction and research session demonstrates that unless students are convinced of the reasons why they should change their approach, they will not change habitual patterns in seeking information. Students use familiar sources and their familiarity is with Google and Wikipedia. In order for them to understand why these sources alone are not adequate, the students would need to experience a situation that demonstrates this and would cause them to reconsider their habitual patterns. Conclusion – Students were not exposed to teacher-librarian behaviours and roles that would enable the development of information literacy skills. The absence of collaboration between teachers and teacher-librarians was detrimental to the support of students in their assigned tasks. Students were not able to carry out information seeking practices with any autonomy and were given no meaningful reason or evidence as to why they should consider different practices. The failure to recognize that students have information habits that must be validated in order to assist them in changing or establishing new information seeking behaviours was problematic. The adolescents’ need for affective support was negated and had consequences that affected their information seeking experience. These teacher-librarians perceive that they fulfill roles in support of information literacy learning, but their behaviours and actions contradict this perception. Teacher-librarians must be able to identify, analyze and change their behaviours and actions in order to better enable student achievement.

Abstract:

The escalating costs of health care and other recent trends have made health care decisions of great societal import, with decision-making responsibility often being transferred from practitioners to health economists, health plans, and insurers. Health care decision making increasingly is guided by evidence that a treatment is efficacious, effective–disseminable, cost-effective, and scientifically plausible. Under these conditions of heightened cost concerns and institutional–economic decision making, psychologists are losing the opportunity to play a leadership role in mental and behavioral health care: Other types of practitioners are providing an increasing proportion of delivered treatment, and the use of psychiatric medication has increased dramatically relative to the provision of psychological interventions. Research has shown that numerous psychological interventions are efficacious, effective, and cost-effective. However, these interventions are used infrequently with patients who would benefit from them, in part because clinical psychologists have not made a convincing case for the use of these interventions (e.g., by supplying the data that decision makers need to support implementation of such interventions) and because clinical psychologists do not themselves use these interventions even when given the opportunity to do so. Clinical psychologists' failure to achieve a more significant impact on clinical and public health may be traced to their deep ambivalence about the role of science and their lack of adequate science training, which leads them to value personal clinical experience over research evidence, use assessment practices that have dubious psychometric support, and not use the interventions for which there is the strongest evidence of efficacy. Clinical psychology resembles medicine at a point in its history when practitioners were operating in a largely prescientific manner. Prior to the scientific reform of medicine in the early 1900s, physicians typically shared the attitudes of many of today's clinical psychologists, such as valuing personal experience over scientific research. Medicine was reformed, in large part, by a principled effort by the American Medical Association to increase the science base of medical school education. Substantial evidence shows that many clinical psychology doctoral training programs, especially PsyD and for-profit programs, do not uphold high standards for graduate admission, have high student–faculty ratios, deemphasize science in their training, and produce students who fail to apply or generate scientific knowledge. A promising strategy for improving the quality and clinical and public health impact of clinical psychology is through a new accreditation system that demands high-quality science training as a central feature of doctoral training in clinical psychology. Just as strengthening training standards in medicine markedly enhanced the quality of health care, improved training standards in clinical psychology will enhance health and mental health care. Such a system will (a) allow the public and employers to identify scientifically trained psychologists; (b) stigmatize ascientific training programs and practitioners; (c) produce aspirational effects, thereby enhancing training quality generally; and (d) help accredited programs improve their training in the application and generation of science. These effects should enhance the generation, application, and dissemination of experimentally supported interventions, thereby improving clinical and public health. Experimentally based treatments not only are highly effective but also are cost-effective relative to other interventions; therefore, they could help control spiraling health care costs. The new Psychological Clinical Science Accreditation System (PCSAS) is intended to accredit clinical psychology training programs that offer high-quality science-centered education and training, producing graduates who are successful in generating and applying scientific knowledge. Psychologists, universities, and other stakeholders should vigorously support this new accreditation system as the surest route to a scientifically principled clinical psychology that can powerfully benefit clinical and public health.

Abstract:

Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age. Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model References: Agustin, R. S., & Puro, S. (2015). Strategy Of Curriculum Development Based On Project Based Learning (Case Study: SMAN 1 Tanta Tanjung Tabalong South Of Kalimantan ) Halaman : Prosiding Ictte Fkip Uns, 1, 202–206. Agustina, N. Q., & Mukhtaruddin, F. (2019). The Cipp Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center. English Language Teaching Educational Journal, 2(1), 22. https://doi.org/10.12928/eltej.v2i1.1043 Altinyelken, H.K. (2015). Evolution of Curriculum Systems to Improve Learning Outcomes and Reduce Disparities in School Achievement, in Background paper prepared for the Education for All Global Monitoring Report 2015. Andrian, D. (2018). International Journal of Instruction. 11(4), 921–934. Andrian, D., Kartowagiran, B., & Hadi, S. (2018). The instrument development to evaluate local curriculum in Indonesia. International Journal of Instruction, 11(4), 921–934. https://doi.org/10.12973/iji.2018.11458a Aslan, Ö. M. (2018). From an Academician’ s Preschool Diary: Emergent Curriculum and Its Practices in a Qualified Example of Laboratory Preschool. 7(1), 97–110. https://doi.org/10.5430/jct.v7n1p97 Bakhtiar, A. M., & Nugroho, A. S. (2016). Curriculum Development of Environmental Education Based on Local Wisdom at Elementary School. International Journal of Learning, Teaching and Educational Research, 3(3), 20–28. Barbarin, O. A., & Wasik, B. H. (2009). Handbook of child development and early education. Guilford Press. Baron-gutty, A. (2018). Provision in Thai basic education”. March. Bodrova, E. (2008). Make-believe play versus academic skills: A Vygotskian approach to today’s dilemma of early childhood education. European Early Childhood Education Research Journal, 16(3), 357–369. https://doi.org/10.1080/13502930802291777 Bohling-philippi, V., Crim, C., Cutter-mackenzie, A., Edwards, C., Desjean-perrotta, B., Finch, K., Brien, L. O., & Wilson, R. (2015). International Journal of Early Childhood. 3(1), 1–103. Brooker, L., Blaise, M., & Edwards, s. (2014). The SAGE handbook of play and learning in early childhood. Sage. Broström, S. (2015). Science in Early Childhood Education. Journal of Education and Human Development, 4(2(1)). https://doi.org/10.15640/jehd.v4n2_1a12 Childhood, E., Needs, T., & Han, H. S. (2017). Implementing Multicultural Education for Young Children in South Korea: Implementing Multicultural Education for Young Children in South Korea: Early Childhood Teachers’ Needs 1 ). March. Dabbagh, N & Bannan-Ritland, B. (2005). Online Learning: Concepts, Strategies, and Application. Pearson Education, Inc. Dahlberg, G., Moss, P., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation. Routledge. Dahlberg, G., Moss, P., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation. Routledge. Daryanto. (2014). Pendekatan Pembelajaran Saintifik. Gava Media. Dick, C. & C. (2009). The Sistematic Design of Instruction. Upper Saddle River. Elde Mølstad, C., & Karseth, B. (2016). National curricula in Norway and Finland: The role of learning outcomes. European Educational Research Journal, 15(3), 329–344. https://doi.org/10.1177/1474904116639311 Eurydice. (2018). Steering Documents and Types of Activities. Farid, MN. (2012). Peranan Muatan Lokal Materi Batik Tulis Lasem Sebagai Bentuk Pelestarian Budaya Lokal. Jurnal Komunitas, 4(1), 90–121. Fisnani, Y., Utanto, Y., Ahmadi, F., Tengah, J., Technology, E., Semarang, U. N., Education, P. T., Semarang, U. N., & Info, A. (2020). The Development of E-Module for Batik Local Content in Pekalongan Elementary. 9(23), 40–47. Fitriani, R. (2018). The Effect of Scientific Approach Applied on Scientific Literacy to Student Competency at Class VIII Junior High School 12 Padang. International Journal of Progressive Sciences and Technologies (IJPSAT), 7(1), 97–105. Fleer, M. (2015). Pedagogical positioning in play-teachers being inside and outside of children’s imaginary play. Early Child Development and Care, 185(11–12), 1801–1814. https://doi.org/10.1080/ 03004430.2015.1028393 Hakk, İ. (2011). Curriculum Reform and Teacher Autonomy in Turkey: The Case of the HistoryTeachi̇ng. International Journal of Instruction, 4(2), 113–128. Haridza, R., & Irving, K. E. (2017). The Evolution of Indonesian and American Science Education Curriculum: A Comparison Study. 9(February), 95–110. Hatch, J. A. (2012). From theory to curriculum: Developmental theory and its relationship to curriculum and instruction in early childhood education. In & D. W. N. File, J. Mueller (Ed.), Curriculum in early childhood education: Re-examined, rediscovered, renewed (pp. 42–53). Hos, R., & Kaplan-wolff, B. (2020). On and Off Script: A Teacher’ s Adaptati on of Mandated Curriculum for Refugee Newcomers in an Era of Standardization On and Off Script: A Teacher’ s Adaptati on of Mandated Curriculum for Refugee Newcomers in an Era of Standardization. Journal of Curriculum and Teaching, 9(1), 40–54. https://doi.org/10.5430/jct.v9n1p40 Hosnan, M. (2014). Pendekatan saintifk dan kontekstual dalam pembelajaran abad 21. Ghalia Indonesia. Hussain, A., Dogar, A. H., Azeem, M., & Shakoor, A. (2011). Evaluation of Curriculum Development Process. International Journal of Humanities and Social Science, 1(14), 263–271. Maryono. (2016). The implementation of schools’ policy in the development of the local content curriculum in primary schools in Pacitan , Indonesia. Education Research and Reviews, 11(8), 891–906. https://doi.org/10.5897/ERR2016.2660 Masithoh, D. (2018). Teachers’ Scientific Approach Implementation in Inculcating the Students ’ Scientific Attitudes. 6(1), 32–43. Mayfield, B. J. (1995). Educational curriculum. Journal of Nutrition Education, 27(4), 214. https://doi.org/10.1016/s0022-3182(12)80438-9 Muharom Albantani, A., & Madkur, A. (2018). Think Globally, Act Locally: The Strategy of Incorporating Local Wisdom in Foreign Language Teaching in Indonesia. International Journal of Applied Linguistics and English Literature, 7(2), 1. https://doi.org/10.7575/aiac.ijalel.v.7n.2p.1 Nasir, M. (2013). Pengembangan Kurikulum Muatan Lokal dalam Konteks Pendidikan Islam di Madrasah. Hunafa: Jurnal Studia Islamika, 10(1), 1–18. Nevenglosky, E. A., Cale, C., & Aguilar, S. P. (2019). Barriers to effective curriculum implementation. Research in Higher Education Journal, 36, 31. Nuttal, J. (2013). Weaving Te Whariki: Aotearoa New Zealand’s early childhood curriculum framework in theory and practice (2nd ed.) (2nd ed.). NZCER Press. Oates, T. (2010). Could do better: Using international comparisons to refine the National Curriculum in England. O’Gorman, L., & Ailwood, J. (2012). ‘They get fed up with playing’: Parents’ views on play-based learning in the preparatory year. Contemporary Issues in Early Childhood, 13(4), 266–275. https://doi.org/10.2304/ ciec.2012.13.4.266 Orakci, S., Durnali, M., & Özkan, O. (2018). Curriculum reforms in Turkey. In Economic and Geopolitical Perspectives of the Commonwealth of Independent States and Eurasia (Issue July 2019, pp. 225–251). https://doi.org/10.4018/978-1-5225-3264-4.ch010 Organization for Economic and Co-Operation and Development. (2019). Change Management: Facilitating and Hindering Factors of Curriculum Implementation. 8th Informal Working Group (IWG) Meeting, 1–25. Poedjiastutie, D., Akhyar, F., Hidayati, D., & Nurul Gasmi, F. (2018). Does Curriculum Help Students to Develop Their English Competence? A Case in Indonesia. Arab World English Journal, 9(2), 175–185. https://doi.org/10.24093/awej/vol9no2.12 Prasetyo, A. (2015). Curriculum Development of Early Childhood Education through Society Empowerment as Potential Transformation of Local Wisdom in Learning. Indonesian Journal of Early Childhood Education Studies, 4(1), 30–34. https://doi.org/10.15294/ijeces.v4i1.9450 Ramdhani, S. (2019). Integrative Thematic Learning Model Based on Local Wisdom For Early Childhood Character. Indonesian Journal of Early Childhood Education Studies, 8(1), 38–45. Reifel, S. (2014). Developmental play in the classroom. In & S. E. L. Brooker, M. Blaise (Ed.), The SAGE handbook of play and learning in early childhood (pp. 157–168). Sage. Reunamo, J., & Suomela, L. (2013). Education for sustainable development in early childhood education in finland. Journal of Teacher Education for Sustainability, 15(2), 91–102. https://doi.org/10.2478/jtes-2013-0014 Saefuddin, A., & Berdiati, I. (2014). Pembelajaran efektif. Remaja Rosda Karya. Sagita, N. I., Deliarnoor, N. A., & Afifah, D. (2019). Local content curriculum implementation in the framework of nationalism and national security. Central European Journal of International and Security Studies, 13(4), 91–103. Saracho, O. (2012). An integrated play-based curriculum for young children. Routledge. Schumacher, D. H. (1995). Five Levels of Curriculum Integration Defined, Refined , and Described. Research in Middle Level Education. https://doi.org/10.1080/10825541.1995.11670055 Scott, D. (2014). Knowledge and the curriculum. The Curriculum Journal, 25(1), 14–28. https://doi.org/10.1080/09585176.2013.876367 Setiawan, A., Handojo, A., & Hadi, R. (2017). Indonesian Culture Learning Application based on Android. 7(1), 526–535. https://doi.org/10.11591/ijece.v7i1.pp526-535 Syarifuddin, S. (2018). The effect of using the scientific approach through concept understanding and critical thinking in science. Jurnal Prima Edukasia, 6(1), 21–31. https://doi.org/10.21831/jpe.v6i1.15312 Ulla, M. B., & Winitkun, D. (2017). Thai learners’ linguistic needs and language skills: Implications for curriculum development. International Journal of Instruction, 10(4), 203–220. https://doi.org/10.12973/iji.2017.10412a van Oers, B. (2012). Developmental education: Foundations of a play-based curriculum. In B. van Oers (Ed.), Developmental education for young children: Concept, practice, and implementation (pp. 13–26). Springer. Wahyono, Abdulhak, I., & Rusman. (2017). Implementation of scientific approach-based learning. International Journal of Education Research, 5(8), 221–230. Wahyudin, D., & Suwirta, A. (2017). The Curriculum Implementation for Cross-Cultural and Global Citizenship Education in Indonesia Schools. EDUCARE: International Journal for Educational Studies, 10(1), 11–22. Westbrook, J., Brown, R., Pryor, J., & Salvi, F. (2013). Pedagogy, Curriculum , Teaching Practices and Teacher Education in Developing Countries. December. Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: Critical questions about content, coherence, and control. The Curriculum Journal. https://doi.org/10.1080/09585176.2015.1129981

Abstract:

The nature of the challenges faced by women with visual impairments remains uncertain. However, studies have been done on women with disabilities in general but none has focused on women with visual impairments. This study sought to establish the challenges faced by women with visual impairments in living a sustainable livelihood in urban areas. A descriptive survey design was used in order to obtain a true and comprehensive picture of individuality. Primary data was collected through interview schedules and questionnaires. Data was collected from women with visual impairments in selected government line ministries. For those not in employments, data was collected from the central business district where they parade to ask for alms from well wishers. The target sample was all women with visual impairments registered with the Federation for the Blind and based in Lusaka urban. Stratified sampling was used to classify women with visual impairments into their economic status such as those in formal employment and those not working at all. Sixteen (50%) of women with visual impairments were in formal employment while sixteen (50%) were on the street begging. Twenty-one (66%) of the women with visual impairment revealed that they were not able to live a sustainable livelihood due to the different challenges they faced while eleven (44%) stressed that they were managing because they had a salary though it was not enough to cater for their basic needs. From the findings it has been noted that women with visual impairments have a lot of challenges on sustainable livelihood. Sixty-six (66%) of the women stated that they were not able to live a sustainable livelihood, as most of them depended on begging for their livelihood. The money they realised from begging could not meet all their basic needs. The findings also reveal that the women with visual impairments despite their level of education, could not be offered any other job apart from being telephone operators. From the sixteen (50%) of women with visual impairments who are in formal employment, eleven (69%) had attained grade nine while five (31%) were grade twelve school leavers and yet they were doing the same job. The grade twelve school leavers felt unfairly treated because sight had disadvantaged them in the area of wanting to do other professions of their dreams. Further, it was found that there were some cultural factors that contribute to the challenges women with visual impairments face. In as much as they know that they have no sight, they feel they must be appreciated as human beings just like the women with sight. The findings show that Challenges faced by Women With Visual Impairment in Living a Sustainable Livelihood twenty (63%) of all the participants indicated that they were discriminated, segregated and abused by the sighted in different ways. Eleven (35%) of the women with visual impairment stated that as they were growing up, they were over-protected and over- looked and this had contributed to their poverty situation today. The results of the study indicate that there is a strong relationship between being visually impaired and sustainable livelihood among women despite their education levels. The study has also revealed that although there is so much awareness on disability issues, women with visual impairments are still discriminated and excluded from the mainstream activities. Therefore, stakeholders in disability issues should address the plight of these women. Recommendations made include: (a) Government and stakeholders in the welfare of women with visual impairments should ensure that information on Citizen Economic Empowerment is transcribed into Braille if the visually impaired are to benefit from the scheme. (b) Government through appropriate authorities should reduce the number of procedures involved in accessing the funds. (c) Since education is a factor in improving the livelihood of an individual, government through relevant ministries should build more schools and provide bursaries and or scholarships to the visually impaired to attain vocational training. (d) The visually impaired who have attained high school level should be allowed to venture into careers of their choice.

Abstract:

The Study investigates domestic energy utilization and potentials of alternative sources of energy in Mubi metropolis of Adamawa State. To achieve the objectives of this study, data were collected using questionnaire. A total of 108 sets of questionnaire were retrieved and analyse using descriptive statistics. Some of the data collected from respondents include; types of energy used for various purposes, factors that influence such use and preferences for the different types of energy. Other information which cannot be collected using questionnaire were obtained from published and unpublished materials. The findings show that households rely more on fuel-wood. Economic factors were found to influence the choice of energy used in homes. Solar energy and wind energy have high potentials as alternative energy source that will help in mitigating climatic change. The study concludes that households in Mubi metropolis tend to climb the energy ladder from low grade energy types to modern energy when income increases and such energy are made available. The study recommends that households be sensitized on the health and environmental effects of traditional energy. Households should be encouraged to use modern and alternative sources of energy in order to mitigate climate change. Such energies should also be made affordable and available since majority of the respondents were willing to switch when made affordable. Keywords: Domestic energy, alternative energy, climate change, firewood. References CBN (2009). Statistical Bulletin, Central Bank of Nigeria: Volume 20, December 2009 Climate Change Network Nigeria (CCNN, 2003) Monitoring Nigerian climate change. www.ccnnigeria.org accessed on February, 2018 DECC, (2013) The UK low carbon transition plan: national strategy for climate and energy. Presented to Parliament pursuant to Sections 12 and 14 of the Climate Change Act 2008, TSO ETB (2011) Engineering Tool Box. http://www.engineeringtoolbox.com. Accessed May 2017 Federal Ministry of Environment (2014). Nigeria’s Second National Communication Under TheUnited Nations Framework Convention on Climate Change. Abuja, Nigeria. Halava, Satu (2013) Carbon Footprint of Thermowood. unpublished project, Satakunnan University of Applied Sciences. Accessed on 13th August, 2018 from https://www.theseus.fi/bitstream/handle/10024/63624/Halava_Satu.pdf;sequence=1 Kaltimber (2017) How much CO2 is stored in 1 kg of wood? http://www.kaltimber.com/blog/2017/6/19/how-much-co2-is-stored-in-1-kg-of-wood accessed on 11th August, 2018. Mshelia, A. D (2015). Seasonal Variations of Household Solid Waste Generation in Mubi, Nigeria. International Journal of Innovative Education and Research. Vol. 3, No. 5 Momodu I. M., (2013). Domestic Energy Needs and Natural Resources Conservation: The Case of Fuelwood Consumption in Nigeria. Mediterranean Journal of Social Sciences, Vol 4 No 8. 27-33 NEC, (2006) National Emission Ceilings for Certain Atmospheric Pollutants. Ministry of Housing, Spatial Planning and the Environment, The Hague, Netherlands New, M., Bruce Hewitson, David B. Stephenson, Alois Tsiga, Andries Kruger ….Robert Lajoie (2006): Evidence of trends in daily climate extremes over southern and West Africa, J. Geophys. Res., 111, D14102, doi: 10.1029/2005JD006289. Nigeria Energy Commission, (2006) Report of survey of energy utilization in the informal sector: A case study of the FCT, Federal Ministry of Power Technical Report. September, 2006. Obueh, J. (2008), “The Ecological Cost of increasing Dependence on Biomass fuels as Household Energy in Rural Nigeria”: Lessons from Boiling Point No. 44, GTZ/ITDG. Laurent Cousineau copyright 2011-2017, climate change guide. Osueke C. O and C. A. K. Ezugwu (2011) Study of Nigeria Energy Resources and Its Consumption. International Journal of Scientific & Engineering Research, Vol. 2, (12) Oyeneye O.O., (2004) Socio-economic influence on policies of Power Deregulation, Proc 20th National Conference of the Nigeria Society of Engineering (Electrical Division), October 6th to 7th, 2004, Pp.1-15 Palmer J, Cooper I. (2014) United Kingdom energy housing fact file 2013; 2014. Union of Concerned Scientists (UCS), (2015) Science for a healthy planet and safer world. 2016–2020 Strategic Plan World Bank, (2005).‘‘Household Energy Use in Developing Countries’’ (series No.5). Washington D.C., U.S.A: retrieved on August 16, 2012 from ESMAP Report.http://www.Worldbank.org./esmap/. Accessed on July 10th, 2012.

Abstract:

Introduction: The lymphoma microenvironment is increasingly recognized as crucial to sustaining lymphoma cell growth and an important contributor to treatment outcome, especially in the context of immunotherapies. CD20-targeted monoclonal antibodies (e.g. obinutuzumab [G] and rituximab [R]) function by several mechanisms, including antibody-dependent cellular cytotoxicity/phagocytosis (ADCC/ADCP). Immune effector cells, such as natural killer (NK) cells and phagocytes (i.e. macrophages and dendritic cells), and the Fc gamma receptor (FcγR) found on the surface of these cells, are critical to antibody treatment efficacy. Here we evaluated how the lymphoma microenvironment may affect clinical outcome in patients (pts) with previously untreated diffuse large B-cell lymphoma (DLBCL) receiving immunochemotherapy. Methods: We leveraged two large Phase III clinical trials of pts with previously untreated DLBCL (GOYA [NCT01287741] and MAIN [NCT00486759]) to produce comprehensive lymphoma immune microenvironment profiles from 604 tissue biopsies from pts treated with R plus cyclophosphamide, doxorubicin, vincristine and prednisone (R-CHOP) or G plus CHOP (G-CHOP) using the RNA-Seq deconvolution and marker gene methods: quanTIseq and xCell. The infiltration scores in each pt for various immune and stromal cell types were assessed, and their contribution to disease biology and treatment outcome was examined. Results: The extent of lymphoma microenvironment heterogeneity highlighted by the deconvolution analyses was consistent with previous studies (Figure A). Of the infiltrating cell types analyzed, the M1 macrophage signature quantified by either quanTIseq or xCell was most strongly associated with lower risk of progression (progression-free survival [PFS]; quanTIseq: HR, 0.596; 95% CI: 0.441-0.805; 24-month PFS: 82% [M1 high] vs 68% [M1 low] and xCell: HR, 0.627; 95% CI: 0.465-0.844; 24-month PFS: 80% [M1 high] vs 70% [M1 Low]; Figure B, C, D) and improved overall survival (OS; quanTIseq: HR, 0.465; 95% CI: 0.318-0.679; and xCell: HR, 0.527; 95% CI: 0.365-0.762). This finding was confirmed by both algorithms. This prognostic trend was stronger amongst G-treated pts than R-treated pts, consistent with the previous finding that G exhibits higher ADCC versus R (Mössner, et al. Blood 2010). Pts with PFS &gt;24 months had significantly higher levels of M1 macrophage scores than pts with PFS &lt;24 months. Despite the correlation with delayed disease progression, there was no differential enrichment of M1 macrophages in pts with complete response versus non-responders at end of treatment, or depending on International Prognostic Index. M1 scores did not significantly differ depending on cell of origin, although there was a trend for higher M1 macrophage scores in germinal center B-cell DLBCL. Aside from M1 macrophages, CD4+Th2 cells showed the strongest prognostic trend in DLBCL (PFS; HR, 0.745; 95% CI: 0.553-1.000; Figure C). In contrast to M1 macrophages, pts with M2 macrophage infiltration tended to have shorter PFS and OS although relatively low levels were observed for these signatures (Figure B, C). This suggests that lymphoma-infiltrating macrophages more commonly resemble the classically activated M1 polarization phenotype and are linked to prolonged PFS, while alternatively activated M2 macrophages, although their frequency is lower in DLBCL, are associated with shorter PFS. Consistent with previous work showing that programmed death-ligand 1 (PD-L1) levels correlate with a macrophage signature in DLBCL (McCord, et al. Blood Adv 2019), M1, but not M2, macrophage infiltration correlated with PD-L1 mRNA expression. M1 enrichment was highly correlated with CD8+ T cell signatures (including central and effector memory CD8+ T cells) in DLBCL. Conclusions: Data suggest macrophage polarization may be an important contributor to immunochemotherapy outcome in DLBCL. Previous studies aiming to link tumor-associated macrophages to R-CHOP outcome have yielded conflicting results, perhaps as most relied on CD68/CD163 staining alone as markers. Although R and G are thought to function via NK cell-mediated ADCC, FcγR-dependent stimulation of M1 macrophage-mediated ADCP may be key to sustaining their anti-lymphoma activity. Strategies facilitating the recruitment of M1 macrophages or macrophage repolarization may augment responses to immunochemotherapy in DLBCL. Disclosures Yan: F. Hoffmann-La Roche: Current Employment, Current equity holder in publicly-traded company. Chang:F. Hoffmann-La Roche: Current Employment, Current equity holder in private company. Raghavan:F. Hoffmann-La Roche: Current Employment. Dong:In graduate school: University of Toronto, MSc Biostatistics: Ended employment in the past 24 months; F. Hoffmann-La Roche, Mississauga, Biometrics: Current Employment. Klein:Roche: Current Employment, Current equity holder in publicly-traded company, Patents & Royalties. Nielsen:F. Hoffmann-La Roche: Current Employment, Current equity holder in publicly-traded company. Paulson:Genentech, Inc: Current Employment; F. Hoffmann-La Roche: Current equity holder in private company, Current equity holder in publicly-traded company. Hatzi:F. Hoffmann-La Roche: Current equity holder in publicly-traded company; Genentech, Inc.: Current Employment.

Abstract:

Abstract Background: Papillary Carcinoma Thyroid is the most common form of differentiated thyroid cancer. Its coexistence with a Clear cell Neuro endocrine tumor (NET) has not been reported yet. Clear cell carcinoma is an epithelial derived tumor, characterised by the presence of clear cells. It may arise in multiple tissues including kidneys, uterus, GIT and ovary. Though these tumours may metastasize in thyroid rarely, they have not been reported to be originating primarily in thyroid gland and metastasising elsewhere. Also calcitonin negative NET of thyroid Gland are extremely rare. In our case, clear cell tumour was an aggressive one with widespread metastasis. It was Calcitonin negative and expressing other NET markers. Clinical Case: 40 year old male, presented to endocrine OPD in September 2018, with complaints of right sided neck swelling of 4 months duration. He gave a history of similar swelling on the right side of neck 2 years ago for which he had undergone right Hemi- thyroidectomy at an outside hospital. The HPE report had mentioned the possibility of clear cell NET. Tumour cells expressed Cytokeratin(CK),Epithelial membrane antigen(EMA), CD 56,c-kit,synaptophysin. There was no expression of TTF-1,Tg,PAX 8,Chromogranin A,calcitonin,CD 5,S-100&P 63. FDG PET scan done in 2018 showed FDG avid 8 x 6.1cm soft tissue mass in the right paratracheal region along with FDG avid nodules in the left lobe. FNAC from the mass showed recurrent carcinoma with extensive hemorrhagic cystic changes. In view of the above mentioned findings, he underwent completion thyroidectomy along with bilateral modified neck dissection(MND) and central compartment clearance(FIGURE 1). HPE report mentioned left thyroid having differentiated papillary carcinoma (pT1a pN1a) with positive lymph node in lateral and central compartment. Microscopic findings of the Tissue specimen from the right modified neck dissection(MND) showed tumor cells in groups and sheets,with clear cytoplasm and fairly uniform nucleus appearance. No papillary or follicular cells, no obvious lymphovascular invasion was seen(FIGURE 2A 2B) Frequent areas of necrosis and loose fibrinous tissue were seen amidst the tumor. Mitotic count was approximately 4-5 /hpf. Immuno histochemistry (IHC)done on the specimen from right MND- patchy Epithelial membrane antigen(EMA) expression, CD 10 weakly expressed, rest markers like TTF-1/ PAX8/ RCC antigen /CEA/ Calcitonin /P 63/High molecular weight cytokeratin (HMWCK)/ CK(MNF)/ CK7/ CK20/ CK 19 were negative(figure 2C). Based on the above findings, it was reported first as CASTLE(Carcinoma with thymus like elements) tumour. Tissue specimen was sent to TATA memorial hospital, Mumbai for review. Extensive IHC profile and molecular studies were done, they suggested that it is more likely to be Ewings sarcoma with epithelial differentiation (IHC - positivity for membranous mic2, EMA, CD56 and c Kit, and presence of EWSR1 rearrangements on molecular testing). Still there was no definite consensus regarding the final diagnosis. Tissue slides were sent abroad to Professor Dr Christopher D.M Fletcher at Harvard Medical School. He termed it as unclassified clear cell malignant neoplasm. Figure 1- GROSS SPECIMEN RIGHT NECK MASS Figure 2AFigure 2BFigure 2A-MICROSCOPY FROM LEFT HEMI THYROID SHOWING DIFFERENTIATED PAPILLARY THYROID CARCINOMA Figure 2B-MICROSCOPY FROM RIGHT MND SHOWING CLEAR CELLS MORPHOLOGY Figure 2C- IHC PANEL ON TISSUE SPECIMEN FROM RIGHT NECK MASS Post surgery, he was put on suppressive doses of levothyroxine and calcium and vitamin D supplements, and advised to follow up regularly. But he was lost to follow up for a year. When he followed up a year later, we did a whole body iodine scan(3mCi- I 131) which showed focal increased tracer uptake in anterior neck region on right of midline with a small mild focus on left, without any uptake elsewhere. His thyroglobulin levels were 0.68 ng/ml (normal range 0- 52) and ATA levels were 48.4 IU/ ml (normal range 0-40). Radioiodine ablation therapy (120 mCi) was given. He remained asymptomatic till feb 2020, when he noticed a painful, rapidly enlarging swelling over the right parieto-occipital region of scalp, which was an osteolytic lesion. MRI brain showed a 3.8x 3.5x 3.1 cm focal lobulated mass in the right parietal region with adjacent bony destruction with dural involvement.(figure 6) and PET scan showed hyper metabolic expansile lesion. He underwent embolization followed by excision of the mass in August 2020. Biopsy from the tumour involving right parietal bone showed metastatic poorly differentiated carcinoma with IHC showing immune reactivity for EMA, Vimentin (focal), CK(MNF -116), and CK - 7, and negative for CK 20/ TTF 1/CK 19/ PAX 8 / CD 45/ CD 99/ CD 117/ Thyroglobulin. His general condition started deterioratingIn November 2020,he presented with enlarging right sided swelling(around 15x 10 cm) over the scalp, at the same location Also,there were multiple,darkly pigmented,nodular, discrete swellings over neck, upper chest, along the surgical scar on skull, all over a span of 25-30 days,(figure 3 and 4). In view of his widespread disease and generalised poor health, he was admitted and PET scan was done which showed metastatic disease with high grade activity in following regions-Lobulated soft tissue scalp lesions with intracranial extension, multiple nodal lesion in bilateral neck, parotids, mediastinal and axillary nodes,multiple liver lesions, marrow lesions and multiple nodular lesions involving both lungs. (Figure 5). Figure 3 Figure 4Figure 5- PET SCAN Fig 6.-FLAIR MRI BRAIN SHOWING METASTASIS Liver biopsy showed tumour cells arranged in solid nests,perivascularly and in pseudo papillae without features suggestive of thyroid cancer. He had persistently low calcium levels during the hospital stay despite adequate calcium and active vitamin D supplementation. He was started on Etoposide-Carboplatin based chemotherapy. Recently admitted for a third cycle of chemotherapy but his chest and scalp lesions have worsened. Conclusion: This is a case report of a clear cell NET along with papillary carcinoma both coexisting in the thyroid gland. Primary Clear cell carcinoma of thyroid is extremely rare. Literature reviewed so far does not show any similar case reported. The possibility of metastasis of clear cell carcinoma from other sites has been excluded based on clinical and IHC findings. This would possibly be the first reported case of Primary clear cell carcinoma of thyroid and also its co-existence with papillary carcinoma.

Abstract:

This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English Keywords: Whole language approach, Early reading, Early writing, Early childhood Reference Abdurrahman, M. (2003). Pendidikan bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta. Aisyah, S., Yarmi, G., & Bintoro, T. (2018). Pendekatan Whole Language dalam Pengembangan Kemampuan Membaca Permulaan Siswa Sekolah Dasar. Prosiding Seminar Nasional Pendidikan, 160–163. Alhaddad, A. S. (2014). Joedanian Literacy Education Should Whole Language be Implemented? European Scientific Journal, 10(8). Aulina, C. N., & Rezania, V. (2013). Metode Whole Language untuk Pembelajaran Bahasa Pada Anak TK. Pendidikan Usia Dini. Austring, B. D., & Sørensen, M. (2012). A Scandinavian View on the Aesthetics as a Learning Media. Journal of Modern Education Review, 2(2), 90–101. Cahyani, H., Courcy, M. de, & Barnett, J. (2018). Teachers’ code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions. International Journal of Bilingual Education and Bilingualism, 21(4), 465–479. Cahyani, W. A. (2019). Pengembangan Model Pembelajaran Membaca pada Anak Usia Dini. Universitas Negeri Yogyakarta. CCSU NEWS. (2019). World’s Most Literate Nations Ranked. In WORLD’S MOST LITERATE NATIONS RANKED. Chodidjah, I. (2007). Teacher training for low proficiency level primary English language teachers: How it is working in Indonesia. In British Council (Ed.) Primary Innovations: A Collection of Papers, 87–94. Crystal, D. (2003). The Cambridge Encyclopedia of the English Language (second Edi). Cambridge: Cambridge University Press. Dhieni, N., Fridani, L., Muis, A., & Yarmi, G. (2014). Metode Perkembangan Bahasa. Universitas Terbuka, 1(155.4), 1–28. Dixon, J., & Sumon, T. (1996). Whole Language: An Integrated Approach to Reading and Writing. Action-Learning Manuals for Adult Literacy, 4. Doman, G. (1985). Ajaklah Balita Anda Belajar Meembaca. Bandung: CV. Yrama Widya. Fat, N. (2015). Ranking Minat Baca Pelajar Indonesia. In Minat Baca Indonesia. Flores, N. (2013). Undoing Truth in Language Teaching: Toward a Paradigm of Linguistic Aesthetics. Working Papers in Educational Linguistics (WPEL), 28(2). Folkmann, M. N. (2010). Evaluating aesthetics in design: A phenomenological approach. The MIT Press, 26(1), 40–53. Froese, V. (1991). Whole Language Practice and Theory. Boston: Allyn and Bacon.Gagne, R. M., & Briggs, L. J. (1996). Principle of Instructional Design. New York: Richard and Winston.Gardner, H. (2013). Multiple Intelegences : The Theory in ractice a Reader. New York: Basic. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. S. (1986). What’s Whole in Whole Language? A Parent/Teacher Guide to Children’s Learning. Heinemann Educational Books, Inc: 70 Court St., Portsmouth, NH 03801. Hammerby, H. (1982). Synthesis in Second Language Teaching. Blane: Second Language. Hardinansyah, V. (2017). Analisis Kebutuhan pada Pengajaran Bahasa Inggris di PG-PAUD. Jurnal Pendidikan Dan Pembelajaran Anak Usia Dini, 4(2), 92–102. Jamaris, M. (2006). Perkembangan dan Pengembangan Anak Usia Dini Taman Kanak-kanak. Jakarta: Gramedia Widiasarana. Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning (Wesley Longman Ltd, ed.). Addison. Krashen, S., Long, M. H., & Scarcella, R. (1979). Accounting for child-adult differences in second language rate and attainment. TESOL Quarterly, 13, 573-82. Ling-Ying, & Huang. (2014). Learning to Read with the Whole Language Approach: The Teacher’s View. Canadian Center of Science and Education : English Language Teaching, 5(7). Ling, P. (2012). The “Whole Language” Theory and Its Application to the Teaching of English Reading. Journal of Canadian Center of Science and Education, 5(3). Maulidia, C. R., Fadillah, & Miranda, D. (2019). Pengaruh Pendekatan Whole Language Terhadap Kemampuan Membaca 5-6 Tahun di TK Mawar Khatulistiwa. Program Studi Pendidikan Guru PAUD FKIP Untan Pontianak, 8(7). Mayuni, I., & Akhadiah, S. (2016). Whole Language-Based English Reading Materials. International Journal of Applied Linguistics & English Literature, 5(3). Meha, N., & Roshonah, A. F. (2014). Implementasi Whole Language Approach sebagai Pengembangan Model Pembelajaran Berbahasa Awal Anak Usia 5-6 Tahun di PAUD Non Formal. Jurnal Pendidikan, 15(1), 68–82. Moats, L. (2007). Whole language high jinks: How to Tell When “Scientifically-Based Reading Instruction” Isn’t. Washington: Thomas B. Fordham Institute. Montessori, D. M. (1991). The discovery of the Child. New York: Ballatine Books.Morrow, L. M. (1993). Literacy Development in the Early Years. United States of America: Allyn & Bacon.Munandar, A. (2013). Pemakaian Bahasa Jawa Dalam Situasi Kontak Bahasa di Daerah Istimewa Yogyakarta. Jurnal Sastra Inggris, 25(1), 92–102. Musfiroh, T. (2009). Menumbuhkembangkan Baca-Tulis Anak Usia Dini. Yogyakarta: Grasindo. Nirwana. (2015). Peningkatan Kemampuan Membaca Cepat Melalui Pendekatan Whole Language pada Siswa Kelas VI SD Negeri 246 Bulu-Bulu Kecamatan Tonra Kabupaten Bone. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 1(1), 79-94., 1(1), 79–94. Novitasari, D. R. (2010). Pembangunan Media Pembelajaran Bahasa Inggris Untuk Siswa Kelas 1 Pada Sekolah Dasar Negeri 15 Sragen. Sentra Penelitian Engineering Dan Edukas, Volume 2 N. Oladele, A. O., & Oladele, I. T. (2016). Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun. International Journal on Language, Literature and Culture in Education, 3(1), 1–24. Olusegun, B. S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. Journal of Research & Method in Education, 5(6), 66–70. Ortega, L. (2009). Understanding Second Language Acquisition. New York: Routledge.Otto, B. (2015). Perkembangan Bahasa Pada Anak Usia DIni (third Edit). Jakarta: Prenadamedia. Papalia, D., Old, S., & Feldman, R. (2008). Human Development (Psikologi Perkembangan). Jakarta: Kencana. Papalia, Old, & Feldman. (2009). Human Development (Psikologi Perkembangan (Kesembilan). Jakarta: Kencana. Pellini, A. PISA worldwide ranking; Indonesia’s PISA results show need to use education resources more efficiently. , (2016). Phakiti, A. (2014). Experimental Research Methods in Language Learning. London: Bloomsbury Academic. Rahim, F. (2015). Pengajaran Bahasa di Sekolah Dasar. Jakarta: PT Bumi Aksara. Routman, R. (2014). Read, write, lead: Breakthrough strategies for schoolwide literacy success. Sadtono, E. (2007). A concise history of TEFL in Indonesia. English Education in Asia: History and Policies, 205–234. Sani, R.A. (2013). Inovasi Pembelajaran. Jakarta: Bumi Aksara.Sani, Ridwan A. (2013). Inovasi Pembelajaran. Jakarta: PT Bumi Aksara. Santrock, J. W. (2016). Children (Thirteenth). New York: McGraw-Hill Education. Saracho, O. N. (2017). Literacy and language: new developments in research, theory, and practice. Early Childhood Development and Care, 3(4), 187. https://doi.org/10.1080/03004430.2017.1282235 Semiawan, C. R. (1983). Memupuk Bakat dan Minat Kreativitas Siswa Sekolah Menengah. Jakarta: Gramedia Pustaka Utama. Sikki, E. A. A., Rahman, A., Hamra, A., & Noni, N. (2013). The Competence of Primary School English Teachers in Indonesia. Journal of Education and Practice, 4(11), 139–146. Siskandar. (2009). Kurikulum Berbasis Kompetensi. Jakarta: Fasilitator. Solchan, T. W., Mulyati, Y., Syarif, M., Yunus, M., Werdiningsih, E., Pramuki, B. E., & Setiawati, L. (2008). Pendidikan Bahasa Indonesia di SD. Jakarta. Jakarta: Universitas Terbuka. Solehudin, O. (2007). Model Pembelajaran Membaca Reading Workshop: Studi Kuasi Eksperimen di SD Muhammadiyah VII Bandung (Doctoral dissertation, Universitas Pendidikan Indonesia). Universitas Pendidikan Indonesia. Suparno, S., & Yunus, M. (2007). Keterampilan Dasar Menulis. Jakarta: Universitas Terbuka. Susanto, A. (2011). Perkembangan Anak Usia Dini Pengantar dalam Berbagai Aspeknya. Jakarta: Kencana Prenada Media Group. Suyanto, K. K. E. (2010). Teaching English as foreign language to young learners. Jakarta: State University of Malang. Tarigan, D. (2001). Pendidikan Bahasa dan sastra Indonesia Kelas Rendah. Jakarta: Universitas Terbuka. Trask, R. L., & Trask, R. L. (1996). Historical linguistics. New York: Oxford University Press. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Williams, A. L., McLeod, S., & McCauley, R. J. (2010). Interventions for Speech Sound Disorders in Children. Brookes Publishing Company.: PO Box 10624; Baltimore; MD 21285. Wright, P., Wallance, J., & McCAarthy, J. (2008). Aesthetics and experience-centered design. ACM Transactions on Computer-Human Interaction (TOCHI), 15(4), 18.

Abstract:

The methodological research is devoted to the substantiation of the composition, structure, functions, content filling and features of interpretation and usage by the scientist-thinker the categorical matrix of theoretical psychology as an original world of metatheoretical self-reflexive thought-activity. At the same time the cyclical-deed organizational scheme to achieve this goal is purposefully implemented, which focuses on four interdependent fundamental perspectives-stages of cognitive creativity development: a) in the frameworks of outstanding achievements of the most influential scientific schools of domestic and foreign time-space of the XX-th century concerning the creation of a categorical system of psychological science in general and theoretical psychology in particular from different worldviews (situational component); b) in the format of the author’s definition of segments or dimensions of the subject field of this relatively new and so far little elaborated by intellectuals direction of modern psychology development (psychological cognition as a thought activity, fundamental problems of psychology, methodological principles and approaches, tasks, problem and versions of creation of psychology’s categorical order – motivational component); c) in a logically reasoned set of interdependent conditions, regularities, procedures and characteristics of implementation of a typological approach as an accurate, perfect and at the same time multi-module and multifunctional tool of professional methodological work (active component); d) in the complementarity of metatheoretization and reflexive methodologization, when analytical-synthetic mastering is subject to both available in psychological discourse conceptual and categorical definitions and formulations, and the canonical model of theoretical psychology, which essentially appears as an aspect of human existence and in a taxonomically perfect composition of harmonized between each other themes and categorical definitions (post-action component). For the transition from a naturalistic approach in cognition of mental reality and hence from numerous theories of mental and self-sufficient object-centered thinking to self-reflexive directed metatheoretization of psychological science over one’s own achievements on the historical canvas of humankind cultural development by actualizing universal resources of methodological thinking and, therefore, to the heights of theoretical psychology, the author substantiates a five-module methodological optics of the study of its categorical order, covering a functionally level-by-level set of lenses-tools of methodologization at the levels: s p e c i f i c – is a quaternary or quintet thought-scheme as a basic material-means of methodological activity implementation; s i n g u l a r – the construction of a categorical matrix, which allows the creation of 12 systematic taxa of categorical quaternity, semantically presenting theoretical psychology as a separate newly emerging conscious layer of human existence; s p e c i a l – a typological approach in the dialectical mosaic of its categories, principles, norms, procedures, parameters and intellectual means, which allows to obtain a perfect typology in its optimal invariant - the categorical matrix; g e n e r a l – the sphere of professional methodologization-as-practice, which is a dialectical continuation and thought-deed concretization of the world of methodology-as-teaching in its central link – methodological thinking; u n i v e r s a l – a vitacultural methodology that not only enriches the semiotic completeness of culture and expands the existential horizons of consciousness, but also enables the thought-active and thought-deed practice of high perfection. It is proved that, unlike numerical tables, categorical matrices on construction, semantic attachment, internal combination of elements, methodological purpose and functional field of influence on multiplication of ideal forms of thinking-thought activity of human conscious ability make original and heuristic, though supercomplicated tool of cognition and methodologization, and therefore characterize the latest stage in the evolution of rational-humanitarian knowledge in its core – the categorical genesis of both individual sciences and interdisciplinary directions of cognitive creativity. Five advantages of this self-sufficient author’s tool are rubriced and argued in the work: fundamentality of epistemic content filling, logicity of form and way of obtaining categorical ensemble, optimality of structure and internal balance of taxonomic categories configuration, ideality of constructed and designed as a theoretical model of a holistic picture of categories in their harmonious synthesis, practicality in the broadest sense of freedom of metatheoretization, methodologization, thinking action and self-reflection with categories and taxa of the matrix. The optimal architectonics of this matrix was found, which in the central (inner) part contains a systematics of 16 mutually agreed and in certain hierarchical combinations of grouped taxonomic categories, organized into eight taxa, and its outer contour, which forms two (horizontally and vertically) equally named, however different in aspects of consideration of the multidisciplinary object of metatheoretization, chains of dialectical categories “general – special – singular – specific – universal”, which are named as two mutually penetrated thematic bases, that receive the resulting boundaries below and above – generalization of the top achievements of theoretical psychology. In this way 12 categorical taxa were obtained, each of which can be subjected to a detailed study. Taking into account the advantages of the categorical matrix, its five main functions are substantiated and meaningfully characterized – structural-systemic, logical-cognitive, organizational-synthesizing, thought-communicative and instrumental-methodological, as well as, accordingly, has been pointed out on vitacultural, typological, taxonomic, system-thought-action and cyclically-deed approaches that implement these approaches, and on a number of principles that specify each of these approaches. With regard to the essential content filling of the categorical matrix proposed for the first time to the scientific society, it is comprehensively highlighted that behind each of the 12 quintetly ordered taxa of categories (five horizontally and vertically and two diagonally) there is either a direction or a school of theoretical psychology development or a methodological principle or approach in psychology, or a certain system or epistemic organization of psychological cognition or theoretical creativity. It is proved that the stated model of the matrix makes it possible for a psychologist-thinker to achieve a personified (motivated and comprehended) canvas of the categorical order of theoretical psychology, not only in revealing hitherto unknown and little understood dimensions-aspects of human existence, but also in curbing the emotional saturation, vagueness and organic spontaneity of actualized concepts of thinking as a life-giving core of lace of psychological categories, which realizes self-reflexive progress in the bosom of increasing the mental potential of one’s own conscious ability to learn and create psycho-spiritual in all possible forms and markers of its phenomenal manifestation. At the same time, it is concluded that the world of theoretical psychology is the most thoroughly founded and the most meaningfully enriched by the creative scientific achievements of the outstanding Ukrainian intellectual and worthy person Volodymyr Roments. In particular, his multi-volume author’s presentation of the history of world’s psychology, which implements the fundamentals, regularities and norms of the deed’s principle in psychology from ancient times to the end of the twentieth century, contains that extremely important vitacultural material which not only appears as a product of psychological cognition and from which previously unseen horizons of the field of historical-psychological research are mentally spread, but also which can be subjected to repeated self-reflection of psychological science by its individual and collective subjects of creativity. This means that in the future the final philosophical-psychological field of reflection will be subject to renewal, which according to the deed principle is canonically constructed by the talent of Academician Romenets and which requires further methodological comprehension. At the same time, canonical psychology and its derivative epistemic formations (the procedure of canonization of psychological systems, the concept of psychological canon, etc.) in unity with psychosophy of the deed as a methodology of cognition of the sources and essence of human existence are specific cultural patterns of self-reflexively performed metatheoretization, which is implemented with the help of personally well-developed principles, postulates and means of philosophical methodologization (especially the deed principle and the method of action dialectics). In general, a new categorical matrix solves one of the most important tasks of theoretical psychology – provides analytically reasoned selection-construction of the optimal typology of categories by four main criteria: a) by a methodological substantiationess of research tools and instruments of its construction, structure, content, interpretation and usage, b) by a conceptual-conscious completeness of psychological thinking about the mental and psycho-spiritual as separate aspects of human life in the socio-humanitarian sphere, c) by a horizon of conceptual-terminological complementarity of the fields of categories and themes involved, d) by a quantitative set and structural-functional invariance of categorical taxa. Finally, it is reasonably stated that the quintessence of the categorical composition of theoretical psychology at the level of the universal horizontally and vertically of the matrix is the act of metatheoretization in its spiral integrity of situational, motivational, action and post-action components and in the form of individual (personal) and group (representatives of a separate scientific school) implementation.

Abstract:

Viktor Vlasov is one of the brightest representatives of Ukrainian button accordion school, and his work is a special page in the musical culture of Ukraine and a significant component of the button accordion art for children. By his work V. Vlasov implements, new ideas and techniques of performing skills that rely on bright artistic images in the native children’s music, and also applies the means of composition techniques that appear in contemporary button accordion art and he pays attention to the latest unconventional methods of sound making. Due to this variety, V. Vlasov’s works have no only their main task – the education of children, but also it is a guideline for other composers. Music scholars, who study the work of Ukrainian composer-accordionist V. Vlasov, have the important task to give a proper assessment of work in general, and summarize the basic criteria of his approach to the formation of the system of young accordionist’s professional skills. Children’s music of button accordion of Ukrainian authors is a significant amount of works for young performers. Although the history of button accordion performance and pedagogy in comparison with other musical instruments is very short, it can be confirmed of the formation of certain schools of button accordion craftsmanship, including the author’s schools, one of which includes the original work of V. Vlasov. In Ukraine, the period of children’s music of button accordion development was synchronized with the formation of a professional button accordion music in general. Beginning from the second half of the twentieth century composers-accordionists made a huge contribution to the musical heritage, including for children. At the same time, information about this stage of musical culture is still poorly explored, the potential of the Ukrainian children’s music of button accordion is not sufficiently defined, the information about collections of plays for children and young people of Ukrainian composers is not generalized or systematized. Ukrainian music for children encompasses a multitude of individual composer styles (from V. Kosenko, M. Lysenko, I. Shamo to contemporary authors such as A. Gaidenko, V. Vlasov, P. Gubanov, O. Shmykov, B. Myronchuk and many others. V. Vlasov definitely can be considered composers with a brightly individually creative writing. All composer’s musical creativity is original and is closely connected with Ukrainian and world classics using authentic folklore, with an appeal to modern pop and jazz genres. He is the author of many works for button accordion which are as complicated, oriented on high level masters as works for beginners. V. Vlasov’s «Album for Children and Youth» has become an important achievement in the field of button accordion art. The cycle of V. Vlasov includes 45 different-colored music pieces; they are not connected with a plot-thematic line, because each music piece has its musical and artistic content. In addition, the music pieces are grouped into five notebooks in accordance with the general plan and a clear pedagogical task. In the first two notebooks of the album («Album of the first-graders», « At a visit to a fairy tale «), the world of a modern child is developed very clearly in the tradition of children’s album from such composers as R. Schumann and P. Chaikovsky to S. Prokofiev and B. Bartok. In the notebook «Folk tunes» which includes folk treats, V. Vlasov managed to cover folk leaks of different regions of Ukraine. The music pieces of the last notebook («Variety-jazz plays») are based on modern jazz language. Researchers more often pay attention to the listed notebooks. This article focuses on the central book of the album – «Chamber Plays». Three sonatas at the beginning of this notebook are perceived as a microcycle where the specificity of sonat thinking is consistently revealed and the artistic and technical tasks for the artist are gradually becoming more complex. The first music piece is a miniature «Sonatyna» of F-dur of early classical type, but even in the summary presentation the thematic contrast is already presented and the functional and logical side of the sonata form is implemented. The second «Sonatyna» D-dur meets the examples of Vienna classics – the thematic is based on the original contrast, there is already a motive comparison in a small development. The third «Sonatyna» C-dur is the most difficult task for performance; it relies on a complex of expressive means corresponding to the music of the 20th century – the toccata-basis of the themes, a complex harmonious language. Thus, three sonatas are a short «summary» of the genre for button accordionists at beginner level. The study of these sonatas is important for assimilating the most complex musical structure. The following music plieces are devoted to other genres, where the author focuses on the transformation of stylistic features. The romantic type of «Serenade» focused on J. Field’s nocturnes has such features as intricacy, expressiveness, sensuality and refinement and corresponds to the general lyrical character of the music piece. The greatest artistic complexity for button accordion performers in «Serenade» is precisely the embodiment of the character of a work that requires a certain level of student’s artistic development, an open emotionality. «Harpsichord» is a work that helps to restore the picture of the aristocratic salon of the times of Rococo, but at the same time it gives certain tasks for the young performer. V. Vlasov somewhat unusually interprets the distribution of textural functions in this musical piece: the part in the left hand imitates the sound of a harpsichord, creating a harmonic accompaniment, while the soloing art of the right hand reflects the timbre of flute or oboe; here the coordination of the hands of the button accordionist and the differentiation of the strokes are important. The last music piece of the book «Watercolour» seems more complicated in content, and more complex in texture development and performance tasks. In this musical creation of this genre of painting, the composer redefines the established notions about the art technique of watercolors and combines the traditions of musical Impressionism with the elements of the «plot», which is represented as a picture. The Viktor Vlasov work, one of the most prominent representatives of the Ukrainian Button accordion School, is a special page of the musical culture of Ukraine and an important component of children’s button accordion music. The most important achievement of the composer in the “Album for Children and Youth” is the systematic, consistent, professional justification of the whole set of musical and auditory ideas and professional skills that make this cycle can be a real school of button accordion craftsmanship.

Abstract:

This article is dedicated to the development and presentation of the results of the first phase of implementation of the project "Knowledge, research and curricular innovations in teacher training for ethnic-racial diversity in higher education: questioning and contributions of ethnic-racial matrices and (NEAB / UFSCar), Brazil, linked to the Abdias Nascimento Academic Development Program, promoted by the Coordination for the Improvement of Higher Education Personnel (CAPES). The project aims to establish a transnational network of joint research between researchers in partnership with three international institutions: Universidad Distrital Francisco José de Caldas (Colombia), Georgia State University (USA) and Université Paris Nanterre (France). The project aims to analyze if and how the curriculum of teacher training courses are changing for the dialogue of ethnic-racial and cultural knowledge, African and Afro-descendant knowledge. In this article we present a review of the literature on this subject in the contexts of Colombia and the United States.ResumoEste artigo apresenta alguns resultados da primeira fase de implementação do projeto “Conhecimento, pesquisa e inovações curriculares na formação de professores para a diversidade étnico-racial no ensino superior: questionamentos e contribuições das matrizes étnico-raciais e culturais, de saberes africanos e afrodescendentes” do Núcleo de Estudos Afro-Brasileiros da Universidade Federal de São Carlos (NEAB/UFSCar), vinculado ao Programa de Desenvolvimento Acadêmico Abdias Nascimento fomentado pela Coordenação de Aperfeiçoamento do Pessoal de Nível Superior (CAPES). O projeto visa estabelecer uma rede transnacional de investigação conjunta entre pesquisadores e pesquisadoras em parceria com três instituições internacionais: Universidad Distrital Francisco José de Caldas (Colômbia), Georgia State University (EUA) e Université Paris Nanterre (França). O projeto objetiva analisar se e de que forma os currículos dos cursos de formação de professores estão se modificando para o diálogo de conhecimentos étnico-raciais e culturais, de saberes africanos e afrodescendentes. Neste artigo apresentamos um recorte do levantamento bibliográfico sobre este tema nos contextos da Colômbia e dos Estados Unidos.Keywords: Curriculum, Higher education, Ethnic-racial diversity, Affirmative action policies.Palavras-chave: Currículo, Ensino superior, Diversidade étnico-racial, Políticas de ação afirmativa.ReferencesALRIDGE, Derrick. Teachers in the movement: Pedagogy, Activism, and Freedom. Disponível em: http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/912849 Acessado em outubro de 2018.AU, Wayne; BROWN, Anthony L.; CALDERON, Dolores. How does it feel to be a problem? Communities of Color, Self-Determination, and Historical Educational Struggle, 2018.BRAH, Avtar. Cartografías de la diáspora: identidades en cuestión. Madrid: Traficante de sueños, 2011.BURAS, KRISTEN L. George Washington Carver Senior High School: A Legacy That Can't Be Chartered, 2018. Disponível em: http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/912849 Acessado em outubro de 2018.CASTILLO GUZMAN, Elizabeth; CAICEDO ORTIZ, José Antonio. Las luchas por otras educaciones en el bicentenario: de la iglesia-docente a las educaciones étnicas. Nómadas, Bogotá, n. 33, p. 109-127, Oct. 2010.CASTILLO, S. S.; ABRIL, N. G. P. Colômbia: Invisibilidade e exclusão. In: DIJK, T. A. Van. Racismo e discurso na América Latina. São Paulo: Contexto, 2008.CASTRO SUAREZ, Celmira, En busca de la igualdad y el reconocimiento. La experiencia histórica de la educación intercultural en el Caribe colombiano. Memorias. Revista Digital de Historia y Arqueología desde el Caribe [en linea] 2014. Disponível em: <http://www.redalyc.org/articulo.oa?id=85532558010> acesso em: 05 de novembro de 2017.COLÔMBIA. Lei 70 de 1993. Por la cual se desarrolla el artículo transitório 55 de la Constitucion política. El Congresso de Colômbia. 1993.DÍAZ SÁNCHEZ, Edisson. Reflexiones pedagógicas sobre la formación de docentes en los estudios escolares afrocolombianos. Revista Colombiana de Educación, [S.l.], n. 69, p. 183.202, 2015. ISSN 2323-0134.DU BOIS, William E. Burghardt. As almas da gente negra. Tradução de Heloisa Toller Gomes. Rio de Janeiro: Lacerda, 1999.DUSSEL, Enrique. 1492: El encubrimiento del otro: hacia el origen del mito de la modernidad. UMSA. Facultad de Humanidades y Ciencias de la Educación. Plural Editores: La Paz, 1994.ESTEBAN-GUITART, Moisés et al. Empatia y tolerancia a la diversidad en un contexto educativo intercultural. Univ. Psychol., Bogotá, v. 11, n. 2, p. 415-426, June 2012.GOMES, Nilma Lino. O movimento negro educador: saberes construídos nas lutas por emancipação. Petrópolis, RJ: Vozes, 2017. 154 p.GRANADOS-BELTRAN, Carlo. Interculturalidad crítica. Un camino para profesores de inglés en formación. Íkala, Medellín, v. 21, n. 2, p. 171-187, Aug. 2016. GRANT, CARL A.; BROWN, KEFFRELYN D.; BROWN, ANTHONY L. Black intellectual thought in education: The missing traditions of Anna Julia Copper, Carter G. Woodson, and Alain Le Roy Locke. Routledge: New York, 2016. HOOKS, Bell. Ensinando a transgredir: a educação como prática da liberdade. Trad. Marcelo Brandão Cipolla. São Paulo: WMF Martins Fontes, 2013.JIMENEZ, Nidia N.; GULLO, Maria, A. C.; MONTES, Jorge, E. O. Perception to the literacy process of adults and young natives from Guainía Department Colombia: Look of the protagonists. Investigación & desarrollo, vol. 24, n.° 1, 2016.KING, Joyce Elaine. Minds Stayed on Freedom. 2018. Disponível em http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/23358.KING, Joyce Elaine. Black education post-Katrina. And all us we are not saved. Epilogue: In: TILLMAN, L. C., (Ed.). The SAGE Handbook of African American Education (pp. 499-510). Thousand Oaks, CA: Sage, 2009.LAGO DE ZOTA, Alejandrina; LAGO DE FERNANDEZ, Carmen; LAGO DE VERGARA, Diana. Educación para ciudadanos del mundo con identidad afrodescendiente: caso institución educativa Antonia Santos, Cartagena de Índias, Colombia. Rev. hist.edu.latinoam - Vol. 14 No. 18, - pp. 53 – 74 enero – junio 2012.MBEMBE, Achille. Afropolitanismo. Áskesis. Revista dxs Discentes do Programa de Pós-Graduação em Sociologia da UFSCar. Trad. Cleber Daniel Lambert da Silva. v. 4, n. 2, 2015, Julho/Dezembro, pp. 68-71.MBEMBE, Achille. Afriques indociles: christianisme, pouvoir et etat en société postcoloniale. Paris: Editions Karthala, 1988.MEN - Ministerio de Educación Nacional. Serie lineamientos curriculares: Cátedra Estudios Afrocolombianos. 1997.MENESES-COPETE, Yeison. A. Representaciones sociales sobre afrodescendencia: curriculum, practica y discurso pedagógico del profesorado. Entramado. Vol. 10 No.2, 2014.MORA MONROY, Gloria E. Dos experiencias educativas y editoriales con estudiantes indígenas, afrodescendientes y de municipios pobres en la universidad, desde una perspectiva intercultural. Forma funcion, Santaf, de Bogot, D.C., Bogotá, v. 29, n. 1, p. 61-80, Jan. 2016.RODRIGUES, Cristiano. Movimentos negros, políticas públicas e desigualdades raciais no Brasil e Colômbia. CLEA. Debates Latinoamericanos. Año 12, volumen 1/2014.ROJAS, Alex. Cátedra de Estudios Afrocolombianos: Aportes para maestros. Universidad del Cauca. 2008.SANTOS, Doris. Mimesis y bilingüismo ideológico: un análisis crítico del discurso sobre la diversidad en un documento de política educativa universitaria en América Latina. Forma funcion, Santaf, de Bogot, D.C. [online]. vol.26, n.1. pp.183-216, 2013.SCHOMBURG, Arturo. The negro digs up his past. In: The Survey, The Negro Expresses Himself. March (1), 1925. pp. 670-672.

Abstract:

E-learning in Indonesia began in mid-nineties with the advent of internet preceded by information technology which was introduced in Indonesia in late 1970s and early19 80s. However, those elearning initiators hit hard by the economic and political crises which hit Indonesia in 1997s until early 21st century. Beginning the year 2000, many schools, especially senior high school, took the initiatives to conduct e-learning in their environments, in spite of the economic crises. Based on data available from the Department of national Education, a survey conducted toward high school Websites. A virtual visit and randomly selected physical visits to high schools situated in Jakarta, Yogyakarta (Central Java), Makassar (South Sulawesi) and Padang(West Sumatera) yielded result that those Websites mainly used for disseminating school profiles including name and address, principals and teaching staffs, facilities, extracurricular works etc, but none specially directed to e-learning materials. The research orientation changed to vocational high school with the assumption that the vocational high school graduates are geared toward working market hence the courses are directed to more practical application and subsequently can improved with e-learning activities. Based on data from National Library of Indonesia and Directorate of Vocational High School, purposive sampling was done. The criteria are (a) the school has conducted e-learning for at least five years; (b) agree to be interviewed; (c) has trained other schools on e-learning development; (d) own a school library (e) appointed by Directorate of Vocational High School as a pilot project (f) accessible economically from Jakarta so it is more convenient to visit. Using snowball method, from interview with Wikrama principal and teachers, yielded data on other vocational schools in many regions. Those vocational high schools are randomly selected, interviewed by volunteer researchers . The results are analysed and showed that e-learning in vocational high school is limited to facilities designed by the school such as commonly found in Intranet, the constraints mainly on physical infrastructure and e-learning spread because of lack of facilities from school library. The development of e-learning activities is separated from school library, a cause resulted from the wrong perception of the school principals. It is suggested that the development of e-learning should synchronised with school library because in the future, even right now, school library will developed into learning resource centres, in which e-learning is covered. However, it needs better understanding among school principals which in Indonesia who will decide the fate of school library, either like it or not.

Abstract:

The Principals Excellence Program (PEP), a cohort-based professional development project for administrator certified practitioners, is one of 24 projects a cross the United States supported by federal funds from the No Child Left Behind legislation. The three-year program is conducted through a partnership between Pike County School District, a high-need rural system in Central Appalachia, and the University of Kentucky, located 150 miles away. A major goal for PEP is improved school leadership focused on enhanced student learning. Findings in this paper include inprogress evaluations of program impact toward (a) preparing school leaders to promote learning success for all, (b) engaging cohort members in authentic practice with mentor principals, (c) addressing high-stakes accountability issues, and (d) delivering effective leadership preparation. Perspectives from all stakeholder groups (i.e., cohort participants, mentor principals, district leaders, program instructors) are integrated to provide holistic assessment of PEP.

Abstract:

Abstract: The subject of specialization can help the development of abilities possessed by students. Specifically, specialization subjects can be followed according to students' talents and interests. This study aims to describe (1) the implementation of the 2013 curriculum policy in specialization learning in Senior High School 1 Ternate. (2) differences in specialization management models are applied in Senior High School 1 Ternate. And (3) constraints and solutions in the implementation of specialization learning in Senior High School 1 Ternate. This research was conducted with a descriptive qualitative approach. Sources of data and information from three curriculum subjects and nine specialization subject teachers from each of the three schools. The results showed that (1) the implementation of the 2013 curriculum in specialization learning in Senior High School 1 Ternate was by Minister of Education and Culture Regulations number 69 of 2013 and schools only make policies based on the central government and adjust teaching hours and based on specialization manuals and cross-interests from the Ministry of Education and Culture in 2016 and 2017. (2) There are some differences from specialization management models such as specialization mechanisms/procedures in each school have different stages. (3) Obstacles in the implementation of specialization learning in Senior High School 1 Ternate include (a) constraints from teachers; (b) constraints in choosing teaching methods; (c) constraints from students; (d) the constraints of using learning resources; (e) facilities and infrastructure. The solution is that the teacher chooses the right teaching method and can improve the competency of the studentsKeywords: Learning, Specialization Subjects, 2013 Curriculum Abstrak: Diberlakukan mata pelajaran peminatan dapat membantu pengembangan kemampuan yang dimiliki oleh siswa. Secara khusus mata pelajaran peminatan dapat diikuti sesuai bakat dan minat siswa. Penelitian ini bertujuan untuk mendeskripsikan tentang (1) pelaksanaan kebijakan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate. (2) perbedaan model manajemen peminatan diterapkan di SMA Negeri Kota Ternate. Dan (3) kendala dan solusi dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate.Penelitian ini dilakukan dengan pendekatan kualitatif deskriptif. Sumber data dan informasi dari tiga masing-masing wakasek kurikulum dan sembilan guru mata pelajaran peminatan dari tiga masing-masing sekolah. Hasil penelitian menunjukkan bahwa (1) pelaksanaan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate sudah sesuai dengan Permendikbud No. 69 Tahun 2013 dan sekolah hanya membuat kebijakan berdasarkan dari pemerintah pusat dan menyesuaikan jam mengajar serta berdasarkan buku pedoman peminatan dan lintas minat dari Kemendikbud tahun 2016 dan 2017. (2) Terdapat beberapa perbedaan dari model-model manajemen peminatan seperti mekanisme/prosedur peminatan di setiap sekolah memiliki tahapan-tahapan berbeda. (3) Kendala dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate meliputi (a) kendala dari guru; (b) kendala memilih metode mengajar; (c) kendala dari siswa; (d) kendala menggunakan sumber belajar; (e) sarana dan prasarana. Solusi yang dilakukan yaitu guru memilih metode mengajar tepat dan dapat meningkatkan kompetensi peserta didikKata kunci: Pembelajaran, Mata Pelajaran Peminatan, Kurikulum 2013

Abstract:

Abstract: The subject of specialization can help the development of abilities possessed by students. Specifically, specialization subjects can be followed according to students' talents and interests. This study aims to describe (1) the implementation of the 2013 curriculum policy in specialization learning in Senior High School 1 Ternate. (2) differences in specialization management models are applied in Senior High School 1 Ternate. And (3) constraints and solutions in the implementation of specialization learning in Senior High School 1 Ternate. This research was conducted with a descriptive qualitative approach. Sources of data and information from three curriculum subjects and nine specialization subject teachers from each of the three schools. The results showed that (1) the implementation of the 2013 curriculum in specialization learning in Senior High School 1 Ternate was by Minister of Education and Culture Regulations number 69 of 2013 and schools only make policies based on the central government and adjust teaching hours and based on specialization manuals and cross-interests from the Ministry of Education and Culture in 2016 and 2017. (2) There are some differences from specialization management models such as specialization mechanisms/procedures in each school have different stages. (3) Obstacles in the implementation of specialization learning in Senior High School 1 Ternate include (a) constraints from teachers; (b) constraints in choosing teaching methods; (c) constraints from students; (d) the constraints of using learning resources; (e) facilities and infrastructure. The solution is that the teacher chooses the right teaching method and can improve the competency of the studentsKeywords: Learning, Specialization Subjects, 2013 Curriculum Abstrak: Diberlakukan mata pelajaran peminatan dapat membantu pengembangan kemampuan yang dimiliki oleh siswa. Secara khusus mata pelajaran peminatan dapat diikuti sesuai bakat dan minat siswa. Penelitian ini bertujuan untuk mendeskripsikan tentang (1) pelaksanaan kebijakan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate. (2) perbedaan model manajemen peminatan diterapkan di SMA Negeri Kota Ternate. Dan (3) kendala dan solusi dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate.Penelitian ini dilakukan dengan pendekatan kualitatif deskriptif. Sumber data dan informasi dari tiga masing-masing wakasek kurikulum dan sembilan guru mata pelajaran peminatan dari tiga masing-masing sekolah. Hasil penelitian menunjukkan bahwa (1) pelaksanaan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate sudah sesuai dengan Permendikbud No. 69 Tahun 2013 dan sekolah hanya membuat kebijakan berdasarkan dari pemerintah pusat dan menyesuaikan jam mengajar serta berdasarkan buku pedoman peminatan dan lintas minat dari Kemendikbud tahun 2016 dan 2017. (2) Terdapat beberapa perbedaan dari model-model manajemen peminatan seperti mekanisme/prosedur peminatan di setiap sekolah memiliki tahapan-tahapan berbeda. (3) Kendala dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate meliputi (a) kendala dari guru; (b) kendala memilih metode mengajar; (c) kendala dari siswa; (d) kendala menggunakan sumber belajar; (e) sarana dan prasarana. Solusi yang dilakukan yaitu guru memilih metode mengajar tepat dan dapat meningkatkan kompetensi peserta didikKata kunci: Pembelajaran, Mata Pelajaran Peminatan, Kurikulum 2013

Abstract:

ABSTRAK: Permasalahan dalam penelitian mengkajian bagaimana kronologi terbentuknya Kecamatan Mawasangka Tengah, faktor apa saja yang mempengaruhi terbentuknya Kecamatan mawasangka Tengah dan bagaimana perkembangan Kecamatan Mawasangka Tengah (2005-2017). Metode yang digunakan dalam penelitian ini adalah metode sejarah menurut Helius Sjamsuddin dengan tahapan-tahapan sebagai berikut: 1). Heuristik (Pengumpulan Sumber), 2). Verifikasi (Kritik Sumber), 3). Histiografi (Penulisan Sejarah). Hasil penelitian ini menunjukan bahwa: 1) Kronologi pembentukan Kecamatan Mawasangka Tengah meliputi: (a) Awal mula rencana pemekaran Kecamatan Mawasangka Tengah, yang ditandai dengan upaya masyarakat setempat untuk bersama-sama berjuang untuk pemekaran Kecamatan Mawasangka Tengah sejak tahun 2000. (b) Terbentuknya Kecamatan Mawasangka Tengah, yang resmi terbentuk pada tanggal 27 Agustus 2005, setelah melalui konsolidasi dan koordinasi seluruh elemen masyarakat. 2). Faktor-faktor yang mempengaruhi terbentuknya Kecamatan Mawasangka Tengah meliputi: (a) Faktor geografis/wilayah yang menekankan kepada kondisi wilayah yang luas, jumlah penduduk yang cukup memungkinkan untuk mekar, (b) Faktor demografi/kependudukan dimana jumlah penduduk yang sudah memenuhi syarat untuk dimekarkan menjadi daerah baru, (c) Faktor lingkungan lebih kepada pembelajaran kepada daerah lain yang telah mekar sehingga dijadikan contoh, (d) Faktor dukungan masyarakat yang membuat semua elemen masysrakat semangat untuk bahu membahu memperjuangkan pemekaran, dan (e) Faktor pembangunan yakni karena pembangunan di segala aspek yang sudah memadai. 3) Perkembangan Kecamatan Mawasangka Tengah 2005-2017 sudah cukup baik dapat dilihat dari (a) Bidang administrasi yakni dengan terbentuknya 2 desa baru serta dinaikkannya status Desa Lakorua menjadi Kelurahan Lakorua sebagai ibu kota kecamatan, sehingga keseluruhan berjumlah 9 desa dan 1 kelurahan, (b) Bidang sosial mencakup pendidikan dan kesehatan. Terdapat 9 gedung SD, 3 gedung SMP dan 3 gedung SMA. Sedangkan dari aspek kesehatan terdapat 1 gedung puskesmas dan 1 klinik kesehatan, (c) Bidang infrastruktur yang sangat berbeda dibandingkan sebelum pemekaran yakni terdapat Kantor Camat dan Kantor Polsek, (d) Bidang ekonomi, yang sebagian besar masyarakatnya lebih mengandalkan sector pertanian/perkebunan dan perdagangan. Kata Kunci: Krimonologi, faktor, perkembangan ABSTRACT: The problem in research studies how the chronology of the formation of Central Mawasangka District, what factors influence the formation of Central Mawasangka District and how the development of Central Mawasangka District (2005-2017). The method used in this study is the historical method according to Helius Sjamsuddin with the following stages: 1). Heuristics (Collection of Sources), 2). Verification (Source Criticism), 3). Histiography (Writing History). The results of this study indicate that: 1) Chronology of the formation of Central Mawasangka District includes: (a) The origin of the planned expansion of Central Mawasangka District, which was marked by the efforts of the local community to jointly fight for the expansion of Central Mawasangka District since 2000. (b) Central Mawasangka District, which was officially formed on August 27, 2005, after going through consolidation and coordination of all elements of society. 2). Factors influencing the formation of Central Mawasangka Subdistrict include: (a) Geographical / regional factors that emphasize the condition of a wide area, sufficient population size that is possible to bloom, (b) Demographic / population factors where the number of residents who have fulfilled the requirements for expansion become a new area, (c) Environmental factors are more towards learning to other regions that have bloomed so that they are used as an example, (d) Community support factors that make all elements of the community enthusiastic to work together to fight for pemekaran, and (e) Development factors which are due to development in all aspects are sufficient. 3) The development of Central Mawasangka Subdistrict 2005-2017 is good enough, it can be seen from (a) Administration sector, namely the formation of 2 new villages and the improvement of the status of Lakorua Village to become Lakorua Village as the capital of the sub-district, so that in total there are 9 villages and 1 kelurahan, (b ) The social sector includes education and health. There are 9 elementary buildings, 3 junior high buildings and 3 high school buildings. Whereas from the health aspect there are 1 puskesmas building and 1 health clinic, (c) Infrastructure sector which is very different compared to before the division namely there is the Camat Office and Polsek Office, (d) The economic sector, most of the people rely more on the agriculture / plantation and trade sectors . Keywords: Crimonology, factors, development

Abstract:

Landing in the Midwest after a lifetime in Los Angeles, I was shocked to learn how “famous” that great city really is. It used to seem perfectly reasonable that the freeways on CHiPs looked just like the ones I rode to school. When I was five, I remember being secretly bummed that my mom never took us to the disco-classical mural from Xanadu, which I was convinced had to be hidden somewhere in Venice Beach. In high school, it never seemed strange that the Peach Pit on Beverly Hills 90210 was the same as the Rose City Diner. From the L.A. River to the Griffith Park Observatory, from the Hollywood Sign to Venice Beach, the places I had been in, through, and around were inscribed with meanings in ways that I could never fully grasp. Even marginalized localities like Inglewood, Compton, and East L.A., which especially during the 1980s and early 1990s were being ravaged by urban warfare, got to be the stars of movies, songs, and many music videos. And on April 29, 1992, the corner of Florence and Normandie “blew up” into a full blown riot, sparked by the acquittal of the four white officers who beat black motorist, Rodney King. I could watch the city burn on T.V. or from the hill behind my house. All my life, I lived with a foot in each L.A., the one that’s outside my living room and the one that’s inside my living room, oblivious to the fact that I lived in a famous city. It was only after I moved away from L.A. that I realized my homesickness could often be softened by a click of the remote. I could look for a familiar stretch of road, a bit of the skyline, or a clean but otherwise familiar segment of sidewalk, and it didn’t even matter who, what, where, or why was taking place in the story on screen. It was as though fragments of my life had been archived for me in media space. Some memories were real and some just recollections of other representations – like seeing the observatory in Bowfinger and wondering if I was remembering Rebel Without a Cause or a second grade field trip. But when I arrived here, the question that greeted me most often at parties was, “Why are you in Bowling Green!?!” And the second was, “Did you meet any famous people?” And so I tell them about how I went to driver’s education class with Mayim Byalik, the star of Blossom. Or that I met Annette Funicello one New Year’s Eve at my Uncle Phil’s house. Aside from the occasional queer chuckle about my brush with Blossom, this record is unimpressive. People are hoping for something a little bit more like, “I spent the night in jail with Poison,” “I was an extra on Baywatch,” or “I was at the Viper Room the night River Phoenix passed away.” In spite of my lackluster record of interactions with the rich and the famous, I would still get introduced as being “from California.” I had become the recipient of a second-rate, secondhand fame, noted for being from a place where, if I were more ambitious, I could have really rubbed shoulders with famous people. To young people, many of whom were itching to travel to a place like LA or New York, I was a special kind of failure. But if you aren’t famous, if you are a loser like me, life in L.A. isn’t about the a-list at all. It is about living in a city that captures the imagination, even as you walk down the street. So earning notoriety in a city that speaks in spectacle is an exercise in creativity. It seems like everybody, even the most down-to-earth people, are invested in developing a character, an image, a persona that can bubble up and be noticed in spite of the overwhelming glow of Hollywood. Even at my suburban high school, during the late 1980s and early 1990s, I knew upper-middleclass boys who got nose jobs and manicures. I knew girls who would go trolling for rich men to buy them pretty things that their parents couldn’t afford. There were kids whose parents helped them cheat their way into college. There were wannabe junkies who drove their moms’ minivans into the ghetto to score. I saw people panic, pout, and scream over cars and allowances and shoes. I know that consumer culture is growing stronger just about everywhere, but back home it happened a lot sooner and a lot stronger. Because of our proximity to Hollywood, the crest of the cultural tidal wave looks much higher and its force is much stronger. And I guess I was just too fat to be in California, so I left. However, every once in a while, somebody does manage to make a scene in L.A. A little loser, or whatever you want to call one of the peasants who tend to the vast fiefdoms of L.A.’s elites, rises from banality to achieve celebrity, even if it is a minor celebrity, in the City of Angels. One such figure is the notorious Daniel Ramos, who in 1991 became a central figure in the city’s struggle over its own image. Daniel Ramos was not a star, a politician, or a leader of industry – but before he even appeared in the news, he had trafficked illegally in making a name for himself. A teenager from the projects, Ramos was more widely known as “Chaka,” a graffiti writer credited with over 10,000 tags from San Diego to San Francisco. I had seen Chaka’s tags just about everywhere, and had determined that he might be superhuman. His name, taken after a hairy little missing link from the popular fantasy show, The Land of the Lost, made me smirk as it conjured up images of a sub-humanoid with broken dialect creeping out from the darkness with cans of paint, marking the walls with his sign, calling out to the rest of us half-humans stranded in the land of the lost. Meanwhile, L.A.’s rich and famous whizzed by, casting resentful glances at Chaka’s do-it-yourself media blitz. I knew that Chaka was “bad,” but my imagination loved him. And when he allegedly left his mark in the courthouse elevator on the day of his release from a five-month stretch in prison (Costello), I couldn’t help but feel glad to know that Chaka was still alive, that legends don’t die (his name even made it, through the hand of Dave Grohl, into Nirvana’s “Smells Like Teen Spirit Video” in 1991). For me, and I imagine for many others, it was the beginning of a political awakening. I wondered what was so bad about graffiti, even though I had been taught all my life that it was wrong. More than ten years later, as I sit by the railroad tracks in my small, Midwestern town, eagerly waiting for messages from California painted on the sides of boxcars, I find myself asking a related question – what is good about advertising? I’m not the first to make the welcomed association between graffiti and advertising. In an interview with the vastly capable scholar, Joe Austin, New York graffiti legend IZ THE WIZ explained it thusly: OK, now you’re on a poorer economic level and what do you have? Years ago, and even today, a boxer makes a name for himself in the boxing ring. So when this art form starts developing, why would it be any different? It’s all in the name. When you’re poor, that’s all you got. (40) Austin elaborates on this insight, explaining: The proliferation of posters, advertisem*nts, and signs bearing the images and names of products and proprietors in twentieth-century cities is one obvious place to begin. These are the directly visible extensions of individual/corporate identities into the new shared urban public spaces of the streets, a quantitatively and qualitatively new site in human history where hundreds of thousands of often spectacularly displayed names abound, each catching the eyes of potential consumers and imprinting itself on their memories. (39) So, on one level, the story of Chaka is the story of a poor man who went toe to toe with big media, in a town run by big media, and held his own. It is the story of someone who has managed to say in no insignificant way, “I am here.” Or has Ramos himself yelled as he was being shackled by police, “I am the famous ‘Chaka’” (Walker A4). In spite of everything else, Ramos had a name that was widely recognized, respected by some, reviled by others. Nancy Macdonald, in her important study the culture of writing, shifts the focus away from the more solidly class-based argument employed by Austin in his study of the origins of New York graffiti art to one which lends itself more readily to understanding the culture of writing in the 1990s, after hip hop had become more accessible to middleclass enthusiasts. Macdonald explains, “Writers use the respect and recognition of their peers to validate their masculine identities” (124). While I am reluctant to downplay the class struggle that certainly seems to have implicitly informed Chaka’s quest for recognition, his outlaw appeal lends itself such an interpretation. In a city like Los Angeles, where middle class agency and upward mobility for the service class are not simply functions of wealth, but also of scrupulously maintained images, feelings of powerlessness associated with the lack of a compelling image are to be expected. It is the engine that drives the exuberant extravagance of consumer culture, lifestyle choices, and ultimately biopolitics. In a society where culture and capital are the dual poles which determine one’s social standing, the pursuit of notoriety is not simply a measure of masculinity – hijacking images is a way to assert one’s agency in spite of the diminished value of unskilled labor and the collective fear of underclass masculinities. In her book Wallbangin’: Graffiti and Gangs in L.A., Susan A. Philips provides discussion of Chaka’s contribution to L.A. graffiti. Notably, Chaka was seen by those in the graffiti community as an everyman, who was responsible for two significant cultural achievements: he “open[ed] up the style of the New York-based tags and creat[ed] the phenomenon of the individual tagger” (Phillips 320). He also, as Phillips notes, “wrote tags that you could read…in blockish gang-type lettering” (320). Unlike his New York graffiti-writing peers, which are best known for their beautiful “wildstyle,” Chaka did not typically traffic in multicolor murals and displays of painterly virtuosity. His chief accomplishment was his cunning pervasiveness and daring criminality. As such, his body of work should be seen as incompatible with High Art attempts to bring collectible graffiti into gallery spaces through the 1980s and ‘90s. Chaka’s medium, in a sense, has less to do with paint, than it has to do with the city and its rules. For the majority of the public, Chaka was seen as an individual face for the graffiti pandemic that was strategically linked in the public mind with specter of gang violence. However, to those familiar with the writing scene in L.A., Chaka is more than a lone individual: THE OG’Z OF THE LEGION OF DOOM WERE THE ONE RESPONSIBLE FOR BRINGING THE EARLY LOS ANGELES GRAFFITI SCENE TO IT’S KNEES! AND GAVE US MOST OF THE LEGENDS WE KNOW TODAY! I REMEMBER I TIME WHEN EVERY LOS ANGELES INTERSTATE HEAVEN ROCKED BY EITHER LEST-CAB-STANS-SUB OR THE CHAKA!!! (god i miss those days!) remember the CAB undercover story on the news where he did those loks on dope throwies on the 110 pasadena? I think it was chuck henry channel 7 ??? does anyone still have that on vhs? i had it on vhs along with the CHAKA PUBLIC SERVICE ANOUNCEMENT (that was great!). (Poncho1DEcrew) Instead of being an individual tagger, Chaka is recognized as a member of a crew (LOD), who managed to get up in legendary ways. In reclaiming freeway overpasses (the “Heavens”), walls, trains, road signs, and just about everything else for his crew, vicariously for the many other people who respect his name, and also for himself, Chaka is more than simply selfish, as is often suggested by his detractors. In the heavens is the right place to begin. High up in the sky, over the freeways, for all to see, the writing in the heavens is visible, mysterious, and ultimately risky. The problem of climbing along the girders underneath the bridges, escaping detection, but leaving something bold points to what distinguishes writing from an ad-campaign. Sure, some of what the tagger does is about simply being a recognized image all over the place. But the other part is about finding the place, working within environmental constraints, battling against time, stretching one’s limits, and doing it with style. While the image may be everywhere, the act of writing itself is a singularity, shrouded by secrecy, and defined by the moment of its doing. The aftereffect is a puzzle. And in the case of Chaka, the question is, “How the hell did this guy get up over 10,000 times?” While I can’t see how he did it and I don’t know where, exactly, he got all that paint, I do know one thing: Chaka went everywhere. He mapped the city out as a series of landmarks, he put his name to the space, and he claimed Los Angeles for people other than the ones who claim to own the rights to beam their generalized and monolithic messages into our living rooms. Instead of archiving the city in the banalities of mass media, he has created an archive of an alternative L.A., filled with singularities, and famous in the way that only one’s hometown can be. Instead of being a celebrity, renowned by virtue of a moderately unique character, his ability to generate money, and an elite image, Chaka represents an alternative fame. As a modern day “everyman” and folk hero, he brings a message that the city belongs to all people. Far from the naïve and mean-spirited equations between graffiti writing and canine scent-marking as a primitive drive to mark territorial boundaries with undesirable substances (writers:paint::dogs:piss), Chaka’s all-city message is not so much a practice of creating exclusionary spaces as it is an assertion of one’s identity in a particular space. A postmodern pilgrim, Chaka has marked his progress through the city leaving a perceptible record of his everyday experience, and opening up that possibility for others. This is not to say that it is necessary for all people to paint in order to break loose from the semiotic order of the city, it is only to say that is hopeful to realize that this order is not fixed and that is not even necessarily our own. Reflecting back on my own experience as one who has grown up very much in love in the produced spaces of the scripted and archived fame of Los Angeles, the realization that such an overwhelming place is open even to my own inscriptions is an important one. This realization, which has been many years in the making, was set into place by the curious fame of Chaka. For a writer and scholar disturbed by the “death of the author,” it comes as a relief to see writing resurrected in the anti-authoritarian practice of a teenage boy from the projects. References Austin, Joe. Taking the Train: How Graffiti Art Became an Urban Crisis in New York City. New York: Columbia UP, 2001. Costello, D. “Writing Was on the Wall.” Courier-Mail 9 May 1991. Macdonald, Nancy. The Graffiti Subculture: Youth, Masculinity and Identity in London and New York. Hampshire: Palgrave, 2001. Phillips, Susan A. Wallbangin’: Graffiti and Gangs in L.A. Chicago: U of Chicago P, 1999. Poncho1DEcrew. 50mm Los Angeles Forum. 18 June 2004. 11 July 2004 http://www.50mmlosangeles.com/>. Walker, Jill. “Letter from the Streets; Handwriting on the Wall: 10,000 Chakas.” Washington Post 4 May 1991: A4. Citation reference for this article MLA Style Heckman, Davin. "Being in the Shadow of Hollywood: Celebrity, Banality, and the Infamous Chaka." M/C Journal 7.5 (2004). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0411/12-heckman.php>. APA Style Heckman, D. (Nov. 2004) "Being in the Shadow of Hollywood: Celebrity, Banality, and the Infamous Chaka," M/C Journal, 7(5). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0411/12-heckman.php>.

Abstract:

05–63Brantmeier, Cindy (Washington U, USA; cbrantme@artsci.wustl.edu). Effects of reader's knowledge, text type, and test type on L1 and L2 reading comprehension in Spanish. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 37–53.05–64Fisher, R (U of Exeter, UK; r.j.fisher@exeter.ac.uk). Teacher–child interaction in the teaching of reading: a review of research perspectives over twenty-five years. Journal of Research in Reading (Oxford, UK) 28.1 (2005), 15–27.05–65f*ckkink, Ruben G., Hulstijn, Jan & Simis, Annegien (U of Amsterdam, The Netherlands; R.G.f*ckkink@uva.nl). Does training in second-language word recognition skills affect reading comprehension? An experimental study. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 54–75.05–66Jewitt, Carey (Institute of Education, U of London), Jones, Ken & Kress, Gunther. English in classrooms: only write down what you need to know: annotation for what?English in Education (Sheffield, UK) 39.1 (2005), 5–18.05–67Kapitze, C. & Bruce, B. C. (Brisbane, Australia; c.kapitzke@uq.edu.au). The arobase in the libr@ry: new political economies of children's literature and literacies. Computers and Composition (New York, USA) 22.1 (2005), 69–78.05–68Kress, Gunter (U of London, UK; g.kress@ioe.ac.uk). Gains and losses: new forms of texts, knowledge, and learning. Computers and Composition (New York, USA) 22.1 (2005), 5–22.05–69McCarthey, Sarah J. & Earnest García, Georgia (U of Illinois at Urbana-Champaign, USA). English language learners' writing practices and attitudes. Written Communication (London, UK) 22.1 (2005), 36–75.05–70Menon, Shailaja (U of Colorado, Boulder, USA; Shailaja.Menon@Colorado.edu) & Hiebert, Elfrieda H. A comparison of first graders' reading with little books or literature-based basal anthologies. Reading Research Quarterly (Newark, DE, USA) 40.1 (2005), 12–38.05–71Petric B. (Central European U, Budapest, Hungary). Contrastive rhetoric in the writing classroom: a case study. English for Specific Purposes (Oxford, UK) 24.2 (2004), 213–228.05–72Ramachandran, Subhadra (York U, Canada). Integrating new technologies into language teaching: two activities for an EAP classroom. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 79–89.05–73Rollinson, P. (paul.rollinson@uam.es). Using peer feedback in the ESL writing class. ELT Journal (Oxford, UK) 59.1 (2005), 23–30.05–74Rubin, Bella (Tel Aviv U, Israel; brubin@post.tau.ac.il), Katznelson, Helen & Perpignan, Hadara. Learning for life: the potential of academic writing courses for individual EFL learners. System (Oxford, UK) 33.1 (2005), 17–27.05–75Scherff, Lisa (U of Tennessee, USA) & Piazza, Carolyn. The more things change, the more they stay the same: a survey of high school students' writing experiences. Research in the Teaching of English (Urbana, IL USA) 39.3 (2005), 271–304.05–76Schmidt, Claudia (Albert-Ludwig-U, Freiburg, Germany). Wörter lemen durch Lesen: eine empirische Untersuchung zum Strategieeinsatz des indirekten Lemens bei fortgeschrittenen japanischen DaF-Lernem/-innen [Learning words through reading. An empirical investigation into strategies of incidental learning-the case of Japanese advanced learners of German as a foreign language]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 72–82.05–77Shapiro, Amy M. & Waters, Dusty L. (U of Massachusetts, Dartmouth, USA; ashapiro@umass.edu). An investigation of the cognitive processes underlying the keyword method of foreign vocabulary learning. Language Teaching Research (London, UK) 9.2 (2005) 129–146.05–78Taylor, Barbara M. (U of Minnesota, Minneapolis, USA; bmtaylor@umn.edu), Pearson, P. David, Peterson, Debra S. & Rodriguez, Michael C. The CIERA School Change Framework: an evidence-based approach to professional development and school reading improvement. Reading Research Quarterly (Newark, DE, USA) 40.1 (2005), 40–69.05–79Wong, Albert, T. Y. (Hong Kong U, Hong Kong; atywongl@hkucc.hku.hk). Writers' mental representations of the intended audience and of the rhetorical purpose for writing and the strategies that they employed when they composed. System (Oxford, UK) 33.1 (2005), 29–47.05–80Zhang, Ruwen (Zhejiang U of Finance and Economics, China; ruwenvera@hotmail.com). Using the principles of Exploratory Practice to guide group work in an extensive reading class in China. Language Teaching Research (London, UK) 8.3 (2004), 331–345.

Abstract:

This paper aims to examine the effects of public debt on economic growth by using a regression method of a fixed effect model with the data of 58 developed countries (high-income countries) and developing countries (low and medium income countries). The analysis shows that public debt (both in terms of scale and rate of increase), inflation, government spending and unemployment are negatively associated with economic growth. A reasonable expenditure plan (in this case, consumption expenditure) can control the impact of public debt on economic growth. More particularly, public debt has a positive impact on economic growth if consumption expenditure is larger than 14-16% of the GDP. Other factors such as TFP (Total-Factor Productivity), trade and public investment can stimulate growth in the observed sample. Interestingly, for high-income countries, economic growth rate in Assembly-elected President countries is higher than that in the Presidential countries. Keywords Public debt, consumption expenditure, economic growth, developing countries, fixed effect model References [1] World Bank, International Debt Statistics 2017. Washington, DC., 2017.[2] Eisner, R., “Deficits: which, how much, and so what?” The American Economic Review, 82 (1992) 2, 295-298.[3] Aschauer, D. A., “Is public expenditure productive?”, Journal of Monetary Economics, 23 (1989) 2, 177-200.[4] Eisner, R., “Budget deficits: Rhetoric and reality”, The Journal of Economic Perspectives, 3 (1989) 2, 73-93.[5] Heng, H. K., “Economic development and political change: The democratization process in Singapore”, Democratization in Southeast and East Asia, 1997, 13-140.[6] Lê Thị Minh Ngọc, “Nợ công: Sự tác động đến tăng trưởng kinh tế và gánh nặng của thế hệ tương lai”, Học viện Ngân hàng, 2011.[7] Võ Hữu Phước, & Nguyễn Quyết., “Impact of Public Debt and Inflation on Vietnam's Economic Growth: Quantitative Study Using the ARDL Model”, Economic Studies, 453 (2017) 2, 3-11.[8] Barro, R. J., “The Ricardian to Budget Deficits”, Journal of Economic Perspectives, 3 (1989) 2, 37-54.[9] Checherita-Westphal, C., & Rother, P., “The impact of high and growing government debt on economic growth - An empirical investigation for the Euro area” European Central Bank, Working paper No. 1237 (2010). [10] Hameed, A., Ashraf, H., & Chaudhary, M. A., “External debt and its impact on economic and business growth in Pakistan”, International Research Journal of Finance and Economics, 20 (2008), 132-140.[11] Reinhart, C. M., Reinhart, V. R., & Rogoff, K. S., “Public debt overhangs: Advanced-economy episodes since 1800”, The Journal of Economic Perspectives, 26 (2012) 3, 69-86.[12] Presbitero, A. F., “The debt-growth nexus: A dynamic panel data estimation”, Rivista italiana degli economisti, 11 (2006) 3, 417-462. [13] James, R. B., George, I., & Frank, S. R., “Government Debt, Government Spending, and Private Sector Behavior: Comment”, The American Economic Review, 76 (1986) 5, 1158-1167.[14] Elmendorf, D. W., & Mankiw, N. G., “Government debt”, Handbook of Macroeconomics, 1 (1999), 1615-1669.[15] Teles & Mussolini, “Public debt and the limits of fiscal policy to increase economic growth”, European Economic Review (2014).[16] Aly, H., & Strazicich, M., “Is government size optimal in the gulf countries of the middle east? An empirical investigation”, International Review of Applied Economics, 14 (2000) 4, 475-483.[17] Asimakopoulos, S., & Karavias, Y., “The impact of government size on economic growth: A threshold analysis”, Economics Letters, 139 (2016), 65-68.[18] Woo, J., & Kumar, M. S., “Public debt and growth”, Economica, 82 (2015) 328, 705-739.[19] Caner, M., & Hansen, B. E., “Instrumental variable estimation of a threshold model”, Econometric Theory, 20 (2004) 5, 813-843.[20] Haggard, S., & Kaufman, R. R. (Eds.), The politics of economic adjustment: International constraints, distributive conflicts, and the state, Princeton University Press, 1992.[21] Ram, R., “Government Size and Economic Growth: A New Framework and Some Evidence from Cross-Section and Time-Series Data”, The American Economic Review, 76 (1986) 1, 191-203.[22] Vittorio, D., “Public spending and regional convergence in Italy”, Journal of Applied Economic Sciences, 4 (2009) 8, 2.[23] Baum, S., Ma, J., & Payea, K., “Education Pays, 2010: The Benefits of Higher Education for Individuals and Society. Trends in Higher Education Series”, College Board Advocacy & Policy Center, 2010.[24] Cruz, C., Keefer, P., & Scartascini, C., “Database of political institutions codebook, 2015 update (DPI2015)”. Inter-American Development Bank, 2016.[25] Cecchetti, S. G., Mohanty, M. S., & Zampolli, F., “The real effects of debt”, 2011.

Abstract:

Prevention of diabetes mellitus (DM)and its complications has been a public health priority,however,integral care to patients with diabetes and their families remains a challenge for the healthcare team. Health education is one of the strategies that can help reduce the high prevalence of complications in people with DM. Educating patients with DM may play a key role by encouraging to take responsibility for and supporting them in the day to day control of their condition. The aim of this study was to evaluate the effect of educational action on the disease knowledge andattitudesof patients with type 2 diabetes in Najafgovernorate, Iraq. This randomized clinical trial was conducted between March and October 2016,in an outpatient clinic which is a reference center at the Central Referral, Al-sadder Hospital in Najaf, Iraq,on 76 adult individuals attending the ‘outpatient clinic and in routine follow-up’.A pre-tested closed ended questionnaire was used to assess the impact of health education intervention. The data was analyzed by a computer programme,the Statistical Package for Social Sciences SPSS version 12,Paired t-test was applied. A questionnaire specifically designed to find knowledge and attitude related to diabetes total of administered on 76 adults revealed that male and female composition of participants was (38.2%,61.8%) respectively; most of them have low educational level,about 60.6% (illiterate,Quran school,primary); and 56.6% in the age group between 40-59 years. Knowledge of diabetes was suboptimal in pre-test. Significantly improved knowledge was after intervention regarding: (a) Risk factors, (b) Early symptoms, (c) Organs affected, (d) Warning signs of Hypoglycemia, (e) Personal Precautions.Significantly improved positive attitude was among: (a) motivate all family members to get their blood sugar tested yearly after 40 yrs of age, (b) undergo regular check-up,continue medication and motivate family members.Significant improvement in Knowledge & Positive Attitude between pre-test and post-test results was observed.Health education of diabetic patients is crucial for control of diabetes. Capacity building of diabetic health centers,strengthening diabetic patients association,and more research to study the effect of health education on diabetic patients were needed.

Abstract:

In a recent gaming anthology, Henry Jenkins cannot help contrasting his son's cramped, urban, media-saturated existence with his own idyllic, semi-rural childhood. After describing his own Huck Finn meanderings over "the spaces of my boyhood" including the imaginary kingdoms of Jungleoca and Freedonia, Jenkins relates his version of his son's experiences: My son, Henry, now 16 has never had a backyard He has grown up in various apartment complexes, surrounded by asphalt parking lots with, perhaps, a small grass buffer from the street… Once or twice, when I became exasperated by my son's constant presence around the house I would … tell him he should go out and play. He would look at me with confusion and ask, where? … Who wouldn't want to trade in the confinement of your room for the immersion promised by today's video games? … Perhaps my son finds in his video games what I found in the woods behind the school, on my bike whizzing down the hills of suburban backstreets, or settled into my treehouse with a good adventure novel intensity of experience, escape from adult regulation; in short, "complete freedom of movement". (Jenkins 1998, 263-265) Games here are connected with a shrinking availability of domestic and public space, and a highly mediated experience of the world. Despite his best intentions, creeping into Jenkins's piece is a sense that games act as a poor substitute for the natural spaces of a "healthy" childhood. Although "Video games did not make backyard play spaces disappear", they "offer children some way to respond to domestic confinement" (Jenkins 1998, 266). They emerge, then, as a palliation for the claustrophobic circ*mstances of contemporary urban life, though they offer only unreal spaces, replete with "lakes of fire … cities in the clouds … [and] dazzling neon-lit Asian marketplaces" (Jenkins 1998, 263), where the work of the childish imagination is already done. Despite Jenkins's assertion that games do offer "complete freedom of movement", it is hard to shake the feeling that he considers his own childhood far richer in exploratory and imaginative opportunities: Let me be clear I am not arguing that video games are as good for kids as the physical spaces of backyard play culture. As a father, I wish that my son would come home covered in mud or with scraped knees rather than carpet burns ... The psychological and social functions of playing outside are as significant as the impact of "sunshine and good exercise" upon our physical well-being. (Jenkins 1998, 266) Throughout the piece, games are framed by a romantic, anti-urban discourse: the expanding city is imagined as engulfing space and perhaps destroying childhood itself, such that "'sacred' places are now occupied by concrete, bricks or asphalt" (Jenkins 1998, 263). Games are complicit in this alienation of space and experience. If this is not quite Paul Virilio's recent dour contention that modern mass media forms work mainly to immobilise the body of the consumer--Virilio, luckily, has managed to escape the body-snatchers--games here are produced as a feeble response to an already-effected urban imprisonment of the young. Strikingly, Jenkins seems concerned about his son's "unhealthy" confinement to private, domestic space, and his inability to imaginatively possess a slice of the world outside. Jenkins's description of his son's confinement to the world of "carpet burns" rather than the great outdoors of "scraped knees" and "mud" implicitly leaves the distinction between domestic and public, internal and external, and even the imagined passivity of the domestic sphere as against the activity of the public intact. For those of us who see games as productive activities, which generate particular, unique kinds of pleasure in their own right, rather than as anaemic replacements for lost spaces, this seems to reduce a central cultural form. For those of us who have at least some sympathy with writers on the urban environment like Raban (1974) and Young (1990), who see the city's theatrical and erotic possibilities, Jenkins's fears might seem to erase the pleasures and opportunities that city life provides. Rather than seeing gamers and children (the two groups only partially overlap) as unwitting agents in their own confinement, we can arrive at a slightly more complex view of the relationship between games and urban space. By looking at the video games arcade as it is situated in urban retail space, we can see how gameplay simultaneously acts to regulate urban space, mediates a unique kind of urban performance, and allows sophisticated representations, manipulations and appropriations of differently conceived urban spaces. Despite being a long-standing feature of the urban and retail environment, and despite also being a key site for the "exhibition" of a by-now central media form, the video game arcade has a surprisingly small literature devoted to it. Its prehistory in pinball arcades and pachinko parlours has been noted (by, for example, Steven Poole 2000) but seldom deeply explored, and its relations with a wider urban space have been given no real attention at all. The arcade's complexity, both in terms of its positioning and functions, may contribute to this. The arcade is a space of conflicting, contradictory uses and tendencies, though this is precisely what makes it as important a space as the cinema or penny theatre before it. Let me explain why I think so. The arcade is always simultaneously a part of and apart from the retail centres to which it tends to attach itself.1 If it is part of a suburban shopping mall, it is often located on the ground floor near the entrance, or is semi-detached as cinema complexes often are, so that the player has to leave the mall's main building to get there, or never enter. If it is part of a city or high street shopping area, it is often in a side street or a street parallel to the main retail thoroughfare, or requires the player to mount a set of stairs into an off-street arcade. At other times the arcade is located in a space more strongly marked as liminal in relation to the city -- the seaside resort, sideshow alley or within the fences of a theme park. Despite this, the videogame arcade's interior is usually wholly or mostly visible from the street, arcade or thoroughfare that it faces, whether this visibility is effected by means of glass walls, a front window or a fully retractable sliding door. This slight distance from the mainstream of retail activity and the visibility of the arcade's interior are in part related to the economics of the arcade industry. Arcade machines involve relatively low margins -- witness the industry's recent feting and embrace of redemption (i.e. low-level gambling) games that offer slightly higher turnovers -- and are hungry for space. At the same time, arcades are dependent on street traffic, relentless technological novelty and their de facto use as gathering space to keep the coins rolling in. A balance must be found between affordability, access and visibility, hence their positioning at a slight remove from areas of high retail traffic. The story becomes more complicated, though, when we remember that arcades are heavily marked as deviant, disreputable spaces, whether in the media, government reports or in sociological and psychological literature. As a visible, public, urban space where young people are seen to mix with one another and unfamiliar and novel technologies, the arcade is bound to give rise to adult anxieties. As John Springhall (1998) puts it: More recent youth leisure… occupies visible public space, is seen as hedonistic and presents problems within the dominant discourse of 'enlightenment' … [T]he most popular forms of entertainment among the young at any given historical moment tend also to provide the focus of the most intense social concern. A new medium with mass appeal, and with a technology best understood by the young… almost invariably attracts a desire for adult or government control (160-161, emphasis mine) Where discourses of deviant youth have also been employed in extending the surveillance and policing of retail space, it is unsurprising that spaces seen as points for the concentration of such deviance will be forced away from the main retail thoroughfares, in the process effecting a particular kind of confinement, and opportunity for surveillance. Michel Foucault writes, in Discipline and Punish, about the classical age's refinements of methods for distributing and articulating bodies, and the replacement of spectacular punishment with the crafting of "docile bodies". Though historical circ*mstances have changed, we can see arcades as disciplinary spaces that reflect aspects of those that Foucault describes. The efficiency of arcade games in distributing bodies in rows, and side by side demonstrates that" even if the compartments it assigns become purely ideal, the disciplinary space is always, basically, cellular" (Foucault 1977, 143). The efficiency of games from Pong (Atari:1972) to Percussion Freaks (Konami: 1999) in articulating bodies in play, in demanding specific and often spectacular bodily movements and competencies means that "over the whole surface of contact between the body and the object it handles, power is introduced, fastening them to one another. It constitutes a body weapon, body-tool, body-machine complex" (Foucault 1977,153). What is extraordinary is the extent to which the articulation of bodies proceeds only through a direct engagement with the game. Pong's instructions famously read only "avoid missing ball for high score"--a whole economy of movement, arising from this effort, is condensed into six words. The distribution and articulation of bodies also entails a confinement in the space of the arcade, away from the main areas of retail trade, and renders occupants easily observable from the exterior. We can see that games keep kids off the streets. On the other hand, the same games mediate spectacular forms of urban performance and allow particular kinds of reoccupation of urban space. Games descended or spun off from Dance Dance Revolution (Konami: 1998) require players to dance, in time with thumping (if occasionally cheesy) techno, and in accordance with on-screen instructions, in more and more complex sequences on lit footpads. These games occupy a lot of space, and the newest instalment (DDR has just issued its "7th Mix") is often installed at the front of street level arcades. When played with flair, games such as these are apt to attract a crowd of onlookers to gather, not only inside, but also on the footpath outside. Indeed games such as these have given rise to websites like http://www.dancegames.com/au which tells fans not only when and where new games are arriving, but whether or not the positioning of arcades and games within them will enable a player to attract attention to their performance. This mediation of cyborg performance and display -- where success both achieves and exceeds perfect integration with a machine in urban space -- is particularly important to Asian-Australian youth subcultures, which are often marginalised in other forums for youthful display, like competitive sport. International dance gamer websites like Jason Ho's http://www.ddrstyle.com , which is emblazoned with the slogan "Asian Pride", explicitly make the connection between Asian youth subcultures and these new kinds of public performance. Games like those in the Time Crisis series, which may seem less innocuous, might be seen as effecting important inversions in the representation of urban space. Initially Time Crisis, which puts a gun in the player's hand and requires them to shoot at human figures on screen, might even be seen to live up to the dire claims made by figures like Dave Grossman that such games effectively train perpetrators of public violence (Grossman 1995). What we need to keep in mind, though, is that first, as "cops", players are asked to restore order to a representation of urban space, and second, that that they are reacting to images of criminality. When criminality and youth are so often closely linked in public discourse (not to mention criminality and Asian ethnicity) these games stage a reversal whereby the young player is responsible for performing a reordering of the unruly city. In a context where the ideology of privacy has progressively marked public space as risky and threatening,2 games like Time Crisis allow, within urban space, a performance aimed at the resolution of risk and danger in a representation of the urban which nevertheless involves and incorporates the material spaces that it is embedded in.This is a different kind of performance to DDR, involving different kinds of image and bodily attitude, that nevertheless articulates itself on the space of the arcade, a space which suddenly looks more complex and productive. The manifest complexity of the arcade as a site in relation to the urban environment -- both regulating space and allowing spectacular and sophisticated types of public performance -- means that we need to discard simplistic stories about games providing surrogate spaces. We reify game imagery wherever we see it as a space apart from the material spaces and bodies with which gaming is always involved. We also need to adopt a more complex attitude to urban space and its possibilities than any narrative of loss can encompass. The abandonment of such narratives will contribute to a position where we can recognise the difference between the older and younger Henrys' activities, and still see them as having a similar complexity and richness. With work and luck, we might also arrive at a material organisation of society where such differing spaces of play -- seen now by some as mutually exclusive -- are more easily available as choices for everyone. NOTES 1 Given the almost total absence of any spatial study of arcades, my observations here are based on my own experience of arcades in the urban environment. Many of my comments are derived from Brisbane, regional Queensland and urban-Australian arcades this is where I live but I have observed the same tendencies in many other urban environments. Even where the range of services and technologies in the arcades are different in Madrid and Lisbon they serve espresso and alcohol (!), in Saigon they often consist of a bank of TVs equipped with pirated PlayStation games which are hired by the hour their location (slightly to one side of major retail areas) and their openness to the street are maintained. 2 See Spigel, Lynn (2001) for an account of the effects and transformations of the ideology of privacy in relation to media forms. See Furedi, Frank (1997) and Douglas, Mary (1992) for accounts of the contemporary discourse of risk and its effects. References Douglas, M. (1992) Risk and Blame: Essays in Cultural Theory. London ; New York : Routledge. Foucault, M. (1979) Discipline and Punish: The Birth of the Prison. Trans. Alan Sheridan. Harmondsworth, England: Penguin,. Furedi, F.(1997) Culture of Fear: Risk-taking and the Morality of Low Expectation. London ; Washington : Cassell. Grossman, D. (1995) On Killing: The Psychological Cost of Learning to Kill in War and Society. Boston: Little, Brown. Jenkins, H. (1998) Complete freedom of movement: video games as gendered play spaces. In Jenkins, Henry and Justine Cassell (eds) From Barbie to Mortal Kombat : Gender and Computer Games. Cambridge, Mass.: MIT Press. Poole, S. (2000) Trigger Happy: The Inner Life of Videogames. London: Fourth Estate. Raban, J. (1974) Soft City. London: Hamilton. Spigel, L. (2001) Welcome to the Dreamhouse: Popular Media and the Postwar Suburbs. Durham and London: Duke University Press. Springhall, J. (1998) Youth, Popular Culture and Moral Panics : Penny Gaffs to Gangsta-rap, 1830-1996. New York: St. Martin's Press. Young, I.M. (1990) Justice and the Politics of Difference. Princeton, NJ: Princeton University Press. Websites http://www.yesterdayland.com/popopedia/s... (Time Crisis synopsis and shots) http://www.dancegames.com/au (Site for a network of fans revealing something about the culture around dancing games) http://www.ddrstyle.com (website of Jason Ho, who connects his dance game performances with pride in his Asian identity). http://www.pong-story.com (The story of Pong, the very first arcade game) Games Dance Dance Revolution, Konami: 1998. Percussion Freaks, Konami: 1999. Pong, Atari: 1972. Time Crisis, Namco: 1996. Links http://www.dancegames.com/au http://www.yesterdayland.com/popopedia/shows/arcade/ag1154.php http://www.pong-story.com http://www.ddrstyle.com Citation reference for this article MLA Style Wilson, Jason A.. "Performance, anxiety" M/C: A Journal of Media and Culture 5.2 (2002). [your date of access] < http://www.media-culture.org.au/0205/performance.php>. Chicago Style Wilson, Jason A., "Performance, anxiety" M/C: A Journal of Media and Culture 5, no. 2 (2002), < http://www.media-culture.org.au/0205/performance.php> ([your date of access]). APA Style Wilson, Jason A.. (2002) Performance, anxiety. M/C: A Journal of Media and Culture 5(2). < http://www.media-culture.org.au/0205/performance.php> ([your date of access]).

Abstract:

ObjectiveTo test the feasibility of using an Arabic version of CSHCN Screener in identifying CSHCN in the Egyptian setup and to estimate the prevalence of CSHCN among children aged 6-14 years in Alexandria, Egypt using the Arabic version of the CSHCN Screener.IntroductionChildren with special health care needs (CSHCN) are defined as: “those who have or are at increased risk for a chronic physical, developmental, behavioural, or emotional condition and who also require health and related services of a type or amount beyond that required by children generally.” (1) The care of CSHCN is a significant public health issue. These children are medically complex, require services and supports well beyond those that typically developing children require, and command a considerable proportion of the pediatric health care budget. (2)Different tools were used to identify CSHCN. (3, 4) One of them is the CSHCN screener (5) which uses a non-condition specific approach that identifies children across a range and diversity of childhood chronic conditions and special needs. (6) It identifies children with elevated or unusual needs for health care or educational services due to a chronic health condition. It focuses on health consequences a child experiences as a result of having an ongoing health condition rather than on the presence of a specific diagnosis or type of disability. It allows a more comprehensive assessment of the performance of the health care system than is attainable by focusing on a single diagnosis. (7) The CSHCN screener is only available in English and Spanish. (8)In developing countries, obtaining reliable prevalence rates for CSHCN is challenging. Sophisticated datasets associated with governmental services and high quality research studies are less common due to fewer resources. Egypt has no screening or surveillance systems for identifying CSHCN. (9)MethodsA community based survey was conducted among a representative sample of children aged 6-14 years from the 8 health districts of Alexandria, Egypt using a multistage cluster sampling technique. The final sample amounted to 501 children from 405 families. Data about the children and their families were collected by interviewing the mothers of the selected children using a pre-designed interviewing questionnaire. The questionnaire included their personal and family characteristics in addition to the Arabic translation of CSHCN screener. Permission to translate the questionnaire into the Arabic language was obtained from the Child and Adolescent Health Measurement Initiative. Validation and cultural adaptation of the translated CSHCN screener were done. The survey questions were generally understandable by Arabic speakers. As for the screener questions, the Arabic translation was straightforward and clear. The difference between the Arabic translation for the words “health conditions” and “medical conditions” in the 1st follow up questions was not clear for the respondents and the interviewers had to give an explanation for the two terms to help the respondents. So, it was easier for the respondents to answer the screener questions than the follow up questions.ResultsOut of the 501 children included in the study, 61 were identified by the screener to be CSHCN, making a prevalence of CSHCN of 12.2%. The prevalence of children with dependency on prescription medicine was 11.8%, while the prevalence of children with service use above that considered usual or routine was 11.8%. The prevalence of children with functional limitations was 12%. Among these domains, in almost all children, the reason was a medical, behavioral or health condition (98.3%) and the condition has continued or is expected to continue for at least 12 months in all children. Among CSHCN, the majority (91.8%) had these three domains combined.Sensory impairments ranked first among the most prevalent conditions requiring special health care with a prevalence of 2.8% which represented 23% of the conditions, followed by cognitive impairments with a prevalence of 2% representing 16.4% of all conditions requiring special health care. Impaired mobility was the third most common condition requiring special care with a prevalence of 1.8%.The table shows that CSHCN were more likely to be in the younger age group (6-<10 years), to be males, to be the first in order among their siblings and to have an illiterate or just read and write father. On the other hand, CSHCN were less likely to have a university educated mother, to be living with both parents and to be from a family without an enough income. The only significant factor was the type of family (cOR=0.88, 95% CI = 0.85-0.91).ConclusionsThe study showed the feasibility to use the CSHCN screener in the Egyptian National health care services to easily identify the majority of children that need to be the focus of the National health care services. It could also be an easy tool to assess the quality of the ongoing school health programs in responding to the overall needs of school children.With the present Egyptian policy of reform giving special attention to people in need particularly sensitive groups such as school children, it is therefore recommended that the school health services, in addition to the ongoing diagnostic, preventive and curative services add an additional measure, namely the screener for CSHCN, which is a simple easily administered screening tool which will also assist to depict existing gaps in the health care system to ensure being comprehensive.ReferencesMcPherson M, Arango P, Fox C, et al. A new definition of children with special health care needs. Pediatrics 1998;102:137-40.Goldson E, Louch G, Washington K, et al. Guidelines for the care of the child with special health care needs. Adv Pediatr 2006;53:165-82.Newacheck PW, Strickland B, Shonkoff JP, et al. An epidemiologic profile of children with special health care needs. Pediatrics 1998;102:117-23.Stein REK, Silver EJ. Operationalizing a conceptually based noncategorical definition. A first look at U.S. children with chronic conditions. Arch Pediatr Adolesc Med 1999;153:68-74.Child and Adolescent Health Measurement Initiative. The children with special health care needs (CSHCN) screener. Baltimore: CAHMI; 1998. 10p.Child and adolescent initiative. Who are children with special health care needs (CSHCN). Baltimore: CAHMI; 2012. 2p.Bethell CD, Read D, Neff J, et al. Comparison of the children with special health care needs screener to the questionnaire for identifying children with chronic conditions–revised. Ambul Pediatr 2002;2:49-57.Read D, Bethell C, Blumberg SJ, et al. An evaluation of the linguistic and cultural validity of the Spanish language version of the children with special health care needs screener. Matern Child Health J 2007;11(6):568-85.Kennedy P, editor. The Oxford Handbook of Rehabilitation Psychology. Oxford, New York: Oxford University Press; 2012.

Abstract:

06–701Boon, Andrew (Toyo Gakuen U, Japan; bromleycross@ hotmail.com), The search for irony: A textual analysis of the lyrics of ‘Ironic’ by Alanis Morissette. The Reading Matrix (Readingmatrix.com) 5.2 (2005), 129–142.06–702Brantmeir, Cindy (Washington U, USA; cbrantme@wustle.edu), The effects of language of assessment and L2 reading performance on advanced readers' recall. The Reading Matrix (Readingmatrix.com) 6.1 (2006), 1–17.06–703Brooks, Wanda (Temple U, Philadelphia, USA), Reading representations of themselves: Urban youth use culture and African American textual features to develop literary understandings. Reading Research Quarterly (International Reading Association) 41.3 (2006), 372–392.06–704Burns, Eila (Jyvaskyla U of Applied Sciences, Finland; eila.burns@jypoly.fi), Pause, prompt and praise – Peer tutored reading for pupils with learning difficulties. British Journal of Special Education (Blackwell) 33.2 (2006), 62–67.06–705Carlisle, Joanne F. & C. Addison Stone, Exploring the role of morphemes in word reading. Reading Research Quarterly (International Reading Association) 40.4 (2005), 428–449.06–706Cho, Kwangsu, Christian D. Schunn (U Pittsburgh, PA, USA) & Davida Charney, Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts.Written Communication (Sage) 23.3 (2006), 260–294.06–707Cunningham, James W. (U North Carolina at Chapel Hill, USA), Stephanie A. Spadorcia, Karen A. Erickson, David A. Koppenhaver, Janet M. Sturm & David E. Yoder, Investigating the instructional supportiveness of leveled texts. Reading Research Quarterly (International Reading Association) 40.4 (2005), 410–427.06–708DeVoss, Dànıelle Nıcole & James E. Porter (Michigan State U, USA), Why Napster matters to writing: Filesharing as a new ethic of digital delivery. Computers and Composition (Elsevier) 23.1 (2006), 178–210.06–709Ghahremani-ghajar, Sue-San (Al-Zahra U, Iran) & Seyyed Abdolhamid Mirhosseini, English class or speaking about everything class? Dialogue journal writing as a critical EFL literacy practice in an Iranian high school. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 286–299.06–710Hunter, Darryl (U British Columbia, Canada; Darrylinvic@hotmail.com), Charles Mayenga & Trevor Gambell, Classroom assessment tools and uses: Canadian English teachers' practices for writing. Assessing Writing (Elsevier) 11.1 (2006), 42–65.06–711Jarratt, Susan C., Elızabeth Losh & Davıd Puente (U California at Irvine, USA), Transnational identifications: Biliterate writers in a first-year humanities course. Journal of Second Language Writing (Elsevier) 15.1 (2006), 24–48.06–712Jocson, Korina M. (Stanford U, USA), ‘Bob Dylan and Hip Hop’: Intersecting literacy practices in youth poetry communities. Written Communication (Sage) 23.3 (2006), 231–259.06–713Jones, Rodney H., Angel Garralda, Davıd C. S. Lı & Graham Lock (City U Hong Kong, China), Interactional dynamics in on-line and face-to-face peer-tutoring sessions for second language writers. Journal of Second Language Writing (Elsevier) 15.1 (2006), 1–23.06–714Kruse, Otto (Zurich U of Applied Sciences, Winterthur, Switzerland), The origins of writing in the disciplines: Traditions of seminar writing and the Humboldtian ideal of the research university.Written Communication (Sage) 23.3 (2006), 331–352.06–715Li, Jiang (jianli@enoreo.on.ca), The mediation of technology in ESL writing and its implications for writing assessment. Assessing Writing (Elsevier) 11.1 (2006), 5–21.06–716Lunsford, Andrea A. (Stanford U, USA), Writing, technologies, and the fifth canon. Computers and Composition (Elsevier) 23.1 (2006), 169–177.06–717Marsh, Jackie (U Sheffield, UK), Popular culture in the literacy curriculum: A Bourdieuan analysis. Reading Research Quarterly (International Reading Association) 41.2 (2006), 160–174.06–718Martin, Deb (Rowan U, USA; martind@rowan.edu) &Diane Penrod, Coming to know criteria: The value of an evaluating writing course for undergraduates. Assessing Writing (Elsevier) 11.1 (2006), 66–73.06–719McIntyre, Ellen, Diane W. Kyle (U Louisville, USA) & Gayle H. Moore, A primary-grade teacher's guidance toward small-group dialogue. Reading Research Quarterly (International Reading Association) 41.1 (2006), 36–66.06–720McQuillan, Jeff (Center for Educational Development, USA; jeff@learningexperts.com), The effects of print access and print exposure on English vocabulary acquisition of language minority students. The Reading Matrix (Readingmatrix.com) 6.1 (2006), 41–51.06–721Neuman, Susan B. (U Michigan, USA) & Donna Celano, The knowledge gap: Implications of leveling the playing field for low-income and middle-income children. Reading Research Quarterly (International Reading Association), 41.2 (2006), 176–201.06–722O'Sullıvan, Íde & Angela Chambers (U Limerick, Ireland), Learners' writing skills in French: Corpus consultation and learner evaluation. Journal of Second Language Writing (Elsevier) 15.1 (2006), 49–68.06–723Pino-Silva, Juan (U Simón Bolivar, Venezuela; jpino@usb.ve), Extensive reading through the internet: Is it worth the while?The Reading Matrix (Readingmatrix.com) 6.1 (2006), 85–96.06–724Rogers, Theresa (U British Columbia, Canada) Elizabeth Marshall& Cynthia A. Tyson, Dialogic narratives of literacy, teaching, and schooling: Preparing literacy teachers for diverse settings. Reading Research Quarterly (International Reading Association) 41.2 (2006) 202–224.06–725Scott, Tony (U North Carolina, USA), Writing work, technology, and pedagogy in the era of late capitalism. Computers and Composition (Elsevier) 23. 1 (2006), 228–243.06–726Tian, Shiauping (National Taiwan U of Science and Technology, Taiwan; sptian@mail.ntust.edu.tw.), Passage dependency of reading comprehension items in the GEPT and the TOEFL. The Reading Matrix (Readingmatrix.com) 6.1 (2006), 66–84.06–727Tseng, Yen-Chu & Hsien-Chin Liou (National Tsing Hua U, China; hcliu@mx.nthu.edu.tw), The effects of online conjunction materials on college EFL students' writing. System (Elsevier) 34.2 (2006), 270–283.06–728VanderStaay, Steven L. (Western Washington U, Bellingham, USA), Learning from longitudinal research in criminology and the health sciences. Reading Research Quarterly (International Reading Association) 41.3 (2006), 328–350.06–729Warrington, Stuart (Asian U, Japan; kaminare@hotmail.com), Building automaticity of word recognition for less proficient readers. The Reading Matrix (Readingmatrix.com) 6.1 (2006), 52–63.06–730Yasuda, Sachiko (Waseda U, Japan), Japanese students' literacy background and the role of the writing center. The Language Teacher (Japan Association for Language Teaching) 30.5 (2006), 3–7.

Abstract:

Malignant hyperthermia (MH) is a clinical response happened to patient who is sensitive with inhaled anesthesia drug that could cause suddently death. Many previous studies showed that malignant hyperthermia strongly related to genetic background of patients including RYR1, CACNA1S or STAC3 gene polymorphisms. With the development of high technology such as next generation sequencing, scientists found that 37 to 86 percents of MH cases had RYR1 mutations and approximately 1 percent of those had CACNA1S mutations. Gene analysis testing was recommended to apply for patient with MH medical history or MH patient’s family relations. Keywords Malignant hyperthermia, inhaled anesthesia, RYR1, CACNA1S, STAC3. References [1] G. Torri, Inhalation anesthetics: a review, Minerva Anestesiologica 76 (2010) 215–228. [2] N. Kassiri, S. Ardehali, F. Rashidi, S. Hashemian, Inhalational anesthetics agents: The pharmaco*kinetic, pharmacodynamics, and their effects on human body, Biomed. Biotechnol. Res. J. BBRJ 2 (2018) 173. https://doi.org/10.4103/bbrj.bbrj_6618.[3] H. Rosenberg, N. Sambuughin, S. Riazi, R. Dirksen, Malignant Hyperthermia Susceptibility, in: M.P. Adam, H.H. Ardinger, R.A. Pagon, S.E. Wallace, L.J. Bean, K. Stephens, A. Amemiya (Eds.), GeneReviews, University of Washington, Seattle, Seattle (WA), 19932020. http://www.ncbi.nlm.nih.gov/books/NBK1146/ (accessed February 2, 2020).[4] H. Rosenberg, N. Pollock, A. Schiemann, T. Bulger, K. Stowell, Malignant hyperthermia: a review, Orphanet J. Rare Dis 10 (2015) 93. https://doi.org/10.1186/s13023-015-0310-1.[5] D. Carpenter, C. Ringrose, V. Leo, A. Morris, R.L. Robinson, P.J. Halsall, P.M. Hopkins, M.-A. Shaw, The role of CACNA1S in predisposition to malignant hyperthermia, BMC Med. Genet 10 (2009) 104. https://doi.org/10.1186/1471-2350-10-104.[6] S. Riazi, N. Kraeva, P.M. Hopkins, Updated guide for the management of malignant hyperthermia, Can. J. Anaesth. J. Can. Anesth 65 (2018) 709–721. https://doi.org/10.1007/s12630-018-1108-0.[7] S. Riazi, N. Kraeva, P.M. Hopkins, Malignant Hyperthermia in the Post-Genomics Era: New Perspectives on an Old Concept, Anesthesiology 128 (2018) 168–180. https://doi.org/10.1097/ALN.0000000000001878.[8] [D.M. Miller, C. Daly, E.M. Aboelsaod, L. Gardner, S.J. Hobson, K. Riasat, S. Shepherd, R.L. Robinson, J.G. Bilmen, P.K. Gupta, M.-A. Shaw, P.M. Hopkins, Genetic epidemiology of malignant hyperthermia in the UK, BJA Br. J. Anaesth 121 (2018) 944–952. https://doi.org/10.1016/j.bja.2018.06.028.[9] T.A. Beam, E.F. Loudermilk, D.F. Kisor, Pharmacogenetics and pathophysiology of CACNA1S mutations in malignant hyperthermia, Physiol. Genomics 49 (2017) 81–87. https://doi.org/10.1152/physiolgenomics.00126.2016.[10] I.T. Zaharieva, A. Sarkozy, P. Munot, A. Manzur, G. O’Grady, J. Rendu, E. Malfatti, H. Amthor, L. Servais, J.A. Urtizberea, O.A. Neto, E. Zanoteli, S. Donkervoort, J. Taylor, J. Dixon, G. Poke, A.R. Foley, C. Holmes, G. Williams, M. Holder, S. Yum, L. Medne, S. Quijano-Roy, N.B. Romero, J. Fauré, L. Feng, L. Bastaki, M.R. Davis, R. Phadke, C.A. Sewry, C.G. Bönnemann, H. Jungbluth, C. Bachmann, S. Treves, F. Muntoni, STAC3 variants cause a congenital myopathy with distinctive dysmorphic features and malignant hyperthermia susceptibility, Hum. Mutat 39 (2018) 1980–1994. https://doi.org/10.1002/humu.23635.[11] A.F. Dulhunty, The voltage-activation of contraction in skeletal muscle, Prog. Biophys. Mol. Biol 57 (1992) 181–223. https://doi.org/10.1016/0079-6107(92)90024-Z.[12] C. Franzini-Armstrong, A.O. Jorgensen, Structure and Development of E-C Coupling Units in Skeletal Muscle, Annu. Rev. Physiol 56 (1994) 509–534. https://doi.org/10.1146/annurev.ph.56.030194.002453.[13] D.H. MacLennan, M. Abu-Abed, C. Kang, Structure-function relationships in Ca(2+) cycling proteins, J. Mol. Cell. Cardiol 34 (2002) 897–918. https://doi.org/10.1006/jmcc.2002.2031.[14] H. Rosenberg, M. Davis, D. James, N. Pollock, K. Stowell, Malignant hyperthermia, Orphanet J. Rare Dis 2 (2007) 21. https://doi.org/10.1186/1750-1172-2-21.[15] S.M. Karan, F. Crowl, S.M. Muldoon, Malignant hyperthermia masked by capnographic monitoring, Anesth. Analg 78 (1994) 590–592. https://doi.org/10.1213/00000539-199403000-00029.[16] M.G. Larach, G.A. Gronert, G.C. Allen, B.W. Brandom, E.B. Lehman, Clinical presentation, treatment, and complications of malignant hyperthermia in North America from 1987 to 2006, Anesth. Analg 110 (2010) 498–507. https://doi.org/10.1213/ANE.0b013e3181c6b9b2.[17] M.G. Larach, A.R. Localio, G.C. Allen, M.A. Denborough, F.R. Ellis, G.A. Gronert, R.F. Kaplan, S.M. Muldoon, T.E. Nelson, H. Ording, H. Rosenberg, B.E. Waud, D.J. Wedel, A Clinical Grading Scale to Predict Malignant Hyperthermia Susceptibility, Anesthesiology 80 (1994) 771–779. https://doi.org/10.1097/00000542-199404000-00008.[18] D. Schneiderbanger, S. Johannsen, N. Roewer, F. Schuster, Management of malignant hyperthermia: diagnosis and treatment, Ther. Clin. Risk Manag 10 (2014) 355–362. https://doi.org/10.2147/TCRM.S47632.[19] R. Robinson, D. Carpenter, M.-A. Shaw, J. Halsall, P. Hopkins, Mutations in RYR1 in malignant hyperthermia and central core disease, Hum. Mutat 27 (2006) 977–989. https://doi.org/10.1002/humu.20356.[20] M.L. Alvarellos, R.M. Krauss, R.A. Wilke, R.B. Altman, T.E. Klein, PharmGKB summary: very important pharmacogene information for RYR1, Pharmacogenet. Genomics 26 (2016) 138–144. https://doi.org/10.1097/FPC.0000000000000198.[21] A. Merritt, P. Booms, M.-A. Shaw, D.M. Miller, C. Daly, J.G. Bilmen, K.M. Stowell, P.D. Allen, D.S. Steele, P.M. Hopkins, Assessing the pathogenicity of RYR1 variants in malignant hyperthermia, BJA Br. J. Anaesth 118 (2017) 533–543. https://doi.org/10.1093/bja/aex042.[22] P.M. Hopkins, H. Rüffert, M.M. Snoeck, T. Girard, K.P.E. Glahn, F.R. Ellis, C.R. Müller, A. Urwyler, European Malignant Hyperthermia Group, European Malignant Hyperthermia Group guidelines for investigation of malignant hyperthermia susceptibility, Br. J. Anaesth 115 (2015) 531–539. https://doi.org/10.1093/bja/aev225.[23] N.T. Thuy, L.N. Thanh, N.T.T. Mau, N.H. Hoang, N.T.K. Lien, D.D. Long, N.T. Bình, D.A. Tien, N.C. Huu, N.T. Hieu, P.T.H. Nhung, V.T. Thom, Whole exome sequencing revealed a pathogenic variant in a gene related to malignant hyperthermia in a Vietnamese cardiac surgical patient: A case report, Ann. Med. Surg 48 (2019) 88–90. https://doi.org/10.1016/j.amsu.2019.10.030.[24] B. Neuhuber, U. Gerster, F. Döring, H. Glossmann, T. Tanabe, B.E. Flucher, Association of calcium channel α1S and β1a subunits is required for the targeting of β1a but not of α1S into skeletal muscle triads, Proc. Natl. Acad. Sci. U. S. A 95 (1998) 5015–5020. https://doi.org/10.1073/pnas.95.9.5015.[25] M. Whirl-Carrillo, E.M. McDonagh, J.M. Hebert, L. Gong, K. Sangkuhl, C.F. Thorn, R.B. Altman, T.E. Klein, Pharmacogenomics Knowledge for Personalized Medicine, Clin. Pharmacol. Ther 92 (2012) 414–417. https://doi.org/10.1038/clpt.2012.96.[26] N. Monnier, V. Procaccio, P. Stieglitz, J. Lunardi, Malignant-hyperthermia susceptibility is associated with a mutation of the alpha 1-subunit of the human dihydropyridine-sensitive L-type voltage-dependent calcium-channel receptor in skeletal muscle, Am. J. Hum. Genet 60 (1997) 1316–1325 . https://doi.org/10.1086/515454.[27] S.L. Stewart, K. Hogan, H. Rosenberg, J.E. Fletcher, Identification of the Arg1086His mutation in the alpha subunit of the voltage-dependent calcium channel (CACNA1S) in a North American family with malignant hyperthermia, Clin. Genet 59 (2001) 178–184. https://doi.org/10.1034/j.1399 0004.2001.590306.x.[28] P.J. Toppin, T.T. Chandy, A. Ghanekar, N. Kraeva, W.S. Beattie, S. Riazi, A report of fulminant malignant hyperthermia in a patient with a novel mutation of the CACNA1S gene, Can. J. Anaesth. J. Can. Anesth 57 (2010) 689–693. https://doi.org/10.1007/s12630-010-9314-4.[29] E.J. Horstick, J.W. Linsley, J.J. Dowling, M.A. Hauser, K.K. McDonald, A. Ashley-Koch, L. Saint-Amant, A. Satish, W.W. Cui, W. Zhou, S.M. Sprague, D.S. Stamm, C.M. Powell, M.C. Speer, C. Franzini-Armstrong, H. Hirata, J.Y. Kuwada, Stac3 is a component of the excitation-contraction coupling machinery and mutated in Native American myopathy, Nat. Commun 4 (2013) 1952. https://doi.org/10.1038/ncomms2952.[30] D.S. Stamm, A.S. Aylsworth, J.M. Stajich, S.G. Kahler, L.B. Thorne, M.C. Speer, C.M. Powell, Native American myopathy: Congenital myopathy with cleft palate, skeletal anomalies, and susceptibility to malignant hyperthermia, Am. J. Med. Genet. A 146A (2008) 1832–1841. https://doi.org/10.1002/ajmg.a.32370.[31] A. Polster, B.R. Nelson, S. Papadopoulos, E.N. Olson, K.G. Beam, Stac proteins associate with the critical domain for excitation–contraction coupling in the II–III loop of CaV1.1, J. Gen. Physiol 150 (2018) 613–624. https://doi.org/10.1085/jgp.201711917.[32] S.M. Wong King Yuen, M. Campiglio, C.-C. Tung, B.E. Flucher, F. Van Petegem, Structural insights into binding of STAC proteins to voltage-gated calcium channels, Proc. Natl. Acad. Sci 114 (2017) E9520–E9528. https://doi.org/10.1073/pnas.1708852114.[33] M. Grabner, R.T. Dirksen, N. Suda, K.G. Beam, The II-III loop of the skeletal muscle dihydropyridine receptor is responsible for the Bi-directional coupling with the ryanodine receptor, J. Biol. Chem 274 (1999) 21913–21919. https://doi.org/10.1074/jbc.274.31.21913.[34] J. Nakai, T. Tanabe, T. Konno, B. Adams, K.G. Beam, Localization in the II-III loop of the dihydropyridine receptor of a sequence critical for excitation-contraction coupling, J. Biol. Chem 273 (1998) 24983–24986. https://doi.org/10.1074/jbc.273.39.24983.[35] C.J. Morton, I.D. Campbell, SH3 domains. Molecular “Velcro,” Curr. Biol. CB 4 (1994) 615–617. https://doi.org/10.1016/s0960-9822(00)00134-2.[36] A. Zafra-Ruano, I. Luque, Interfacial water molecules in SH3 interactions: Getting the full picture on polyproline recognition by protein-protein interaction domains, FEBS Lett 586 (2012) 2619–2630. https://doi.org/10.1016/j.febslet.2012.04.057.

Abstract:

Introduction As the country with the fifth largest population in the world, Indonesia is a massive potential market for mobile technology adoption and development. Despite an annual per capita income of only $1,280 USD (World Bank), there are 63 million mobile phone users in Indonesia (Suhartono, sec. 1.7) and it is predicted to reach 80 million in 2007 (Jakarta Post 1). Mobile phones are not only a symbol of Indonesian modernity (Barendregt 5), but like other communication technology can become a platform through which to explore socio-political issues (Winner 28). In this article we explore the role mobile phone technology in contemporary forms of social, intimate, and sexual relationships in Indonesia. We argue that new forms of expression and relations are facilitated by the particular features of mobile technology. We discuss two cases from contemporary Indonesia: a mobile dating service (BEDD) and mobile phone p*rnography. For each case study, we first discuss the socio-political background in Indonesia, then describe the technological affordances of the mobile phone which facilitate dating and p*rnography, and finally give examples of how the mobile phone is effecting change in dating and p*rnographic practices. This study is placed at a time when social relations, intimacy, and sexuality in Indonesia have become central public issues. Since the end of the New Order whilst many people have embraced the new freedoms of reformasi and democratization, there is also a high degree of social anxiety, tension and uncertainty (Juliastuti 139-40). These social changes and desires have played out in the formations of new and exciting modes of creativity, solidarity, and sociality (Heryanto and Hadiz 262) and equally violence, terror and criminality (Heryanto and Hadiz 256). The diverse and plural nature of Indonesian society is alive with a myriad of people and activities, and it is into this diverse social body that the mobile phone has become a central and prominent feature of interaction. The focus of our study is dating and p*rnography as mediated by the mobile phone; however, we do not suggest that these are new experiences in Indonesia. Rather over the last decade social, intimate, and sexual relationships have all been undergoing change and their motivations can be traced to a variety of sources including the factors of globalization, democratization and modernization. Throughout Asia “new media have become a crucial site for constituting new Asian sexual identities and communities” (Berry, Martin, and Yue 13) as people are connecting through new communication technologies. In this article we suggest that mobile phone technology opens new possibilities and introduces new channels, dynamics, and intensities of social interaction. Mobile phones are particularly powerful communication tools because of their mobility, accessibility, and convergence (Ling 16-19; Ito 14-15; Katz and Aakhus 303). These characteristics of mobile phones do not in and of themselves bring about any particular changes in dating and p*rnography, but they may facilitate changes already underway (Barendegt 7-9; Barker 9). Mobile Dating Background The majority of Indonesians in the 1960s and 1970s had arranged marriages (Smith-Hefner 443). Education reform during the 70s and 80s encouraged more women to attain an education which in turn led to the delaying of marriage and the changing of courtship practices (Smith-Hefner 450). “Compared to previous generations, [younger Indonesians] are freer to mix with the opposite sex and to choose their own marriage,” (Utomo 225). Modern courtship in Java is characterized by “self-initiated romance” and dating (Smith-Hefner 451). Mobile technology is beginning to play a role in initiating romance between young Indonesians. Technology One mobile matching or dating service available in Indonesia is called BEDD (www.bedd.com). BEDD is a free software for mobile phones in which users fill out a profile about themselves and can meet BEDD members who are within 20-30 feet using a Bluetooth connection on their mobile devices. BEDD members’ phones automatically exchange profile information so that users can easily meet new people who match their profile requests. BEDD calls itself mobile social networking community; “BEDD is a new Bluetooth enabled mobile social medium that allows people to meet, interact and communicate in a new way by letting their mobile phones do all the work as they go throughout their day.” As part of a larger project on mobile social networking (Humphreys 6), a field study was conducted of BEDD users in Jakarta, Indonesia and Singapore (where BEDD is based) in early 2006. In-depth interviews and open-ended user surveys were conducted with users, BEDD’s CEO and strategic partners in order to understand the social uses and effects BEDD. The majority of BEDD members (which topped 100,000 in January 2006) are in Indonesia thanks to a partnership with Nokia where BEDD came pre-installed on several phone models. In management interviews, both BEDD and Nokia explained that they partnered because both companies want to help “build community”. They felt that Bluetooth technology such as BEDD could be used to help youth meet new people and keep in touch with old friends. Examples One of BEDD’s functions is to help lower barriers to social interaction in public spaces. By sharing profile information and allowing for free text messaging, BEDD can facilitate conversations between BEDD members. According to users, mediating the initial conversation also helps to alleviate social anxiety, which often accompanies meeting new people. While social mingling and hanging out between Jakarta teenagers is a relatively common practice, one user said that BEDD provides a new and fun way to meet and flirt. In a society that must balance between an “idealized morality” and an increasingly sexualized popular culture (Utomo 226), BEDD provides a modern mode of self-initiated matchmaking. While BEDD was originally intended to aid in the matchmaking process of dating, it has been appropriated into everyday life in Indonesia because of its interpretive flexibility (Pinch & Bjiker 27). Though BEDD is certainly used to meet “beautiful girls” (according to one Indonesian male user), it is also commonly used to text message old friends. One member said he uses BEDD to text his friends in class when the lecture gets boring. BEDD appears to be a helpful modern communication tool when people are physically proximate but cannot easily talk to one another. BEDD can become a covert way to exchange messages with people nearby for free. Another potential explanation for BEDD’s increasing popularity is its ability to allow users to have private conversations in public space. Bennett notes that courtship in private spaces is seen as dangerous because it may lead to sexual impropriety (154). Dating and courtship in public spaces are seen as safer, particularly for conserving the reputation young Indonesian women. Therefore Bluetooth connections via mobile technologies can be a tool to make private social connections between young men and women “safer”. Bluetooth communication via mobile phones has also become prevalent in more conservative Muslim societies (Sullivan, par. 7; Braude, par. 3). There are, however, safety concerns about meeting strangers in public spaces. When asked, “What advice would you give a first time BEDD user?” one respondent answered, “harus bisa mnilai seseorang krn itu sangat penting, kita mnilai seseorang bukan cuma dari luarnya” (translated: be careful in evaluating (new) people, and don’t ever judge the book by its cover”). Nevertheless, only one person participating in this study mentioned this concern. To some degree meeting someone in a public may be safer than meeting someone in an online environment. Not only are there other people around in public spaces to physically observe, but co-location means there may be some accountability for how BEDD members present themselves. The development and adoption of matchmaking services such as BEDD suggests that the role of the mobile phone in Indonesia is not just to communicate with friends and family but to act as a modern social networking tool as well. For young Indonesians BEDD can facilitate the transfer of social information so as to encourage the development of new social ties. That said, there is still debate about exactly whom BEDD is connecting and for what purposes. On one hand, BEDD could help build community in Indonesia. One the other hand, because of its privacy it could become a tool for more promiscuous activities (Bennett 154-5). There are user profiles to suggest that people are using BEDD for both purposes. For example, note what four young women in Jakarta wrote in the BEDD profiles: Personal Description Looking For I am a good prayer, recite the holy book, love saving (money), love cycling… and a bit narcist. Meaning of life Ordinary gurl, good student, single, Owen lover, and the rest is up to you to judge. Phrenz ?! Peace?! Wondeful life! I am talkative, have no patience but so sweet. I am so girly, narcist, shy and love cute guys. Check my fs (Friendster) account if you’re so curious. Well, I am just an ordinary girl tho. Anybody who wants to know me. A boy friend would be welcomed. Play Station addict—can’t live without it! I am a rebel, love rock, love hiphop, naughty, if you want proof dial 081********* phrenz n cute guyz As these profiles suggest, the technology can be used to send different kinds of messages. The mobile phone and the BEDD software merely facilitate the process of social exchange, but what Indonesians use it for is up to them. Thus BEDD and the mobile phone become tools through which Indonesians can explore their identities. BEDD can be used in a variety of social and communicative contexts to allow users to explore their modern, social freedoms. Mobile p*rnography Background Mobile phone p*rnography builds on a long tradition of p*rnography and sexually explicit material in Indonesia through the use of a new technology for an old art and product. Indonesia has a rich sexual history with a documented and prevalent sex industry (Suryakusuma 115). Lesmana suggests that the country has a tenuous p*rnographic industry prone to censorship and nationalist politics intent on its destruction. Since the end of the New Order and opening of press freedoms there has been a proliferation in published material including a mushrooming of tabloids, men’s magazines such as FHM, Maxim and Playboy, which are often regarded as p*rnographic. This is attributed to the decline of the power of the bureaucracy and government and the new role of capital in the formation of culture (Chua 16). There is a parallel p*rnography industry, however, that is more amateur, local, and homemade (Barker 6). It is into this range of material that mobile phone p*rnography falls. Amongst the myriad forms of p*rnography and sexually explicit material available in Indonesia, the mobile phone in recent years has emerged as a new platform for production, distribution, and consumption. This section will not deal with the ethics of representation nor engage with the debate about definitions and the rights and wrongs of p*rnography. Instead what will be shown is how the mobile phone can be and has been used as an instrument/medium for the production and consumption of p*rnography within contemporary social relationships. Technology There are several technological features of the mobile phone that make p*rnography possible. As has already been noted the mobile phone has had a large adoption rate in Indonesia, and increasingly these phones come equipped with cameras and the ability to send data via MMS and Bluetooth. Coupled with the mobility of the phone, the convergence of technology in the mobile phone makes it possible for p*rnography to be produced and consumed in a different way than what has been possible before. It is only recently that the mobile phone has been marketed as a video camera with the release of the Nokia N90; however, quality and recording time are severely limited. Still, the mobile phone is a convenient and at-hand tool for the production and consumption of individually made, local, and non-professional pieces of p*rn, sex and sexuality. It is impossible to know how many such films are in circulation. A number of websites that offer these films for downloads host between 50 and 100 clips in .3gp file format, with probably more in actual circulation. At the very least, this is a tenfold increase in number compared to the recent emergence of non-professional VCD films (Barker 3). This must in part be attributed to the advantages that the mobile phone has over standard video cameras including cost, mobility, convergence, and the absence of intervening data processing and disc production. Examples There are various examples of mobile p*rnography in Indonesia. These range from the p*rnographic text message sent between lovers to the mobile phone video of explicit sexual acts (Barendregt 14-5). The mobile phone affords privacy for the production and exchange of p*rnographic messages and media. Because mobile devices are individually owned, however, p*rnographic material found on mobile phones can be directly tied to the individual owners. For example, police in Kotabaru inspected the phones of high school students in search of p*rnographic materials and arrested those individuals on whose phones it was found (Barendregt 18). Mobile phone p*rnography became a national political issue in 2006 when an explicit one-minute clip of a singer and an Indonesian politician became public. Videoed in 2004, the clip shows Maria Eva, a 27 year-old dangdut singer (see Browne, 25-6) and Yahya Zaini, a married 42 year-old who was head of religious affairs for the Golkar political party. Their three-year affair ended in 2005, but the film did not become public until 2006. It spread like wildfire between phones and across the internet, however, and put an otherwise secret relationship into the limelight. These types of affairs and relationships were common knowledge to people through gossip, exposes such as Jakarta Undercover (Emka 93-108) and stories in tabloids; yet this culture of adultery and prostitution continued and remained anonymous because of bureaucratic control of evidence and information (Suryakusuma 115). In this case, however, the filming of Maria Eva once public proves the identities of those involved and their infidelity. As a result of the scandal it was further revealed that Maria Eva had been forced by Yayha Zaini and his wife to have an abortion, deepening the moral crisis. Yahya Zaini later resigned as his party’s head of Religious Affairs (Asmarani, sec. 1-2), due to what was called the country’s “first real sex scandal” (Naughton, par. 2). As these examples show, there are definite risks and consequences involved in the production of mobile p*rnography. Even messages/media that are meant to be shared between two consenting individuals can eventually make their way into the public mobile realm and have serious consequences for those involved. Mobile video and photography does, however, represent a potential new check on the Indonesian bureaucratic elite which has not been previously available by other means such as a watchdog media. “The role of the press as a control mechanism is practically nonexistent [in Jakarta], which in effect protects corruption, nepotism, financial manipulation, social injustice, and repression, as well as the murky sexual life of the bureaucratic power elite,” (Suryakusuma 117). Thus while originally a mobile video may have been created for personal pleasure, through its mass dissemination via new media it can become a means of sousveillance (Mann, Nolan and Wellman 332-3) whereby the control of surveillance is flipped to reveal the often hidden abuses of power by officials. Whilst the debates over p*rnography in Indonesia tend to focus on the moral aspects of it, the broader social impacts of technology on relationships are often ignored. Issues related to power relations or even media as cultural expression are often disregarded as moral judgments cast a heavy shadow over discussions of locally produced Indonesian mobile p*rnography. It is possible to move beyond the moral critique of p*rnographic media to explore the social significance of its proliferation as a cultural product. Conclusion In these two case studies we have tried to show how the mobile phone in Indonesia has become a mode of interaction but also a platform through which to explore other current issues and debates related to dating, sexuality and media. Since 1998 and the fall of the New Order, Indonesia has been struggling with blending old and new, a desire of change and nostalgia for past, and popular desire for a “New Indonesia” (Heryanto, sec. Post-1998). Cultural products within Indonesia have played an important role in exploring these issues. The mobile phone in Indonesia is not just a technology, but also a product in and through which these desires are played out. Changes in dating and p*rnography practices have been occurring in Indonesia for some time. As people use mobile technology to produce, communicate, and consume, the device becomes intricately related to identity struggle and cultural production within Indonesia. It is important to keep in mind, however, that while mobile technology adoption within Indonesia is growing, it is still limited to a particular subset of the population. As has been previously observed (Barendregt 3), it is wealthier, young people in urban areas who are most intensely involved in mobile technology. As handset prices decrease and availability in rural areas increases, however, no longer will mobile technology be so demographically confined in Indonesia. The convergent technology of the mobile phone opens many possibilities for creative adoption and usage. As a communication device it allows for the creation, sharing, and viewing of messages. Therefore, the technology itself facilitates social connections and networking. As demonstrated in the cases of dating and p*rnography, the mobile phone is both a tool for meeting new people and disseminating sexual messages/media because it is a networked technology. The mobile phone is not fundamentally changing dating and p*rnography practices, but it is accelerating social and cultural trends already underway in Indonesia by facilitating the exchange and dissemination of messages and media. As these case studies show, what kinds of messages Indonesians choose to create and share are up to them. The same device can be used for relatively innocuous behavior as well as more controversial behavior. With increased adoption in Indonesia, the mobile will continue to be a lens through which to further explore modern socio-political issues. References Asmarani, Devi. “Indonesia: Top Golkar Official Quits over Sex Video.” The Straits Times 6 Dec. 2006. Barendregt, Bart. “Between M-Governance and Mobile Anarchies: p*rnoaksi and the Fear of New Media in Present Day Indonesia.” European Association of Social Anthropologists Media Anthropology Network e-Seminar Series, 2006. Barker, Thomas. “VCD p*rnography of Indonesia.” Asian Studies Association of Australia, Wollongong, 2006. BEDD Press Release. “World’s First Mobile Communities Software Is Bringing People Together in Singapore.” 8 June 2004. Bennett, Linda Rae. Women, Islam and Modernity: Single Women, Sexuality and Reproductive Health in Contemporary Indonesia. London: Routledge Curzon, 2005. Berry, Chris, Fran Martin, and Audrey Yue, eds. Mobile Cultures: New Media in Queer Asia. Durham, NC: Duke UP, 2003. Braude, Joseph. “How Bluetooth Helps Young Kuwaitis Get It On.” The New Republic Online 14 Sep. 2006. Browne, Susan. “The Gender Implications of Dangdut Kampungan: Indonesian ‘Low Class’ Popular Music.”* *Working Paper 109, Centre of Southeast Asian Studies, Monash University. 2000. Chua, Beng-Huat. “Consuming Asians: Ideas and Issues.” Consumption in Asia: Lifestyles and Identities. Ed. Beng-Huat Chua. London: Routledge, 2003. 1-34. Emka, Moammar. Jakarta Undercover: Sex n’ the City. Yogyakarta: Galang Press, 2002. Heryanto, Ariel. “New Media and Pop Cultures in(ter) Asia.” Soft Power and Spheres of Influence in South and Southeast Asia. National University of Singapore, 2006. Heryanto, Ariel, and Vedi Hadiz. “Post-Authoritarian Indonesia: A Comparative Southeast Asian Perspective.” Critical Asian Studies 37.2 (2005): 251-75. Humphreys, Lee. “Mobile Devices and Social Networking.” Mobile Pre-Conference at the International Communication Association. Erfurt, Germany, 2006. Ito, Mizuko. “Introduction: Personal, Portable, Pedestrian.” Personal, Portable, Pedestrian: Mobile Phones in Japanese Life. Eds. Mizuko Ito, Diasuke Okabe, and Misa Matsuda. Cambridge, MA: MIT Press, 2005. 1-16. JakartaPost.com. “Cell-Phone Users May Reach 80m This Year.” 6 Jan. 2006. http://www.thejakartapost.com/detailheadlines.asp? fileid=20070106.@02&irec=1>. Juliastuti, Nuraini. “Whatever I Want: Media and Youth in Indonesia before and after 1998.” Inter-Asia Cultural Studies 7 (2006): 1. Katz, James E., and Mark Aakhus, eds. Perpetual Contact: Mobile Communication, Private Talk, Public Performance. New York: Cambridge UP, 2002. Lesmana, Tjipta. p*rnografi dalam Media Massa. Jakarta: Puspa Swara, 1994. Ling, Richard. The Mobile Connection: The Cell Phone’s Impact on Society. San Francisco, CA: Morgan Kaufmann, 2004. Mann, Steve, Jason Nolan, and Barry Wellman. “Sousveillance: Inventing and Using Wearable Computing Devices for Data Collection in Surveillance Environments.” Surveillance and Society 1.3 (2003): 331-55. Naughton, Philippe. “Video Sex Scandal Claims Indonesian MP.” The Times Online 8 Dec. 2006. Pinch, Trevor J., and Wiebe E. Bijker. “The Social Construction of Facts and Artifacts: Or How the Sociology of Science and the Sociology of Technology Might Benefit Each Other.” The Social Construction of Technological Systems: New Direction in the Sociology and History of Technology. Eds. W. E. Bijker, T. P. Hughes and T.J. Pinch. Cambridge, MA: MIT Press, 1987. 17-51. Smith-Hefner, Nancy J. “The New Muslim Romance: Changing Patterns of Courtship and Marriage among Educated Javanese Youth.” Journal of Southeast Asian Studies 36.3 (2005): 441-59. Suhartono, Harry. “Mobile Penetration to Drive Market Leader’s Profit Gain.” Reuters News 27 Oct. 2006. Sullivan, Kevin. “Saudi Youth Use Cellphone Savvy to Outwit the Sentries of Romance.” The Washington Post 6 Aug. 2006: A01. Suryakusuma, Julia. “The State and Sexuality in New Order Indonesia.” Fantasizing the Feminine in Indonesia. Ed. Laurie J. Sears. Durham, NC: Duke UP, 1996. 92-119. Utomo, Iwu Dwisetyani. “Sexual Values and Early Experiences among Young People in Jakarta: Youth, Courtship and Sexuality.” Coming of Age in South and Southeast Asia. Eds. Lenore Manderson and Pranee Liamputtong. Surey: Curzon, 2002. 207-27. Winner, Langdon. “Do Artifacts Have Politics?” Social Shaping of Technology. 2nd ed. Eds. Donald MacKenzie and Judy Wajcman. Buckingham, UK: Open UP, 2002. 28-40. World Bank. 2004 Indonesia Data & Statistics. 4 Jan. 2006. http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/ EASTASIAPACIFICEXT/INDONESIAEXTN/0,,menuPK:287097~pagePK: 141132~piPK:141109~theSitePK:226309,00.html>. Citation reference for this article MLA Style Humphreys, Lee, and Thomas Barker. "Modernity and the Mobile Phone: Exploring Tensions about Dating and Sex in Indonesia." M/C Journal 10.1 (2007). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0703/06-humphreys-barker.php>. APA Style Humphreys, L., and T. Barker. (Mar. 2007) "Modernity and the Mobile Phone: Exploring Tensions about Dating and Sex in Indonesia," M/C Journal, 10(1). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0703/06-humphreys-barker.php>.