Journal articles on the topic 'Bab boys'

Tujuan penelitian ini adalah mengetahui efektivitas PBL terhadap prestasi belajar Bahasa Indonesia Bab 5, Teman Baru pada peserta didik Kelas I SD Negeri Wonotingal di Semester II Tahun Pelajaran 2022/2023. Penelitian ini merupakan penelitian eksperimen dengan jenis One Group Pretest Posttest Design. Peneliti berkolaborasi dengan guru kelas memberikan perlakuan terhadap objek penelitian dengan PBL. Objek penelitian ini sebanyak 27 anak, terdiri dari 13 putra dan 14 putri. Objek penelitian dibagi menjadi 9 kelompok kecil, terdiri dari 3 anggota dan komposisi anggota yang berbeda-beda dalam setiap pertemuan pembelajaran. Alat pengumpulan data penelitian ini adalah soal ulangan harian, terdiri dari 5 butir soal pilihan ganda dan 5 butir soal isian. Analisis data penelitian ini adalah uji prasyarat, uji beda dan N Gain. Uji prasyarat dengan Uji Shapiro Wilk untuk menguji normalitas distribusi data. Uji beda dengan Paired Sample t Test untuk menguji ada tidaknya perbedaan rata-rata antara dua sampel yang saling berpasangan. N Gain untuk menguji efektivitas penggunaan perlakuan. Hasil penelitian ini adalah PBL cukup efektif terhadap prestasi belajar Bahasa Indonesia. Data Pretest dan Posttest termasuk normal dengan signifikansi pada Pretest (0,107) dan Posttest (0,1) yang lebih besar daripada 0,05. Prestasi belajar pada Pretest sebesar 54,44 dan Posttest sebesar 77,41. Dengan demikian, ada perbedaan prestasi belajar yang signifikan sesuai dengan signifikansi sebesar 0,000 yang lebih kecil daripada 0,05 dan korelasi sebesar 0,953. Sedangkan rata-rata dari skor N Gain sebesar 0,5667, sehingga termasuk kategori sedang dan persentase dari N Gain sebesar 56,666%, sehingga termasuk cukup efektif. ____________________________________________________________________________________________________________________________________ The purpose of this research was to find out the effectiveness of PBL to the first-grade students’ of Wonotingal 1 Elementary School learning achievement, Indonesian Language, Chapter V, the new friends, on the second semester of 2022/2023 academic year. This research was an experiment with the One Group Pretest Posttest Design. The researcher collaborated with the class teacher and gave the treatment to the objects of this research with PBL. The objects of this research were 27 children; consisting of 13 boys and 14 girls. The objects of this research were divided into 9 small groups; consisting of 3 members and different composition in each learning. The tool of collecting data of this research was the daily test, consisting of 5 multiple choices questions and 5 short entry questions. The data analysis of this research is the precondition test, the difference test and N Gain. The precondition test used the Shapiro Wilk test to test the normality of the data distribution. The difference test used the Paired Sample t Test to test whether any difference between the two Paired Samples. N Gain to test the effectiveness of the treatment. The result of this research was PBL effective enough to the Indonesian Language learning achievement. The Pretest and Posttest data were normal with Pretest significance (0,107) and Posttest significance that bigger than 0,05. The learning achievement for the Pretest was 54,44, and the Posttest was 77,41. There was a significant difference, according the significance that smaller than 0,05 and the correlation as 0,953. Meanwhile, the mean of N Gain score is 0,5667, including as middle category and the N Gain percentage is 56,666%, including as effective enough.

Several intermediate-growing, photochromogenic bacteria were isolated from sphagnum peat bogs in northern Minnesota, USA. Acid-fast staining and 16S rRNA gene sequence analysis placed these environmental isolates in the genus Mycobacterium , and colony morphologies and PCR restriction analysis patterns of the isolates were similar. Partial sequences of hsp65 and dnaJ1 from these isolates showed that Mycobacterium arupense ATCC BAA-1242T was the closest mycobacterial relative, and common biochemical characteristics and antibiotic susceptibilities existed between the isolates and M. arupense ATCC BAA-1242T. However, compared to nonchromogenic M. arupense ATCC BAA-1242T, the environmental isolates were photochromogenic, had a different mycolic acid profile and had reduced cell-surface hydrophobicity in liquid culture. The data reported here support the conclusion that the isolates are representatives of a novel mycobacterial species, for which the name Mycobacterium minnesotense sp. nov. is proposed. The type strain is DL49T ( = DSM 45633T = JCM 17932T = NCCB 100399T).

Bigi ke ́ ́keré bá dá nigbo ́ , ́ Ẹranko igbó tun le ́ ṣeré ka. ́ Bigi n ́ ́lá bá wo; ́ Ariwo rẹ ni ̀kan ni ̀ ́ i ́ gbagbo ́ ́ ka; ́ Gbogbo igbó a wa pa lọ́lọ. ́ Ẹ̀lirí ́ ki ́ i ́ bẹ́ si ́lẹ ká gbọ́ ‘ji à ’rẹ̀ ̀ bi ́ tẹran tó tóbi. ́ Igi ńlá ojúlowo ́ ́ ọmọ Yoruba ̀ ́ kan tó t’òdé Ọyọ̀ ́ wá derin tó gòke ̀ àlọ! ̀ Erin wo! ́ Erin ò le e ̀ di ̀de; Àjanà ̀kú sun bi ̀ ́ òke! ́ Gbédegbe ̀ yọ́ ́ wá lọ poo! Ẹ bá mi pe baba tó dá nitọ, ́ Boya wọn a jẹ ́ ́ jẹni. Adébayọ́ , ọmọ Fa ̀ ́letí ́ oò o! ̀ Inú ilé le bá wa, ẹ di ́ ̀de. Ẹ̀hin‘kùlé lẹ bá wa, ẹ wọ ̀ ̀dẹ̀dẹ. ̀ Ọọ̀ ́kan ile ́ ́ lẹ bá wa, ẹ ta’ti yi ̀ n were. ́ Adébayọ̀ ̀ Fáletí , ale ́ ́dèleté ; ̀ Abafará -orin-lẹ ́ nu. ́ Gbàkan-gbi ̀i ́ Yorùbá ń bẹ lẹnú ́ baba. Ká fọgbọn i ́ ̀bi ́lẹ ṣeè to, ̀ Ká fa komo ̀ ó ̀kun yọ, Giwa ́ ́ ni baba.

The author’s aim of the analysis presented in this article is an attempt at answering two questions: how high school students verbalize the lexeme sex, and whether it is possible to discern quantitative and qualitative differences in understanding and evaluating this notion by girls and boys. High school students were faced with three tasks concerning: 1. giving associations connected with the word sex; 2. listing adjectives collocating with the analyzed category; 3. constructing their own definitions of the noun. Both associations and collocations listed by the students appeared to be extremely varied and rich. They confirmed the opinion according to which every man treats sex differently and proved that young people are not afraid of their needs, desires or sexual dreams. Sex is not a taboo subject for them. Contrary to the associations, which abounded with an extremely large number of vulgar expressions, the definitions of the analyzed lexeme were, in fact, deprived of such attributes. Apart from a tendency to convey the word’s semantics precisely, the descriptions constructed by the high school students revealed emotionality. On the other hand, however, they showed changes in awareness, habits and social conduct of young users of the Polish language.

Purpose The purpose of this paper is to examine the prevalence of tobacco use and associated factors influencing the use of tobacco among adolescents in a school setting. Design/methodology/approach A cross-sectional descriptive study was conducted amongst Bhutanese adolescents studying at high schools in the district of Wangdue Phodrang in May 2016. A total of 378 eighth-grade students from four schools participated in the study. A self-administered questionnaire was used to collect data. Bivariate and multivariate logistic regressions were carried out to describe the predictors of tobacco use. Findings Of the 378 student participants, 52.90 percent were girls and 47.10 percent boys. The age ranged from 11 to 19 years, and the majority lived in school hostels (82 percent). The prevalence of smoking was 10.80 percent while smokeless tobacco users constituted 11.10 percent in the month preceding the study. Gender, tobacco use by siblings and friends, ever having tried alcohol, consumption of alcohol in the last 30 days, previous experimentation with cigarettes/bidi and smokeless tobacco/baba (p-value <0.05) were significantly related to the use of tobacco among students. In multivariate analysis, tobacco use by friends (AdjOR=1.09; 95%CI=0.01–2.48), ever having tried alcohol (AdjOR=2.24; 95%CI=1.75–3.72), current alcohol use (AdjOR=2.63; 95%CI=1.52–4.31), experimentation with cigarettes/bidi (AdjOR =39.46; 95%CI=11.91–90.63) or with smokeless tobacco/baba (AdjOR=32.61; 95%CI=11.78–90.30) were observed as the strong predictors of current tobacco use among adolescents. Originality/value These study results re-emphasized the rising public health concern of tobacco use among younger boys and girls. The findings may help the Bhutanese policy makers and managers to better understand the present situation of adolescent tobacco use and its associated determinants, and formulate appropriate tobacco control strategies for adolescents.

Professional negotiators always use three core strategies1: a team strategy (the boss does not negotiate); a behavioural strategy, which is based on the Behavior Change Stairway Model (BCSM); both strategies are developed for crisis negotiations and should also be used in Business-to-Business (B2B) negotiations. Furthermore, professional negotiators use a process strategy which is based on the Thomas-Kilmann Conflict Mode Instrument (TKI) and conflict research.

Racism is rooted from colonial era that the colonizer considers their race that is different and higher than others. It produces social inequality between colonizer and their colonized. The Kite Runner depicts the story of life in Afghanistan in the middle of the tribal conflicts and war; Hazaras, the minority ethnic group genocide done by the Pashtun, the majority, children and women rapes, and civilians slaughter by Taliban. In the middle of the war, live two main characters, Amir and Hassan, ten years old boys who come from different social class yet living in the same roof. They both have the same father without their knowing, but with different mix of race. Different race and social class results in discriminative acts not just between the two of them but also among society. This research aims to analyze and find out how The Kite Runner depicts the racism in Afghanistn during 1970s up to 2001. Pashtun Taliban represented by Assef as the villain vs Pashtun, Amir as the main character. Pashtun vs Hazara is also known by the characters; Assef with Hassan, Amir and Hassan, Assef and Sohrab, Baba and Ali, Baba and Sanaubar. This research uses descriptive analytical method. This analysis is focusing on five aspects of racism, namely (1) discrimination, (2) segregation, (3) slavery, (4) prejudice, and (5) stereotype. It can be found that the discrimination is done by Amir and his Father, Baba who treat Hassan and Ali, who are from minority ethnic, as their slaves. Next is segregation and discrimination depicted by Assef, a young Afghanistan who praises Hitler and assumes that his ethnic is more decorous than others in Afghanistan and he tries to chase Hazara from Afghanistan. The slavery can be seen when Baba and Amir treats Ali and Hassan as their maid in their house. The prejudice can be seen when there are some Pashtun thinks of the hazrasa existence living together with Baba and Amir. From Prejudice, it results the stereotyping from other people of imagining the Hazara. The authoritarian government, Taliban, also show the mistreatment of racism to the Afghans. Afghans often get sexual harassment, being raped, or even being killed if the break the law of Taliban.

In 1928, Harold H. Scudder first demonstrated that Herman Melville's story Benito Cereno had been closely based on chapter 18 of Amasa Delano's Narrative of Voyage and Travels in the Northern and Southern Hemispheres (1817). On the basis of the two texts' similarities, Scudder argued that Melville's story was mere reworking of Delano's account. Scudder's argument clearly overlooked Melville's ability to reframe the story in an ironic narration or to invest the details of Delano's plot with new meaning; nevertheless, readers of Delano's narrative might be amazed at how closely Melville's story follows that account. In addition to the basic sequence of events, some of the most artful and significant details of Benito Cereno seem to have taken their cues from the original story: Delano's offense at Cereno's incivility, his frustration that the valet stays constantly by Cereno's side, and his surprise that the Africans' unruly conduct is justified as the “sport of boys” are some of the materials Melville might well have found in the 1817 recollections.

ABSTRACT Objective: To quantitatively evaluate the effects of asymmetric rapid maxillary expansion (ARME) on cortical bone thickness and buccal alveolar bone height (BABH), and to determine the formation of dehiscence and fenestration in the alveolar bone surrounding the posterior teeth, using cone-beam computed tomography (CBCT). Materials and Methods: The CBCT records of 23 patients with true unilateral posterior skeletal crossbite (10 boys, 14.06 ± 1.08 years old, and 13 girls, 13.64 ± 1.32 years old) who had undergone ARME were selected from our clinic archives. The bonded acrylic ARME appliance, including an occlusal stopper, was used on all patients. CBCT records had been taken before ARME (T1) and after the 3-month retention period (T2). Axial slices of the CBCT images at 3 vertical levels were used to evaluate the buccal and palatal aspects of the canines, first and second premolars, and first molars. Paired samples and independent sample t-tests were used for statistical comparison. Results: The results suggest that buccal cortical bone thickness of the affected side was significantly more affected by the expansion than was the unaffected side (P &lt; .05). ARME significantly reduced the BABH of the canines (P &lt; .01) and the first and second premolars (P &lt; .05) on the affected side. ARME also increased the incidence of dehiscence and fenestration on the affected side. Conclusions: ARME may quantitatively decrease buccal cortical bone thickness and height on the affected side.

Bulu babi (sea urchin) merupakan spesies kunci bagi ekosistem terumbu karang. Menurunnya populasi bulu babi diduga akan menyebabkan matinya terumbu karang karena populasi mikroalga akan meningkat dengan drastis sehingga mikroalga akan mendominasi menutupi karang. Oleh sebab itu, dengan mengamati kelimpahan bulu babi, persentase penutupan karang, dan faktor-faktor yang mempengaruhi kehidupan bulu babi dapat diketahui apakah perairan tersebut masih stabil atau telah rusak sehingga keseimbangan ekosistem di wilayah perairan tersebut dapat terjaga. Tujuan penelitian ini adalah untuk mengetahui kelimpahan bulu babi (sea urchin) pada karang massive dan branching di daerah rataan terumbu karang dan tubir di Legon Boyo, Pulau Karimunjawa, Balai Taman Nasional Karimunjawa. Metode sampling yang digunakan dalam pengambilan data penutupan karang adalah line transek. Adapun pengambilan data kelimpahan bulu babi menggunakan kuadran transek yang berukuran 1 x 1 m. Penelitian ini dilakukan pada dua lokasi yaitu stasiun A (rataan terumbu) dan stasiun B (tubir). Panjang line transek adalah 50 meter yang di letakkan sejajar garis pantai, transek yang digunakan di daerah rataan terumbu sebanyak 3 line dan daerah tubir sebanyak 3 line. Jarak antara line di masing-masing lokasi sampling 5 m. Nilai persentase penutupan karang hidup di daerah rataan terumbu sebesar 66,36 %. Sedangkan nilai persentase penutupan karang hidup di tubir sebesar 73,00 %. Nilai tersebut termasuk dalam kategori baik. Pada rataan terumbu didapatkan kelimpahan individu bulu babi sebanyak 426 ind/150 m2, Sedangkan untuk kelimpahan individu bulu babi pada tubir yaitu sebanyak 193 ind/150 m2. Nilai signifikasi uji Independent T Test yang didapat adalah 0,008 sehingga 0,008 ≤ 0,05. Ini berarti H1 diterima yang berarti terdapat perbedaan pada jumlah bulu babi pada karang massive dan karang branching.

A mesophilic, acidophilic, spore-forming bacterium, strain 105-2T, was isolated from an acidic Sphagnum peat bog in Wisconsin, USA. Strain 105-2T has 16S rRNA gene sequence similarity to Bacillus sporothermodurans DSM 10599T and Bacillus oleronius DSM 9356T of 97·4 and 97·8 %, respectively. The primary lipoquinone is MK-7 and the major fatty acids are 15 : 0 iso, 15 : 0 anteiso and 17 : 0 anteiso. The predominant polar lipids were found to be diphosphatidylglycerol, phosphatidylglycerol, phosphatidylethanolamine and a glycolipid. The DNA G+C content was found to be 43·2 mol%. The phenotypic, chemotaxonomic and molecular analyses identified strain 105-2T as a novel Bacillus species, for which the name Bacillus acidicola is proposed. The type strain is 105-2T (=DSM 14745T=ATCC BAA-366T=NRRL B-23453T).

A large number of Gram-negative, motile, mesophilic, violacein-producing bacteria were isolated from the soils and roots of Vaccinium macrocarpon Ait. and Kalmia angustifolia L. plants and from irrigation ponds associated with wild and cultivated cranberry bogs in Massachusetts, USA. Phylogenetic analyses of 16S rRNA gene sequences placed these isolates in a clade with Chromobacterium species, but the specialized environment from which they were isolated, their low genomic DNA relatedness with Chromobacterium violaceum ATCC 12472T and C. subtsugae PRAA4-1T, significant differences in fatty acid composition and colony morphology indicate that the cranberry and Kalmia isolates comprise a separate species of Chromobacterium , for which the name Chromobacterium vaccinii sp. nov. is proposed. Strain MWU205T ( = ATCC BAA-2314T = DSM 25150T) is proposed as the type strain for the novel species. Phenotypic analysis of 26 independent isolates of C. vaccinii sp. nov. indicates that, despite close geographical and biological proximity, there is considerable metabolic diversity among individuals within the population.

Trata-se de um estudo descritivo e observacional que possui como objetivo central desenvolver e aplicar um conjunto de ações de comunicação pública da ciência, por meio da arte, focando na segurança alimentar e nutricional, para trabalhadores de dois Bancos de Alimentos, identificados como BA1 e BA2, da Região Metropolitana de Belo Horizonte. A capacitação foi realizada por meio de cinco encontros, com dinâmicas e atividades interligadas, que relacionavam conceitos sobre boas práticas de higiene com obras de grandes artistas. Por meio do método observacional e aplicação de questionários (inicial e final) foi possível identificar o perfil dos participantes, bem como verificar a percepção dos mesmos sobre a metodologia utilizada. Mais de 80% dos participantes relataram não possuir interesse pela arte, porém 100% afirmaram que as atividades propostas interferiram positivamente no seu entusiasmo pelo assunto. Quando questionados sobre a opinião geral do curso, 100% dos trabalhadores consideraram o curso “Bom” ou “Muito Bom” e 90% afirmaram que realizariam outro curso nesses moldes. Além disso, todos os participantes afirmaram que a metodologia facilitou o processo de aprendizagem. Portanto, foi possível concluir que a estratégia utilizada foi uma boa ferramenta para sensibilização e conscientização dos trabalhadores sobre a importância dos cuidados de higiene pessoal e do ambiente de trabalho para a segurança alimentar. Palavras-chave: Segurança Alimentar; Comunicação Pública; Ciência; Educação Education in health with art: a partnership between University and Food Banks Abstract: This descriptive and observational study has as main goal to develop and apply a set of actions about science’s public communication through art, focusing on the food and nutritional security for employees from two Food Banks (FB), identified as FB1 and FB2, in the Metropolitan Region of Belo Horizonte. The training was conducted through five meetings using dynamics and activities, relating good hygiene practice with artistic products from renowned artists. Through observational method and questionnaires application (beginning and ending), it was possible to identify the profile of participants, as well as their perceptions about the methodology applied. More than 80% of the participants reported a lack of interest in art; however, 100% declared that the activities interfered positively on their enthusiasm about the subject. When asked about the general opinion of the training, 100% of the employees considered as “Good” or “Very Good” and 90% declared that they would be interested in carrying out similar training. Also, all participants said that the methodology facilitated the learning process. In summary, we may conclude that the applied strategy was a useful tool for the employee’s awareness and consciousness about the importance of hygiene care for food security in the working and personal environment. Keywords: Food Security; Public Communication; Science; Education Educación en salud con arte: una asociación entre Universidad y Bancos de Alimentos Resumen: Ese estudio descriptivo y observacional tiene como objetivo general desarrollar y aplicar un conjunto de acciones de comunicación pública de la ciencia por medio del arte, con enfoque en la seguridad alimentaria y nutricional con trabajadores de los Bancos de Alimentos, identificados como BA1 y BA2, de la Región Metropolitana de Belo Horizonte. La capacitación fue realizada en 5 encuentros con dinámicas y actividades interrelacionando conceptos sobre prácticas de una higiene adecuada con obras de grandes artistas. Usando el método observacional y aplicación de cuestionarios (inicio y final) fue posible identificar el perfil de los participantes, además de verificar la percepción de esas personas sobre la metodología utilizada. Más del 80% de los participantes relataron no poseer interés por el arte, pero el 100% afirmó que las actividades propuestas interfirieron de manera positiva en su entusiasmo por el tema. Cuando cuestionados sobre la opinión general sobre la capacitación, el 100% de los participantes consideraron la capacitación como "buena" o "muy buena" y el 90% afirmaron que realizarían otro curso equivalente. Además, todos los participantes afirmaron que la metodología facilitó el proceso de aprendizaje. En resumen, concluimos que la estrategia utilizada fue una relevante herramienta para sensibilizar y concientizar a los trabajadores sobre la importancia de los cuidados de higiene personal y del ambiente de trabajo para la seguridad alimentaria. Palabras-clave: Seguridad Alimentaria; Comunicación Pública; Ciencia; Educación

Penelitian ini bertujuan untuk mengetahui pengaruh aerasi dan padat tebar terhadap pertambahan bobot tubuh, panjang tubuh dan tinggi tubuh ikan nila merah (Oreochromis niloticus). Penelitian ini menggunakan Rancangan Acak Lengkap (RAL) faktorial dengan dua perlakuan, terdiri atas perlakuan kelompok dilengkapi dengan satu aerator dan perlakuan kelompok dilengkapi dengan dua aerator serta tiga tingkatan padat tebar 2,4,8 ekor ikan. Pada padat tebar normal sebanyak 2 ekor ikan nila merah dengan berat 17±1,6 g dipelihara dalam kontainer boks kapasitas 40 liter yang diisi air sebanyak 34 liter. Ikan dipelihara selama 2 bulan. Variabel yang diamati pada penelitian ini adalah pertambahan bobot tubuh, panjang tubuh dan tinggi tubuh ikan nila. Faktor lingkungan yang diamati pada penelitian ini meliputi Oksigen terlarut (DO), pH, suhu, kandungan ammonia, nitrit dan nitrat. Hasil penelitian ini menunjukkan bahwa pemeliharaan ikan nila merah dengan penambahan aerator berpengaruh nyata (P<0,05) terhadap pertambahan bobot tubuh, panjang tubuh dan tinggi tubuh ikan nila merah. This study aims to determine the effect of aeration and stocking density on body weight gain, body length and body height of red tilapia (Oreochromis niloticus). This study used a factorial completely randomized design (CRD) with two treatments, consisting of a group treatment equipped with one aerator and a group treatment equipped with two aerators and three levels of stocking density of 2,4,8 fish. At normal stocking densities, 2 red tilapia weighing 17 ± 1.6 g were reared in a 40 liter capacity box filled with 34 liters of water. Fish kept for 2 months. The variables observed in this study were the increase in body weight, body length and body height of tilapia fish. Environmental factors observed in this study include dissolved oxygen (DO), pH, temperature, ammonia, nitrite and nitrate content. The results of this study indicated that rearing red tilapia with the addition of an aerator had a significant (P<0.05) effect on body weight gain, body length and body height of red tilapia.

This paper describes the folk terminology of a group of “knowledgeable people” called “craftsmen-professionals.” The main, widespread, and dialect terms referring to the mythologized characters “craftsmen-professionals” are identified using dictionaries, folklore and art works, and the field materials of the author. In the Bashkir language, the generalizing term for “craftsmen-professionals” is the word оҫта (craftsman). In addition, the words һөнәрсе / һөнәрмән (artisan, master), кәсепсе (a person engaged in some kind of craft) are used. Much attention is paid to the characteristics of the terms related to specific characters of the group “craftsmen-professionals” and their names. It has been established that such specialists as кендек инәһе, кендекәй, кендек-ҡарсыҡ, абызәней (a midwife); бабаҡарт, сөннәтсе, бабасы (a baba, a specialist in circumcision of boys); тимерсе (a blacksmith); һунарсы, аусы, аңсы, жәннекше, балыҡсы (a hunter); көтөүсе, йылҡысы, ҡуйсы (a shepherd); ҡурайсы, думбырасы, ҡобайырсы, һармаҡсы, толғаусы, йырсы (musicians) belong to this group of “knowledgeable people.” The author provides the literary and dialect names of the characters concerned, the verbs, the epithets related to the characters of “craftsmen-professionals,” the parallels with other Turkic and non-Turkic languages, folklore and mythologies. The description of terms is complemented by ethnographic data. The analysis of the vocabulary has shown that the terminology associated with the оҫталар group (masters, craftsmen) is mostly of common Turkic origin, with a significant layer of terms of a common Kypchak origin and later terminology having a borrowed character.

Penelitian ini dirancang untuk melihat pengaruh aerasi dan kepadatan tempat hidup sebagai sumber stres terhadap pertumbuhan ikan nila merah (Oreochromis niloticus). Rancangan penelitian yang digunakan pada penelitian ini adalah Rancangan Acak Lengkap (RAL) faktorial dengan dua perlakuan, terdiri atas perlakuan dilengkapi dengan satu aerator dan perlakuan dolengkapi dengan dua aerator serta tiga tingkatan padat tebar 4,6,8 ekor ikan. Ikan nila merah dengan berat 4±0,5 g dipelihara dalam kontainer boks kapasitas 15 liter dengan volume air 8 liter. Ikan dipelihara selama 30 hari. Variabel yang diamati adalah bobot ikan, Panjang dan tinggi ikan, serta bobot karkas dan kandungan protein daging ikan. Faktor lingkungan yang diamati meliputi Oksigen terlarut (DO), pH, suhu, kandungan ammonia, nitrit dan nitrat. Analisis data dikerjakan menggunakan analisis sidik ragam (ANOVA) dua arah. Analisis data dikerjakan dengan program SPSS versi 23. Perbedaan yang nyata antar perlakuan diuji dengan uji Beda NyataTerkecil (BNT). Beda nyata dievaluasi pada taraf P < 0.05. Hasil penelitian menunjukkan peningkatan padat tebar sampai dengan dua kali lipat kapasitas normal dengan menggunakan satu aerator sebagai sumber oksigen terlarut menghambat pertumbuhan dan menurunkan bobot karkas dan kandungan protein daging ikan. Pada penelitian ini dapat disimpulkan bahwa padat tebar ikan masih bisa ditingkatkan sampai dengan dua kali lipat kapasitas normal dengan penambahan aerator sebagai peningkatan oksigen terlarut.This study was designed to examine the effect of aeration and density of living space as a source of stress on the growth of red tilapia (Oreochromis niloticus). The research design used in this study was a factorial Completely Randomized Design (CRD) with two treatments, consisting of treatment equipped with one aerator and treatment equipped with two aerator and three levels of stocking density of 4,6,8 fish. Red tilapia weighing 4±0.5 g was reared in a box container with a capacity of 15 liters with a volume of 8 liters of water. Fish were kept for 30 days. The variables observed were length and height of the fish,carcass weight and protein content of fish meat. Environmental factors observed included dissolved oxygen (DO), pH, temperature, ammonia, nitrite and nitrate content. Data analysis was carried out using two way analysis of variance (ANOVA). Data analysis was carried out using the SPSS version 23 program. Significant differences between treatments were tested using Least Significant Difference test (LSD). Significant differences were evaluated at the level of P < 0.05. The results showed an increase in stocking density up to twice the normal capacity by using an aerator as a source of dissolved oxygen inhibiting growth and reducing carcass weight and protein content of fish meat. In this study it can be concluded that the stocking density of fish can still be increased up to twice the normal capacity with the addition of an aerator as an increase in dissolved oxygen.

Understanding the growth paths of artificial intelligence (AI) and its impact on branding is extremely pertinent of technology-driven marketing. This explorative research covers a complete bibliometric analysis of the impact of AI on branding. The sample for this research included all 117 articles from the period of 1982-2019 in the Scopus database. A bibliometric study was conducted using co-occurrence, citation analysis and co-citation analysis. The empirical analysis investigates the value propositions of AI on branding. The study revealed the nine clusters of co-occurrence: Social Media Analytics and Brand Equity; Neural Networks and Brand Choice; Chat Bots-Brand Intimacy; Twitter, Facebook, Instagram-Luxury Brands; Interactive Agent-Brand Love and User Choice; Algorithm Recommendations and E-Brand Experience; User-Generated Content-Brand Sustainability; Brand Intelligence Analytics; and Digital Innovations and Brand Excellence. The findings also identify four clusters of citation analysis—Social Media Analysis and Brand Photos, Network Analysis and E-Commerce, Hybrid Simulating Modelling, and Real-time Knowledge-Based Systems—and four clusters of co-citation analysis: B2B Technology Brands, AI Fostered E-Brands, Information Cascades and Online Brand Ratings, and Voice Assistants-Brand Eureka Moments. Overall, the study presents the patterns of convergence and divergence of themes, narrowing to the specific topic, and multidisciplinary engagement in research, thus offering the recent insights in the field of AI on branding.

Five strains of strictly aerobic, heterotrophic bacteria that form pink–red colonies and are capable of hydrolysing pectin, xylan, laminarin, lichenan and starch were isolated from acidic Sphagnum peat bogs and were designated OB1010T, LCBR1, TPB6011T, TPB6028T and TPO1014T. Cells of these isolates were Gram-negative, non-motile rods that produced an amorphous extracellular polysaccharide-like substance. Old cultures contained spherical bodies of varying sizes, which represent starvation forms. Cells of all five strains were acidophilic and psychrotolerant, capable of growth at pH 3.0–7.5 (optimum pH 3.8–4.5) and at 2–33 °C (optimum 15–22 °C). The major fatty acids were iso-C15 : 0, C16 : 0 and summed feature 3 (C16 : 1 ω7c and/or iso-C15 : 0 2-OH). The major menaquinone detected was MK-8. The pigments were carotenoids. The genomic DNA G+C contents were 57.3–59.3 mol%. The five isolates were found to be members of subdivision 1 of the phylum Acidobacteria and displayed 95.3–98.9 % 16S rRNA gene sequence similarity to each other. The closest described relatives to strains OB1010T, LCBR1, TPB6011T, TPB6028T, and TPO1014T were members of the genera Terriglobus (94.6–95.8 % 16S rRNA gene sequence similarity) and Edaphobacter (94.2–95.4 %). Based on differences in cell morphology, phenotypic characteristics and hydrolytic capabilities, we propose a novel genus, Granulicella gen. nov., containing four novel species, Granulicella paludicola sp. nov. with type strain OB1010T (=DSM 22464T =LMG 25275T) and strain LCBR1, Granulicella pectinivorans sp. nov. with type strain TPB6011T (=VKM B-2509T =DSM 21001T), Granulicella rosea sp. nov. with type strain TPO1014T (=DSM 18704T =ATCC BAA-1396T) and Granulicella aggregans sp. nov. with type strain TPB6028T (=LMG 25274T =VKM B-2571T).

Bryobacter aggregatus gen. nov., sp. nov. is proposed to accommodate three strains of slowly growing, chemo-organotrophic bacteria isolated from acidic Sphagnum peat bogs. These bacteria were strictly aerobic, Gram-negative, colourless, non-motile coccoids or short rods that multiplied by normal cell division and formed irregularly shaped cell aggregates. Strains MPL3T, MPL1011 and MOB76 were acidotolerant, mesophilic organisms capable of growth at pH 4.5–7.2 and between 4 and 33 °C (optimum growth at pH 5.5–6.5 and 22–28 °C). The preferred growth substrates were sugars, some heteropolysaccharides and galacturonic and glucuronic acids, which are released during decomposition of Sphagnum moss. The major fatty acids were iso-C15 : 0, C16 : 0 and summed feature 3 (iso-C15 : 0 2-OH and/or C16 : 1 ω7c); the major quinones were MK-9 and MK-10. The DNA G+C content was 55.5–56.5 mol%. Strains MPL3T, MPL1011 and MOB76 possessed nearly identical 16S rRNA gene sequences and belonged to the phylum Acidobacteria. They represent the first taxonomically characterized members of acidobacterial subdivision 3 and display only 81.7–86.7 % 16S rRNA gene sequence similarity to other members of the Acidobacteria with validly published names. Therefore, strains MPL3T, MPL1011 and MOB76 are classified as representatives of a novel species in a new genus, for which the name Bryobacter aggregatus gen. nov., sp. nov. is proposed; strain MPL3T (=ATCC BAA-1390T =DSM 18758T) is the type strain of Bryobacter aggregatus.

Backgroundthe crucial role of hyperactivation IFN I signaling pathway has been proved in the pathogenesis of dermatomyositis. IFN I genes and chemokines activity vary according to subtype of inflammatory myopathies. IFN type 1 signature could be measured using different genes in the blood, skin and muscle tissue [1].Objectivesto evaluate IFN-score in children with dermatomyositis and compare with disease activityMethods15 patients (5 boys and 10 girls) were enrolled in the study. Clinical and laboratory parameters, disease activity (CMAS-childhood myositis assessment tool, aCAT- abbreviated cutaneous assessment tool) and treatment were assessed. Patients were compared accordingly to IFN-score elevation. IFN I-score was assessed by RT-PCR quantitation of 5 IFN I-regulated transcripts (IFI44L, IFI44, IFIT3, LY6E, MXA1); median relative expression of ≥ 2 was considered as a cut-off. IFN I-score was evaluated in dynamics in 9 patients.Resultsmedian age of patients was 6.2 (3.6; 7.6) years. Skin and muscle involvement were in all patients, arthritis in 5 (33%) patients, calcinosis in 3 (20%), lipodystrophy in 2 (13%) and lung involvement in 5 patients (33%), and 9 patients (60%) had positive myositis-related antibodies. Ten patients (67%) had an active disease, while elevated IFN-signature was detected in 12 (80%) patients.Cumulative IFN I-score and its’ five components were higher in active patients, compare to inactive (13.6 vs 1.4, p=0.006).Patients with increased IFN I-score had lower CMAS score and higher aCAT score compare to patients with normal levels of IFN I-score. IFN-I score correlated with aCAT, arthritis and lung involvement.ConclusionIFN-I score may be considered as disease activity biomarker in juvenile dermatomyositis with predominantly skin activity process.References[1]Rigolet M, Hou C, Baba Amer Y, Aouizerate J, Periou B, Gherardi RK et al. Distinct interferon signatures stratify inflammatory and dysimmune myopathies. RMD Open. 2019 Feb 26;5(1):e000811. doi: 10.1136/rmdopen-2018-000811. PMID: 30886734; PMCID: PMC6397431.AcknowledgementsThis work was supported by the RSF grant № 20-45-01005Disclosure of InterestsNone declared

<p><strong>Abstract</strong></p><p>This research aims to investigate the relation between self-regulation skills of pre-school students and the effect of parental attitudes. The subjects of this study consist of 155 children, 79 girls and 76 boys, who were going to the pre-school education institutions affiliated to the Bartın Provincial National Education Directorate and their parents. In order to determine the self regulation skills of the children the “Pre-school Self Regulation Scale” has been applied to the children individually, and to determine the attitudes of the parents the “Family Attitude Inventory” has been used to collect the data. Since there has been no distribution of normality encountered in the test of normality, the Mann-Whitney U test has been used in the two group comparisons, for the correlation between the variables, the Spearman’s rank correlation coefficient has been used. The significance level has been determined as 0,05. As a conclusion, no significant correlation has been detected between the attention/impulse control and positive feeling scores, which are sub-dimensions of self regulation skills, and the sub-dimensions and total score’s of family attitudes inventory. It can be obviously seen that especially the attention and impulse sub dimensions of the pre-school girl students in the experimental group have been more developed and that these children show high self-regulation skills in this sub dimension. It was determined that the parents of the study group had the highest attitudes to identify with their children, followed by social mobility, democratic attitudes and compliance behaviors.</p><p><strong>Öz</strong></p><p>Bu çalışmada, okul öncesi periyodundaki çocukların öz düzenleme becerileri ile anne-baba tutumları arasındaki ilişkinin incelenmesi hedeflenmiştir. Çalışma grubunu Bartın İli Millî Eğitim Müdürlüğü’ne bağlı anasınıflarına devam eden 79 kız 76 erkek olmak üzere toplam 155 çocuk ve bu çocukların anne-babaları oluşturmuştur. Verilerin toplanmasında çocukların öz düzenleme becerilerinin belirlenmesinde “Okul Öncesi Öz Düzenleme Ölçeği”, annelerin ve babaların çocuk yetiştirme tutumlarının belirlenmesinde “Aile Tutum Envanteri” kullanılmıştır. Verilerin analizinde, puanlar normal dağılım göstermedikleri için iki gruplu karşılaştırmalarda Mann-Whitney U testi, değişkenler arasındaki ilişkide Spearman’s Brown korelasyon analizinden yararlanılmıştır. Anlamlılık seviyesi olarak 0,05 kullanılmıştır. Çalışma sonucunda; Okul Öncesi Öz Düzenleme Ölçeği Dikkat/Dürtü Kontrolü ve Olumlu Duygu alt boyutları puanı ile Aile Tutum Envanteri alt boyutları ve toplam puanları arasında anlamlı bağlantı bulunmamıştır. Çalışma grubundaki kız çocukların özellikle Dikkat/Dürtü alt boyutu puanlarının daha fazla olduğu, çocukların dikkat/dürtü alanında yüksek düzeyde öz düzenleme becerileri gösterdikleri belirlenmiştir. Çalışma grubundaki anne-babaların, çocuklarıyla özdeşim kurma davranışlarının en yüksek düzeyde olduğu ve bunu sosyal hareketlilik, demokratik tutum ve uyma davranışının izlediği belirlenmiştir.</p>

The purpose of this study was to determine the relationship between lifelong learning tendencies and self-efficacy perceptions of university students using their demographic characteristics (gender, grade, faculty, income and leisure time activities). The study was designed as a relational survey model. The study group was consisted of 470 students (1st and 4th grade) studying at different faculties of Bartın University during 2014-2015 academic year. “Scale for Determining Lifelong Learning Tendencies” (Coşkun, 2009) and “General Self-Efficacy Scale” (Jerusalem and Schwarzer, 1979) scales were used as data collection tools. According to results, students’ lifelong learning tendencies were high. When lifelong learning tendencies were examined in terms of the demographic variables of the study, significant differences were found in gender, father’s occupation and reading books and watching TV activities which are among leisure time activities. This significant difference was in favour of girls; those whose father was accountant, and those who read books and do not watch television. The results of the study also revealed that university students’ self-efficacy perceptions were high. When self-efficacy perceptions was examined in terms of the demographic variables of the study, significance was found in gender, faculty, going to cinema and not reading book, which are among leisure time activities. This significant difference was in favour of boys; those who studied in the School of Physical Education and Sport; and those who go to cinema and do not read book. A significant positive relationship was found between university students’ lifelong learning tendencies and their self-efficacy perceptions. ÖzetBu çalışmanın temel amacı, üniversite öğrencilerinin demografik özellikleri (cinsiyet, sınıf, fakülte/yüksekokul, gelir düzeyi ve serbest zaman etkinlikleri) doğrultusunda yaşam boyu öğrenme eğilimleri ile özyeterlik algıları arasındaki ilişkiyi belirlemektir. Araştırma ilişkisel bir tarama modelidir. Araştırmanın çalışma grubunu 2014-2015 akademik yılında Bartın Üniversitesi'nin farklı fakültelerinde/ yüksekokulunda lisans programlarına devam eden 1. ve 4. sınıf öğrencilerinden toplam 470 katılımcı oluşturmaktadır. Araştırmada veri toplama aracı olarak Yaşam Boyu Öğrenme Eğilimlerini Belirme Ölçeği (Coşkun, 2009) ile Genellenmiş Öz-yetkinlik Beklentisi Ölçeği (Jerusalem ve Schwarzer, 1979) kullanılmıştır. Araştırma sonuçlarına göre üniversite öğrencilerinin yaşam boyu öğrenme eğilimleri yüksek düzeydedir. Yaşam boyu öğrenme eğilimi araştırmanın demografik değişkenleri açısından incelendiğinde cinsiyet, baba mesleği ve serbest zaman etkinlikleri içerisinde yer alan kitap okuma ve televizyon izleme etkinliklerinde anlamlı bir farklılık bulunmuştur. Bu anlamlı farklılığın kızların, babası muhasebeci olanların, kitap okuyan ve televizyon izlemeyen üniversite öğrencileri lehine olduğu görülmüştür.Araştırma sonuçlarına göre üniversite öğrencilerinin özyeterlik algılarının da yüksek düzeyde olduğu tespit edilmiştir. Özyeterlik algıları araştırmanın demografik değişkenleri açısından incelendiğinde cinsiyet, fakülte/yüksekokul ve serbest zaman etkinlikleri içerisinde yer alan kitap okumama ve sinemaya gitme etkinliklerinde anlamlı bir farklılık bulunmuştur. Anlamlı farklılığın erkeklerin, Beden Eğitimi ve Spor Yüksekokulu öğrencilerinin, kitap okumayan ve sinemaya giden üniversite öğrencilerinin lehine olduğu görülmüştür. Üniversite öğrencilerinin yaşam boyu öğrenme eğilimleri ile özyeterlik algıları arasında pozitif yönde anlamlı bir ilişkinin olduğu tespit edilmiştir.

The paper discusses fungi of 24 glacial relict plants: <em>Arenaria ciliata</em> L. subsp. <em>ciliata, Betula nana</em> L., <em>B. pubescens</em> Ehrh. subsp. carpatica (Willd.) Asch. &amp; Graebn., <em>B. pubescens</em> subsp. <em>czerepanovii</em> (N.I. Orlova) Hämet-Ahti, <em>C. magellanica</em> Lam. subsp. <em>irrigua</em> (Wahlenb.) Hiitonen, <em>Carex rupestris</em> All., <em>Cerastium alpinum</em> L., <em>C. cerastoides</em> (L.) Britton, <em>C. eriophorum</em> Kit. in Schult., <em>Chamaedaphne calyculata</em> (L.) Moench, <em>Dryas drummondii</em> Richards, <em>D. grandis</em> Juz., <em>D. integrifolia</em> Vahl., <em>D. octopetala</em> L. s.l., <em>Empetrum hermaphroditum</em> Hagerup, <em>E. nigrum</em> L., <em>Juncus trifidus</em> L., <em>Loiseleuria procumbens</em> (L.) Desv., <em>Pedicularis sudetica</em> Willd., <em>Rubus chamaemorus</em> L., <em>Salix herbacea</em> L., <em>S. lapponum</em> L., <em>S. reticulata</em> L., and <em>Saxifraga nivalis</em> L., The work is attempt at application of some fungi (<em>Ascomycota, Chytridiales, Ustilaginales, Uredinales</em>, mitosporic fungi) as guides in vascular plant phytogeography and explanation of the origin of selected glacial relict plants. Parasites and exclusive (specialized) for particular host plant species are the most important fungi for biogeographic analysis. A fungal markers method (FMM) was used. The fungi and host plants for the present study were collected in the mountains and peat bogs of Poland, the Czech Republic, Lithuania, Slovakia, Sweden, Russia and Ukraine. Also materials from Austria, Canada, France, Greenland, Korea, Spitsbergen, Switzerland and U.S.A. were examined. A total of 254 taxa of fungi were collected from 1329 localities investigated. Exclusive species of fungi for all examined host plants have been distinguished. Only <em>Dryas octopetala</em> s.l., <em>D. integrifolia, Empetrum nigrum, E. hermaphroditum, Chamaedaphne calyculata</em> and <em>Rubus chamaemorus</em> possess a number of exclusive species sufficient for analysis. In some cases it was possible to define the direction of migration of the host plants (<em>Betula nana, Juncus trifidus, Dryas octopetala</em> s.l.) on the basis of mycological data. For dryads the extremely High Arctic track is more important than the Middle Arctic or Low Arctic ones. The waves of migrants moved from the East via Spitsbergen to-wards Greenland. <em>Dryas octopetala</em> seems to have reached the Carpathians from the West. Relative age of some fungi has been estimated. Wide circumpolar and alpine distribution points out that <em>Isothea rhytismoides</em> (Bab. ex Berk.) Fr. is one of the oldest dryadicolous fungi. The limited ranges of <em>Sphaerotheca volkartii</em> Blumer, <em>Synchytrium cupulatum</em> Thomas, <em>Hypoderma dryadis</em> Nannf.: L. Holm, and <em>Epipolaeum absconditum</em> (Johanson) L. Holm indicate a relatively young age of these species. A four new taxa i.e. <em>Lachnum uralense, Leptosphaentlina sibirica, Melanomma margaretae</em> and <em>Tiarospora pirozynskii</em> are described and illustrated. 27 species arę for the first time reported from Poland.

School readiness during early childhood establishes the fundamental basis for prospective academic achievement, emphasizing the necessity for a comprehensive preparation that encompasses both mental and physical readiness. The current study examines the impact of child well-being and family support on school readiness among young learners. This Study used a correlational quantitative approach, the research involved 139 children between the ages of 4 and 7, along with their parents and 30 teachers selected through purposive sampling based on their socioeconomic status. The participants included 54.7% boys (n=76) and 45.3% girls (n=63) from families with varying income levels – low-income (25%), middle-income (29%), and upper-middle-income (46%). The results of the regression analysis indicated that both family support and child well-being have a significant influence on children's school readiness. Particularly, there is a notable positive association among all factors, a correlation between school readiness and child well-being at 42% (r = 0.420, p < 0.001), highlighting that higher levels of child well-being are linked to increased school readiness. Furthermore, family support exhibits a positive contribution to school readiness at 37% (r = 0.370, p < 0.001). The findings suggest that preparing children for school should extend beyond academic and motor skills development to include substantial psychological support, thus enhancing their ability to thrive in an academic environment. Keywords: early childhood, Emotion, Emotion regulation, parenting, happiness References: Atkins, R., Deatrick, J. A., Bocage, C., Huc, R., Aromolaran, D., Besseir, E., Hinckson, A., Joseph, M., Kim, D., Lagman, D., Gladsden, V. L., & Lipman, T. H. (2022). School Readiness and Social Determinants of Health: A Collaboration with Community Teachers and Parents. 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Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. Acknowledgements We want to acknowledge our GCSL cohort of school leaders who have supported us in the development of Kanne Lobal as a conceptual framework. A huge kommol tata to our friends: Joana, Rosana, Loretta, Jellan, Alvin, Ellice, Rolando, Stephen, and Alan. References Benson, C. (2002). Preface. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (p. iv). Suva, Fiji: University of the South Pacific, Institute of Education. Bessarab, D., Ng’andu, B. (2010). Yarning about yarning as a legitimate method in indigenous research. International Journal of Critical Indigenous Studies, 3(1), 37-50. Fa’avae, D., Jones, A., & Manu’atu, L. (2016). Talanoa’i ‘a e talanoa - talking about talanoa: Some dilemmas of a novice researcher. AlterNative: An Indigenous Journal of Indigenous Peoples,12(2),138-150. Heine, H. C. (2002). A Marshall Islands perspective. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (pp. 84 – 90). Suva, Fiji: University of the South Pacific, Institute of Education. Infoplease Staff (2017, February 28). Marshall Islands, retrieved from https://www.infoplease.com/world/countries/marshall-islands Jetnil-Kijiner, K. (2014). Iep Jaltok: A history of Marshallese literature. (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Kabua, J. B. (2004). We are the land, the land is us: The moral responsibility of our education and sustainability. In A.L. Loeak, V.C. Kiluwe and L. Crowl (Eds.), Life in the Republic of the Marshall Islands, pp. 180 – 191. Suva, Fiji: University of the South Pacific. Kupferman, D. (2004). Jelalokjen in flux: Pitfalls and prospects of contextualising teacher training programmes in the Marshall Islands. Directions: Journal of Educational Studies, 26(1), 42 – 54. http://directions.usp.ac.fj/collect/direct/index/assoc/D1175062.dir/doc.pdf Miller, R. L. (2010). Wa kuk wa jimor: Outrigger canoes, social change, and modern life in the Marshall Islands (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Nabobo-Baba, U. (2008). Decolonising framings in Pacific research: Indigenous Fijian vanua research framework as an organic response. AlterNative: An Indigenous Journal of Indigenous Peoples, 4(2), 141-154. Nimmer, N. E. (2017). Documenting a Marshallese indigenous learning framework (Unpublished doctoral thesis). Honolulu, HW: University of Hawaii. Sanga, K., & Houma, S. (2004). Solomon Islands principalship: Roles perceived, performed, preferred, and expected. Directions: Journal of Educational Studies, 26(1), 55-69. Sanga, K., & Chu, C. (2009). Introduction. In K. Sanga & C. Chu (Eds.), Living and Leaving a Legacy of Hope: Stories by New Generation Pacific Leaders (pp. 10-12). NZ: He Parekereke & Victoria University of Wellington. Suaalii-Sauni, T., & Fulu-Aiolupotea, S. M. (2014). Decolonising Pacific research, building Pacific research communities, and developing Pacific research tools: The case of the talanoa and the faafaletui in Samoa. Asia Pacific Viewpoint, 55(3), 331-344. Taafaki, I., & Fowler, M. K. (2019). Clothing mats of the Marshall Islands: The history, the culture, and the weavers. US: Kindle Direct. Taufe’ulungaki, A. M. (2014). Look back to look forward: A reflective Pacific journey. In M. ‘Otunuku, U. Nabobo-Baba, S. Johansson Fua (Eds.), Of Waves, Winds, and Wonderful Things: A Decade of Rethinking Pacific Education (pp. 1-15). Fiji: USP Press. Thaman, K. H. (1995). Concepts of learning, knowledge and wisdom in Tonga, and their relevance to modern education. Prospects, 25(4), 723-733. Thaman, K. H. (1997). Reclaiming a place: Towards a Pacific concept of education for cultural development. The Journal of the Polynesian Society, 106(2), 119-130. Thiong’o, N. W. (1986). Decolonising the mind: The politics of language in African literature. Kenya: East African Educational Publishers. Vaioleti, T. (2006). Talanoa research methodology: A developing position on Pacific research. Waikato Journal of Education, 12, 21-34. Walsh, J. M., Heine, H. C., Bigler, C. M., & Stege, M. (2012). Etto nan raan kein: A Marshall Islands history (First Edition). China: Bess Press.

This study assesses environmental knowledge of some selected secondary school students in Katsina, Nigeria. Three representative schools out of total 39 were selected for the purpose of this study. These are (i) Ulul Al-Bab Science Secondary School (Co-educational School, both girls and boys), (ii) Government College, Katsina (Boys only school) and (iii) Government girls college Katsina (Girls only school). 150 students (25 students per each of levels 1-6 of secondary education) were sampled in each of the three selected schools. The selected students were issued with the prepared questionnaire addressing some key issues that probe students’ depth of knowledge of environmental problems, their consequences and solutions of solving them. ANOVA statistical test was used to test for significant variation in the level of environmental knowledge of the students within the individual schools studied in order to identify the extent to which variation in levels of study (i.e. age-grade) on environmental knowledge level of the students. The same test was also used to test for significant difference in the environmental knowledge of the students between different schools in order to determine the effect of variation in gender characteristics on the knowledge level. The results obtained indicate in general that the secondary school students in the town display medium to high level of knowledge on the causes, consequences and solutions of environmental problems, but gender and level of study have generally significant influences the environmental knowledge levels of the students. Appropriate recommendations were made to help improve the level of student’s knowledge of environmental issues in the area.

Background: During adolescence, a number of changes take place in growing children. Current study has been conducted to understand effect of sports training on the growth. Objective: The main objective of the study is to compare the anthropometric parameters in adolescent swimmers and non-swimmers. Methods: 61 boys (30 swimmers and 31non-swimmers) between age group12-17 years were selected for the study. Height, weight, biacromial breadth (BAB), bicristal breadth (BCB), mid-upper arm circumference (MUAC), waist circumference (WC), hip circumference (HC), sum of four skinfolds (SSF) namely triceps, biceps, subscapular and suprailiac, total leg length (TLL), sitting height (SH) and arm span (AS) were the anthropometric measurements taken. Independent sample t-test was used to study the difference between the two groups with p<0.05 as level of significance. Conclusion: As a response to training stimulus, the development of anthropometric parameters of swimmers are significantly different from non-swimmers. However, they follow the normal growth pattern like their non-swimming peers. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0854/a.php" alt="Hit counter" /></p>

Abstract Introduction Optic neuritis (ON) are rare in children. They are due to inflammation of the optic nerve which results in a sudden drop in visual acuity, or amputation of the visual field. They are often secondary to an infectious disease or vaccination, but they can be part of auto-inflammatory, demyelinating or systemic diseases. The features of optic neuritis in children are different from adults as regards high rate of bilateral involvement, poor visual acuity, and papillitis. Aim Our aim is to describe the clinical and therapeutic outcomes of patients diagnosed with optic neuritis in the general pediatrics department at the CHU of Bab el Oued in Algiers. Methods It is a retrospective, descriptive study of patients who were treated for optic neuritis in our hospital over a period of three years (January 2018 to April 2021). Results There were 7 cases, 4 girls and 3 boys with F: M of 1.3:1, mean age of 10 years and age range of 6–13 years. The first manifestation was a decrease in visual acuity in all cases, 12 eyes affected, with bilateral involvement in 5 patients. Visual acuity decrease was severe &lt; 3/10 in 80% of cases. The visual field was pathological in 2 cases (narrow, central scotoma). All patients had headaches. Retrobulbar involvement was confirmed by visual evoked potentials in all patients, they showed demyelinating involvement. Three patients presented papillitis. The diagnostic work-up included cerebral imaging which showed old nodular abnormalities of signal of the subcortical white matter in one patient. CSF analysis revealed anti-MOG antibodies in only one case. The infection investigations were negative in all cases except positive COVID 19 serology in one case The diagnosis retained in our patients were 2 cases of Behcet's disease, 1 monophasic neuritis, 1 optic neuritis with anti-MOG, 1 CRION, 1 case linked to COVID 19 in the absence of another plausible cause. In one case, no diagnosis was retained. Seventy percent of the patients benefited from treatment with corticosteroids pulse, only 2 did not receive treatment, the short-term evolution was favorable in 5 patients with a total recovery of visual acuity, one patient has evolved into atrophy of the left optic nerve and kept visual acuity low to 1/10 of the left eye. The medium-term evolution was marked by recurrence in 3 patients, 5 episodes in the 2 patients with Behcet's disease and 8 episodes in CRION which required the use of immunosuppressive treatment and biotherapy for Behcet's disease and plasmapheresis for CRION. Conclusion Despite the fact that our small series of patients is not representative, we found similar characteristics described in children in other studies. The average onset age was 10 years, with a female predominance, the severe decrease in visual acuity with frequent bilateral involvement. The diagnosis of ON is clinical and must be considered in any sudden drop in visual acuity. The diagnosis of the underlying pathology is often difficult but it’s important in order to propose an adequate specific treatment. The treatment of children's ON is controversial and usually extrapolated from adults. Most practitioners use corticosteroids pulse. The visual prognosis seems good in children, particularly in the case of bilateral involvement, but depends essentially on the aetiology.

Spätestens seit ChatGPT sind KI-gestützte Bots keine Science Fiction mehr. Im E-Commerce beantworten sie bereits Kundenanfragen und geben Empfehlungen. Wie sich diese Technologie auch in der B2B-Kommunikation integrieren lässt, zeigt das Beispiel des Lieferantenmanagements.

Abstract Disclosure: A.A. Bastos: None. A.P. Machado Canton: None. L.B. Macena: None. L.F. Pedrosa: None. B.B. Mendonca: None. V.N. Brito: None. A. Latronico: None. Introduction: Brain magnetic resonance imaging (MRI) is the main tool used to investigate the etiology of central precocious puberty (CPP) in children. A systematic review study showed an overall prevalence of 9% of brain lesions in girls with CPP. Aim: To assess the frequency brain lesions in children with CPP. Patients and Methods: In this retrospective study, we recruited data of 163 brain MRI of children with CPP (140 girls,86%; and 23 boys, 14%) followed in a pediatric endocrinology unit from 1990 to 2022. Brain lesions were classified as congenital or acquired, and causative of CPP or incidental. Results: In girls, normal brain MRI was found in 82/140 (59%). Abnormal brain MRI was identified in the remaining 58 girls (41%), with 26 presenting congenital lesions causative of CPP (11 hypothalamic hamartoma, 7 hydrocephalus, 3 optic pathway gliomas, 2 corpus callosum agenesia, 1 pinealoma, 1 tuberous sclerosis, 1 choroid plexus papilloma), and 32 with incidental findings (microadenomas, pituitary stalk deviation, pituitary hyperplasia, rathke cleft cyst, hippocampal alterations). The overall frequency of incidental findings was 20.8%. In addition, the frequency of brain MRI pathological abnormalities in girls older than 6 years without neuro ophthalmological symptoms was 12%(n=7). In boys, normal brain MRI was found in 6/23 (26%). Abnormal brain MRI was identified in the remaining 17 boys, with 14 presenting congenital lesions causative of CPP (9 hypothalamic hamartoma, 4 hydrocephalus, 1 pineal teratoma) and 1 with acquired lesions (1 pilocytic astrocytoma). Incidental findings were detected in only 2 brain MRI (1 pineal cyst and 1 microadenoma). Incidentalomes were more frequent in girls and lesions that can be associated with CPP were more common in boys. Conclusion: The frequency of pathological brain lesions was higher in CPP boys. Hypothalamic hamartoma was the most frequent congenital lesion identified in both sexes. Based on the frequency of pathological brain alterations in girls older than 6 years we recommend to perform brain MRI in all CPP girls. Presentation: Thursday, June 15, 2023

Çalışmamızda COVID-19 pandemisinde Obsesif Kompulsif Bozukluk (OKB) tanısı ile takip edilen çocuk/ergenlerin OKB belirtilerinin, anne-babalarının çocuk/ergenlere karşı tutumları ve evlilik çatışmaları ile ilişkisinin incelenmesi amaçlanmıştır. Çalışmamıza, pandemi sürecinde çocuk psikiyatrisi polikliniğinde OKB tanısı ile takibi olan 7-18 yaş arası, 69 hasta dâhil edilmiştir. Çocuk psikiyatri hekimi tarafından tüm hastalara Çocuklar için Yale-Brown Obsesyon Kompulsiyon Ölçeği (CY- BOCS) uygulanmıştır. Çalışmaya alınan olgulardan ve ailelerinden sosyodemografik bilgi formunu, Çocukların Evlilik Çatışmasını Algılama Ölçeğini (ÇEÇAÖ) ve Anne Baba Tutum Ölçeğini (ABTÖ) doldurmaları istenmiştir. CY-BOCS obsesyon puan ortalaması 9.0±3.0, kompulsiyon puan ortalaması 9.5±3.2, obsesyon ve kompulsiyon toplam puan ortalaması 18.6±5.8 olup CY-BOCS alt puanları ile sosyo-demografik özellikler arasında istatistiksel açıdan anlamlı bir fark bulunmamıştır. ÇEÇAÖ alt tiplerine bakıldığında, çatışma özelliği ile saldırganlık obsesyonu ve kız cinsiyette olmak, kendini suçlama ile babanın okur yazar olmaması arasında istatistiksel açıdan anlamlı bir fark saptanmıştır. ÇEÇAÖ çatışma özellikleri alt ölçeği ile ihmalkâr ebeveyn tutumu arasındaki fark anlamlı bulunmuştur. ABTÖ alt ölçek puanlarından psikolojik özerklik puanı, annesi üniversite mezunu olan gençlerde anlamlı düzeyde yüksek bulunmuştur. Yazında pandemiye bağlı kısıtlamaların ev içi ilişkilere etkisini inceleyen az sayıda çalışma olmakla birlikte bu dönemde ev içi sorunların çocuklar/gençlerin OKB’sine etkisi ile ilgili bir yayın olmadığı gözlenmiştir. Bu nedenle çalışmamızın hem yazına katkı sağlayacağı hem de ebeveynlere gerekli önerilerde bulunulabilmesi açısından yararlı olacağı düşünülmektedir.

Background: Bo's abdominal acupuncture (BAA) is a novel therapy in alternative and complementary medicine and has been frequently used for stroke recovery in recent decades. However, no systematic evidence has been performed to confirm the effect and safety of BAA as an adjunctive therapy for post-stroke motor dysfunction (PSMD).Objectives: This review aimed to assess the efficacy and safety of BAA as an adjunctive therapy for improving allover motor function, upper limb motor function, lower limb motor function, and activities of daily living (ADL) in patients with PSMD.Methods: Seven databases were searched from inception to December 2020: Embase, PubMed, Cochrane Library, Chinese Biological Medicine Database, Chinese Scientific Journal Database, WAN FANG, and the China National Knowledge Infrastructure. All randomized controlled trials (RCTs) involving BAA plus another therapy vs. the same other therapy alone were identified. The methodological quality of the included trials was assessed according to the Cochrane risk of bias criteria. If more than half of the domains in a study are at low risk of bias, the overall quality of the study is low risk. We conducted a meta-analysis for primary outcomes using a random effects model and performed a narrative summary for the secondary outcome. We also conducted subgroup analysis for primary outcomes based on different add-on treatments to BAA. Random effects and fixed effects models were used to test the robustness of the pooled data. We also tested the robustness of the meta-analysis using specific methodological variables that could affect primary outcome measures.Results:Twenty-one trials with 1,473 patients were included in this systematic review. The overall quality of the 14 included trials (66.7%) was low risk. Meta-analyses indicated that the effect of the BAA group was better than that of the non-EA group on the Fugl-Meyer Assessment Scale (FMA) (weight mean difference (WMD) 9.53, 95% confidence interval (CI) 7.23 to 11.83, P &lt; 0.00001), FMA for upper extremities (WMD 11.08, 95% CI 5.83 to 16.32, P &lt; 0.0001), FMA for lower extremities (WMD 5.57, 95% CI 2.61 to 8.54, P = 0.0002), and modified Barthel Index (standardized mean difference (SMD) 1.02, 95% CI 0.65 to 1.39, P &lt; 0.00001). Two trials (9.5%) reported BAA-related adverse events, and the most common adverse event was local subcutaneous ecchymosis.Conclusions: BAA as an adjunctive therapy may have clinical benefits for improving allover motor function, upper limb motor function, lower limb motor function, and ADL in patients with PSMD. BAA-related adverse events were rare, tolerable, and recoverable. However, our review findings should be interpreted with caution because of the methodological weaknesses in the included trials. High-quality trials are needed to assess the adjunctive role of BAA in patients with PSMD.

Abstract Disclosure: A.P. Canton: None. A. Latronico: None. L.R. Montenegro: None. C.E. Seraphim: None. F.R. Tinano: None. A.G. de Faria: None. B.B. Mendonca: None. V.N. Brito: None. Background: The etiological investigation of central precocious puberty (CPP) has improved with more precise clinical approach, neuroimaging, and genetic studies. CPP can be caused by congenital or acquired conditions, with or without central nervous system (CNS) lesions. More recently, genetic and epigenetic disorders have been identified in children with CPP, previously classified as idiopathic. Objective: To update the etiological diagnosis of a large cohort of children with CPP. Methods: We evaluated retrospectively the distinct etiologies of 292 patients (264 girls) followed in a single university hospital from 2000 to 2022. Among them, 182 patients with CPP without CNS lesions were investigated with genetic/epigenetic studies. We performed Sanger DNA sequencing (n=155), target panel sequencing (n=64), exome sequencing (n=64), genome sequencing (n=5), specific DNA methylation analysis (n=111), and genomic microarray (n=30). Results: Pathological CNS lesions were identified in 51of 292 (17.5%) patients with CPP (17 boys and 34 girls), indicating a prevalence of CNS lesions of 60.7% in boys and 12.9% in girls. These pathological CNS lesions were classified as congenital (n=34) or acquired (n=17). The most common congenital causes were hypothalamic hamartoma (n=20, 11 girls), myelomeningocele (n=4), and neurofibromatosis type 1 (n=2), while the most common acquired causes were hydrocephalus (n=8) and cerebral palsy (n=3). The remaining 241 (82.5%) CPP patients presented without CNS lesions, being classified as apparently idiopathic. In the subset of patients submitted to genetic/epigenetic investigation (n=182; 173 girls, 9 boys), the overall frequency of genetic/epigenetic causes was 12.1% (20 girls, 2 boys); and it was higher in boys (22.2%) than in girls (11.5%). The genetic/epigenetic defects were MKRN3 inactivating mutations (n=8, from 7 families), DLK1 inactivating mutations (n=6, from 2 families), KISS1R activating mutation (n=1), KISS1 activating mutation (n=1), MECP2 mutations (n=2), DDX3X mutation (n=1), and Temple syndrome (n=3). Univariate logistic regression analysis identified positive family history (OR 3.43; 95%CI 1.35-8.69; p=0.009) and associated neurodevelopmental abnormalities (OR 3.53; 95%CI 0.99-12.48; p=0.05) as possible clinical predictors of congenital CPP in patients without CNS lesions. Conclusion: The prevalence of pathological CNS lesions was 17.5%, confirming previous data. Genetic or epigenetic defects were identified in 12.1% of patients with CPP without CNS lesions, and family history and neurodevelopmental abnormalities were predictors of these congenital causes. Our findings evidenced the growing role of congenital causes among children with CPP without CNS lesions. Presentation: Thursday, June 15, 2023

Discus throwing is one of the throwing events in athletics, where the tools were cast in the form of discs with a certain weight and size. Number discus throwing is always competed in every championship multy special event or championship for athletics, both for the individual as well as a mixture of boys and girls (Dasa Competition) for example, the official championships such as PON, SEA Games, Asian Games, Olympics etc. Sports discus throwing is one of the main numbers throwing competitions in athletics. However, in the indoor athletics, discus throwing numbers not raced. This sport has been around since the ancient Olympic Games. In discus throwing competition, athletes compete throwing a disc-shaped object as far as possible to follow the regulations. In the race's official athletics, each athlete was given the opportunity to throw as much as three times. Then, from a number of athletes at the beginning baba, will be selected eight best athletes, who will be given the opportunity three times to roll again. Discus throwing athletes raced for both men and women's health physical education and recreation, amounting to 25 student with good category 10 students with a percentage of 40% and categories were 8 students with a percentage of 32% and less than 7 student categories by percentage of 28% for the necessary kontiyu do exercises that basic throwing techniques in particular can be a better daughter. Keywords : basic techniques of throwing students of 2014 Abstrak:Lempar cakram adalah salah satu nomor lempar dalam cabang olahraga atletik, dimana alat yang dilemparkan berupa cakram dengan berat dan ukuran tertentu. Nomor lempar cakram ini selalu dilombakan dalam setiap kejuaraan multy event atau kejuaraan yang khusus untuk cabang olahraga atletik, baik untuk nomor perorangan putra dan putri maupun campuran (Dasa Lomba) misalnya, kejuaraan resmi seperti PON, Sea Games, ASEAN Games, Olimpiade dll. Olahraga lempar cakram adalah salah satu nomor perlombaan lempar yang utama dalam atletik. Namun, dalam perlombaan atletik indoor, nomor lempar cakram tidak diperlombakan. Olahraga ini telah ada sejak Olimpiade kuno. Dalam perlombaan lempar cakram, atlet berlomba melemparkan objek berbentuk cakram sejauh mungkin dengan mengikuti peraturan yang berlaku. Dalam perlombaan atletik resmi, setiap atlet diberi kesempatan melempar sebanyak tiga kali. Kemudian, dari sejumlah atlet pada baba awal, akan dipilih delapan atlet terbaik, yang akan diberi kesempatan tiga kali lemparan lagi. Lempar cakram diperlombakan bagi atlet-atlet laki-laki ataupun perempuan pendidikan jasmani kesehatan dan rekreasi yang berjumlah 25 mahasiswi dengan kategori baik 10 mahasiswa dengan persentasi 40% dan kategori sedang 8 mahasiswa dengan persentasi 32% dan kategori kurang 7 mahasiswi dengan persentasi 28 % untuk perlu dilakukan latihan yang kontiyu agar tehnik dasar lempar cakram khususnya putri bisa bisa lebih baik. Kata Kunci : tehnik dasar lempar cakram mahasiswi angkatan 2014

BackgroundHand, foot, and mouth disease (HFMD) is a common infectious disease in children. Enterovirus A71 (EV71) and coxsackievirus A16 (CA16) have been identified as the predominant pathogens for several decades. In recent years, coxsackievirus A6 (CA6) and coxsackievirus A10 (CA10) have played increasingly important roles in a series of HFMD outbreaks. We performed a retrospective analysis of the epidemiology of HFMD and the spectrum of different viral serotypes, to elucidate the genetic and phylogenetic characteristics of the main serotypes in the Jiashan area during 2016 to 2022.MethodsDescriptive epidemiological methods were used to analyze the time and population distribution of HFMD in Jiashan during 2016 to 2022 based on surveillance data. Molecular diagnostic methods were performed to identify the viral serotypes and etiological characteristics of HFMD. Phylogenetic analyses was based on VP1 region of CA16 and CA6.ResultsThe average annual incidence rate of HFMD fluctuated from 2016 to 2022. Children aged 1–5 years accounted for 81.65% of cases and boys were more frequently affected than girls. Except when HFMD was affected by the COVID-19 epidemic in 2020 and 2022, epidemics usually peak in June to July, followed by a small secondary peak from October to December and a decline in February. Urban areas had a high average incidence and rural areas had the lowest. Among 560 sample collected in Jiashan, 472 (84.29%) were positive for enterovirus. The most frequently identified serotypes were CA6 (296, 52.86%), CA16 (102, 18.21%), EV71 (16, 2.86%), CA10 (14, 2.50%) and other enteroviruses (44, 7.86%). There were 71 and 142 VP1 sequences from CA16 and CA6, respectively. Substitution of N218D, A220L and V251I was detected in CA16 and may have been related to viral infectivity. Phylogenetic analysis showed that CA16 could be assigned to two genogroups, B1a and B1b, while all the CA6 sequences belonged to the D3a genogroup.ConclusionCA6 and CA16 were the two major serotypes of enteroviruses circulating in the Jiashan area during 2016 to 2022. Continuous and comprehensive surveillance for HFMD is needed to better understand and evaluate the prevalence and evolution of the associated pathogens.

As the name suggests, the humanities is largely a study of the human condition, in which history sits as a discipline concerned with the past. Environmental history is a new field that brings together scholars from a range of disciplines to consider the changing relationships between humans and the environment over time. Critiques of anthropocentrism that place humans at the centre of the universe or make assessments through an exclusive human perspective provide a challenge to scholars to rethink our traditional biases against the nonhuman world. The movement towards nonhumanism or posthumanism, however, does not seem to have had much of an impression on history as a discipline. What would a nonhumanist history look like if we re-centred the historical narrative around pigs? There are histories of pigs as food (see for example, The Cambridge History of Food which has a chapter on “Hogs”). There are food histories that feature pork in terms of its relationship to multiethnic identity (such as Donna Gabaccia’s We Are What We Eat) and examples made of pigs to promote ethical eating (Singer). Pigs are central to arguments about dietary rules and what motivates them (Soler; Dolander). Ancient pig DNA has also been employed in studies on human migration and colonisation (Larson et al.; Durham University). Pigs are also widely used in a range of products that would surprise many of us. In 2008, Christien Meindertsma spent three years researching the products made from a single pig. Among some of the more unexpected results were: ammunition, medicine, photographic paper, heart valves, brakes, chewing gum, porcelain, cosmetics, cigarettes, hair conditioner and even bio diesel. Likewise, Fergus Henderson, who coined the term ‘nose to tail eating’, uses a pig on the front cover of the book of that name to suggest the extraordinary and numerous potential of pigs’ bodies. However, my intention here is not to pursue a discussion of how parts of their bodies are used, rather to consider a reorientation of the historical narrative to place pigs at the centre of stories of our co-evolution, in order to see what their history might say about humans and our relationships with them. This is underpinned by recognition of the inter-relationality of humans and animals. The relationships between wild boar and pigs with humans has been long and diverse. In a book exploring 10,000 years of interaction, Anton Ervynck and Peter Rowley-Conwy argue that pigs have been central to complex cultural developments in human societies and they played an important role in human migration patterns. The book is firmly grounded within the disciplines of zoology, anthropology and archaeology and contributes to an understanding of the complex and changing relationship humans have historically shared with wild boar and domestic pigs. Naturalist Lyall Watson also explores human/pig relationships in The Whole Hog. The insights these approaches offer for the discipline of history are valuable (although overlooked) but, more importantly, such scholarship also challenges a humanist perspective that credits humans exclusively with historical change and suggests, moreover, that we did it alone. Pigs occupy a special place in this history because of their likeness to humans, revealed in their use in transplant technology, as well as because of the iconic and paradoxical status they occupy in our lives. As Ervynck and Rowley-Conwy explain, “On the one hand, they are praised for their fecundity, their intelligence, and their ability to eat almost anything, but on the other hand, they are unfairly derided for their apparent slovenliness, unclean ways, and gluttonous behaviour” (1). Scientist Niamh O’Connell was struck by the human parallels in the complex social structures which rule the lives of pigs and people when she began a research project on pig behaviour at the Agricultural Research Institute at Hillsborough in County Down (Cassidy). According to O’Connell, pigs adopt different philosophies and lifestyle strategies to get the most out of their life. “What is interesting from a human perspective is that low-ranking animals tend to adopt one of two strategies,” she says. “You have got the animals who accept their station in life and then you have got the other ones that are continually trying to climb, and as a consequence, their life is very stressed” (qtd. in Cassidy). The closeness of pigs to humans is the justification for their use in numerous experiments. In the so-called ‘pig test’, code named ‘Priscilla’, for instance, over 700 pigs dressed in military uniforms were used to study the effects of nuclear testing at the Nevada (USA) test site in the 1950s. In When Species Meet, Donna Haraway draws attention to the ambiguities and contradictions promoted by the divide between animals and humans, and between nature and culture. There is an ethical and critical dimension to this critique of human exceptionalism—the view that “humanity alone is not [connected to the] spatial and temporal web of interspecies dependencies” (11). There is also that danger that any examination of our interdependencies may just satisfy a humanist preoccupation with self-reflection and self-reproduction. Given that pigs cannot speak, will they just become the raw material to reproduce the world in human’s own image? As Haraway explains: “Productionism is about man the tool-maker and -user, whose highest technical production is himself […] Blinded by the sun, in thrall to the father, reproduced in the sacred image of the same, his rewards is that he is self-born, an auto telic copy. That is the mythos of enlightenment and transcendence” (67). Jared Diamond acknowledges the mutualistic relationship between pigs and humans in Guns, Germs and Steel and the complex co-evolutionary path between humans and domesticated animals but his account is human-centric. Human’s relationships with pigs helped to shape human history and power relations and they spread across the world with human expansion. But questioning their utility as food and their enslavement to this cause was not part of the account. Pigs have no voice in the histories we write of them and so they can appear as passive objects in their own pasts. Traces of their pasts are available in humanity’s use of them in, for example, the sties built for them and the cooking implements used to prepare meals from them. Relics include bones and viruses, DNA sequences and land use patterns. Historians are used to dealing with subjects that cannot speak back, but they have usually left ample evidence of what they have said. In the process of writing, historians attempt to perform the miracle, as Curthoys and Docker have suggested, of restoration; bringing the people and places that existed in the past back to life (7). Writing about pigs should also attempt to bring the animal to life, to understand not just their past but also our own culture. In putting forward the idea of an alternative history that starts with pigs, I am aware of both the limits to such a proposal, and that most people’s only contact with pigs is through the meat they buy at the supermarket. Calls for a ban on intensive pig farming (RSPCA, ABC, AACT) might indeed have shocked people who imagine their dinner comes from the type of family farm featured in the movie Babe. Baby pigs in factory farms would have been killed a long time before the film’s sheep dog show (usually at 3 to 4 months of age). In fact, because baby pigs do grow so fast, 48 different pigs were used to film the role of the central character in Babe. While Babe himself may not have been aware of the relationship pigs generally have to humans, the other animals were very cognisant of their function. People eat pigs, even if they change the name of the form it takes in order to do so:Cat: You know, I probably shouldn’t say this, but I’m not sure if you realize how much the other animals are laughing at you for this sheep dog business. Babe: Why would they do that? Cat: Well, they say that you’ve forgotten that you’re a pig. Isn't that silly? Babe: What do you mean? Cat: You know, why pigs are here. Babe: Why are any of us here? Cat: Well, the cow’s here to be milked, the dogs are here to help the Boss's husband with the sheep, and I’m here to be beautiful and affectionate to the boss. Babe: Yes? Cat: [sighs softly] The fact is that pigs don’t have a purpose, just like ducks don’t have a purpose. Babe: [confused] Uh, I—I don’t, uh ... Cat: Alright, for your own sake, I’ll be blunt. Why do the Bosses keep ducks? To eat them. So why do the Bosses keep a pig? The fact is that animals don’t seem to have a purpose really do have a purpose. The Bosses have to eat. It’s probably the most noble purpose of all, when you come to think about it. Babe: They eat pigs? Cat: Pork, they call it—or bacon. They only call them pigs when they’re alive (Noonan). Babe’s transformation into a working pig to round up the sheep makes him more useful. Ferdinand the duck tried to do the same thing by crowing but was replaced by an alarm clock. This is a common theme in children’s stories, recalling Charlotte’s campaign to praise Wilbur the pig in order to persuade the farmer to let him live in E. B. White’s much loved children’s novel, Charlotte’s Web. Wilbur is “some pig”, “terrific”, “radiant” and “humble”. In 1948, four years before Charlotte’s Web, White had published an essay “Death of a Pig”, in which he fails to save a sick pig that he had bought in order to fatten up and butcher. Babe tried to present an alternative reality from a pig’s perspective, but the little pig was only spared because he was more useful alive than dead. We could all ask the question why are any of us here, but humans do not have to contemplate being eaten to justify their existence. The reputation pigs have for being filthy animals encourages distaste. In another movie, Pulp Fiction, Vincent opts for flavour, but Jules’ denial of pig’s personalities condemns them to insignificance:Vincent: Want some bacon? Jules: No man, I don’t eat pork. Vincent: Are you Jewish? Jules: Nah, I ain’t Jewish, I just don’t dig on swine, that’s all. Vincent: Why not? Jules: Pigs are filthy animals. I don’t eat filthy animals. Vincent: Bacon tastes gooood. Pork chops taste gooood. Jules: Hey, sewer rat may taste like pumpkin pie, but I’d never know ’cause I wouldn’t eat the filthy motherfucker. Pigs sleep and root in shit. That’s a filthy animal. I ain’t eat nothin’ that ain’t got sense enough to disregard its own feces [sic]. Vincent: How about a dog? Dogs eats its own feces. Jules: I don’t eat dog either. Vincent: Yeah, but do you consider a dog to be a filthy animal? Jules: I wouldn’t go so far as to call a dog filthy but they’re definitely dirty. But, a dog’s got personality. Personality goes a long way. Vincent: Ah, so by that rationale, if a pig had a better personality, he would cease to be a filthy animal. Is that true? Jules: Well we’d have to be talkin’ about one charming motherfuckin’ pig. I mean he’d have to be ten times more charmin’ than that Arnold on Green Acres, you know what I’m sayin’? In the 1960s television show Green Acres, Arnold was an exceptional pig who was allowed to do whatever he wanted. He was talented enough to write his own name and play the piano and his attempts at painting earned him the nickname “Porky Picasso”. These talents reflected values that are appreciated, and so he was. The term “pig” is, however, chiefly used a term of abuse, however, embodying traits we abhor—gluttony, obstinence, squealing, foraging, rooting, wallowing. Making a pig of yourself is rarely honoured. Making a pig of the humanities, however, could be a different story. As a historian I love to forage, although I use white gloves rather than a snout. I have rubbed my face and body on tree trunks in the service of forestry history and when the temperature rises I also enjoy wallowing, rolling from side to side rather than drawing a conclusion. More than this, however, pigs provide a valid means of understanding key historical transitions that define modern society. Significant themes in modern history—production, religion, the body, science, power, the national state, colonialism, gender, consumption, migration, memory—can all be understood through a history of our relationships with pigs. Pigs play an important role in everyday life, but their relationship to the economic, social, political and cultural matters discussed in general history texts—industrialisation, the growth of nation states, colonialism, feminism and so on—are generally ignored. However “natural” this place of pigs may seem, culture and tradition profoundly shape their history and their own contribution to those forces has been largely absent in history. What, then, would the contours of such a history that considered the intermeshing of humans and pigs look like? The intermeshing of pigs in early human history Agricultural economies based on domestic animals began independently in different parts of the world, facilitating increases in population and migration. Evidence for long-term genetic continuity between modern and ancient Chinese domestic pigs has been established by DNA sequences. Larson et al. have made an argument for five additional independent domestications of indigenous wild boar populations: in India, South East Asia and Taiwan, which they use to develop a picture of both pig evolution and the development and spread of early farmers in the Far East. Domestication itself involves transformation into something useful to animals. In the process, humans became transformed. The importance of the Fertile Crescent in human history has been well established. The area is attributed as the site for a series of developments that have defined human history—urbanisation, writing, empires, and civilisation. Those developments have been supported by innovations in food production and animal husbandry. Pig, goats, sheep and cows were all domesticated very early in the Fertile Crescent and remain four of the world’s most important domesticated mammals (Diamond 141). Another study of ancient pig DNA has concluded that the earliest domesticated pigs in Europe, believed to be descended from European wild boar, were introduced from the Middle East. The research, by archaeologists at Durham University, sheds new light on the colonisation of Europe by early farmers, who brought their animals with them. Keith Dobney explains:Many archaeologists believe that farming spread through the diffusion of ideas and cultural exchange, not with the direct migration of people. However, the discovery and analysis of ancient Middle Eastern pig remains across Europe reveals that although cultural exchange did happen, Europe was definitely colonised by Middle Eastern farmers. A combination of rising population and possible climate change in the ‘fertile crescent’, which put pressure on land and resources, made them look for new places to settle, plant their crops and breed their animals and so they rapidly spread west into Europe (ctd in ScienceDaily). Middle Eastern farmers colonised Europe with pigs and in the process transformed human history. Identity as a porcine theme Religious restrictions on the consumption of pigs come from the same area. Such restrictions exist in Jewish dietary laws (Kashrut) and in Muslim dietary laws (Halal). The basis of dietary laws has been the subject of much scholarship (Soler). Economic and health and hygiene factors have been used to explain the development of dietary laws historically. The significance of dietary laws, however, and the importance attached to them can be related to other purposes in defining and expressing religious and cultural identity. Dietary laws and their observance may have been an important factor in sustaining Jewish identity despite the dispersal of Jews in foreign lands since biblical times. In those situations, where a person eats in the home of someone who does not keep kosher, the lack of knowledge about your host’s ingredients and the food preparation techniques make it very difficult to keep kosher. Dietary laws require a certain amount of discipline and self-control, and the ability to make distinctions between right and wrong, good and evil, pure and defiled, the sacred and the profane, in everyday life, thus elevating eating into a religious act. Alternatively, people who eat anything are often subject to moral judgments that may also lead to social stigmatisation and discrimination. One of the most powerful and persuasive discourses influencing current thinking about health and bodies is the construction of an ‘obesity epidemic’, critiqued by a range of authors (see for example, Wright & Harwood). As omnivores who appear indiscriminate when it comes to food, pigs provide an image of uncontrolled eating, made visible by the body as a “virtual confessor”, to use Elizabeth Grosz’s term. In Fat Pig, a production by the Sydney Theatre Company in 2006, women are reduced to being either fat pigs or shrieking shallow women. Fatuosity, a blog by PhD student Jackie Wykes drawing on her research on fat and sexual subjectivity, provides a review of the play to describe the misogyny involved: “It leaves no options for women—you can either be a lovely person but a fat pig who will end up alone; or you can be a shrill bitch but beautiful, and end up with an equally obnoxious and shallow male counterpart”. The elision of the divide between women and pigs enacted by such imagery also creates openings for new modes of analysis and new practices of intervention that further challenge humanist histories. Such interventions need to make visible other power relations embedded in assumptions about identity politics. Following the lead of feminists and postcolonial theorists who have challenged the binary oppositions central to western ideology and hierarchical power relations, critical animal theorists have also called into question the essentialist and dualist assumptions underpinning our views of animals (Best). A pig history of the humanities might restore the central role that pigs have played in human history and evolution, beyond their exploitation as food. Humans have constructed their story of the nature of pigs to suit themselves in terms that are specieist, racist, patriarchal and colonialist, and failed to grasp the connections between the oppression of humans and other animals. The past and the ways it is constructed through history reflect and shape contemporary conditions. In this sense, the past has a powerful impact on the present, and the way this is re-told, therefore, also needs to be situated, historicised and problematicised. The examination of history and society from the standpoint of (nonhuman) animals offers new insights on our relationships in the past, but it might also provide an alternative history that restores their agency and contributes to a different kind of future. As the editor of Critical Animals Studies, Steve Best describes it: “This approach, as I define it, considers the interaction between human and nonhuman animals—past, present, and future—and the need for profound changes in the way humans define themselves and relate to other sentient species and to the natural world as a whole.” References ABC. “Changes to Pig Farming Proposed.” ABC News Online 22 May 2010. 10 Aug. 2010 http://www.abc.net.au/news/stories/2010/05/22/2906519.htm Against Animal Cruelty Tasmania. “Australia’s Intensive Pig Industry: The Intensive Pig Industry in Australia Has Much to Hide.” 10 Sep. 2010 http://www.aact.org.au/pig_industry.htm Babe. Dir. Chris Noonan. Universal Pictures, 1995. Best, Steven. “The Rise of Critical Animal Studies: Putting Theory into Action and Animal Liberation into Higher Education.” Journal for Critical Animal Studies 7.1 (2009): 9-53. Cassidy, Martin. “How Close are Pushy Pigs to Humans?”. BBC News Online 2005. 10 Sep. 2010 http://news.bbc.co.uk/2/hi/uk_news/northern_ireland/4482674.stmCurthoys, A., and Docker, J. “Time Eternity, Truth, and Death: History as Allegory.” Humanities Research 1 (1999) 10 Sep. 2010 http://www.anu.edu.au/hrc/publications/hr/hr_1_1999.phpDiamond, Jared. Guns, Germs and Steel: The Fates of Human Societies. New York: W. W. Norton, 1999. Dolader, Miguel-Àngel Motis. “Mediterranean Jewish Diet and Traditions in the Middle Ages”. Food: A Culinary History. Eds. Jean-Louis Flandrin and Massimo Montanari. Trans. Clarissa Botsford, Arthus Golhammer, Charles Lambert, Frances M. López-Morillas and Sylvia Stevens. New York: Columbia UP, 1999. 224-44. Durham University. “Chinese Pigs ‘Direct Descendants’ of First Domesticated Breeds.” ScienceDaily 20 Apr. 2010. 29 Aug. 2010 http://www.sciencedaily.com/releases/2010/04/100419150947.htm Gabaccia, Donna R. We Are What We Eat: Ethnic Food and the Making of Americans. Cambridge: Harvard University Press, 1998. Grosz, Elizabeth. Volatile Bodies: Toward a Corporeal Feminism. St Leonards: Allen & Unwin, 1994. Haraway, D. “The Promises of Monsters: A Regenerative Politics for Inappropriate/d Others.” The Haraway Reader. New York: Routledge, 2005. 63-124. Haraway, D. When Species Meet: Posthumanities. 3rd ed. London: University of Minnesota Press, 2008. Henderson, Fergus. Nose to Tail Eating: A Kind of British Cooking. London: Bloomsbury, 2004. Kiple, Kenneth F., Kriemhild Coneè Ornelas. Cambridge History of Food. Cambridge: Cambridge University Press, 2000. 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