Journal articles on the topic 'Dissertations, Academic – F.S.U'

The article offers the results of the experimental phonetics research on the role of intonation in speech influence realization in the video lecture as a main massive open online courses material. This methodology is elaborated according to the proven techniques in contemporary phonetics and combines the use of auditory analysis, methods of quantitative data and linguistic analysis, methods of semantic differential and questionnaire. The goal of the experiment was to prove the hypothesis about the role of prosodic organization and components of the tutors’ intonation in video lectures in better supporting students’ attention, capturing the interest to the subject, facilitating understanding, which help in realization of speech influence in scholarly discourse, thus making the communication and learning more efficient, productive and successful. As a result of the experiment, the intonation parameters used in the video lecture and contributory for students’ perception have been established. The paper gives brief insights into such notions as speech influence, scholarly discourse and an e-lecture as a genre of modern scholarly discourse. References Антошинцева М. А. Механизмы адаптации жанра научно-учебной лекции кэлектронной сфере коммуникации. [Електронний ресурс]. Режим доступу:www.cyberleninka.ru/article/n/mehanizmy-adaptatsii-zhanra-nauchno-uchebnoy-lektsiik-elektronnoy-sfere-kommunikatsiiAntoshyntseva, M. A. Mekhanizmy adaptatsii zhanra nauchno-uchebnoy lektsii kelektronnoy sfere kommunikatsii. [Mechanisms of scientific and academic discoursegenre adaptation to the electronic domain of communication]. Retrieved from:www.cyberleninka.ru/article/n/mehanizmy-adaptatsii-zhanra-nauchno-uchebnoy-lektsiik-elektronnoy-sfere-kommunikatsii Валігура О. Р. Фонетична інтерференція в англійському мовленні білінгвів:монографія. Тернопіль: Підручники і посібники, 2008.Valihura, O. R. (2008). Fonetychna Interferentsiia v Anhliiskomu Movlennia Bilinhviv.[Phonetical Interference in the English Speech of the Bilinguals]. Ternopil: Pidruchnykyi Posibnyky. Калита А. А. Энергетика речи: монография. К.: Кафедра, 2016.Kalyta, A. A. (2016). Energetika Rechi [Speech Energetics]. Kyiv: Kafedra. Калита А. А. Актуалізація емоційно-прагматичного потенціалу висловлення:монографія. Тернопіль: Підручники і посібники, 2007.Kalyta, A. A. (2007). Aktualizatsia Emotsiino-Prahmatychnoho Potentsialu Vyslovlennia.[Emotional and Pragmatic Potential of the Utterance Actualization]. Ternopil:Pidruchnyky i Posibnyky. Каспаринський О. Ф., Полянская Е. И. Видеолекция как жанр. [Електроннийресурс]. Режим доступу: https://istina.msu.ru/media/publications/articles/ 8e9/82a/3559014/29LINK_FOK13v07.pdfKasparinskyi, O. F., Polianskaia, E. I. Videolektsiia kak Zhanr. [Videolecture as aGenre]. Retrieved from: https://istina.msu.ru/media/publications/articles/8e9/т82a/3559014/29LINK_FOK13v07.pdf. Osgood, C. E., Suci, G. C. and Tannenbaum, P. H. (1957). The Measurement ofMeaning. Urbana, IL : University of Illinois Press. Падалка О. В. Просодика комунікативного членування промов сучаснихполітичних діячів Німеччини (експериментально-фонетичне дослідження):дисертація кандидата філологічних наук: 10.02.04 / Ольга Володимирівна Падалка.Київ: КНЛУ, 2015.Padalka, O. V. (2015). Prosodyka Komunikatyvnoho Chlenuvannia Promov SuchasnykhPolitychnukh Diiachiv Nimechchyny (Eksperymentalno-Fonetychne Doslidzhennia).Ph.D. dissertation [Prosody of the Communicative Segmentation of Speech ofContemporary German Politicians (Experimental Phonetics Research)]. Kyiv: KyivNational Linguistic University. Peer, W. Van, Hakemulder, F., Syngier, S. (2012). Scientific Methods for theHumanities. (Linguistic Approaches to Literature). Amsterdam: John Benjamins. Рубчак О. Б. Просодична організація англомовних інтерв’ю (експериментальнофонетичне дослідження): Дис. ... канд. філол. наук: 10.02.04. Київ: КНЛУ, 2015.Rubchak, O. B. (2015). Prosodychna Organizatsiia Anhlomovnykh Interviu(Eksperymentalno-Fonetychne Doslidzhennia). Ph.D. dissertation [Prosodic Structure ofthe English Interviews (Experimental Phonetics Research)]. Kyiv: Kyiv NationalLinguistic University. Седов К. Ф. Нейропсихолингвистика. Москва: Лабиринт, 2007.Sedov, K. F. (2007). Neiropsikholingvistika. [Neuropsycholinguistics]. Moscow:Labirint. Селіванова О. О. Мовленнєвий вплив у комунікативній взаємодії //Психолінгвістика. 2012. № 10. С. 223–229.Selivanova, O. (2012). Movlennievyi Vplyv u Komunikatyvnii Vzaiemodii.Psykholinhvistyka, 10, 223–229. Demetriadis, S., Pombortsis, A. E-Lectures for Flexible Learning: a Study on theirLearning Efficiency. Retrieved from: http://www.ifets.info/journals/10_2/13.pdf Tomakhiv, M. (2016). E-Lecture as a new genre of scholarly discourse. Science andEducation a New Dimension. Philology, IV (23), 100, 80–83. Trench Brian. Internet − turning science communication inside‐out? Retrieved from:http://doras.dcu.ie/14807/1/internet_science_communication.pdf

Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample. Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media References An, S. A., & Tillman, D. A. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. European Journal of Science and Mathematics Education, 3(1), 45–60. https://doi.org/10.1038/srep15999 An, S., Capraro, M. M., & Tillman, D. A. (2013). Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students’ Mathematical Abilities. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 9(1). https://doi.org/10.21977/d99112867 Austin, A. M. B., Blevins-Knabe, B., Ota, C., Rowe, T., & Lindauer, S. L. K. (2011). Mediators of preschoolers’ early mathematics concepts. Early Child Development and Care, 181(9), 1181–1198. https://doi.org/10.1080/03004430.2010.520711 Barrett, J. E., Cullen, C., Sarama, J., Miller, A. L., & Rumsey, C. (2011). Children ’ s unit concepts in measurement : a teaching experiment spanning grades 2 through 5. 637–650. https://doi.org/10.1007/s11858-011-0368-8 Basco, R. O. (2020). Effectiveness of Song, Drill and Game Strategy in Improving Mathematical Performance. International Educational Research, 3(2), p1. https://doi.org/10.30560/ier.v3n2p1 Bausela Herreras, E. (2017). Risk low math performance PISA 2012: Impact of assistance to Early Childhood Education and other possible cognitive variables. Acta de Investigación Psicológica, 7(1), 2606–2617. https://doi.org/10.1016/j.aipprr.2017.02.001 Buchoff, R. (2015). Childhood Education. January. https://doi.org/10.1080/00094056.1995.10521830 Clements, D. H. (2014). Geometric and Spatial Thinking in Young Children. In Science of Advanced Materials (Vol. 6, Issue 4). National Science Foundation. https://doi.org/10.1166/sam.2014.1766 Clements, D. H., Baroody, A. J., Joswick, C., & Wolfe, C. B. (2019). Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition. XX(X), 1–22. https://doi.org/10.3102/0002831219842788 Clements, D. H., Swaminathan, S., Anne, M., & Hannibal, Z. (2016). Young Children ’ s Concepts of Shape. 30(2), 192–212. Cross, C. T., Woods, T., & Schweingruber, H. (2009). Mathematics Learning in Early Chidhood Paths Toward Excellence and Equity. The National Academies Press. Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental Psychology, 47(6), 1539–1552. https://doi.org/10.1037/a0025510 Geary, D. C. (2012). Learning Disabilities and Persistent Low Achievement in Mathematics. J Dev Behav Pediatr., 32(3), 250–263. https://doi.org/10.1097/DBP.0b013e318209edef.Consequences Gejard, G., & Melander, H. (2018). Mathematizing in preschool : children ’ s participation in geometrical discourse. 1807. https://doi.org/10.1080/1350293X.2018.1487143 Harususilo, Y. E. (2020). Skor PISA Terbaru Indonesia, Ini 5 PR Besar Pendidikan pada Era Nadiem Makarim. https://pusmenjar.kemdikbud.go.id/ Hsiao, T. (1999). Romanticism with Deep Affection: Selected Articles About the Music of Hsiao Tyzen (Hengzhe Lin (ed.)). Wang Chun Feng Wen Hua Fa Xing. Kasuya-Ueba, Y., Zhao, S., & Toichi, M. (2020). The Effect of Music Intervention on Attention in Children: Experimental Evidence. Frontiers in Neuroscience, 14(July), 1–15. https://doi.org/10.3389/fnins.2020.00757 Kołodziejski, M., Králová, P. D. E., & Hudáková, P. D. J. (2014). Music and Movement Activities and Their Impact on Musicality and Healthy Development of a Child. Journal of Educational Revies, 7(4). Kristanto, W. (2020). Javanese Traditional Songs for Early Childhood Character Education. 14(1), 169–184. Litkowski, E. C., Duncan, R. J., Logan, J. A. R., & Purpura, D. J. (2020). When do preschoolers learn specific mathematics skills? Mapping the development of early numeracy knowledge. Journal of Experimental Child Psychology, 195, 104846. https://doi.org/10.1016/j.jecp.2020.104846 Logvinova, O. K. (2016). Socio-pedagogical approach to multicultural education at preschool. Procedia - Social and Behavioral Sciences, 233(May), 206–210. https://doi.org/10.1016/j.sbspro.2016.10.203 Lopintsova, O., Paloniemi, K., & Wahlroos, K. (2012). Multicultural Education through Expressive Methods in Early Childhood Education. Ludwig, M. ., Marklein, M. ., & Song, M. (2016). Arts Integration: A Promising Approach to Improving Early Learning. American Institutes for Research. Macdonald, A., & Lowrie, T. (2011). Developing measurement concepts within context : Children ’ s representations of length. 27–42. https://doi.org/10.1007/s13394-011-0002-7 Mans, M. (2002). Playing The Music- Comparing Perfomance of Children’s Song and dance in Traditional and Contemporary Namibian Education. In The Arts in Children’s Live (pp. 71–86). Kluwer Academic Publishers. Maričić, S. M., & Stamatović, J. D. (2017). The Effect of Preschool Mathematics Education in Development of Geometry Concepts in Children. 8223(9), 6175–6187. https://doi.org/10.12973/eurasia.2017.01057a Missall, K., Hojnoski, R. L., Caskie, G. I. L., & Repasky, P. (2015). Home Numeracy Environments of Preschoolers: Examining Relations Among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical Skills. Early Education and Development, 26(3), 356–376. https://doi.org/10.1080/10409289.2015.968243 Moreno, S., Bialystok, E., Barac, R., Schellenberg, E. G., Cepeda, N. J., & Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological Science, 22(11), 1425–1433. https://doi.org/10.1177/0956797611416999 Nketia, J. H. K. (1982). Developing Contemporary Idioms out of Traditional Music. Studia Musicologica Academiae Scientiarum Hungaricae, 24, 81. https://doi.org/10.2307/902027 Nyota, S., & Mapara, J. (2008). Shona Traditional Children ’ s Games and Play : Songs as Indigenous Ways of Knowing. English, 2(4), 189–203. Östergren, R., & Träff, U. (2013). Early number knowledge and cognitive ability affect early arithmetic ability. Journal of Experimental Child Psychology, 115(3), 405–421. https://doi.org/10.1016/j.jecp.2013.03.007 Pantoja, N., Schaeffer, M. W., Rozek, C. S., Beilock, S. L., & Levine, S. C. (2020). Children’s Math Anxiety Predicts Their Math Achievement Over and Above a Key Foundational Math Skill. Journal of Cognition and Development, 00(00), 1–20. https://doi.org/10.1080/15248372.2020.1832098 Papadakis, Stamatios, Kalogiannakis, M., & Zaranis, N. (2017). Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education. Early Childhood Education Journal, 45(3), 369–378. https://doi.org/10.1007/s10643-015-0768-4 Papadakis, Stamatios, Kalogiannakis, M., & Zaranis, N. (2018). The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece. Education and Information Technologies, 23(5), 1849–1871. https://doi.org/10.1007/s10639-018-9693-7 Papadakis, Stamatis, Kalogiannakis, M., & Zaranis, N. (2016). Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education. Preschool and Primary Education, 4(2), 241. https://doi.org/10.12681/ppej.8779 Paul, T. (2019). Mathematics and music : loves and fights To cite this version. PISA worldwide ranking; Indonesia’s PISA results show need to use education resources more efficiently, (2016). Phyfferoen, D. (2019). The Dagbon Hiplife Zone in Northern Ghana Contemporary Idioms of Music Making in Tamale. 1(2), 81–104. Purpura, D. J., Napoli, A. R., & King, Y. (2019). Development of Mathematical Language in Preschool and Its Role in Learning Numeracy Skills. In Cognitive Foundations for Improving Mathematical Learning (1st ed., Vol. 5). Elsevier Inc. https://doi.org/10.1016/b978-0-12-815952-1.00007-4 Ribeiro, F. S., & Santos, F. H. (2020). Persistent Effects of Musical Training on Mathematical Skills of Children With Developmental Dyscalculia. Frontiers in Psychology, 10(January), 1–15. https://doi.org/10.3389/fpsyg.2019.02888 Roa, R., & IA, C. (2020). Learning Music and Math, Together as One: Towards a Collaborative Approach for Practicing Math Skills with Music. In I. T. (eds) Nolte A., Alvarez C., Hishiyama R., Chounta IA., Rodríguez-Triana M. (Ed.), Collaboration Technologies and Social Computing. Col (Vol. 26, Issue 5, pp. 659–669). https://doi.org/https://doi.org/10.1007/978-3-030-58157-2_10 Sarama, J., & Clements, D. H. (2006a). Mathematics, Young Students, and Computers: Software, Teaching Strategies and Professional Development. The Mathematics Educato, 9(2), 112–134. Sarama, J., & Clements, D. H. (2006b). Mathematics in early childhood. International Journal of Early Childhood, 38(1). https://doi.org/10.1007/bf03165980 Sarkar, J., & Biswas, U. (2015). The role of music and the brain development of children. 4(8), 107–111. Sheridan, K. M., Banzer, D., Pradzinski, A., & Wen, X. (2020). Early Math Professional Development: Meeting the Challenge Through Online Learning. Early Childhood Education Journal, 48(2), 223–231. https://doi.org/10.1007/s10643-019-00992-y Silver, A. M., Elliott, L., & Libertus, M. E. (2021). When beliefs matter most: Examining children’s math achievement in the context of parental math anxiety. Journal of Experimental Child Psychology, 201, 104992. https://doi.org/10.1016/j.jecp.2020.104992 Sterner, G., Wolff, U., & Helenius, O. (2020). Reasoning about Representations: Effects of an Early Math Intervention. Scandinavian Journal of Educational Research, 64(5), 782–800. https://doi.org/10.1080/00313831.2019.1600579 Temple, B. A., Bentley, K., Pugalee, D. K., Blundell, N., & Pereyra, C. M. (2020). Using dance & movement to enhance spatial awareness learning. Athens Journal of Education, 7(2), 153–167. https://doi.org/10.30958/aje.7-2-2 Thippana, J., Elliott, L., Gehman, S., Libertus, K., & Libertus, M. E. (2020). Parents’ use of number talk with young children: Comparing methods, family factors, activity contexts, and relations to math skills. Early Childhood Research Quarterly, 53, 249–259. https://doi.org/10.1016/j.ecresq.2020.05.002 Tsai, Y. (2017). Taiwanese Traditional Musical Idioms Meet Western Music Composition: An Analytical and Pedagogical Approach to Solo Piano Works by Tyzen Hsiao. http://aquila.usm.edu/dissertations/1398 Upadhyaya, D. (2017). Benefits of Music and Movement in young children. Furtados School of Music. https://www.linkedin.com/pulse/benefits-music-movement-young-children-dharini-upadhyaya Vennberg, H., Norqvist, M., Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L. (2018). Counting on: Long Term Effects of an Early Intervention Programme. 4, 355–362. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148101 Verdine, B. N., Lucca, K. R., Golinkoff, R. M., Hirsh-, K., & Newcombe, N. S. (2015). The Shape of Things : The Origin of Young Children ’ s Knowledge of the Names and Properties of Geometric Forms. 8372(October). https://doi.org/10.1080/15248372.2015.1016610 Wakabayashi, T., Andrade-Adaniya, F., Schweinhart, L. J., Xiang, Z., Marshall, B. A., & Markley, C. A. (2020). The impact of a supplementary preschool mathematics curriculum on children’s early mathematics learning. Early Childhood Research Quarterly, 53, 329–342. https://doi.org/10.1016/j.ecresq.2020.04.002 Wardani, I. K., Djohan, & Sittiprapaporn, P. (2018). The difference of brain activities of musical listeners. 1st International ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering, ECTI-NCON 2018, 181–184. https://doi.org/10.1109/ECTI-NCON.2018.8378307 Winter, E., & Seeger, P. (2015). The Important Role of Music in Early Childhood Learning. Independent School. Zaranis, N., Kalogiannakis, M., & Papadakis, S. (2013). Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education. Creative Education, 04(07), 1–10. https://doi.org/10.4236/ce.2013.47a1001

This research was aimed at finding out how the native language interfere the English pronunciation and to identify the native language sounds that interfere the English pronunciation of the third semester of English Department students of IKIP Mataram in the academic year 2013/2014. This research was a qualitative research. The subjects of this research were the third semester of English Department students of IKIP Mataram in the academic year 2013/2014 that were selected based on certain category. The data was collected through observation and analyzed through some steps namely (1) transcribing the data, (2) reducing the data, (3) displaying the data that have been reduced and then drawing and verifying conclusion. Based on the result of data analysis it can be concluded that the native language interfere the students’ English pronunciation automatically when the English words sounds that they produced do not exist in their mother tongue. The researcher found some native language sound that interfere their English pronunciation, such as: vowel sound: /E/ for /Ï/, /a/ for /ɑÉ/, /I/ for /iÉ/, /«/ for /äÉ/, /U/ for /uÉ/, /a/ and /«/, for /ɑ/. Where as in consonant are: /p/ for /f/, /t/ for /T/ and /D/, and /s/ for /ʃ/.

The influence of family, school and peers on students' emotional social development is very important as a starting point for the design of school activities that will also improve student development in an integral way. The Star of the Week program was developed with the aim of helping students apply the knowledge, attitudes, and skills needed to socialize and understand and manage emotions. This study uses the Thiagarajan model stages, namely define, design, develop, and disseminate (4D). The results of the validity test from the experts show that this program has workable value with 91.1% material aspects, 90% emotional development aspects and 92% presentation aspects. For the practicality test results through teacher questionnaires obtained scores of 90%, and 88.67% through teacher observations of children who are in the high practical category. The results of the program effectiveness test showed a value of 89.08% on children's social-emotional development, because it showed an increase in values ​​before and after the intervention. The implication of further research is that it is hoped that various kinds of learning methods will develop aspects of child development based on cooperation and peer relationships. Keywords: Early Childhood, Peer Relationships, Star of the Week Program, Social Emotional References Acar, I. H., Hong, S. Y., & Wu, C. R. (2017). Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions. European Early Childhood Education Research Journal, 25(6), 866–884. https://doi.org/10.1080/1350293X.2017.1380884 Acar, I. H., Rudasill, K. M., Molfese, V., Torquati, J., & Prokasky, A. (2015). Temperament and preschool children’s peer interactions. Early Education and Development, 26(4), 479–495. https://doi.org/10.1080/10409289.2015.1000718 Akhir, K., & Wisz, M. S. (2018). Sustainostic Nusantara : Managing marine plastic debris for sustainable tourism in the ‘ New Bali ’ of Indonesia (4.0). https://doi.org/https://doi.org/10.7287/peerj.preprints.26747v1 | Alwaely, S. A., Yousif, N. B. A., & Mikhaylov, A. (2020). Emotional development in preschoolers and socialization. Early Child Development and Care, 0(0), 1–10. https://doi.org/10.1080/03004430.2020.1717480 Asher, S. R., & Parker, J. G. (1989). Significance of Peer Relationship Problems in Childhood. In Social Competence in Developmental Perspective, 5–23. https://doi.org/https://doi.org/10.1007/978-94-009-2442-0_1 Beazidou, E., & Botsoglou, K. (2016). Peer acceptance and friendship in early childhood: the conceptual distinctions between them. Early Child Development and Care, 186(10), 1615–1631. https://doi.org/10.1080/03004430.2015.1117077 Blazevic, I. (2016). Family, Peer and School Influence on Children’s Social Development. World Journal of Education, 6(2), 42–49. https://doi.org/10.5430/wje.v6n2p42 Chung, K. K. H., Lam, C. B., & Liew, J. (2020). Studying Children’s Social-Emotional Development in School and at Home through a Cultural Lens. Early Education and Development, 31(6), 927–929. https://doi.org/10.1080/10409289.2020.1782860 Coelho, L., Torres, N., Fernandes, C., & Santos, A. J. (2017). Quality of play, social acceptance and reciprocal friendship in preschool children. European Early Childhood Education Research Journal, 25(6), 812–823. https://doi.org/10.1080/1350293X.2017.1380879 Conti-Ramsden, G., Mok, P., Durkin, K., Pickles, A., Toseeb, U., & Botting, N. (2019). Do emotional difficulties and peer problems occur together from childhood to adolescence? The case of children with a history of developmental language disorder (DLD). European Child and Adolescent Psychiatry, 28(7), 993–1004. https://doi.org/10.1007/s00787-018-1261-6 Di Maggio, R., Zappulla, C., Pace, U., & Izard, C. E. (2017). Adopting the Emotions Course in the Italian Context: A Pilot Study to Test Effects on Social-Emotional Competence in Preschool Children. Child Indicators Research, 10(2), 571–590. https://doi.org/10.1007/s12187-016-9387-x Domitrovich, C. E., Staley, K. C., Durlak, J. A., & Weissberg, R. P. (2017). Social-Emotional Competence : An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children Social-Emotional Competence : An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children. Child Development, 1–9. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x Elias, M. J., & Haynes, N. M. (2008). Social Competence, Social Support, and Academic Achievement in Minority, Low-Income, Urban Elementary School Children. School Psychology Quarterly, 23(4), 474–495. https://doi.org/10.1037/1045-3830.23.4.474 Fajriyah, L. (2018). Pengembangan Literasi Emergen Pada Anak Usia Dini. Proceedings of the ICECRS, 165–172. https://doi.org/https://doi.org/10.21070/picecrs.v1i3.1394 Forrest, C. L., Gibson, J. L., Halligan, S. L., & St Clair, M. C. (2018). A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study. Autism & Developmental Language Impairments, 3, 239694151879539. https://doi.org/10.1177/2396941518795392 Hartup, W. W. (1992). Peer Relations in Early and Middle Childhood. https://doi.org/https://doi.org/10.1007/978-1-4899-0694-6_11 Hernández, Y. C. U., Núñez, E. F. D., Inga-Arias, M., & Lozada, O. R. (2020). Early stimulation and emotional intelligence and its incidence in communication learning at the initial level. International Journal of Early Childhood Special Education,12(1), 433–441. https://doi.org/10.9756/INT-JECSE/V12I1.201023 Khoiruddin, M. A. (2018). Perkembangan Anak Ditinjau dari Kemampuan Sosial Emosional. Jurnal Pemikiran Keislaman, 29(2), 425–438. https://doi.org/https://doi.org/10.33367/tribakti.v29i2.624 Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation. J Child Psychol Psychiatry, 51(6), 706–716. https://doi.org/10.1111/j.1469-7610.2009.02202.x.Longitudinal Kompri. (2016). Motivasi Pembelajaran Perspektif Guru dan Siswa. PT Remaja Rosdakarya. Krauthamer Ewing, E. S., Herres, J., Dilks, K. E., Rahim, F., & Trentacosta, C. J. (2019). Understanding of Emotions and Empathy: Predictors of Positive Parenting with Preschoolers in Economically Stressed Families. Journal of Child and Family Studies, 28(5), 1346–1358. https://doi.org/10.1007/s10826-018-01303-6 Lane, J. D., & Shepley, C. (2019). Research to Practice: Promoting Academic and Social Behaviors in a Small Group. Journal of Early Intervention, 41(4), 279–282. https://doi.org/10.1177/1053815116643833 Lojk, M., & Adolfsson, M. (2017). Promoting peer interactions of preschool children with behavior problems A Systematic Literature Review. Magdalena, S. M. (2013). Social and emotional competence - predictors of school adjustment. Procedia - Social and Behavioral Sciences, 76, 29–33. https://doi.org/10.1016/j.sbspro.2013.04.068 Maslow, A. (1984). Motivasi dan Kepribadian: Teori Motivasi dengan Ancangar Hirarki Kebutuhan Manusia. Gramedia Pustaka Utama. Mayar, F. (2013). Perkembangan Sosial Anak Usia Dini Sebagai Bibit Untuk Masa Depan Bangsa. AL-Ta Lim, 20(3), 459–464. https://doi.org/https://doi.org/10.15548/jt.v20i3.43 McCormac, M. E., & Snyder, S. (2019). Districtwide Initiative to Improve Tier 1 With Evidence-Based Classroom Lessons. Professional School Counseling, 22(1b), 2156759X1983443. https://doi.org/10.1177/2156759x19834438 Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Moore, J. E., Cooper, B. R., Domitrovich, C. E., Morgan, N. R., Cleveland, M. J., Shah, H., Jacobson, L., & Greenberg, M. T. (2015). The effects of exposure to an enhanced preschool program on the social-emotional functioning of at-risk children. Early Childhood Research Quarterly, 32, 127–138. https://doi.org/10.1016/j.ecresq.2015.03.004 Morris, A. S., & Williamson, A. C. (2019). Building early social and emotional relationships with infants and toddlers: Integrating research and practice. Building Early Social and Emotional Relationships with Infants and Toddlers: Integrating Research and Practice, 1–351. https://doi.org/10.1007/978-3-030-03110-7 Morrison, G. S. (2012). Dasar-dasar Pendidikan Anak Usia Dini (PAUD). Indeks. Nix, R. L., Bierman, K. L., Domitrovich, C. E., & Gill, S. (2013). Promoting Children’s Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings from Head Start REDI. Early Educ Dev, 24(7), 1–7. https://doi.org/10.1080/10409289.2013.825565.Promoting Nurmalitasari, F. (2015). Perkembangan Sosial Emosi pada Anak Usia Prasekolah. Buletin Psikologi, 23(2), 103. https://doi.org/https://doi.org/10.22146/bpsi.10567 Ramani, G. B., Brownell, C. A., & Campbell, S. B. (2010). Positive and negative peer interaction in 3- and 4-year-olds in relation to regulation and dysregulation. In Journal of Genetic Psychology (Vol. 171, Issue 3). https://doi.org/10.1080/00221320903300353 Santrock, J. W. (2012). Perkembangan Masa Hidup. Erlangga. Shearer, R. J. B., Domínguez, X., Ell, E. R., Rouse, H. L., & Fantuzzo, J. W. (2010). Relation Between Behavioral Disorders Problems in Classroom Social and Learning Situations and Peer Social Competence in Head Start and kindergarten. Journal of Emotional and Behavioral Disorders, 18(4), 195–210. https://doi.org/https://doi.org/10.1177/1063426609351172 Uslu, F., & Gizir, S. (2017). School belonging of adolescents: The role of teacher–student relationships, peer relationships and family involvement. Kuram ve Uygulamada Egitim Bilimleri, 17(1), 63–82. https://doi.org/10.12738/estp.2017.1.0104 Wang, C., Hatzigianni, M., Shahaeian, A., Murray, E., & Harrison, L. J. (2016). The combined effects of teacher-child and peer relationships on children’s social-emotional adjustment. Journal of School Psychology, 59, 1–11. https://doi.org/10.1016/j.jsp.2016.09.003 Wang, Y., Palonen, T., Hurme, T. R., & Kinos, J. (2019). Do you want to play with me today? Friendship stability among preschool children. European Early Childhood Education Research Journal, 27(2), 170–184. https://doi.org/10.1080/1350293X.2019.1579545 Watanabe, N., Denham, S. A., Jones, N. M., Kobayashi, T., Bassett, H. H., & Ferrier, D. E. (2019). Working Toward Cross-Cultural Adaptation: Preliminary Psychometric Evaluation of the Affect Knowledge Test in Japanese Preschoolers. SAGE Open, 9(2), 2–4. https://doi.org/10.1177/2158244019846688 Westrupp, E. M., Reilly, S., McKean, C., Law, J., Mensah, F., & Nicholson, J. M. (2020). Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems. Child Development, 91(2), e365–e382. https://doi.org/10.1111/cdev.13219 Wilson, L. M., & Corpus, D. A. (2001). The Effects of Reward Systems on Academic Performance. Middle School Journal, 33(1), 56–60. https://doi.org/10.1080/00940771.2001.11495578 Yang, W., Datu, J. A. D., Lin, X., Lau, M. M., & Li, H. (2019). Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects. Early Education and Development,30(1), 36–59. https://doi.org/10.1080/10409289.2018.1539557

List of abstracts and authors:1. Comparative benefits of Atypical antipsychoticsDiana P Morrison2. Evidence-based management of depression in SchizophreniaAndre F Joubert3. Second generation Antipsychotics: An African updateDave Swingler4. The drug management of patients with HIV/Aids in the Mental Health Care setting: A therapeutic challengeDenise White5. New developments in the treatment of Bipolar depressionJospeh R Calabrese6. Dual action antidepressants: Faster onset, more remission, better value?Roger M Pinder7. Antisocial personality disorder: A reviewDonald W Black8. The South African study of stress and health: An overviewDavid R Williams9. Ugliness is in the eye of the beholder: Psychiatric apsects of body image disturbanceDavid Castle10. Over diagnosed or under recognized? Treating ADHDDora Wynchank11. The contagious effects of trauma and their impact on human service organisationsKerry Gibson12. Temporal lobe epilepsy in adolescence - 'Understanding the narrative'Helen Clark13. The effectiveness of treatment programs for Methaqualone (Mandrax) dependenceGreg McCarthy, Nandi Siegfried, Bronwyn Myers14. Community influence on alcohol and marijuanaAlan J Flisher, Robyn Mallett, Gary King, Neo Morojele, Martie Muller, Carl Lombard15. Psychiatric presentations of medical illnessSebastian Akalula16. Imaging of brain function using SpectJames Warwick17. Selected neuropsychological test performances and SSRI usageTheophilus Lazarus18. Comparative effectiveness and safety of antipsychotic treatments for outpatient SchizophreniaFrans Korb, Adel Sadak, Aly Akram, Sunar Birsoz, Abderrahmane Belaid19. Evidence-based mental healthcare - What do you know, think, feel?Nandi Siegfried, George Swingler, Soraya Seedat, Martie Muller, Rachel Churchill, Dan Stein20. Competitions Act - Anti-competitive health care practicesZ Nthakwana21. Unique approach to mental wellness by medical SchemesPetro Kempen22. What happens to my medical aid contribution?Eugene Allers23. Financial issues in a modern private practiceMike Edwards24. Transcranial magnetic stimulation: Uses in brain function research and medical interventionAlan St Clair Gibson25. The Neurochemistry of dreams: Implications for PsychiatryMark Solms26. Tenascin-R expression in the Central Nervvous system of lower vertebratesRuth Jarvis, N-. Hsu, P. Pesheva and D.M. Lang25. Localisation of the Nogo-A receptor in Neronal Lipid raftsEdward Nyatia, D.M. Lang26. Characterising an animal model for early life trauma using time dependent sensitisationJoachim D.K. Uys, Willie M.U. Daniels, Dan J. Stein27. Tolmetin affords protection against Quinoclinic acid induced Neurotoxixity in Rat brainAmichand Dairam, S Daya28. Acetaminophen and aspirin inhibit superoxide anion generation and Lipid Peroxidation, and protect against 1-Methyl-4Phenyl Pyridinim-induced Dopaminergic Neurotoxicity in ratsH. Maharaj, D.S. Maharaj, K. S. Saravanan, K.P. Mohanakumar, S. Daya29. Can exercise provide Neuroprotection in a rat model for Parkinson's disease?M Mabandla, L Kellaway, A St Clair Gibson, M Lambert, V Russell30. Treatment of rapid cycling Bipolar disorderJoseph R. Calabrese31. Depression as a Neurodegenerative Disorder: The need for achieving remissionRoger M Pinder32. Side-effects induced by modern antidepressants- Overview and managementFranco Colin33. The Placebo response in antidepressant clinical trialsRobin Emsley34. Impulse control disorders: An overviewDonald W. Black35. Post traumatic stress disorder: The Wits trauma clinic experienceUgash Subramaney36. Post traumatic stress disorder among recently diagnosed patients with HIV in South AfricaSoraya Seedat, Bo Olley, D J Stein37. Improving outcome in SchizophreniaDiana P Morrison38. Reviewing post Graduate trainingCliff W Allwood39. Ethics in HIV ResearchKeimanthro Moodley40. Improving and maintaining ethical standrads in Psychiatric researchTuviah Zabow=============================================================Posters: Neurosciences section (Presenting author only)1. Blunted Acth response correlates with altered Neurotransmitter function in maternally separatedratsW M U Daniels2. A mechanism for zinc toxicity in Neuroblastoma cellsW M U Daniels3. The effects of Hypericum Perforatum, Quercetin, and Fluoxetine on receptor densities in the Rat BrainL Heiderman4. Trichotillomania and obsessive-compulsive disorder: Clinical and genetic comparisons within a South African populationS M J Hemmings5. Expression of Nogo-A in the amphibian central nervous systemN. J. Hsu6. Biochemical model for inflammation of the brain: The role of iron, transferring and toxiferring in Lipid PeroxidationS J Van Rensburg7. Improvement in Alzheimer's disease patients with antioxidant supplementation over 15 monthsS J Van Rensburg8. The Placebo effect - Is it all in the mind?S J Van Rensburg9. Very low serum iron concentrations in elderly patients with active CarcinomaS J van Rensburg10. Melatonin affords protection against Rotenone-induced NeurotoxicityR John11. Effect of enriched environment on Ca uptake via NMDA receptors into barrel cortex slices of spontaneously HypertensiveratsM Lehohla12. Effects of Methylpenidate in a rat model for Attention Deficit Hyperactivity DisorderG. L. S. Lelaka13. 6-Hydroxymelatonin converts Fe (III) to Fe(II) and reduces iron-induced Lipid PeroxidationD S Maharaj14. Metrofinate Potentiates Quinolinic Acid and Potassium Cyanide induced NeurotoxicityA Ramsunder15. The effect of chronic Intra-Amylgdala CRF injections on rat behaviour and HPA-Axis functionL Richter16. Effect of Glutamate in the Prefrontal Cortex of a rat model for Attention-Deficit Hyperactivity DisorderV Russell17. An investigation into the relationship between Corticosterone and Neuron Cell deathP J Van Vuuren=============================================================41. Blunted Acth response correlates with altered Neurotransmitter function in maternally separated RatsW M U Daniels, C Y Pietersen, M E Carstens, D J Stein42. A mechanism for Zinc Toxicity in NeuroBlastoma CellsW M U Daniels, J Hendricks, R Salie, S J Van Rensburg43. The effects of Hypericum Perforatum, Quercetin and Fluoxetine on receptor densities in the rat brainL Heideman and S Daya44. Trichotillomania and obsessive-compulsive disorder: Clinical and genetic comparisons withn a South African populationS M J Hemmings, C J Kinnear, C Lochner, H Moolman-Smook, D J H Niehaus, V Corfield, D J Stein45. Expression of Nogo-A in the amphibian central nervous systemN. J. Hsu, R Jarvis, D. M. Lang46. Biochemical model for inflammation of the brain: The role of iron, transferring and Toxiferring in Lipid PeroxidationS J Van Rensburg, R T Erasmus, J M van Zyl, D Hon, W M U Daniels, F C V Potocnik, M J Kotze, N J De Villiers, P R Hurly47. Improvement in Alzheimer's Disease patients with antioxidant supplementation over 15 monthsS J van Rensburg, F C V Potocnik, J M Van Zyl, B J Van der Walt, D Hon, A Roos, E Rienhardt, R T Erasmus48. The Placebo effect - Is it all in the mind?S J van Rensburg, R A Emsley, C M Smuts, M Kidd, S Van der Merwe, C C Myburgh, P Oosthuizen, H Bleeker49. Very low serum Iron concentrations in elderly patients with active CarcinomaS J van Rensburg, R Erasmus, D Hon, C Bouwens50. Melatonin affords protection against Rotenone-induced NeurotoxicityR John, S Daya51. Effect of enriched environment on Ca uptake via NMDA Receptors into barrel Cortex slices of spontaneously Hypertensive ratsM Lehohla, V Russell, L Kellaway52. Effects of Methylpenidate in a rat model for Attention-Deficit Hyperactivity DisorderG. L. S. Lelaka, V. A. Russel, L. A. Kellaway53. 6-Hydroxymelatonin converts Fe (III) to Fe (II) and reduces iron-induced Lipid PeroxidationD S Maharaj, S Daya54. Metrofinate Potentiates Quinolinic Acid and Potassium Cyanide induced NeurotoxicityA Ramsunder, S Daya55. The effect of chronic Intra-Amygdala CRF injections on rat behaviour and HPA-Axis functionL Richter, W Daniels, D J Stein56. Effect of Glutamate in the Prefrontal Cortex of a rat model for Attention-Deficit Hyperactivity DisorderV Russell, M Lehohla, L Kellaway57. An investigation into the relationship between Corticosterone and Neuron cell deathP J Van Vuuren, J Hendricks, W M U Daniels=============================================================Posters: Psychiatry Section1. Descriptive study of Tardive Dyskinesia in a South African Xhosa populationS Brink2. Alcohol drinking problems at three urban High Schools in UmtataO Alonso Betancourt3. Childhood and adolescent sexual abuse - Demographic, traumatic and clinical signpostsP D Carey4. Inositol in the treatment of Obsessive Compulsive DisorderP D Carey5. A review of factors associated with Suicidal behaviour in children and adolescents admitted to Tygerberg HospitalT Du Plessis6. Psychological and physical outcomes fo elective abortion; Local Anaesthesia vs Intravenous SedationT Ericksen7. Mental health literacy of Human Resource Practitioners in South AfricaC J Hugo8. The importance of a specialized clinic for the care of patients with first episodes of psychosisN Keyter9. Self-report vs Urinary drug screening in Schizophrenia: A pilot studyL Koen10. The effect of aggression on the use of Psychotropics in Schizophrenia: A naturalistic studyH Lategan11. Factor analysis of obsessive-compulsive spectrum disorders in patients with obssessive-compulsive disorder: Clinical and Genetic correlatesC Lochner12. Experiences in obsessive-compulsive Disorder and Trichotillomania: Role of childhood traumaC Lochner13. Delusional systems in Xhosa Schizophrenia SibpairsJ E Muller14. OCD Heteogeneity reflected by lack of Genealogically determined founder effectD J H Niehaus15. The efficacy and tolerbaility of low-dose vs standard dose Haloperidol in first episode Psychosis. A randomised, double-blind studyP P Oosthuizen16. Treatment with low-dose Haloperidol does not protect against Tardive DyskinesiaP P Oosthuizen17. Do healthcare funders discriminate against members on the grounds of mental illness?O Scholtz18. Treatment strategies in patients with Clozaopine-resistant Schizophrenia at Stikland Hospital: A critical evaluation of one optionA Schulte19. Early coadministration of Clonazepam with Paroxetine for generalized social anxiety disorderS Seedat20. Trauma exposure and post-traumatic stress symptoms in adolescents: A schools' survey in Cape Town (South Africa) and Nairobi (Kenya)S Seedat21. The QTC effects of Thioridazine when used as a second line Anti-psychotic ( at Stikland Hospital)C Seller22. Brain imaging and substance related disordersD J Stein23. Gender differences in trauma exposure & post traumatic stress disorder in a clinic sampleS Suliman24. Assessing the prevalence of anxiety and depressive symptoms among clinica at Tygerbeg Academic Hospital and controlsH Van der Bijl25. Pharmacological challenge with a serotonin ID Agonist in alcohol dependenceB Vythilingum26. The treatment of ADHD in adultsW Verbeeck=============================================================58. Descriptive study of Tardive Dyskinesia in a South African Xhosa populationS Brink, D J H Niehaus, L Koen, J E Muller59. Alcohol drinking problems at three Urban High Schools in UmtataO Alonso Betancourt, M Morales Herrera60. Childhood and adolescent sexual abuse - Demographic, traumatic and clinical signpostsP D Carey, J Walker, S Seedat, D J Stein61. Inositol in the treatment of obsessive compulsive DisorderP D Carey, S Seedat, D J Stein62. A review of factors associated with suicidal behaviour in children and adolescents admitted to Tygerberg HospitalT Du Plessis, S M Hawkridge, F H Theron, S A Du Plessis63. Psychological and physical outcomes of elective abortion: Local anaestheisa vs Intravenous sedationT Ericksen, S Seedat, P Labuschagne, D J Stein64. Mental health literacy of Human resource practitioners in South AfricaC J Hugo, H D Vos, D J Stein65. The importance of a specialized clinic for the care of patients with first episodes of psychosisN Keyter, P P Oosthuizen, R A Emsley, H J Turner66. Self-reort vs urinary drug screening in Schizophrenia: A pilot studyL Koen, D J H Niehaus, J E Muller, C Seller, N Keyter67. The effect of aggression on the use of Psychotropics in Schizophrenia: A naturalistic studyH Lategan, L Koen, D J H Niehaus68. Factor analysis of obsessive-compulsive spectrum disorders in patients with obsessive-compulsive Disorder: Clinical and genetic correlatesC Lochner, D J H Niehaus, S M J Hemmings, C J Kinnear, V A Corfield, J C Moolman-Smook, D J Stein69. Experiences in obsessive-compulsive disorder and Trichotillomania: Role of childhood traumaC Lochner, S Seedat, P D Carey, D J Stein70. Delusional systems in Xhosa Schizophrenia SibpairsJ E Muller, D J H Niehaus, L Koen, C Seller, N Keyter, C Laurent, R A Emsley71. OCD Heteogeneity reflected by lack of Genealogically determined founder effectD J H Niehaus, L Endeman, I Bosman, S Hemmings, C Lochner, L Koen, H Moolman-Smook, V A Corfield, D J Stein72. The efficacy and tolerability of low-dose vs standard dose Haloperidol in first episode Psychosis. A randomised, double-blind studyP P Oosthuizen, R A Emsley, H J Turner, N Keyter73. Treatment with low-dose Haloperidol does not protect against Tardive DyskinesiaP P Oosthuizen, R A Emsley, H J Turner, N Keyter74. Do healthcare funders discriminate against members on the grounds of mental illness?O Scholtz, P P Oosthuizen, C Hugo, B Richards75. Treatment strategies in patients with Clozapine resistant Schizophrenia at Stikland Hospital: A critical evaluation of one optionA Schulte, D J H Niehaus, L Koen, J E Muller, P P Oosthuizen, R A Emsley76. Early coadministration of Clonazepam with Paroxetine for generalised Social Anxiety DisorderS Seedat, M B Stein77. Trauma exposure and post-traumatic stress symptoms in adolescents: A schools' survey in Cape Town (South Africa) and Nairobi (Kenya)S Seedat, C Nyamap, F Njenga, B Vythilingum, D J Stein78. The QTC effects of Thioridazine when used as a second line Antipsychotic (at Stikland Hospital)C Seller, P P Oosthuizen79. Brain imaging and substance related disordersD J Stein80. Gender differences in trauma exposure & post traumatic stress disorder in a clinic sampleS Suliman, S Seedat, F Gxama, J Walker, W Rossouw81. Assessing the prevalence of anxiety and depressive symptoms among clinicians at Tygerberg Academic Hospital and controlsH Van der Bijl, P P Oosthuizen82. Pharmacological challenge with a Serotonin ID agonist in alcohol dependenceB Vythilingum, C Wessels, S Maritz, W P Pienaar, D J Stein83. The treatment of ADHD in adultsW Verbeeck

In this letter, we numerically demonstrate a hybrid-core microstructure fiber for low-loss terahertz guidance. Finite element method with circular perfectly matched layer boundary condition is applied to characterize the guiding properties. It is shown that by using a triangular-core inside a square lattice microstructure exhibits ultra-low effective material loss (EML) of 0.169 dB/cm and low confinement loss of 0.087 dB/cm at the operating frequency of 0.75 THz. We also discuss how other guiding properties including power fraction, single mode propagation and dispersion vary with changing of core diameter and operating frequencies. This low-loss microstructure fiber can be effectively used in numerous applications in the THz regime. Full Text: PDF ReferencesJ. J. Bai, J. N. Li, H. Zhang, H. Fang, S. J. Chang, "A porous terahertz fiber with randomly distributed air holes", Appl. Phys. B 103, 2 (2011). CrossRef S. Atakaramians, S. Afshar, B. M. Fischer, D. Abbott, T. M. Monro, "Porous fibers: a novel approach to low loss THz waveguides", Opt. Express 16, 12 (2008). CrossRef K. Wang, D. M. Mittleman, "Metal wires for terahertz wave guiding", Nature 432, 7015 (2004). CrossRef R. Islam, G. K. M. Hasanuzzaman, M. S. Habib, S. Rana, M. A. G. Khan, "Low-loss rotated porous core hexagonal single-mode fiber in THz regime", Opt. Fiber Technol. 24, (2015). CrossRef M. I. Hasan, S. M. A. Razzak, G. K. M. Hasanuzzaman, M. S.Habib, "Ultra-Low Material Loss and Dispersion Flattened Fiber for THz Transmission", IEEE Photon. Technol. Lett. 26, 23 (2014). CrossRef S. F. Kaijage, Z. Ouyang, X. Jin, "Porous-Core Photonic Crystal Fiber for Low Loss Terahertz Wave Guiding", IEEE Photon. Technol. Lett. 25, 15 (2013). CrossRef M. R. Hasan, M. A. Islam, A. A. Rifat, "A single mode porous-core square lattice photonic crystal fiber for THz wave propagation", J. Eur. Opt. Soc. Rapid Publ. 12, 1 (2016). CrossRef M. R. Hasan, M. A. Islam, M. S. Anower, S. M. A. Razzak, "Low-loss and bend-insensitive terahertz fiber using a rhombic-shaped core", Appl. Opt. 55, 30 (2016). CrossRef S. Ali et al. "Ultra-low loss THz waveguide with flat EML and near zero flat dispersion properties", in 9th Int. Conf. on Elect. and Comp. Eng., IEEE, (2016). CrossRef K. Nielsen, H. K. Rasmussen, A. J. Adam, P. C. Planken, O. Bang, P. U. Jepsen, "Bendable, low-loss Topas fibers for the terahertz frequency range", Opt. Express 17, 10 (2009). CrossRef A. W. Snyder, J. D. Love, Optical waveguide theory (London, Chapman & Hall 1983). DirectLink L. Vincetti, A. Polemi, in Antennas and Propagation Society International Symposium, IEEE (2009)G. P. Agrawal, Nonlinear fiber optics (Boston, Academic Press 1989). CrossRef B. S. Williams, "Terahertz quantum-cascade lasers", Nat. Photon. 1, 9 (2007). CrossRef H. W. Hubers et al. "Terahertz quantum cascade laser as local oscillator in a heterodyne receiver", Opt. Express 13, 15 (2005). CrossRef

The interaction of bright solitons of different orders and two different wavelengths propagating in the medium focusing for one wavelength and defocusing for the other is considered. The system of nonlinear Schrödinger equations is solved by means of perturbation theory. Application of an additional postulate to adjust both widths of the solitons and to modify the amplitude by a factor determined by the overlap integral greatly improves the accuracy of the description. The good accuracy of description is confirmed by numerical calculations. Full Text: PDF ReferencesY. Kivshar, G. P. Agrawal, Optical Solitons. From Fibers to Photonic Crystals, (Amsterdam, Academic Press 2003). CrossRef F. Abdullaev, S. Darmanyan, P. Khabibullaev, Optical Solitons, (Springer-Verlag, Berlin, 1993) CrossRef G.I.A Stegema, D.N. Christodoulides, M. Segev, IEEE J. Selected Topics Quantum Electron. 6, (2000), 1419 CrossRef J. Yang, "Nonlinear Waves in Integrable and Nonintegrable Systems", (SIAM, Philadelphia 2010). CrossRef Y. Kivshar, B. Malomed, "Dynamics of solitons in nearly integrable systems", Rev. Mod. Phys. 61, 763 (1989). CrossRef P.G. Kevrekidis, D.J. Frantzeskakis, "Solitons in coupled nonlinear Schrödinger models: A survey of recent developments", Reviews in Physics 1 (2016), 140 CrossRef R. de la Fuente, A. Barthelemy, "Spatial soliton-induced guiding by cross-phase modulation", IEEE J. Quantum Electron. 28, 547 (1992). CrossRef H. T. Tran, R. A. Sammut, "Families of multiwavelength spatial solitons in nonlinear Kerr media", Phys. Rev. A 52, 3170 (1995). CrossRef S. Leble, B. Reichel, "Coupled nonlinear Schrödinger equations in optic fibers theory", Eur. Phys. J. Special Topics 173, 5 (2009). CrossRef M. Vijayajayanthi, T.Kanna, M. Lakshmanan, "Multisoliton solutions and energy sharing collisions in coupled nonlinear Schrödinger equations with focusing, defocusing and mixed type nonlinearities", Eur. Phys. J. Special Topics 173, 57 (2009). CrossRef S. V. Manakov, "On the theory of two-dimensional stationary self-focusing of electromagnetic waves ", Sov. Phys. JETP 38 (1973), 248 DirectLink J. Yang, Phys. Rev. E 65, 036606 (2002). CrossRef T.Kanna, M. Lakshmanan, "Exact Soliton Solutions, Shape Changing Collisions, and Partially Coherent Solitons in Coupled Nonlinear Schrödinger Equations", Phys. Rev. Lett. 86, 5043 (2001). CrossRef M. Jakubowski, K. Steiglitz, R. Squier, "State transformations of colliding optical solitons and possible application to computation in bulk media", Phys. Rev. E 58, 6752 (1998). CrossRef P. S. Jung, W. Krolikowski, U. A. Laudyn, M. Trippenbach, and M. A. Karpierz, "Supermode spatial optical solitons in liquid crystals with competing nonlinearities", Phys. Rev. A 95 (2017). CrossRef P. S. Jung, M. A. Karpierz, M. Trippenbach, D. N. Christodoulides, and W. Krolikowski, "Supermode spatial solitons via competing nonlocal nonlinearities", Photonics Lett. Pol. 10 (2018). CrossRef A. Ramaniuk, M. Trippenbach, P.S. Jung, D.N. Christodoulides, W.Krolikowski, G. Assanto, "Scalar and vector supermode solitons owing to competing nonlocal nonlinearities", Opt. Express 29, 8015 (2021) CrossRef

In this article, reflectivity is considered as an individual general ability to develop different attitudes to life events in order to reduce an external and internal uncertainty in situations. The objective of the research is to examine the self-assessment criteria for reflectivity with psychosemantic procedure. The author designs a modified version of the Ch. Osgood’s (1957) Semantic Differential (SD) for examining the content and formal features of the self-assessment criteria of reflectivity. This study suggests two main processes of self-assessment of reflectivity, notably differentiation and integration. The results of factor analysis indicate that individuals with high reflectivity level are aligned with low differentiation of the semantic space and monolithic nature of self-assessment criteria. The coherence and consistency of self-assessment criteria reduce the individuals’ level of inner uncertainty, transform external problems to familiar tasks and increase an efficient decision-making. A high level of differentiation is related to individual readiness to make a correct decision in the situation of multiple choice. High differentiation increases the individual adjustment and prevents from poor effects of high reflectivity. Consequently, a high level of reflectivity is associated with a low level of differentiation of self-assessment criteria. References Грановская Р.М. Психология веры. Санкт-Петербург: Питер, 2010. Карпов А.В. Психология рефлексивных механизмов деятельности. Москва: Изд-во «Институт психологии РАН», 2004. Карпов А.В., Пономарева В.В. Психология рефлексивных механизмов управ­ления. М.: Изд­во ИП РАН, 2000. Лактионов А.Н. Координаты индивидуального опыта. Харьков: Харьк. нац. ун-т им. В. Каразина, 2010. Леонтьев Д.А. Психологические ресурсы преодоления стрессовых ситуаций: к уточнению базовых конструктов. Психология стресса и совладающего поведения в современном российском обществе: Материалы II Междун. научно-практич. конференции. Кострома: КГУ им. Н.А. Некрасова, 2010, 2, 40–42. Леонтьев Д.А., Аверина А.Ж. Феномен рефлексии в контексте проблемы саморегуляции. Психологические исследования. 2011. №2(16). Режим доступа: http://psystudy.ru/index.php/num/2011n2-16/463-leontiev-averina16.html. Петренко В.Ф. Основы психосемантики. Москва: Эксмо, 2010. Похилько В. И., Федотова Е.О. Техника репертуарных решеток в экспериментальной психологии личности. Вопросы психологии, 1984. № 3, 151–157. Проблемы психологической герменевтики / Под ред. Н.В. Чепелевой. Киев : Изд-во Национального педагогического университета им. Н. П. Драгоманова, 2009. Савченко О.В. Рефлексивна компетентність особистості. Херсон : ПП Вишемирський В. С., 2016 Савченко О. Структура семантичного простору, що відображає уявлення суб’єкта про власну рефлексивну активність // East European Journal of Psycholinguistics. 2015. Т. 2 (1), 114–123. Чуприкова Н.И. Психология умственного развития: Принцип дифференциации. Москва : АО «Столетие», 1997. Gawronski, B. & Bodenhausen, G. (2006). Associative and propositional processes in evaluation: An integrative review of implicit and explicit attitude change. Psychological Bulletin, 132(5), 692-731. Halpern, D. F. (2001). Assessing the Effectiveness of Critical Thinking Instruction. The Journal of General Education, 50(4), 270–286. Harvey, O.J., Hunt, D. E., & Schroder, H. M. (1961). Conceptual System and Personality Organization. New York: Wiley & Sons. Janzen, G. (2006). The Representational Theory of Phenomenal Character: A Phenomenological Critique. Phenomenology and the Cognitive Sciences, 5, 321–339 [in English]. Kriegel, U. (2003). Consciousness as Intransitive Self-Consciousness: Two views. Canadian Journal of Philosophy, 33, 103-132. Lieberman, M. D., Gaunt, R., Gilbert, D. T., & Trope, Y. (2002). Reflexion and reflection: A social cognitive neuroscience approach to attributional inference. In Advances in experimental social psychology (Vol. 34, pp. 199-249). Academic Press. Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking rumination. Perspectives on Psychological Science, 3(5), 400–424. Peters, F. (2013). Theories of consciousness as reflexivity. The Philosophical Forum, 44, 341-372. Savchenko O. (2016b) The formation level of the components of the reflective experience as a factor of the students` educational success. Psychological Prospects, 28, 269-282. References (translated and transliterated) Granovskaya, R. M. (2010). Psihologiya Very [Psychology of Faith]. S.-Petersburg: Piter. Karpov, A. V. (2004). Psihologiya Refleksivnyh Mehanizmov Deyatelnosti [Psychology of Reflective Activity Mechanisms]. Moscow: Institute of Psychology of the Russian Academy of Sciences. Karpov, A. V., Ponomareva, V. V. (2000). Psihologiya Refleksivnyh Mehanizmov Upravleniya [Psychology of Reflective Management Mechanisms]. Moscow: Institute of Psychology of the Russian Academy of Sciences. Laktionov, A.N. (2010). Koordinaty Individualnogo Opyta [Coordinates of Individual Experience]. Kharkiv: Karazin National University of Kharkiv. Leontyev, D. A. (2010). Psihologicheskie resursyi preodoleniya stressovyih situatsiy: k utochneniyu bazovyih konstruktov [Psychological resources of stressful situations overcoming: to clarify the basic constructs]. Psychology of Stress and Coping Behavior in Modern Russian Society. Book of Abstracts of the 2nd International Scientific and Applied Conference, 2. Kostroma: Nekrasov Kostroma State University. (40-42). Leontyev, D.A., Averina, A. Zh. (2011). Fenomen refleksii v kontekste problemyi samoregulyatsii [The phenomenon of reflection in the context of the problem of self-regulation]. Psihologicheskie Issledovaniya, 2(16). Retrieved from http://psystudy.ru/index.php/num/2011n2-16/463-leontiev-averina16.html. Petrenko, V.F. (2010). Osnovyi Psihosemantiki [Fundamentals of Psychosemantics]. Moscow: Eksmo. Pohilko, V. I., Fedotova, E. O. (1984). Tehnika repertuarnyih reshetok v eksperimentalnoy psihologii lichnosti [Repertory grid technique in experimental psychology of personality.]. Voprosy Psihologii, 3, 151–157. Chepeleva, N. V. (Ed.). (2009). Problemy Psihologicheskoy Germenevtiki [Issues of Psychological Hermeneutics]. Kyiv: Drahomanov National Pedagogical University. Savchenko, O.V. (2016a). Refleksyvna Kompetentnist Osobystosti [Personality`s Reflective Competence]. Kherson: Vyshemyrskyi. Savchenko, O. (2015). Struktura semantychnoho prostoru, shcho vidobrazhaie uiavlennia subyekta pro vlasnu refleksyvnu aktyvnist [The Semantic space structure of the subject’s sonception of his own mental activity]. East European Journal of Psycholinguistics, 2(1), 114–123. Chuprikova, N. I. (1997). Psihologiya Umstvennogo Razvitiya: Printsip Differentsiatsii [Psychology of Mental Development: The Principle of Differentiation.]. Moscow: Stoletiye. Gawronski, B. & Bodenhausen, G.V. (2006). Associative and propositional processes in evaluation: An integrative review of implicit and explicit attitude change. Psychological Bulletin, 132(5), 692-731. Halpern, D. F. (2001). Assessing the effectiveness of critical thinking instruction. The Journal of General Education, 50(4), 270–286. Harvey, O.J., Hunt, D. E., & Schroder, H. M. (1961). Conceptual System and Personality Organization. New York: Wiley & Sons. Janzen, G. (2006). The Representational Theory of Phenomenal Character: A Phenomenological Critique. Phenomenology and the Cognitive Sciences, 5, 321–339. Kriegel, U. (2003). Consciousness as Intransitive Self-Consciousness: Two views. Canadian Journal of Philosophy, 33, 103-132. Lieberman, M. D., Gaunt, R., Gilbert, D. T., & Trope, Y. (2002). Reflexion and reflection: A social cognitive neuroscience approach to attributional inference. In M. P. Zanna (Ed.), Advances in experimental social psychology, 34 (pp. 199–249). Academic Press. Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking rumination. Perspectives on Psychological Science, 3(5), 400–424. Peters, F. (2013). Theories of consciousness as reflexivity. The Philosophical Forum, 44, 341-372. Savchenko O. (2016b) The formation level of the components of the reflective experience as a factor of the students` educational success. Psychological Prospects, 28, 269-282.

Tall fescue (Festuca arundinacea Schreb), a predominant cool-season perennial grass, is widely used as forage and turf grasses in China. In July 2013, powdery mildew was observed on 10 F. arundinacea lawns (about 0.5 ha in total) in Urumchi, Xinjiang Province, China, with 20 to 30% of the area being infected. Signs of the disease initially appeared as irregular white mycelial colonies on the adaxial surface of infected leaves. As the disease progressed, the colonies covered the whole adaxial surface and white patches appeared on the abaxial surface of infected leaves. Conidiophores were unbranched and cylindrical with swollen bases, measuring 13.3 to 15 × 16.7 to 20 μm, and borne vertically on hyphae. Each conidiophore produced 10 to 18 conidia in a chain. The conidia were oval, one-celled, and colorless, measuring 8.1 to 9.8 × 26 to 29.7 μm. Cleistothecia were black, spherical, and 164.3 to 207.3 μm in diameter, each of which contained 9 to 26 asci. Asci were oblong or ovate, measuring 32.1 to 40 × 85.7 to 96.4 μm. Asci were petiolate, containing eight ascospores. Ascospores were round to oval, colorless, one-celled, measuring 19.1 to 22.5 × 11.7 to 13.6 μm. Based on morphological characteristics of the anamorph and the teleomorph, the fungus was identified as Blumeria graminis (DC.) Speer. Additionally, the internal transcribed spacer (ITS) of 563 bp was amplified from DNA of conidia using ITS1 and ITS4 primers (4). The ITS sequence was deposited in GenBank (Accession No. KF545644). The ITS sequence showed 100% homogeneity with those of B. graminis on Poa pratensis in Swizerland (AB273540) and on P. bulbosa in Iran (AB273551) (1), which further confirmed the identification. Ten 3-week-old healthy plants were inoculated by spraying a spore suspension (1 × 105 conidia ml−1) made from conidia brushed from infected plants, and 10 plants sprayed with sterile distilled water were served as controls. All the plants were placed in the same growth chamber at 20°C, 80% humidity, and 16-h photoperiod. Twenty days after inoculation, typical signs and symptoms of powdery mildew were observed on all the inoculated plants, whereas no symptoms were observed on the controls. Microscopic and ITS analysis showed that the fungus on the inoculated plants is identical to that on diseased field plants. B. graminis on F. arundinacea has been observed in a few European countries (1), Israel (3), and the United States (2). To our knowledge, this is the first report of powdery mildew caused by B. graminis on F. arundinacea in China, which will increase the difficulty to prevent powdery mildew on grasses including cereals. References: (1) U. Braun. The Powdery Mildews (Erysiphales) of Europe. Gustav Fischer Verlag, Jena-Stuttgart-New York, 1995. (2) F. M. Dugan and G. Newcombe. Pacific Northwest Fungi. 2:1-5, 2007. (3) S. O. Voytyuk et al. Biodiversity of the Powdery Mildew Fungi (Erysiphales, Ascomycota) of Israel Vol. 7. Biodiversity of Cyanoprocaryotes, Algae and Fungi of Israel. Koeltz Scientific Books, 2009. (4) T. J. White et al. Page 315 in: PCR Protocols: A Guide to Methods and Applications. M. A. Innis et al., eds. Academic Press, San Diego, 1990.

<p><strong>List of Abstract Titles and authors:<br /></strong></p><p><strong>1. Psychosis: A matter of mental effort?</strong></p><p>M Borg, Y Y van der Zee, J H Hsieh, H Temmingh, D J Stein, F M Howells</p><p><strong>2.In search of an affordable, effective post-discharge intervention: A randomised control trial assessing the influence of a telephone-based intervention on readmissions for patients with severe mental illness in a developing country</strong></p><p><strong></strong>U A Botha, L Koen, M Mazinu, E Jordaan, D J H Niehaus</p><p><strong>3. The effect of early abstinence from long-term methamphetamine use on brain metabolism using 1H-magnetic resonance spectro-scopy (1H-MRS)</strong></p><p>A Burger, S Brooks, D J Stein, F M Howells</p><p><strong>4. The effect of <em>in utero exposure </em>to methamphetamine on brain metabolism in childhood using 1H-magnetic resonance spectroscopy (1H-MRS)</strong></p><p>A Burger, A Roos, M Kwiatkowski, D J Stein, K A Donald, F M Howells</p><p><strong>5. A prospective study of clinical, biological and functional aspects of outcome in first-episode psychosis: The EONKCS Study</strong></p><p><strong></strong>B Chiliza, L Asmal, R Emsley</p><p><strong>6. Stimulants as cognitive enhancers - perceptions v. evidence in a very real world</strong></p><p><strong></strong>H M Clark</p><p><strong>7. Pharmacogenomics in antipsychotic drugs</strong></p><p><strong></strong>Ilse du Plessis</p><p><strong>8. Serotonin in anxiety disorders and beyond</strong></p><p><strong></strong>Ilse du Plessis</p><p><strong>9. HIV infection results in ventral-striatal reward system hypo-activation during cue processing</strong></p><p><strong></strong>S du Plessis, M Vink, J A Joska, E Koutsilieri, A Bagadia, D J Stein, R Emsley</p><p><strong>10. Disease progression in schizophrenia: Is the illness or the treatment to blame?</strong></p><p>R Emsley, M J Sian</p><p><strong>11. Serotonin transporter variants play a role in anxiety sensitivity in South African adolescents</strong></p><p> S M J Hemmings, L I Martin, L van der Merwe, R Benecke, K Domschke, S Seedat</p><p><strong>12. Iron deficiency in two children diagnosed with multiple sclerosis: Report on whole exom sequencing</strong></p><p><strong></strong>S Janse van Rensburg, R van Toorn, J F Schoeman, A Peeters, L R Fisher, K Moremi, M J Kotze</p><p><strong>13. Benzodiazepines: Practical pharmacokinetics</strong></p><p><strong></strong>P Joubert</p><p><strong>14. What to consider when prescribing psychotropic medications</strong></p><p><strong></strong>G Lippi</p><p><strong>15. Current prescribing practices for obsessive-compulsive disorder in South Africa: Controversies and consensus</strong></p><p><strong></strong>C Lochner, L Taljaard, D J Stein</p><p><strong>16. Correlates of emotional and behavioural problems in children with preinatally acquired HIV in Cape Town, South Africa</strong></p><p><strong></strong>K-A Louw, N Phillips, JIpser, J Hoare</p><p><strong>17. The role of non-coding RNAs in fear extinction</strong></p><p><strong></strong>S Malan-Muller, L Fairbairn, W M U Daniels, M J S Dashti, E J Oakleley, M Altorfer, J Harvey, S Seedat, J Gamieldien, S M J Hemmings</p><p><strong>18. An analysis of the management og HIV-mental illness comorbidity at the psychiatric unit of the Dr George Mukhari Academic Hospital</strong></p><p><strong></strong>M L Maodi, S T Rataemane, T Kyaw</p><p><strong>19. The identification of novel genes in anxiety disorders: A gene X environment correlation and interaction study</strong></p><p><strong></strong>N W McGregor, J Dimatelis, S M J Hemmings, C J Kinnear, D J Stein, V Russel, C Lochner</p><p><strong>20. Collaborations between conventional medicine and traditional healers: Obstacles and possibilities</strong></p><p><strong></strong>G Nortje, S Seedat, O Gureje</p><p><strong>21. Thought disorder and form perception: Relationships with symptoms and cognitive function in first-episode schizophrenia</strong></p><p>M R Olivier, R Emsley</p><p><strong>22. Investigating the functional significance of genome-wide variants associated with antipsychotic treatment response</strong></p><p><strong></strong>E Ovenden, B Drogemoller, L van der Merwe, R Emsley, L Warnich</p><p><strong>23. The moral and bioethical determinants of "futility" in psychiatry</strong></p><p><strong></strong>W P Pienaar</p><p><strong>24. Single voxel proton magnetic resonance spectroscopy (1H-MRS) and volumetry of the amylgdala in social anxiety disorder in the context of early developmental trauma</strong></p><p>D Rosenstein, A T Hess, J Zwart, F Ahmed-Leitao, E Meintjies, S Seedat</p><p><strong>25. Schizoaffective disorder in an acute psychiatric unit: Profile of users and agreement with Operational Criteria (OPCRIT)</strong></p><p><strong></strong>R R Singh, U Subramaney</p><p><strong>26. The right to privacy and confidentiality: The ethics of expert diagnosis in the public media and the Oscar Pistorius trial</strong></p><p><strong></strong>C Smith</p><p><strong>27. A birth cohort study in South Africa: A psychiatric perspective</strong></p><p>D J Stein</p><p><strong>28. 'Womb Raiders': Women referred for observation in terms of the Criminal Procedures Act (CPA) charged with fetal abduction and murder</strong></p><p><strong></strong>U Subramaney</p><p><strong>29. Psycho-pharmacology of sleep wake disorders: An update</strong></p><p>R Sykes</p><p><strong>30. Refugee post-settlement in South Africa: Role of adjustment challenges and family in mental health outcomes</strong></p><p><strong></strong>L Thela, A Tomita, V Maharaj, M Mhlongo, K Jonathan</p><p><strong>31. Dstinguishing ADHD symptoms in psychotic disorders: A new insight in the adult ADHD questionnaire</strong></p><p>Y van der Zee, M Borg, J H Hsieh, H Temmingh, D J Stein, F M Howells</p><p><strong>32. Oscar Pistorius ethical dilemmas in a trial by media: Does this include psychiatric evaluation by media?</strong></p><p>M Vorster</p><p><strong>33. Genetic investigation of apetite aggression in South African former young offenders: The involvement of serotonin transporter gene</strong></p><p>K Xulu, J Somer, M Hinsberger, R Weierstall, T Elbert, S Seedat, S Hemmings</p><p><strong>34. Effects of HIV and childhood trauma on brain morphemtry and neurocognitive function</strong></p><p>G Spies, F Ahmed-Leitao, C Fennema-Notestine, M Cherner, S Seedat</p><p><strong>35. Measuring intentional behaviour normative data of a newly developed motor task battery</strong></p><p><strong></strong>S Bakelaar, J Blampain, S Seedat, J van Hoof, Y Delevoye-Turrel</p><p><strong>36. Resilience in social anxiety disorder and post-traumatic stress disorder in the context of childhood trauma</strong></p><p>M Bship, S Bakelaar, D Rosenstein, S Seedat</p><p><strong>37. The ethical dilemma of seclusion practices in psychiatry</strong></p><p>G Chiba, U Subramaney</p><p><strong>38. Physical activity and neurological soft signs in patients with schizophrenia</strong></p><p>O Esan, C Osunbote, I Oladele, S Fakunle, C Ehindero</p><p><strong>39. A retrospective study of completed suicides in the Nelson Mandela Bay Metropolitan Area from 2008 to 2013 - preliminary results</strong></p><p><strong></strong>C Grobler, J Strumpher, R Jacobs</p><p><strong>40. Serotonin transporter variants play a role in anxiety sensitivity in South African adolescents</strong></p><p><strong></strong>S M J Hemmings, L I Martin, L van der Merwe, R Benecke, K Domschke, S Seedat</p><p><strong>41. Investigation of variants within antipsychotic candidate pharmacogenes associated with treatment outcome</strong></p><p>F Higgins, B Drogmoller, G Wright, L van der Merwe, N McGregor, B Chiliza, L Asmal, L Koen, D Niehaus, R Emsley, L Warnich</p><p><strong>42. Effects of diet, smoking and alcohol consumption on disability (EDSS) in people diagnosed with multiple sclerosis</strong></p><p>S Janse van Rensburg, W Davis, D Geiger, F J Cronje, L Whati, M Kidd, M J Kotze</p><p><strong>43. The clinical utility of neuroimaging in an acute adolescnet psychiatric inpatient population</strong></p><p><strong></strong>Z Khan, A Lachman, J Harvey</p><p><strong>44. Relationships between childhood trauma (CT) and premorbid adjustment (PA) in a highly traumatised sample of patients with first-episode schizophrenia (FES</strong>)</p><p>S Kilian, J Burns, S Seedat, L Asmal, B Chiliza, S du Plessis, R Olivier, R Emsley</p><p><strong>45. Functional and cognitive outcomes using an mTOR inhibitor in an adolescent with TSC</strong></p><p>A Lachman, C van der Merwe, P Boyes, P de Vries</p><p><strong>46. Perceptions about adolescent body image and eating behaviour</strong></p><p><strong></strong>K Laxton, A B R Janse van Rensburg</p><p><strong>47. Clinical relevance of FTO rs9939609 as a determinant of cardio-metabolic risk in South African patients with major depressive disorder</strong></p><p>H K Luckhoff, M J Kotze</p><p><strong>48. Childhood abuse and neglect as predictors of deficits in verbal auditory memory in non-clinical adolescents with low anxiety proneness</strong></p><p>L Martin, K Martin, S Seedat</p><p><strong>49. The changes of pro-inflammatory cytokines in a prenatally stressed febrile seizure animal model and whether <em>Rhus chirindensis</em> may attenuate these changes</strong></p><p><strong></strong>A Mohamed, M V Mabandla, L Qulu</p><p><strong>50. Influence of TMPRSS6 A736v and HFE C282y on serum iron parameters and age of onset in patients with multiple sclerosis</strong></p><p><strong></strong>K E Moremi, M J Kotze, H K Luckhoff, L R Fisher, M Kidd, R van Toorn, S Janse van Rensburg</p><p><strong>51. Polypharmacy in pregnant women with serious mental illness</strong></p><p>E Thomas, E du Toit, L Koen, D Niehaus</p><p><strong>52. Infant attachment and maternal depression as predictors of neurodevelopmental and behavioural outcomes at follow-up</strong></p><p>J Nothling, B Laughton, S Seedat</p><p><strong>53. Differences in abuse, neglect and exposure to community violence in adolescents with and without PTSD</strong></p><p><strong></strong>J Nothling, S Suliman, L Martin, C Simmons, S Seedat</p><p><strong>54. Assessment of oxidative stress markers in children with autistic spectrum disorders in Lagos, Nigeria</strong></p><p><strong></strong>Y Oshodi, O Ojewunmi, T A Oshodi, T Ijarogbe, O F Aina, J Okpuzor, O C F E A Lesi</p><p><strong>55. Change in diagnosis and management of 'gender identity disorder' in pre-adolescent children</strong></p><p>S Pickstone-Taylor</p><p><strong>56. Brain network connectivity in women exposed to intimate partner violence</strong></p><p>A Roos, J-P Fouche, B Vythilingum, D J Stein</p><p><strong>57. Prolonged exposure treatment for PTSD in a Third-World, task-shifting, community-based environment</strong></p><p>J Rossouw, E Yadin, I Mbanga, T Jacobs, W Rossouw, D Alexander, S Seedat</p><p><strong>58. Contrasting effects of early0life stress on mitochondrial energy-related proteins in striatum and hippocampus of a rat model of attention-deficit/ hyperactivity disorder</strong></p><p><strong></strong>V Russell, J Dimatelis, J Womersley, T-L Sterley</p><p><strong>59. Attention-deficit hyperactivity disorder in adults: A South African perspective</strong></p><p>R Schoeman, M de Klerk, M Kidd</p><p><strong>60. Cognitive function in women with HIV infection and early-life stress</strong></p><p>G Spies, C Fennema-Notestine, M Cherner, S Seedat</p><p><strong>61. Changes in functional connectivity networks in bipolar disorder patients after mindfulness-based cognitic therapy</strong></p><p>J A Starke, C F Beckmann, N Horn</p><p><strong>62. Post-traumatic stress disorder, overweight and obesity: A systematic review and meta-analysis</strong></p><p><strong></strong>S Suliman, L Anthonissen, J Carr, S du Plessis, R Emsley, S M J Hemmings, C Lochner, N McGregor L van den Heuvel, S Seedat</p><p><strong>63. The brain and behaviour in a third-trimester equivalent animal model of fetal alcohol spectrum disorders</strong></p><p>P C Swart, C B Currin, J J Dimatelis, V A Russell</p><p><strong>64. Irritability Assessment Model (IAM) to monitor irritability in child and adolescent psychiatric disorders.</strong></p><p>D van der Westhuizen</p><p><strong>65. Outcome of parent-adolescent training in chilhood victimisation: Adaptive functioning, psychosocial and physiological variables</strong></p><p>D van der Westhuizen</p><p><strong>66. The effect of ketamine in the Wistar-Kyoto and Sprague Dawley rat models of depression</strong></p><p>P J van Zyl, J J Dimatelis, V A Russell</p><p><strong>67. Investigating COMT variants in anxiety sensitivity in South African adolescents</strong></p><p>L J Zass, L Martin, S Seedat, S M J Hemmings</p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p><strong><br /></strong></p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p>

This study aims to analyze the level of psychological well-being of ex-drug addicted counselee in post-rehabilitation education. The study was conducted in 2 communities of post-rehabilitation education providers in Semarang city. The level of psychological well-being of 40 respondents was measured by filling in the 18-item psychological well-being scale developed by Ryff (r = 0.83; v = 0.97). Measurement includes indicators: (1) self-acceptance; (2) positive relationships with others; (3) autonomy; (4) environmental mastery; (5) purpose in life; and (6) personal growth. Hypothesis test results indicate that the level of psychological well-being of ex-drug addicted counselee in post-rehabilitation education is significantly greater or equal to 80 (t = 49,140; sig = 0,000). Based on the results of this study, it is recommended to further researchers to further explore certain differences in the level of psychological well-being of the counselee by the factors of age, demographics, educational background, and length of abstinence. In addition, further studies with a larger number of samples and questionnaire items are needed so that study results can be generalized to a wider population.Ardiantina, D. (2016). Studi Kasus Kehidupan Remaja Mantan Pecandu Narkoba. Jurnal Bimbingan dan Konseling, 5(1), 1-12.Astuti, R., & Ismandari, F. (2014). Gambaran Umum Penyalahgunaan Narkoba di Indonesia. Buletin Jendela Data dan Informasi Kesehatan. I, pp. 1-52. Jakarta: Kementrian Kesehatan RI.Aztri, S., & Milla, M. N. (2013). Rasa Berharga Dan Pelajaran Hidup Mencegah Kekambuhan Kembali Pada Pecandu Narkoba Studi Kualitatif Fenomenologis. Jurnal Psikologi, 9(1), 48-63.Bhandari, S., Dahal, M., & Neupane, G. (2015). Factors Associated With Drug Abuse Relapse: A Study On The Clients Of Rehabilitation Centers. Al-Ameen Journal of Medicine and Science, 8(4), 293-298.BNN. (2015). Laporan Akhir Survei Nasional Perkembangan Penyalahgunaan Narkoba Tahun Anggaran 2014. Jakarta: Badan Narkotika Nasional Indonesia.Buchanan, T. (2011). Attention Defi cit/Hyperactivity Disorder and Well-being: Is Social Impairment an Issue for College Students with ADHD? Journal of Postsecondary Education and Disability, 24(3), 193-210.Bukoye, R. O. (2017). Academic Stress and Drug Abuse as Factors Inhibiting Psychological Well-Being Among Undergraduates: It’s Counselling Implications. European Scientific Journal, 13(8), 60-74.Chong, J., & Lopez, D. (2008). Predictors of Relapse for American Indian Women After Substance Abuse Treatment. Journal of The National Center, 14(3), 24-47.Dogaheh, E. R., Jafari, F., Sadeghpour, A., Mirzaei, S., Maddahi, M. E., Hosseinkhanzadeh, A. A., & Arya, A. R. (2013). Psychological Well-Being and Quality of Sleep in Addicts under Methadone Maintenance Treatment. Research Papers, 1(2), 71-75.Fard, A. E., Rajabi, H., Delgoshad, A., Rad, S. A., & Akbari, S. (2014). The Possible Relationship between University Students' Personality Traits, Psychological Well-being and Addiction Potential. International Journal of Social Science Studies, 2(2), 120-125.Garcia, D., Nima, A. A., & Kjell, O. N. (2014). The Affective Profiles, Psychological Well-Being, and Harmony: Environmental Mastery and Self-Acceptance Predict the Sense of a Harmonious Life. PeerJ, 1-21.Green, M., & Elliott, M. (2010). Religion, Health, and Psychological Well-Being. Journal of Religion and Health, 49, 149-163.Greenfield, E., Vaillant, G., & Marks, N. (2009). Doformal religious participation and spiritual perceptions have independent linkages with diverse dimensions of psychological well-being? Journal of Health and Social Behavior, 50, 196–212.Haryadi, R. (2018). Prospek Konseling Komunitas bagi Individu Eks-Pecandu Narkoba (Studi Pada Lembaga Pasca-Rehabilitasi Narkoba Di Kota Semarang). Konseli (Jurnal Bimbingan dan Konseling), 5(1), 73 - 84.Ibrahim, F., & Kumar, N. (2009). Factors Effecting Drug Relapse in Malaysia: An Empirical Evidence. Asian Social Science, 5(12), 37-44.Lindfors, P., Berntsson, L., & Lundberg, U. (2007). Total workload as related to psychological well-being and symptoms in full-time employed female and male white-collar workers. International Journal of Behavior and Medicine, 13, 131-137.Martin, R. A., MacKinnon, S., Johnson, J., & Rohsenow, D. J. (2011). Purpose in life predicts treatment outcome among adult cocaine abusers in treatment. Journal of Substance Abuse Treatment, 40, 183–188.Ryff, C. D. (2014). Psychological Well-Being Revisited: Advanced in the Science and Practice of Eudaimonia. Psychoterapy and Psychosmoatics, 83, 10-28.Ryff, C. D., Love, G. D., Miyamoto, Y., Markus, H. R., Curhan, K. B., Kitayama, S., . . . Karasawa, M. (2014). Culture and the promotion of well-being in East and West: Understanding varieties of attunement to the surrounding context. In G. A. Fava, & C. Ruini, Increasing psychological well-being in clinical and education settings: Interventions and cultural contexts (Vol. 8th, pp. 1-19). New York: Springer.Schaefer, S. M., Boylan, J. M., Reekum, C. M., Lapate, R. C., Norris, C. J., Ryff, C. D., & Davidson, R. J. (2013). Purpose in Life Predicts Better Emotional Recovery for Negative Stimuli. Plos ONE, 8(11), 1-9.Schwartz, R. P., Kelly, S. M., O’Grady, K. E., Mitchell, S. G., Peterson, J. A., Reisinger, H. S., . . . Brown, B. S. (2008). Attitudes toward buprenorphine and methadone among opioid-dependent individuals. American Journal of Addicton, 17, 396–401.Seligman, M. E. (2010). Flourish: Positive Psychology and Positive Intervention. Michigan: University of Michigan.Sharma, A. K., Upadhyaya, S. K., Bansal, P., Nijhawan, M., & Sharma, D. (2012). A Study of Factors Affecting Relapse in Substance Abuse. Indian Journal of Science and Technology, 2(1), 31-35.Siddiqui, S. (2015). Impact of self-efficacy on psychological well-being among undergraduate students. The International Journal of Indian Psychology, 2(3), 5-17.Strauser, D., Lustig, D., & Çıftçı, A. (2008). Psychological well-being: its relation to work personality, vocational identity, and career thoughts. Journal of Psychology, 142, 21–35.Vasquez, C., & Castilla, C. (2007). Emociones Positivas y Crecimiento Postraumatico en el Cancer de Mama. Psicooncologia, 4, 385-404.

Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote children's social skills, while authoritative parenting styles have a negative correlation with interpersonal skills, the ability to express verbally, self-control, listening skills, emotional management and adaptation to change. In the sub-dimensions of anger management and adaptation to changing skills is a significant difference between authoritative parenting styles and not permissive parenting with children's social skills. Keywords: Early Childhood Social skills, Outdoor Activities, Parenting Styles Reference: Azlina, W., & S., Z. A. (2012). A Pilot Study: The Impact of Outdoor Play Spaces on Kindergarten Children. Procedia - Social and Behavioral Sciences, 38(December 2010), 275–283. https://doi.org/10.1016/j.sbspro.2012.03.349 Bento, G., & Dias, G. (2017). The importance of outdoor play for young childrenʼs healthy development. Porto Biomedical Journal, 2(5), 157–160. https://doi.org/10.1016/j.pbj.2017.03.003 Beyer, K., Bizub, J., Szabo, A., Heller, B., Kistner, A., Shawgo, E., & Zetts, C. (2015). Development and validation of the attitudes toward outdoor play scales for children. Social Science and Medicine, 133, 253–260. https://doi.org/10.1016/j.socscimed.2014.10.033 Boxberger, K., & Reimers, A. K. (2019). Parental correlates of outdoor play in boys and girls aged 0 to 12—A systematic review. International Journal of Environmental Research and Public Health, 16(2). https://doi.org/10.3390/ijerph16020190 Coleman, W. L., & Lindsay, R. L. (1992). Interpersonal disabilities: Social skill deficits in older children and adolescents: Their description, assessment, and management. Pediatric Clinics of North America, 39(3), 551–567. https://doi.org/10.1016/S0031-3955(16)38344-4 Cui, M., Janhonen-Abruquah, H., Darling, C. A., Carlos Chavez, F. L., & Palojoki, P. (2019). Helicopter Parenting and Young Adults’ Well-Being: A Comparison Between United States and Finland. Cross-Cultural Research, 53(4), 410–427. https://doi.org/10.1177/1069397118802253 Fjørtoft, I., & Sageie, J. (2000). The natural environment as a playground for children. Landscape description and analyses of a natural playscape. Landscape and Urban Planning, 48(1–2), 83–97. https://doi.org/10.1016/S0169-2046(00)00045-1 Ghanbari-Azarneir, S., Anbari, S., Hosseini, S.-B., & Yazdanfar, S.-A. (2015). Identification of Child-friendly Environments in Poor Neighborhoods. Procedia - Social and Behavioral Sciences, 201(February), 19–29. https://doi.org/10.1016/j.sbspro.2015.08.114 Giedd, J. N. (2012). The Digital Revolution and Adolescent Brain Evolution. Journal of Adolescent Health, 51(2), 101–105. https://doi.org/10.1016/j.jadohealth.2012.06.002 Hinkley, T., Brown, H., Carson, V., & Teychenne, M. (2018). Cross sectional associations of screen time and outdoor play with social skills in preschool children. PLoS ONE, 13(4), 1–15. https://doi.org/10.1371 Johnson, J. E., & Christie, J. F. (2009). Play and digital media. Computers in the Schools, 26(4), 284–289. https://doi.org/10.1080/07380560903360202 Junot, A., Paquet, Y., & Martin-Krumm, C. (2017). Passion for outdoor activities and environmental behaviors: A look at emotions related to passionate activities. Journal of Environmental Psychology, 53, 177–184. https://doi.org/10.1016/j.jenvp.2017.07.011 Kemple, K. M., Oh, J. H., Kenney, E., & Smith-Bonahue, T. (2016). The Power of Outdoor Play and Play in Natural Environments. Childhood Education, 92(6), 446–454. https://doi.org/10.1080/00094056.2016.1251793 Kol, S. (2016). The Effects of the Parenting Styles on Social Skills of Children Aged 5-6. Malaysian Online Journal of Educational Sciences, 4(2), 49–58. Kozina, Z., Repko, O., Kozin, S., Kostyrko, A., Yermakova, T., & Goncharenko, V. (2016). Motor skills formation technique in 6 to 7-year-old children based on their psychological and physical features (Rock climbing as an example). Journal of Physical Education and Sport, 16(3), 866–874. https://doi.org/10.7752/jpes.2016.03137 Larson, L. R., Szczytko, R., Bowers, E. P., Stephens, L. E., Stevenson, K. T., & Floyd, M. F. (2019). Outdoor Time, Screen Time, and Connection to Nature: Troubling Trends Among Rural Youth? Environment and Behavior, 51(8), 966–991. https://doi.org/10.1177/0013916518806686 Lindsey, G., Maraj, M., & Kuan, S. C. (2001). Access, Equity, and Urban Greenways: An Exploratory Investigation. Professional Geographer, 53(3), 332–346. https://doi.org/10.1111/0033-0124.00288 Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books. Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: A missed opportunity? Early Years, 27(3), 255–265. https://doi.org/10.1080/09575140701594400 Moreland, A. D., & McRae-Clark, A. (2018). Parenting outcomes of parenting interventions in integrated substance-use treatment programs: A systematic review. Journal of Substance Abuse Treatment, 89(August 2017), 52–59. https://doi.org/10.1016/j.jsat.2018.03.005 Moriguchi, Y., Zelazo, P. D., & Chevalier, N. (2016). Development of Executive Function During Childhood. https://doi.org/10.3389/978-2-88919-800-9 Mullenbach, L. E., Andrejewski, R. G., & Mowen, A. J. (2019). Connecting children to nature through residential outdoor environmental education. Environmental Education Research, 25(3), 365–374. https://doi.org/10.1080/13504622.2018.1458215 Norðdahl, K., & Einarsdóttir, J. (2015). Children’s views and preferences regarding their outdoor environment. Journal of Adventure Education and Outdoor Learning, 15(2), 152–167. https://doi.org/10.1080/14729679.2014.896746 Pinquart, M. (2016). Associations of Parenting Styles and Dimensions with Academic Achievement in Children and Adolescents: A Meta-analysis. Educational Psychology Review, 28(3), 475–493. https://doi.org/10.1007/s10648-015-9338-y Riany, Y. E., Cuskelly, M., & Meredith, P. (2016). Cultural Beliefs about Autism in Indonesia. International Journal of Disability, Development and Education, 63(6), 623–640. https://doi.org/10.1080/1034912X.2016.1142069 Riany, Y. E., Meredith, P., & Cuskelly, M. (2017). Understanding the Influence of Traditional Cultural Values on Indonesian Parenting. Marriage and Family Review, 53(3), 207–226. https://doi.org/10.1080/01494929.2016.1157561 Saltali, N. D., & Arslan, E. (2012). Parent ’ s Attitudes as a Predictor of Preschoolers ’ Social Competence and Introverted Behavior. Elementary Education Online, 11(3), 729–737. Schoeppe, S., Vandelanotte, C., Bere, E., Lien, N., Verloigne, M., Kovács, É., … Van Lippevelde, W. (2017). The influence of parental modelling on children’s physical activity and screen time: Does it differ by gender? European Journal of Public Health, 27(1), 152–157. https://doi.org/10.1093/eurpub/ckw182 Shi, Y. (2017). Explore Children’s Outdoor Play Spaces of Community Areas in High-density Cities in China: Wuhan as an Example. Procedia Engineering, 198(September 2016), 654–682. https://doi.org/10.1016/j.proeng.2017.07.118 Strasburger, V. C., Jordan, A. B., & Donnerstein, E. (2012). Children, Adolescents, and the Media:. Health Effects. Pediatric Clinics of North America, 59(3), 533–587. https://doi.org/10.1016/j.pcl.2012.03.025 Victoria J. Rideout, Foehr, M. A. U. G., & Roberts, D. F. (2010). GENERATION M2 Media in the Lives of 8- to 18-Year-Olds. In Theresa Boston (Ed.), Henry J. Kaiser Family Foundation. Boston: Henry J. Kaiser Family Foundation. Wang, S. hua, Zhang, Y., & Baillargeon, R. (2016). Young infants view physically possible support events as unexpected: New evidence for rule learning. Cognition, 157, 100–105. https://doi.org/10.1016/j.cognition.2016.08.021 Waters, J., & Rekers, A. (2019). Young Children ’ s Outdoor Play-Based Learning. 1–7. Webster-Stratton, C., Reid, J., & Hammond, M. (2001). Social skills and problem-solving training for children with early-onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(7), 943–952. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=emed5&NEWS=N&AN=2001380196 Wilkie, H. J., Standage, M., Gillison, F. B., Cumming, S. P., & Katzmarzyk, P. T. (2018). The home electronic media environment and parental safety concerns: relationships with outdoor time after school and over the weekend among 9-11 year old children. BMC Public Health, 18(1), 456. https://doi.org/10.1186/s12889-018-5382-0 Zajenkowska, A., Jankowski, K. S., Lawrence, C., & Zajenkowski, M. (2013). Personality and individual differences in responses to aggression triggering events among prisoners and non-prisoners. Personality and Individual Differences, 55(8), 947–951. https://doi.org/10.1016/j.paid.2013.07.467

Background:ANCA-associated vasculitis (AAV) can present with a wide range of symptoms, including acute kidney injury (AKI) requiring renal replacement therapy or diffuse alveolar hemorrhage (1). These two manifestations often require admission to an intensive care unit (ICU) and are associated with increased mortality. To predict ICU mortality, the Simplified Acute Physiology Score version 2 (SAPS2) is often used but has not been formally tested in AAV patients (2). In addition, it is cumbersome to assess.Objectives:To develop a novel, simplified formula to predict ICU mortality in an AAV ICU population from an academic tertiary care center.Methods:We retrospectively recorded clinical and laboratory parameters in patients admitted to our ICU from 2000-2018. We performed risk factor analysis using univariate and multivariate logistic regression. In the multivariate case we applied the least absolute shrinkage and selection operator (lasso) method for variable selection. We considered average marginal effects and partial dependence plots in order to describe the influence of various independent variables on the probability of death more specifically. We evaluated our new score by comparing the corresponding area under the curve (AUC) to the AUC corresponding to the established SAPS2 score.Results:We analyzed 58 patients with AAV (39 granulomatosis with polyangiitis, 19 with microscopic polyangiitis) with a mean age of 74±14 (GPA) and 73±12 (MPA). 19/39 (48.7%) of GPA and 9/19 (47.4%) were female. Reasons for admission included disease manifestations or infectious complications from treatment (e. g. pneumonia, urinary tract infection). In total, 13/58 (22.4%) patients died throughout the study (10 GPA, 3 MPA patients). Using a cut-off threshold of 40 for SAPS2, sensitivity and specificity for mortality were 0.92 and 0.60, respectively. Confidence interval for the AUC was [0.68,0.95]. In the fitted multivariate logistic regression model, lasso was applied for variable selection. The identified variables included: disease duration, pH, procalcitonin, hemoglobin, leukocytes on admission, coronary heart disease, and pneumonia on admission. The estimated mortality is given by the formula ƒ(β0 + β1χ1 + …+ β7χ7), where ƒ(u)=1/(1+exp(−u)). Table 1 shows the estimated mortality for various values of the new score.Table 1.Example scores predicting mortality using the novel formula.ScorePredicted mortality-2.20.1-1.10.2500.51.10.752.20.9Testing if the AUC corresponding to the new model is significantly larger than the one corresponding to the SAPS2 score as independent variable resulted in p-value of 0.037. To identify possible overfitting, a 5-fold cross validation was performed. This resulted in a CI for the AUC of [0.64,0.96], suggesting that the new score allows for simpler prediction of mortality.Conclusion:We developed a novel formula corresponding to a score which is able to simpler predict mortality in patients with AAV admitted to the ICU. We will test our formula in the available ICU database MIMIC III, which comprises a large dataset of ICU patients.References:[1]Kitching AR, Anders H-J, Basu N, Brouwer E, Gordon J, Jayne DR, et al. ANCA-associated vasculitis. Nature Reviews Disease Primers. 2020 Aug 27;6(1):1–27.[2]Le Gall JR, Lemeshow S, Saulnier F. A new Simplified Acute Physiology Score (SAPS II) based on a European/North American multicenter study. JAMA. 1993 Dec 22;270(24):2957–63.Disclosure of Interests:PETER KORSTEN Speakers bureau: Chugai, Boehringer-Ingelheim, Sanofi Aventis, Abbvie, GSK, Novartis, Consultant of: Lilly, Gilead, Abbvie, Boehringer-Ingelheim, GSK, Novartis, Grant/research support from: GSK, Fabian Kück: None declared, Karaine Tejiozem Donfack: None declared, Radovan Vasko: None declared, Andreas Lena: None declared, Björn Tampe: None declared

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

The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). Teaching for Student Learning: Becoming an Accomplished Teacher (1st ed.). Routledge. Arysandhi, K. N., & Meitriana, M. A. (2014). Studi Komparatif Motivasi Belajar Siswa pada Mata Pelajaran IPS antara Moving Class dengan Kelas Menetap di SMPN 1 Kerambitan dan SMPN 2 Tabanan Tahun Pelajaran 2013/2014. Ekuitas-Jurnal Pendidikan Ekonomi, 2(1), 30–39. Bawa, P. (2020). Learning in the age of SARS-COV-2 : A quantitative study of learners ’ performance in the age of emergency remote teaching. Computers and Education Open, 1(October), 100016. https://doi.org/10.1016/j.caeo.2020.100016 Bialek, S., Gierke, R., Hughes, M., McNamara, L., Pilishvili, T., & Skoff, T. (2020). Morbidity and mortality weekly report (mmwr) - Coronavirus Disease 2019 in Children — United States, February 12–April 2, 2020. Morbidity and Mortality Weekly Report, 69, 2–6. https://www.cdc.gov/coronavirus/2019-ncov/downloads/pui-form.pdf. Boardman, M. (2003). Changing Times: Changing Challenges for Early Childhood Leaders. Australasian Journal of Early Childhood, 28(2), 20–26. https://doi.org/10.1177/183693910302800205 Bronfenbrenner, U. (1979). The ecology of human development (1st ed.). Harvard University Press. Chen, Y. T. (2020). An investigation of young children’s science and aesthetic learning through a science aesthetic thematic curriculum: A mixed-methods study. Australasian Journal of Early Childhood, 45(2), 127–141. https://doi.org/10.1177/1836939120918503 Choi, N., & Jung, H. (2020). Temperament and Home Environment Characteristics as Predictors of Young Children ’ s Learning Motivation. Early Childhood Education Journal, 1994. https://doi.org/10.1007/s10643-020-01019-7 Counselman, K. P., & Jones, E. (2001). Distance learning in early childhood teacher education: The experience of Pacific Oaks College. Journal of Early Childhood Teacher Education, 22(4), 225–230. https://doi.org/10.1080/1090102010220402 Daniel, S. J. (2020). Education and the COVID-19 pandemic. PROSPECTS, 6. https://doi.org/10.1007/s11125-020-09464-3 Dick, W., Carey, L., & Carey, J. O. (2015). The Systematic Design of Instruction (8th ed.). Pearson. Diningrat, S. W. M., Nindya, M. A., & Salwa. (2020). Cakrawala Pendidikan ,. Cakrawala Pendidikan, 39(3), 705–719. https://doi.org/10.21831/cp.v39i3.32304 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118(June), 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Dong, Y., Dong, Y., Mo, X., Hu, Y., Qi, X., Jiang, F., Jiang, Z., Jiang, Z., Tong, S., Tong, S., & Tong, S. (2020). Epidemiology of COVID-19 among children in China. Pediatrics, 145(6). https://doi.org/10.1542/peds.2020-0702 Eliza, D. (2013). Penerapan Model Pembelajaran Kontekstual Learning (CTL) Berbasis Centra di Taman Kanak-Kanak. Pedagogi: Jurnal Ilmiah Ilmu Pendidikan, XIII(2), 93–106. Fadlilah, azizah nurul. (2021). Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Strategi Menghidupkan Motivasi Belajar Anak Usia Dini Selama Pandemi COVID-19 melalui Publikasi Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 373–384. https://doi.org/10.31004/obsesi.v5i1.548 Fenech, M. (2013). Quality early childhood education for my child or for all children?: Parents as activists for equitable, high-quality early childhood education in Australia. Australian Journal of Early Childhood, 38(4), 92–98. https://doi.org/10.1177/183693911303800413 Gibson, M. (2013). “I want to educate school-age children”: Producing early childhood teacher professional identities. Contemporary Issues in Early Childhood, 14(2), 127–137. https://doi.org/10.2304/ciec.2013.14.2.127 Hamzah, N. (2016). Pelaksanaan Pembelajaran BCCT Bagi Anak Usia Dini ; Study Pelaksanaan BCCT Di Tk Islam Mujahidin Pontianak. At-Turats: Jurnal Pemikiran Pendidikan Islama, 10(2), 119–131. Hasan, M. S., & Saputri, D. E. (2020). Pembelajaran PAI Berbasis Moving Class di SMP Negeri 1 Gudo Jombang. Attaqwa: Jurnal Ilmu Pendidikan Islam, 16(September), 113–125. Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00234-x Hodges, C. B., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educase Review. Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Children and Youth Services Review Exploring undergraduate students ’ attitudes towards emergency online learning during COVID-19 : A case from the UAE. Children and Youth Services Review, 1–7. https://doi.org/10.1016/j.childyouth.2020.105699 Işıkoğlu, N., Ero, A., Atan, A., & Aytekin, S. (2021). A qualitative case study about overuse of digital play at home. Current Psychology. https://doi.org/https://doi.org/10.1007/s12144-021-01442-y A Kilgallon, P., Maloney, C., & Lock, G. (2008). Early childhood teachers coping with educational change. Australian Journal of Early Childhood, 33(1), 23–29. https://doi.org/10.1177/183693910803300105 Kim, J. (2020). Learning and Teaching Online During Covid ‑ 19 : Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Kurniati, E., Kusumanita, D., Alfaeni, N., & Andriani, F. (2021). Analisis Peran Orang Tua dalam Mendampingi Anak di Masa Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 241–256. https://doi.org/10.31004/obsesi.v5i1.541 Lopes, H., & Mckay, V. (2020). pandemics : The COVID ‑ 19 experience. International Review of Education, 0123456789. https://doi.org/10.1007/s11159-020-09843-0 Macartney, K., Quinn, H. E., Pillsbury, A. J., Koirala, A., Deng, L., Winkler, N., Katelaris, A. L., & Sullivan, M. V. N. O. (2020). Articles Transmission of SARS-CoV-2 in Australian educational settings : a prospective cohort study. Lancet Child Adolesc Health 2020, 4642(20), 1–10. https://doi.org/10.1016/S2352-4642(20)30251-0 Marina, Indrawati, H., & Suarman. (2019). Application of Moving Class Learning Models and Teacher Pedagogical Competence on Learning Motivation and Student Learning Discipline. Journal of Educational Sciences, 3(1), 72–83. https://doi.org/doi.org/10.31258/jes.3.1.p.72-83 McLean, K., Edwards, S., & Mantilla, A. (2020). A review of community playgroup participation. Australasian Journal of Early Childhood, 45(2), 155–169. https://doi.org/10.1177/1836939120918484 Muhdi, Nurkolis, & Yuliejantiningsih, Y. (2020). The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic. Jurnal Pendidikan Usia Dini, 14(2), 248–261. https://doi.org/https://doi.org/10.21009/JPUD.142.04 Panovska-griffiths, J., Kerr, C. C., Stuart, R. M., Mistry, D., Klein, D. J., Viner, R. M., & Bonell, C. (2020). Articles Determining the optimal strategy for reopening schools , the impact of test and trace interventions , and the risk of occurrence of a second COVID-19 epidemic wave in the UK : a modelling study. The Lancet Child and Adolescent Health, 4642(20), 1–11. https://doi.org/10.1016/S2352-4642(20)30250-9 Piquero, A. R., Riddell, J. R., Bishopp, S. A., Narvey, C., Reid, J. A., & Piquero, N. L. (2020). Staying Home , Staying Safe ? A Short-Term Analysis of COVID-19 on Dallas Domestic Violence. American Journal of Criminal Justice, 601–635. https://doi.org/https://doi.org/10.1007/s12103-020-09531-7 Pramling, I., Judith, S., Elin, T. W., & Ødegaard, E. (2020). The Coronavirus Pandemic and Lessons Learned in Preschools in Norway , Sweden and the United States : OMEP Policy Forum. International Journal of Early Childhood, 0123456789. https://doi.org/10.1007/s13158-020-00267-3 Pribadi, H., & Harjati, P. (2013). Analisis Pembelajaran Fisika dalam Sistem Moving Class di SMP Negeri 1 Pekalongan Lampung Timur Tahun Pelajaran 2012/2013. JPF, 32–41. Project Tommorow & Blackboard. (2017). Trends in Digital Learning: Building teachers’ capacity and competency to create new learning experiences for students. https://tomorrow.org/speakup/speak-up-2016-trends-digital-learning-june-2017.html Rahiem, M. D. H. (2020). The Emergency Remote Learning Experience of University Students in Indonesia amidst the COVID-19 Crisis. International Journal of Learning, Teaching and Educational Research, 19(6), 1–26. http://orcid.org/0000-0002-5618-2486%0AAbstract. Ramdhani, M. T. (2016). Model Pelaksanaan Pembelajaran Pendidikan Agama Islam dengan Sistem Moving Class dalam Meningkatkan Motivasi dan Prestasi Belajar Siswa SMP IT Sahabat Alam. Anterior Jurnal, 15(2), 212–221. Reigeluth, C. M., Beatty, B. J., & Myers, R. D. (2017). Instructional-Design Theories and Models (R. D. Myers (Ed.); IV). Routledge. Sangsawang, T. (2020). Indonesian Journal of Science & Technology An Instructional Design for Online Learning in Vocational Education according to a Self-Regulated Learning Framework for Problem Solving during the CoViD-19 Crisis. 5. Schmerse, D., Anders, Y., Wieduwilt, N., & Tietze, W. (2018). Differential effects of home and preschool learning environments on early language development. British Educational Research Journal, 44(2), 338–357. https://doi.org/10.1002/berj.3332 Schreier, M. (2013). Qualitative Content Analysis (First Edit). SAGE Publications. Shisley, S. (2020). Emergency Remote Learning Compared to Online Learning. Learning Solution. https://learningsolutionsmag.com/articles/emergency-remote-learning-compared-to-online-learning Son, S., & Morrison, F. J. (2010). The Nature and Impact of Changes in Home Learning Environment on Development of Language and Academic Skills in Preschool Children. 46(5), 1103–1118. https://doi.org/10.1037/a0020065 Stephen, C., Ellis, J., & Martlew, J. (2010). Taking active learning into the primary school: A matter of new practices? International Journal of Early Years Education, 18(4), 315–329. https://doi.org/10.1080/09669760.2010.531916 Sudrajat, C. J., Agustin, M., Kurniati, L., & Karsa, D. (2021). Strategi Kepala TK dalam Meningkatkan Mutu Pendidikan pada Masa Pandemi Covid 19 Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 508–520. https://doi.org/10.31004/obsesi.v5i1.582 Sumindar, A., & Wahyu, L. (2012). Model Pembelajaran Moving Class Mata Pelajaran Seni Budaya dan Implikasinya terhadap Kemandirian Siswa (Kajian Kasus) di SMA Karangturi Semarang. Catharsis: Journal of Arts Education, 1(2), 21. Supriatna, R., Hafidhuddin, D., & Syafri, U. A. (2018). Model Pembelajaran Beyond Center and Circle Time (BCCT) Berbasis Q.S Lukman Ayat 12-19. Tawazun: Jurnal Pendidikan Islam, 11(2), 1–11. Syarah, E. S. (2020). Understanding Teacher ’ s Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom. Jurnal Pendidikan Usia Dini, 14(2), 202–214. https://doi.org/https://doi.org/10.21009/JPUD.142.01 Tang, Y., & Hew, K. F. (2020). Does mobile instant messaging facilitate social presence in online communication? A two-stage study of higher education students. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00188-0 Thompson, M. (2019). Early Childhood Pedagogy in a Socio ‑ cultural Medley in Ghana : Case Studies in Kindergarten. International Journal of Early Childhood, 51(2), 177–192. https://doi.org/10.1007/s13158-019-00242-7 Togher, M., & Fenech, M. (2020). Ongoing quality improvement in the context of the National Quality Framework: Exploring the perspectives of educators in ‘Working Towards’ services. Australasian Journal of Early Childhood, 45(3), 241–253. https://doi.org/10.1177/1836939120936003 UNESCO. (2020). UNESCO’s support: Educational response to COVID-19. Unesco. https://en.unesco.org/covid19/educationresponse/support Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. Wiresti, R. D. (2021). Analisis Dampak Work From Home pada Anak Usia Dini di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 641–653. https://doi.org/10.31004/obsesi.v5i1.563 Wiwatowski, M., Page, J., & Young, S. (2020). Examining early childhood teachers’ attitudes and responses to superhero play. Australasian Journal of Early Childhood, 45(2), 170–182. https://doi.org/10.1177/1836939120918486 Yin, R. K. (2018). Case Study Research and Applications Design and Methods (Eliza Wells (Ed.); Sixth Edit). SAGE Publications. Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2020). Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions. The Journal of Pediatrics, 223(1), 188–193. https://doi.org/10.1016/j.jpeds.2020.05.020 Zhu, X., & Liu, J. (2020). Education in and After Covid-19 : Immediate Responses and Long-Term Visions. Postdigital Science and Education. https://doi.org/https://doi.org/10.1007/s42438-020-00126-3

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

A different name than English literature, ‘Anglo-Indian Literature’, was given to the body of literature in English that emerged on account of the British interaction with India unlike the case with their interaction with America or Australia or New Zealand. Even the Indians’ contributions (translations as well as creative pieces in English) were classed under the caption ‘Anglo-Indian’ initially but later a different name, ‘Indo-Anglian’, was conceived for the growing variety and volume of writings in English by the Indians. However, unlike the former the latter has not found a favour with the compilers of English dictionaries. With the passage of time the fine line of demarcation drawn on the basis of subject matter and author’s point of view has disappeared and currently even Anglo-Indians’ writings are classed as ‘Indo-Anglian’. Besides contemplating on various connotations of the term ‘Indo-Anglian’ the article discusses the related issues such as: the etymology of the term, fixing the name of its coiner and the date of its first use. In contrast to the opinions of the historians and critics like K R S Iyengar, G P Sarma, M K Naik, Daniela Rogobete, Sachidananda Mohanty, Dilip Chatterjee and Gayatri Chakravorty Spivak it has been brought to light that the term ‘Indo-Anglian’ was first used in 1880 by James Payn to refer to the Indians’ writings in English rather pejoratively. However, Iyengar used it in a positive sense though he himself gave it up soon. The reasons for the wide acceptance of the term, sometimes also for the authors of the sub-continent, by the members of academia all over the world, despite its rejection by Sahitya Akademi (the national body of letters in India), have also been contemplated on. References Alphonso-Karkala, John B. (1970). Indo-English Literature in the Nineteenth Century, Mysore: Literary Half-yearly, University of Mysore, University of Mysore Press. Amanuddin, Syed. (2016 [1990]). “Don’t Call Me Indo-Anglian”. C. D. Narasimhaiah (Ed.), An Anthology of Commonwealth Poetry. Bengaluru: Trinity Press. B A (Compiler). (1883). Indo-Anglian Literature. Calcutta: Thacker, Spink and Co. PDF. Retrieved from: https://books.google.co.in/books?id=rByZ2RcSBTMC&pg=PA1&source= gbs_selected_pages&cad=3#v=onepage&q&f=false ---. (1887). “Indo-Anglian Literature”. 2nd Issue. Calcutta: Thacker, Spink and Co. PDF. Retrieved from: http://www.jstor.org/stable/60238178 Basham, A L. (1981[1954]). The Wonder That Was India: A Survey of the History and Culture of the Indian Sub-Continent before the Coming of the Muslims. Indian Rpt, Calcutta: Rupa. PDF. Retrieved from: https://archive.org/details/TheWonderThatWasIndiaByALBasham Bhushan, V N. (1945). The Peacock Lute. Bomaby: Padma Publications Ltd. Bhushan, V N. (1945). The Moving Finger. Bomaby: Padma Publications Ltd. Boria, Cavellay. (1807). “Account of the Jains, Collected from a Priest of this Sect; at Mudgeri: Translated by Cavelly Boria, Brahmen; for Major C. Mackenzie”. Asiatick Researches: Or Transactions of the Society; Instituted In Bengal, For Enquiring Into The History And Antiquities, the Arts, Sciences, and Literature, of Asia, 9, 244-286. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.104510 Chamber’s Twentieth Century Dictionary [The]. (1971). Bombay et al: Allied Publishers. Print. Chatterjee, Dilip Kumar. (1989). Cousins and Sri Aurobindo: A Study in Literary Influence, Journal of South Asian Literature, 24(1), 114-123. Retrieved from: http://www.jstor.org/ stable/40873985. Chattopadhyay, Dilip Kumar. (1988). A Study of the Works of James Henry Cousins (1873-1956) in the Light of the Theosophical Movement in India and the West. Unpublished PhD dissertation. Burdwan: The University of Burdwan. PDF. Retrieved from: http://ir.inflibnet. ac.in:8080/jspui/bitstream/10603/68500/9/09_chapter%205.pdf. Cobuild English Language Dictionary. (1989 [1987]). rpt. London and Glasgow. Collins Cobuild Advanced Illustrated Dictionary. (2010). rpt. Glasgow: Harper Collins. Print. Concise Oxford English Dictionary [The]. (1961 [1951]). H. W. Fowler and F. G. Fowler. (Eds.) Oxford: Clarendon Press. 4th ed. Cousins, James H. (1921). Modern English Poetry: Its Characteristics and Tendencies. Madras: Ganesh & Co. n. d., Preface is dated April, 1921. PDF. Retrieved from: http://hdl.handle.net/ 2027/uc1.$b683874 ---. (1919) New Ways in English Literature. Madras: Ganesh & Co. 2nd edition. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.31747 ---. (1918). The Renaissance in India. Madras: Madras: Ganesh & Co., n. d., Preface is dated June 1918. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.203914 Das, Sisir Kumar. (1991). History of Indian Literature. Vol. 1. New Delhi: Sahitya Akademi. Encarta World English Dictionary. (1999). London: Bloomsbury. Gandhi, M K. (1938 [1909]). Hind Swaraj Tr. M K Gandhi. Ahmedabad: Navajivan Publishing House. PDF. Retrieved from: www.mkgandhi.org/ebks/hind_swaraj.pdf. Gokak, V K. (n.d.). English in India: Its Present and Future. Bombay et al: Asia Publishing House. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.460832 Goodwin, Gwendoline (Ed.). (1927). Anthology of Modern Indian Poetry, London: John Murray. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.176578 Guptara, Prabhu S. (1986). Review of Indian Literature in English, 1827-1979: A Guide to Information Sources. The Yearbook of English Studies, 16 (1986): 311–13. PDF. Retrieved from: https://www.jstor.org/stable/3507834 Iyengar, K R Srinivasa. (1945). Indian Contribution to English Literature [The]. Bombay: Karnatak Publishing House. PDF. Retrieved from: https://archive.org/details/ indiancontributi030041mbp ---. (2013 [1962]). Indian Writing in English. New Delhi: Sterling. ---. (1943). Indo-Anglian Literature. Bombay: PEN & International Book House. PDF. Retrieved from: https://archive.org/details/IndoAnglianLiterature Longman Dictionary of Contemporary English. (2003). Essex: Pearson. Lyall, Alfred Comyn. (1915). The Anglo-Indian Novelist. Studies in Literature and History. London: John Murray. PDF. Retrieved from: https://archive.org/details/in.ernet. dli.2015.94619 Macaulay T. B. (1835). Minute on Indian Education dated the 2nd February 1835. HTML. Retrieved from: http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/ txt_minute_education_1835.html Mehrotra, Arvind Krishna. (2003). An Illustrated History of Indian Literature in English. Delhi: Permanent Black. ---. (2003[1992]). The Oxford India Anthology of Twelve Modern Indian Poets. New Delhi: Oxford U P. Minocherhomji, Roshan Nadirsha. (1945). Indian Writers of Fiction in English. Bombay: U of Bombay. Modak, Cyril (Editor). (1938). The Indian Gateway to Poetry (Poetry in English), Calcutta: Longmans, Green. PDF. Retrieved from http://en.booksee.org/book/2266726 Mohanty, Sachidananda. (2013). “An ‘Indo-Anglian’ Legacy”. The Hindu. July 20, 2013. Web. Retrieved from: http://www.thehindu.com/features/magazine/an-indoanglian-legacy/article 4927193.ece Mukherjee, Sujit. (1968). Indo-English Literature: An Essay in Definition, Critical Essays on Indian Writing in English. Eds. M. K. Naik, G. S. Amur and S. K. Desai. Dharwad: Karnatak University. Naik, M K. (1989 [1982]). A History of Indian English Literature. New Delhi: Sahitya Akademi, rpt.New Shorter Oxford English Dictionary on Historical Principles [The], (1993). Ed. Lesley Brown, Vol. 1, Oxford: Clarendon Press.Naik, M K. (1989 [1982]). A History of Indian English Literature. New Delhi: Sahitya Akademi, rpt. Oaten, Edward Farley. (1953 [1916]). Anglo-Indian Literature. In: Cambridge History of English Literature, Vol. 14, (pp. 331-342). A C Award and A R Waller, (Eds). Rpt. ---. (1908). A Sketch of Anglo-Indian Literature, London: Kegan Paul. PDF. Retrieved from: https://ia600303.us.archive.org/0/items/sketchofangloind00oateuoft/sketchofangloind00oateuoft.pdf) Advanced Learner’s Dictionary of Current English. (1979 [1974]). A. S. Hornby (Ed). : Oxford UP, 3rd ed. Oxford English Dictionary [The]. Vol. 7. (1991[1989]). J. A. Simpson and E. S. C. Weiner, (Eds.). Oxford: Clarendon Press, 2nd ed. Pai, Sajith. (2018). Indo-Anglians: The newest and fastest-growing caste in India. Web. Retrieved from: https://scroll.in/magazine/867130/indo-anglians-the-newest-and-fastest-growing-caste-in-india Pandia, Mahendra Navansuklal. (1950). The Indo-Anglian Novels as a Social Document. Bombay: U Press. Payn, James. (1880). An Indo-Anglian Poet, The Gentleman’s Magazine, 246(1791):370-375. PDF. Retrieved from: https://archive.org/stream/gentlemansmagaz11unkngoog#page/ n382/mode/2up. ---. (1880). An Indo-Anglian Poet, Littell’s Living Age (1844-1896), 145(1868): 49-52. PDF. Retrieved from: https://archive.org/stream/livingage18projgoog/livingage18projgoog_ djvu.txt. Rai, Saritha. (2012). India’s New ‘English Only’ Generation. Retrieved from: https://india.blogs.nytimes.com/2012/06/01/indias-new-english-only-generation/ Raizada, Harish. (1978). The Lotus and the Rose: Indian Fiction in English (1850-1947). Aligarh: The Arts Faculty. Rajan, P K. (2006). Indian English literature: Changing traditions. Littcrit. 32(1-2), 11-23. Rao, Raja. (2005 [1938]). Kanthapura. New Delhi: Oxford UP. Rogobete, Daniela. (2015). Global versus Glocal Dimensions of the Post-1981 Indian English Novel. Portal Journal of Multidisciplinary International Studies, 12(1). Retrieved from: http://epress.lib.uts.edu.au/journals/index.php/portal/article/view/4378/4589. Rushdie, Salman & Elizabeth West. (Eds.) (1997). The Vintage Book of Indian Writing 1947 – 1997. London: Vintage. Sampson, George. (1959 [1941]). Concise Cambridge History of English Literature [The]. Cambridge: UP. Retrieved from: https://archive.org/details/in.ernet.dli.2015.18336. Sarma, Gobinda Prasad. (1990). Nationalism in Indo-Anglian Fiction. New Delhi: Sterling. Singh, Kh. Kunjo. (2002). The Fiction of Bhabani Bhattacharya. New Delhi: Atlantic Publishers and Distributors. Spivak, Gayatri Chakravorty. (2012). How to Read a ‘Culturally Different’ Book. An Aesthetic Education in the Era of Globalization, Cambridge, Mass: Harvard University Press. Sturgeon, Mary C. (1916). Studies of Contemporary Poets, London: George G Hard & Co., Retrieved from: https://archive.org/details/in.ernet.dli.2015.95728. Thomson, W S (Ed). (1876). Anglo-Indian Prize Poems, Native and English Writers, In: Commemoration of the Visit of His Royal Highness the Prince of Wales to India. London: Hamilton, Adams & Co., Retrieved from https://books.google.co.in/ books?id=QrwOAAAAQAAJ Wadia, A R. (1954). The Future of English. Bombay: Asia Publishing House. Wadia, B J. (1945). Foreword to K R Srinivasa Iyengar’s The Indian Contribution to English Literature. Bombay: Karnatak Publishing House. Retrieved from: https://archive.org/ details/indiancontributi030041mbp Webster's Encyclopedic Unabridged Dictionary of the English Language. (1989). New York: Portland House. Yule, H. and A C Burnell. (1903). Hobson-Jobson: A Glossary of Colloquial Anglo-Indian Words and Phrases, and of Kindred Terms, Etymological, Historical, Geographical and Discursive. W. Crooke, Ed. London: J. Murray. Retrieved from: https://archive.org/ details/hobsonjobsonagl00croogoog Sources www.amazon.com/Indo-Anglian-Literature-Edward-Charles-Buck/dp/1358184496 www.archive.org/stream/livingage18projgoog/livingage18projgoog_djvu.txt www.catalog.hathitrust.org/Record/001903204?type%5B%5D=all&lookfor%5B%5D=indo%20anglian&ft= www.en.wikipedia.org/wiki/B.L._Indo_Anglian_Public_School,_Aurangabad www.everyculture.com/South-Asia/Anglo-Indian.html www.solo.bodleian.ox.ac.uk/primo_library/libweb/action/search.do?fn=search&ct=search&initialSearch=true&mode=Basic&tab=local&indx=1&dum=true&srt=rank&vid=OXVU1&frbg=&tb=t&vl%28freeText0%29=Indo-Anglian+Literature+&scp.scps=scope%3A%28OX%29&vl% 28516065169UI1%29=all_items&vl%281UIStartWith0%29=contains&vl%28254947567UI0%29=any&vl%28254947567UI0%29=title&vl%28254947567UI0%29=any www.worldcat.org/title/indo-anglian-literature/oclc/30452040

During COVID-19, early-childhood school closings led to higher levels of stress in parents when compared to childless adults. In addition, lack of time to prepare, as well as mental-health problems, worry, and stress in parenting, may have hampered parents' ability to support their children's educational needs. The research aims to solve the problem of early childhood parenting during learning from home and improve the quality of early childhood parenting. The research method uses the research and development stage of the Borg & Gall model. Participants are mothers who have children aged 5-6 years. The data collection technique was done through expert validation and effectiveness testing with a quasi-experimental design. The data analysis used paired t-test statistical analysis. The findings show that the validity of the results of the material expert's test is 96%, and the media expert's test is 94% in the very good category. The effectiveness test based on the pre-test and post-test results showed that Sig. (2-tailed) <0,05 (α), which means that the parenting e-book media significantly increases mothers' understanding of parenting well-being practices in early childhood. The implications of this multimedia-based anyflip e-book can be downloaded via gadgets, android, laptop, practical, easy to read and repeated to accompany childcare activities from home. Keywords: Anyflip E-book, Early Childhood, Parenting References Banerjee, A., Hanna, R., Kyle, J., Olken, B. A., & Sumarto, S. (2019). Private Outsourcing and Competition: Subsidized Food Distribution in Indonesia. Journal of Political Economy, 127(1), 101–137. https://doi.org/10.1086/700734 Borg, W. R., & Gall, M. D. (2007). Educational Research an Introduction. Fourth Edition. Bacon Publishing. Bruni, O., Sette, S., Fontanesi, L., Baiocco, R., Laghi, F., & Baumgartner, E. (2015). Technology Use and Sleep Quality in Preadolescence and Adolescence. Journal of Clinical Sleep Medicine, 11(12), 1433–1441. https://doi.org/10.5664/jcsm.5282 de Jong, E., Visscher, T., HiraSing, R., Heymans, M., Seidell, J., & Renders, C. (2013). Association between TV viewing, computer use and overweight, determinants and competing activities of screen time in 4- to 13-year-old children. International Journal of Obesity, 7. Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Ebert, S. (2020). Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. Journal of Experimental Child Psychology, 191, 104739. https://doi.org/10.1016/j.jecp.2019.104739 Evans, M. A., Nowak, S., Burek, B., & Willoughby, D. (2017). The effect of alphabet eBooks and paper books on preschoolers’ behavior: An analysis over repeated readings. Early Childhood Research Quarterly, 40, 1–12. https://doi.org/10.1016/j.ecresq.2017.02.002 Fry, A. (2020). Use patterns for ebooks: The effects of subject, age and availability on rate of use. The Journal of Academic Librarianship, 46(3), 102150. https://doi.org/10.1016/j.acalib.2020.102150 Gerber, L. A., Guggenheim, M., Pang, Y. C., Ross, T., Mayevskaya, Y., Jacobs, S., & Pecora, P. J. (2020). Understanding the effects of an interdisciplinary approach to parental representation in child welfare. Children and Youth Services Review, 116, 105163. https://doi.org/10.1016/j.childyouth.2020.105163 Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspensio. Early Education and Development, 19. https://doi.org/10.1080/10409289.2020.1843925 Lee, S. J., Ward, K. P., Chang, O. D., & Downing, K. M. (2021). Parenting activities and the transition to home-based education during the COVID-19 pandemic. Children and Youth Services Review, 122, 105585. https://doi.org/10.1016/j.childyouth.2020.105585 Morawska, A., Dittman, C. K., & Rusby, J. C. (2019). Promoting Self-Regulation in Young Children: The Role of Parenting Interventions. Clinical Child and Family Psychology Review, 22(1), 43–51. https://doi.org/10.1007/s10567-019-00281-5 Mourlam, D. J., DeCino, D. A., Newland, L. A., & Strouse, G. A. (2020). “It’s fun!” using students’ voices to understand the impact of school digital technology integration on their well-being. Computers & Education, 159, 104003. https://doi.org/10.1016/j.compedu.2020.104003 Nuñez, B., Stuart-Cassel, V., & Temkin, D. (2020). As COVID-19 spreads, most states have laws that address how schools should respond to pandemics. 66. Paredes, E., Hernandez, E., Herrera, A., & Tonyan, H. (2020). Putting the “family” in family childcare: The alignment between familismo (familism) and family childcare providers’ descriptions of their work. Early Childhood Research Quarterly, 52, 74–85. https://doi.org/10.1016/j.ecresq.2018.04.007 Rosen, L. D., Felice, K. T., & Walsh, T. (2020). Whole health learning: The revolutionary child of integrative health and education. EXPLORE, 16(4), 271–273. https://doi.org/10.1016/j.explore.2020.05.003 Thomas, V., De Backer, F., Peeters, J., & Lombaerts, K. (2019). Parental involvement and adolescent school achievement: The mediational role of self-regulated learning. Learning Environments Research, 22(3), 345–363. https://doi.org/10.1007/s10984-019-09278-x Tran, T., Hoang, A.-D., Nguyen, Y.-C., Nguyen, L.-C., Ta, N.-T., Pham, Q.-H., Pham, C.-X., Le, Q.-A., Dinh, V.-H., & Nguyen, T.-T. (2020). Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19. Sustainability, 12(10), 4195. https://doi.org/10.3390/su12104195 Troseth, G. L., & Strouse, G. A. (2017). Designing and using digital books for learning: The informative case of young children and video. International Journal of Child-Computer Interaction, 12, 3–7. https://doi.org/10.1016/j.ijcci.2016.12.002 UNESCO, U. (2020). COVID-19 impact on education. United Nations Educational Scientific and Cultural Organization. https://en. unesco.org/covid19/educationresponse Webster, E. K., Martin, C. K., & Staiano, A. E. (2019). Fundamental motor skills, screen-time, and physical activity in preschoolers. Journal of Sport and Health Science, 8(2), 114–121. https://doi.org/10.1016/j.jshs.2018.11.006

In 2018 the Graduate Program in Special Education (PPGEEs) of the Federal University of São Carlos (UFSCar) has completed 40 years of existence and has contributed significantly in the production of knowledge. This study aimed to perform a survey and analysis of the academic productions (dissertations and theses), referring to the process of inclusion of the target audience of Special Education in Higher Education, concluded between the years of 1981 (year for defense of the first dissertation) to 2018. This is a systematic review of the bibliography (RBS) presented as a possibility to better understand the production of knowledge in terms of Brazil. We verified that 618 dissertations (master's degree) and 198 theses (doctorate) were defended by its graduates, being found 7 studies, being 6 theses and 1 dissertation, all of which met the established criteria, ie, studies on inclusion in Teaching and / or Higher Education Special Education target public school students. The results evidenced that the subject is still little explored, including in the researches of students graduated from the PPGEEs of UFSCar. We conclude that even in spite of the small number of studies found, all are considered valuable, since they have brought many contributions to the specific literature of the area. It is hoped that this study will contribute to the expansion of research expectations in this context.Resumo No ano de 2018 o Programa de Pós-graduação em Educação Especial (PPGEEs) da Universidade Federal de São Carlos (UFSCar) completou 40 anos de existência e vem contribuindo significativamente na produção de conhecimentos. Este estudo objetivou realizar um levantamento e análise das produções acadêmicas (dissertações e teses), referentes ao processo de inclusão do público-alvo da Educação Especial no Ensino Superior, concluídas entre os anos de 1981 (ano de defesa da primeira dissertação) a 2018. Trata-se de uma revisão sistemática da bibliografia (RBS) apresentada como uma possibilidade de melhor compreender a produção do conhecimento em termos de Brasil. Verificamos que foram defendidas 618 dissertações (mestrado) e 198 teses (doutorado) pelos seus egressos, sendo encontrados 7 estudos, sendo 6 teses e 1 dissertação, das quais todas atendiam os critérios estabelecidos, ou seja, estudos sobre a inclusão no Ensino e/ou Educação Superior de estudantes público-alvo da Educação Especial. Os resultados evidenciaram que a temática ainda é pouco explorada, inclusive nas pesquisas dos estudantes egressos do PPGEEs da UFSCar. Concluímos que mesmo apesar do número reduzido de estudos encontrados, todos são considerados valiosos, na medida em que trouxeram muitas contribuições para a literatura específica da área. Espera-se que este estudo contribua para a ampliação das expectativas de pesquisa neste contexto.ResumenEn el año 2018 el Programa de Postgrado en Educación Especial (PPGEEs) de la Universidad Federal de São Carlos (UFSCar) completó 40 años de existencia y viene contribuyendo significativamente en la producción de conocimientos. Este estudio objetivó realizar un levantamiento y análisis de las producciones académicas (disertaciones y tesis), referentes al proceso de inclusión del público objetivo de la Educación Especial en la Educación Superior, concluidas entre los años de 1981 (año de defensa de la primera disertación) a 2018. Esta es una revisión sistemática de la bibliografía (RBS) presentada como una posibilidad de comprender mejor la producción del conocimiento en términos de Brasil. En el caso de que se produzca un cambio en la calidad de vida de la población, se debe tener en cuenta que, o Educación Superior de estudiantes público objetivo de la Educación Especial. Los resultados evidenciaron que la temática aún es poco explorada, incluso en las encuestas de los estudiantes egresados del PPGEEs de la UFSCar. Concluimos que a pesar del número reducido de estudios encontrados, todos se consideran valiosos, en la medida en que trajeron muchas contribuciones a la literatura específica del área. Se espera que este estudio contribuya a la ampliación de las expectativas de investigación en este contexto.Palavras-chave: Educação especial, Inclusão, Educação Superior.Keywords: Special education, Inclusion, College education.Palabras clave: Educación especial, Inclusión, Educación universitaria.ReferencesABNT – Associação Brasileira de Normas Técnicas. NBR 9050: Acessibilidade de Pessoas Portadoras de Deficiência a Edificações, Espaço, Mobiliário e Equipamento Urbano. Rio de Janeiro: ABNT, 2004.BRASIL. Ministério da Educação – MEC. Aviso Circular nº. 277, de 8 de maio de 1996. Diário Oficial [da] União, Brasília, 8 maio 1996. Disponível em: <http://portal.mec.gov. br/seesp/arquivos/pdf/aviso277.pdf>. Acesso em: 20 jul. 2018.BRASIL. Secretaria de Educação Superior. Edital nº 2. Programa Incluir. Diário Oficial [da] União, nº 93, seção 3, p. 39-40, Brasília, 17 maio 2005. Disponível em: <http://www.in.gov.br/imprensa/visualiza/index.jsp?jornal=3&pagina=39&data=17/05/2005>. Acesso em: 20 jul. 2018.BRASIL. Ministério da Educação. Documento orientador do Programa Incluir: acessibilidade na educação superior, 2007. Disponível em: <http://portal.mec.gov.br/index.php?Itemid=495&catid=191%3Asesu&id=13380%3Aprograma-incluir-edital-e-resultados&option=com_content&view=article>. Acesso em: 20 jul. 2018.BRASIL. Decreto nº 7.611, de 17 de novembro 2011. Dispõe sobre a educação especial, o atendimento educacional especializado e dá outras providências. 2011. Diário Oficial [da] União, Brasília, 17 nov. 2011. Disponível em: <http://www.planalto.gov.br/ccivil_03/_Ato2011-2014/2011/Decreto/D7611.htm>. Acesso em: 20 jul. 2018.BRASIL. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira. Resumo técnico do Censo da Educação Superior 2017 [recurso eletrônico]. – Brasília: Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, 2019. Disponível em: <http://portal.inep.gov.br/informacao-da-publicacao/-/asset_publisher/6JYIsGMAMkW1/document/id/6725796>. Acesso em: 16 abr. 2020.BRASIL. Ministério da Educação. Secretaria da Educação Especial. Política Nacional de Educação Especial na perspectiva da educação inclusiva. Brasília: MEC/SEESP, 2008. Disponível em: <http://portal.mec.gov.br/arquivos/pdf/politicaeducespecial.pdf>. Acesso em: 20 jul. 2018.]BRASIL. Lei nº 12.711, de 29 de agosto de 2012. Dispõe sobre o ingresso nas universidades federais e nas instituições federais de ensino técnico de nível médio e dá outras providências. Diário Oficial [da] União, Brasília, 29 ago. 2012. Disponível em: <http://www.planalto.gov.br/ccivil_03/_ato20112014/2012/lei/l12711.htm>. Acesso em: 02 jun. 2018. BRASIL. Programa Incluir. Documento Orientador Programa Incluir Acessibilidade na Educação Superior Secadi/SESu. 2013a. Disponível em: <file:///C:/Users/saionara%20pussente/Downloads/documento_orientador_programa _incluir%20(2).pdf>. Acesso em: 10 jan. 2017.BRASIL. Referenciais de Acessibilidade na Educação Superior e a Avaliação in loco do Sistema Nacional de Avaliação da Educação Superior (Sinaes). 2013b. Disponível em: <http://www.ampesc.org.br/_arquivos/download/1382550379.pdf>. Acesso em: 20 jan. 2017.BRASIL. Lei nº 13.146, de 6 de julho de 2015. Institui a Lei Brasileira de Inclusão da Pessoa com Deficiência (Estatuto da Pessoa com deficiência). Diário Oficial [da] União, Brasília, 6 jul. 2015. Disponível em: <http://www.planalto.gov.br/ccivil_03/_ato2015-2018/2015/lei/l13146.htm>. Acesso em: 02 jun. de 2017.BRASIL. Lei nº 13.409, de 28 de dezembro de 2016. Altera a Lei no 12.711, de 29 de agosto de 2012. Para dispor sobre a reserva de vagas para pessoas com deficiência nos cursos técnico de nível médio e superior das instituições federais de ensino. Diário Oficial [da] União, Brasília, 28 dez. 2016. Disponível em: <http://www.planalto.gov.br/ccivil_03/_ato20152018/2016/lei/L13409.htm>. Acesso em: 06 jun. 2018.BRIEGA, D. A. M. O ENEM como via de acesos do surdo ao ensino superior brasileiro. 2017. 121f. Tese (Doutorado em Educação Especial) – Programa de Pós-Graduação em Educação Especial. Universidade Federal de São Carlos (UFSCar), São Carlos, 2017.CASTRO, S. F. Ingresso e permanência de estudantes com deficiência em universidades públicas brasileiras. 2011. 278f. Tese (Doutorado em Educação Especial) – Programa de Pós-Graduação em Educação Especial. Universidade Federal de São Carlos (UFSCar), São Carlos, 2011.FANTACINI, R. A. F. Ações do Núcleo de Acessibilidade na EaD de uma instituição de educação superior privada e a satisfação dos estudantes com deficiência. 2017. 192f. Tese (Doutorado em Educação Especial) – Programa de Pós-Graduação em Educação Especial. Universidade Federal de São Carlos (UFSCar), São Carlos, 2017.GUERREIRO, E. M. B. R. Avaliação da satisfação do aluno com deficiência no Ensino Superior: estudo de caso da USFCar. 2011. 229f. Tese (Doutorado em Educação Especial) – Programa de Pós-Graduação em Educação Especial. Universidade Federal de São Carlos (UFSCar), São Carlos, 2011.LOPES, B. J. S. Programa de Transição para a vida adulta de jovens com deficiência intelectual em ambiente universitário. 2016. 246f. Tese (Doutorado em Educação Especial) – Programa de Pós-Graduação em Educação Especial. Universidade Federal de São Carlos (UFSCar), São Carlos, 2016.MARCONI, M. A.; LAKATOS, E. M. Técnicas de pesquisa: planejamento e execução de pesquisas, amostragens e técnicas de pesquisa, elaboração, análise e interpretação de dados. 7. ed. São Paulo: Atlas, 2008.MORGADO, L. A. S. Trajetórias acadêmicas de pessoas com deficiência no ensino superior brasileiro. 2017. 91f. Dissertação (Mestrado em Educação Especial) – Programa de Pós-Graduação em Educação Especial. Universidade Federal de São Carlos (UFSCar), São Carlos, 2017.OLIVEIRA, A. S. S. Estudantes com deficiência no ensino superior: subsídios para a política de inclusão da UNIMONTES. 2011. 182f. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos (UFSCar), São Carlos, 2011.PPGEEs. Programa de Pós-graduação em Educação Especial. UFSCar. Homepage. Teses e dissertações defendidas. Disponível em: <http://www.ppgees.ufscar.br/defesas-dissertacoes-defendidas/dissertacoes>. Acesso em: 20 jul. 2018.e3208127

Health system should be supported by health research to deliver quality, accountable, equitable, fairer, better health care to target population.1 Earlier; defenseless people like prisoners, soldiers, poor and mentally ill along with animals were subjected to medical research without taking consent. As time pass by, new emerging health problems, shifting of epidemiological trends in disease patterns, rapid increase in population, new and emerging health problems, increasing commercial interests of private health sector and shrinking resources all contribute in inequity to health care.2 Hence it is extremely important that research addresses priorities and focuses on the most important health issues and conditions. Research must serve as a driver for health system, policies and practice. For this to happen, the health research systems should be fully accountable for sake of transparency and also have to be capable of delivering the desired returns. We are fortune to take benefit from documented experiences from history. The main goal of medical research article is to share one’s valuable experience so as to contribute to the progress of science.3 Conducting a medical research and publishing it in a medical journal, is sharing an important knowledge and experience to the world. A physician from one part of the world may have significant load of certain disease and sharing management experience in that particular disease may help doctors of other part of the world treat such kind of patient. Furthermore, author may also have individual benefits, like higher positions in academic hierarchy.4 The Journal of the institution reflects the academics wealth of the institute. Earlier, only few used to grab opportunities for professional growth via publication, majority of them suffer to lack of publication culture in the institution resulting in fossilization of their professional caliber.5 In developing countries like ours, to do quality medical research is often difficult. Furthermore, getting the article published in medical journal is another challenge. Leading international medical journals underreport on health research priorities for developing countries because of improper material, methods quality. Many factors play role in the paucity of inclusion of research papers from developing countries. Lack of resources like funding, proper man power and less access to scientific literature in similar setting leading to poor research output, faulty manuscript preparation and language proficiency may be the common problems. Inadequate laboratory facilities and training may be the other cause. Hence, researchers in developing countries should be supported and encouraged to produce material of the quality by proper guidance and required trainings. Open access journal is the window to the research world. It is one of the tools to increase publications. These journals facilitate the publication of local research output and may play defining role in helping researcher to improve their publication records, and make it accessible to other researchers. This type of open access journal is an important entity in national publishing that will hopefully gain broader prominence as awareness increases and the above efforts are implemented. To make our journal an index and of international stature is strenuous but with the help from our fraternity, we will surely reach the goal soon. Our journal will surely serve as a medium to access information, updated knowledge and a symbol of ideal journal in Nepal. This journal is the result of hard work, dedication and sacrifice. We apologize for taking this extra long time to publish but as they say ‘good things come to those who wait’ we proudly present you our journal, our masterpiece. No one is to be blamed for the delay of this process. Working with teachers, selecting experts for review, suggesting authors, verifying manuscripts, editing and proof reading was an arduous job but was done meticulously. We run out of words to express our gratitude to the reviewers who reviewed and upgraded the journal’s contents. It is very hard to imagine this journal with their crucial help and guidance. We apologize for not being able to incorporate all the articles due to some academic standards and expectations. I would also like to take this opportunity to thank Dr. Angel Magar, without whom this journal would be impossible. His valuable guidence help us shape the journal. We shall forever the indebted to him for his support. Dr. Bibek Rajbhandari is another individual we need to thank. His hard work and dedication can be seen in our journal. We are grateful for his help and support. We appreciate everything he has done selflessly and for the betterment of the journal. We would like to acknowledge Dr. Krishna Rana (JNMA Assistant Editor) and JNMA Trainees (Asmita Neupane, Rakshya Pandey, Suzit Bhusal, Suraj Shrestha, Nabin Sundas, Prastuti Shrestha, Riyaz Shrestha, Prabha Bhandari, Nita Lohala, Samiksha Lamichhane, Sushmita Bhattarai, Laxman Aryal, Barsha Karki and Kajol Ghimire, Sushil Dahal, Shraddha Bhattarai) for the consistent support during the phase of publication. REFERENCES Inis C. The WHO Strategy on research for Health. France:WHO,2012. Santosa A, Wall S,Fottrell E,Hogberg U, Byass P.The Deveopment and experience of epidemological transition theory over four decades: a systematic review. Glob Health Action.2014;7:10. Mohmoud F, Mohamed F. A practical guide for health researchers. Eastern Mediteranean:WHO Regional Publications, 2004. Clauset A, Arbesmans, Larremore D. Systematic inequtiy and hierarcy i faculty hiring networks. Sci.Adv.2015;1:e 1400005. Koul B, Kanwar A (ed.). Toward a Culture of Quality. Vancouver:Common Wealth of Learning, 2006.

Covid-19 has changed the learning process from class attendance to distance learning using the Internet. Early childhood education is threatened to enter into the lost generation, due to distance learning, which causes confusion for teachers and parents to be able to provide the best stimulation for them. Therefore, the Indonesian government made a new policy on online learning. The objectives of this research are to find how effective at online learning policy formulation, how productive it is in policy implementation, and what are the obstacles of the implementation at Early-Childhood Education (ECE). This qualitative research uses a mixed method approach with an iterative analysis design, conducted in Central Java Province in 35 districts / cities with 1,899 respondents. Data collection techniques with open-closed questionnaires, study from 15 documentation, and in-depth interviews. Data analysis uses quantitative-qualitative software Nvivo12+, with Miles and Huberman models. The results showed the policy formulation of online learning at ECE has been effective. However, the implementation of online learning policy at ECE still takes a lot of effort to become more powerful in preventing a decline in learning. There are five obstacles in in applying this in the field, namely the ability of teachers, the ability of parents, economic capability, facility constraints, and pedagogical constraints. Keywords: Online Learning Policy; Children Engagement; Learning Management System References Allen, I. E., Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. ERIC, ISBN 0984028838. Asilestari, P. (2016). Komputer Interaktif sebagai Media Pengajaran Bahasa Inggris pada Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 2, n. 1, p. 55-62. Association, I. I. S. P. (2018). Penetrasi & Profil Perialku Pengguna Internet Indonesia. Coates, H. (2006). Student engagement in campus-based and online education: University connections. Routledge, ISBN 1134161530. Ha, Young. & Im, Hyunjoo. (2020). The Role of an Interactive Visual Learning Tool and its Personalizability in Online Learning: Flow Experience. Online Learning, 24, n. 1. Harjanto, T. & Sumunar, D. S. E. W. (2018). Tantangan Dan Peluang Pembelajaran Dalam Jaringan: Studi Kasus Implementas Elok (E-Learning: Open For Knowledge Sharing) Pada Mahasiswa Profesi Ners. Jurnal Keperawatan Respati Yogyakarta, 5, p. 24-28. Imron, A. (1995). Kebijaksanaan pendidikan di Indonesia: Proses, produk dan masa depannya. Bumi Aksara, ISBN 9795262319. Inoue, Y. (2007). Online education for lifelong learning. IGI Global, ISBN 1599043211. Irma, C. N., Nisa, K. & Sururiyah, S. K. (2019). Keterlibatan Orang Tua dalam Pendidikan Anak Usia Dini di TK Masyithoh 1 Purworejo. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3, n. 1, p. 214-224. Jebba, A. M. & Umaru, N. N. (2019). The role of social media in reshaping the academic activities of vocational and technical education lecturers in Nigeria. Int. J. Eval. & Res. Educ. Vol, 8, n. 4, p. 735-741. Johnson, K. & Manning, S. (2010). Online education for dummies. Canada: John Wiley & Sons Publishing ISBN 0470536209. Juwah, C. (2006). Interactions in online education: Implications for theory and practice. Routledge, ISBN 1134247494. Kemendikbud. (2020). Surat Edaran Nomor 4 Tahun 2020 Tentang Pelaksanaan Kebijakan Pendidikan Dalam Masa Darurat Penyebaran Corona Virus Disease (Covid-19). Kong, S. C., Chan, T.-W., Griffin, P. & Hoppe, U. et al. (2014). E-learning in school education in the coming 10 years for developing 21st century skills: Critical research issues and policy implications. Journal of Educational Technology & Society, 17, n. 1, p. 70-78. Kwon, J. B., Debruler, K. & Kennedy, K. (2019). A Snapshot of Successful K-12 Online Learning: Focused on the 2015-16 Academic Year in Michigan. Journal of Online Learning Research, 5, n. 2, p. 199-225. Layne, M., Boston, W. E. & Ice, P. (2013). A longitudinal study of online learners: Shoppers, swirlers, stoppers, and succeeders as a function of demographic characteristics. Online Journal of Distance Learning Administration, 16, n. 2, p. 1-12. Lynch, M. M. (2002). The online educator: A guide to creating the virtual classroom. Routledge, ISBN 1134542542. Novianti, R. & Garzia, M. (2020). Penggunaan Gadget Pada Anak; Tantangan Baru Orang Tua Milenial. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2. Nugroho, R. (2008). Kebijakan Pendidikan: Pengantar untuk Memahami Kebijakan Pendidikan Sebagai Kebijakan Publik. Yogyakarta: Pustaka Pelajar. Nugroho, R. (2017). Public Policy: Dinamika Kebijakan, Analisis Kebijakan, dan Manajemen Politik Kebijakan Publik. Jakarta: Elex Media Komputindo. Palloff, R. M. & Pratt, K. (2002). Lessons from the cyberspace classroom: The realities of online teaching. California: John Wiley & Sons Publishing, ISBN 0787959960. Pangondian, R. A., Santosa, P. I. & Nugroho, E. (2019). Faktor-Faktor Yang Mempengaruhi Kesuksesan Pembelajaran Daring Dalam Revolusi Industri 4.0. Panjaitan, N. Q.; Yetti, E. & Nurani, Y. (2020). Pengaruh Media Pembelajaran Digital Animasi dan Kepercayaan Diri terhadap Hasil Belajar Pendidikan Agama Islam Anak. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2, p. 588-596. Pebriana, P. H. (2017). Analisis penggunaan gadget terhadap kemampuan interaksi sosial pada anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 1, n. 1, p. 1-11. Pertiwi, W. K. (2020). Penetrasi Internet di Indonesia Capai 64 Persen. https://tekno.kompas.com/read/2020/02/20/14090017/penetrasi-internet-di-indonesia-capai-64-persen. Ramadhan, B. (2020). Ini Data Pengguna Internet Di Seluruh Dunia Tahun 2020. Jakarta https://teknoia.com/data-pengguna-internet-dunia-ac03abc7476. Roach, V. & Lemasters, L. (2006). Satisfaction with online learning: A comparative descriptive study. Journal of Interactive Online Learning, 5, n. 3, p. 317-332. Rohita, R. (2020). The Ability of Ece Teachers to Use ICT in The Industrial Revolution 4.0. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2, p. 502-511. Rostaminezhad, M., Mozayani, N., Norozi, D. & Iziy, M. (2013). Factors related to e-learner dropout: Case study of IUST elearning center. Procedia-Social and Behavioral Sciences, 83, p. 522-527. Sari, K. M. & Setiawan, H. (2020). Kompetensi Pedagogik Guru dalam Melaksanakan Penilaian Pembelajaran Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2, p. 900-912. Seok, S. & Dacosta, B. (2020). Relationships Between Young South Koreans’ Online Activities and Their Risk of Exploitation. Journal of Online Learning Research, 6, n. 1, p. 77-101. Setyaji, A., Iskak, A., Sukmaningrum, R. & Hawa, F. (2015). Komputer Interaktif Sebagai Media Pengajaran Bahasa Inggris Pada Anak Usia Dini. E-Dimas: Jurnal Pengabdian kepada Masyarakat, 6, n. 1, p. 1-12. Sharoff, L. (2019). Creative and Innovative Online Teaching Strategies: Facilitation for Active Participation. Journal of Educators Online, 16, n. 2, p. n2. Suhartanto, H. (2010). Survei 2009: Mutu Situs E-Learning Sekolah Indonesia Masih Sangat Minim. Jurnal Sistem Informasi,6, n. 1, p. 80-83. Sum, T. A. & Taran, E. G. M. (2020). Kompetensi Pedagogik Guru PAUD dalam Perencanaan dan Pelaksanaan Pembelajaran. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2. Swan, K. (2003). Learning effectiveness online: What the research tells us. p.13-47. Taufik, A., Apendi, T., Saidi, S. & Istiarsono, Z. (2019). Parental Perspectives on the Excellence of Computer Learning Media in Early Childhood Education. Jurnal Pendidikan Usia Dini, 13, n. 2, p. 356-370. Tilaar, H.; Nugroho, R. (2009). Kebijakan Pendidikan: Pengantar untuk Memahami Kebijakan Pendidikan dan Kebijakan Pendidikan sebagai Kebijakan Publik. Yogyakarta: Pustaka Pelajar. Ulya, S. I. (2019). Analisis Penggunaan Gedget Terhadap Kemampuan Interaksi Sosial Dan Komunikasi Pada Anak Usia Dini. 89-96. Vonderwell, S. & Zachariah, S. (2005). Factors that influence participation in online learning. Journal of Research on Technology in education, 38, n. 2, p. 213-230. Wang, Q., Zhu, Z., Chen, L. & Yan, H. (2009). E‐learning in China. Campus-Wide Information Systems. Winter, J., Cotton, D., Gavin, J. & Yorke, J. D. (2010). Effective e-learning? Multi-tasking, distractions and boundary management by graduate students in an online environment. ALT-J, 18, n. 1, p. 71-83. Yu, E. (2020). Student-Inspired Optimal Design of Online Learning for Generation Z. Journal of Educators Online, 17, n. 1, p. n1. Zaini, M. & Soenarto, S. (2019). Persepsi Orangtua terhadap Hadirnya Era Teknologi Digital di Kalangan Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3, n. 1, p. 254-264.

Rapid urbanization rates impact significantly on the nature of Land Cover patterns of the environment, which has been evident in the depletion of vegetal reserves and in general modifying the human climatic systems (Henderson, et al., 2017; Kumar, Masago, Mishra, & Fukushi, 2018; Luo and Lau, 2017). This study explores remote sensing classification technique and other auxiliary data to determine LULCC for a period of 50 years (1967-2016). The LULCC types identified were quantitatively evaluated using the change detection approach from results of maximum likelihood classification algorithm in GIS. Accuracy assessment results were evaluated and found to be between 56 to 98 percent of the LULC classification. The change detection analysis revealed change in the LULC types in Minna from 1976 to 2016. Built-up area increases from 74.82ha in 1976 to 116.58ha in 2016. Farmlands increased from 2.23 ha to 46.45ha and bared surface increases from 120.00ha to 161.31ha between 1976 to 2016 resulting to decline in vegetation, water body, and wetlands. The Decade of rapid urbanization was found to coincide with the period of increased Public Private Partnership Agreement (PPPA). Increase in farmlands was due to the adoption of urban agriculture which has influence on food security and the environmental sustainability. The observed increase in built up areas, farmlands and bare surfaces has substantially led to reduction in vegetation and water bodies. The oscillatory nature of water bodies LULCC which was not particularly consistent with the rates of urbanization also suggests that beyond the urbanization process, other factors may influence the LULCC of water bodies in urban settlements. Keywords: Minna, Niger State, Remote Sensing, Land Surface Characteristics References Akinrinmade, A., Ibrahim, K., & Abdurrahman, A. (2012). Geological Investigation of Tagwai Dams using Remote Sensing Technique, Minna Niger State, Nigeria. Journal of Environment, 1(01), pp. 26-32. Amadi, A., & Olasehinde, P. (2010). Application of remote sensing techniques in hydrogeological mapping of parts of Bosso Area, Minna, North-Central Nigeria. International Journal of Physical Sciences, 5(9), pp. 1465-1474. Aplin, P., & Smith, G. (2008). Advances in object-based image classification. The International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, 37(B7), pp. 725-728. Ayele, G. T., Tebeje, A. K., Demissie, S. S., Belete, M. A., Jemberrie, M. A., Teshome, W. M., . . . Teshale, E. Z. (2018). Time Series Land Cover Mapping and Change Detection Analysis Using Geographic Information System and Remote Sensing, Northern Ethiopia. Air, Soil and Water Research, 11, p 1178622117751603. Azevedo, J. A., Chapman, L., & Muller, C. L. (2016). Quantifying the daytime and night-time urban heat island in Birmingham, UK: a comparison of satellite derived land surface temperature and high resolution air temperature observations. Remote Sensing, 8(2), p 153. Blaschke, T., Hay, G. J., Kelly, M., Lang, S., Hofmann, P., Addink, E., . . . van Coillie, F. (2014). Geographic object-based image analysis–towards a new paradigm. ISPRS Journal of Photogrammetry and Remote Sensing, 87, pp. 180-191. Bukata, R. P., Jerome, J. H., Kondratyev, A. S., & Pozdnyakov, D. V. (2018). Optical properties and remote sensing of inland and coastal waters: CRC press. Camps-Valls, G., Tuia, D., Bruzzone, L., & Benediktsson, J. A. (2014). Advances in hyperspectral image classification: Earth monitoring with statistical learning methods. IEEE signal processing magazine, 31(1), pp. 45-54. Chen, J., Chen, J., Liao, A., Cao, X., Chen, L., Chen, X., . . . Lu, M. (2015). Global land cover mapping at 30 m resolution: A POK-based operational approach. ISPRS Journal of Photogrammetry and Remote Sensing, 103, pp. 7-27. Chen, M., Mao, S., & Liu, Y. (2014). Big data: A survey. Mobile networks and applications, 19(2), pp. 171-209. Cheng, G., Han, J., Guo, L., Liu, Z., Bu, S., & Ren, J. (2015). Effective and efficient midlevel visual elements-oriented land-use classification using VHR remote sensing images. IEEE transactions on geoscience and remote sensing, 53(8), pp. 4238-4249. Cheng, G., Han, J., Zhou, P., & Guo, L. (2014). Multi-class geospatial object detection and geographic image classification based on collection of part detectors. ISPRS Journal of Photogrammetry and Remote Sensing, 98, pp. 119-132. Coale, A. J., & Hoover, E. M. (2015). Population growth and economic development: Princeton University Press. Congalton, R. G., & Green, K. (2008). Assessing the accuracy of remotely sensed data: principles and practices: CRC press. Corner, R. J., Dewan, A. M., & Chakma, S. (2014). Monitoring and prediction of land-use and land-cover (LULC) change Dhaka megacity (pp. 75-97): Springer. Coutts, A. M., Harris, R. J., Phan, T., Livesley, S. J., Williams, N. S., & Tapper, N. J. (2016). Thermal infrared remote sensing of urban heat: Hotspots, vegetation, and an assessment of techniques for use in urban planning. Remote Sensing of Environment, 186, pp. 637-651. Debnath, A., Debnath, J., Ahmed, I., & Pan, N. D. (2017). Change detection in Land use/cover of a hilly area by Remote Sensing and GIS technique: A study on Tropical forest hill range, Baramura, Tripura, Northeast India. International journal of geomatics and geosciences, 7(3), pp. 293-309. Desheng, L., & Xia, F. (2010). Assessing object-based classification: advantages and limitations. Remote Sensing Letters, 1(4), pp. 187-194. Dewan, A. M., & Yamaguchi, Y. (2009). Land use and land cover change in Greater Dhaka, Bangladesh: Using remote sensing to promote sustainable urbanization. Applied Geography, 29(3), pp. 390-401. Dronova, I., Gong, P., Wang, L., & Zhong, L. (2015). Mapping dynamic cover types in a large seasonally flooded wetland using extended principal component analysis and object-based classification. Remote Sensing of Environment, 158, pp. 193-206. Duro, D. C., Franklin, S. E., & Dubé, M. G. (2012). A comparison of pixel-based and object-based image analysis with selected machine learning algorithms for the classification of agricultural landscapes using SPOT-5 HRG imagery. Remote Sensing of Environment, 118, pp. 259-272. Elmhagen, B., Destouni, G., Angerbjörn, A., Borgström, S., Boyd, E., Cousins, S., . . . Hambäck, P. (2015). Interacting effects of change in climate, human population, land use, and water use on biodiversity and ecosystem services. Ecology and Society, 20(1) Farhani, S., & Ozturk, I. (2015). Causal relationship between CO 2 emissions, real GDP, energy consumption, financial development, trade openness, and urbanization in Tunisia. Environmental Science and Pollution Research, 22(20), pp. 15663-15676. Feng, L., Chen, B., Hayat, T., Alsaedi, A., & Ahmad, B. (2017). The driving force of water footprint under the rapid urbanization process: a structural decomposition analysis for Zhangye city in China. Journal of Cleaner Production, 163, pp. S322-S328. Fensham, R., & Fairfax, R. (2002). Aerial photography for assessing vegetation change: a review of applications and the relevance of findings for Australian vegetation history. Australian Journal of Botany, 50(4), pp. 415-429. Ferreira, N., Lage, M., Doraiswamy, H., Vo, H., Wilson, L., Werner, H., . . . Silva, C. (2015). Urbane: A 3d framework to support data driven decision making in urban development. Visual Analytics Science and Technology (VAST), 2015 IEEE Conference on. Garschagen, M., & Romero-Lankao, P. (2015). Exploring the relationships between urbanization trends and climate change vulnerability. Climatic Change, 133(1), pp. 37-52. Gokturk, S. B., Sumengen, B., Vu, D., Dalal, N., Yang, D., Lin, X., . . . Torresani, L. (2015). System and method for search portions of objects in images and features thereof: Google Patents. Government, N. S. (2007). Niger state (The Power State). Retrieved from http://nigerstate.blogspot.com.ng/ Green, K., Kempka, D., & Lackey, L. (1994). Using remote sensing to detect and monitor land-cover and land-use change. Photogrammetric engineering and remote sensing, 60(3), pp. 331-337. Gu, W., Lv, Z., & Hao, M. (2017). Change detection method for remote sensing images based on an improved Markov random field. Multimedia Tools and Applications, 76(17), pp. 17719-17734. Guo, Y., & Shen, Y. (2015). Quantifying water and energy budgets and the impacts of climatic and human factors in the Haihe River Basin, China: 2. Trends and implications to water resources. Journal of Hydrology, 527, pp. 251-261. Hadi, F., Thapa, R. B., Helmi, M., Hazarika, M. K., Madawalagama, S., Deshapriya, L. N., & Center, G. (2016). Urban growth and land use/land cover modeling in Semarang, Central Java, Indonesia: Colombo-Srilanka, ACRS2016. Hagolle, O., Huc, M., Villa Pascual, D., & Dedieu, G. (2015). A multi-temporal and multi-spectral method to estimate aerosol optical thickness over land, for the atmospheric correction of FormoSat-2, LandSat, VENμS and Sentinel-2 images. Remote Sensing, 7(3), pp. 2668-2691. Hegazy, I. R., & Kaloop, M. R. (2015). Monitoring urban growth and land use change detection with GIS and remote sensing techniques in Daqahlia governorate Egypt. International Journal of Sustainable Built Environment, 4(1), pp. 117-124. Henderson, J. V., Storeygard, A., & Deichmann, U. (2017). Has climate change driven urbanization in Africa? Journal of development economics, 124, pp. 60-82. Hu, L., & Brunsell, N. A. (2015). A new perspective to assess the urban heat island through remotely sensed atmospheric profiles. Remote Sensing of Environment, 158, pp. 393-406. Hughes, S. J., Cabral, J. A., Bastos, R., Cortes, R., Vicente, J., Eitelberg, D., . . . Santos, M. (2016). A stochastic dynamic model to assess land use change scenarios on the ecological status of fluvial water bodies under the Water Framework Directive. Science of the Total Environment, 565, pp. 427-439. Hussain, M., Chen, D., Cheng, A., Wei, H., & Stanley, D. (2013). Change detection from remotely sensed images: From pixel-based to object-based approaches. ISPRS Journal of Photogrammetry and Remote Sensing, 80, pp. 91-106. Hyyppä, J., Hyyppä, H., Inkinen, M., Engdahl, M., Linko, S., & Zhu, Y.-H. (2000). Accuracy comparison of various remote sensing data sources in the retrieval of forest stand attributes. Forest Ecology and Management, 128(1-2), pp. 109-120. Jiang, L., Wu, F., Liu, Y., & Deng, X. (2014). Modeling the impacts of urbanization and industrial transformation on water resources in China: an integrated hydro-economic CGE analysis. Sustainability, 6(11), pp. 7586-7600. Jin, S., Yang, L., Zhu, Z., & Homer, C. (2017). A land cover change detection and classification protocol for updating Alaska NLCD 2001 to 2011. Remote Sensing of Environment, 195, pp. 44-55. Joshi, N., Baumann, M., Ehammer, A., Fensholt, R., Grogan, K., Hostert, P., . . . Mitchard, E. T. (2016). A review of the application of optical and radar remote sensing data fusion to land use mapping and monitoring. Remote Sensing, 8(1), p 70. Kaliraj, S., Chandrasekar, N., & Magesh, N. (2015). Evaluation of multiple environmental factors for site-specific groundwater recharge structures in the Vaigai River upper basin, Tamil Nadu, India, using GIS-based weighted overlay analysis. Environmental earth sciences, 74(5), pp. 4355-4380. Koop, S. H., & van Leeuwen, C. J. (2015). Assessment of the sustainability of water resources management: A critical review of the City Blueprint approach. Water Resources Management, 29(15), pp. 5649-5670. Kumar, P., Masago, Y., Mishra, B. K., & Fukushi, K. (2018). Evaluating future stress due to combined effect of climate change and rapid urbanization for Pasig-Marikina River, Manila. Groundwater for Sustainable Development, 6, pp. 227-234. Lang, S. (2008). Object-based image analysis for remote sensing applications: modeling reality–dealing with complexity Object-based image analysis (pp. 3-27): Springer. Li, M., Zang, S., Zhang, B., Li, S., & Wu, C. (2014). A review of remote sensing image classification techniques: The role of spatio-contextual information. European Journal of Remote Sensing, 47(1), pp. 389-411. Liddle, B. (2014). Impact of population, age structure, and urbanization on carbon emissions/energy consumption: evidence from macro-level, cross-country analyses. Population and Environment, 35(3), pp. 286-304. Lillesand, T., Kiefer, R. W., & Chipman, J. (2014). Remote sensing and image interpretation: John Wiley & Sons. Liu, Y., Wang, Y., Peng, J., Du, Y., Liu, X., Li, S., & Zhang, D. (2015). Correlations between urbanization and vegetation degradation across the world’s metropolises using DMSP/OLS nighttime light data. Remote Sensing, 7(2), pp. 2067-2088. López, E., Bocco, G., Mendoza, M., & Duhau, E. (2001). Predicting land-cover and land-use change in the urban fringe: a case in Morelia city, Mexico. Landscape and urban planning, 55(4), pp. 271-285. Luo, M., & Lau, N.-C. (2017). Heat waves in southern China: Synoptic behavior, long-term change, and urbanization effects. Journal of Climate, 30(2), pp. 703-720. Mahboob, M. A., Atif, I., & Iqbal, J. (2015). Remote sensing and GIS applications for assessment of urban sprawl in Karachi, Pakistan. Science, Technology and Development, 34(3), pp. 179-188. Mallinis, G., Koutsias, N., Tsakiri-Strati, M., & Karteris, M. (2008). Object-based classification using Quickbird imagery for delineating forest vegetation polygons in a Mediterranean test site. ISPRS Journal of Photogrammetry and Remote Sensing, 63(2), pp. 237-250. Mas, J.-F., Velázquez, A., Díaz-Gallegos, J. R., Mayorga-Saucedo, R., Alcántara, C., Bocco, G., . . . Pérez-Vega, A. (2004). Assessing land use/cover changes: a nationwide multidate spatial database for Mexico. International Journal of Applied Earth Observation and Geoinformation, 5(4), pp. 249-261. Mathew, A., Chaudhary, R., Gupta, N., Khandelwal, S., & Kaul, N. (2015). Study of Urban Heat Island Effect on Ahmedabad City and Its Relationship with Urbanization and Vegetation Parameters. International Journal of Computer & Mathematical Science, 4, pp. 2347-2357. Megahed, Y., Cabral, P., Silva, J., & Caetano, M. (2015). Land cover mapping analysis and urban growth modelling using remote sensing techniques in greater Cairo region—Egypt. ISPRS International Journal of Geo-Information, 4(3), pp. 1750-1769. Metternicht, G. (2001). Assessing temporal and spatial changes of salinity using fuzzy logic, remote sensing and GIS. Foundations of an expert system. Ecological modelling, 144(2-3), pp. 163-179. Miller, R. B., & Small, C. (2003). Cities from space: potential applications of remote sensing in urban environmental research and policy. Environmental Science & Policy, 6(2), pp. 129-137. Mirzaei, P. A. (2015). Recent challenges in modeling of urban heat island. Sustainable Cities and Society, 19, pp. 200-206. Mohammed, I., Aboh, H., & Emenike, E. (2007). A regional geoelectric investigation for groundwater exploration in Minna area, north west Nigeria. Science World Journal, 2(4) Morenikeji, G., Umaru, E., Liman, S., & Ajagbe, M. (2015). Application of Remote Sensing and Geographic Information System in Monitoring the Dynamics of Landuse in Minna, Nigeria. International Journal of Academic Research in Business and Social Sciences, 5(6), pp. 320-337. Mukherjee, A. B., Krishna, A. P., & Patel, N. (2018). Application of Remote Sensing Technology, GIS and AHP-TOPSIS Model to Quantify Urban Landscape Vulnerability to Land Use Transformation Information and Communication Technology for Sustainable Development (pp. 31-40): Springer. Myint, S. W., Gober, P., Brazel, A., Grossman-Clarke, S., & Weng, Q. (2011). Per-pixel vs. object-based classification of urban land cover extraction using high spatial resolution imagery. Remote Sensing of Environment, 115(5), pp. 1145-1161. Nemmour, H., & Chibani, Y. (2006). Multiple support vector machines for land cover change detection: An application for mapping urban extensions. ISPRS Journal of Photogrammetry and Remote Sensing, 61(2), pp. 125-133. Niu, X., & Ban, Y. (2013). Multi-temporal RADARSAT-2 polarimetric SAR data for urban land-cover classification using an object-based support vector machine and a rule-based approach. International journal of remote sensing, 34(1), pp. 1-26. Nogueira, K., Penatti, O. A., & dos Santos, J. A. (2017). Towards better exploiting convolutional neural networks for remote sensing scene classification. Pattern Recognition, 61, pp. 539-556. Oguz, H., & Zengin, M. (2011). Analyzing land use/land cover change using remote sensing data and landscape structure metrics: a case study of Erzurum, Turkey. Fresenius Environmental Bulletin, 20(12), pp. 3258-3269. Pohl, C., & Van Genderen, J. L. (1998). Review article multisensor image fusion in remote sensing: concepts, methods and applications. International journal of remote sensing, 19(5), pp. 823-854. Price, O., & Bradstock, R. (2014). Countervailing effects of urbanization and vegetation extent on fire frequency on the Wildland Urban Interface: Disentangling fuel and ignition effects. Landscape and urban planning, 130, pp. 81-88. Prosdocimi, I., Kjeldsen, T., & Miller, J. (2015). Detection and attribution of urbanization effect on flood extremes using nonstationary flood‐frequency models. Water resources research, 51(6), pp. 4244-4262. Rawat, J., & Kumar, M. (2015). Monitoring land use/cover change using remote sensing and GIS techniques: A case study of Hawalbagh block, district Almora, Uttarakhand, India. The Egyptian Journal of Remote Sensing and Space Science, 18(1), pp. 77-84. Rokni, K., Ahmad, A., Solaimani, K., & Hazini, S. (2015). A new approach for surface water change detection: Integration of pixel level image fusion and image classification techniques. International Journal of Applied Earth Observation and Geoinformation, 34, pp. 226-234. Sakieh, Y., Amiri, B. J., Danekar, A., Feghhi, J., & Dezhkam, S. (2015). Simulating urban expansion and scenario prediction using a cellular automata urban growth model, SLEUTH, through a case study of Karaj City, Iran. Journal of Housing and the Built Environment, 30(4), pp. 591-611. Santra, A. (2016). Land Surface Temperature Estimation and Urban Heat Island Detection: A Remote Sensing Perspective. Remote Sensing Techniques and GIS Applications in Earth and Environmental Studies, p 16. Shrivastava, L., & Nag, S. (2017). MONITORING OF LAND USE/LAND COVER CHANGE USING GIS AND REMOTE SENSING TECHNIQUES: A CASE STUDY OF SAGAR RIVER WATERSHED, TRIBUTARY OF WAINGANGA RIVER OF MADHYA PRADESH, INDIA. Shuaibu, M., & Sulaiman, I. (2012). Application of remote sensing and GIS in land cover change detection in Mubi, Adamawa State, Nigeria. J Technol Educ Res, 5, pp. 43-55. Song, B., Li, J., Dalla Mura, M., Li, P., Plaza, A., Bioucas-Dias, J. M., . . . Chanussot, J. (2014). Remotely sensed image classification using sparse representations of morphological attribute profiles. IEEE transactions on geoscience and remote sensing, 52(8), pp. 5122-5136. Song, X.-P., Sexton, J. O., Huang, C., Channan, S., & Townshend, J. R. (2016). Characterizing the magnitude, timing and duration of urban growth from time series of Landsat-based estimates of impervious cover. Remote Sensing of Environment, 175, pp. 1-13. Tayyebi, A., Shafizadeh-Moghadam, H., & Tayyebi, A. H. (2018). Analyzing long-term spatio-temporal patterns of land surface temperature in response to rapid urbanization in the mega-city of Tehran. Land Use Policy, 71, pp. 459-469. Teodoro, A. C., Gutierres, F., Gomes, P., & Rocha, J. (2018). Remote Sensing Data and Image Classification Algorithms in the Identification of Beach Patterns Beach Management Tools-Concepts, Methodologies and Case Studies (pp. 579-587): Springer. Toth, C., & Jóźków, G. (2016). Remote sensing platforms and sensors: A survey. ISPRS Journal of Photogrammetry and Remote Sensing, 115, pp. 22-36. Tuholske, C., Tane, Z., López-Carr, D., Roberts, D., & Cassels, S. (2017). Thirty years of land use/cover change in the Caribbean: Assessing the relationship between urbanization and mangrove loss in Roatán, Honduras. Applied Geography, 88, pp. 84-93. Tuia, D., Flamary, R., & Courty, N. (2015). Multiclass feature learning for hyperspectral image classification: Sparse and hierarchical solutions. ISPRS Journal of Photogrammetry and Remote Sensing, 105, pp. 272-285. Tzotsos, A., & Argialas, D. (2008). Support vector machine classification for object-based image analysis Object-Based Image Analysis (pp. 663-677): Springer. Wang, L., Sousa, W., & Gong, P. (2004). Integration of object-based and pixel-based classification for mapping mangroves with IKONOS imagery. International journal of remote sensing, 25(24), pp. 5655-5668. Wang, Q., Zeng, Y.-e., & Wu, B.-w. (2016). Exploring the relationship between urbanization, energy consumption, and CO2 emissions in different provinces of China. Renewable and Sustainable Energy Reviews, 54, pp. 1563-1579. Wang, S., Ma, H., & Zhao, Y. (2014). Exploring the relationship between urbanization and the eco-environment—A case study of Beijing–Tianjin–Hebei region. Ecological Indicators, 45, pp. 171-183. Weitkamp, C. (2006). Lidar: range-resolved optical remote sensing of the atmosphere: Springer Science & Business. Wellmann, T., Haase, D., Knapp, S., Salbach, C., Selsam, P., & Lausch, A. (2018). Urban land use intensity assessment: The potential of spatio-temporal spectral traits with remote sensing. Ecological Indicators, 85, pp. 190-203. Whiteside, T. G., Boggs, G. S., & Maier, S. W. (2011). Comparing object-based and pixel-based classifications for mapping savannas. International Journal of Applied Earth Observation and Geoinformation, 13(6), pp. 884-893. Willhauck, G., Schneider, T., De Kok, R., & Ammer, U. (2000). Comparison of object oriented classification techniques and standard image analysis for the use of change detection between SPOT multispectral satellite images and aerial photos. Proceedings of XIX ISPRS congress. Winker, D. M., Vaughan, M. A., Omar, A., Hu, Y., Powell, K. A., Liu, Z., . . . Young, S. A. (2009). Overview of the CALIPSO mission and CALIOP data processing algorithms. Journal of Atmospheric and Oceanic Technology, 26(11), pp. 2310-2323. Yengoh, G. T., Dent, D., Olsson, L., Tengberg, A. E., & Tucker III, C. J. (2015). Use of the Normalized Difference Vegetation Index (NDVI) to Assess Land Degradation at Multiple Scales: Current Status, Future Trends, and Practical Considerations: Springer. Yu, Q., Gong, P., Clinton, N., Biging, G., Kelly, M., & Schirokauer, D. (2006). Object-based detailed vegetation classification with airborne high spatial resolution remote sensing imagery. Photogrammetric Engineering & Remote Sensing, 72(7), pp. 799-811. Zhou, D., Zhao, S., Zhang, L., & Liu, S. (2016). Remotely sensed assessment of urbanization effects on vegetation phenology in China's 32 major cities. Remote Sensing of Environment, 176, pp. 272-281. Zhu, Z., Fu, Y., Woodcock, C. E., Olofsson, P., Vogelmann, J. E., Holden, C., . . . Yu, Y. (2016). Including land cover change in analysis of greenness trends using all available Landsat 5, 7, and 8 images: A case study from Guangzhou, China (2000–2014). Remote Sensing of Environment, 185, pp. 243-257.

The pandemic of COVID-19 has afflicted every individual and has initiated a cascade of directly or indirectly involved events in precipitating mental health issues. The human species is a wanderer and hunter-gatherer by nature, and physical social distancing and nationwide lockdown have confined an individual to physical isolation. The present review article was conceived to address psychosocial and other issues and their aetiology related to the current pandemic of COVID-19. The elderly age group has most suffered the wrath of SARS-CoV-2, and social isolation as a preventive measure may further induce mental health issues. Animal model studies have demonstrated an inappropriate interacting endogenous neurotransmitter milieu of dopamine, serotonin, glutamate, and opioids, induced by social isolation that could probably lead to observable phenomena of deviant psychosocial behavior. Conflicting and manipulated information related to COVID-19 on social media has also been recognized as a global threat. Psychological stress during the current pandemic in frontline health care workers, migrant workers, children, and adolescents is also a serious concern. Mental health issues in the current situation could also be induced by being quarantined, uncertainty in business, jobs, economy, hampered academic activities, increased screen time on social media, and domestic violence incidences. The gravity of mental health issues associated with the pandemic of COVID-19 should be identified at the earliest. Mental health organization dedicated to current and future pandemics should be established along with Government policies addressing psychological issues to prevent and treat mental health issues need to be developed. References World Health Organization (WHO) Coronavirus Disease (COVID-19) Dashboard. Available at: https://covid19.who.int/ [Accessed on 23 August 2020] Sim K, Chua HC. The psychological impact of SARS: a matter of heart and mind. CMAJ. 2004; 170:811e2. https://doi.org/10.1503/cmaj.1032003. Wu P, Fang Y, Guan Z, Fan B, Kong J, Yao Z, et al. The psychological impact of the SARS epidemic on hospital employees in China: exposure, risk perception, and altruistic acceptance of risk. Can J Psychiatr. 2009; 54:302e11. https://doi.org/10.1177/070674370905400504. Brooks SK, Webster RK, Smith LE, Woodland L, Wessely S, Greenberg N, et al. The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet. 2020; 395:912e20. https://doi.org/10.1016/S0140-6736(20)30460-8. Robertson E, Hershenfield K, Grace SL, Stewart DE. The psychosocial effects of being quarantined following exposure to SARS: a qualitative study of Toronto health care workers. Can J Psychiatr. 2004; 49:403e7. https://doi.org/10.1177/070674370404900612. Barbisch D, Koenig KL, Shih FY. Is there a case for quarantine? Perspectives from SARS to Ebola. Disaster Med Public Health Prep. 2015; 9:547e53. https://doi.org/10.1017/dmp.2015.38. Jeong H, Yim HW, Song YJ, Ki M, Min JA, Cho J, et al. Mental health status of people isolated due to Middle East Respiratory Syndrome. Epidemiol Health. 2016;38: e2016048. https://doi.org/10.4178/epih.e2016048. Liu X, Kakade M, Fuller CJ, Fan B, Fang Y, Kong J, et al. Depression after exposure to stressful events: lessons learned from the severe acute respiratory syndrome epidemic. Compr Psychiatr. 2012; 53:15e23. https://doi.org/10.1016/j.comppsych.2011.02.003 Chadda RK, Deb KS. Indian family systems, collectivistic society and psychotherapy. Indian J Psychiatry. 2013;55: S299‑ https://dx.doi.org/10.4103%2F0019-5545.105555. Grover S, Sahoo S, Mehra A, Avasthi A, Tripathi A, Subramanyan A, et al. Psychological impact of COVID‑19 lockdown: An online survey from India. Indian J Psychiatry. 2020; 62:354-62. https://doi.org/ 10.4103/psychiatry.IndianJPsychiatry _427_20. Hawkley LC, Cacioppo JT. Loneliness matters: a theoretical and empirical review of consequences and mechanisms. Ann Behav Med. 2010; 40: 218–27. https://dx.doi.org/10.1007%2Fs12160-010-9210-8. Chen N, Zhou M, Dong X, Qu J, Gong F, Han Y, et al. Epidemiological and clinical characteristics of 99 cases of 2019 novel coronavirus pneumonia in Wuhan, China: a descriptive study. Lancet. 2020;395(10223):507-13. https://doi.org/10.1016/S0140-6736(20)30211-7. Bhandari S, Sharma R, Singh Shaktawat A, Banerjee S, Patel B, Tak A, et al. COVID-19 related mortality profile at a tertiary care centre: a descriptive study. Scr Med. 2020;51(2):69-73. https://doi.org/10.5937/scriptamed51-27126. Baumeister RF, Leary MR. The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychol Bull. 1995; 117: 497–529. https://doi.org/10.1037/0033-2909.117.3.497. Caspi A, Harrington H, Moffitt TE, Milne BJ, Poulton R. Socially isolated children 20 years later: risk of cardiovascular disease. Arch Pediatr Adolesc Med. 2006; 160(8):805-11. https://doi.org/10.1001/archpedi.160.8.805. Eaker ED, Pinsky J, Castelli WP. Myocardial infarction and coronary death among women: psychosocial predictors from a 20-year follow-up of women in the Framingham Study. Am J Epidemiol. 1992; 135(8):854-64. https://doi.org/10.1093/oxfordjournals.aje.a116381. Luo Y, Hawkley LC, Waite LJ, Cacioppo JT. Loneliness, health, and mortality in old age: a national longitudinal study. Soc Sci Med. 2012 Mar; 74(6):907-14. https://dx.doi.org/10.1016%2Fj.socscimed.2011.11.028. Olsen RB, Olsen J, Gunner-Svensson F, Waldstrøm B. Social networks and longevity. A 14-year follow-up study among elderly in Denmark. Soc Sci Med. 1991; 33(10):1189-95. https://doi.org/10.1016/0277-9536(91)90235-5. Patterson AC, Veenstra G. Loneliness and risk of mortality: a longitudinal investigation in Alameda County, California. Soc Sci Med. 2010; 71(1):181-6. https://doi.org/10.1016/j.socscimed.2010.03.024. Savikko N, Routassalo P, Tilvis RS, Strandberg TE, Pitkalla KH. Predictors and subjective causes of loneliness in an aged population. Arch Gerontol Geriatrics. 2005; 41:3;223-33. https://doi.org/10.1016/j.archger.2005.03.002. Health Advisory for Elderly Population of India during COVID19. Available at: https://www.mohfw.gov.in/pdf/AdvisoryforElderlyPopulation.pdf [Accessed on 13 August 2020]. Dicks D, Myers R, Kling A. Uncus and amygdala lesions: effects on social behavior in the free-ranging rhesus monkey. Science. 1969; 165:69–71. https://doi.org/10.1126/science.165.3888.69. Kanai R, Bahrami B, Duchaine B, Janik A, Banissy MJ, Rees G. Brain structure links loneliness to social perception. Curr Biol. 2012; 22(20):1975-9. https://dx.doi.org/10.1016%2Fj.cub.2012.08.045. Bender AR, Daugherty A, Raz N. Vascular risk moderates associations between hippocampal subfield volumes and memory. J Cogn Neurosci. 2013; 25:1851–62. https://doi.org/10.1162/jocn_a_00435. Raz N. Diabetes: brain, mind, insulin–what is normal and do we need to know? Nat Rev Endocrinol. 2011; 7:636–7. https://doi.org/10.1038/nrendo.2011.149. Colcombe SJ, Erickson KI, Naftali R, Andrew GW, Cohen NJ, McAuley E, et al. Aerobic fitness reduces brain tissue loss in aging humans. J Gerontol A Biol Sci Med Sci. 2003; 58:176–80. https://doi.org/10.1093/gerona/58.2.m176. Maass A, Düzel S, Goerke M, Becke A, Sobieray U, Neumann K, et al. Vascular hippocampal plasticity after aerobic exercise in older adults. Mol Psychiatry. 2015; 20, 585–93. https://doi.org/10.1038/mp.2014.114. Wilson RS, Krueger KR, Arnold SE, Schneider JA, Kelly JF, Barnes LL, et al. Loneliness and Risk of Alzheimer Disease. Arch Gen Psychiatry. 2007;64(2):234–240. https://doi.org/10.1001/archpsyc.64.2.234. Kogan JH, Frankland PW, Silva AJ. Long-term memory underlying hippocampus-dependent social recognition in mice. Hippocampus. 2000;10(1):47-56. https://doi.org/10.1002/(sici)1098-1063(2000)10:1%3C47::aid-hipo5%3E3.0.co;2-6. Yorgason JT, España RA, Konstantopoulos JK, Weiner JL, Jones SR. Enduring increases in anxiety-like behavior and rapid nucleus accumbens dopamine signaling in socially isolated rats. Eur J Neurosci. 2013;37(6):1022-31. https://doi.org/10.1111/ejn.12113. Bledsoe AC, Oliver KM, Scholl JL, Forster GL. Anxiety states induced by post-weaning social isolation are mediated by CRF receptors in the dorsal raphe nucleus. Brain Res Bull. 2011;85(3-4):117-22. https://dx.doi.org/10.1016%2Fj.brainresbull.2011.03.003. Lukkes JL, Engelman GH, Zelin NS, Hale MW, Lowry CA. Post-weaning social isolation of female rats, anxiety-related behavior, and serotonergic systems. Brain Res. 2012; 1443:1-17. https://dx.doi.org/10.1016%2Fj.brainres.2012.01.005. Ago Y, Araki R, Tanaka T, Sasaga A, Nishiyama S, Takuma K, et al. Role of social encounter-induced activation of prefrontal serotonergic systems in the abnormal behaviors of isolation-reared mice. Neuropsychopharmacology. 2013; 38(8):1535-47. https://doi.org/10.1038/npp.2013.52. Veenema AH. Early life stress, the development of aggression and neuroendocrine and neurobiological correlates: what can we learn from animal models? Front Neuroendocrinol. 2009;30(4):497-518. https://doi.org/10.1016/j.yfrne.2009.03.003. Zhao X, Sun L, Jia H, Meng Q, Wu S, Li N, et al. Isolation rearing induces social and emotional function abnormalities and alters glutamate and neurodevelopment-related gene expression in rats. Prog Neuropsychopharmacol Biol Psychiatry. 2009;33(7):1173-1177. https://doi.org/10.1016/j.pnpbp.2009.06.016. Sciolino NR, Bortolato M, Eisenstein SA, Fu J, Oveisi F, Hohmann AG, et al. Social isolation and chronic handling alter endocannabinoid signaling and behavioral reactivity to context in adult rats. Neuroscience. 2010;168(2):371-86. https://dx.doi.org/10.1016%2Fj.neuroscience.2010.04.007. Ghasemi M, Phillips C, Trillo L, De Miguel Z, Das D, Salehi A. The role of NMDA receptors in the pathophysiology and treatment of mood disorders. Neurosci Biobehav Rev. 2014; 47:336-358. https://doi.org/10.1016/j.neubiorev.2014.08.017. Olivenza R, Moro MA, Lizasoain I, Lorenzo P, Fernández AP, Rodrigo J, et al. Chronic stress induces the expression of inducible nitric oxide synthase in rat brain cortex. J Neurochem. 2000;74(2):785-791. https://doi.org/10.1046/j.1471-4159.2000.740785.x. Maeng S, Zarate CA Jr, Du J, Schloesser RJ, McCammon J, Chen G, et al. Cellular mechanisms underlying the antidepressant effects of ketamine: role of alpha-amino-3-hydroxy-5-methylisoxazole-4-propionic acid receptors. Biol Psychiatry. 2008;63(4):349-352. https://doi.org/10.1016/j.biopsych.2007.05.028. Kalia LV, Kalia SK, Salter MW. NMDA receptors in clinical neurology: excitatory times ahead. Lancet Neurol. 2008;7(8):742-755. https://dx.doi.org/10.1016%2FS1474-4422(08)70165-0. Waxman EA, Lynch DR. N-methyl-D-aspartate Receptor Subtypes: Multiple Roles in Excitotoxicity and Neurological Disease. The Neuroscientist. 2005; 11(1), 37–49. https://doi.org/10.1177/1073858404269012. Hermes G, Li N, Duman C, Duman R. Post-weaning chronic social isolation produces profound behavioral dysregulation with decreases in prefrontal cortex synaptic-associated protein expression in female rats. Physiol Behav. 2011;104(2):354-9. https://dx.doi.org/10.1016%2Fj.physbeh.2010.12.019. Sestito RS, Trindade LB, de Souza RG, Kerbauy LN, Iyomasa MM, Rosa ML. Effect of isolation rearing on the expression of AMPA glutamate receptors in the hippocampal formation. J Psychopharmacol. 2011;25(12):1720-1729. https://doi.org/10.1177/0269881110385595. Toua C, Brand L, Möller M, Emsley RA, Harvey BH. The effects of sub-chronic clozapine and haloperidol administration on isolation rearing induced changes in frontal cortical N-methyl-D-aspartate and D1 receptor binding in rats. Neuroscience. 2010;165(2):492-499. https://doi.org/10.1016/j.neuroscience.2009.10.039. Alò R, Avolio E, Mele M, Storino F, Canonaco A, Carelli A et al. Excitatory/inhibitory equilibrium of the central amygdala nucleus gates anti-depressive and anxiolytic states in the hamster. Pharmacol Biochem Behav. 2014; 118:79-86. https://doi.org/10.1016/j.pbb.2014.01.007. St JP, Petkov VV. Changes in 5-HT1 receptors in different brain structures of rats with isolation syndrome. General pharmacology. 1990;21(2):223-5. https://doi.org/10.1016/0306-3623(90)90905-2. Miachon S, Rochet T, Mathian B, Barbagli B, Claustrat B. Long-term isolation of Wistar rats alters brain monoamine turnover, blood corticosterone, and ACTH. Brain Res Bull. 1993;32(6):611-614. https://doi.org/10.1016/0361-9230(93)90162-5. Van den Berg CL, Van Ree JM, Spruijt BM, Kitchen I. Effects of juvenile isolation and morphine treatment on social interactions and opioid receptors in adult rats: behavioural and autoradiographic studies. Eur J Neurosci. 1999;11(9):3023-3032. https://doi.org/10.1046/j.1460-9568.1999.00717.x. Vanderschuren LJ, Stein EA, Wiegant VM, Van Ree JM. Social play alters regional brain opioid receptor binding in juvenile rats. Brain Res. 1995;680(1-2):148-156. https://doi.org/10.1016/0006-8993(95)00256-p. Moles A, Kieffer BL, D'Amato FR. Deficit in attachment behavior in mice lacking the mu-opioid receptor gene. Science. 2004;304(5679):1983-1986. https://doi.org/10.1126/science.1095943. Panksepp J, Herman BH, Vilberg T, Bishop P, DeEskinazi FG. Endogenous opioids and social behavior. Neurosci Biobehav Rev. 1980;4(4):473-487. https://doi.org/10.1016/0149-7634(80)90036-6. Gong JP, Onaivi ES, Ishiguro H, Liu Q, Tagliaferro PA, Brusco A, et al. Cannabinoid CB2 receptors: immunohistochemical localization in rat brain. Brain Res. 2006;1071(1):10-23. https://doi.org/10.1016/j.brainres.2005.11.035. Breivogel CS, Sim-Selley LJ. Basic neuroanatomy and neuropharmacology of cannabinoids. Int Rev Psychiatry 2009; 21:2:113-121. https://doi.org/10.1080/09540260902782760. Haj-Mirzaian A, Amini-Khoei H, Haj-Mirzaian A, Amiri S, Ghesmati M, Zahir M, et al. Activation of cannabinoid receptors elicits antidepressant-like effects in a mouse model of social isolation stress. Brain Res Bull. 2017; 130:200-210. https://doi.org/10.1016/j.brainresbull.2017.01.018. Banach M, Piskorska B, Czuczwar SJ, Borowicz KK. Nitric Oxide, Epileptic Seizures, and Action of Antiepileptic Drugs. CNS & Neurological Disorders - Drug Targets 2011;10: 808. https://doi.org/10.2174/187152711798072347. Förstermann U, Sessa WC. Nitric oxide synthases: regulation and function. Eur Heart J. 2012;33(7):829-37, 837a-837d. https://dx.doi.org/10.1093%2Feurheartj%2Fehr304. Hu Y, Wu D, Luo C, Zhu L, Zhang J, Wu H, et al. Hippocampal nitric oxide contributes to sex difference in affective behaviors. PNAS. 2012, 109 (35) 14224-14229. https://doi.org/10.1073/pnas.1207461109. Khan MI, Ostadhadi S, Zolfaghari S, Mehr SE, Hassanzadeh G, Dehpour, A et al. The involvement of NMDA receptor/NO/cGMP pathway in the antidepressant like effects of baclofen in mouse force swimming test. Neuroscience Letters. 2016; 612:52-61. https://doi.org/10.1016/j.neulet.2015.12.006. Matsumoto K, Puia G, Dong E, Pinna G. GABAA receptor neurotransmission dysfunction in a mouse model of social isolation-induced stress: Possible insights into a non-serotonergic mechanism of action of SSRIs in mood and anxiety disorders. Stress. 2007; 10:1:3-12. https://doi.org/10.1080/10253890701200997. Zlatković J, Filipović D. Chronic social isolation induces NF-κB activation and upregulation of iNOS protein expression in rat prefrontal cortex. Neurochem Int. 2013;63(3):172-179. https://doi.org/10.1016/j.neuint.2013.06.002. Haj-Mirzaian A, Amiri S, Kordjazy N, Momeny M, Razmi A, Balaei MR, et al. Lithium attenuated the depressant and anxiogenic effect of juvenile social stress through mitigating the negative impact of interlukin-1β and nitric oxide on hypothalamic-pituitary-adrenal axis function. Neuroscience. 2016; 315:271-285. https://doi.org/10.1016/j.neuroscience.2015.12.024. Larson HJ. The biggest pandemic risk? Viral misinformation. Nature 2018; 562:309. https://doi.org/10.1038/d41586-018-07034-4. Zarocostas J. How to fight an infodemic. Lancet 2020; 395:676. https://doi.org/10.1016/S0140-6736(20)30461-X. World Health Organization, 2019. Ebola Virus Disease – Democratic Republic of the Congo. Geneva, Switzerland: WHO. Available at: https://www.who.int/csr/don/28-november-2019-ebola-drc/en/ [Accessed on August 8, 2020] Times of India. Covid-19: doctors gone to collect samples attacked in Indore. Available at: https://timesofindia.indiatimes.com/videos/news/covid-19-doctors-goneto- collect-samples-attacked-in-indore/videoshow/74942153.cms; 2020 [Accessed on August 8, 2020]. Withnall A. Coronavirus: why India has had to pass new law against attacks on healthcare workers. The Independent. April 23, 2020. Semple K. “Afraid to be a nurse”: health workers under attack. The New York Times. 2020 Apr 27. The Economist. Health workers become unexpected targets during COVID-19. The Economist. May 11, 2020. Turan B, Budhwani H, Fazeli PL, Browning WR, Raper JL, Mugavero MJ, et al. How does stigma affect people living with HIV? The mediating roles of internalized and anticipated HIV stigma in the effects of perceived community stigma on health and psychosocial outcomes. AIDS Behav. 2017; 21: 283–291. https://doi.org/10.1007/s10461-016-1451-5. James PB, Wardle J, Steel A, Adams J. An assessment of Ebola-related stigma and its association with informal healthcare utilisation among Ebola survivors in Sierra Leone: a cross sectional study. BMC Public Health. 2020; 20: 182. https://doi.org/10.1186/s12889-020-8279-7. Aljazeera, 2020. Iran: Over 700 Dead after Drinking Alcohol to Cure Coronavirus. Aljazeera. Available at: https://www.aljazeera.com/ news/2020/04/iran-700-dead-drinking-alcohol-cure-coronavirus200427163529629.html. (Accessed June 4, 2020) Delirrad M, Mohammadi AB, 2020. New methanol poisoning outbreaks in Iran following COVID-19 pandemic. Alcohol Alcohol. 55: 347–348. https://doi.org/10.1093/alcalc/agaa036. Hassanian-Moghaddam H, Zamani N, Kolahi A-A, McDonald R, Hovda KE. Double trouble: methanol outbreak in the wake of the COVID-19 pandemic in Iran-a cross-sectional assessment. Crit Care. 2020; 24: 402. https://doi.org/10.1186/s13054-020-03140-w. Soltaninejad K. Methanol Mass Poisoning Outbreak: A Consequence of COVID-19 Pandemic and Misleading Messages on Social Media. Int J Occup Environ Med. 2020;11(3):148-150. https://dx.doi.org/10.34172%2Fijoem.2020.1983. Islam MS, Sarkar T, Khan SH, Kamal AM, Hasan SMM, Kabir A, et al. COVID-19–Related Infodemic and Its Impact on Public Health: A Global Social Media Analysis. Am J Trop Med Hyg. 2020; 00(0):1–9. https://doi.org/10.4269/ajtmh.20-0812. Hawryluck L, Gold W, Robinson S, Pogorski S, Galea S, Styra R. SARS control and psychological effects of quarantine, Toronto, Canada. Emerg Infect Dis. 2004;10(7):1206–1212. https://dx.doi.org/10.3201%2Feid1007.030703. Lee S, Chan LYY, Chau AAM, Kwok KPS, Kleinman A. The experience of SARS-related stigma at Amoy Gardens. Soc Sci Med. 2005; 61(9): 2038-2046. https://doi.org/10.1016/j.socscimed.2005.04.010. Yoon MK Kim SY Ko HS Lee MS. System effectiveness of detection, brief intervention and refer to treatment for the people with post-traumatic emotional distress by MERS: a case report of community-based proactive intervention in South Korea. Int J Ment Health Syst. 2016; 10: 51. https://doi.org/10.1186/s13033-016-0083-5. Reynolds DL, Garay JR, Deamond SL, Moran MK, Gold W, Styra R. Understanding, compliance and psychological impact of the SARS quarantine experience. Epidemiol Infect. 2008; 136: 997-1007. https://dx.doi.org/10.1017%2FS0950268807009156. Marjanovic Z, Greenglass ER, Coffey S. The relevance of psychosocial variables and working conditions in predicting nurses' coping strategies during the SARS crisis: an online questionnaire survey. Int J Nurs Stud. 2007; 44(6): 991-998. https://doi.org/10.1016/j.ijnurstu.2006.02.012. Bai Y, Lin C-C, Lin C-Y, Chen J-Y, Chue C-M, Chou P. Survey of stress reactions among health care workers involved with the SARS outbreak. Psychiatr Serv. 2004; 55: 1055-1057. https://doi.org/10.1176/appi.ps.55.9.1055. Ministry of Health and Family Welfare. Available at: https://www.mohfw.gov.in/pdf/Guidelinesforhomequarantine.pdf [Accessed on 25 August 2020]. Ministry of Health and Family Welfare. Available at: https://www.mohfw.gov.in/pdf/RevisedguidelinesforHomeIsolationofverymildpresymptomaticCOVID19cases10May2020.pdf [Accessed on 25 August 2020]. Ministry of Health and Family Welfare. Available at: https://www.mohfw.gov.in/pdf/AdvisoryformanagingHealthcareworkersworkinginCOVIDandNonCOVIDareasofthehospital.pdf (Accessed on 25 August 2020). Ministry of Health and Family Welfare. Available at: https://www.mohfw.gov.in/pdf/RevisedguidelinesforInternationalArrivals02082020.pdf [Accessed on 25 August 2020]. Cost of the lockdown? Over 10% of GDP loss for 18 states. Available at: https://timesofindia.indiatimes.com/india/cost-of-the-lockdown-over-10-of-gdp-loss-for-18-states/articleshow/76028826.cms [Accessed on 21 August 2020]. Jorda O, Singh SR, Taylor AM. Longer-Run Economic Consequences of Pandemics. Federal Reserve Bank of San Francisco Working Paper. 2020-09. https://doi.org/10.24148/wp2020-09. Firdaus G. Mental well‑being of migrants in urban center of India: Analyzing the role of social environment. Indian J Psychiatry. 2017; 59:164‑ https://doi.org/10.4103/psychiatry.indianjpsychiatry_272_15. National Crime Record Bureau. Annual Crime in India Report. New Delhi, India: Ministry of Home Affairs; 2018. 198 migrant workers killed in road accidents during lockdown: Report. Available at: https://www.hindustantimes.com/india-news/198-migrant-workers-killed-in-road-accidents-during-lockdown-report/story-hTWzAWMYn0kyycKw1dyKqL.html [Accessed on 25 August 2020]. Qiu H, Wu J, Hong L, Luo Y, Song Q, Chen D. Clinical and epidemiological features of 36 children with coronavirus disease 2019 (COVID-19) in Zhejiang, China: an observational cohort study. Lancet Infect Dis. 2020; 20:689-96. https://doi.org/10.1016/S1473-3099(20)30198-5. Dalton L, Rapa E, Stein A. Protecting the psychological health of through effective communication about COVID-19. Lancet Child Adolesc Health. 2020;4(5):346-347. https://doi.org/10.1016/S2352-4642(20)30097-3. Centre for Disease Control. Helping Children Cope with Emergencies. Available at: https://www.cdc.gov/childrenindisasters/helping-children-cope.html [Accessed on 25 August 2020]. Liu JJ, Bao Y, Huang X, Shi J, Lu L. Mental health considerations for children quarantined because of COVID-19. Lancet Child & Adolesc Health. 2020; 4(5):347-349. https://doi.org/10.1016/S2352-4642(20)30096-1. Sprang G, Silman M. Posttraumatic Stress Disorder in Parents and Youth After Health-Related Disasters. Disaster Med Public Health Prep. 2013;7(1):105-110. https://doi.org/10.1017/dmp.2013.22. Rehman U, Shahnawaz MG, Khan NH, Kharshiing KD, Khursheed M, Gupta K, et al. Depression, Anxiety and Stress Among Indians in Times of Covid-19 Lockdown. Community Ment Health J. 2020:1-7. https://doi.org/10.1007/s10597-020-00664-x. Cao W, Fang Z, Hou, Han M, Xu X, Dong J, et al. The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research. 2020; 287:112934. https://doi.org/10.1016/j.psychres.2020.112934. Wang C, Zhao H. The Impact of COVID-19 on Anxiety in Chinese University Students. Front Psychol. 2020; 11:1168. https://dx.doi.org/10.3389%2Ffpsyg.2020.01168. Kang L, Li Y, Hu S, Chen M, Yang C, Yang BX, et al. The mental health of medical workers in Wuhan, China dealing with the 2019 novel coronavirus. Lancet Psychiatry 2020;7(3): e14. https://doi.org/10.1016/s2215-0366(20)30047-x. Lai J, Ma S, Wang Y, Cai Z, Hu J, Wei N, et al. Factors associated with mental health outcomes among health care workers exposed to coronavirus disease 2019. JAMA Netw Open 2020;3(3): e203976. https://doi.org/10.1001/jamanetworkopen.2020.3976. Lancee WJ, Maunder RG, Goldbloom DS, Coauthors for the Impact of SARS Study. Prevalence of psychiatric disorders among Toronto hospital workers one to two years after the SARS outbreak. Psychiatr Serv. 2008;59(1):91-95. https://dx.doi.org/10.1176%2Fps.2008.59.1.91. Tam CWC, Pang EPF, Lam LCW, Chiu HFK. Severe acute respiratory syndrome (SARS) in Hongkong in 2003: Stress and psychological impact among frontline healthcare workers. Psychol Med. 2004;34 (7):1197-1204. https://doi.org/10.1017/s0033291704002247. Lee SM, Kang WS, Cho A-R, Kim T, Park JK. Psychological impact of the 2015 MERS outbreak on hospital workers and quarantined hemodialysis patients. Compr Psychiatry. 2018; 87:123-127. https://dx.doi.org/10.1016%2Fj.comppsych.2018.10.003. Koh D, Meng KL, Chia SE, Ko SM, Qian F, Ng V, et al. Risk perception and impact of severe acute respiratory syndrome (SARS) on work and personal lives of healthcare workers in Singapore: What can we learn? Med Care. 2005;43(7):676-682. https://doi.org/10.1097/01.mlr.0000167181.36730.cc. Verma S, Mythily S, Chan YH, Deslypere JP, Teo EK, Chong SA. Post-SARS psychological morbidity and stigma among general practitioners and traditional Chinese medicine practitioners in Singapore. Ann Acad Med Singap. 2004; 33(6):743e8. Yeung J, Gupta S. Doctors evicted from their homes in India as fear spreads amid coronavirus lockdown. CNN World. 2020. Available at: https://edition.cnn.com/2020/03/25/asia/india-coronavirus-doctors-discrimination-intl-hnk/index.html. [Accessed on 24 August 2020] Violence Against Women and Girls: the Shadow Pandemic. UN Women. 2020. May 3, 2020. Available at: https://www.unwomen.org/en/news/stories/2020/4/statement-ed-phumzile-violence-against-women-during-pandemic. [Accessed on 24 August 2020]. Gearhart S, Patron MP, Hammond TA, Goldberg DW, Klein A, Horney JA. The impact of natural disasters on domestic violence: an analysis of reports of simple assault in Florida (1999–2007). Violence Gend. 2018;5(2):87–92. https://doi.org/10.1089/vio.2017.0077. Sahoo S, Rani S, Parveen S, Pal Singh A, Mehra A, Chakrabarti S, et al. Self-harm and COVID-19 pandemic: An emerging concern – A report of 2 cases from India. Asian J Psychiatr 2020; 51:102104. https://dx.doi.org/10.1016%2Fj.ajp.2020.102104. Ghosh A, Khitiz MT, Pandiyan S, Roub F, Grover S. Multiple suicide attempts in an individual with opioid dependence: Unintended harm of lockdown during the COVID-19 outbreak? Indian J Psychiatry 2020; [In Press]. The Economic Times. 11 Coronavirus suspects flee from a hospital in Maharashtra. March 16 2020. Available at: https://economictimes.indiatimes.com/news/politics-and-nation/11-coronavirus-suspects-flee-from-a-hospital-in-maharashtra/videoshow/74644936.cms?from=mdr. [Accessed on 23 August 2020]. Xiang Y, Yang Y, Li W, Zhang L, Zhang Q, Cheung T, et al. Timely mental health care for the 2019 novel coronavirus outbreak is urgently needed. The Lancet Psychiatry 2020;(3):228–229. https://doi.org/10.1016/S2215-0366(20)30046-8. Van Bortel T, Basnayake A, Wurie F, Jambai M, Koroma A, Muana A, et al. Psychosocial effects of an Ebola outbreak at individual, community and international levels. Bull World Health Organ. 2016;94(3):210–214. https://dx.doi.org/10.2471%2FBLT.15.158543. Kumar A, Nayar KR. COVID 19 and its mental health consequences. Journal of Mental Health. 2020; ahead of print:1-2. https://doi.org/10.1080/09638237.2020.1757052. Gupta R, Grover S, Basu A, Krishnan V, Tripathi A, Subramanyam A, et al. Changes in sleep pattern and sleep quality during COVID-19 lockdown. Indian J Psychiatry. 2020; 62(4):370-8. https://doi.org/10.4103/psychiatry.indianjpsychiatry_523_20. Duan L, Zhu G. Psychological interventions for people affected by the COVID-19 epidemic. Lancet Psychiatry. 2020;7(4): P300-302. https://doi.org/10.1016/S2215-0366(20)30073-0. Dubey S, Biswas P, Ghosh R, Chatterjee S, Dubey MJ, Chatterjee S et al. Psychosocial impact of COVID-19. Diabetes Metab Syndr. 2020; 14(5): 779–788. https://dx.doi.org/10.1016%2Fj.dsx.2020.05.035. Wright R. The world's largest coronavirus lockdown is having a dramatic impact on pollution in India. CNN World; 2020. Available at: https://edition.cnn.com/2020/03/31/asia/coronavirus-lockdown-impact-pollution-india-intl-hnk/index.html. [Accessed on 23 August 2020] Foster O. ‘Lockdown made me Realise What’s Important’: Meet the Families Reconnecting Remotely. The Guardian; 2020. Available at: https://www.theguardian.com/keep-connected/2020/apr/23/lockdown-made-me-realise-whats-important-meet-the-families-reconnecting-remotely. (Accessed on 23 August 2020) Bilefsky D, Yeginsu C. Of ‘Covidivorces’ and ‘Coronababies’: Life During a Lockdown. N. Y. Times; 2020. Available at: https://www.nytimes.com/2020/03/27/world/coronavirus-lockdown-relationships.html [Accessed on 23 August 2020]

This study examines psycholinguistic structure of autobiographical and traumatic narratives representing positive emotional and stressful traumatic life events. The research applied the cross sectional, between subjects design utilizing the independent variables of external agent they, space and time and dependent variable of word number in traumatic narratives for multiple regression analysis. The approval letter to recruit the participants through SONA system in 2015–2016 academic year was obtained from Institutional Review Board of Oklahoma State University (USA). 64 undergraduates of nonclinical setting, females (n=37), males (n=27), mean age was 19.43 (SD=1.37) were recruited. PTSD-8: A Short PTSD Inventory assesses PTSD, the Linguistic Inquiry and Word Count (LIWC) analyzes traumatic and autobiographical narratives in terms of linguistic units and psychological meaningful categories. The results indicate that there are significant differences between pronoun they as external agent of proposition and psychological categories of negative emotions and anxiety in traumatic and autobiographical narratives. The frequency of these categories is higher in traumatic narratives compared with autobiographical narratives. External agent they, category of time and space taken together significantly contribute to word number in traumatic narrative. There is a negative correlation between focus on the past and word count, and positive correlation between social category and word count in traumatic narrative in nonclinical sample. To sum up, propositional structure of traumatic memory of individuals without PTSD is represented by external agent and context (place and time) taken together. Considering time as a significant negative predictor of creating traumatic narrative, temporal processing without overestimation of time is an important factor of avoiding PTSD. The principal theoretical implication of this study is that traumatic memory might be examined through psycholinguistic markers represented by propositional structures and psychological meaningful categories of traumatic narratives in individuals from nonclinical and clinical settings. References Anderson, J., Bower, G. D. (1974). A propositional model of recognition memory. Memory and Cognition, 2(3), 406-412. American Psychiatric Association. (2013). American Psychiatric Association, 2013. Diagnostic and statistical manual of mental disorders (5th ed.). American Journal of Psychiatry (p. 991). doi: https://doi.org/10.1176/appi.books.9780890425596.744053 Bauer, P.J. (2015). A complementary process account of the development of childhood amnesia and a personal past complementary process. Psychological Review, 122(2), 204-231. doi: https://doi.org/10.1037/a0038939. Berntsen, D. (2009). Involuntary Autobiographical Memories: An Introduction to the Unbidden Past. Cambridge: Cambridge University press. Berntsen, D., Rubin, D.C. (2002). Cultural life scripts structure recall from autobiographical memory. Memory and Cognition, 32(3), 427-442. doi: https://doi.org/10.3758/BF03195836. Berntsen, D., Rubin, D.C., & Siegler, I.C. (2011). Two versions of life: emotionally negative and positive life events have different roles in the organization of life story and identity. Emotion, 11(15),1190-201. doi: https://doi.org/10.1037/a0024940. Bietti, L. (2014). Discursive Remembering (Media and Cultural Memory). Paris: Telecom Paris Tech. Brewin, C.R. (2007). Autobiographical memory for trauma: Update on four controversies. Memory, 15(3), 227-248. doi: https://doi.org/10.1080/09658210701256423. Byrne, C. A., Hyman Jr, I. E., & Scott, K. L. (2001). Comparisons of memories for traumatic events and other experiences. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 15(7), S119-S133. doi: https://doi.org/10.1002/acp.837. Cohen, J. A., Mannarino A. P., Deblinger, E. (2006). Treating Trauma and Traumatic Grief in Children and Adolescents. N.Y.: Guilford Publication Inc. Fivush R., Habermas T., Waters T. E.A., Zaman W. (2011). The making of autobiographical memory: intersections of culture, narratives and identity. International Journal of Psychology, 46(5), 321-345. doi: https://doi.org/10.1080/00207594.2011.596541. Gunsch, M. A., Brownlow, S., Haynes, S. E., & Mabe, Z. (2000). Differential forms linguistic content of various of political advertising. Journal of Broadcasting & Electronic Media, 44(1), 27-42. doi: https://doi.org/10.1207/s15506878jobem4401_3. Hague, S. and Conway, M. A. (2001). Sampling the process of autobiographical memory construction. European Journal of Cognitive Psychology, 13, 529-547. doi: https://doi.org/10.1080/09541440125757. Hansen M, Andersen T., Armour C. Elklit A, Palic S., Mackrill T. (2010) PTSD-8: A Short PTSD Inventory. Clinical Practice and Epidemiology in Mental Health, 6, 101-108. doi: https://doi.org/10.2174/1745017901006010101. Jensen, T. K., Holt, T., Ormhaug, S. M., Egeland, K., Granly, L., Hoaas, L. C., ... & Wentzel-Larsen, T. (2014). A randomized effectiveness study comparing trauma-focused cognitive behavioral therapy with therapy as usual for youth. Journal of Clinical Child & Adolescent Psychology, 43(3), 356-369. doi: https://dx.doi.org/10.1080%2F15374416.2013.822307 Kubany, E. S., Leisen, M. B., Kaplan, A. S., Watson, S. B., Haynes, S. N., Owens, J. A., & Burns, K. (2000). Development and preliminary validation of a brief broad-spectrum measure of trauma exposure: the Traumatic Life Events Questionnaire. Psychological Assessment, 12(2), 210. doi: https://doi.org/10.1037/1040-3590.12.2.210. Lorenzzoni, P.L., Silva G. L. T., Poletto M. P., Kristensen Ch.H. (2014) Autobiographical memory for stressful events, traumatic memory and posttraumatic stress disorder: a systematic review. Avances en Psihologia Lationoamericana, 32(3), 361-376. doi: https://doi.org/10.12804/apl32.03.2014.08 Matos, M., & Pinto‐Gouveia, J. (2010). Shame as a traumatic memory. Clinical Psychology & Psychotherapy, 17(4), 299-312. doi: https://doi.org/10.1002/cpp.659. Meichenbaum, D. A. (1994). Clinical Handbook for Assessing and Treating Adults with Post-Traumatic Stress Disorder (PTSD). Waterloo: Institute Press. Miller, A. (1995). Novels Behind Glass. Cambridge: Cambridge University Press. Norman, D. A., & Bobrow, D. G. (1975). On data-limited and resource-limited processes. Cognitive Psychology, 7(1), 44–64. doi: https://doi.org/10.1016/0010-0285(75)90004-3. Nourkova, V., Bernstein, D. M., Loftus, E. F. (2014). Biography becomes autobiography: Distorting the subjective past. The American Journal of Psychology, 117(1), 65-80. Pennebaker, J. W. (1993). Putting stress into words: Health, Linguistic and therapeutic implications. Behavioral Research Therapy, 31, 539-548. doi: https://psycnet.apa.org/doi/10.1016/0005-7967(93)90105-4. Pennebaker, J. W., & Seagal, J. D. (1999). Forming a story: The health benefits of narrative. Journal of Clinical Psychology, 55(10), 1243-1254. doi: https://doi.org/10.1002/(SICI)1097-4679(199910)55:10<1243::AID-JCLP6>3.0.CO;2-N. Pennebaker, J. W., Boyd, R. L., Jordan, K., & Blackburn, K. (2015). The development and psychometric properties of LIWC2015. University of Texas at Austin. Rassmusen, A. S., Ramsgaard, S. B., Berntsen, D. (2015). Frequency and Functions of Involuntary and Voluntary Autobiographical Memories Across the Day. Psychology of Conciseness: Theory, Research and Practice, 2(2), 185–205. doi: https://doi.org/10.1037/cns0000042. Rubin, D. C., Dennis, M.F., Beckham, J. C. (2011). Autobiographical memory for stressful events: The role of autobiographical memory in posttraumatic stress disorder. Consciousness and Cognition, 20, 840-856. doi: https://doi.org/10.1016/j.concog.2011.03.015. Scherer, K.R., Wranik, T., Sangsue, J., Tran, V., & Scherer, U. (2004). Emotions in everyday life: Probability of occurrence, risk factors, appraisal and reaction patterns. Social Science Information, 43, 499-570. doi: https://doi.org/10.1177/0539018404047701. Silva da T. L. G., Donat J. C., Lorenzonni P.L., Souza de L. K., Gauer G., Kristensen Ch. H. (2016). Event centrality in trauma and PTSD: relations between event relevance and posttraumatic symptoms. Psicologia: Reflexão e Critica, 29-34. doi: https://doi.org/10.1186/s41155-016-0015-y. Sotgiu I., Rusconi M.L. (2014) Why autobiographical memories for traumatic and emotional events might differ: theoretical arguments and empirical evidence. The Journal of Psychology, 148(5), 523-547. doi: https://doi.org/10.1080/00223980.2013.814619. Tausczik, Y. R., & Pennebaker, J. W. (2010). The psychological meaning of words: LIWC and computerized text analysis methods. Journal of language and social psychology, 29(1), 24-54. doi: 10.1177/0261927X09351676. Van der Kolk, B. A., & Fisler, R. (1995). Dissociation and the fragmentary nature of traumatic memories: Overview and exploratory study. Journal of Traumatic Stress, 8(4), 505-525. doi: https://doi.org/10.1007/bf02102887. Vicario, C. M., & Felmingham, K. L. (2018). Slower Time estimation in Post-Traumatic Stress Disorder. Scientific Reports, 8(1). https://doi.org/10.1038/s41598-017-18907-5 Vicario, C. M., Gulisano, M., Martino, D., & Rizzo, R. (2016). Timing recalibration in childhood Tourette syndrome associated with persistent pimozide treatment. Journal of Neuropsychology, 10(2), 211-222. doi: https://doi.org/10.1111/jnp.12064. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Zasiekina, L. (2014). Psycholinguistic representation of individual traumatic memory in the context of social and political ambiguity. East European Journal of Psycholinguistics, 1(2), 118-125. doi: https://doi.org/ 10.5281/zenodo.45899. Zasiekina, L., Khvorost, K., & Zasiekina, D. (2018). Traumatic Narrative in Psycholinguistic Study Dimension. Psycholinguistics, 23(1), 47-59. doi: https://doi.org/10.5281/zenodo.1211097.

Abstract: This qualitative research with case study design aims to describe the Instructional Leadership of School Principals at SMPN 2 Palangka Raya, seen from: (1) Efforts made by principals in improving the quality of learning in aspects of teachers and students, (2) Stakeholder support for the efforts of principals schools in improving the quality of learning, and (3) Supporting factors and obstacles in the implementation of instructional leadership. Data collection is done by in-depth interviews, participant observation, and study documentation. Determination of data sources is done by using purposive sampling technique. Data analysis was performed using the interactive patterns of Miles and Huberman (1994). Checking the validity of the data is done by using a degree of credibility through both source and method triangulation techniques. The results showed that: (1) Efforts made by school principals in improving the quality of learning in the aspects of teachers were carried out by conducting workshops to improve the quality of learning, support teachers to take part in MGMP activities, routine academic supervision to teachers; while in the aspect of students is done through the implementation of additional learning hours and private tutoring activities, (2) Stakeholder support for the efforts of school principals in improving the quality of learning through synergic collaboration with the Central Kalimantan Province LPMP, BSNP, School Supervisors and School Committees, and (3) Supporting factors in implementing instructional leadership include: the availability of facilities to support the learning process, optimal performance of teaching staff (teacher), and support from parents of students; Constraint factors include ineffective management of learning facilities and infrastructure. Keywords: Instructional Leadership, Principals, SMPN 2 Palangka Raya Abstrak: Penelitian kualitatif dengan rancangan studi kasus ini bertujuan untuk mendeskripsikan tentang Kepemimpinan Instruksional Kepala Sekolah di SMPN 2 Palangka Raya, dilihat dari: (1) Upaya yang dilakukan kepala sekolah dalam meningkatkan kualitas pembelajaran pada aspek guru dan siswa, (2) Dukungan stakeholder terhadap upaya kepala sekolah dalam meningkatkan kualitas pembelajaran, dan (3) Faktor pendukung dan kendala dalam implementasi kepemimpinan instruksional. Pengumpulan data dilakukan dengan metode wawancara mendalam, observasi partisipan, dan studi dokumentasi. Penetapan sumber data dilakukan dengan teknik purposive sampling. Analisis data dilakukan dengan menggunakan pola interaktif Miles dan Huberman (1994). Pengecekan keabsahan data dilakukan dengan menggunakan derajat kepercayaan (credibility) melalui teknik triangulasi baik sumber maupun metode. Hasil penelitian menunjukan bahwa: (1) Upaya yang dilakukan kepala sekolah dalam meningkatkan kualitas pembelajaran pada aspek guru dilakukan dengan melaksanakan workshop peningkatan kualitas pembelajaran, support guru untuk mengikuti kegiatan MGMP, supervisi akademik rutin kepada para guru; sedangkan pada aspek siswa dilakukan melalui pelaksanaan jam pelajaran tambahan dan kegiatan les privat, (2) Dukungan stakeholder terhadap upaya kepala sekolah dalam meningkatkan kualitas pembelajaran melalui kerjasama sinergis dengan pihak LPMP Provinsi Kalimantan Tengah, BSNP, Pengawas sekolah dan Komite sekolah, dan (3) Faktor pendukung dalam mengimplementasi kepemimpinan instruksional meliputi: tersedianya sarana para sarana penunjang proses pembelajaran, kinerja tenaga pendidik (guru) yang optimal, dan dukungan orang tua murid; Faktor kendala meliputi belum efektifnya pengelolaan sarana dan prasarana pembelajaran. Kata Kunci: Kepemimpinan Instruksional, Kepala Sekolah, SMPN 2 Palangka Raya References: Sujak, A. (2009). Kepemimpinan dan Manajer (Eksistensinya dalam Perilaku Organisasi). Jakarta: Rajawali Pers. Fathoni, A. (2006). Metodologi Penelitian dan Teknik Penyusunan Skripsi. Jakarta: PT Rineka Cipta. Fitri, A. Z. (2012). Pendidikan Karakter Berbasis Nilai dan Etika di Sekolah. Jogjakarta: Ar-Ruz Media. Basrowi., & Suwandi. (2008). Memahami Penelitian Kualitatif. Jakarta: Rineka Cipta. Bush, R. (2003). Measuring Quality of Life Among Those with Type 2 in Primary Care. (online), diunduh pada tanggal 20 Juli 2018, dari http://www.uq.edu.au/helath-/helathycomm/docs/Qol.pdf. Cotton, K. (2003). Principals and Student Achievement. Virginia USA, ASCD. Diunduh pada tanggal 22 Juli 2018 dari:http://aktual asiddau.blogspot.com/2010/09/tugas-pokok-dan-fungsi-kepala-sekolah.html Daryanto. (2013). Kepala Sekolah sebagai Pemimpin Pembelajaran. Yogyakarta: Gava Media. Mulyasa, E. (2001). Menjadi Kepala Sekolah Profesional. Bandung: PT. Remaja Rosdakarya. Hallinger, P. (2003). Leadership for 21st Century Schools: From Instructional Leadership to Leadership for Learning. The Hong Kong Institute of Education, Diunduh pada tanggal 21 Oktober 2018, dari http://www.proquest.umi.com. Hermino, A. (2014). Kepemimpinan Pendidikan di Era Globalisasi. Jakarta: Pustaka Pelajar. Juni. D. W. (2012). Kepemimpinan Instruksional Kepala Madrasah dan Inovatif Guru terhadap Produktivitas Kerja Guru Madrasah Ibtidaiyah Se-Kecamatan Manis Renggo Klaten. Jurnal Ilmu Pendidikan. Diunduh pada tanggal 29 Oktober 2018, dari http://repo.iaintulungagung.ac.id/50/7/.pdf Jalal, F. (2009). Reformasi Pendidikan Dalam Konteks Otonomi Daerah, Yogyakarta: Adicita Karya Nusa Kompri. (2015). Manajemen Sekolah Orientasi Kemandirian Kepala Sekolah. Pustaka Pelajar. Lunenburg, C., & Irby, J. (2006). The Principalship; Vision toaction. Wadsworth: Cengangelearning. Diunduh pada tanggal 22 Oktober 2018, dari: http://lib.unnes.ac.id/21893/1/1401411127-s.pdf. Makawimbang, H. (2012). Kepemimpinan yang Bermutu. Bandung: Alfabeta Arifin, M. (2012). Etika & Profesi Kependidikan. Yogyakarta: Ar-Ruz Media. Margono, S. (2009). Metodologi Penelitian Pendidikan. Jakarta: Rineka Cipta. Miarso, Y. (2007). Menyemai Benih Teknologi Pendidikan. Jakarta: Kencana. Miles, M., & Huberman, A. M. (1992). Analisis Data Kualitatif: Buku Sumber Tentang Metode-Metode Baru. Jakarta: UI Press. Moleong. L. J. (2010). Metode Penelitian Kualitatif. Bandung: Remaja Rosdakarya. Moos, J., & Day, O. C. (2011).How School PrincipalsSustain Over Time, International Perspective. UK. Springer. Diunduh pada tanggal 29 Oktober 2018, dari http://repo.iain-tulungagung.ac.id/50/7/.pdf. Mulyasa, E. (2011). Manajemen Berbasis Sekolah, Konsep, strategi dan Implementasi. Bandung: PT Remaja Rosdakarya Nurdin, S. (2002). Guru dan Implementasi Kurikulum. Jakarta: Ciputat Pers. Peraturan Menteri Pendidikan Nasional Nomor 13 Tahun 2007 tentang Standar Kepala Sekolah. Rahmah, S. (2016). Mengenal Sekolah Unggulan.Diunduh pada tanggal 22 April 2019 darihttp://journal.uin-alauddin.ac.id/index.php/Inspiratif-Pendidikan/article/viewFile/3222/3065. Sediono, dkk., (2003). Paket Pelatihan Awal: Untuk Sekolah dan Masyarakat. Jakarta: NZAID. Sugiyono. (2015). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R & D. Bandung: Alfabeta. Sulistyorini. (2009). Evaluasi Pendidikan dalam Meningkatkan Mutu Pendidikan. Yogyakarta: TERAS. Soutworth,G. (2002). InstructionalLeadershipin Schools:Reflectionand Empirical Evidence. Diunduh pada tanggal 10 Nopember 2018, dari: https://core.ac.uk/download/pdf/82042012.pdf. Suharsaputra, U. (2016). Kepemimpinan Inovasi Pendidikan. Bandung: Refika Aditama. Sugiyono. (2014). Memahami Penelitian Kualitatif. Bandung: Alfabeta. Triatna, C. (2015). Perilaku Organisasi. Bandung: PT. Remaja Rosdakarya. Usman, H., & Raharjo, N. E. 2013. Strategi Kepemimpinan Pembelajaran Menyongsong Implementasi Kurikulum 2013. Jurnal Cakrawala Pendidikan. Diunduh pada tanggal 21 Oktober 2018, dari: https://journal.uny.ac.id/index.php/cp. Wahjosumidjo. (1999).Kepemimpinan Kepala Sekolah. Jakarta: Raja Grafindo Persada.

Achenbach, R 2005. Pentateuch, Hexateuch und Enneateuch. Eine Verhältnisbestimmung, ZAR 11:122–154. Albertz, R 2007. Die kanonische Anpassung des Johuabuches. Ein Neubewertung seiner sog.”Priesterschriftelike Texte”, in Römer and Schmid 2007:199–217. Aurelius, E 2003. Zukunft jenseits des Gerichts: Eine redaktionsgeschichltliche Studie zumEnneateuch. BZAW 319. Berlin: de Gruyter. Barrick, W B & Spencer, J R (eds) 1984. In the shelter of Elyon: essays on ancient Palestinian life in honour of GW Ahlström. JSOTSup 31. Sheffield: JSOT Press. Becker U, 2006. Endredaktionelle Kontextvernetzungen des Josua-Buches, in Witte, Schmid, Prechel and Gertz 2006:139–161. Bieberstein, K 1995. Josua-Jordan-Jericho. Archäologie, Geschichte und Theologie der Landnahmeerzählungen Josua 1–6. OBO. Friborg: Universitätsverlag, Göttingen: Vandenhoeck & Ruprecht. Blum, E 1990. Studien zur Komposition des Pentateuch. BZAW 189. Berlin/New York: de Gruyter. _______ 1997. Die Kompositionelle Knoten am Übergang von Josua zu Richter: Ein Entflechtungsvorschlag, in Lust and Vervenne 1997:181–212. _______ 2006. The literary connection between the books of Genesis and Exodus and the end of the book of Joshua, in Dozeman and Schmid 2006:80–106. _______ 2011. Pentateuch-Hexateuch-Enneateuch, in Dozeman , Römer and Schmid 2011:43–71. Carr, D M 1996. Reading the fractures of Genesis. Historical and literary approaches. Louisville: Westminster John Knox. _______ 2006. What is required to identify pre-Priestly narrative connections between Genesis and Exodus? in Dozeman and Schmid 2006:159–180. _______ 2012. The Moses story: literary and historical reflections, HeBAI 1–2:7–36. Dozeman, T B & Schmid, K (eds) 2006. Farewell to the Yahwist? The composition of the Pentateuch in recent European discussion. SBL Symposium Series 34. Atlanta: SBL. Dozeman, T B, Römer, T C & Schmid, K (eds) 2011. Pentateuch, Hexateuch, or Enneateuch. Identifying literary works in Genesis through Kings. SBL 8. Atlanta: SBL. Du Pury, A, Römer, T C & Macchi, J P (eds) 2000. Israel constructs its history. Deuteronomistic historiography in recent research. Sheffield: Sheffield Academic Press. Edenburg, C & Pakkala, J (eds) 2013. Is Samuel amongst the Deuteronomists? Current views on the place of Samuel in a Deuteronomistic History. Atlanta: SBL. Eisffeldt, O 1964. Einleitung in das Alte Testament. Tübingen: Mohr. Frevel, C 2000. Mit Blick auf das Land die Schöpfung erinnern. Zum Ende der Priestergrundschrift. HBS 23. Freiburg/New York: Herder. _______ 2011. Die Wiederkehr der Hexateuchperspektive. Eine Herausforderung für die These vom Deuteronomistischen Geschictswerk, in Stipp 2011:13–53. Frey, J, Schattner-Rieser, U & Schmid, K (eds) 2012. Die Sameritaner und die Bibel: Historische und literarische Wechselwirkungen zwischen biblischen und Sameritanischen Traditionen. Studia Judaica/Studia Samaritana 7. Berlin/New York. Fritz, V 1994. Das Buch Josua. Hat 1/7. Tübingen: Mohr Siebeck. Garciá-Martinez, F (ed.) 1998. Perspectives in the study of the Old Testament and early Judaism: a symposium in honour of Adam S. van der Woude on the occasion of his 70th Birthday. VTSup 73. Leiden: Brill. Gertz, J C 2000. Tradition und Redaktion in der Exoduserzählung. Untersuchungen zur Endredaktion des Pentateuch. FRLANT 186. Göttingen: Vandenhoeck& Ruprecht. Görg, M 1991. Josua. NEB 26. Würzburg: Echter Verlag. Gunkel, H 1910. Genesis. 3rd ed. GHK 1. Göttingen: Vandenhoeck & Ruprecht. Hjelm, I 2000. The Samaritans and early Judaism: a literary analysis. JSOTSup 303. Sheffield: Sheffield Academic Press. Keel, O 1973. Das Vergaben der “Fremder” Götter in Genesis xxxv 4b, VT 23:305–336. Knauf, E A 2000. Does Deuteronomsitic Historiography (DH) exist? in du Pury , Römer and Macchi 2000:388–398. _______ 2007. Buchschlüsse im Josuabuch, in Römer and Schmid 2007:217–224. _______ 2008. Josua. ZBKAT 6. Zurich: Theologisher Verlag. Knoppers, G N & McConville, J G (eds) 2000. Reconsidering Israel and Judah: recent studies on the Deuteronomistic History. SBTS 8. Winona Lake: Eisenbrauns. Köckert, M 1988. Vätergott und Väterverheisssungen. Eine Auseinandersetzung mit Albrecht Alt und seine Erben. FRLANT 142. Göttingen: Vandenhoeck & Ruprecht. Konkel, M 2008. Sünde und Vergebung:Eine Rekontruktion der Redaktionsgeschichte der hinterein Sinaiperikope (Ex 32–34). Vor dem Hintergrund aktueller Pentateuchmodelle. FAT 88. Tübingen: Mohr. Koopmans, W T 1990. Joshua 24 as poetic narrative. JSOTSup 93. Sheffield: JSOT Press. Kratz, R G 2000. Die Komposition der erzählender Bücher des Alten Testaments: Grundwissen der Bibelkritik. UTB 215.Göttingen: Vandenhoeck & Ruprecht. Levin, C 1993. Der Jahwist. FRLANT 157.Göttingen: Vandenhoeck& Ruprecht. Lipschits, O, Knoppers, G N & Albertz, R (eds) 2007. Judah and the Judeans in the fourth century B.C.E. Winona Lake: Eisenbrauns. Lust, J & Vervenne, M (eds) 1997. Deuteronomy and Deuteronomistic literature. BETL 133. Leuven: Peeters. Mckenzie, S L & Römer, T C (eds) 2000. Rethinking the foundations: historiography in the ancient world and the Bible. Essays in honour of John Van Seters. Berlin/New York: de Gruyter. Nelson, R D 1997. Joshua: a commentary. Louisville: Westminster John Knox. Nentel, J 2000. Trägerschaft und Intentionen des deuteronomistischen Geschichtswerks: Untersuchungen zu Refelexionreden: Jos1; 23; 24; 1 Sam12 und 1 Kön 8. BZAW 297. Berlin: de Gruyter. Nihan, C 2012. The literary relationship between Deuteronomy and Joshua: a reassessment, in Schmid and Person 2012:79–114. _______ 2013. 1 Sam 8 and 12 and the Deuteronomsitic edition of Samuel, in Edenburg and Pakkala 2013: 225–274. Na`man, N 2000. The law of the altar in Deuteronomy and the cultic site near Shechem, in Mckenzie and Römer 2000:141–161. Noll, K L and Schramm, B (eds) 2010. Raising a faithful exegete: essays in honour of Richard Nelson. Winona Lake: Eisenbrauns. Noort, E 1997. The traditions of Ebal and Gerizim: theological positions in the book of Joshua, in Vervenne and Lust 1997:161–180. _______ 1998. Zu Stand und Perspektiven: Der Glaube Israels zwischen Religionsgeschichte und Theologie, der Fall Josua 24, in Garciá-Martinez 1998:82–108. Noth, M 1943. Überlieferungsgeschichtliche Studien. Tübingen: Niemeyer. _______ 1953. Das Buch Josua. 2nd ed. HAT 7. Tübingen: Mohr Siebeck. O’Brien, M A 1989. The Deuteronomistic History hypothesis: a reassessment. OBO 92. Fribourg: Éditions. Universitaires/Göttingen: Vandenhoeck& Ruprecht. Otto, E 1999. Bruckensläge in der Pentateuchsforschung, TRU 64:84–99. _______ 2000. Das Deuteronomium im Pentateuch und Hexateuch. Studien zur Literaturgeschichte von Pentateuch und Hexateuch im Lichte des Deuteronomiumrahmens. FAT 30. Tübingen: Mohr Siebeck. Otto, E & Achenbach, R (eds) 2004. Das Deuteronomium zwischen Pentateuch undDeuteronomistischem Geschictswerk. FRLANT 206. Göttingen: Vandenhoeck & Ruprecht. Perlitt, L 1968. Bundestheologie im Altes Testament. Neukirchen-Vluyn: Neukirchener Verlag. _______ 1994. Priesterschrift in Deuteronomium34? VT 59:475–494. Popovich, M 2009. Conquest of the land, loss of the land. Where does Joshua 24 belong?, in von Ruiten and de Vos 2009:87–98. Rofé, A 2000. Ephraimite versus Deuteronomistic History, in Knoppers & McConville 2000:462–474. Römer, T C 2010. Book-endings in Joshua and the question of the so-called Deuteronomistic History, in Noll and Schramm 2010:85–99. Römer, T C & Brettler, M Z 2000. Deuteronomy 34 and the case for a Persian Hexateuch, JBL 119/3:401–419. Römer, T C and Schmid, K (eds) 2007. Les dernières rédactions du Pentatueque, de l` Hexateuge,et de l` Henneatuege. BETL 203. Leuven: Peeters. Rösel, H N 1980. Die Überleitungen vom Josua-ins Richterbuch, VT 30:342–350. Schmid K, 1999. Erzväter und Exodus: Untersuchungen zur doppelten Begründing der Ursprünge Israels innerhalb der Geschichtsbücher des Alten Testaments. WMANT 81. Neukirchen-Vluyn: Neukirchener Verlag. _______ 2007. The late Persian formation of the Torah: observations on Deuteronomy 34, in Lipschits, Knoppers & Albertz 2007:236–245. _______ 2012. Die Sameritaner und die Judaër. Die biblische Diskussion um ihr Verhältnis in Josua 24, in Frey, Schattner-Rieser & Schmid 2012:21–49. Schmid, K & Person, R (eds) 2012. Deuteronomy in the Pentateuch, Hexateuch, and the Deuteronomistic History. Tübingen: Mohr Siebeck. Schmidt, L 2009. P in Deuteronomium 34, VT 59:475–494. Schmitt, G 1964. Der Landtag von Sichem. Stuttgart: Calwer Verlag. Schmitt, H C 2004. DTN 34 als Verbindingstuck zwischen Tetrateuch und Dtr. Geschictswerk, in Otto and Achenbach 2004:181–192. Smend, R 1970. Das Gesetz un die Völker, in Wolff 1970:494–504. Sperling, S D 1987. Joshua 24 re-examined. HUCA 58:119–136. Steuernage, l C 1923. Das Buch Josua. GHK 1,3 (2). Göttingen: Vandenhoeck & Ruprecht. Stipp, H J (ed.) 2011. Das deuteronomistische Geschichtswerk. ÖBS 39. Frankfurt am Main: Peter Lang. Van Seters, J 1984. Joshua 24 and the problem of tradition in the Old Testament, in Barrick and Spencer 1984:139–158. _______ 2003. Deuteronomy between Pentateuch and Deuteronomistic History, HTS 59/3:947–956. Vervenne, M & Lust, J (eds) 1997. Deuteronomy and Deuteronomistic literature. FS C.H.W Brekelmans. BETL 133. Leuven: Peeters. Von Ruiten, J and de Vos, C (eds) 2009. The land of Israel in Bible, history and theology: studies in honour of Ed Noort. VTSup 124. Leiden: Brill. Weimar, P 2008. Studien zur Priesterschrift. FAT 56. Tübingen: Mohr Siebeck. Westermann, C 1994. Die Geschictsbücher des Alten Testaments: Gab es ein deuteronomsitisches Geschichtswerk? TB Altes Testament 87. Gütersloh: Gütersloher Verlag. Witte, M 1998. Die biblische urgeschichte. Redaktions-und Theologiegeschichtliche Beobachtungen zu Genesis 1,1–11:26. BZAW 265. Berlin: de Gruyter. Witte M, Schmid K, Prechel, D & Gertz, J C (eds) 2006. Die deuteronomistischenGeschichtswerke: Redaktions- und religionsgeschichtliche Perspektiven zur “Deuteronomismus”-Diskussion in Tora und vorderen Propheten. BZAW 365. Berlin: de Gruyter. Wolff, H W (ed.) 1970. Probleme biblischer Theologie: Gerard von Rad zum 70. Geburtstag. Munich: Kaiser Verlag. Würthwein, E 1994a. Erwägungen zum sog. Deuteronomistischen Geschichtswerk: eine Skizze, in Würthwein 1994b:1–11. Würthwein, E 1994b. Studien zum deuteronomistischen Geschichtswerk BZAW227. Berlin: de Gruyter, Zakovitch, Y 1980. The object of the narrative of the burial of the foreign gods at Shechem, BeTM 25:300–337. Zenger, E 2004. Einleitung in das Alte Testament. 5th ed. Stuttgart: Kohlhammer.

A higiene bucal, parte integrante dos cuidados corporais, é realizada com o auxílio de dispositivos, em especial, a escova dental. Com a evolução tecnológica, as escovas dentais passaram a ser fabricadas com diferentes materiais. Objetivou-se investigar as marcas e modelos de escovas dentárias disponíveis no mercado brasileiro; analisar a legislação vigente sobre a produção e verificar as informações fornecidas pelo fabricante ao consumidor final. Trata-se de um estudo transversal, descritivo, qualitativo, de análise documental. Foi realizado levantamento nas páginas eletrônicas da Agencia Nacional de Vigilância Sanitária e do Instituto Nacional de Metrologia, Qualidade e Tecnologia sobre a legislação vigente, que estabelece as características exigidas para produção e comercialização de escovas dentárias. Foram pesquisadas marcas e modelos disponíveis no mercado brasileiro, nas páginas eletrônicas das empresas, fabricantes ou importadoras e em pontos de vendas para o consumidor final para verificar as informações disponíveis nas embalagens. A Resolução N° 54/17 da Diretoria Colegiada da ANVISA, estabelece algumas características físicas, tais como: largura máxima da cabeça e comprimento mínimo da escova dentária. Foram incluídos nesta pesquisa 20 marcas comerciais, as quais distribuem 108 modelos no mercado brasileiro. Apenas 2 modelos (1,85%) apresentaram todas as informações exigidas pela resolução da ANVISA, sendo a “supervisão do adulto” e “orientação do dentista” os itens menos contemplados. Não apresentaram indicação para uso adulto ou infantil 44,4% do total. Conclui-se, que existem muitas marcas e modelos no mercado brasileiro, porém faltam informações importantes para o profissional realizar a indicação apropriada e o paciente, a aquisição consciente. Descritores: Escovação Dentária; Higiene Bucal; Saúde Bucal. Referências Jardim JJ, Alves LS, Maltz M. The history and global market of oral home-care products. Braz Oral Res. 2009;23(Suppl 1):17-22. Fischman SL. The history of oral hygiene products: how far have we come in 6000 years? Periodontol 2000. 1997;15:7-14. Borghi WMMC, Moimaz SAS, Saliba NA. Métodos alternativos para higienização bucal e terapêutica odontológica. Rev Inst Ciênc Saúde. 2005;23(4):309-14. McCauley HB. Toothbrushes, toothbrush materials and design. J Am Dent Assoc. 1946;33(5):283-93. Garfin LA. Tooth picks and tooth brushes. Dent Survery. 1964;40:102-8. Garbin CAS, Rovida TAS, Garbin AJÍ, Arcieri RM. Saúde bucal e educação infantil: avaliação do desgaste e do acondicionamento de escovas dentárias utilizadas por pré-escolares. Rev Odontol UNESP. 2012;41:148. Conforti NJ, Cordero RE, Liebman J, Bowman JP, Putt MS, Kuebler DS, et al. An investigation into the effect of three months’ clinical wear on toothbrush efficacy: results from two independent studies. J Clin Dent. 2003;14(2):29-33. Kaiser E, Meyners M, Markgraf D, Stoerkel U, von Koppenfels R, Adam R, et al. Brush head composition, wear profile, and cleaning efficacy: an assessment of three electric brush heads using in vitro methods. J Clin Dent. 2014;25(2):19–25. R aiyani CM, Arora R, Bhayya DP, Dogra S, Katageri AA, Singh V. Assessment of microbial contamination on twice a day used toothbrush head after 1-month and 3 months: an in vitro study. J Nat Sci Biol Med. 2015;6(Suppl 1):S44-8. Hamal JD, Hensley DM, Maller SC, Palazzolo DJ, Vandewalle KS. An in vitro comparison of antimicrobial toothbrushes. Gen Dent. 2014;62(6):e24-7. Slot DE, Wiggelinkhuizen L, Rosema NA, Van der Weijden GA. The efficacy of manual toothbrushes following a brushing exercise: a systematic review. Int J Dent Hyg. 2012;10(3):187–97. Niazi F, Naseem M, Khurshid Z, Zafar MS, Almas K. Role of Salvadora persica chewing stick (miswak): A natural toothbrush for holistic oral health. Eur J Dent. 2016;10(2):301-8. Ministério da Saúde. Resolução - RDC nº 142, de 17 de março de 2017. Dispõe sobre a regularização de produtos de higiene pessoal descartáveis destinados ao asseio corporal, que compreendem escovas e hastes para higiene bucal, fios e fitas dentais, absorventes higiênicos descartáveis, coletores menstruais e hastes flexíveis. Diário Oficial União. 2017 mar20. Ministério da Saúde. Portaria no 97, de 26 de junho de 1996. Dispõe sobre as Normas e Requisitos Técnicos, a que ficam sujeitos as escovas dentais, com ou sem pigmentos ou corantes nas cerdas. Diário Oficial União. 1996 jun 27. International Organization for Standardization. ISO 8627:1987: dentistry: stiffness of the tufted area of tooth-brushes. Disponível em: https://www.iso.org/standard/15961.html. Ministério do Desenvolvimento, Indústria e Comércio Exterior. Programa de análise de produtos: relatório da análise em escovas dentais para uso adulto e infantil. Disponível em: http://estaticog1.globo.com/2013/06/10/rel_escovas_dentais_final.pdf. Pontes TE, Costa TF, Marum ABRF, Brasil ALD, Taddei JAAC. Orientação nutricional de crianças e adolescentes e os novos padrões de consumo: propagandas, embalagens e rótulos. Rev Paul Pediatr. 2009;27(1):99-105. Associação Brasileira de Embalagem. Valor do design. Disponível em: http://www.abre.org.br/comitesdetrabalho/design/valor-do-design/ Bottan ER, Campos L, Odebrecht CMLR, Silveira EG, Schmitt P, Araújo SM. Critérios adotados para a escolha da escova dental: estudo com consumidores de Florianópolis, Santa Catarina (Brasil). RSBO Rev Sul-Bras Odontol. 2010;7(2):173-81. Yaacob M, Worthington HV, Deacon SA, Deery C, Walmsley AD, Robinson PG, et al. Powered versus manual toothbrushing for oral health. Cochrane Database Syst Rev. 2014;(6):CD002281. Vorwerk L, Ghassemi A, Hooper W, Patel V, Milleman J, Milleman K. Comparative plaque removal efficacy of a new powered toothbrush and a manual toothbrush. J Clin Dent. 2016;27(3):76–9. Li Z, He T, Li C, Sun L, Chang J, He Y, et al. A randomized 3-month clinical comparison of a power toothbrush to a manual toothbrush in the reduction of gingivitis. Am J Dent. 2016;29(4):193–6 Costa CC, Costa Filho LC, Sória ML, Mainardi APR. Plaque removal by manual and electric toothbrushing among children. Pesqui Odontol Bras. 2001;15(4):296–301. Oliveira LB, Zardetto CGDC, Rocha RO, Rodrigues CRMD, Wanderley MT. Eficácia da escova dental convencional e de cabeça tripla na remoção do biofilme dental em crianças. RGO, Rev Gaúch Odontol. 2011;59(2):259–63. Kalf‐Scholte SM, Van der Weijden GA, Bakker EWP, Slot DE. Plaque removal with triple-headed vs single-headed manual toothbrushes: a systematic review. Int J Dent Hyg. 2018;16(1):13-23 Aass AM, Gjermo P. Comparison of oral hygiene efficacy of one manual and two electric toothbrushes. Acta Odontol Scand. 2000;58(4):166-70. Laher A, Kroon J, Booyens SJ. Effectiveness of four manual toothbrushes in a cohort of patients undergoing fixed orthodontic treatment in an academic training hospital. SADJ. 2003;58(6):231-37. Gomes LK, Sarmento CF, Seabra FRG, Santos PBD, Pinheiro FHSL. Randomized clinical controlled trial on the effectiveness of conventional and orthodontic manual toothbrushes. Braz Oral Res. 2012;26(4):360-65. Hogan LME, Daly CG, Curtis BH. Comparison of new and 3-month-old brush heads in the removal of plaque using a powered toothbrush. J Clin Periodontol. 2007;34(2):130-36. Rosema NA, Hennequin-Hoenderdos NL, Versteeg PA, van Palenstein Helderman WH, van der Velden U, et al. Plaque-removing efficacy of new and used manual toothbrushes: a professional brushing study. Int J Dent Hyg. 2013;11(4):237-43.

Abstract: This study aims to describe the professional development of elementary school teachers in remote areas in the UPTD Damang Batu working area, seen from the aspects of: (1) elementary teacher professional development through: (a) Intensive Development, (b) Cooperative Development, (c) Self Directed Development, and (2) Supporting factors and obstacles encountered in the professional development of remote area elementary school teachers. This research is a qualitative research with a case study design. Data collection is done by methods: in-depth interviews (indepth interview), participant observation (participant observation), and study documentation (study of document). Determination of data sources is done by using purposive sampling technique. Data analysis was performed using the interactive patterns of Miles and Huberman (1994). Checking the validity of the data is done by using a degree of credibility through both source and method triangulation techniques. The results of the study show that: (1) Professional development of elementary school teachers in remote areas, through: (a) Intensive Development, carried out through activities commonly aimed at developing teacher professionals and program activities that are tailored to the needs of teachers; (b) Cooperative Development, carried out through visits to other schools, sharing experiences with colleagues, being active in MGMP activities, and supporting each other to increase work motivation; and (c) Self-Directed Development, carried out through teaching media manufacturing activities, actively reading books in school libraries, actively participating in seminars / training, and actively seeking new teaching materials if they have the opportunity to access the internet; and (2) Supporting factors include the establishment of synergic cooperation between the Education Office, UPTD, supervisors, school principals and teachers; while the constraint factor is not all teachers have the opportunity to participate in a professional development program due to geographical conditions and the difficulty of access to and from the school. Keywords: Professional Development, Elementary Teacher, Remote Area Abstrak: Penelitian ini bertujuan untuk mendeskripsikan tentang Pembinaan profesional guru SD daerah terpencil di wilayah kerja UPTD Kecamatan Damang Batu, dilihat dari aspek: (1) Pembinaan professional guru SD melalui: (a) Intensive Development, (b) Cooperative Development, (c) Self- Directed Development, dan (2) Faktor pendukung dan kendala yang dihadapi dalam pengembangan profesional guru SD daerah terpencil. Penelitian ini merupakan penelitian kualitatif dengan rancangan studi kasus. Pengumpulan data dilakukan dengan metode wawancara mendalam, observasi partisipan, dan studi dokumentasi. Penetapan sumber data dilakukan dengan teknikpurposive sampling. Analisis data dilakukan dengan menggunakan pola interaktif Miles dan Huberman (1994). Pengecekan keabsahan data dilakukan dengan menggunakan derajat kepercayaan (credibility) melalui teknik triangulasi baik sumber maupun metode. Hasil penelitian menunjukkan bahwa: (1) Pembinaan profesional guru SD daerah terpencil, melalui: (a) Intensive Development, dilaksanakan melalui kegiatan yang lazim ditujukan untuk mengembangkan profesional guru serta program kegiatan yang disesuaikan dengan kebutuhan guru; (b) Cooperative Development, dilaksanakan melalui kegiatan kunjungan ke sekolah lain, sharing pengalaman dengan sejawat, aktif dalam kegiatan MGMP, serta saling mendukung untuk meningkatkan motivasi kerja; dan (c) Self- Directed Development, dilaksanakan melalui kegiatan pembuatan media ajar, aktif membaca buku di perpustakaan sekolah, aktif mengikuti seminar/pelatihan, serta aktif mencari bahan ajar baru jika memiliki kesempatan untuk mengakses internet; dan (2) Faktor pendukung meliputi terjalinnya kerjasama yang sinergis antara Dinas Pendidikan, UPTD, pengawas, kepala sekolah dan guru; sedangkan faktor kendala belum semua guru mendapatkan kesempatan untuk mengikuti program pembinaan profesional disebabkan kondisi geografis serta sukarnya akses dari dan menuju ke sekolah tersebut. Kata Kunci: Pembinaan Profesional, Guru Sekolah Dasar, Daerah Terpencil References: Arifin. (2011). Kompetensi Guru dan Strategi Pengembanganya. Yogyakarta: Penerbit LILIN. Arnold, P. (2001). Review of Contemporary Issues for Rural Schools. Education in Rural Australia, 11 (1), 30-42. Bafadal, I. (2003). Peningkatan Profesionalisme Guru Sekolah Dasar: Dalam Rangka Manajemen Peningkatan Mutu Berbasis Sekolah. Jakarta: Bumi Aksara. Collette, A.T., & Chiappetta, E. L. (1994). Science Instruction in the Middle and Secondary Schools(3rd Edition). New York: Merrill. Departemen Pendidikan Nasional. (2005). Manajemen Peningkatan Mutu Berbasis Sekolah.Jakarta: Direktorat Pendidikan Menengah Umum. Direktorat Jenderal Pendidikan Dasar dan Menengah.Departemen Pendidikan Nasional. Dinas Pendidikan Kabupaten Gunung Mas. (2010). Laporan Tahunan DinasPendidikan Kabupaten Gunung Mas Tahun 2010. Dinas Pendidikan Kabupaten Gunung Mas. (2016). Data Hasil UKG Tahun 2015. Gaffar, F. M. (1987). Perencanaan Pendidikan: Teori dan Metodologi. Jakarta: Depdikbud. Glatthorn, A. A. (1995). Teacher Development. In: Anderson, L. (Ed.). International Encyclopedia of Teaching and Teacher Education. Second Edition.London: Pergamon Press. Gorton, R. A. (1976). School Administration Challenge and Opportunity for Leadership.New York: Wm. C. Brown Company Publishers. Hanson, M. E. (1985). Educational Administration and Organizational Behavior. Third Edition. Boston Allyn and Bacon. Heslop, J. (1996). A Model for The Development of Teacher in a Remote Area of Western Australia.Australian Journal of Education. Vol.21: Iss.1, Article 1. Available at: http://ro.ecu.edu.au/ajte/vol21/iss1/1. Kementerian Pendidikan dan Kebudayaan (Kemendikbud). (2012). Pedoman Uji Kompetensi Guru.Jakarta: Badan Pengembangan Sumber Daya Manusia dan Kebudayaan dan Penjaminan Mutu. Kementerian Pendidikan dan Kebudayaan (Kemendikbud). (2015). Pedoman Pelaksanaan Uji Kompetensi Guru.Jakarta: Direktorat Jenderal Guru dan Tenaga Kependidikan. Khasanah, N. (2014). Ternyata ini Alasan Pendidikan di Jawa Lebih Berkualitas. Diakses pada tanggal 20 Juli 2018, dari: https://www.kompasiana.com/noerchasanahkinar/ 54f868f5a333113a038b4577/ternyata-ini-alasan-pendidikan-di-jawa-lebih-berkualitas. Koswara, D. D., & Triatna, C. (2011). Manajemen Pendidikan: Manajemen Peningkatan Mutu Pendidikan.Tim Dosen Administrasi Pendidikan Universitas Pendidikan Indonesia. Bandung: Alfabeta. McPherson, R. B. (1986). Managing Uncertainty: Administrative Theory and Practice in Education. Colombus: Charles E. Merrill Publishing Company. Miles, M., & Huberman, A. M. (1992). Analisis Data Kualitatif: Buku Sumber Tentang Metode-Metode Baru. Jakarta: UI Press. Mulyasa, E. (2013). Uji Kompetensi Guru dan Penilaian Kinerja Guru.Bandung: PT. Remaja Rosda Karya. Mustofa. (2007). Upaya Pengembangan Profesionalisme Guru di Indonesia.Jurnal Ekonomi Pendidikan, Vol.4 (1). Nugroho, P. J. (2013). Faktor-Faktor yang Mempengaruhi Profesionalisme Guru SD Daerah Terpencil Daratan Pedalaman Kabupaten Gunung Mas.Prosiding Hasil Penelitian dan Pengabdian Kepada Masyarakat Tahun 2013. Dies Natalis Universitas Palangka Raya. ISSN: 2354-6727. Nugroho, P. J. (2017). Pengembangan Model Pelatihan Inovatif untuk Meningkatkan Kompetensi Guru SD Daerah Terpencil. Jurnal Sekolah Dasar: Kajian Teori dan Praktik, Vol.26 (2). Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan. Peraturan Pemerintah Republik Indonesia Nomor 32 Tahun 2013 tentang Perubahan Atas Peraturan Pemerintah Nomor 19 Tahun 2005. Rohani, N. K. (2004). Pengaruh Pembinaan Kepala Sekolah dan Kompensasi Terhadap Kinerja Guru SLTP Negeri di Kota Surabaya.Jurnal Pendidikan Dasar, Vol.5 (1). Saud, U. S. (2009). Pengembangan Profesi Guru SD/MI. Bandung: Alfabeta. Sher, J. P., & Sher, K. R. (1994). Beyond the Conventional Wisdom: Rural Develop-ment as if Australia’s Rural People and Communities Really Mattered. Journal of Research in Rural Education, Vol 10 No 1. Siram, R. (1992). Pelaksanaan Model Sistem Guru Kunjung Suatu Alternatif Pemerataan Pendidikan Sekolah Dasar Daerah Terpencil di Kalimantan Tengah.Tesis tidak dipublikasikan, PPS IKIP Malang. Snyder, K. J., & Anderson, R. H. (1986). Managing Productivity Schools. Orlando: Academic Press College Division. Supriadi, D. (1990). Pendidikan di Daerah Terpencil: Masalah dan Penanganannya. Analisis CSIS No. 5. Bandung: IKIP Bandung. Tjalla, A. (2010). Potret Mutu Pendidikan Indonesia ditinjau dari Hasil-Hasil Studi Internasional.Diakses tanggal 20 Juli 2018 dari: http://repository.ut.ac.id/2609/1/fkip201047.pdf. Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.

<p><strong>List of abstracts and authors:</strong></p><p><strong>1. Antipsychotics in anxiety disorders</strong></p><p>Christer Allgulander</p><p><strong>2. Anxiety in somatic disorders</strong></p><p>Christer Allgulander</p><p><strong>3. Community rehabilitation of the schizophrenic patient</strong></p><p>Orlando Alonso Betancourt, Maricela Morales Herrera</p><p><strong>4. Dual diagnosis: A theory-driven multidisciplinary approach for integrative care</strong></p><p>David Blackbeard</p><p><strong>5. The emotional language of the gut - when 'psyche' meets 'soma'</strong></p><p>Helen Clark</p><p><strong>6. The Psychotherapy of bipolar disorder</strong></p><p>Franco Colin</p><p><strong>7. The Psychotherapy of bipolar disorder</strong></p><p>Franco Colin</p><p><strong>8. Developing and adopting mental health policies and plans in Africa: Lessons from South Africa, Uganda and Zambia</strong></p><p>Sara Cooper, Sharon Kleintjes, Cynthia Isaacs, Fred Kigozi, Sheila Ndyanabangi, Augustus Kapungwe, John Mayeya, Michelle Funk, Natalie Drew, Crick Lund</p><p><strong>9. The importance of relapse prevention in schizophrenia</strong></p><p>Robin Emsley</p><p><strong>10. Mental Health care act: Fact or fiction?</strong></p><p>Helmut Erlacher, M Nagdee</p><p><strong>11. Does a dedicated 72-hour observation facility in a district hospital reduce the need for involuntary admissions to a psychiatric hospital?</strong></p><p>Lennart Eriksson</p><p><strong>12. The incidence and risk factors for dementia in the Ibadan study of ageing</strong></p><p>Oye Gureje, Lola Kola, Adesola Ogunniyi, Taiwo Abiona</p><p><strong>13. Is depression a disease of inflammation?</strong></p><p><strong></strong>Angelos Halaris</p><p><strong>14. Paediatric bipolar disorder: More heat than light?</strong></p><p>Sue Hawkridge</p><p><strong>15. EBM: Anova Conundrum</strong></p><p>Elizabeth L (Hoepie) Howell</p><p><strong>16. Tracking the legal status of a cohort of inpatients on discharge from a 72-hour assessment unit</strong></p><p>Bernard Janse van Rensburg</p><p><strong>17. Dual diagnosis units in psychiatric facilities: Opportunities and challenges</strong></p><p>Yasmien Jeenah</p><p><strong>18. Alcohol-induced psychotic disorder: A comparative study on the clinical characteristics of patients with alcohol dependence and schizophrenia</strong></p><p>Gerhard Jordaan, D G Nel, R Hewlett, R Emsley</p><p><strong>19. Anxiety disorders: the first evidence for a role in preventive psychiatry</strong></p><p>Andre F Joubert</p><p><strong>20. The end of risk assessment and the beginning of start</strong></p><p>Sean Kaliski</p><p><strong>21. Psychiatric disorders abd psychosocial correlates of high HIV risk sexual behaviour in war-effected Eatern Uganda</strong></p><p>E Kinyada, H A Weiss, M Mungherera, P Onyango Mangen, E Ngabirano, R Kajungu, J Kagugube, W Muhwezi, J Muron, V Patel</p><p><strong>22. One year of Forensic Psychiatric assessment in the Northern Cape: A comparison with an established assessment service in the Eastern Cape</strong></p><p>N K Kirimi, C Visser</p><p><strong>23. Mental Health service user priorities for service delivery in South Africa</strong></p><p>Sharon Kleintjes, Crick Lund, Leslie Swartz, Alan Flisher and MHaPP Research Programme Consortium</p><p><strong>24. The nature and extent of over-the-counter and prescription drug abuse in cape town</strong></p><p>Liezl Kramer</p><p><strong>25. Physical health issues in long-term psychiatric inpatients: An audit of nursing statistics and clinical files at Weskoppies Hospital</strong></p><p>Christa Kruger</p><p><strong>26. Suicide risk in Schizophrenia - 20 Years later, a cohort study</strong></p><p>Gian Lippi, Ean Smit, Joyce Jordaan, Louw Roos</p><p><strong>27.Developing mental health information systems in South Africa: Lessons from pilot projects in Northern Cape and KwaZulu-Natal</strong></p><p>Crick Lund, S Skeen, N Mapena, C Isaacs, T Mirozev and the Mental Health and Poverty Research Programme Consortium Institution</p><p><strong>28. Mental health aspects of South African emigration</strong></p><p>Maria Marchetti-Mercer</p><p><strong>29. What services SADAG can offer your patients</strong></p><p>Elizabeth Matare</p><p><strong>30. Culture and language in psychiatry</strong></p><p>Dan Mkize</p><p><strong>31. Latest psychotic episode</strong></p><p>Povl Munk-Jorgensen</p><p><strong>32. The Forensic profile of female offenders</strong></p><p>Mo Nagdee, Helmut Fletcher</p><p><strong>33. The intra-personal emotional impact of practising psychiatry</strong></p><p>Margaret Nair</p><p><strong>34. Highly sensitive persons (HSPs) and implications for treatment</strong></p><p>Margaret Nair</p><p><strong>35. Task shifting in mental health - The Kenyan experience</strong></p><p>David M Ndetei</p><p><strong>36. Bridging the gap between traditional healers and mental health in todya's modern psychiatry</strong></p><p>David M Ndetei</p><p><strong>37. Integrating to achieve modern psychiatry</strong></p><p>David M Ndetei</p><p><strong>38. Non-medical prescribing: Outcomes from a pharmacist-led post-traumatic stress disorder clinic</strong></p><p>A Parkinson</p><p><strong>39. Is there a causal relationship between alcohol and HIV? Implications for policy, practice and future research</strong></p><p>Charles Parry</p><p><strong>40. Global mental health - A new global health discipline comes of age</strong></p><p>Vikram Patel</p><p><strong>41. Integrating mental health into primary health care: Lessons from pilot District demonstration sites in Uganda and South Africa</strong></p><p>Inge Petersen, Arvin Bhana, K Baillie and MhaPP Research Programme Consortium</p><p><strong>42. Personality disorders -The orphan child in axis I - Axis II Dichotomy</strong></p><p><strong></strong>Willie Pienaar</p><p><strong>43. Case Studies in Psychiatric Ethics</strong></p><p>Willie Pienaar</p><p><strong>44. Coronary artery disease and depression: Insights into pathogenesis and clinical implications</strong></p><p>Janus Pretorius</p><p><strong>45. Impact of the Mental Health Care Act No. 17 of 2002 on designated hospitals in KwaZulu-Natal: Triumphs and trials</strong></p><p>Suvira Ramlall, Jennifer Chipps</p><p><strong>46. Biological basis of addication</strong></p><p>Solomon Rataemane</p><p><strong>47. Genetics of Schizophrenia</strong></p><p>Louw Roos</p><p><strong>48. Management of delirium - Recent advances</strong></p><p>Shaquir Salduker</p><p><strong>49. Social neuroscience: Brain research on social issues</strong></p><p>Manfred Spitzer</p><p><strong>50. Experiments on the unconscious</strong></p><p>Manfred Spitzer</p><p><strong>51. The Psychology and neuroscience of music</strong></p><p>Manfred Spitzer</p><p><strong>52. Mental disorders in DSM-V</strong></p><p>Dan Stein</p><p><strong>53. Personality, trauma exposure, PTSD and depression in a cohort of SA Metro policemen: A longitudinal study</strong></p><p>Ugashvaree Subramaney</p><p><strong>54. Eating disorders: An African perspective</strong></p><p>Christopher Szabo</p><p><strong>55. An evaluation of the WHO African Regional strategy for mental health 2001-2010</strong></p><p>Thandi van Heyningen, M Majavu, C Lund</p><p><strong>56. A unitary model for the motor origin of bipolar mood disorders and schizophrenia</strong></p><p>Jacques J M van Hoof</p><p><strong>57. The origin of mentalisation and the treatment of personality disorders</strong></p><p>Jacques J M Hoof</p><p><strong>58. How to account practically for 'The Cause' in psychiatric diagnostic classification</strong></p><p>C W (Werdie) van Staden</p><p><strong>POSTER PRESENTATIONS</strong></p><p><strong>59. Problem drinking and physical and sexual abuse at WSU Faculty of Health Sciences, Mthatha, 2009</strong></p><p>Orlando Alonso Betancourt, Maricela Morales Herrera, E, N Kwizera, J L Bernal Munoz</p><p><strong>60. Prevalence of alcohol drinking problems and other substances at WSU Faculty of Health Sciences, Mthatha, 2009</strong></p><p>Orlando Alonso Betancourt, Maricela Morales Herrera, E, N Kwizera, J L Bernal Munoz</p><p><strong>61. Lessons learnt from a modified assertive community-based treatment programme in a developing country</strong></p><p>Ulla Botha, Liezl Koen, John Joska, Linda Hering, Piet Ooosthuizen</p><p><strong>62. Perceptions of psychologists regarding the use of religion and spirituality in therapy</strong></p><p>Ottilia Brown, Diane Elkonin</p><p><strong>63. Resilience in families where a member is living with schizophreni</strong></p><p>Ottilia Brown, Jason Haddad, Greg Howcroft</p><p><strong>64. Fusion and grandiosity - The mastersonian approach to the narcissistic disorder of the self</strong></p><p>William Griffiths, D Macklin, Loray Daws</p><p><strong>65. Not being allowed to exist - The mastersonian approach to the Schizoid disorder of the self</strong></p><p>William Griffiths, D Macklin, Loray Daws</p><p><strong>66. Risky drug-injecting behaviours in Cape Town and the need for a needle exchange programme</strong></p><p>Volker Hitzeroth</p><p><strong>67. Neuroleptic malignant syndrome in adolescents in the Western Cape: A case series</strong></p><p>Terri Henderson</p><p><strong>68. Experience and view of local academic psychiatrists on the role of spirituality in South African specialist psychiatry, compared with a qualitative analysis of the medical literature</strong></p><p>Bernard Janse van Rensburg</p><p><strong>69. The role of defined spirituality in local specialist psychiatric practice and training: A model and operational guidelines for South African clinical care scenarios</strong></p><p>Bernard Janse van Rensburg</p><p><strong>70. Handedness in schizophrenia and schizoaffective disorder in an Afrikaner founder population</strong></p><p>Marinda Joubert, J L Roos, J Jordaan</p><p><strong>71. A role for structural equation modelling in subtyping schizophrenia in an African population</strong></p><p>Liezl Koen, Dana Niehaus, Esme Jordaan, Robin Emsley</p><p><strong>72. Caregivers of disabled elderly persons in Nigeria</strong></p><p>Lola Kola, Oye Gureje, Adesola Ogunniyi, Dapo Olley</p><p><strong>73. HIV Seropositivity in recently admitted and long-term psychiatric inpatients: Prevalence and diagnostic profile</strong></p><p>Christina Kruger, M P Henning, L Fletcher</p><p><strong>74. Syphilis seropisitivity in recently admitted longterm psychiatry inpatients: Prevalence and diagnostic profile</strong></p><p>Christina Kruger, M P Henning, L Fletcher</p><p><strong>75. 'The Great Suppression'</strong></p><p>Sarah Lamont, Joel Shapiro, Thandi Groves, Lindsey Bowes</p><p><strong>76. Not being allowed to grow up - The Mastersonian approach to the borderline personality</strong></p><p>Daleen Macklin, W Griffiths</p><p><strong>77. Exploring the internal confirguration of the cycloid personality: A Rorschach comprehensive system study</strong></p><p>Daleen Macklin, Loray Daws, M Aronstam</p><p><strong>78. A survey to determine the level of HIV related knowledge among adult psychiatric patients admitted to Weskoppies Hospital</strong></p><p><strong></strong> T G Magagula, M M Mamabolo, C Kruger, L Fletcher</p><p><strong>79. A survey of risk behaviour for contracting HIV among adult psychiatric patients admitted to Weskoppies Hospital</strong></p><p>M M Mamabolo, T G Magagula, C Kruger, L Fletcher</p><p><strong>80. A retrospective review of state sector outpatients (Tara Hospital) prescribed Olanzapine: Adherence to metabolic and cardiovascular screening and monitoring guidelines</strong></p><p>Carina Marsay, C P Szabo</p><p><strong>81. Reported rapes at a hospital rape centre: Demographic and clinical profiles</strong></p><p>Lindi Martin, Kees Lammers, Donavan Andrews, Soraya Seedat</p><p><strong>82. Exit examination in Final-Year medical students: Measurement validity of oral examinations in psychiatry</strong></p><p>Mpogisheng Mashile, D J H Niehaus, L Koen, E Jordaan</p><p><strong>83. Trends of suicide in the Transkei region of South Africa</strong></p><p>Banwari Meel</p><p><strong>84. Functional neuro-imaging in survivors of torture</strong></p><p>Thriya Ramasar, U Subramaney, M D T H W Vangu, N S Perumal</p><p><strong>85. Newly diagnosed HIV+ in South Africa: Do men and women enroll in care?</strong></p><p>Dinesh Singh, S Hoffman, E A Kelvin, K Blanchard, N Lince, J E Mantell, G Ramjee, T M Exner</p><p><strong>86. Diagnostic utitlity of the International HIC Dementia scale for Asymptomatic HIV-Associated neurocognitive impairment and HIV-Associated neurocognitive disorder in South Africa</strong></p><p>Dinesh Singh, K Goodkin, D J Hardy, E Lopez, G Morales</p><p><strong>87. The Psychological sequelae of first trimester termination of pregnancy (TOP): The impact of resilience</strong></p><p>Ugashvaree Subramaney</p><p><strong>88. Drugs and other therapies under investigation for PTSD: An international database</strong></p><p>Sharain Suliman, Soraya Seedat</p><p><strong>89. Frequency and correlates of HIV Testing in patients with severe mental illness</strong></p><p>Hendrik Temmingh, Leanne Parasram, John Joska, Tania Timmermans, Pete Milligan, Helen van der Plas, Henk Temmingh</p><p><strong>90. A proposed mental health service and personnel organogram for the Elizabeth Donkin psychiatric Hospital</strong></p><p>Stephan van Wyk, Zukiswa Zingela</p><p><strong>91. A brief report on the current state of mental health care services in the Eastern Cape</strong></p><p>Stephan van Wyk, Zukiswa Zingela, Kiran Sukeri, Heloise Uys, Mo Nagdee, Maricela Morales, Helmut Erlacher, Orlando Alonso</p><p><strong>92. An integrated mental health care service model for the Nelson Mandela Bay Metro</strong></p><p>Stephan van Wyk, Zukiswa Zingela, Kiran Sukeri</p><p><strong>93. Traditional and alternative healers: Prevalence of use in psychiatric patients</strong></p><p>Zukiswa Zingela, S van Wyk, W Esterhuysen, E Carr, L Gaauche</p>

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.

Education and training is the decisive factor to improve the intellectual potentials and creative capacity of people. Today, more than ever before in human history, the wealth – or poverty – of nations depends on the quality of higher education, but the quality of education is reflected through student learning outcomes. Understanding factors affecting learning outcome could help educators in developing methods to improve education quality. The main mobjective of this study was to determine the factors as well as the degree of influence of these factors on student learning outcomes. Seven factors have been identified affecting the student's academic performance includingintellectual ability, learning preferences (students themselves), motivation of parents (family), facilities, scholarships (schools), peer pressure, social pressure (society). These seven factors affect the study results at different levelsKeywordsStudent, learning outcome, factors.References[1] Ali, N., Jusoff, K., Ali, S., Mokhtar, N., & Salamat, A.S.A. (2009). The Factors Influencing Students’ Performance at University Technology, Malaysia. International Journal of Education, 3, 81-90.[2] Bratti, M. and Staffolani, S. (2002), Student Time Allocation and Educational Production Functions, Conference paper at the XIV annual EALE conference.[3] Checchi, D., Franzoni, F., Ichino, A. and Rustichini, A. (2000), College Choice and Academic Performance, version of paper prepare for the conference on "Politiche pubbliche per il lavoro" in Pavia.[4] Karemera, D. (2003). The effects of academic environment and background characteristics on students’ satisfaction and performance. The case of South Carolina State University’s school of Business. College student Journal, 37(2), 298-11.[5] Majoribanks, K. (1996), Family learning environments and students’ outcomes: A Review. Journal of comparative family studies. 27(2) 373-394.[6] Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 106 - 119.[7] Schiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a predictor of academic achievement: A meta-analysis of research. The role of interest in learning and development (pp. 183-212). Hillsdale, NJ: Erlbaum.

04–533Cheng, Winnie and Warren, Martin (Hong Kong Polytechnic U., Email: egwcheng@polyu.edu.hk). Peer assessment of language proficiency. Language Testing (London, UK), 22, 1 (2005), 93–121.04–534Malabonga, Valerie, Kenyon, Dorry M. and Carpenter, Helen (Centre for Applied Linguistics, Washington, USA; Email: valerie@cal.org). Self-assessment, preparation and response time on a computerised oral proficiency test. Language Testing (London, UK), 22, 1 (2005), 59–92.04–535Parkinson, Jean and Adendorff, Ralph (U. of Natal, India). The use of popular science articles in teaching scientific literacy. English for Specific Purposes (Oxford, UK), 23, 4 (2004), 379–396.04–536Quinn, M. (Melbourne U., Australia). Talking with Jess: Looking at how metalanguage assisted explanation writing in the Middle Years. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 3 (2004), 246–261.04–537Raphael, T. E., Florio-Raine, S. and George, M. (Oakland U., Australia). Book club plus: organising your literacy curriculum to bring students to high levels of literacy. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 3 (2004), 198–216.04–538Reed, Malcolm (U. of Bristol, UK). Write or wrong? A sociocultural approach to schooled writing. English in Education (Sheffield, UK), 38, 1 (2004), 21–38.04–539Ren, Guanxin. Introducing oval writing.Babel – Journal of the AFMLTA (Queensland, Australia), 39, 1 (2004), 4–10.04–540Richgels, Donald J. (Northern Illinois U., USA; Email: richgels@niu.edu). Paying attention to language. Reading Research Quarterly (Newark, USA), 39, 4 (2004), 470–477.04–541Sang-Keun, Shin (Ewha Womens U. Seoul, Korea; Email: sangshin@ewhaac.kr). Did they take the same test? Examinee language proficiency and the structure of language tests. Language Testing (London,UK), 22, 1 (2005), 31–57.04–542Schoonen, Rob (U. of Amsterdam, The Netherlands; Email: rob.schoonen@uva.nl). Generalisability of writing scores: an application of structural equation modelling. Language Testing (London, UK), 22, 1 (2005), 1–30.04–543So, Bronia (U. of Hong Kong, Hong Kong; Email: bronia_so@yahoo.com.hk). From analysis to pedagogic applications: using newspaper genres to write school genres. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 67–82.04–544Spodark, Edwina (Hollins U., USA; Email: spodark@hollins.edu). “French in Cyberspace”: an online French course for undergraduates. CALICO Journal (Texas, USA), 22, 1 (2004), 83–101.04–545Sutherland-Smith, Wendy (Deakin U., Australia; Email: wendyss@deakin.edu.au). Pandora's box: academic perceptions of student plagiarism in writing. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 83–95.04–546Thurstun, Jennifer (Macquarie U., Australia). Teaching and learning the reading of homepages. Prospect (Sydney, Australia), 19, 2 (2004), 56–71.04–547Valencia, S. W. and Riddle Buly, M. (Washington U., USA). Behind test scores: What struggling readers REALLY need. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 3 (2004), 217–233.04–548Warschauer, Mark (U. of California, USA; Email: markw@uci.edu), Grant, David, Del Real, Gabriel and Rousseau, Michele. Promoting academic literacy with technology: successful laptop programs in K-12 schools. System (Oxford, UK), 32, 4 (2004), 525–537.04–549Young, Richard F. and Miller, Elisabeth R. (U. of Wisconsin, USA; Email: rfyoungt@wisc.edu). Learning as changing participation: discourse roles in ESL writing conferences. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 519–535.04–550Bernhardt, Elizabeth B., Rivera, Raymond J. and Kamil, Michael L. (Stanford U., USA). The practicality and efficiency of web-based placement testing for college-level language programs. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 356–366.04–551Brown, Gavin T. L. (U. of Auckland, New Zealand; Email: gt.brown@auckland.ac.uz), Glasswell, Kath and Harland, Don. Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system. Assessing Writing (New York, USA), 9, 2 (2004), 105–121.04–552Hawkey, Roger and Barker, Fiona (Cambridge ESOL, UK; Email: roger@hawkey58.freeserve.co.uk). Developing a common scale for the assessment of writing. Assessing Writing (New York, USA), 9 (2004), 122–159.04–553Peterson, Shelley, Childs, Ruth and Kennedy, Kerrie (U. of Toronto, Canada; Email: slpeterson@oise.utoronto.ca). Written feedback and scoring of sixth-grade girls' and boys' narrative and persuasive writing. Assessing Writing (New York, USA), 9 (2004), 160–180.04–554Watson Todd, Richard (King Mongkut's U. of Technology Thonburi, Thailand; Email: irictodd@kmutt.ac.th), Glasswell, Kath and Harland, Don. Measuring the coherence of writing using topic-based analysis. Assessing Writing (New York, USA), 9, 2 (2004), 85–104.

07–398Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–399August, Gail (Hostos Community College, USA), So, what's behind adult English second language reading?Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 245–264.07–400Beasley, Robert (Franklin College, USA; rbeasley@franklincollege.edu), Yuangshan Chuang& Chao-chih Liao, Determinants and effects of English language immersion in Taiwanese EFL learners engaged in online music study. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 330–339.07–401Brown, Jill (Monash U, Australia), Jenny Miller & Jane Mitchell, Interrupted schooling and the acquisition of literacy: Experiences of Sudanese refugees in Victorian secondary schools. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 150–162.07–402Bunch, George C. (U California, USA), ‘Academic English’ in the 7th grade: Broadening the lens, expanding access. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 284–301.07–403Chambers, Andrea (Insa de Lyon, France; andrea.emara@insa-lyon.fr) & Stephen Bax (Canterbury Christ Church U, UK), Making CALL work: Towards normalisation. System (Elsevier) 34.4 (2006), 465–479.07–404Chan, Alice (City U of Hong Kong, China; enalice@cityu.edu.hk), Strategies used by Cantonese speakers in pronouncing English initial consonant clusters: Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.4 (2006), 331–355.07–405Coulter, Cathy (Arizona State U, USA) & Mary Lee Smith, English language learners in a comprehensive high school. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 309–335.07–406Elia, Antonella (U Naples, Italy; aelia@unina.it), Language learning in tandem via skype. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 269–280.07–407Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz) & Younghee Sheen, Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 575–600.07–408Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Christophe Mallard, The use of reception strategies by learners of French as a foreign language. The Modern Language Journal (Blackwell) 90.3 (2006), 338–352.07–409Feuer, Avital (York U, Canada), Parental influences on language learning in Hebrew Sunday school classes. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 266–27707–410Harada, Tetsuo (Waseda U, Japan; tharada@waseda.jp), The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 601–632.07–411Karlsson, Leena (Helsinki U, Finland; leena.karlsson@helsinki.fi) Felicity Kjisik & Joan Nordlund, Language counselling: A critical and integral component in promoting an autonomous community of learning. System (Elsevier) 35.1 (2007), 46–65.07–412Lieberman, Moti (American U, USA; aoshima@american.edu) Sachiko Aoshima & Colin Phillips, Nativelike biases in generation ofwh-questions by nonnative speakers of Japanese. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 423–448.07–413Macaro, Ernesto (U Oxford; ernesto.macaro@edstud.ox.ac.uk), Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal (Blackwell) 90.3 (2006), 320–337.07–414Matsuzaki Carreira, Junko (Tsuda College, Japan), Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 135–157.07–415Mohan, Bernard & Tammy Slater (U British Columbia, Canada), Examining the theory/practice relation in a high school science register: A functional linguistic perspective. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 302–316.07–416Mozzon-McPherson, Marina (U Hull, UK; M.Mozzon-Mcpherson@hull.ac.uk), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 66–92.07–417Napier, Jemina (Macquarie U, Australia), Effectively teaching discourse to sign language interpreting students. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 251–265.07–418Nassaji, Hossein (U Victoria, Canada; nassaji@uvic.ca), The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success. The Modern Language Journal (Blackwell) 90.3 (2006), 387–401.07–419Nıxon, Helen & Barbara Comber (U South Australia, Australia; helen.nixon@unisa.edu.au), Differential recognition of children's cultural practices in middle primary literacy classrooms. Literacy (Oxford University Press) 40.3 (2006), 127–136.07–420Reinders, Hayo (U Auckland, New Zealand; system@hayo.nl), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 93–111.07–421Sangpıl Byon, Andrew (State U New York, USA), Language socialization in Korean as-a-foreign-language classrooms. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 265–291.07–422Song, Bailin (City U New York, USA), Content-based ESL instruction: Long-term effects and outcomes. English for Specific Purposes (Elsevier) 25.4 (2006), 420–437.07–423Soonhyang, Kim (Ohio State U, Columbus, USA), Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes (Elsevier) 25.4 (2006), 479–489.07–424Stroud, Christopher (U West Cape, South Africa; cstroud@uwc.ac.za) & Lionel Wee, Anxiety and identity in the language classroom. RELC Journal (Sage) 37.3 (2006), 299–307.07–425Sunderman, Gretchen (Florida State U, USA; gsunderm@fsu.edu) & Judith F. Kroll, First language activation during second language lexical processing: An investigation of lexical form, meaning, and grammatical class. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 387–422.07–426Woodrow, Lindy J. (U Sydney, Australia; l.woodrow@edfac.usyd.edu.au), A model of adaptive language learning. The Modern Language Journal (Blackwell) 90.3 (2006), 297–319.07–427Xuesong, Gao (U Hong Kong, China; Gao@hkusua.hku.hk), Strategies used by Chinese parents to support English language learning. RELC Journal (Sage) 37.3 (2006), 285–298.07–428Zwıers, Jeff (California, USA), Integrating academic language, thinking, and content: Learning scaffolds for non-native speakers in the middle grades. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 317–332.07–429Zyzik, Eve (Michigan State U, USA; zyzik@msu.edu), Transitivity alternations and sequence learning: Insights from L2 Spanish production data. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 449–485.

Lepsius, Susanne / Friedrich Vollhardt / Oliver Bach (Hrsg.), Von der Allegorie zur Empirie. Natur im Rechtsdenken des Spätmittelalters und der Frühen Neuzeit (Abhandlungen zur rechtswissenschaftlichen Grundlagenforschung. Münchener Universitätsschriften. Juristische Fakultät, 100), Berlin 2018, Schmidt, VI u. 328 S., € 79,95. (Peter Oestmann, Münster) Baumgärtner, Ingrid / Nirit Ben-Aryeh Debby / Katrin Kogman-Appel (Hrsg.), Maps and Travel in the Middle Ages and the Early Modern Period. Knowledge, Imagination, and Visual Culture (Das Mittelalter. Beihefte, 9), Berlin / Boston 2019, de Gruyter, IX u. 412 S. / Abb., € 119, 95. (Gerda Brunnlechner, Hagen) Damen, Mario / Jelle Hamers / Alastair J. Mann (Hrsg.), Political Representation. Communities, Ideas and Institutions in Europe (c. 1200 – c. 1690) (Later Medieval Europe, 15), Leiden / Boston 2018, Brill, XIV, 332 S. / Abb., € 143,00. (Olaf Mörke, Kiel) Erkens, Franz-Reiner, Sachwalter Gottes. Der Herrscher als „christus domini“, „vicarius Christi“ und „sacra majestas“. Gesammelte Aufsätze. Zum 65. Geburtstag hrsg. v. Martin Hille / Marc von Knorring / Hans-Cristof Kraus (Historische Forschungen, 116), Berlin 2017, Duncker &amp; Humblot, 564 S., € 119,90. (Ludger Körntgen, Mainz) Scheller, Benjamin / Christian Hoffarth (Hrsg.), Ambiguität und die Ordnung des Sozialen im Mittelalter (Das Mittelalter. Beihefte, 10), Berlin / Boston 2018, de Gruyter, 236 S. / Abb., € 99,95. (Frank Rexroth, Göttingen) Jaspert, Nikolas / Imke Just (Hrsg.), Queens, Princesses and Mendicants. Close Relations in European Perspective (Vita regularis, 75), Wien / Zürich 2019, Lit, VI u. 301 S. / graph. Darst., € 44,90. (Christina Lutter, Wien) Schlotheuber, Eva, „Gelehrte Bräute Christi“. Religiöse Frauen in der mittelalterlichen Gesellschaft (Spätmittelalter, Humanismus, Reformation, 104), Tübingen 2018, Mohr Siebeck, IX u. 340 S., € 99,00. (Christine Kleinjung, Potsdam) Caflisch, Sophie, Spielend lernen. Spiel und Spielen in der mittelalterlichen Bildung (Vorträge und Forschungen, Sonderband 58), Ostfildern 2018, Thorbecke, 468 S., € 46,00. (Benjamin Müsegades, Heidelberg) Bolle, Katharina / Marc von der Höh / Nikolas Jaspert (Hrsg.), Inschriftenkulturen im kommunalen Italien. Traditionen, Brüche, Neuanfänge (Materiale Textkulturen, 21), Berlin / Boston 2019, de Gruyter, VIII u. 334 S. / Abb., € 79,95. (Eberhard J. Nikitsch, Mainz) Gamberini, Andrea, The Clash of Legitimacies. The State-Building Process in Late Medieval Lombardy (Oxford Studies in Medieval European History), Oxford / New York 2018, Oxford University Press, VIII u. 239 S. / Abb., £ 65,00. (Tom Scott, St Andrews) Roth, Prisca, Korporativ denken, genossenschaftlich organisieren, feudal handeln. Die Gemeinden und ihre Praktiken im Bergell des 14.–16. Jahrhunderts, Zürich 2018, Chronos, 427 S. / Abb., € 58,00. (Beat Kümin, Warwick) Hardy, Duncan, Associative Political Culture in the Holy Roman Empire. Upper Germany, 1346 – 1521, Oxford 2018, Oxford University Press, XIII u. 320 S. / Abb., £ 75,00. (Christian Hesse, Bern) Pelc, Ortwin (Hrsg.), Hansestädte im Konflikt. Krisenmanagement und bewaffnete Auseinandersetzung vom 13. bis zum 17. Jahrhundert (Hansische Studien, 23), Wismar 2019, callidus, XIII u. 301 S., € 38,00. (Ulla Kypta, Hamburg) Bähr, Matthias / Florian Kühnel (Hrsg.), Verschränkte Ungleichheit. Praktiken der Intersektionalität in der Frühen Neuzeit (Zeitschrift für Historische Forschung, Beiheft 56), Berlin 2018, Duncker &amp; Humblot, 372 S., € 79,90. (Andrea Griesebner, Wien) Miller, Peter N., History and Its Objects. Antiquarianism and Material Culture since 1500, Ithaca / London 2017, Cornell University Press, VIII u. 300 S. / Abb., $ 39,95. (Sundar Henny, Bern) Behringer, Wolfgang / Eric-Oliver Mader / Justus Nipperdey (Hrsg.), Konversionen zum Katholizismus in der Frühen Neuzeit. Europäische und globale Perspektiven (Kulturelle Grundlagen Europas, 5), Berlin 2019, Lit, 333 S. / Abb., € 39,90. (Christian Mühling, Würzburg) Cañizares-Esguerra, Jorge / Robert A. Maryks / Ronnie Po-chia Hsia (Hrsg.), Encounters between Jesuits and Protestants in Asia and the Americas (Jesuit Studies, 14; The Boston College International Symposia on Jesuit Studies, 3), Leiden / Boston 2018, Brill, IX u. 365 S. / Abb., € 135,00. (Fabian Fechner, Hagen) Flüchter, Antje / Rouven Wirbser (Hrsg.), Translating Catechisms, Translating Cultures. The Expansion of Catholicism in the Early Modern World (Studies in Christian Mission, 52), Leiden / Boston 2017, Brill, VI u. 372 S., € 132,00. (Markus Friedrich, Hamburg) Županov, Ines G. / Pierre A. Fabre (Hrsg.), The Rites Controversies in the Early Modern World (Studies in Christian Missions, 53), Leiden / Boston 2018, Brill, XXIV u. 403 S. / Abb., € 143,00. (Nadine Amsler, Bern) Aron-Beller, Katherine / Christopher F. Black (Hrsg.), The Roman Inquisition. Centre versus Peripheries (Catholic Christendom, 1300 – 1700), Leiden / Boston 2018, Brill, XIII u. 411 S., € 139,00. (Kim Siebenhüner, Jena) Montesano, Marina, Classical Culture and Witchcraft in Medieval and Renaissance Italy (Palgrave Historical Studies in Witchcraft and Magic), Cham 2018, Palgrave Macmillan, IX u. 278 S. / Abb., € 74,89. (Tobias Daniels, München) Kounine, Laura, Imagining the Witch. Emotions, Gender, and Selfhood in Early Modern Germany (Emotions in History), Oxford / New York 2018, Oxford University Press, VII u. 279 S. / Abb., £ 60,00. (Sarah Masiak, Paderborn) Münster-Schröer, Erika, Hexenverfolgung und Kriminalität. Jülich-Kleve-Berg in der Frühen Neuzeit, Essen 2017, Klartext, 450 S., € 29,95. (Michael Ströhmer, Paderborn) Harst, Joachim / Christian Meierhofer (Hrsg.), Ehestand und Ehesachen. Literarische Aneignungen einer frühneuzeitlichen Institution (Zeitsprünge, 22, H. 1/2), Frankfurt a. M. 2018, Klostermann, 211 S., € 54,00. (Pia Claudia Doering, Münster) Peck, Linda L., Women of Fortune. Money, Marriage, and Murder in Early Modern England, Cambridge [u. a.] 2018, Cambridge University Press, XIV u. 335 S. / Abb., £ 26,99. (Katrin Keller, Wien) Amussen, Susan D. / David E. Underdown, Gender, Culture and Politics in England, 1560 – 1640. Turning the World Upside Down (Cultures of Early Modern Europe), London [u. a.] 2017, Bloomsbury Academic, XV u. 226 S., £ 95,00. (Daniela Hacke, Berlin) Raux, Sophie, Lotteries, Art Markets and Visual Culture in the Low Countries, 15th – 17th Centuries (Studies in the History of Collecting and Art Markets, 4), Leiden / Boston 2018, Brill, XVII u. 369 S. / Abb., € 125,00. (Tilman Haug, Essen) Kullick, Christian, „Der herrschende Geist der Thorheit“. Die Frankfurter Lotterienormen des 18. Jahrhunderts und ihre Durchsetzung (Studien zu Policey, Kriminalitätsgeschichte und Konfliktregulierung), Frankfurt a. M. 2018, Klostermann, VII u. 433 S. / Abb., € 69,00. (Tilman Haug, Essen) Barzman, Karen-edis, The Limits of Identity. Early Modern Venice, Dalmatia, and the Representation of Difference (Art and Material Culture in Medieval and Renaissance Europe, 7), Leiden / Boston 2017, Brill, XVII u. 315 S. / Abb., € 139,00. (Stefan Hanß, Manchester) Deutsche Reichstagsakten unter Maximilian I., Bd. 10: Der Reichstag zu Worms 1509, bearb. v. Dietmar Heil (Deutsche Reichstagsakten. Mittlere Reihe, 10), Berlin / Boston 2017, de Gruyter Oldenbourg, 874 S., € 169,95. (Thomas Kirchner, Aachen) Deutsche Reichstagsakten unter Maximilian I., Bd. 11: Die Reichstage zu Augsburg 1510 und Trier/Köln 1512, 3 Bde., bearb. v. Reinhard Seyboth (Deutsche Reichstagsakten. Mittlere Reihe, 11), Berlin / Boston 2017, de Gruyter Oldenbourg, 2822 S., € 349,00. (Thomas Kirchner, Aachen) Fitschen, Klaus / Marianne Schröter / Christopher Spehr / Ernst-Joachim Waschke (Hrsg.), Kulturelle Wirkungen der Reformation / Cultural Impact of the Reformation. Kongressdokumentation Lutherstadt Wittenberg August 2017, 2 Bde. (Leucorea-Studien zur Geschichte der Reformation und der Lutherischen Orthodoxie, 36 u. 37), Leipzig 2018, Evangelische Verlagsanstalt, 639 S. / Abb.; 565 S. / Abb., je € 60,00. (Ingo Leinert, Quedlinburg) Johnson, Carina L. / David M. Luebke / Marjorie E. Plummer / Jesse Spohnholz (Hrsg.), Archeologies of Confession. Writing the German Reformation 1517 – 2017 (Spektrum, 16), New York / Oxford 2017, Berghahn, 345 S., £ 92,00. (Markus Wriedt, Frankfurt a. M.) Lukšaitė, Ingė, Die Reformation im Großfürstentum Litauen und in Preußisch-Litauen (1520er Jahre bis zum Beginn des 17. Jahrhunderts), übers. v. Lilija Künstling / Gottfried Schneider, Leipzig 2017, Leipziger Universitätsverlag, 662 S. / Abb., € 49,00. (Alfons Brüning, Nijmegen) Beutel, Albrecht (Hrsg.), Luther Handbuch, 3., neu bearb. u. erw. Aufl., Tübingen 2017, Mohr Siebeck, XVI u. 611 S., € 49,00. (Olaf Mörke, Kiel) Frank, Günter (Hrsg.), Philipp Melanchthon. Der Reformator zwischen Glauben und Wissen. Ein Handbuch, Berlin / Boston 2017, de Gruyter, XI u. 843 S. / Abb., € 149,95. (Olaf Mörke, Kiel) Tuininga, Matthew J., Calvin’s Political Theology and the Public Engagement of the Church. Christ’s Two Kingdoms (Law and Christianity), Cambridge [u. a.] 2017, Cambridge University Press, XIV u. 386 S., £ 27,99. (Volker Reinhardt, Fribourg) Becker, Michael, Kriegsrecht im frühneuzeitlichen Protestantismus. Eine Untersuchung zum Beitrag lutherischer und reformierter Theologen, Juristen und anderer Gelehrter zur Kriegsrechtsliteratur im 16. und 17. Jahrhundert (Spätmittelalter, Humanismus, Reformation, 103), Tübingen 2017, Mohr Siebeck, XIV u. 455 S., € 89,00. (Fabian Schulze, Elchingen / Augsburg) Reller, Jobst, Die Anfänge der evangelischen Militärseelsorge, Berlin 2019, Miles-Verlag, 180 S. / Abb., € 19,80. (Marianne Taatz-Jacobi, Halle a. d. S.) Mayenburg, David von, Gemeiner Mann und Gemeines Recht. Die Zwölf Artikel und das Recht des ländlichen Raums im Zeitalter des Bauernkriegs (Studien zur europäischen Rechtsgeschichte, 311), Frankfurt a. M. 2018, Klostermann, XIX u. 487 S., € 89,00. (Matthias Bähr, Dresden) Gleiß, Friedhelm, Die Weimarer Disputation von 1560. Theologische Konsenssuche und Konfessionspolitik Johann Friedrichs des Mittleren (Leucorea-Studien zur Geschichte der Reformation und der Lutherischen Orthodoxie, 34), Leipzig 2018, Evangelische Verlagsanstalt, 344 S. / Abb., € 68,00. (Ingo Leinert, Quedlinburg) Ulbricht, Otto, Missbrauch und andere Doku-Stories aus dem 17. und 18. Jahrhundert, Wien / Köln / Weimar 2019, Böhlau, 248 S. / Abb., € 25,00. (Robert Jütte, Stuttgart) Hornung Gablinger, Petra, Gefühlsmedien. Das Nürnberger Ehepaar Paumgartner und seine Familienbriefe um 1600 (Medienwandel – Medienwechsel – Medienwissen, 39), Zürich 2018, Chronos, 275 S., € 48,00. (Margareth Lanzinger, Wien) Wüst, Wolfgang (Hrsg.) / Lisa Bauereisen (Red.), Der Dreißigjährige Krieg in Schwaben und seinen historischen Nachbarregionen: 1618 – 1648 – 2018. Ergebnisse einer interdisziplinären Tagung in Augsburg vom 1. bis 3. März 2018 (Zeitschrift des Historischen Vereins für Schwaben, 111), Augsburg 2018, Wißner, XXV u. 373 S. / Abb., € 29,00. (Georg Schmidt, Jena) Helgason, Þorsteinn, The Corsairs’ Longest Voyage. The Turkish Raid in Iceland, übers. v. Jóna A. Pétursdóttir, Leiden / Boston 2018, Brill, XIV u. 372 S. / Abb., € 154,00. (Hans Medick, Göttingen) Zurbuchen, Simone (Hrsg.), The Law of Nations and Natural Law 1625 – 1800 (Early Modern Natural Law, 1), Leiden / Boston 2019, Brill, X u. 337 S., € 131,00. (Miloš Vec, Wien) Mishra, Rupali, A Business of State. Commerce, Politics, and the Birth of the East India Company (Harvard Historical Studies, 188), Cambridge / London 2018, Harvard University Press, VII u. 412 S., $ 35,00. (Christina Brauner, Tübingen) Towsey, Mark / Kyle B. Roberts (Hrsg.), Before the Public Library. Reading, Community, and Identity in the Atlantic World, 1650 – 1850 (Library of the Written Word, 61; The Handpress World, 46), Leiden / Boston 2018, Brill, XVII u. 415 S., € 145,00. (Stefan Hanß, Manchester) Rosenmüller, Christoph, Corruption and Justice in Colonial Mexico, 1650 – 1755 (Cambridge Latin America Studies, 113), Cambridge / New York 2019, Cambridge University Press, XV u. 341 S. / Abb., £ 75,00. (Tobias Schenk, Wien) Tricoire, Damien, Der koloniale Traum. Imperiales Wissen und die französisch-madagassischen Begegnungen im Zeitalter der Aufklärung (Externa, 13), Köln / Weimar / Wien 2018, Böhlau, 408 S. / Abb., € 65,00. (Tobias Winnerling, Düsseldorf) Zabel, Christine, Polis und Politesse. Der Diskurs über das antike Athen in England und Frankreich, 1630 – 1760 (Ancien Régime, Aufklärung und Revolution, 41), Berlin / Boston 2016, de Gruyter Oldenbourg, X u. 377 S. / Abb., € 59,95. (Wilfried Nippel, Berlin) Velema, Wyger / Arthur Weststeijn (Hrsg.), Ancient Models in the Early Modern Republican Imagination (Metaforms, 12), Leiden / Boston 2018, Brill, XI u. 340 S., € 127,00. (Wilfried Nippel, Berlin) Hitchcock, David, Vagrancy in English Culture and Society, 1650 – 1750 (Cultures of Early Modern Europe), London / New York 2018, Bloomsbury Academic, X u. 236 S. / Abb., £ 28,99. (Ulrich Niggemann, Augsburg) Boswell, Caroline, Disaffection and Everyday Life in Interregnum England (Studies in Early Modern Cultural, Political and Social History, 29), Woodbridge 2017, The Boydell Press, XII u. 285 S., £ 65,00. (Philip Hahn, Tübingen) Kinsella, Eoin, Catholic Survival in Protestant Ireland, 1660 – 1711. Colonel John Browne, Landownership and the Articles of Limerick (Irish Historical Monographs), Woodbridge 2018, The Boydell Press, XVI u. 324 S. / Abb., £ 75,00. (Matthias Bähr, Dresden) Mansel, Philip, King of the World. The Life of Louis XIV, [London] 2019, Allen Lane, XIII u. 604 S. / Abb., £ 30,00. (William D. Godsey, Wien) Gräf, Holger Th. / Christoph Kampmann / Bernd Küster (Hrsg.), Landgraf Carl (1654 – 1730). Fürstliches Planen und Handeln zwischen Innovation und Tradition (Veröffentlichungen der Historischen Kommission für Hessen, 87), Marburg 2017, Historische Kommission für Hessen, XIII u. 415 S. / Abb., € 29,00. (Alexander Schunka, Berlin) Schriften zur Reise Herzog Friedrichs von Sachsen-Gotha nach Frankreich und Italien 1667 und 1668. Eine Edition, 3 Bde., Bd. 1: Reiseberichte; Bd. 2: Planung, Landeskunde, Rechnungen; Bd. 3: Briefe, hrsg. v. Peter-Michael Hahn / Holger Kürbis (Schriften des Staatsarchivs Gotha, 14.1 – 3), Wien / Köln / Weimar 2019, Böhlau, XLVI u. 546 S. / Abb.; 660 S.; 374 S., € 200,00. (Michael Kaiser, Köln) Mulsow, Martin, Radikale Frühaufklärung in Deutschland 1680 – 1720, Bd. 1: Moderne aus dem Untergrund; Bd. 2: Clandestine Vernunft, Göttingen 2018, Wallstein, 502 bzw. 624 S. / Abb., € 59,90. (Helmut Zedelmaier, München) Göse, Frank / Jürgen Kloosterhuis (Hrsg.), Mehr als nur Soldatenkönig. Neue Schlaglichter auf Lebenswelt und Regierungswerk Friedrich Wilhelms I. (Veröffentlichungen aus den Archiven Preußischer Kulturbesitz. Forschungen, 18), Berlin 2020, Duncker &amp; Humblot, 398 S. / Abb., € 89,90. (Barbara Stollberg-Rilinger, Berlin/Münster) Füssel, Marian, Der Preis des Ruhms. Eine Weltgeschichte des Siebenjährigen Krieges. 1756 – 1763, München 2019, Beck, 656 S. / Abb., € 32,00. (Florian Schönfuß, Oxford) Flügel, Wolfgang, Pastoren aus Halle und ihre Gemeinden in Pennsylvania 1742 – 1820. Deutsche Lutheraner zwischen Persistenz und Assimilation (Hallische Beiträge zur Geschichte des Mittelalters und der Frühen Neuzeit, 14), Berlin / Boston 2019, de Gruyter, 480 S. / Abb., € 99,95. (Marianne Taatz-Jacobi, Halle a. d. S.) Braun, Christine, Die Entstehung des Mythos vom Soldatenhandel 1776 – 1813. Europäische Öffentlichkeit und der „hessische Soldatenverkauf“ nach Amerika am Ende des 18. Jahrhunderts (Quellen und Forschungen zur hessischen Geschichte, 178), Darmstadt / Marburg 2018, Selbstverlag der Historischen Kommission Darmstadt und der Historischen Kommission für Hessen, 296 S., € 28,00. (Stefan Kroll, Rostock) Die Tagebücher des Ludwig Freiherrn Vincke 1789 – 1844, (Heinz Duchhardt, Mainz) Bd. 7: 1813 – 1818, bearb. v. Ludger Graf von Westphalen (Veröffentlichungen des Vereins für Geschichte und Altertumskunde Westfalens, Abteilung Münster, 7; Veröffentlichungen der Historischen Kommission für Westfalen. Neue Folge, 58; Veröffentlichungen des Landesarchivs Nordrhein-Westfalen, 76), Münster 2019, Aschendorff, 777 S. / Abb., € 86,00. (Heinz Duchhardt, Mainz) Bd. 8: 1819 – 1824, bearb. v. Hans-Joachim Behr (Veröffentlichungen des Vereins für Geschichte und Altertumskunde Westfalens, Abteilung Münster, 8; Veröffentlichungen der Historischen Kommission für Westfalen. Neue Folge, 22; Veröffentlichungen des Landesarchivs Nordrhein-Westfalen, 48), Münster 2015, Aschendorff, 632 S. / Abb., € 79,00. (Heinz Duchhardt, Mainz) Bd. 9: 1825 – 1829, bearb. v. Hans-Joachim Behr (Veröffentlichungen des Vereins für Geschichte und Altertumskunde Westfalens, Abteilung Münster, 9; Veröffentlichungen der Historischen Kommission für Westfalen. Neue Folge, 23; Veröffentlichungen des Landesarchivs Nordrhein-Westfalen, 49), Münster 2015, Aschendorff, 508 S. / Abb., € 72,00. (Heinz Duchhardt, Mainz) Bd. 11: 1840 – 1844, bearb. v. Hans-Joachim Behr / Christine Schedensack (Veröffentlichungen des Vereins für Geschichte und Altertumskunde Westfalens, Abteilung Münster, 11; Veröffentlichungen der Historischen Kommission für Westfalen. Neue Folge, 55; Veröffentlichungen des Landesarchivs Nordrhein-Westfalen, 74), Münster 2019, Aschendorff, 516 S. / Abb., € 74,00. (Heinz Duchhardt, Mainz)

Cremer, Annette C. / Martin Mulsow (Hrsg.), Objekte als Quellen der historischen Kulturwissenschaften. Stand und Perspektiven der Forschung (Ding, Materialität, Geschichte, 2), Köln / Weimar / Wien 2017, Böhlau, 352 S. / Abb., € 50,00. (Alexander Georg Durben, Münster) Pfister, Ulrich (Hrsg.), Kulturen des Entscheidens. Narrative – Praktiken – Ressourcen (Kulturen des Entscheidens, 1), Göttingen 2019, Vandenhoeck &amp; Ruprecht, 409 S. / Abb., € 70,00. (Wolfgang Reinhard, Freiburg i. Br.) Krischer, André (Hrsg.), Verräter. Geschichte eines Deutungsmusters, Wien / Köln / Weimar 2019, Böhlau, 353 S. / Abb., € 39,00. (Wolfgang Reinhard, Freiburg i. Br.) Baumbach, Hendrik / Horst Carl (Hrsg.), Landfrieden – epochenübergreifend. Neue Perspektiven der Landfriedensforschung auf Verfassung, Recht, Konflikt (Zeitschrift für Historische Forschung, Beiheft 54), Berlin 2018, Duncker &amp; Humblot, 280 S., € 69,90. (Fabian Schulze, Ulm / Augsburg) Ertl, Thomas (Hrsg.), Erzwungene Exile. Umsiedlung und Vertreibung in der Vormoderne (500 – 1850), Frankfurt a. M. / New York 2017, Campus, 272 S., € 39,95. (Alexander Schunka, Berlin) Earenfight, Theresa (Hrsg.), Royal and Elite Households in Medieval and Early Modern Europe. More than Just a Castle (Explorations in Medieval Culture, 6), Leiden / Boston 2018, Brill, IX u. 416 S., € 150,00. (Jeroen Duindam, Leiden) Hiltmann, Torsten / Laurent Hablot (Hrsg.), Heraldic Artists and Painters in the Middle Ages and Early Modern Times (Heraldic Studies, 1), Ostfildern 2018, Thorbecke, 236 S. / Abb., € 45,00. (Luc Duerloo, Antwerpen) Kießling, Rolf / Frank Konersmann / Werner Troßbach, Grundzüge der Agrargeschichte, Bd. 1: Vom Spätmittelalter bis zum Dreißigjährigen Krieg (1350 – 1650), Köln / Weimar / Wien 2016, Böhlau, 329 S. / Abb., € 30,00. (Maximilian Schuh, Heidelberg) Kiening, Christian, Fülle und Mangel. Medialität im Mittelalter, Zürich 2016, Chronos, 468 S. / Abb., € 26,00. (Petra Schulte, Trier) Lachaud, Frédérique / Michael Penman (Hrsg.), Absentee Authority across Medieval Europe, Woodbridge 2017, The Boydell Press, XI u. 264 S. / Abb., £ 60,00. (Melanie Panse-Buchwalter, Essen) Antonín, Robert, The Ideal Ruler in Medieval Bohemia (East Central and Eastern Europe in the Middle Ages, 450 – 1450, 44), Leiden / Boston 2017, Brill, XIII u. 400 S. / Abb., € 145,00. (Julia Burkhardt, Heidelberg) Musson, Anthony / Nigel Ramsay (Hrsg.), Courts of Chivalry and Admiralty in Late Medieval Europe, Woodbridge 2018, The Boydell Press, XIV u. 250 S. / Abb., £ 60,00. (Jörg Peltzer, Heidelberg) Paravicini, Werner, Ehrenvolle Abwesenheit. Studien zum adligen Reisen im späteren Mittelalter. Gesammelte Aufsätze, hrsg. v. Jan Hirschbiegel / Harm von Seggern, Ostfildern 2017, Thorbecke, XI u. 757 S. / Abb., € 94,00. (Christina Antenhofer, Salzburg) Kolditz, Sebastian / Markus Koller (Hrsg.), The Byzantine-Ottoman Transition in Venetian Chronicles / La transizione bizantino-ottomana nelle cronache veneziane (Venetiana, 19), Rom 2018, Viella, 324 S. / graph. Darst., € 32,00. (Mihailo Popović, Wien) Documents on the Papal Plenary Indulgences 1300 – 1517 Preached in the „Regnum Teutonicum“, hrsg. v. Stuart Jenks (Later Medieval Europe, 16), Leiden / Boston 2018, Brill, XX u. 811 S., € 175,00. (Axel Ehlers, Hannover) Kumhera, Glenn, The Benefits of Peace. Private Peacemaking in Late Medieval Italy (The Medieval Mediterranean, 109), Berlin / Boston 2017, Brill, VIII u. 314 S., € 119,00. (Tobias Daniels, München) Campopiano, Michele / Helen Fulton (Hrsg.), Anglo-Italian Cultural Relations in the Later Middle Ages, Woodbridge 2018, York Medieval Press, XI u. 212 S. / Abb., £ 60,00. (Jörg Rogge, Mainz) Hole, Jennifer, Economic Ethics in Late Medieval England, 1300 – 1500 (Archival Insights into the Evolution of Economics), Cham 2016, Palgrave Macmillan, XII u. 300 S., € 123,04. (Petra Schulte, Trier) Klingner, Jens / Benjamin Müsegades (Hrsg.), (Un)‌Gleiche Kurfürsten? Die Pfalzgrafen bei Rhein und die Herzöge von Sachsen im späten Mittelalter (1356 – 1547) (Heidelberger Veröffentlichungen zur Landesgeschichte und Landeskunde, 19), Heidelberg 2017, Universitätsverlag Winter, 280 S. / Abb., € 45,00. (Jörg Schwarz, München) Mütze, Dirk M., Das Augustiner-Chorherrenstift St. Afra in Meißen (1205 – 1539) (Schriften zur sächsischen Geschichte und Volkskunde, 54), Leipzig 2016, Leipziger Universitätsverlag, 434 S. / Abb., € 49,00. (Stefan Tebruck, Gießen) Langeloh, Jacob, Erzählte Argumente. Exempla und historische Argumentation in politischen Traktaten c. 1265 – 1325 (Studien und Texte zur Geistesgeschichte des Mittelalters, 123), Leiden / Boston 2017, Brill, X u. 414 S., € 128,00. (Frank Godthardt, Hamburg) The Dedicated Spiritual Life of Upper Rhine Noble Women. A Study and Translation of a Fourteenth-Century Spiritual Biography of Gertrude Rickeldey of Ortenberg and Heilke of Staufenberg, hrsg., komm. u. übers. v. Anneke B. Mulder-Bakker in Zusammenarbeit mit Gertrud J. Lewis / Tilman Lewis / Michael Hopf / Freimut Löser (Sanctimoniales, 2), Turnhout 2017, Brepols, VIII u. 269 S., € 80,00. (Jörg Voigt, Rom) Roeck, Bernd, Der Morgen der Welt. Geschichte der Renaissance (Historische Bibliothek der Gerda Henkel Stiftung), München 2017, Beck, 1304 S. / Abb., € 44,00. (Reinhard Stauber, Klagenfurt) Eming, Jutta / Michael Dallapiazza (Hrsg.), Marsilio Ficino in Deutschland und Italien. Renaissance-Magie zwischen Wissenschaft und Literatur (Episteme in Bewegung, 7), Wiesbaden 2017, Harrassowitz, VIII u. 291 S. / Abb., € 56,00. (Michaela Boenke, München) Furstenberg-Levi, Shulamit, The Accademia Pontaniana. A Model of a Humanist Network (Brill’s Studies in Intellectual History, 258), Leiden / London 2016, Brill, VIII u. 223 S., € 116,00. (Tobias Daniels, München) Andermann, Ulrich, Humanismus im Nordwesten. Köln – Niederrhein – Westfalen, Münster 2018, Aschendorff, 361 S., € 56,00. (Jan-Hendryk de Boer, Essen) Adams, Jonathan / Cordelia Heß (Hrsg.), Revealing the Secrets of the Jews. Johannes Pfefferkorn and Christian Writings about Jewish Life and Literature in Early Modern Europe, Berlin / Boston 2017, de Gruyter, XV u. 325 S. / Abb., € 79,95. (Gudrun Emberger, Berlin) Buchet, Christian / Gérard Le Bouëdec (Hrsg.), The Sea in History / La mer dans l’histoire, [Bd. 3:] The Early Modern World / La période moderne, The Boydell Press, Woodbridge / Rochester 2017, The Boydell Press, XXVI u. 1072 S., £ 125,00. (Jann M. Witt, Laboe) Broomhall, Susan (Hrsg.), Early Modern Emotions. An Introduction (Early Modern Themes), London / New York 2017, Routledge, XXXVIII u. 386 S. / Abb., £ 36,99. (Hannes Ziegler, London) Faini, Marco / Alessia Meneghin (Hrsg.), Domestic Devotions in the Early Modern World (Intersections, 59.2), Leiden / Boston 2019, Brill, XXII u. 356 S. / Abb., € 154,00. (Volker Leppin, Tübingen) Richardson, Catherine / Tara Hamling / David Gaimster (Hrsg.), The Routledge Handbook of Material Culture in Early Modern Europe (The Routledge History Handbook), London / New York 2017, Routledge, XIX u. 485 S. / Abb. £ 105,00. (Kim Siebenhüner, Jena) Ilmakunnas, Johanna / Jon Stobart (Hrsg.), A Taste for Luxury in Early Modern Europe. Display, Acquisition and Boundaries, London [u. a.] 2017, Bloomsbury Academic, XV u. 318 S. / Abb., £ 85,00. (Kim Siebenhüner, Jena) Czeguhn, Ignacio / José Antonio López Nevot / Antonio Sánchez Aranda (Hrsg.), Control of Supreme Courts in Early Modern Europe (Schriften zur Rechtsgeschichte, 181), Berlin 2018, Duncker &amp; Humblot, 323 S. / Abb., € 89,90. (Peter Oestmann, Münster) Heuser, Beatrice (Hrsg.), Small Wars and Insurgencies in Theory and Practice, 1500 – 1850, London / New York 2016, Routledge, XII u. 219 S., £ 29,95. (Horst Carl, Gießen) Koopmans, Joop W., Early Modern Media and the News in Europe. Perspectives from the Dutch Angle (Library of the Written Word, 70; The Handpress World, 54), Leiden / Boston 2018, Brill, XVII u. 361 S. / Abb., € 140,00. (Johannes Arndt, Münster) Miller, John, Early Modern Britain. 1450 – 1750 (Cambridge History of Britain, 3), Cambridge 2017, Cambridge University Press, XVIII u. 462 S. / Abb., £ 22,99. (Michael Schaich, London) Blickle, Renate, Politische Streitkultur in Altbayern. Beiträge zur Geschichte der Grundrechte in der frühen Neuzeit, hrsg. v. Claudia Ulbrich / Michaela Hohkamp / Andrea Griesebner (Quellen und Forschungen zur Agrargeschichte, 58), Berlin / Boston 2017, de Gruyter, XII u. 226 S., € 69,95. (Thomas Wallnig, Wien) Näther, Birgit, Die Normativität des Praktischen. Strukturen und Prozesse vormoderner Verwaltungsarbeit. Das Beispiel der landesherrlichen Visitation in Bayern (Verhandeln, Verfahren, Entscheiden, 4), Münster 2017, Aschendorff, 215 S. / Abb., € 41,00. (Franziska Neumann, Rostock) Sherer, Idan, Warriors for a Living. The Experience of the Spanish Infantry during the Italian Wars, 1494 – 1559 (History of Warfare, 114), Leiden / Boston 2017, Brill, VIII u. 289 S. / Abb., € 120,00. (Heinrich Lang, Leipzig) Abela, Joan, Hospitaller Malta and the Mediterranean Economy in the Sixteenth Century, Woodbridge 2018, The Boydell Press, XXVI u. 263 S. / Abb., £ 75,00. (Magnus Ressel, Frankfurt a. M.) Bünz, Enno / Werner Greiling / Uwe Schirmer (Hrsg.), Thüringische Klöster und Stifte in vor- und frühreformatorischer Zeit (Quellen und Forschungen zu Thüringen im Zeitalter der Reformation, 6), Köln / Weimar / Wien 2017, Böhlau, 461 S., € 60,00. (Ingrid Würth, Halle a. d. S.) Witt, Christian V., Martin Luthers Reformation der Ehe. Sein theologisches Eheverständnis vor dessen augustinisch-mittelalterlichem Hintergrund (Spätmittelalter, Humanismus, Reformation, 95), Tübingen 2017, Mohr Siebeck, XIV u. 346 S., € 99,00. (Iris Fleßenkämper, Münster) Freitag, Werner / Wilfried Reininghaus (Hrsg.), Beiträge zur Geschichte der Reformation in Westfalen, Bd. 1: „Langes“ 15. Jahrhundert, Übergänge und Zäsuren. Beiträge der Tagung am 30. und 31. Oktober 2015 in Lippstadt (Veröffentlichungen der Historischen Kommission für Westfalen. Neue Folge, 35), Münster 2017, Aschendorff, 352 S. / Abb., € 39,00. (Andreas Rutz, Düsseldorf) Hartmann, Thomas F., Die Reichstage unter Karl V. Verfahren und Verfahrensentwicklung 1521 – 1555 (Schriftenreihe der Historischen Kommission bei der Bayerischen Akademie der Wissenschaften, 100), Göttingen / Bristol 2017, Vandenhoeck &amp; Ruprecht, 370 S., € 70,00. (Reinhard Seyboth, Regensburg) Der Reichstag zu Regensburg 1541, 4 Teilbde., bearb. v. Albrecht P. Luttenberger (Deutsche Reichstagsakten. Jüngere Reihe, 11), Berlin / Boston 2018, de Gruyter Oldenbourg, 3777 S., € 598,00. (Eva Ortlieb, Graz) Putten, Jasper van, Networked Nation. Mapping German Cities in Sebastian Münster’s „Cosmographia“ (Maps, Spaces, Cultures, 1), Leiden / Boston 2018, Brill, XXIII u. 353 S. / Abb., € 135,00. (Felicitas Schmieder, Hagen) Müller, Winfried / Martina Schattkowski / Dirk Syndram (Hrsg.), Kurfürst August von Sachsen. Ein nachreformatorischer „Friedensfürst“ zwischen Territorium und Reich. Beiträge zur wissenschaftlichen Tagung vom 9. bis 11. Juli 2015 in Torgau und Dresden, Dresden 2017, Sandstein, 240 S. / Abb., € 28,00. (Vinzenz Czech, Potsdam) Haas, Alexandra, Hexen und Herrschaftspolitik. Die Reichsgrafen von Oettingen und ihr Umgang mit den Hexenprozessen im Vergleich (Hexenforschung, 17), Bielefeld 2018, Verlag für Regionalgeschichte, 319 S. / Abb., € 29,00. (Rainer Walz, Bochum) Flurschütz da Cruz, Andreas, Hexenbrenner, Seelenretter. Fürstbischof Julius Echter von Mespelbrunn (1573 – 1617) und die Hexenverfolgungen im Hochstift Würzburg (Hexenforschung, 16), Bielefeld 2017, Verlag für Regionalgeschichte, 252 S. / Abb., € 24,00. (Rainer Walz, Bochum) Sidler, Daniel, Heiligkeit aushandeln. Katholische Reform und lokale Glaubenspraxis in der Eidgenossenschaft (1560 – 1790) (Campus Historische Studien, 75), Frankfurt a. M. / New York 2017, Campus, 593 S. / Abb., € 58,00. (Heinrich Richard Schmidt, Bern) Moring, Beatrice / Richard Wall, Widows in European Economy and Society, 1600 – 1920, Woodbridge / Rochester 2017, The Boydell Press, XIII u. 327 S. / Abb., £ 75,00. (Margareth Lanzinger, Wien) Katsiardi-Hering, Olga / Maria A. Stassinopoulou (Hrsg.), Across the Danube. Southeastern Europeans and Their Travelling Identities (17th–19th C.) (Studies in Global Social History, 27; Studies in Global Migration History, 9), Leiden / Boston 2017, Brill, VIII u. 330 S. / Abb., € 110,00. (Olivia Spiridon, Tübingen) „wobei mich der liebe Gott wunderlich beschutzet“. Die Schreibkalender des Clamor Eberhard von dem Bussche zu Hünnefeld (1611 – 1666). Edition mit Kommentar, hrsg. v. Lene Freifrau von dem Bussche-Hünnefeld / Stephanie Haberer, [Bramsche] 2017, Rasch, 216 S. / Abb., € 34,50. (Helga Meise, Reims) Rohrschneider, Michael / Anuschka Tischer (Hrsg.), Dynamik durch Gewalt? Der Dreißigjährige Krieg (1618 – 1648) als Faktor der Wandlungsprozesse des 17. Jahrhunderts (Schriftenreihe zur Neueren Geschichte, 38; Neue Folge, 1), Münster 2018, Aschendorff, VII u. 342 S. / Abb., € 48,00. (Claire Gantet, Fribourg) Schloms, Antje, Institutionelle Waisenfürsorge im Alten Reich 1648 – 1806. Statistische Analyse und Fallbeispiele (Beiträge zur Wirtschafts- und Sozialgeschichte, 129), Stuttgart 2017, Steiner, 395 S., € 62,00. (Iris Ritzmann, Zürich) Mühling, Christian, Die europäische Debatte über den Religionskrieg (1679 – 1714). Konfessionelle Memoria und internationale Politik im Zeitalter Ludwigs XIV. (Veröffentlichungen des Instituts für europäische Geschichte Mainz, 250), Göttingen 2018, Vandenhoeck &amp; Ruprecht, 587 S., € 85,00. (Cornel Zwierlein, Bamberg) Dietz, Bettina, Das System der Natur. Die kollaborative Wissenskultur der Botanik im 18. Jahrhundert, Köln / Weimar / Wien 2017, Böhlau, 216 S., € 35,00. (Flemming Schock, Leipzig) Friedrich, Markus / Alexander Schunka (Hrsg.), Reporting Christian Missions in the Eighteenth Century. Communication, Culture of Knowledge and Regular Publication in a Cross-Confessional Perspective (Jabloniana, 8), Wiesbaden 2017, Harrassowitz, 196 S., € 52,00. (Nadine Amsler, Frankfurt a. M.) Berkovich, Ilya, Motivation in War. The Experience of Common Soldiers in Old-Regime Europe, Cambridge / New York 2017, Cambridge University Press, XII u. 280 S. / graph. Darst., £ 22,99. (Marian Füssel, Göttingen) Stöckl, Alexandra, Der Principalkommissar. Formen und Bedeutung sozio-politischer Repräsentation im Hause Thurn und Taxis (Thurn und Taxis Studien. Neue Folge, 10), Regensburg 2018, Pustet, VII u. 280 S., € 34,95. (Dorothée Goetze, Bonn) Wunder, Dieter, Der Adel im Hessen des 18. Jahrhunderts – Herrenstand und Fürstendienst. Grundlagen einer Sozialgeschichte des Adels in Hessen (Veröffentlichungen der Historischen Kommission für Hessen, 84), Marburg 2016, Historische Kommission für Hessen, XIV u. 844 S. / Abb., € 39,00. (Alexander Kästner, Dresden) Mährle, Wolfgang (Hrsg.), Aufgeklärte Herrschaft im Konflikt. Herzog Carl Eugen von Württemberg 1728 – 1793. Tagung des Arbeitskreises für Landes- und Ortsgeschichte im Verband der württembergischen Geschichts- und Altertumsvereine am 4. und 5. Dezember 2014 im Hauptstaatsarchiv Stuttgart (Geschichte Württembergs, 1), Stuttgart 2017, Kohlhammer, 354 S. / Abb., € 25,00. (Dietmar Schiersner, Weingarten) Bennett, Rachel E., Capital Punishment and the Criminal Corpse in Scotland, 1740 – 1834 (Palgrave Historical Studies in the Criminal Corpse and its Afterlife), Cham 2018, Palgrave Macmillan, XV u. 237 S., € 29,96. (Benjamin Seebröker, Dresden) York, Neil L., The American Revolution, 1760 – 1790. New Nation as New Empire, New York / London 2016, Routledge, XIII u. 151 S. / Karten, Hardcover, £ 125,00. (Volker Depkat, Regensburg) Richter, Roland, Amerikanische Revolution und niederländische Finanzanleihen 1776 – 1782. Die Rolle John Adams’ und der Amsterdamer Finanzhäuser bei der diplomatischen Anerkennung der USA (Niederlande-Studien, 57), Münster / New York 2016, Waxmann, 185 S. / Abb., € 29,90. (Volker Depkat, Regensburg) Steiner, Philip, Die Landstände in Steiermark, Kärnten und Krain und die josephinischen Reformen. Bedrohungskommunikation angesichts konkurrierender Ordnungsvorstellungen (1789 – 1792), Münster 2017, Aschendorff, 608 S. / Abb., € 59,00 (Simon Karstens, Trier)

Kumar, Krishan, Visions of Empire. How Five Imperial Regimes Shaped the World, Princeton / Oxford 2017, Princeton University Press, XVIII u. 576 S. / Abb., £ 32,95. (Wolfgang Reinhard) Drews, Wolfram / Christian Scholl (Hrsg.), Transkulturelle Verflechtungsprozesse in der Vormoderne (Das Mittelalter. Beihefte, 3), Berlin/Boston 2016,de Gruyter, XXIII u.287 S. / Abb., € 89,95. (Jenny Rahel Oesterle) Jochum, Georg, ”Plus Ultra“ oder die Erfindung der Moderne. Zur neuzeitlichen Entgrenzung der okzidentalen Welt (Global Studies), Bielefeld 2017, transcript, 602 S. / Abb., € 44,99. (Wolfgang Reinhard) Raeymaekers, Dries / Sebastiaan Derks (Hrsg.), The Key to Power? The Culture of Access in Princely Courts, 1400–1750 (Rulers and Elites, 8), Leiden/Boston 2016, Brill, XIII u. 352 S. / Abb., € 135,00. (Andreas Pecar) Knobler, Adam, Mythology and Diplomacy in the Age of Exploration (European Expansion and Indigenous Response, 23), Leiden / Boston 2017, Brill, XI u. 151 S., € 99,00; als Brill MyBook € 25,00. (Tobias Winnerling) Muhlack, Ulrich, Renaissance und Humanismus (Enzyklopädie deutscher Geschichte, 93), Berlin / Boston 2017, de Gruyter Oldenbourg, IX u. 276 S., € 24,95 (Volker Reinhardt) Hamm, Berndt / Thomas Kaufmann (Hrsg.), Wie fromm waren die Humanisten? (Wolfenbütteler Abhandlungen zur Renaissanceforschung, 33), Wiesbaden 2016, Harrassowitz in Kommission, 359 S. / Abb., € 84,00. (Nikolaus Staubach) Auge, Oliver (Hrsg.), König, Reich und Fürsten im Mittelalter. Abschlusstagung des Greifswalder ”Principes-Projekts“. Festschrift für Karl-Heinz Spieß (Beiträge zur Geschichte der Universität Greifswald, 12), Stuttgart 2017, Steiner, 593 S. / Abb., € 94,00. (Andreas Büttner) Huang, Angela, Die Textilien des Hanseraums. Produktion und Distribution einer spätmittelalterlichen Fernhandelsware (Quellen und Darstellungen zur hansischen Geschichte. Neue Folge, 71), Köln / Weimar / Wien 2015, Böhlau, 311 S. / graph. Darst., € 40,00. (Kirsten O. Frieling) Hirbodian, Sigrid / Peter Rückert (Hrsg.), Württembergische Städte im späten Mittelalter. Herrschaft, Wirtschaft und Kultur im Vergleich (Tübinger Bausteine zur Landesgeschichte, 26), Ostfildern 2016, Thorbecke, 332 S. / Abb., € 35,00.(Stefan G. Holz) Esch, Claudia, Zwischen Institution und Individuum. Bürgerliche Handlungsspielräume im mittelalterlichen Bamberg (Stadt und Region in der Vormoderne, 4), Würzburg 2016, Ergon, 576 S. / graph. Darst., € 72,00. (Ulrich Knefelkamp) Mayer, Hans E., Von der Cour des Bourgeois zum öffentlichen Notariat. Die freiwillige Gerichtsbarkeit in den Kreuzfahrerstaaten (Monumenta Germaniae Historica. Schriften, 70), Wiesbaden 2016, Harrassowitz, XXXIV u. 526 S., € 70,00. (Wolf Zöller) Hesse, Christian, Synthese und Aufbruch. 1346–1410 (Gebhardt. Handbuch der deutschen Geschichte, 7b), Stuttgart 2017, Klett-Cotta, XLVIII u. 300 S., € 45,00. (Gabriela Signori) Frey, Stefan, Fromme feste Junker. Neuer Stadtadel im spätmittelalterlichen Zürich (Mitteilungen der Antiquarischen Gesellschaft in Zürich, 84), Zürich 2017, Chronos, 216 S. / Abb., € 43,00. (Christof Rolker) Matter-Bacon, Nicole, Städtische Ehepaare im Spätmittelalter. Verhaltensmuster und Handlungsspielräume imZürich des 15. Jahrhunderts (Wissenschaftliche Beiträge aus dem Tectum Verlag. Reihe: Geschichtswissenschaft, 30), Marburg 2016, Tectum, 412 S., € 39,95. (Elisabeth Vavra) Halter-Pernet, Colee / Felix Hammerli, Zürichs streitbarer Gelehrter im Spätmittelalter. Mit Übersetzungen aus dem Lateinischenv.Helena Müller u. Erika Egner Eid, Zürich 2017, Chronos, 446 S. / Abb., € 52,00. (Martina Wehrli-Johns) Kyle, Sarah R., Medicine and Humanism inLate Medieval Italy. The Carrara Herbal in Padua (Medicine in the Medieval Mediterranean), London / New York 2017, Routledge, XIII u. 243 S. / Abb., £ 95,00. (Klaus Bergdolt) Nodl, Martin, Das Kuttenberger Dekret von 1409. Von der Eintracht zum Konflikt der Prager Universitätsnationen. Aus dem Tschechischen übers. v. Roswitha u. Pavel Cervicek (Forschungen zur Geschichte und Kultur des östlichen Mitteleuropa, 51), Köln / Weimar / Wien 2017, Böhlau, 404 S. / Abb., € 55,00. (Blanka Zilynská) Ellermann, Julia / Dennis Hormuth / Volker Seresse (Hrsg.), Politische Kultur im frühneuzeitlichen Europa. Festschrift für Olaf Mörke zum 65. Geburtstag (Geist und Wissen, 26), Kiel 2017, Ludwig, 421 S. / Abb., € 56,80. (Wolfgang Reinhard) Horowski, Leonhard, Das Europa der Könige. Macht und Spiel an den Höfen des 17. und 18. Jahrhunderts, Reinbek 2017, Rowohlt, 1119 S. / Abb., € 39,95. (Ronald G. Asch) Rössner, Philipp R. (Hrsg.),Economic Growth and the Origins of Modern Political Economy.Economic Reasons of State, 1500–2000, London/NewYork 2016, Routledge, XII u. 317 S. / Abb., £ 95,00. (Justus Nipperdey) Burgdorf, Wolfgang (Bearb.), Die Wahlkapitulationen der römisch-deutschen Könige und Kaiser 1519–1792 (Quellen zur Geschichte des Heiligen Römischen Reiches, 1), Göttingen 2015, Vandenhoeck &amp; Ruprecht, 884 S., € 90,00. Burgdorf, Wolfgang, Protokonstitutionalismus. Die Reichsverfassung in den Wahlkapitulationen der römisch-deutschen Könige und Kaiser 1519–1792 (Schriftenreihe der Historischen Kommission bei der Bayerischen Akademie der Wissenschaften, 94), Göttingen / Bristol 2015, Vandenhoeck &amp; Ruprecht, 226 S., € 60,00. Durchhardt, Heinz (Hrsg.), Wahlkapitulationen in Europa (Schriftenreihe der Historischen Kommission bei der Bayerischen Akademie der Wissenschaften, 95), Göttingen / Bristol 2015, Vandenhoeck &amp; Ruprecht, 172 S. / Abb, € 55,00. (Alexander Denzler) Durst, Benjamin, Archive des Völkerrechts. Gedruckte Sammlungen europäischer Mächteverträge in der Frühen Neuzeit (Colloquia Augustana, 34), Berlin/Boston 2016, de Gruyter Oldenbourg, 494 S. / Abb., € 79,95. (Anuschka Tischer) Krischer, André, Die Macht des Verfahrens. Englische Hochverratsprozesse 1554–1848 (Verhandeln, Verfahren, Entscheiden, 3), Münster 2017, Aschendorff, VII u. 720 S. / Abb., € 79,00. (Ronald G. Asch) Elmer, Peter, Witchcraft, Witch-Hunting, and Politics in Early Modern England, Oxford / New York 2016, Oxford University Press, X u. 369 S., £ 65,00. (Gerd Schwerhoff) Mentzer, Raymond A. / Betrand Van Ruymbeke (Hrsg.), A Companion to the Huguenots (Brill’s Companions to the Christian Tradition, 68), Leiden/Boston 2016, Brill, XV u. 481 S. / Abb., € 229,00; als Brill MyBook € 25,00. (Ulrich Niggemann) Cevolini, Alberto (Hrsg.), Forgetting Machines: Knowledge Management Evolution in Early Modern Europe (Library of the Written Word, 53; The Handpress World, 40), Leiden / Boston 2016, Brill, XI u. 389 S., € 154,00. (Martin Gierl) Freist, Dagmar / Susanne Lachenicht (Hrsg.), Connecting Worlds and People. Early Modern Diasporas, Abingdon / New York 2017, Routledge, XIII u. 149 S./ graph. Darst., £ 95,00. (Thomas Dorfner) Boer, Wietsede / Karl A. E. Enenkel / Walter S. Melion(Hrsg.), Jesuit Image Theory (Intersections, 45), Leiden / Boston 2016, Brill, XIX u. 497 S. / Abb., € 172,00. (Dominik Sieber) Abreu, Laurinda, The Political and Social Dynamics of Poverty, Poor Relief and Health Care in Early-Modern Portugal (The History of Medicine in Context), London / New York 2016, Routledge, VI u. 302 S. / graph. Darst., £ 110,00. (Robert Jütte) Häberlein, Mark (Hrsg.), Sprachmeister. Sozial- und Kulturgeschichte eines prekären Berufsstands (Schriften der Matthias-Kramer-Gesellschaft zur Erforschung der Geschichte des Fremdsprachenerwerbs und der Mehrsprachigkeit, 1), Bamberg 2015, University of Bamberg Press, 218 S. / Abb., € 18,00. (Michael Schaich) Handley, Sasha, Sleep in Early Modern England, New Haven / London 2016, Yale University Press, XII u. 280 S. / Abb., $ 65,00. (Marion Kintzinger) Nieden, Marcel (Hrsg.), Ketzer, Held und Prediger. Martin Luther im Gedächtnis der Deutschen, Darmstadt 2017, Lambert Schneider, 248 S. / Abb., € 49,95. Rößler, Hole (Hrsg.), Luthermania. Ansichten einer Kultfigur (Ausstellungskataloge der Herzog August Bibliothek, 99), Wiesbaden 2017, Harrassowitz in Kommission, 407 S. / Abb., € 39,80. (Eike Wolgast) Eser, Thomas / Stephanie Armer (Hrsg.), Luther, Kolumbus und die Folgen. Welt im Wandel 1500–1600. Ausstellung im Germanischen Nationalmuseum, Nürnberg vom 13. Juli bis 12. November 2017, Nürnberg 2017, Verlag des Germanischen Nationalmuseums, 312 S. / Abb., € 36,00.(Heinz Schilling) Biagioni, Mario, The Radical Reformation and the Making of Modern Europe. A Lasting Heritage (Studies in Medieval and Reformation Traditions, 207), Leiden / Boston 2017, Brill, XI u. 180 S., € 108,00. (Hans-Jürgen Goertz) Peters, Christian, Vom Humanismus zum Täuferreich. Der Weg des Bernhard Rothmann (Refo500 Academic Studies, 38), Göttingen / Bristol 2017, Vandenhoeck &amp; Ruprecht, 201 S. / Abb., € 90,00. (James M. Stayer) Bräuer, Siegfried / Günther Vogler / Thomas Müntzer, Neu Ordnung machen in der Welt. Eine Biographie, Gütersloh 2016, Gütersloher Verlagshaus, 496 S./ Abb., € 58,00. (Ulrich Bubenheimer) Müntzer, Thomas, Manuskripte und Notizen, hrsg. v. Armin Kohnle/Eike Wolgast unter Mitarbeit v. Vasily Arslanov / Alexander Bartmuß / Christine Haustein (Thomas-Müntzer-Ausgabe. Kritische Gesamtausgabe, 1), Leipzig 2017, Sächsische Akademie der Wissenschaftenzu Leipzig/Evangelische Verlagsanstalt inKommission, XXIII u. 546 S., € 58,00. (Cornel Zwierlein) Selderhuis, Herman J. / Arnold Huijgen (Hrsg.), Calvinus Pastor Ecclesiae. Papers of the Eleventh International Congress on Calvin Research (Reformed Historical Theology, 39), Göttingen / Bristol 2016, Vandenhoeck &amp; Ruprecht, 467 S., € 120,00. (Iris Fleßenkämper) McCallum, John, Scotland’s LongReformation.NewPerspectives on Scottish Religion, c. 1500–c. 1600 (St AndrewsStudies in Reformation History), Leiden/Boston 2016, Brill, XI u. 230 S. / Abb., € 110,00. (Martin Foerster) Toenjes, Christopher, Islam, the Turks and the Making of the Reformation. The History of the Ottoman Empire in John Foxe’s Acts and Monuments, Frankfurt a. M. [u. a.] 2016, Lang, XVI u. 447 S. / Abb., € 74,70. (Stefan Hanß) GarcÍa-Arenal (Hrsg.), After Conversion. Iberia and the Emergence of Modernity (Catholic Christendom, 1300–1700), Leiden / Boston 2016, Brill, XII u. 463 S. / Abb., € 181,00; als eBook open access. Norton, Claire, ConversionandIslam in the EarlyModernMediterranean.The Lure of the Other (Routledge Research in Early Modern History), London / New York 2017, Routledge, X u. 222 S. / Abb., £ 110,00; als eBook £ 35,99. (Christian Windler) Graf, Tobias P., The Sultan’s Renegades. Christian-European Converts to Islam and the Making of the Ottoman Elite,1575–1610, Oxford 2017, Oxford University Press, XX u. 261 S. / Abb., £ 65,00. (Arkadiusz Blaszczyk) Hans Dernschwam’s Tagebuch einer Reise nach Konstantinopel und Kleinasien (1553/55), hrsg. v. Franz Babinger, ins Neuhochdeutsche übers. v. Jörg Riecke, Berlin 2014, Duncker &amp; Humblot, XXXVII u. 300 S. / Abb., € 69,90. (Mathis Leibetseder) Comerford, Kathleen M., Jesuit Foundations and Medici Power, 1532–1621 (Jesuit Studies, 7), Leiden / Boston 2017, Brill, XVI u. 316 S. / graph. Darst., € 142,00. (Fabian Fechner) Nicolaus von Amsdorff, Ausgewählte Schriften der Jahre 1550 bis 1562 aus der ehemaligen Eisenacher Ministerialbibliothek, hrsg. v. Hagen Jäger (Leucorea-Studien zur Geschichte der Reformation und der Lutherischen Orthodoxie, 32), Leipzig 2017, Evangelische Verlagsanstalt, 284 S., € 48,00. (Volker Leppin) Piltz, Eric / Gerd Schwerhoff (Hrsg.), Gottlosigkeit und Eigensinn. Religiöse Devianz im konfessionellen Zeitalter (Zeitschrift für Historische Forschung. Beiheft, 51), Berlin 2015, Duncker &amp; Humblot, 530 S. / Abb., € 69,90. (Martin Scheutz) Schmidt-Biggemann, Wilhelm / Friedrich Vollhardt (Hrsg.), Ideengeschichte um 1600. Konstellationen zwischen Schulmetaphysik, Konfessionalisierung und hermetischer Spekulation (Problemata, 158), Stuttgart-Bad Cannstatt 2017, Frommann-Holzboog, 338 S. / Abb., € 68,00. (Tobias Winnerling) Friedrich, Markus / Sascha Salatowsky / Luise Schorn-Schütte (Hrsg.), Konfession, Politik und Gelehrsamkeit. Der Jenaer Theologe Johann Gerhard (1582–1637) im Kontext seiner Zeit (Gothaer Forschungen zur Frühen Neuzeit, 11), Stuttgart 2017, Steiner, 280 S., € 52,00. (Martin Gierl) Schleinert, Dirk / Monika Schneikart (Hrsg.), Zwischen Thronsaal und Frawenzimmer. Handlungsfelder pommerscher Fürstinnen um 1600 (Veröffentlichungen der Historischen Kommission für Pommern. Reihe V: Forschungen zur pommerschen Geschichte, 50), Köln / Weimar / Wien 2017, Böhlau, 402 S. / Abb., € 55,00. (Katrin Keller) Wareing, John, Indentured Migration and the Servant Trade from London to America, 1618–1718. „There is Great Want of Servants“, Oxford / New York 2017, Oxford University Press, VIII u. 298 S. / Abb., £ 75,00. (Mark Häberlein) May, Niels F., Zwischen fürstlicher Repräsentation und adliger Statuspolitik. Das Kongresszeremoniell bei den westfälischen Friedensverhandlungen (Beihefte der Francia, 82), Ostfildern 2016, Thorbecke, 284 S., € 42,00. (Anuschka Tischer) Haupt, Herbert, Ein Herr von Stand und Würde. Fürst Johann Adam Andreas von Liechtenstein (1657–1712). Mosaiksteine eines Lebens, Köln / Weimar / Wien 2016, Böhlau, 389 S. / Abb., € 47,00. (Thomas Winkelbauer) Homa, Bernhard, Die Tübinger Philosophische Fakultät 1652–1752. Institution – Disziplinen – Lehrkräfte (Contubernium, 85), Stuttgart 2016, Steiner, 428 S. / 1 CDROM, € 69,00. (Martin Gierl) Windler, Christian (Hrsg.), Kongressorte der Frühen Neuzeit im europäischen Vergleich. Der Friede von Baden (1714), Köln/Weimar/Wien 2016, Böhlau, 303 S. / Abb., € 19,90. (Regina Dauser) Pecar, Andreas / Holger Zaunstöck / Thomas Müller-Bahlke (Hrsg.), Wie pietistisch kann Adel sein? Hallescher Pietismus und Reichsadel im 18. Jahrhundert (Quellen und Forschungen zur Geschichte Sachsen-Anhalts, 10), Halle a. d. S. 2016, Mitteldeutscher Verlag, 176 S. / Abb., € 25,00. (Martin Gierl) Eißner, Daniel, Erweckte Handwerker im Umfeld des Pietismus. Zur religiösen Selbstermächtigung in der Frühen Neuzeit (Hallesche Forschungen, 43), Halle a. d. S. / Wiesbaden 2016, Verlag der Franckeschen Stiftungen / Harrassowitz in Kommission, IX u. 384 S., € 52,00. (Martin Gierl) Black, Jeremy, British Politics and Foreign Policy, 1744–57. Mid-Century Crisis, Farnham / Burlington 2015, Ashgate, XIV u. 267 S., £ 70,00. (Michael Schaich) Stobart, Jon / Mark Rothery (Hrsg.), Consumption and the Country House, Oxford / New York 2016, Oxford University Press, X u. 304 S. / Abb., £ 65,00. (Michael Maurer) Diest, Johann von, Wirtschaftspolitik und Lobbyismus im 18. Jahrhundert. Eine quellenbasierte Neubewertung der wechselseitigen Einflussnahme von Obrigkeit und Wirtschaft in Brandenburg-Preußen und Kurhannover (Herrschaft und soziale Systeme in der Frühen Neuzeit, 23), Göttingen 2016, V&amp;R unipress, 392 S., € 55,00. (Justus Nipperdey) Kech, Kerstin, Hofhaltung und Hofzeremoniell der Bamberger Fürstbischöfe in der Spätphase des Alten Reichs (Stadt und Region in der Vormoderne, 6; Veröffentlichungen des Stadtarchivs Bamberg, 28), Würzburg 2016, Ergon, 430 S. / Abb., € 58,00. (Bettina Braun) Fischer, Ole (Hrsg.), Aufgeklärte Lebenswelten (Studien zur Wirtschafts- und Sozialgeschichte Schleswig-Holsteins, 54), Stuttgart 2016, Steiner, 242 S., € 29,00. (Dominik Hünniger) Rheinheimer, Martin, Ipke und Angens. Die Welt eines nordfriesischen Schiffers und seiner Frau (1787–1801) (Studien zur Wirtschafts- und Sozialgeschichte Schleswig-Holsteins, 55), Stuttgart 2016, Steiner, 161 S. / Abb., € 29,90. (Jann M. Witt) Maurer, Michael, Wilhelm von Humboldt. Ein Leben als Werk, Köln/Weimar/Wien 2016, Böhlau, 310 S. / Abb., € 25,00. (Jann M. Witt)

The aim of the article is to examine the relationship between students’ reflective information processing style and speech production during academic tasks solving. The study applies Index of Learning Styles Questionnaire (Felder & Solomon, 2001) to examine four pairs of learning styles, notably active –reflective, sensing – intuitive, visual – verbal and sequential - global. The study applies functional analysis suggested by Naydonov (2008). The students were asked to solve the academic tasks aligned with their knowledge of the academic module. The study applies analysis of fourteen categories according to the following two criteria, notably considering the content/meaning of students’ responses and type of solution. The findings indicate that students with a high level of reflective and verbal style less frequently apply category text (34.55±12.39), comparatively with students with a low level of reflective та verbal style (65.94±4.13). Students with a high level of reflective and verbal style more frequently apply category tools (6.61±1.96) and less frequently category intentions (1.69±1.78) comparatively with students with a low level of reflective and verbal style (1.06±.78 and 2.30±.71, respectively). Category models are more frequent in students with a medium level of reflective style (3.61±.99), comparatively with students with a high (2.05±2.76) and a low (2.69±1.01) level. Therefore, speech production in categories of models and tools evaluates the best solutions in the academic setting, providing an efficient academic task solving. References Боса, В. П. Мовленнєва компетентність майбутніх учителів іноземних мов: методологія проблеми. Восточный Европейский научный журнал: международный польский научный журнал. 2017, 11 (27), Ч. 3, 8-13. Залевская А. А. «Рефлексия» и «языковое сознание»: вопросы терминологии. Вестник Тверского государственного университета. Серия «Филология». 2015, 4, 29–36. Карпов А. В. Психология рефлексивных механизмов деятельности. М. : Изд-во «Институт психологии РАН», 2004. Кулик О. Поняття рефлексії, її сутність та роль у методиці навчання української мови. Українська мова і література в школі. 2014, 3, 2–7. Найдьонов М. І. Формування системи рефлексивного управління в організаціях. К.: Міленіум, 2008. Рубинштейн С. Л. Бытие и сознание. Человек и мир. СПб.: Питер, 2003. Савченко О. В. Рефлексивна компетентність особистості. Херсон : ПП Вишемирський В. С., 2016. Савченко О. В. Стиль розв’язання проблемно-конфліктної ситуації як аспект аналізу життєвого шляху особистості. Вісник Одеського національного університету. Серія : Психологія. 2015, Т. 20, 2 (36), Ч. 1, 142–152. Семенов И. Н., Степанов С. Ю. Рефлексия в организации творческого мышления и саморазвития личности. Вопросы психологии. 1983, № 2, 35–42. Старовойтенко Е. Б. Культурная психология личности. М.: Академический проспект : Гаудемус, 2007. Холодная М. А. Когнитивные стили. О природе индивидуального ума. СПб.: Питер, 2004. Шаров А. С. Онтология психологических механизмов рефлексии. Вестник Омского государственного педагогического университета : электрон. науч. журнал. 2006. Режим доступа : http://sfrik.omskreg.ru/res/. Щедровицкий Г. П. Процессы и структуры в мышлении: курс лекций. Из архива Г. П. Щедровицкого. М.: «Путь», 2003, Т. 6. Felder R.M. & Solomon B.A. Index of learning styles questionnaire. North Carolina State University, 2001. Retrieved from http://www2.ncsu.edu/unity/lockers/users/f/felder/ public/ILSdir/ILS-a.html. Kagan J. Reflection-impulsivity: the generality and dynamics of conceptual tempo. Journal of Abnormal Psychology. 1965, 77, 17–24. Vygranka Т. The Features of Formation of Speech Competence of Future Philologists in the Educational Process of Institution of Higher Education. International Academy Journal Web of Scholar. 2019, 5(35), 26-30. https://doi.org/10.31435/rsglobal_wos/31052019/6502. References (translated and transliterated) Bosa, V. P. (2017). Movlennieva kompetentnist maybutnikh uchyteliv inozemnykh mov: metodolohiya problemy. Vostochnyj Evropejskij nauchnyj zhurnal: mezhdunarodnyj polskij nauchnyj zhurnal, 11 (27), P. 3, 8-13. Zalevskaya, A. A. (2015). «Refleksiya» i «yazykovoe soznanie»: voprosy terminologii ["Reflection" and "linguistic consciousness": questions of terminology]. Vestnik Tverskogo gosudarstvennogo universiteta. Seriya «Filologiya», 4, 29–36. Karpov, A. V. (2004). Psihologiya Refleksivnyh Mehanizmov Deyatelnosti [Psychology of reflective mechanisms of activity]. Moscow: Izd-vo «Institut psihologii RAN». Kulyk, O. (2014). Poniattia refleksiyi, yii sutnist ta rol u metodytsi navchannia ukrayinskoyi movy [The concept of reflection, its essence and role in the methodology of teaching the Ukrainian language]. Ukrayinska mova i literatura v shkoli, 3, 2–7. Naydonov, M. І. (2008). Formuvannia Systemy Refleksyvnoho Upravlіnnia v Orhanіzatsіyakh [Formation of Reflexive Management System in Organizations]. Kyiv: Mіlenіum. Rubinshtejn, S. L. (2003) Bytie i Soznanie. Chelovek i Mir [Genesis and Consciousness. Man and the World.]. St. Peterburg: Piter. Savchenko, O. V. (2016). Refleksyvna Kompetentnist Osobystosti [Personality`s Reflective Competence]. Kherson: Vyshemyrskyi. Savchenko, O. V. (2015) Styl rozvyazannia problemno-konfliktnoyi sytuatsiyi yak aspekt analizu zhyttievoho shliakhu osobystosti [Style of resolving a problem-conflict situation as an aspect of person's life experience analysis]. Visnyk Odeskoho natsionalnoho universytetu. Seriya: Psykholohiya, T. 20, 2 (36), P. 1, 142–152. Semenov I. N. & Stepanov S. Yu.(1983) Refleksiya v organizatsii tvorcheskogo myishleniya i samorazvitiya lichnosti [Reflection in the organization of creative thinking and personal self-development]. Voprosyi psihologii, 2, 35–42. Starovoitenko, E. B. (2007). Kulturnaya Psihologiya Lichnosti [Cultural Psychology of the Person]. Moscow: Akademicheskij prospekt: Gaudemus, 2007. Holodnaya, M. A. (2004). Kognitivnye Stili. O Prirode Individualnogo Uma [Cognitive Styles. About the Nature of the Individual Mind]. Sankt-Peterburg: Piter. Sharov A. S. (2006) Ontologiya psihologicheskih mehanizmov refleksii [Ontology of psychological mechanisms of reflection]. Vestnik Omskogo gosudarstvennogo pedagogicheskogo universiteta : elektron. nauch. zhurnal. Retrieved from http://sfrik.omskreg.ru/res/. Schedrovitskiy G. P. (2003) Protsessyi i strukturyi v myishlenii: kurs lektsiy [Processes and structures in thinking: a course of lectures.]. Iz arhiva G. P. Schedrovitskogo. Moscow: «Put», T. 6. Felder, R.M. & Solomon, B.A. (2001). Index of learning styles questionnaire. North Carolina State University. Retrieved from http://www2.ncsu.edu/ unity/lockers/users/f/felder/public/ILSdir/ ILS-a.html. Kagan, J. (1965). Reflection-impulsivity: the generality and dynamics of conceptual tempo. Journal of Abnormal Psychology,77, 17–24. Vygranka, Т. (2019) The Features of Formation of Speech Competence of Future Philologists in the Educational Process of Institution of Higher Education. International Academy Journal Web of Scholar, 5(35), 26-30. https://doi.org/10.31435/rsglobal_wos/31052019/6502.

This literature review addresses five themes that inform the faculty adequacy standards established by U.S. regional accreditation commissions and provides information about faculty credentials, the relationship between institutional missions and faculty responsibilities; full-time, part-time and contingent faculty; faculty responsibilities, and faculty in disciplinary-based accreditation. This review of literature supports institutions’ responses to the standards for adequacy of full-time faculty in six U.S. regional accreditation commissions. The study’s findings may provide common themes related to faculty adequacy to facilitate the institutions’ definitions and standards for faculty adequacy. The results might inform regional accreditors as they evaluate institutions on this standard. Finally, this study may be of interest to accreditors in other countries as they develop and revise their standards related to faculty adequacy. Keywords Faculty adequacy, accreditation standards, U.S. regional accreditation commissions References [1] Middaugh, M. F. (2002). Faculty productivity: Different strategies for different audiences. Planning For Higher Education, 30(3), 34-43[2] Tincher-Ladner, L., & King, S. (2014). Effects of regional accreditation of full-time faculty on community college graduation rates. Community College Journal of Research and Practice, 38, 947-950.[3] Northwest Commission on Colleges and Universities (NWCCU) (2012). Accreditation standards. Retrieved from http://www.nwccu.org/accreditation/standards-policies/standards/[4] Middle States Commission on Higher Education (MSCHE) (2015). Standards for accreditation and requirements of affiliation ( 13th ed). [5] North Central Association of Colleges and Schools-The Higher Learning Commission (NCA-HLC) (2015). Resource guide: Criteria for accreditation and assumed practices.[6] New England Association of Schools and Colleges Commission on Institutions of Higher Education (NEASC-CIHE) (2011). The standards for accreditation. [7] Southern Association of Colleges and Schools Commission on Colleges (2011). Faculty roster: Instructions for reporting the qualifications of full-time and part-time faculty. [8] WASC Senior College and University Commission (WSCUC) (2013). Handbook of Accreditation. Retrieved at https://www.wscuc.org/book/export/html/924[9] Cohen, A. & Kisker C. (2010). The shaping of American higher education (2nd ed.). San Francisco, CA: Jossey-Bass.[10] Faireweather.J. (2002). The mythologies of faculty productivity. The Journal of Higher Education. 73(1). 26-48[11] Townsend, B. K. (2008). Community college faculty what we know and need to know. Community College Review. 36 (1). 5-24. [12] National Center for Education Statistics, U.S. Department of Education. (2003). Federal programs for education and related activities. In Digest of Education Statistics (Chap. 4). Retrieved from the National Center for Education Statistics Web site: http://nces.ed.gov/programs/digest/d10/tables/dt10_261.asp[13] Middaugh, M. F.(2001). Understanding faculty productivity: Standards and benchmarks for colleges and universities. San Francisco: Jossey-Bass Publishers.[14] Texas Tech University (2006). Faculty responsibility (OP 32.06). Retrieved from http://www.depts.ttu.edu/opmanual/OP32.06.pdf[15] South Plains College (2015). Faculty Handbook. Retrieved from http://www.southplainscollege.edu/employees/manualshandbooks/facultyhandbook.php[16] North Central Association of Colleges and Schools-The Higher Learning Commission (HLC) (2015). Determining qualified faculty through HLC’s criteria for accreditation and assumed practices. Retrieved at https://www.lssu.edu/hlc/documents/QualifiedFacultyGuidelines_2015-08_OPB.pdf[17] Chaden, C. (2013). Engaging faculty in retention: Finding traction through accreditation. New Directions for Higher Education, (161), 91-100. doi: 10.1002/he.20049[18] Williams, T. S. (2011). The unknowning knowers: Faculty and the accreditation process. (Doctoral Dissertation). Available from ProQuest Dissertations & Theses Full Text (Order No. 3476398).[19] Townsend, B.K & Rosser, V.J (2007). Workload issues and measures of faculty productivities. The NEA Higher Education Journal. 7-19[20] Middaugh, M. F. (2011). Measuring faculty productivity: Let's get it right. Chronicle of Higher Education, 58(2), A43-A44.[21] Middaugh, M. F., Kelly, H. A., & Walters, A. M. (2008). The role of institutional research in understanding and describing faculty work. New Directions for Higher Education, (141), 41-56. doi:10.1002/he.292[22] Maxey, D. D., & Kezar, A. K. (2015). Revealing opportunities and obstacles for changing non-tenure-track faculty practices: An examination of stakeholders' awareness of institutional contradictions. Journal of Higher Education, 86(4), 564-594.[23] Marsh, F. K. (2010). High performance team: Building a business program with part- and full-time faculty. Journal of Education for Business, 85(4), 187-194. doi:10.1080/08832320903252421[24] Elman, S. E. (2003). A regional accreditation perspective on contingent faculty appointments. New Directions for Higher Education, (123), 71.[25] Gerlich, R. N., & Sollosy, M. (2010). Predicting assessment outcomes: The effect of full-time and part-time faculty. Journal of Case Studies in Accreditation and Assessment, 1-9[26] Speer, C. N. (2013). Perceptions of employment and use of part-time faculty among chief instructional officers at southern association of colleges and schools-accredited public associate's colleges. (Doctoral Dissertation). Available from ProQuest Dissertations & Theses Full Text. (Order No. 3612131)[27] Hedrick, D. D., Henson, S. E., Krieg, J. M., & Wassell Jr., C. S. (2010). The effects of AACSB accreditation on faculty salaries and productivity. Journal of Education for Business, 85(5), 284-291. doi:10.1080/08832320903449543[28] Bell, R. L., & Joyce, M. P. (2011). Comparing business faculty's salaries by rank and gender: Does AACSB accreditation really make a difference? Academy of Educational Leadership Journal, 15(2), 19-40.[29] Koys, D. J. (2008). Judging academic qualifications, professional qualifications, and participation of faculty using AACSB guidelines. Journal of Education for Business, 83(4), 207-213.[30] Boronico, J., Murdy, J., & Kong, X. (2014). Faculty sufficiency and AACSB accreditation compliance within a global university: A mathematical modeling approach. American Journal of Business Education, 7(3), 213-218. [31] Bộ Giáo dục và Đào tạo (2014). Thông thư số 36/2014/TTLT-BGDĐT-BNV ngày 28/11/2014 về Quy định mã số và tiêu chuẩn chức danh nghề nghiệp viên chức giảng dạy trong các cơ sở giáo dục đại học công lập. [32] Chính Phủ (2015). Nghị định chính phủ số 73/2015/NĐ-CP ngày 08/09/2015 về Quy định tiêu chuẩn phân tầng, khung xếp hạng và tiêu chuẩn xếp hạng cơ sở giáo dục đại học. [33] Cục quản lý chất lượng (2018). Thông thư số 768/QLCL-KĐCLGD ngày 20/04/2018 về Hướng dẫn đánh giá theo bộ tiêu chuẩn đánh giá chất lượng cơ sỏ giáo dục đại học.

05–135Armstrong, Kevin (Leicester U, UK; ka50@le.ac.uk), Sexing up the dossier: a semantic analysis of phrasal verbs for language teachers. Language Awareness (Clevedon, UK) 13.4 (2004), 213–224.05–136Baker, William & Boonkit, Kamonpan (Silpakorn U, Thailand; willmlbaker@yahoo.co.uk), Learning strategies in reading and writing: EAP contexts. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 299–328.05–137Bell, N. (Indiana U of Pennsylvania, USA), Exploring L2 language play as an aid to SLL: a case study of humour in NS–NNS interaction. Applied Linguistics (Oxford, UK) 26.2 (2005), 192–218.05–138Bohn, Mariko T. (Stanford U, USA; mbohn@stanford.edu), Japanese classroom behavior: a micro-analysis of self-reports versus classroom observations – with implications for language teachers. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 1–35.05–139Bryan, S. (Arizona State U East, USA), The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated communication. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 33–58.05–140Byon, Andrew Sangpil (U at Albany, State U of New York, USA; abyon@albany.edu), Learning linguistic politeness. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 37–62.05–141Cekaite, A. & Aronsson, K. (Linköping U, Sweden), Language play, a collaborative resource in children's L2 learning. Applied Linguistics (Oxford, UK) 26.2 (2005), 169–191.05–142Culhane, Stephen F. (Kagoshima U, Japan; culhane@pacall.org) & Umeda, Chisako (Ritsumeikan Asia Pacific U, Japan), Authentic second language interaction in an instructional setting: assessing an inter-class exchange programme. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 281–298.05–143Dancer, Diane & Kamvounias, Patty (Sydney U, Australia; d.dancer@econ.usyd.edu.ac), Student involvement in assessment: a project designed to assess class participation fairly and reliably. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.4 (2005), 445–454.05–144Dong, Naiting (Jiangsu Polytechnic U, China), Failures of intercultural communication caused by translating from Chinese into English. English Today (Cambridge, UK) 21.1 (2005), 11–16.05–145Egi, Takako (Florida U, USA; tegi@aall.ufl.edu), Verbal reports, noticing, and SLA research. Language Awareness (Clevedon, UK) 13.4 (2004), 243–264.05–146Fernández Toledo, Piedad (Murcia U, Spain; piedad@um.es), Genre analysis and reading of English as a foreign language: genre schemata beyond text typologies. Journal of Pragmatics (Amsterdam, the Netherlands) 37.7 (2005), 1059–1079.05–147Fisher, Linda, Evans, Michael & Esch, Edith (U of Cambridge, UK; igf20@cam.ac.uk), Computer-mediated communication: promoting learner autonomy and intercultural understanding at secondary level. Language Learning Journal (Rugby, UK) 30 (2004), 50–58.05–148Gass, Susan & Alvarez Torres, Maria José (Michigan State U, USA; gass@msu.edu), Attention when? An investigation of the ordering effect of input and interaction. Studies in Second Language Acquisition (Cambridge, UK) 27.1 (2005), 1–31.05–149Hawkins, M. (U of Wisconsin, USA), Becoming a student: identity work and academic literacies in early schooling. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 159–182.05–150Hosali, Priya (CIEFL, Hyderabad, India), Butler English. English Today (Cambridge, UK) 21.1 (2005), 34–39.05–151Jackson, Jane (Chinese U of Hong Kong, China; jjackson@arts.cuhk.edu.hk), Language and cultural immersion: an ethnographic case study. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 261–279.05–152Kintsch, W. (Colorado U, USA), An overview of top-down and bottom-up effects in comprehension: the CI perspective. Discourse Processes (Mahwah, NJ, USA) 39.2/3 (2005), 125–128.05–153Koyama, Jill P. (Columbia U, USA), Appropriating policy: constructing positions for English language learners. Bilingual Research Journal (Tempe, AZ, USA) 28. 3 (2004), 401–423.05–154Lambacher, Stephen G. (Aizu U, Japan; steeve@u-aizu.ac.jp), Martens, William, L., Kakehi, Kazukiko, Marasinghe, Chandrajith, A. & Molholt, Garry, The effects of identification training on the identification and production of American English vowels by native speakers of Japanese. Applied Psycholinguistics (Cambridge, UK), 26.2 (2005), 227–247.05–155McDonough, Kim (U of Illinois, USA; mcdonokr@uiuc.edu), Identifying the impact of negative feedback and learners' responses on ESL question development. Studies in Second Language Acquisition (Cambridge, UK) 27.1 (2005), 79–103.05–156Meara, Paul (U of Wales Swansea, UK; p.m.meara@swansea.ac.uk), Lexical frequency profiles: a Monte Carlo analysis. Applied Linguistics (Cambridge, UK) 26.1 (2005), 32–47.05–157Read, John (Victoria U of Wellington, New Zealand; john.read@vuw.ac.nz), Research in teaching vocabulary. Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 146–161.05–158Richardson, John T. (Open U, UK; j.t.e.richardson@open.ac.uk), Instruments for obtaining student feedback: a review of the literature. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.4 (2005), 387–415.05–159Savage, Robert (Institute of Education, London U, UK) & Carless, Sue, Learning support assistants can deliver effective reading interventions for ‘at-risk’ children. Educational Research (Abingdon, UK) 47.1 (2005), 45–61.05–160Schmenk, B. (U of Waterloo, Canada), Globalizing learner autonomy. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 107–118.05–161Sheard, Susan & Markham, Selby (Monash U, Australia), Web based learning environments: developing a framework for evaluation. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.4 (2005), 353–368.05–162Smartt, Jerry, T. (Friends U, USA) & Scudder, Rosalind R., Immersion study abroad in Mexico: using repair behaviors to assess proficiency changes. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 592–601.05–163Takahashi, Satomi (Rikkyo U, Japan; satomit@rikkyo.ne.jp), Pragmalinguistic awareness: is it related to motivation and proficiency?Applied Linguistics (Cambridge, UK) 26.1 (2005), 90–120.05–164Timmis, I. (Leeds Metropolitan U, UK), Towards a framework for teaching spoken grammar. ELT Journal (Oxford, UK) 59.2 (2005), 117–125.05–165Torres, Germán (Georgia State U, USA), Practical ways to integrate literature into Spanish for international business courses. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 584–591.05–166Vandergrift, Larry (Ottawa U, Canada; lvdgrift@uottawa.ca), Listening to learn or learning to listen?Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 3–25.05–167Vandergrift, Larry (Ottawa U, Canada; lvdgrift@uottawa.ca), Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics (Cambridge, UK) 26.1 (2005), 70–89.05–168Webb, Stuart (Koran Women's Junior College, Japan; swebb@fka.att.ne.jp), Receptive and productive vocabulary learning: the effects of reading and writing on word knowledge. Studies in Second Language Acquisition (Cambridge, UK) 27.1 (2005), 33–52.05–169Wee, Lee (Singapore National U, Singapore; ellweeha@nus.edu.sg), Intra-language discrimination and linguistic human rights: the case of singlish. Applied Linguistics (Cambridge, UK) 26.1 (2005), 48–69.05–170Williams, Marion, Burden, Robert, Poulet, Gérard & Maun, Ian (U of Exeter, UK; m.d.williams@exeter.ac.uk), Learners' perceptions of their successes and failures in foreign language learning. Language Learning Journal (Rugby, UK) 30 (2004), 19–29.

<p>Bergles, A.E., 1985, Techniques to Augment Heat Transfer. In:Rohsenow, W.M., Hartnett, J.P.,Ganie, E. (Eds.), Handbook of Heat Transfer Application, McGraw-Hill, New York.</p><p>Cengel, Y.A., Cimbala, J.M., 2006, Fluid Mechanics: Fundamental and Applications, 1st edition, McGraw–Hill, New York<br />Holman, J.P., 2010, Heat Transfer, 10th ed., McGraw–Hill, New York</p><p><br />Lavine, A.S., Incropera, F., and De Witt, D., 2006, Fundamentals of Heat and Mass Transfer. John Wiley &amp; Sons; 6th edition (March 10, 2006).</p><p><br />Kreith, F., Manglik, R., and Bohn, M., 2010, Principles of Heat Transfer, Cengage learning.</p><p><br />Manglik, R.M., and Bergles, A.E., 1992, Heat Transfer Enhancement and Pressure Drop in Viscous Liquid Flows in Isothermal Tubes with Twisted-Tape Inserts, Wärme-und Stoffübertragung, Vol. 27 (4), pp. 249-257.</p><p><br />Murugesan, P., Mayilsamy, K., and Suresh, S., 2010, Turbulent Heat Transfer and Pressure Drop in Tube Fitted with Square-Cut Twisted Tape, Chinese Journal of Chemical Engineering, Vol. 18 (4), pp. 609-617.</p><p><br />Murugesan, P., Mayilsamy, K., and Suresh, S., 2011a, Heat Transfer and Friction Factor in a Tube Equipped with U-Cut Twisted Tape Insert, Jordan Journal of Mechanical and Industrial Engineering, Vol. 5 pp. 559-565.</p><p><br />Murugesan, P., Mayilsamy, K., Suresh, S., and Srinivasan, P., 2009, Heat Transfer and Pressure Drop Characteristics of Turbulent Flow in a Tube Fitted with Trapezoidal-Cut Twisted Tape Insert, International journal of academic research, Vol. 1 (1).</p><p><br />Pratik P. Ganorkar, R.M. Warkhedkar,2015, Heat Transfer Enhancement in a Tube Using Elliptical-Cut Twisted Tape Inserts, International journal of mechanical engineering, Vol 2.</p><p><br />Quazi, I., and Mohite, V. 2015, Heat Transfer Enhancement in a Heat Exchanger Using Punched and V-Cut Twisted Tape Inserts.</p><p><br />Suresh, K.P., Raju, K., Mahanta, P., and Dewan, A., 2005, Review of Passive Heat Transfer Augmentation Techniques, Proceedings of the Institution of Mechanical Engineers (I-Mech-E) Part A, Journal of Power and Energy, Vol. 218 (7), pp. 509-527.</p><p><br />Petukhov, B., 1970, Heat Transfer and Friction in Turbulent Pipe Flow with Variable Physical Properties, Advances in heat transfer, Vol. 6 (503), pp. i565.</p><p><br />Salam, B., Biswas, S., Saha, S., and Bhuiya, M.M.K., 2013, Heat Transfer Enhancement in a Tube Using Rectangular-Cut Twisted Tape Insert, Procedia Engineering, Vol. 56 pp. 96-103.</p><p><br />White, F.M., 2003, Fluid Mechanics,(2003). McGraw-Hill.<br />Yunus, A.C., 2003, Heat Transfer: A Practical Approach, MacGraw Hill, New York, Vol.</p>

03–438 Appel, Christine (Dublin City U., Ireland; Email: christine.appel@dcu.ie) and Mullen, Tony (U. of Groningen, The Netherlands). A new tool for teachers and researchers involved in e-mail tandem language learning. ReCALL (Cambridge, UK), 14, 2 (2002), 195–208.03–439 Atlan, Janet (IUT – Université Nancy 2, France; Email: janet.atlan@univ-nancy2.fr). La recherche sur les stratégies d'apprentissage appliquée à l'apprentissage des langues. [Learning strategies research applied to language learning.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 1–32.03–440 Aviezer, Ora (Oranim Teachers College & U. of Haifa, Israel; Email: aviezer@research.haifa.ac.il). Bedtime talk of three-year-olds: collaborative repair of miscommunication. First Language (Bucks., UK), 23, 1 (2003), 117–139.03–441 Block, David (Institute of Education, University of London). Destabilized identities and cosmopolitanism across language and cultural borders: two case studies. Hong Kong Journal of Applied Linguistics. (Hong Kong, China), 7, 2 (2002), 1–19.03–442 Brantmeier, Cindy (Washington U., USA). Does gender make a difference? Passage content and comprehension in second language reading. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 1–27.03–443 Cameron, L. (University of Leeds, UK; Email: L.J.Cameron@education.leeds.ac.uk). Challenges for ELT from the expansion in teaching children. ELT Journal, 57, 2 (2003), 105–112.03–444 Carter, Beverley-Anne (University of the West Indies, Trinidad and Tobago). Helping learners come of age: learner autonomy in a Caribbean context. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 20–38.03–445 Cenos, Jasone (U. del País Vasco, Vitoria-Gasteiz, Spain; Email: fipceirj@vc.ehu.es). Facteurs déterminant l'acquisition d'une L3: âge, développement cognitive et milieu. [Factors determining the acquisition of an L3: age, cognitive development and environment.] Aile 18, 2002, 37–51.03–446 Chini, Danielle (Université de Pau et des Pays de l'Adour, France). La situation d'apprentissage: d'un lieu externe à un espace interne. [Learning situation: from external to internal space.] Anglais de Specialité37–38 (2002), 95–108.03–447 Condon, Nora and Kelly, Peter (U. Namur, Belgium). Does cognitive linguistics have anything to offer English language learners in their efforts to master phrasal verbs?ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 205–231.03–448 Crawford Camiciottoli, Belinda (Florence U., Italy). Metadiscourse and ESP reading comprehension: An exploratory study. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 28–44.03–449 Dykstra-Pruim, Pennylyn (Calvin College, Michigan, USA). Speaking, Writing, and Explicit Rule Knowledge: Toward an Understanding of How They Interrelate. Foreign Language Annals (New York, USA), 36, 1 (2003), 66–75.03–450 Giguère, Jacinthe, Giasson, Jocelyne and Simard, Claude (Université Laval, Canada; Email: jacinthegiguere@hotmail.com). Les relations entre la lecture et l'écriture: Représentations d'élèves de différents niveaux scolaires et de différents niveaux d'habilité. [Relationships between reading and writing: The perceptions of students of different grade levels and different ability levels.] The Canadian Journal of Applied Linguistics (Canada), 5, 1–2 (2003), 23–50.03–451 Gregersen, Tammy S. (Northern Iowa U., USA). To Err is Human: A Reminder to Teachers of Language-Anxious Students. Foreign Language Annals (New York, USA), 36, 1 (2003), 25–32.03–452 Haznedar, Belma (Bounaziçi U., Turkey; Email: haznedab@boun.edu.tr). The status of functional categories in child second language acquisition: evidence from the acquisition of CP.Second Language Research (London, UK), 19, 1 (2003), 1–41.03–453 Hesling, Isabelle (Université Victor Segalen Bordeaux 2, France). L'hémisphère cérébral droit: un atout en anglais de spécialité. [The right brain hemisphere: an advantage in specialised English.] Anglais de Specialité, 37–38 (2002), 121–140.03–454 Hilton, Heather (Université de Savoie). Modèles de l'acquisition lexicale en L2: où en sommes-nous? [Models of lexical acquisition for L2: where are we?] Anglais de Spécialité (Bordeaux, France), 35–36 (2000), 201–217.03–455 Iwashita, Noriko (Melbourne U., Australia; Email: norikoi@unimelb.edu.au). Negative feedback and positive evidence in task-based interaction. Differential effects on L2 development. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 1–36.03–456 Johnson, Sharon P. and English, Kathryn (Virginia State U., USA). Images, myths, and realities across cultures. The French Review (Carbondale, IL, USA), 76, 3 (2003), 492–505.03–457 Kobayashi, Masaki (U. of British Columbia, Canada). The role of peer support in ESL students' accomplishment of oral academic tasks. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 59, 3 (2003), 337–368.03–458 Lam, Agnes (University of Hong Kong). Language policy and learning experience in China: Six case histories. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 57–72.03–459 Laufer, Batia (U. of Haifa, Israel; Email: batialau@research.haifa.ac.il). Vocabulary acquisition in a second language: do learners really acquire most vocabulary by reading? Some empirical evidence. The Canadian Modern Language Review/La Revue Ccanadienne des Langues Vivantes, 59, 4 (2003), 567–587.03–460 Lavoie, Natalie (Université du Québec à Rimouski, Email: natalie_lavoie@uqar.qc.ca). Les conceptions des parents de scripteurs débutants relativement à l'apprentissage de l'écriture. [The perceptions of beginner writers' parents relating to the process of learning to write.] The Canadian Journal of Applied Linguistics (Canada), 5, 1–2 (2003), 51–64.03–461 Leeman, Jennifer (George Mason U., Fairfax, USA; Email: jleeman@gmu.edu). Recasts and second language development: beyond negative evidence. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 37–63.03–462 Loucky, John Paul (Seinan Women's U., Japan) Improving access to target vocabulary using computerized bilingual dictionaries. ReCALL (Cambridge, UK), 14, 2 (2002), 293–312.03–463 MacIntyre, Peter D. (U. College of Cape Breton, Sydney, Canada; Email: petermacintyre@uccb.ca), Baker, Susan C., Clément, Richard and Donovan, Leslie A. Talking in order to learn: willingness to communicate and intensive language programs. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 59, 4 (2003), 589–607.03–464 McAlpine, Janice and Myles, Johanne (Queens U., Ontario, Canada; Email: jm27@post.queensu.ca). Capturing phraseology in an online dictionary for advanced users of English as a second language: a response to user needs. System (Oxford, UK), 31, 1 (2003), 71–84.03–465 Mennim, P. (The University of Edinburgh, Scotland, UK). Rehearsed oral L2 output and reactive focus on form. ELT Journal, 57, 2 (2003), 130–138.03–466 Muñoz, Carmen (U. of Barcelona, Spain; Email: munoz@fil.ub.es). Le rythme d'acquisition des savoirs communicationnels chez des apprenants guidés: l'influence de l'âge. [Patterns of acquisition of communication skills in guided learning: the influence of age.] Aile, 18 (2002), 53–77.03–467 Newcombe, Lynda Pritchard (Cardiff University, Wales, UK). “A tough hill to climb alone” – Welsh learners speak. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 39–56.03–468 Newman, Michael, Trenchs-Parera, Mireia and Pujol, Mercè (CUNY, USA; Email: mnewman@qc.edu). Core academic literacy principles versus culture-specific practices: a multi-case study of academic achievement. English for Specific Purposes (Amsterdam, NE), 22, 1 (2003), 45–71.03–469 Nsangou, Maryse. Problemursachen und Problemlösung in der zweitsprachlichen Kommunikation. [Problems in L2 communication: causes and solutions.] Deutsch als Fremdsprache, 39, 4 (2002), 232–237.03–470 O'Grady, William (U. of Hawaii, USA; Email: ogrady@hawaii.edu) and Yamashita, Yoshie. Partial agreement in second-language acquisition. Linguistics (Berlin, Germany), 40, 5 (2002), 1011–1019.03–471 Payne, J. Scott (Middlebury College, USA) and Whitney, Paul J. Developing L2 Oral Proficiency through Synchronous CMC: Output, Working Memory, and Interlanguage Development. CALICO Journal (Texas, USA), 20, 1 (2002), 7–32.03–472 Pekarek Doehler, Simona (U. of Basle, Switzerland). Situer l'acquisition des langues secondes dans les activités sociales: l'apport d'une perspective interactionniste. [Second-language acquisition through social activities: an interactionist perspective.] Babylonia (Comano, Switzerland), 4 (2002), 24–29.03–473 Philp, Jenefer (U. of Tasmania, Australia; Email: philos@tassie.net.au). Constraints on “noticing the gap”. Nonnative speakers' noticing of recasts in NS-NNS interaction. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 99–126.03–474 Prévost, Philippe (U. Laval, Québec, Canada; Email: philippe.prevost@lli.ulaval.ca). Truncation and missing inflection in initial child L2 German. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 65–97.03–475 Pujolá, Joan-Tomás (Universitat de Barcelona, Spain). CALLing for help: researching language learning strategies using help facilities in a web-based multimedia program. ReCALL (Cambridge, UK), 14, 2 (2002), 235–62.03–476 Rees, David (Institut National d'Horticulture d'Angers, France). Role change in interactive learning environments. Stratégies d'apprentissage (Toulouse, France), 12 (2003), 67–75.03–477 Rehner, Katherine, Mougeon, Raymond (York U., Toronto, Canada; Email: krehner@yorku.ca) and Nadasdi, Terry. The learning of sociolinguistic variation by advanced FSL learners. The case ofnousversusonin immersion French. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 127–156.03–478 Richter, Regina. Konstruktivistiche Lern- und Mediendesign-Theorie und ihre Umsetzung in multimedialen Sprachlernprogrammen. [Constructivist learning- and media-design theory and its application in multimedia language-learning programmes.] Deutsch als Fremdsprache, 39, 4 (2002), 201–206.03–479 Rinder, Ann. Das konstruktivistische Lernparadigma und die neuen Medien. [The constructivist learning paradigm and the new media.] Info DaF (Munich, Germany), 30, 1 (2003), 3–22.03–480 Rott, Susanne and Williams, Jessica (U. of Chicago at Illinois, USA). Making form-meaning connections while reading: A qualitative analysis of word processing. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 45–75.03–481 Shinichi, Izumi (Sophia U., Japan; Email: s-izumi@hoffman.cc.sophia.ac.jp). Output, input enhancement, and the noticing hypothesis. Studies in Second Language Acquisition (Cambridge, UK), 24, 4 (2002), 541–577.03–482 Sifakis, N. C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). Applying the adult education framework to ESP curriculum development: an integrative model. English for Specific Purposes (Amsterdam, NE), 22, 1 (2003), 195–211.03–483 Slabakova, Roumyana (U. of Iowa, USA; Email: roumyana-slabakova@uiowa.edu). Semantic evidence for functional categories in interlanguage grammars. Second Language Research (London, UK), 19, 1 (2003), 42–75.03–484 Soboleva, Olga and Tronenko, Natalia (LSE, UK; Email: O.Sobolev@lse.ac.uk). A Russian multimedia learning package for classroom use and self-study. Computer Assisted Language Learning (Lisse, NE), 15, 5 (2002), 483–499.03–485 Stockwell, Glenn (Kumamoto Gakuen U., Japan) and Harrington, Michael. The Incidental Development of L2 Proficiency in NS-NNS E-mail Interactions. CALICO Journal (Texas, USA), 20, 2 (2003), 337–359.03–486 Van de Craats, Ineke (Nijmegen U., Netherlands). The role of the mother tongue in second language learning. Babylonia (Comano, Switzerland), 4 (2002), 19–22.03–487 Vidal, K. (U. Autonoma de Madrid, Spain). Academic Listening: A Source of Vocabulary Acquisition?Applied Linguistics, 24, 1 (2003), 56–89.03–488 Wakabayashi, Shigenori (Gunma Prefectural Women's U., Japan; Email: waka@gpwu.ac.jp). Contributions of the study of Japanese as a second language to our general understanding of second language acquisition and the definition of second language acquisition research. Second Language Research (London, UK), 19, 1 (2003), 76–94.03–489 Ward, Monica (Dublin City U., Ireland). Reusable XML technologies and the development of language learning materials. ReCALL (Cambridge, UK), 14, 2 (2002), 283–92.03–490 Wendt, Michael (U. Bremen, Germany; Email: inform@uni-bremen.de). Context, culture, and construction: research implications of theory formation in foreign language methodology. Language, Culture and Curriculum (Clevedon, UK), 15, 3 (2002), 284–297.03–491 Wernsing, Armin Volkmar (Maria-Sybilla-Merian-Gymnasium/Studienseminar, Krefeld, Germany). Über die Zuversicht und andere Emotionen beim Fremdsprachenlernen. [Confidence and other emotions in foreign-language learning.] Fremdsprachenunterricht (Berlin, Germany), 2 (2003), 81–87.03–492 Wintergerst, Ann, DeCapua, Andrea and Verna, Marilyn (St. Johns U. New York, USA). An analysis of one learning styles instrument for language students. TESL Canada Journal (Burnaby, BC, Canada), 20, 1 (2002), 16–37.03–493 Yang, Anson and Lau, Lucas (City U. of Hong Kong; Email: enanson@cityu.edu.hk). Student attitudes to the learning of English at secondary and tertiary levels. System (Oxford, UK), 31, 1 (2003), 107–123.03–494 Yoshii, Makoto (Baiko Gakuin U., Japan) and Flaitz, Jeffra. Second Language Incident Vocabulary Retention: The Effect of Text and Picture Annotation Types. CALICO Journal (Texas, USA), 20, 1 (2002), 33–58.03–495 Yuan, F. (U. of Pennsylvania, USA) and Ellis, R. The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production. Applied Linguistics, 24, 1 (2003), 1–27.

The giant mudskipper Periophthalmodon schlosseri (Pallas, 1770) is a commercial fish and distributes in estuaries and coastline in Mekong Delta, but until now there is only a study on the growth pattern and condition factor variation of this species in Vietnam. This study was conducted in the coastline at Tran De, Soc Trang from January 2018 to December 2018 with 486 individuals were analysed to provide data on gastrointestinal morphology, food and feeding habits of this species. This species is a carnivorous fish due to RLG = 0.697 ± 0.008 SE and feeds mainly on carbs (Uca sp., 76.06%). Besides crabs, small fish (17.63%), shrimps (3.85%), detritus (1.85%) and mollusca (0.61%) are also found in fish stomach. Moreover, we found that 4 individuals that eat ants. The food composition of P. schlosseri does not vary with genders but by season. There is not different in the fullness index (FI) between genders. The FI of the immature fish is higher than that of the mature one and in the rainy season is higher than that in the dry season. The Clark index of giant mudskipper does not be significantly different between genders and seasons. The results offer scientific data on the nutritional characteristics of this species, which is the basis for research on aquaculture and sustainable exploitation of this goby. Keywords Clark index, food composition, fullness index, Periophthalmodon schlosseri, RLG. References [1] E.O. Murdy, A taxonomic revision and cladistic analysis of the oxudercine gobies (Gobiidae, Oxudercinae), Records of the Australian Museum, Sydney, Australia, 1989, Supplement 11. http://dx.doi.org/10.3853/j.0812-7387.11.1989.93 [2] D. A. Clayton, Mudskippers, Oceanography and Marine Biology: An Annual Review, 31 (1993) 507-577. [3] R. Froese & D. Pauly, FishBase, World Wide Web electronic publication, https://www.fishbase.in/ summary/Periophthalmodon-schlosseri.html, 2019 (Truy cập: 13/03/2019). [4] T.X. Tám, P.V. Ngọt, N.T. Hà, Góp phần nghiên cứu về đa dạng thành phần loài cá ở hệ sinh thái rừng ngập mặn Cần Giờ, Thành phố Hồ Chí Minh, Tạp chí khoa học Đại học Sư phạm Thành phố Hồ Chí Minh, 40 (2012) 91-104. [5] T.Đ. Định, S. Koichi, N.T. Phương, H.P. Hùng, T.X. Lợi, M.V. Hiếu, U. Kenzo, Mô tả định loại cá Đồng bằng sông Cửu Long, Việt Nam, Nxb Đại học Cần Thơ, Cần Thơ, 2013. [6] A. Ishimatsu, Y. Hishida, T. Takita, T. Kanda, S. Oikawa, T. Takeda, K. K. Huat, Mudskippers store air in their burrows, Nature, 391 (1998) 237-238. http://dx.doi.org/10.1038/34560. [7] A. Ishimatsu, N.M. Aguilar, K. Ogawa, Y. Hishida, T. Takeda, S. Oikawa, T. Kanda, K.K. Huat, Arterial blood gas levels and cardiovascular function during varying environmental conditions in a mudskipper, Periophthalmodon schlosseri, Journal of Experimental Biology, 202 (1999) 1753-1762. [8] Ishimatsu, A., Takeda, T., Tsuhako, Y., Gonzales, T. T., K. H. Khoo, Direct evidence for aerial egg deposition in the burrows of the Malaysian mudskipper, Periophthalmodon schlosseri, Ichthyological Research, 56 (2009) 417-420. https://doi.org/10.1007/s10228-009-0113-2 [9] J. Zhang, T. Taniguchi, T. Takita, B.A. Ali, A study on the epidermal structure of Periophthalmodon and Periophthalmus mudskippers with reference to their terrestrial adaptation, Ichthyological Research, 50 (2003) 310-317. https://doi.org/10.1007/s10228-003-00173-7. [10] Y. K. Ip, S. F. Chew, S. F., A. L. L. Lim, W. P. Low, The mudskipper, In “Essays in Zoology, Papers Commemorating the 40th Anniversary of Department of Zoology” National University of Singapore Press, Singapore, 83-95, 1990. [11] M. A. Ghaffar, F. Yakob, S. M. Nor, A. Arshad, Foraging behavior and food selection of giant mudskipper (Periophthalmodon schlosseri) at Kuala Gula, Matang Mangrove Reserve, Perak, Malaysia, Coastal Marine Science, 30 (2006) 263-267. https://doi.org/10.15083/00040787 [12] S. Z. Zulkifli, F. Mohamat-Yusuff, A. Ismail, N. Miyazaki, Food preference of the giant mudskipper Periophthalmodon schlosseri (Teleostei: Gobiidae), Knowledge and Management of Aquatic Ecosystems, (2012) 07p00-07p10. https://doi.org/10.1051/kmae/2012013. [13] V. T. Toàn, T. Đ. Định, Nghiên cứu đặc điểm dinh dưỡng cá bống dừa (Oxyeleotris urophthalmus) phân bố dọc theo sông Hậu, Tạp chí Khoa học Đại học Cần Thơ, Thủy sản (2014) 192-197. [14] D. M. Quang, Preliminary study on dietary composition, feeding activity and fullness index of Boleophthalmus boddarti in Mekong Delta, Vietnam, Tap chi Sinh hoc, 37 (2015) 252-257. https://doi.org/10.15625/0866-7160/v37n2.6599. [15] D. M. Quang, J. G. Qin, S. Dittmann, T. D. Dinh, Seasonal variation of food and feeding in burrowing goby Parapocryptes serperaster (Gobiidae) at different body sizes, Ichthyological Research, 64 (2017) 179-189. https://doi.org/10. 1007/s10228-016-0553-4. [16] Đ. M. Quang, N. T. Duy, D. Sóc, Tính ăn và phổ thức ăn của cá bống trứng Eleotris melanosoma ở ven biển tỉnh Sóc Trăng, Hội nghị Khoa học toàn quốc về Sinh thái và Tài nguyên Sinh vật lần thứ 7, NXB Khoa học Tự nhiên và Công nghệ, 1873-1879, 2017. [17] D. M. Quang, T. T. Lam, N. T. K. Tien, The relative gut length and gastro-somatic indices of the mudskipper Periophthalmodon septemradiatus (Hamilton, 1822) from the Hau River, VNU Journal of Science: Natural Sciences and Technology, 34 (2018) 75-83. https:// doi.org/10.25073/2588-1140/vnunst.4775. [18] D. M. Quang, Growth and body condition variation of the giant mudskipper Periophthalmodon schlosseri in dry and wet seasons, Tap chi Sinh hoc, 38 (2016) 352-358. https://doi.org/10.15625/0866-7160/v38n3.7425. [19] G. V. Nikolsky, Ecology of fishes, Academic Press, London, United Kingdom, 1963. [20] N. V. hanh, N. N. Châu, N. Đ. Tứ, N. T. Hiền, A. Vanreusel, N. Smol, Động vật đáy hệ sinh thái rừng ngập mặn Cần Giờ, Nxb Khoa học Tự nhiên và Công nghệ, Hà Nội, 2013. [21] S. P. Biswas, Manual of Methods in Fish Biology, South Asian Publishers, New Delhi, 1993. [22] A. A. Shorygin, Feeding and trophic relations of fishes of the Caspian Sea, Pishchepromizdat, Moscow, 1952. [23] F.N. Clark, The weight-length relationship of the California Sardine (Sardina cærulea) at San Pedro, Division of fish and game of California, California, 1928. [24] Đ.M. Quang, T.T. D. My, Hình thái ống tiêu hóa, tính ăn và phổ thức ăn của cá bống mít Stigmatogobius pleurostigma (Bleeker, 1849) phân bố ven biển Sóc Trăng, Tạp chí Khoa học ĐHQGHN: Khoa học Tự nhiên và Công nghệ, 34 (2018) 46-55. https://doi.org/10.25073/2588-1140/vnunst.4740. [25] N.M. Tuấn, T.Đ. Định, Nghiên cứu tính ăn và phổ thức ăn cá bống cát Glossogobius aureus Akihito & Meguro, 1975, Tạp chí khoa học Trường Đại học Trà Vinh, 29 (2018) 63-70.

Abstract Background Gut microbiome composition is shaped by a combination of host genetic make-up and dietary habits. In addition, large ethnic differences exist in microbiome composition. Several studies in humans and animals have shown that differences in gut microbiota and its metabolites, including short chain fatty acids (SCFA), are associated with blood pressure (BP). We hypothesized that gut microbiome composition and its metabolites may be differently associated with BP across ethnic groups. Purpose To investigate associations of gut microbiome composition and fecal SCFA levels with BP across different ethnic groups. Methods We assessed the association between gut microbiome composition and office BP among 4672 subjects (mean age 49.8±11.7 years, 52%F) of 6 different ethnic groups participating in the HELIUS study. Gut microbiome composition was determined using 16S rRNA sequencing. Associations between microbiome composition and blood pressure were assessed using machine learning prediction models. The resulting best predictors were correlated with BP using Spearman's rank correlations. Fecal SCFA levels were measured with high-performance liquid chromatography in an age- and body mass index (BMI)-matched subgroup of 200 participants with either extreme low or high systolic BP. Differences in abundances of best predictors and fecal SCFA levels between high and low BP groups were assessed with Mann-Whitney U tests. Results Gut microbiome composition explained 4.4% of systolic BP variance. Best predictors for systolic BP included Roseburia spp. (ρ −0.15, p&lt;0.001), Clostridium spp. (ρ −0.14, p&lt;0.001), Romboutsia spp. (ρ −0.10, p&lt;0.001), and Ruminococceae spp. (ρ −0.15, p&lt;0.001) (Figure 1). Explained variance of the microbiome composition was highest in Dutch subjects (4.8%), but very low in African Surinamese, Ghanaian, and Turkish ethnic groups (ranging from 0–0.77%) Hence, we selected only participants with Dutch ethnicity for the matched subgroup. Participants with high BP had lower abundance of Roseburia hominis (p&lt;0.01) and Roseburia spp. (p&lt;0.05) compared to participants with low BP. However, fecal acetate (p&lt;0.05) and propionate (p&lt;0.01) levels were higher in participants with high BP. Conclusions In this cross-sectional study, gut microbiome composition was moderately associated with BP. Associations were strongly divergent between ethnic groups, with strongest associations in Dutch participants. Intriguingly, while Dutch participants with high BP had lower abundances of several SCFA-producing microbes, they had higher fecal SCFA levels. Intervention studies with SCFAs could provide more insight in the effects of these metabolites on BP. Funding Acknowledgement Type of funding source: Public Institution(s). Main funding source(s): The Academic Medical Center (AMC) of Amsterdam and the Public Health Service of Amsterdam (GGD Amsterdam) provided core financial support for HELIUS. The HELIUS study is also funded by research grants of the Dutch Heart Foundation (Hartstichting; grant no. 2010T084), the Netherlands Organization for Health Research and Development (ZonMw; grant no. 200500003), the European Integration Fund (EIF; grant no. 2013EIF013) and the European Union (Seventh Framework Programme, FP-7; grant no. 278901).

2G HTS wires are capable of transferring huge amounts of electrical energy without loss. An increase in the current-carrying capacity in these materials is possible due to an increase in the thickness of the superconducting layer; however, there is a problem with the appearance of impurity orientations and other defects with increasing thickness. We have proposed a solution of this problem by increasing the thickness of the superconducting layer by the MOCVD method using interlayers of yttrium oxide.The aim of this study was the production of thick composite films with yttrium oxide interlayers and high critical current density. In addition, we want to show the effectiveness of the approach of introducing yttrium oxide interlayers for the reduction of the number of parasitic orientations and defects with an increase in HTS film thickness.The deposition of YBа2Cu3O7–dand Y2O3 films was carried out layer by layer using reel-to-reel MOCVD equipment. A 12 mm wire of the following architecture was used as a substrate: 200 nm CeO2(Gd2O3)/30–50 nm LaMnO3/5–7 nm IBAD-MgO/50 nm LaMnO3/50 nm Al2O3/60 μ Hastelloy 276. The resulting films were annealed in oxygen for obtaining the orthorhombic YBCO phase. YBа2Cu3O7–d/Y2O3composites were obtained. In these composites, obtained using the MOCVD method, the amount of side (с║) orientation of the HTS layer was reduced and high values of the critical current density, exceeding 1 MA/cm at a thickness of > 2 μm remained. The efficiency of the approach of introducing yttrium oxide interlayers for the increase in the current characteristics with increasing film thickness was shown. It was found that further thickening of films with interlayers is prevented by the formation of nanopores, reducing the critical current density. REFERENCES 1. Fleshler S., Buczek D., Carter B., Ogata M. Scaleup of 2G wire manufacturing at American Superconductor Corporation. Physica C. 2009;469(15-20): 1316–1321. https://doi.org/10.1016/j.physc.2009.05.234 2. Nagaishi T., Shingai Y., Konishi M., Taneda T., Ota H., Honda G., Kato T., Ohmatsu K. Development of REBCO coated conductors on textured metallic substrates. Physica C. 2009;469(15-20): 1311–1315. https://doi.org/10.1016/j.physc.2009.05.2533. Rosner C. H. Superconductivity: star technology for the 21st century. IEEE Transactions on Applied Superconductivity. 2001;11(1): 39–48. https://doi.org/10.1109/77.919283 4. Mansour R. R. Microwave superconductivity. IEEE Transactions on Microwave Theory and Techniques. 2002;50(3): 750–759. https://doi.org/10.1109/22.989959 5. Hayakawa H., Yoshikawa N., Yorozu S., Fujimaki A. Superconducting digital electronics. Proceedings of the IEEE. 2004;92(10): 1549–1563. https://doi.org/10.1109/JPROC.2004.8336586. Wimbush S. C. Large scale applications of HTS in New Zealand. Physics Procedia. 2015;65: 221–224. https://doi.org/10.1016/j.phpro.2015.05.1257. Zhu J., Zheng X., Qiu M., Zhang Z., Li J., Yuan W. Application simulation of a resistive type superconducting fault current limiter (SFCL) in a transmission and wind power system. Energy Procedia. 2015;75: 716–721. https://doi.org/10.1016/j.egypro.2015.07.4988. Iwasaki H., Inaba S., Sugioka K., Nozaki Y., Kobayashi N. Superconducting anisotropy in the Y-based system substituted for the Y, Ba and Cu sites. Physica C. 1997;290: 113. https://doi.org/10.1016/S0921-4534(97)00634-59. Freyhardt H. C., Hellstrom E. E. High-temperature superconductors: A Review of YBa2Cu3O6+x and (Bi,Pb)2Sr2Ca2Cu3O10. Cryogenic Engineering. New York:Springer; 2007. pp. 309–339. https://doi.org/10.1007/0-387-46896-X10. Dimos D., Chaudhari P., Mannhart J. Superconducting transport properties of grain boundaries in YBa2Cu3O7bicrystals. Phys. Rev. B. 1990;41: 4038–4049. http://dx.doi.org/10.1103/PhysRevB.41.403811. Goyal A. (ed.) Second-Generation HTS Conductors. Boston/Dordrecht/New York/London: Kluwer Academic Publ.; 2009. 432 p. 12. Zhang H., Yang J., Wang S., Wu Y., Lv Q., Li S. Film thickness dependence of microstructure and superconductive property of PLD prepared YBCO layers. Physica C. 2014;499: 54–56. https://doi.org/10.1016/j.physc.2014.01.00113. Markelov A. V., Samoilenkov S. V., Akbashev A. R., Vasiliev A. L., Kaul A. R. Control of orientation of RBa2Cu3O7films on substrates with low lattice mismatch via seed layer formation. IEEE Transactions on Applied Superconductivity. 2011;21(3): 3066–3069. https://doi.org/10.1109/TASC.2010.210299214. Granozio F. M., Salluzzo M., Scotti di Uccio U., Maggio-Aprile I., Fischer O. Competition between a-axis and c-axis growth in superconducting RBa2Cu3O7−x thin films. Phys. Rev. B. 2000;61(1): 756–765. https://doi.org/10.1103/PhysRevB.61.75615. Jeschke R. Schneider G. Ulmer G. Linker influence of the substrate material on the growth direction of YBaCuO thin films. Physica C. 1995;243: 243–251. https://doi.org/10.1016/0921-4534(95)00019‑416. Moyzykh M., Boytsova O., Amelichev V, Samoilenkov S., Voloshin I., Kaul A., Lacroix B., Paumier F., Gaboriaud R. Effects of yttrium oxide inclusions on the orientation and superconducting properties of YBCO films. Kondensirovannye sredy i mezhfaznye granitsy = Condensed Matter and Interphases. 2013;15(2): 91-98. Available at: http://www.kcmf.vsu.ru/resources/t_15_2_2013_001.pdf17. 2G HTS Wire Specification Overview. Available at: http://www.superpower-inc.com/system/filesSP_2G+Wire+Spec+Sheet_2014_web_v1_0.pdf (accessed 29 October 2016).18. Murakami M., Gotoh S., Fujimoto H., Yamaguchi K., Koshizuka N., Tanaka S. Flux pinning and critical currents in melt processed YBaCuO superconductors. Superconductor Science and Technology . 1991;4: S43–S50. https://doi.org/10.1088/0953-2048/4/1S/00519. Zhao P., Ito A., Goto T. Rapid deposition of YBCO films by laser CVD and effect of lattice mismatch on their epitaxial growth and critical temperature.Ceramics International. 2013;39: 7491–7497. https://doi.org/10.1016/j.ceramint.2013.02.09820. Zhao P., Ito A., Goto T., Tu R. High-speed growth of YBa2Cu3O7−d film with high critical temperature on MgO single crystal substrate by laser chemical vapor deposition. Superconductor Science and Technology. 2010;23(12): 125010. https://doi.org/10.1088/0953-2048/23/12/12501021. Zhao P., Ito A., Goto T., Tu R. Fast epitaxial growth of a-axis- and c-axis-oriented YBa2Cu3O7–dfilms on (1 0 0) LaAlO3substrate by laser chemical vapor deposition. Applied Surface Science. 2010;257: 4317–4320. https://doi.org/10.1016/j.apsusc.2010.12.04722. Hammond R. H., Bormann R. Correlation between the in situ growth conditions of YBCO thin films and the thermodynamic stability criteria. Physica C. 1989;162-164: 703–704. https://doi.org/10.1016/0921-4534(89)91218-5 23. Voronin G. F., Degterov S. A. Solid State Equilibria in the Ba-Cu-O System. J. Solid State Chem. 1994;110(1): 50–57. (and references therein). https://doi.org/10.1006/jssc.1994.113424. Lindemer T. B., Specht E. D. The BaO-Cu-CuO system. Solid-liquid equilibria and thermodynamics of BaCuO2and BaCu2O2. Physica C. 1995;255(1-2): 81–94. (and references therein). https://doi.org/10.1016/0921-4534(95)00460-225. Samoylenkov S. V., Gorbenko O. Yu, Graboy I. E., Kaul A. R., Zandbergen H. W., Connolly E. Secondary phases in (001)RBa2Cu3O7–depitaxial thin films. Chemistry of Materials. 1999:11(9): 2417–2428. https://doi.org/10.1021/cm991016v26. Kaul A. R., Gorbenko O. Yu., Kamenev A. A. The role of heteroepitaxy in the development of new thin film oxide-based functional materials. Russian Chemical Reviews. 2004;73(9): 932–953. https://doi.org/10.1070/RC2004v073n09ABEH00091927. Murakami Y., Goto H., Taguchi Y., Nagasaka Y. Measurement of out-of-plane thermal conductivity of epitaxial YBa2Cu3O7–dthin films in the temperature range from 10 K to 300 K by photothermal reflectance. International Journal of Thermophysics. 2017;38(10): 160. https://doi.org/10.1007/s10765-017-2294-728. Agababov S. G., Vliyanie sherohovatosti poverhnosti tverdogo tela na ego radiatsionnie svoistva I metody ih eksperimentalnogo opredeleniya[Influence of the surface roughness of a solid on its radiation properties and methods of their experimental determination]. Teplofizika visokih temperatur. 1968;6(1): 78–88. (In Russ.)29. Sayapina V. I., Svet D. Ya., Popova О. R., Vliyanie sherohovatosti poverhnosti na izluchatelnuyu sposobnost metallov [Influence of surface roughness on the emissivity of metals]. Teplofizika visokih temperatur. 1972;10(3): 528–535. (In Russ.)30. Mukaida M., Miyazawa S. Nature of preferred orientation of YBa2Cu3Oxthin films. Japanese Journal of Applied Physics. 1993;32(10): 4521–4528. https://doi.org/10.1143/jjap.32.452131. Markelov A. V. The influence of buffer layers on the oriented growth of RBa2Cu3O7–d (R – rare earth element) films and their superconducting characteristics.Thesis of Cand. in Chem. Moscow: MSU (Lomonosov University); 2011. 108р.

Bidens pilosa L., (spanish needle), is a wild, flowering plant of Asteraceae, that is grown in gardens, fields, roadsides, and riverbanks in Fuzhou, China. It is also used in traditional folk medicine for a broad range of ailments in China. In March 2019 and 2020, hundreds of B. pilosa growing along the roadsides, and gardens in the districts of Minhou and Jinshan were observed to be severely affected by a powdery mildew with approximately 80% disease incidence. Symptoms appeared as circular to irregular small white, powdery patches, typically on the adaxial sides of leaves and progressed to coalescent colonies on the leaves. As the disease developed, the infected leaves became wilted and senesced. Mycelia on leaves were superficial and solitary appressoria were slightly to distinctly nipple-shaped. Conidiophores were erect, 120 to 230 × 10 to 12 µm, and produced two to five conidia in chains with a sinuate outline. Foot-cells were erect, cylindrical, and 60 to 110 μm long. Conidia were hyaline, ellipsoid to barrel-shaped, 26 to 40 × 18 to 24 μm, and devoid of distinct fibrosin bodies. Germ tubes were long and produced at the perihilar position of the conidia. No chasmothecia were observed. Morphological characteristics overlapped with Golovinomyces ambrosiae, G. cichoracearum, and G. spadiceus (Braun and Cook 2012) on hosts within the Asteraceae tribe Heliantheae (Takamatsu et al. 2013). For molecular identification, ITS and IGS regions as well as partial LSU of two representative collections (MJU-IM019- MJU-IM020), were amplified using ITS1/ITS4, IGS-12a/ NS1R and LSU1/LSU2 primers (Carbone & Kohn, 1999; Scholin et al. 1994; White et al. 1990), respectively. The resulting sequences were deposited in GenBank (ITS: MW965777, MW965778; LSU: MW965787, MW965788; IGS: MW981256, MW981257). A BLAST search revealed 99 to 100 % sequence similarity to G. ambrosiae sequences (KX987303, AB769421, AB077689, AB769426, AB077643, and AB769425). Phylogenetic analysis of ITS, LSU and IGS also grouped obtained sequences within the G. ambrosiae complex (Qiu et al. 2020). Pathogenicity was confirmed through inoculation by gently pressing infected leaves onto leaves of five healthy, potted, young B. pilosa plants, while five non-inoculated plants served as controls. All plants were maintained in a greenhouse at 25 ± 2°C. Inoculated plants developed symptoms after 7 to 10 days, whereas the control plants remained symptomless. The morphology of the resulting fungus on inoculated plants was identical to that originally observed on diseased plants. Podosphaera spp., have been reported on B. pilosa (Farr & Rossman 2021) from North America, Africa, and Asia. To our knowledge, this is the first report of powdery mildew caused by G. ambrosiae on B. pilosa in China and Asia. Wild populations of B. pilosa may be the primary source of powdery mildew inoculum for commercial Asteraceae members and may warrant consideration in the control of this disease. References: Braun, U., and Cook, R. T. A. 2012. Taxonomic Manual of the Erysiphales (Powdery Mildews), CBS Biodiversity Series No. 11. CBS, Utrecht, The Netherlands. Carbone, I., and Kohn, L. M. 1999. Mycologia 91:553. Farr, D. F., and Rossman, A. Y. 2021. Fungal Databases. Syst. Mycol. Microbiol. Lab., USDA ARS, 18 April 2021. Qiu, P. L., et al. 2020. BMC Microbiol. 20:1. Scholin, C. A., et al. 1994. J. Phycol. 30:999. Takamatsu, S., et al. 2013. Mycologia 105:1135. White, T. J., et al. 1990. Page 315 in: PCR Protocols: A Guide to Methods and Applications. Academic Press, San Diego, CA.

Целью данной работы является изучение реологических характеристик полимерной композиции на основе вторичного полипропилена и наполнителей растительного происхождения.В работе использовали образец вторичного полипропилена, соответствующий первичному полипропилену марки FF/3350, представляющий собой дробленый материал из некондиционных изделий, производимых методом литья под давлением в технологическом производстве ООО «ЗПИ Альтернатива» (Россия, Республика Башкортостан, г.Октябрьский). В качестве наполнителя были рассмотрены материалы, являющиеся отходами производств – лузга гречихи, полова (мякина) пшеницы, рисовая шелуха и древесная мука. Моделирование процесса переработки полимерных материалов осуществляли в расплаве на лабораторной станции (пластограф) «PlastographEC» (Brabender, Германия). Физико-механические свойства полимерных композитов при разрыве определяли на разрывной машине «ShimadzuAGS-X» (Shimadzu, Япония). Реологические измерения проводили на модульном динамическом реометре Haake MarsIII.В ходе исследований было показано, что для всех изученных наполнителей имеет место увеличение вязкости расплава полипропилена при добавлении их в композицию. Показано, что по мере увеличения содержания наполнителя в системе не только увеличиваются их вязкие свойства, о чем свидетельствуют значения комплексной вязкости, но и их упругие характеристики Установлено, что по мере наполнения полимера растительными компонентами, происходит закономерное увеличение модуля накоплений, что характерно для систем, проявляющих упругие свойства. Утверждается, что при использовании рисовой шелухи и древесной муки в качестве наполнителей формируются композиты, характеризующиеся высокими значениями модуля накоплений и соответственно повышенными значениями модуля Юнга. Было доказано, что оптимальным содержанием наполнителя является значение, соответсвующее 10 mass.h. ЛИТЕРАТУРА Айзинсон И.Л. Основные направления развития композиционных термопластичных материалов. М.: Химия; 1988. 48 с. Ричардсон М. Промышленные полимерные композиционные материалы. М.: Химия; 1980. 472 с. Берлин Ал. Ал., Вольфсон С. А., Ошмян В. Г., Ениколопян Н. С. Принципы создания композиционных материалов. М.: Химия; 1990. 238 c. Черкашина А. Н., Рассоха А. Н. Полимерные композиции на основе вторичного полипропилена. Актуальные научные исследования в современном мире. 2018;33(1–8): 125–131. Режим доступа: https://elibrary.ru/item.asp?id=32366668 Тверитникова И. С., Кирш И. А., Помогова Д. А., Банникова О. А., Безнаева О. В., Романова В. А. Разработка многослойного упаковочного материала на основе полиолефиновых смесей, модифицированных сополимером этилена с пропиленом, для хранения пищевых продуктов. Техника и технология пищевых производств. 2019;49 (1): 135–143. Режим доступа: https://elibrary.ru/item.asp?d=39276460 Kakhramanov N. T., Mustafayeva F. A., Allakhverdiyeva Kh. V. Technological features of extrusion of composite materials based on mixtures of high and low density polyethylene and mineral fi llers. Азербайджанский химический журнал. 2019;4: 11–16. Режим доступа: https://elibrary.ru/item.asp?d=41570283 Шкуро А. Е., Глухих В. В., Кривоногов П. С., Стоянов О. В. Наполнители аграрного происхождения для древесно-полимерных композитов (обзор). Вестник Казанского технологического университета. 2014;17(21): 160–163. Режим доступа: https://www.kstu.ru/article.jsp?id_e=23840&id=1910 Кац Г. С., Милевски Д. В. (ред.) Наполнители для полимерных композиционных материалов. М.: Химия; 1981. 736 с. Алимов И. М., Магрупов Ф. А., Ильхамов Г. У. Влияние фракционного состава древесных частиц на физико-механические свойства древесно-полимерных материалов на основе вторичных поли-олефинов. Деревообрабатывающая промышленность. 2019;1: 18–25. Режим доступа: http://dop1952.ru/catalogue-statue_id-298.html Dobah, Y., Zampetakis, I., Ward, C., Scarpa, F. Thermoformability characterisation of Flax reinforced polypropylene composite materials. Composites Part B: Engineering. 2020;184(1): 107727. DOI: https://doi.org/10.1016/j.compositesb.2019.107727 Prachayawarakorn J., Pomdage W. Effect of carrageenan on properties of biodegradable thermoplastic cassava starch/low-density polyethylene composites reinforced by cotton fi bers. Materials and Design. 2014;61: 264–269. DOI: https://doi.org/10.1016/j.matdes.2014.04.051 Ibrahim H., Farag M., Megahed H., Mehanny S. Characteristics of starch-based biodegradable composites reinforced with date palm and flax fibers. Carbohyd Polym. 2014;101 (1): 11–19. DOI: https://doi.org/10.1016/j.carbpol.2013.08.051 Cavdar A. D., Mengeloрlu F., Karakus K. Effect of boric acid and borax on mechanical, fi re and thermal properties of wood fl our fi lled high density polyethylene composites. Measurement: Journal of the International Measurement Confederation. 2015;60: 6–12. DOI: https://doi.org/10.1016/j.measurement.2014.09.078 Faruk O., Bledzki A. K., Fink H. Biocomposites reinforced with natural fi bers: 2000–2010. Prog. Polym. Sci. 2012;37(11): 1552–1596. DOI: https://doi.org/10.1016/j.progpolymsci.2012.04.003 Boudenne A., Ibos L., Candau Y., Thomas S. Handbook of multiphase polymer systems. Chichester:John Wiley and Sons Ltd.; 2011. 1034 p. DOI: https://doi.org/10.1002/9781119972020 Mohanty A. K., Misra M., Drzal L. T. Natural bibers, biopolymers, and biocomposites. USA: Taylor&Francis Group; 2005. 896 p. DOI: https://doi.org/10.1201/9780203508206 Faruk O., Sain M. Biofi ber reinforcements in composite materials. Cambridge: Woodhead Publishing Ltd.; 2015. 772 p. DOI: https://doi.org/10.1016/b978-1-78242-122-1.50028-9 Jose J., Nag A., Nando G. B. Environmental ageing studies of impact modifi ed waste polypropylene. Iran Polym. J. 2014;23(8): 619–636. DOI: https://doi.org/10.1007/s13726-014-0256-5 Utracki L. A. Polymer blends handbook. Dordrecht: Kluwer Academic Publishers; 2002. DOI: https://doi.org/10.1021/ja0335465 Wang Y.-Z., Yang K.-K., Wang X.-L., Zhou Q., Zheng C.-Y., Chen Z.-F. Agricultural application and environmental degradation of photo-biodegradable polyethylene mulching films. J. Polym. Environ. 2004;12: 7–10. DOI: https://doi.org/10.1023/B:JOOE.0000003122.71316.8e Koutny M., Sancelme M., Dabin C., Pichon N., Delort A.-M., Lemaire J. Acquired biodegradability of polyethylenes containing pro-oxidant additives. Polym. Degrad. Stab. 2006;91(7): 1495–1503. DOI: https://doi.org/10.1016/j.polymdegrad-stab.2005.10.007 De La Orden M. U., Montes J. M., Martínez Urreaga J., Bento A., Ribeiro M. R., Pérez E., Cerrada M. L. Thermo and photo-oxidation of functionalized metallocene high density polyethylene: Effect of hydrophilic groups. Polym. Degrad. Stabil. 2015;111(10): 78–88. DOI: https://doi.org/10.1016/j.polymdegradstab.2014.10.023 Yusak N. A. M., Mohamed R., Ramli M. A. Mechanical analyses of polyethylene/polypropylene blend with photodegradant. J. Appl. Sci. Agric. 2014;9 (11): 300–305. Липатов Ю. С. Физическая химия наполненных полимеров. М.: Химия; 1977. 304 с. Schramm G. A practical approach to rheology and rheometry. 2nd edition. Federal Republic of Germany, Karlsruhe: Gebrueder HAAKE GmbH; 2000. 291 p. Соколов А. В., Roedolf D. Введение в практическую реологию полимеров. Пластические массы. 2018;(5–6): 31–34. Режим доступа: https://elibrary.ru/item.asp?id=35193338 Lazdin R. Y., Zakharov V. P., Shurshina A. S., Kulish E. I. Assessment of rheological behavior of secondary polymeric raw materials in the conditions corresponding to processing of polymers by method of extrusion and injection molding. Letters on Materials. 2019;9(1): 70–74. DOI: https://doi.org/10.22226/2410-3535-2019-1-70-74 Bledzki A. K., Mamuna A. A., Volk J. Barley husk and coconut shell reinforced polypropylene composites: The effect of fi bre physical, chemical and surface properties. Composites Science and Technology. 2010;70(5): 840–846. DOI: https://doi.org/10.1016/j.compscitech.2010.01.022 Nourbakhsh A., Ashori A., Tabrizi A. K. Characterization and biodegradability of polypropylene composites using agricultural residues and waste fi sh. Composites Part B: Engineering. 2014;56: 279–283. DOI: https://doi.org/10.1016/j.compositesb.2013.08.028 Ashori A., Nourbakhsh A. Mechanical behavior of agro-residue-reinforced polypropylene composites. Journal of Applied Polymer Science. 2008;111(5): 2616–2620. DOI: https://doi.org/10.1002/app.29345 Вураско А. В., Минакова А. Р., Гулемина Н. Н., Дрикер Б. М. Физико-химические свойства целлюлозы, полученной окислительно-органосольвентным способом из растительного сырья. Леса России в XXI веке: Материалы первой международной научно-практической интернет-конференции, 30 июня 2009, Санкт-Петербург. СПб.: Издательство: Санкт-Петербургский государственный лесотехнический университет имени С. М. Кирова; 2009. с. 126–130.

The purpose of this study was to explore Vietnamese educators’ perspectives regarding the feasibility of implementing a U.S. Regional Accreditation standard (“Institutional Effectiveness”) in the current Vietnamese higher education accreditation standards. An Institutional Effectiveness (IE) Process (Strategic Planning-Planning and Assessment- Operational Planning) and Assessment Cycle (Program Learning Outcomes-Curriculum Map-Assessment Methods-Data Collection-Actions for Improvement) served as the conceptual framework for this study. The qualitative research design involved interviews with seven Vietnamese educators who work in centers for accreditation and offices of quality assurance in Vietnamese universities. Findings indicated that all participants supported the implementation of an IE standard and Assessment Cycle in Vietnamese higher education accreditation. Findings also stated that currently the IE Process and Assessment Cycle are not fully implemented in Vietnam higher education accreditation. The Vietnamese higher education institutions (HEIs) did not have a supportive culture of strategic planning due to centralized management by the Ministry of Education and Training (MOET). Moreover, most universities were only familiar with the first two steps in the Assessment Cycle. Based on the research findings, recommendations for the implementation of IE process and Assessment Cycle are made for MOET, Centers for Accreditation and Vietnamese HEIs. Keywords Vietnamese Higher Education Accreditation, Institutional Effectiveness, U.S. Regional Accreditation, outcome assessment, accountability and transparency References [1] Hayden M & Lam Q T (2010). Vietnam’s higher Education System. Reforming higher education in Vietnam: Challenges and Priorities. 15-31.[2] Pham, Duy. (2014). Vietnam: New legislation and future possibilities. International Higher Education. 74. 27-28.[3] Nguyen, Kim. D, Oliver, D.E., & Priddy, L.E. (2009). Criteria for accreditation in Vietnam's higher education: Focus on input or outcome? Quality in Higher Education. 15 (1). 123-134.[4] Nguyen, Thi Khanh Trinh (2013). The strengths of Vietnam Higher Education accreditation standards. Conference proceeding on Quality assurance standards for higher education in Vietnam: Implementation issues and solutions. 48-56[5] Nguyen, Huu Cuong, Evers, C & Marshall, C (2017). Accreditation of Viet Nam’s Higher Education: Achievements and Challenges after a Dozen Years of Development. Quality Assurance in Education. 25 (4), 475-488. [6] Center of Educational Accreditation (2014). [The establishment of center of accreditation in VNU-HCM]. Retrieved from http://cea.vnuhcm.edu.vn/quyet-dinh-thanh-lap-trung-tam-kdclgd-dhqg-hcm_p1_1-1_2-1_3-617_4-76_9-2_11-10_12-1_13-11.html[7] Nguyen, Duc Chinh. (2013). The Vietnamese set of quality assurance standards for higher education: Issues and Solutions. Conference proceeding on Quality assurance standards for higher education in Vietnam: Implementation issues and solutions. 91-97. [8] Do, Huong Lan (2013). Mot so de xuat nham hoan thien cac tieu chuan danh gia chat luong giao duc cua truong Dai Hoc Viet Nam tren co so nghien cuu so sanh bo tieu chuan danh gia cua Viet Nam va Lien Bang Nga. Conference proceeding on Quality assurance standards for higher education in Vietnam: Implementation issues and solutions. MOET project. Code: B2012-08-12], 165-178[9] Le, Duc Ngoc & Sai, Cong Hong (2013). Assessing the inappropriateness of the set of quality assurance standards for higher education in Vietnam and the reasons. Conference proceeding on Quality assurance standards for higher education in Vietnam: Implementation issues and solutions. 143-157. [10] Vo, Sy Manh (2013). Some shortcomings in the Vietnam set of quality assurance standards. Conference proceeding on Quality assurance standards for higher education in Vietnam: Implementation issues and solutions. 158-164.[11] Suskie, L. (2009). Assessing student learning. A common sense guide (2nd Ed.). Jossey-Bass: A Wiley Imprint. [12] Eaton, J. (2007). Institutions, accreditors, and the federal government, redefining their “appropriate relationship.” Change, 39(5), 16-23.[13] Suskie, L. (2015). Five dimensions of quality: A common sense guide to accreditation and accountability. Jossey-Bass: A Wiley Brand [14] Gaston, P.L. (2014). Higher education accreditation: How it’s changing, why it must. Sterling, VA: Stylus.[15] Banta, T. W. (2004). Hallmarks of effective outcomes assessment. San Francisco, CA: Jossey-Bass.[16] Anderson, H. M., Moore, D. L., Anaya, G., & Bird, E. (2005). Student learning outcomes assessment: A component of program assessment. American Journal of Pharmaceutical Education, 69(2), 256-268[17] Ewell, P. T. (2009, November). Assessment, accountability, and improvement: Revisiting the tension (NILOA Occasional Paper No.1). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.[18] Prochnow, M. E. (2011). On reaching proficiency: A case study of outcomes assessment success at a California community college. (Dissertations). California State University, Fresno. (Order No. 3473418). Retrieved from http://search.proquest.com/docview/895096456?accountid=7098. (895096456). [19] Hoefer, M.T. (2015, July). The ABCs of institutional effectiveness. Pre-conference workshop at SACSCOC Summer Institute, Orlando, Florida. [20] Allen, M (2004). Assessing academic programs in higher education. Bolton, MA: Anker Publishing Company, INC.[21] Glesne, C. (2011). Becoming qualitative researchers: An Introduction (4th Ed.). Boston, MA: Allyn & Bacon[22] Merriam, S (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publications.[23] Grbich, C. (2013). Qualitative data analysis an introduction. Thousand Oaks, CA: Sage Publications VNU-HN- College of Economics, 2017[24] Middaugh, M. F. (2007). Creating a culture of evidence: Academic accountability at the institutional level. New Directions for Higher Education, (140), 15-28. doi:10.1002/he.277[25] Voluntary System of Accountability (VSA). About the VSA. Retrieved from http://www.voluntarysystem.org/[26] Silver, K. (2018). Getting Started with Strategic Planning. HLC Annual Conference. Chicago, Illinois. Retrieved at http://download.hlcommission.org/annualconference/2018/AC18_ProgramBook_INF.pdf[27] Powell, B. and Tedder, W. (2018). Linking Assessment, Planning and Budgeting for Resource Allocation Decisions. HLC Annual Conference. Chicago, Illinois. Retrieved at http://download.hlcommission.org/annualconference/2018/AC18_ProgramBook_INF.pdf