Journal articles on the topic 'Rad's Grow with Guidance System'

Tyrosine kinase signaling pathways are essential for process outgrowth and guidance during nervous system development. We have examined the roles of tyrosine kinase activity in programming growth cone guidance decisions in an intact nervous system in which neurons can be individually identified. We applied the tyrosine kinase inhibitors herbimycin A and genistein to whole 40% grasshopper embryos placed in medium, or injected the inhibitors into intact grasshopper eggs. Both inhibitors caused interneuronal axons that normally would grow along the longitudinal connectives to instead leave the central nervous system (CNS) within the segmental nerve root and grow out toward the body wall muscles. In addition, herbimycin A produced pathfinding errors in which many longitudinal axons crossed the CNS midline. To study how this drug affected guidance decisions made by individual growth cones, we dye-filled the pCC interneuron, which normally extends an axon anteriorly along the ipsilateral longitudinal connective. In the presence of herbimycin A, the pCC growth cone was redirected across the anterior commissure. These phenotypes suggest that tyrosine kinase inhibition blocks a signaling mechanism that repels the growth cones of longitudinal connective neurons and prevents them from crossing the midline.

A fundamental feature of both early nervous system development and axon regeneration is the guidance of axonal projections to their targets in order to assemble neural circuits that control behavior. In the navigation process where the nerves grow toward their targets, the growth cones, which locate at the tips of axons, sense the environment surrounding them, including varies of attractive or repulsive molecular cues, then make directional decisions to adjust their navigation journey. The turning ability of a growth cone largely depends on its highly dynamic skeleton, where actin filaments and microtubules play a very important role in its motility. In this review, we summarize some possible mechanisms underlying growth cone motility, relevant molecular cues, and signaling pathways in axon guidance of previous studies and discuss some questions regarding directions for further studies.

The growth of pollen tubes is one of the most characteristic events in angiosperm reproduction. This article describes an activity for visualizing the journey and guidance of pollen tubes in the reproductive structures of a flowering plant. The activity uses a semi-in vivo system with rapid-cycling Brassica rapa, also known as Fast Plants. Isolated ovules were used to attract pollen tubes that were triggered to grow through explants of female flower parts. The activity provides insight into the in vivo situation of plant reproduction, appealing visual results, and the development of science process skills.

Wiring up the nervous system occurs as a self–organizing process during animal development. It has long been proposed that directional growth of axons towards their targets is achieved by gradients of guiding molecules and the conceptual framework of gradient guidance was introduced more than a decade ago. Novel experimental results now allow the formulation of models incorporating more mechanistic detail. We first summarize some crucial in vitro and in vivo results concerning the development of the chick retinotectal projection. We then review two recent theoretical models based on these findings (the models of Nakamoto and colleagues, and of Honda). Neither model considers the latest observation that putative guidance ligands, in addition to their tectal expression, are expressed in a similar pattern on the retina and that a disturbance of this expression affects topography. These findings suggest that retinal axons might grow into the tectum until they have reached a ligand concentration matching that of their site of origin. We call this the imprint–matching concept of retinotectal guidance. As a framework for pinpointing logical difficulties of the mechanistic description of the guidance process and to stimulate further experiments we finally suggest two extended versions of Honda's model implementing imprint matching, which we call ‘the variable set–point’ and ‘the gradient–sensitive adaptation’ model. Strengths and weaknesses of both mechanisms are discussed.

AbstractLatest technological advancement uncovered new social and entrepreneurial opportunities in fields like civil engineering and facility management. While most outdoor location challenges have been addressed in the past few years, with declassified military technologies such as Motion Imagery Standards Board and North Atlantic Treaty Organization Digital Motion Imagery Standard being integrated into solutions that enhance real-time emulation of surveillance video streams over digital maps, there is plenty of room for innovation when indoor location is considered. The market associated to indoor positioning is expected to significantly grow in the following decade since people spend more and more time indoors and promising advantages of such technologies have been identified in healthcare, retail, logistics and leisure. Yet, conventional indoor positioning systems mostly rely on costly and difficult to maintain infrastructure. Discordantly, the hereby paper is introducing an infrastructure free indoor positioning web application designed for routing people inside facilities and building evacuation scenarios. The proposed architecture is independent on external hardware or beacons, relying on a generic sensors framework that exposes the underlying capabilities of a mobile phone for data collection and internet connection for assessing current location and providing guidance in respect with an already known topography. Therefore, this design might be easily extended to various facilities, individualizing through no initial costs for sensors deployment and light resource consumption for the user, since data is not processed on a native application. Such flexibility is considered to optimize the navigation inside large public places and reduce the time required to find products, people or shops, offering the users more time for what matters.

The Islamic Boarding School KHA Wahid Hasyim Bangil, who continues to grow in the field of productive land that turned function into a non-productive land in the form of building construction to fulfill infrastructure facilities in the Islamic Boarding School. In addition, many areas of Islamic Boarding School that have been in paving, so that green land is getting narrower. Through community mentoring with community development approaches, the results of the mentoring process is able to maximize narrow and non productive land into productive land through Dutch Bucket System hydroponics in Islamic Boarding School KHA Wahid Hasyim. This mentoring is also beneficial for the Community assistance by in helping the students in the Islamic Boarding School has fights skills as part of the practice of economic independence, especially in the field of hydroponics with an approach Santripreneur training and counseling guidance.

We have demonstrated previously that the polysialic acid (PSA) moiety of the neural cell adhesion molecule (NCAM) can regulate peripheral nerve branching during development. In particular, it was found that specific enzymatic removal of PSA from motor axons causes them to form tight fascicles that are less responsive to normal guidance cues. In the present study, the role of PSA in the behavior of axons in the central nervous system has been examined through an analysis of chick optic axons during development. Unlike peripheral axons, which generally grow in a PSA-free environment, PSA was found to be present both on retinal ganglion cell axons and their environment in the tract and tectum. Furthermore, the enzymatic removal of PSA from the optic axons caused them to defasciculate in the tract/tectal region. This response was morphologically similar to targeting corrections made by these axons at a later stage when PSA levels have decreased, suggesting that the PSA may serve to shield them from responding prematurely to some guidance cues in their target region.

We have used a GAL4 enhancer-trap line driving the expression of a lacZ construct to examine the reorganisation of an identified group of proprioceptive sensory neurons during metamorphosis in Drosophila. The results show that whilst most larval sensory neurons degenerate during the first 24 hours of metamorphosis a segmentally repeated array of 6 neurons per segment persists into the adult stages to become functional adult neurons. These sensory neurons retain their axonal projections in the central nervous system intact and unchanged throughout. The adult sensory neuron axons enter the central nervous system at around 44 hours after puparium formation. Most of these axons grow along the pathways defined by the persistent larval sensory axons. The ordering of the adult sensory projections is, therefore, established upon the larval pattern of projections. The possibility that the larval neurons act as guidance cues for organising the ordered arrays of sensory neurons is discussed.

mAb DSS-8 binds to a 164-kD developmental stage-specific cell surface antigen in the nervous system of the cockroach, Periplaneta americana. The antigen is localized to different subsets of cells at various stages of development. The spatial and temporal distributions of DSS-8 binding were determined and are consistent with this antigen playing multiple roles in the development of the nervous system. Direct identification of some of these functions was made by perturbation experiments in which pioneer axon growth occurs in embryos that are cultured in vitro in the presence of mAb DSS-8 or its Fab fragment. Under these conditions the pioneer axons of the median fiber tract grow but follow altered pathways. In a smaller percentage of the ganglia, the immunoreagents additionally produce defasciculation of a subset of DSS-8 labeled axons. Therefore, direct roles for the DSS-8 antigen in both the guidance of pioneer axons and selective fasciculation have been demonstrated.

Cell surface proteins anchored to membranes via covalently attached glycosyl-phosphatidylinositol (GPI) have been implicated in neuronal adhesion, promotion of neurite outgrowth and directed cell migration. Treatment of grasshopper embryos with bacterial phosphatidylinositol-specific phospholipase C (PI-PLC), an enzyme that cleaves the GPI anchor, often induced disruptions in the highly stereotyped migrations of peripheral pioneer growth cones and afferent neuron cell bodies. In distal limb regions of embryos treated with PI-PLC at early stages of pioneer axon outgrowth, growth cones lost their proximal orientation toward the central nervous system (CNS) and turned distally. Pioneer growth cones in treated limbs also failed to make a characteristic ventral turn along the trochanter-coxa (Tr-Cx) segment boundary, and instead continued to grow proximally across the boundary. Treatment at an earlier stage of development caused pre-axonogenesis Cx1 neurons to abandon their normal circumferential migration and reorient toward the CNS. None of these abnormal phenotypes were observed in limbs of untreated embryos or embryos exposed to other phospholipases that do not release GPI-anchored proteins. Incubation of embryos with PI-PLC effectively removed immunoreactivity for fasciclin I, a GPI-anchored protein expressed on a subset of neuronal surfaces. These results suggest that cell surface GPI-anchored proteins are involved in pioneer growth cone guidance and in pre-axonogenesis migration of neurons in the grasshopper limb bud in vivo.

The widespread use of artificial intelligence in the field of design teaching has become a development trend, and for the art design profession, we should conform to and actively adapt to this development trend, change the original teaching mode, innovate their own teaching methods, constantly enrich the teaching methods, so as to improve the quality of teaching, and constantly cultivate high-quality art design talents in the new era. For the subject students, they grow up under the Internet. They are more affectionate to many new technologies, and the traditional teaching methods have some problems to meet their learning needs, so it is very necessary to introduce artificial intelligence in teaching. In this paper, we will discuss the optimization of the curriculum system of art design in higher education institutions in the context of artificial intelligence. The purpose of guiding the innovation of environmental art design thinking is to stimulate students’ learning ability and innovation ability and learn to use design ideas in practice. Integrating design thinking with artificial intelligence gets four innovative ways of culture, form, function, and emotion in terms of innovation at the design thinking level; in terms of thinking innovation guidance, it gets the guidance of role transformation and model practice, integrating artificial intelligence with environmental art design thinking, designing interactive spaces more in line with the times, and promoting the harmonious development of human and nature.

Water conservation in nursery systems is an ever-increasing focus, yet there is relatively little guidance for growers producing seedlings intended for restoration regarding how practices such as subirrigation influence plant growth in the nursery and after outplanting. Our study investigated red-flowering currant (Ribes sanguineum Pursh) seedling development and early field performance using different fertilizer treatments under a subirrigation regime. Plants were fertilized with 1) incorporated organic fertilizer, 2) incorporated controlled-release fertilizer, 3) top-dressed controlled-release fertilizer, or 4) water-soluble fertilizer. We found that seedlings grown with organic fertilizer used significantly less water than all other treatments. Media electrical conductivity (EC) levels were significantly greater in the organic fertilizer treatment, and EC values in the top portion of the media were significantly greater than the middle or bottom portions for all fertilizer treatments. The remaining subirrigation water at the end of 22 weeks held 17% of applied nitrogen (N) from the water-soluble fertilizer treatment and less than 1% of applied N from the other fertilizer treatments. We observed no differences in plant morphology among fertilizer treatments. Seedlings were subsequently out-planted into low- and high-competition treatments, where myriad factors indicated reduced growth among high-competition compared with low-competition plots, highlighting that competition for soil water limited seedling performance. These results indicate that a variety of fertilizers can be used to grow red-flowering currant under subirrigation and that postplanting growth is enhanced with control of competing vegetation.

Children are not to be punished but to be given guidance and development, so that they grow and develop as completely normal, healthy and intelligent children. Sometimes children experience situations that make them commit illegal acts. Even so, children who break the law are not worthy of punishment, let alone put in prison. Law Number 11 Year 2012 concerning Juvenile Criminal Justice System demands a reorientation of the purpose of punishment which has an impact on the operation of the Juvenile Criminal Justice System. The formulation of the objectives of restorative justice and diversion mechanisms which are recognized as mechanisms for handling crimes committed by children demands that the performance of the criminal justice sub-system change its orientation. The problem of this research was how the construction and reconstruction of the giving of diversion are. This research used descriptive analysis method and normative juridical approach. Children are part of citizens who must be protected as a generation to continue the leadership of the Indonesian nation. The current ideal construction for children who are in conflict with the law applies the Law of Juvenile Justice System where children aged 7 years can be given diversion in the trial process. Article 21 of the Law of Juvenile Criminal Justice System and Government Regulation No. 65 Year 2015 concerning Guidelines for the Implementation of Diversion, children under 12 years of age who commit/are suspected of committing a criminal act shall then be returned to their parents and include them in education, coaching, and mentoring programs in government institutions or Social Welfare Organizing Institutions in institutions in charge of social welfare.

The research aims, through a comparative analytical study, to unveil whether there is an actual whole-grade acceleration policy in the kingdom of Saudi Arabia (KSA) if compared with that applied at Massachusetts, USA. Adopting such a policy secures the right of the gifted student to grow academically in proportion with his peculiar potentials. The research adopts the comparative analytical method (qualitative) using two tools: document analysis and semi-structured interview. The sample of the study comprised two education supervisors in charge of acceleration system in the department of the gifted in KSA and school principals applying the system in the state of Massachusetts. The foremost result, which the study came up to, was that the Saudi educational system has a comprehensive written acceleration policy based on scientific frameworks, while Massachusetts doesn’t have a specific document for applying a comprehensive acceleration policy. The research concluded with some recommendations among which are: The comprehensive acceleration policy in KSA still needs to develop, especially in the following areas: Classes and study levels on which the acceleration system and guidance services are applied, and The need to review acceleration procedures as they are among the obstacles that hinder an active application of the policy at the present time.

Eph receptors and their ligands, the ephrins, have been implicated in early patterning and axon guidance in vertebrate embryos. Members of these families play pivotal roles in the formation of topographic maps in the central nervous system, the formation of brain commissures, and in the guidance of neural crest cells and motor axons through the anterior half of the somites. Here, we report a highly dynamic expression pattern of the chick EphA7 gene in the developing limb. Expression is detected in discrete domains of the dorsal mesenchyme from 3 days of incubation. The expressing cells are adjacent to the routes where axons grow to innervate the limb at several key points: the region of plexus formation, the bifurcation between dorsal and ventral fascicles, and the pathway followed by axons innervating the dorsal muscle mass. These results suggested a role for EphA7 in cell-cell contact-mediated signalling in dorsal limb patterning and/or axon guidance. We carried out experimental manipulations in the chick embryo wing bud to alter the dorsoventral patterning of the limb. The analyses of EphA7 expression and innervation in the operated wings indicate that a signal emanating from the dorsal ectoderm regulates EphA7 in such a way that, in its absence, the wing bud lacks EphA7 expression and shows innervation defects at the regions where the gene was downregulated. EphA7 downregulation in the dorsal mesenchyme after dorsal ectoderm removal is more rapid than that of Lmx-1, the gene known to mediate dorsalisation in response to the ectodermal signal. These results add a new gene to the dorsalisation signalling pathway in the limb. Moreover, they implicate the Eph receptor family in the patterning and innervation of the developing limb, extending its role in axon pathfinding to the distal periphery.

Flowering plants have immotile sperm that develop within the pollen cytoplasm and are delivered to female gametes by a pollen tube, a highly polarized extension of the pollen cell. In many flowering plant species, including seed crop plants, hundreds of pollen tubes grow towards a limited number of ovules. This system should ensure maximal fertilization of ovules and seed production; however, we know very little about how signalling between the critical cells is integrated to orchestrate delivery of two functional sperm to each ovule. Recent studies suggest that the pollen tube changes its gene-expression programme in response to growth through pistil tissue and that this differentiation process is critical for pollen tube attraction by the female gametophyte and for release of sperm. Interestingly, these two signalling systems, called pollen tube guidance and pollen tube reception, are also species-preferential. The present review focuses on Arabidopsis pollen tube differentiation within the pistil and addresses the idea that pollen tube differentiation defines pollen tube identity and recognition by female cells. We review recent identification of genes that may control pollen tube–female gametophyte recognition and discuss how these may be involved in blocking interspecific hybridization.

Road markings as critical feature in high-defination maps, which are Advanced Driver Assistance System (ADAS) and self-driving technology required, have important functions in providing guidance and information to moving cars. Mobile laser scanning (MLS) system is an effective way to obtain the 3D information of the road surface, including road markings, at highway speeds and at less than traditional survey costs. This paper presents a novel method to automatically extract road markings from MLS point clouds. Ground points are first filtered from raw input point clouds using neighborhood elevation consistency method. The basic assumption of the method is that the road surface is smooth. Points with small elevation-difference between neighborhood are considered to be ground points. Then ground points are partitioned into a set of profiles according to trajectory data. The intensity histogram of points in each profile is generated to find intensity jumps in certain threshold which inversely to laser distance. The separated points are used as seed points to region grow based on intensity so as to obtain road mark of integrity. We use the point cloud template-matching method to refine the road marking candidates via removing the noise clusters with low correlation coefficient. During experiment with a MLS point set of about 2 kilometres in a city center, our method provides a promising solution to the road markings extraction from MLS data.

<p><em>Good performance results are very valuable promotion for the progress of a private junior high school, either at the provincial or regional level. The implementation of regional autonomy has implications for the implementation of the evaluation process to be more professional, objective, honest and transparent as a series of school supervision and guidance. In order to improve the quality of education, there is a need tochange the supervision system functioning not only as a monitor but also guidance to organize education. Analysis process of all aspects of education should be directed at efforts to ensure the implementation of quality education (Quality Assurance) and empower those evaluated so as to produce graduates in accordance with established standards. Each school performance analyzed is expected to have positive impacts for the community, especially to any parents who want to send their children to junior high school, especially SMPK Satu Bakti Bogor. Although there are a few schools established for quite a long time and there are some newly operating, it is not a guarantee for these private junior high schools to continue to grow. This has encouraged the school component to perform better and have special attractions. Some of the private schools in Bogor city have been experiencing problems similar those in the SMP K Satu Bakti; namely, the difficulty to attract new students to enroll in their school. A better quality of performance, accordingly is required in order to attract more qualified applicants and prospective students in the future which is expected to maintain the sustainability of this junior high school existance. </em></p><em>Keywords: performance, consumer interest, importance of performance analysis, analytical hierarchy process</em>

A major factor in the failure of central nervous system (CNS) axon regeneration is the formation of glial scar after the injury of CNS. Glial scar generates a dense barrier which the regenerative axons cannot easily pass through or by. In this paper, a mathematical model was established to explore how the regenerative axons grow along the surface of glial scar or bypass the glial scar. This mathematical model was constructed based on the spinal cord injury (SCI) repair experiments by transplanting Schwann cells as bridge over the glial scar. The Lattice Boltzmann Method (LBM) was used in this model for three-dimensional numerical simulation. The advantage of this model is that it provides a parallel and easily implemented algorithm and has the capability of handling complicated boundaries. Using the simulated data, two significant conclusions were made in this study:(1)the levels of inhibitory factors on the surface of the glial scar are the main factors affecting axon elongation and(2)when the inhibitory factor levels on the surface of the glial scar remain constant, the longitudinal size of the glial scar has greater influence on the average rate of axon growth than the transverse size. These results will provide theoretical guidance and reference for researchers to design efficient experiments.

The purpose of Islamic education is essentially a form of learners in order to grow as a generation "khoiru ummah" (the faithful, and devoted, mature in attitude, mentality, intellect and spirit of independent living, creative, dynamic and morals karimah) the main problem is how menggembangkan agencies -lembaga Islamic education so that they can become "fertile ground" persemian a new generation of powerful and loaded by the target formations and educational values ​​of the Qur'an.The system of Islamic education at the time of Rasulullah SAW, has the goal of forming a personal protégé of individual Muslim to become good in life so getting welfare and tranquility of life derived from the Qur'an and the Sunnah of Rasulullah SAW.In the learning system at the time of Rasulullah SAW there are some pereode the mecca and educational material madinah. Pembinaan Islam in Mecca emphasized on Aqidah guidance in order to inculcate the values ​​of monotheism to their souls monotheism rays radiated and reflected in the actions and behavior in the everyday life, while the issue of Islamic education in the medina is essentially continuing education of education monotheism in Mecca that is coaching in the field of religious, especially kaitanya in worship, education ahlak, health education, and educational relation with the community, including in the field of social education, and politics so imbued with the teachings of monotheism, so that the social and political behavior is a reflection and the reflection of monotheism.

Solid fetal spinal cord (FSC) tissue, seeded into semipermeable mini-guidance channels, was tested for the ability to promote axonal growth across the gap created by a midthoracic (T8) hemisection in adult rats. Fetal thoracic spinal cords, at embryonic days 13 to 15, were harvested and gently aspirated into mini-guidance channels (1.25 mm in diameter and 3.0 mm in length). Care was taken to maintain the rostro-caudal orientation of the FSC. In control rats, the FSC-channel congraft struct was exposed to 5 freeze/thaw cycles to produce non-viable grafts before implantation into the hemisected cord. All cases revealed intact tissue cables of various diameters spanning the rostro-caudal extent of the lesion cavity, with integration of host-graft tissues at both interfaces. Immunofluorescence results indicated that numerous neurofilament-positive axons were present within the FSC tissue cable. Double-labeling of a subpopulation of these axons with calcitonin generelated peptide indicated their peripheral nervous system (PNS) origin. Descending serotonergic and noradrenergic axons were found in the proximity of the rostral host-graft interface, but were not observed to grow into the FSC-graft. Anterograde tracing of propriospinal axons with Phaseolus vulgaris-leucoagglutinin demonstrated that axons had regenerated into the FSC-graft and had traveled longitudinally to the distal end of the channel. Few axons were observed to cross the distal host-graft interface to enter the host spinal cord. Cross-sectional analysis at the midpoint of the tissue cable stained with toluidine blue demonstrated a significant increase (P<0.01) in myelinated axons in viable FSC grafts (1455±663, mean±S.E.M.; n=6) versus freeze-thaw control grafts (155±50; n=5). In addition to the myelinated axons, many unmyelinated axons were observed in the tissue cable at the electron microscopic level. Areas resembling the PNS with typical Schwann cells, as well as those resembling the central nervous system with neurons and central neuropil, were also seen. In freeze-thaw control grafts, neither viable neurons nor central neuropil were observed. Retrograde tracing with Fast Blue and Diamidino Yellow demonstrated that neurons within the FSC graft extended axons into the host spinal cord at least for 2 mm from both the rostral and caudal host-graft interfaces. We conclude that viable FSC grafts within semipermeable guidance channels may serve both as a permissive bridge for longitudinally directed axonal growth and a potential relay for conveying information across a lesion site in the adult rat spinal cord.

With the wide application of all kinds of precision guided munitions, the rhythm of combat become faster, the environment of battle field become more complicated. It brings a great challenge to the battle damage assessment. the basic principle of battle damage assessment based on detection information is analyzed. Pretreatment and reliability analysis of battle field information and target function damage are elaborated. Single function damage analysis and target damage assessment of the Aircraft-borne guidance ammunition technical area are realized, based on target function damage analysis and fuzzy multivariate theory analysis. With the widely application of all kinds of precision guided munitions, the cost of combat grow rapidly，the rhythm of combat become faster, the environment of battle field become complicated， the damage effect to the target of the evaluation has brought an unprecedented challenges. At present , our army damage effect evaluation of target research has just started, there is no perfect theory system and mature evaluation method, so, target damage effect evaluation model and the method has important practical significance, on account of the scene to collect information on target is the important basis of damage effect evaluation, therefore, how to use all kinds of target damage information damage effect evaluation decision target efficiently collecting from battlefield is the primary problem studying damage effect evaluation.

Malaysia is in a need of commitment to more sustainable development, rather than a traditional approach ‘grow first, clean up later’ to ensure the protection of environment and not to compromise needs of future generations. Although initiatives for the environmental protection have been introduced in 1960s, they have yet to receive a sufficient level of adoption amongst the construction stakeholders in Malaysia. Therefore, via questionnaire surveys to 130 professionals involved in mixed development projects, this paper aims at investigating barriers to, and critical success factors (CSFs) of sustainable construction (SC) in the mixed development projects in Malaysia. The outcomes translated via the Relative Importance Index (RII) technique reveal that the most critical barriers are SC projects are expensive, unwillingness to change to SC and high cost in purchasing technology, the learning curve cost and employing skilled labour, whilst the most significant CSFs are initial investment, commitment for changing behaviours, policy implementation efforts, guidance for SC, available of technology and materials and project procurement system. This paper focuses on the implementation of SC in delivering mixed development projects in Malaysia that is in line with the Malaysian sustainability goal in adopting the sustainable consumption and production concept. This paper is promoting sustainable development overseen by Malaysia via discussion of the SC directions and practices in delivering the Malaysian mixed development project.

Contemporary importance of the unmanned aerial vehicle (UAV) both for military and civilian applications has prompted vigorous research related with guidance, navigation and control of these vehicles. The potential civilian uses for small low-cost UAVs are various like reconnaissance, surveillance, rescue and search, remote sensing, traffic monitoring, destruction appraisal of natural disasters, etc. One of the most crucial parts of UAVs missions is accurate navigation of the vehicle, i.e. the real time determination of its position, velocity and attitude. Generally highly accurate Strap down Inertial Navigation Systems (SINS) are too heavy to be flown on UAVs. Moreover highly accurate SINS are also highly expensive. Therefore the low-cost and low weight MEMS based SINS with a compromised precision are the viable option for navigation of UAVs. The errors in position, velocity, and attitude solutions provided by the MEMS based SINS grow unboundedly with the passage of time. To contain these growing errors, integrated navigation is the resolution. Complementary characteristics SINS and external non-inertial navigation aids like Global Positioning System (GPS), Celestial Navigation System (CNS) and Doppler radar make the integrated navigation system an appealing and cost effective solution. The non-inertial sensors providing navigation fixes must have low weight and volume to be suitable for UAV application. In this research work GPS, CNS and Doppler radar are used as external navigation aids for SINS. The navigation solutions of all contributing systems are fused using Federated Kalman Filter (FKF). Three local filters are employed for SINS/GPS, SINS/CNS and SINS/Doppler integration and subsequently information from all three local filters is fused to acquire a global solution. Moreover adaptive and fault tolerant filtering scheme has also been implemented in each local filter to isolate or accommodate any undesirable error or noise. Simulation for the presented architecture has validated the effectiveness of the scheme, by showing a substantial precision improvement in the solutions of position, velocity and attitude.

Abstract In a recent BAMS article, it is argued that community-based Open Source Software (OSS) could foster scientific progress in weather radar research, and make weather radar software more affordable, flexible, transparent, sustainable, and interoperable. Nevertheless, it can be challenging for potential developers and users to realize these benefits: tools are often cumbersome to install; different operating systems may have particular issues, or may not be supported at all; and many tools have steep learning curves. To overcome some of these barriers, we present an open, community-based virtual machine (VM). This VM can be run on any operating system, and guarantees reproducibility of results across platforms. It contains a suite of independent OSS weather radar tools (BALTRAD, Py-ART, wradlib, RSL, and Radx), and a scientific Python stack. Furthermore, it features a suite of recipes that work out of the box and provide guidance on how to use the different OSS tools alone and together. The code to build the VM from source is hosted on GitHub, which allows the VM to grow with its community. We argue that the VM presents another step toward Open (Weather Radar) Science. It can be used as a quick way to get started, for teaching, or for benchmarking and combining different tools. It can foster the idea of reproducible research in scientific publishing. Being scalable and extendable, it might even allow for real-time data processing. We expect the VM to catalyze progress toward interoperability, and to lower the barrier for new users and developers, thus extending the weather radar community and user base.

Abstract As the popularity of minimally invasive surgery (MIS) continues to grow, novel techniques are needed to meet the demands of multisegment fixation for advanced spinal diseases. In one such example, iliac bolts are often required to anchor large fusion constructs, but MIS technical notes are missing from the literature. A 67-yr-old female presented with a symptomatic coronal deformity: preoperative pelvic incidence = 47°, pelvic tilt = 19°, and lumbar lordosis = 29°, sagittal vertical axis = +5.4 cm with 30° of scoliosis. The operative plan included T10-ilium fusion with transforaminal interbody grafts at L2-3, L3-4, L4-5, and L5-S1. The intraoperative video is of minimally invasive placement of iliac bolts using the O-Arm Surgical Imaging System (Medtronic®). The patient consented to the procedure. A mini-open exposure that remains above the fascial planes allows for multilevel instrumentation with appropriate decompression at the interbody segments. After the placement of the pedicle screws under image-guidance, the direction is turned to the minimally invasive iliac bolts. Following the trajectory described in the standard open approach,1 the posterior superior iliac spine (PSIS) is identified with the navigation probe, which will guide the Bovie cautery through the fascia. This opening assists in the trajectory of the navigated-awl tap toward the anterior superior iliac spine (ASIS). Next, 8.5 mm x 90 mm iliac screws were placed in the cannulated bone under navigation. After intraoperative image confirmation of screw placement, the contoured rods are threaded under the fascia. The setscrews lock the rod in position. MIS approaches obviate cross-linking the rods, rendering pelvic fixation more facile. This technique allows for minimal dissection of the posterior pelvic soft tissue while maintaining adequate fixation.

Calcite veins, which developed parallel to the bedding, are widespread in laminated source rocks in the Eocene Dongying Depression. However, there is a lack of systematic description and classification of the veins. This study presents a systematic characterization of the calcite veins, host rocks, and micritic carbonate laminae by applying petrographic and geochemical methods to understand vein-forming mechanisms. Antitaxial and syntaxial veins are examined. Antitaxial veins contain typical fibrous crystals with the most intense fluorescence, and the median zone of these veins is often the micritic carbonate. Calcite crystals in syntaxial veins develop a blocky morphology of various sizes, indicating obvious growth competition. Data of rare earth elements and trace elements obtained from the micritic laminae, host rocks, and calcite veins are very similar. This indicates that the vein-forming nutrients originated from the carbonate in the host rocks and micritic laminae. The minor difference in C and Sr isotopes between calcite veins and micritic carbonate within the host rock and the negative shift in O isotopes in the veins are caused by ion exchange and dehydration of swelling clay minerals in the burial environment. This further proves that the calcite veins are formed in a closed system. Geochemical analysis suggests that the rocks are in the oil window and have good hydrocarbon potential. Thermal evolution of the acidic fluids generated from organic matter (OM) resulted in the dissolution of carbonate and formed fluid overpressure in the rocks. Fluid overpressure induced the formation of fractures in the interlayer and expanded the veins with the force of crystallization due to fibrous calcite growth. Blocky crystals grow in the fractures from the margins toward the center. Hydrocarbon expulsed via OM maturation in the host rock fills the intercrystalline pores. Moreover, shale with bedding-parallel calcite has the characteristics of high-quality shale oil reservoirs. These characteristics will probably provide guidance for shale oil exploration.

Introduction. Prostate cancer is the most common malignant neoplasia among men in Lithuania, though it presents a low mortality rate. In 2007 more than 3 500 Lithuanians were diagnosed with prostate cancer. Many patients were treated with radiotherapy. Unfortunately, after several years the number of cases of prostate cancer recurrence after radiotherapy started to grow. This new problem requires the following difficult decision to make: which treatment method to choose? Radical prostatectomy, high-dose radiotherapy, cryotherapy, high-intensityfocused ultrasound, active surveillance or hormone therapy – all are viable salvage methods. In 2012 we performed the first cryotherapy procedures. Now we want to present our first clinical experience in prostate cancer salvage cryotherapy. Materials and methods. Five patients diagnosed with prostate cancer were selected for prostate cryotherapy. Four patients were treated only with radiotherapy, one patient was treated with radiotherapy plus neoadjuvant hormonal treatment. Prostate cancer recurrences were diagnosed by multiparametric MRI and ultrasound guided transrectal or transperineal biopsies. MRI findings were validated with the Magnetic Resonance Prostate Imaging Reporting and Data System (PI-RADS). CT, MRI, ultrasound scanning, and bone scintigraphy were performed for patients before treatment. No pathological bone changes were detected. All patients received 2-cycle cryotherapy with real-time ultrasound guidance and temperature change tracking. Results. The described treatment scheme for these patients enables to deliver two freezing-thawing cycles with 10–12 probes and a urethra-warming catheter. All procedures were completed succesfully without any intraoperative complications. Urinal obstruction was observed after 1 week for 1 of 5 patients. He had to stay with epicystostomy and overwent prostate transurethral resection. After these procedures the patient could urinate normally. One patient had biochemical progression due to metastasis in parailiacal lymph nodes, and he got external beam therapy to lymph-node projection. After 6 months there was no cancer progresion signs on MRI and PSA was 1.77 ng/ml. No patients suffered from urinary incontinence. Conclusions. Our initial experience shows that cryotherapy can be a viable alternative for patients with disease progression after radiotherapy. Currently the biggest advantages of cryotherapy are as follows: possibility to treat patients not suitable for salvage prostatectomy, short hospitalization, low complication risk and lower overall cost than other methods. Short term data seems to be promising but longer follow-up is necessary to verify oncological and functional results.

<p><em>Religious education is one of education that fosters human development, especially helping in ethical and moral development. Thus, religious education in Indonesia gets a considerable portion of the education system. Through religious education can increase moral ethics in order to maintain harmony of the nation, mutual respect respects between followers of different religions. Hindu religious education conducted formally in schools has not provided the expected results. Theoretically the children know by heart and understand the teachings of religion but the implementation of the teaching is done in everyday life seems to need to be balanced with religious practices. These religious practices can be taught to children through non-formal education in the form of pasraman, because formal education is bound by the curriculum and time targets. Thus, non-formal education needs to be developed, in the hope that children are not only intellectually savvy but also spiritual savvy and grow up to be virtuous people. Form of non-formal religious education can be done through pasraman system. Implementation of pasraman activities in Desa Adat Tangeb have differences with pasraman in general. Pasraman Lingga Yoni Desa Adat Tangeb includes children who are genuine Catholics from Indigenous Desa Adat Tangeb.</em></p><p><em>The theory used to analyze the problem formulation is the multicultural theory used to dissect the formulation of the first problem, the behavioristic theory used to dissect the formulation of the second and third problems. The research method used is the type of qualitative research with primary data sources bendesa adat and teachers pasraman and secondary data source is the source of other supporting data. Data were collected using participant observation method, unstructured interview, documentation and literature. The collected data was analyzed using data analysis method with three steps: (1) data reduction, (2) data presentation and (3) inference / verification.</em></p><p><em>The results of this research are: First: multicultural learning pattern in pasraman Lingga Yoni is (1) contextual teaching and learning (CTL), (2) coopertative (cooperative learning), (3) instilling understanding that leads to multicultural education in self Children, through several approaches are: Instilling pluralism education, instilling and implementing the concept of Bhineka Tunggal Ika, instilling the concept of manners / ethics, applying the concept of Tri Hita Karana, and applying the concept of menyama braya. Second: the constraints on parsaman Lingga Yoni are (1) lack of understanding of Catholic children about pasraman (2) environmental influences, (3) the need for more guidance for Catholic children, (4) decreased interest of children following pasraman, (5) facilities and infrastructure are still minimal. Third: the efforts undertaken to facilitate pasraman learning activities are, (1) conduct socialization, (2) provide understanding to Catholic children, (3) guide wholeheartedly and apply multicultural learning pattern, (4) affirm student attendance, (5) submit proposal.</em><strong><em></em></strong></p>

Purpose Reconciliation between Indigenous peoples and the Canadian plurality has stalled. While the Truth and Reconciliation Commission’s (TRC) Calls to Action could be a focusing event, creating a window of opportunity for transformative social innovations; we see coalescing of interest, social capital and investment in decolonization and indigenization in the proliferation of professorships, programs, installations and statements. However, Blackfoot (Siksika) Elder Roy Bear Chief raised significant concerns that Indigenous knowledge, experiences and people are not yet seen as relevant and useful in higher education; such marginalization must be addressed at a systems level for authentic reconciliation at any colonial university. The purpose of this paper was to explore this dual goal of exploring barriers to and opportunities for Indigenous knowledges and knowledge holders to be valued as relevant and useful in the Canadian academy, using a complexity- and systems-informed lens. Design/methodology/approach Local Indigenous Elders provided guidance to reflect study purpose and target audience of academics, with an approach that respectfully weaved Westernized research methods and co-learning through indigenous knowledge mobilization strategies. This analysis extends results from a qualitative grounded theory study to explain social processes of professors and administrative leadership in a Canadian mid-sized university regarding barriers and facilitators of implementing TRC Calls to Action. This further interpretation of applied systems and panarchy heuristics broadens understanding to how such micro-social processes are positioned and influence larger scale institutional change. Findings This paper discusses how the social process of dominionization intentionally minimizes meaningful system disruption by othering indigenous knowledge and knowledge holders; this form of system-reinforcing boundary work contributes to rigidity and inhibits potentially transformative innovations from scaling beyond individual niches and moments in time. Elders’ consultation throughout the research process, including co-learning the meaning of findings, led to the gifting of traditional teachings and emerging systems and multi-scale framework on the relevance of indigenous knowledges and peoples in higher education. Research limitations/implications This study was performed in one faculty of one Canadian institution; an important and potentially widely-present social process was identified. Further research is needed for greater generalizability. Conditions that led to this study are increasingly common across Canada, where at least one third of higher education organizations have explicit indigenization strategies and internationally where the rights and self-determination of indigenous peoples are growing. Social implications Insights from this study can inform conversations about social innovation in institutional settings, and the current systems’ resistance to change, particularly when exploring place-based solutions to national/international questions. These initiatives have yet to transform institutions, and while transformation is rarely rapid (Moore et al., 2018), for these potential innovations to grow, they need to be sustainable beyond a brief window of opportunity. Scaling up or deep within the academy seems to remain stubbornly elusive despite attention to the TRC. Originality/value This study contributes to a growing literature that explores the possibilities and opportunities between Indigenous epistemologies and social innovation study and practice (McGowan, 2019; Peredo, McLean and Tremblay, 2019; Conrad, 2015), as well as scholarship around Indigenization and decolonization in Canada and internationally.

In today’s global competitive arena the term “knowledge economy” is no mere slogan. It points to the very real fact that economic activities are increasingly knowledge intensive and that in this globalized world, success will come to those that are able to generate and harness knowledge in order to stay ahead of the pack. Research shows that in economies that do not have sufficient infrastructure, natural resources or may be designed as high cost base locations, comparative advantage has shifted to knowledge-based activities that cannot be transferred around the world without a significant cost. High knowledge and skills based economies will most likely be able to attract and retain investments in industries with a strong future. It is no secret that good education lies at the heart of economic growth and development. At the same time, improving the quality and relevance of education is enormously difficult not least because there is no one single policy measure that will do so effectively.Macedonia is not exclusion to this fact. The Macedonia’s employers and employees face a huge talent management dilemma. Analyses by all relevant institutions (World Bank, NGOs) and interviews with multiple representatives from the private sector companies indicate that while the labor pool is growing (supply side), it does not provide the skills needed by employers (demand side) so, that they could be competitive and further grow in today’s market. Employers are nearly unified in their criticism of an education system that produces graduates with limited practical experience and no soft skills transferable to the workplace. This is largely due to a lack of experiential education, competency based curricula, pragmatic guidance, which fails to meet the needs of the business community. The burden falls most often on employers to provide practical training, usually on the job. While in-company training is good practice, the scale of the skill gap requires a cost and internal training capability that many enterprises cannot afford, creating a disincentive for businesses to hire new employees.The dilemma has impacted job seekers (official unemployment in Macedonia is around 28% as of December 2017) and contributes to lower overall economic growth. It is especially problematic for micro and small enterprises (MSEs), which make up a large proportion of employment in Macedonia. MSE size and limited capacity makes their employees skills, experience and multitasking capabilities that much more critical for growth. Additionally, MSEs often lack the resources necessary to effectively train and maximize the productivity of their staff. As a result, sustained employment growth within Macedonia must include the development of a pipeline of skilled employees for microenterprises, including bolstering the capacity of small businesses to organize and train their workers. On the other side, the formal education institution dislike they way the private sector manages their employees. According to many of them, this is due to the fact that companies believe that their performance in the market is not directly linked with the human capital performance. In addition, education holds to the belief that private sector companies are not engaged enough in creating the next pool of talents in Macedonia. When they are invited to participate in the classrooms as expert of guest speaker, hire or engage students they show little interest. To conclude, the education institution believes that private sector companies in Macedonia consider the investment in human capital as a cost and not an investment.

Abstract Introduction: Multiple Myeloma (MM) is an incurable cancer characterized by a pre-malignant clonal phase of disease called monoclonal gammopathy of undetermined significance (MGUS). Most patients with MGUS do not develop overt MM and the biology underlying this potential transformation is unclear. Investigations to prevent the development of MM from MGUS are limited by the relative infrequency of MGUS progression. Unfortunately, MGUS cells have historically proven difficult to grow in vitro because of slow rates of proliferation and difficulty in sustaining cell cultures. We present evidence of an in vitro model that generates MM-like plasma cells from patients diagnosed with only MGUS. We further present gene expression patterns of primary patient cells versus the induced MM cells to provide guidance as to important initiating events within our model. Methods: We collected a CD38+ cell fraction and a mononuclear (CD38-) fraction from 4 patients with MGUS using a Miltenyl Biotec column Separator. The CD38- fraction was grown in RPMI with 10% FBS and 1% sodium pyruvate with or without a polyglycolic acid/ poly L-lactic acid 90/10 (PLGA) copolymer scaffold to create 3D culture conditions. The mononuclear layer from healthy donors and the MM cell line, U266, were grown as controls. We then analyzed the initial CD38+ fraction, the initial CD38- fraction, and the CD38- fraction grown in media or 3D co-culture by flow cytometry for expression of kappa, lambda, CD38, CD138, CD45, CD19, and CD56. Gene expression analysis was performed using RNA-sequencing data from the CD38+, CD38-, cultured CD38-, and control cells. Expression of the top 100 ranked differentially expressed genes, which demonstrated the largest variation, were further analyzed using the nCounter® Analysis System (NanoString Technologies). Results: The CD38- fraction from MGUS patients grew into an adherent layer of elongated cells, consistent with bone marrow stromal cells. After several months, the stromal cells were noted to change shape and new, round cells were observed budding off from the stromal layer. Over time, the stromal layer disappeared and the round plasmacytoid cells remained. Characterization of these round cells revealed them to be plasma cells by IHC and flow cytometry. When comparing these in vitro generated cells to the initial CD38+ fraction removed from patients, the new cells showed the re-emergence of CD38 and CD138, increased expression of CD56 and CD19, and decreased expression of CD45. Gene expression analysis revealed 3 distinct populations of cells. The initial CD38- fraction separated with the healthy mononuclear layer. The initial CD38+ fraction clustered independently while the grown plasma cells clustered with the U266 cells. Analysis of the differential gene expression patterns revealed differences in the expression of immunoglobulin genes, as well as alterations in expression of extracellular matrix and cell adhesion markers including PAI-1, MMP2, COL1A2, and GREM1; and alterations in expression of mitochondrial genes. Conclusion: To our knowledge, this is the first in vitro simulation of disease progression from MGUS to MM. Our model induced the growth of plasma cells with an aggressive phenotype as assayed by flow cytometry. The gene expression profile further demonstrates gene expression patterns from our induced plasma cells consistent with MM versus MGUS. The alterations in extracellular matrix proteins as seen in our induced plasma cells are consistent with an epithelial to mesenchymal type transition implicated in disease progression, metastasis, and bone lesions. Additionally, the alterations in mitochondrial gene expression have been implicated in early disease progression in colon cancer and MM. These findings provide further evidence that our model simulates disease transformation and the expression data suggest possible pathways that may be important in myeloma disease progression that can be further evaluated in vivo. Disclosures No relevant conflicts of interest to declare.

In some respects, the prospect of returning to some degree of normality is evident on the horizon. However, climate and the future of energy show little sign of a return to prepandemic normalcy. The future of our energy system is being transformed, and oil and gas are crucial for energy stability as well as the transformation. One of the miracles over the past year has been the accumulated knowledge around the human genome and application of this science to the rapid development of efficacious vaccines. As within oil and gas, humans can rise to the challenge to solve complex problems when identified. This is playing out as we see societal drivers around climate change and net-zero carbon emissions. Over the past year, SPE produced 11 events focused on the energy transition and continued the development of the Gaia Sustainability Program initiated by the SPE Health, Safety, Environment, and Sustainability (HSES) discipline. It is now a thriving community of SPE members across all disciplines committed to enabling and empowering all members and other interested parties who wish to engage in the alignment of the future of energy with sustainable development. An on-demand library of Gaia Talks and other resources has been built using the strategic programming framework (www.spe.org/en/gaia). Advances in our understanding and application of technology, and the development of those who can use it to better the world, are highlighted in the selections made for this month’s Technology Focus—genome sequencing of invasive species, technology to identify fatigue, and development of human capital for the industry in Kazakhstan. We must not forget the key element in any strategic improvement of performance: the human being. This starts with developing human capital at the university level. The industry is also working on progressing our understanding and application of human factors and human performance. As mentioned in the October 2020 JPT, the oil and gas industry has formed the Human Performance Oil and Gas (HPOG) alliance modeled after the very successful Dropped Objects Prevention Scheme program. The return to a more-normal life also means that our traditional conference model can reengage membership. Face-to-face meetings accelerate networking and the transfer of knowledge, which is core to the SPE mission. Events focusing on HSES this year include a planned in-person gathering the first week of November: HSES Focus on the Future—Responding to Changes and How the HSES Function Will Grow (3–5 November). This event will primarily cover health, environment, and sustainability with one panel on land transportation safety. It is strategically planned for the same week and at the same hotel in Fort Worth, Texas, where the American Institute of Mining, Metallurgical, and Petroleum Engineers will hold its first Joint Congress on Safety (1–3 November). A key element in building strategies within the SPE HSES discipline is the future of the function. Leading the efforts around this will be the newly formed HSES Executive Advisory Committee (EAC). This EAC, led by Fawaz (Fuzzy) Bitar, senior vice president of HSE and carbon at BP and former chair of the International Association of Oil and Gas Producers, includes HSE leadership from various upstream operators and contractors and will help with guidance and direction for SPE HSES Technical Director Annamaria Petrone. The EAC will hold a meeting and participate in plenary panels during the SPE HSES event in November. Recommended additional reading at OnePetro: www.onepetro.org. SPE 202737 6×6 Occupational Health Hazard Risk Rating Matrix: A Useful Tool in the Determination of Risk Levels of Workplace Health Hazards by Bufford Ang, Abu Dhabi National Oil Company, et al. OTC 30840 Self-Certification and Safety Compliance for Robotics Platforms by Osama Farouk Zaki, Heriot-Watt University, et al. SPE 201312 Long-Term, Periodic Aerial Surveys Cost-Effectively Mitigate Methane Emissions by Sri Sridharan, Pioneer Natural Resources, et al.

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. 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AbstractIn the developing nervous system, axons navigate through complex terrains that change depending on when and where outgrowth begins. For instance, in the developing cochlea, spiral ganglion neurons extend their peripheral processes through a growing and heterogeneous environment en route to their final targets, the hair cells. Although the basic principles of axon guidance are well established, it remains unclear how axons adjust strategies over time and space. Here, we show that neurons with different positions in the spiral ganglion employ different guidance mechanisms, with evidence for both glia-guided growth and fasciculation along a neuronal scaffold. Processes from neurons in the rear of the ganglion are more directed and grow faster than those from neurons at the border of the ganglion. Further, processes at the wavefront grow more efficiently when in contact with glial precursors growing ahead of them. These findings suggest a tiered mechanism for reliable axon guidance.

AbstractStudying how individual neuronal cells grow and interact with each other is of fundamental importance for understanding the functions of the nervous system. However, the mechanism of axonal navigation to their target region and their specific interactions with guidance factors such as membrane-bound proteins, chemical and temperature gradients, mechanical guidance cues, etc. are not well understood. Here we describe a new approach for controlling the adhesion, growth and interconnectivity of cortical neurons on Au surfaces. Specifically, we use Atomic Force Microscopy (AFM) nanolithography to immobilize growth-factor proteins at well-defined locations on Au surfaces. These surface-immobilized proteins act as a) adhesion proteins for neuronal cells (i.e. well-defined locations where the cells “stick” to the surface), and b) promoters/inhibitors for the growth of neurites. Our results show that protein patterns can be used to confine neuronal cells and to control their growth and interconnectivity on Au surfaces. We also show that AFM nanolithography presents unique advantages for this type of work, such as high degree of control over location and shape of the protein patterns, and application of proteins in aqueous solutions (protein buffers), such that the proteins are very likely to retain their folding conformation/bioactivity.

The Centers for Disease Control and Prevention (CDC) created a health communication marketing and promotion support system (support system) to help 10 CDC-funded national organizations (recipients) grow enrollment of underserved populations in the National Diabetes Prevention Program. This article describes the creation of a successful support system to increase the use of effective marketing approaches and key messaging. The support system was developed using a systematic approach. It included a needs assessment, audience research, marketing strategy identification, expert panel review, materials development, and dissemination guidance. Hands-on, individualized, and group end-user training and technical assistance was also included. Recipients received culturally and linguistically tailored marketing materials to support their specific priority audiences, as well as corresponding training on recommended dissemination methods. In in-depth key-informant interviews, staff from six recipients reported increased knowledge of local communities and audiences, efficacy and skills to conduct media interviews, capacity to identify and train champions and influencers, and greater community partner investments. With marketing support, 90% of recipients reported increased enrollment, of which 40% exceeded self-set targets and another 40% doubled or tripled their enrollment numbers. These findings indicate that a customized strategic health communication marketing and promotion support system presents a significant opportunity to help recipients increase enrollment in evidence-based interventions. Practitioners disseminating evidence-based interventions may consider a support system to increase program uptake.

In theDistributed Computing Environment, many processors/nodes remain active in system at any moment, coordinate or operate without interfering. Nodes have certain degree of freedom like own hardware, own code, sometimes ownindependent task, but at the same time there will still be sharing of some common resources and information. One of the main themes of recent research in distributed computing is "locality" (as utilized by decentralized/peer-to-peer systems). Networks grow fast, thus locality and scalability becomes a major issues. Computing security is, at its core, more than a technical issue. It is a fundamental business challenge. Managers have plenty of security alternatives, but have very little real guidance on making intelligent decisions about them. Today's distributed, multi-vendor, Internet-connected environments encompass more insecure systems and networks than ever before. Security in Distributed Computing offers the manager of distributed systems a thorough, common-sense framework for cost-effective computer security. The first step to understand security is to know what the potential risks are, or more specifically, to determine the type and level of security risks for the organizations. Security risks are unique to each organization because they are dependent on the nature of the business and the environment in which the organization operates. Security risk is determined by identifying the assets that need to be protected.

According to the RGB law display, the polymorphism of the giant clam mantle color pattern is through four iridocytes. The boring giant clam (Tridacna crocea) exhibits diverse mantle colors, including blue, green, purple, gold, and orange. In order to evaluate the genetic laws driving these mantle color patterns, a complete diallel cross between two color strains [blue strain (only blue iridocyte) and the yellow-green strain (yellow and green iridocytes)] was performed. Using a single-to-single mating system, two intra-strain crosses (BB and YY) and two reciprocal inter-strain crosses (BY and YB) were produced in triplicates. Higher fertilization rate and hatching rate were observed in all experimental groups, suggesting that there was no sperm–egg recognition barrier between the two strains. In the grow-out stage, the size of the reciprocal hybrids was larger than that of the two pure strains with a degree of heterosis. In addition, compared with the two pure strains, the hybrids have higher larval metamorphosis rate and higher survival rate. At 1 year of age, the mantle color pattern of pure strains showed 100% stable inheritance, while the reciprocal hybrids exhibited colorful patterns (a combination of blue, yellow, and green), suggesting that there was a genetic recombination of the mantle colors during the stable expression period. These results provide a theoretical basis for the formation of the mantle color of giant clam and its genetic segregation law, as well as provide guidance for genetic breeding of giant clams.

Abstract:The existence of new thoughts rergarding on the fostering function which becomes more than an entrapment, but also functioned on social rehabilitation and reintegration of prison-assisted children, gives birth to a formation system, that has long been known, called a penal system. Protection of children in all activities carried out to guarantee and protect themselves and their rights, so they can live, grow, develop and participate optimally according to human dignity and get protection from violence and discrimination. Although various improvements have been made regarding the criminal arrangements for children in prisons, such as conditional criminal institutions, conditional release, and special prosecution institutions, but basically the nature of the penalties and child health services still departs from the principle and the prison system. For this reason, efforts should be made to ensure that youngsters behave according to the existed norms. To achieve this goal, those efforts are required to foster, maintain and improve the welfare of children. This study applied a qualitative research method with an empirical normative approach. The results of the study revealed that the system of imprisonment and carried out guidance based on Law Number 12 of 1995 concerning Penitentiary, which was accompanied by an institution "prison house", was gradually seen as a system and means that were no longer suitable to the concept of rehabilitation and social reintegration . Hence, the child prisoners cannot be directed to have an awareness for not commiting a crime, and back as a good citizen and responsible for themselves.Keywords: Child Criminal Justice System, Fostered Children's Health Services, Tangerang Abstrak:Adanya pemikiran-pemikiran baru mengenai fungsi pembinaan yang tidak lagi sekedar penjeraan, tetapi juga merupakan suatu usaha rehabilitasi dan reintegrasi sosial terhadap anak warga binaan pemasyarakatan yang telah melahirkan suatu sistem pembinaan yang sejak lama dikenal dan dinamakan dengan sistem pemasyarakatan. Perlindungan anak dalam segala kegiatan dilakukan untuk menjamin dan melindungi anak dan hak-haknya, agar dapat hidup, tumbuh, berkembang dan berpartisipasi secara optimal sesuai dengan harkat dan martabat kemanusiaan, serta mendapat perlindungan dari kekerasan dan diskriminasi. Walaupun telah diadakan berbagai perbaikan mengenai tatanan sel-sel pemidanaan terhadap anak di lembaga pemasyarakatan, seperti pranata pidana bersyarat, pelepasan bersyarat, dan pranata khusus penuntutan, namun pada dasarnya sifat pemidanaan dan pelayanan kesehatan anak masih bertolak dari azas dan sistem pemenjaraan. Untuk itu, perlu diusahakan agar generasi muda memiliki pola perilaku yang sesuai dengan norma-norma yang hidup dalam masyarakat. Guna mencapai maksud tersebut diperlukan usaha-usaha pembinaan, pemeliharaan dan peningkatan kesejahteraan anak. Penelitian ini menggunakan metode penelitian Kualitatif dengan pendekatan normatif empiris. Hasil penelitian menyatakan bahwa sistem pemenjaraan dan pembinaan yang dilakukan berdasarkan Undang-Undang Nomor 12 tahun 1995 tentang Lembaga Pemasyarakatan, yang disertai dengan lembaga “rumah penjara” secara beransur-ansur dipandang sebagai suatu sistem dan sarana yang tidak lagi sejalan dengan konsep rehabilitasi dan reintegrasi sosial. Sehingga narapidana anak belum dapat diarahkan untuk dapat sadar agar tidak melakukan kejahatan atau tindak pidana, dan dapat kembali menjadi warga masyarakat yang baik dan bartanggungjawab bagi dirinya sendiri. Kata Kunci: Sistem Peradilan Pidana Anak, Layanan Kesehatan Anak Asuh, Tangerang

“Man has, as it were, become a kind of prosthetic God. When he puts on all his auxiliary organs he is truly magnificent; but those organs have not grown on to him and they still give him much trouble at times” (Freud 37-39).Introduction and Background Self-tracking is not a new phenomenon. For centuries, people have used self-examination and monitoring as a means to attain knowledge and understanding about themselves. People would often record their daily activities (like food consumption, sleep and physical exercise) and write down accompanying thoughts and reflections. However, the advent of digital technology in the past decades has drastically changed the self-tracking sphere. In fact, the popularisation of self-tracking technology (STT) in mobile applications and wearable devices has allowed users to track daily activities on a closer and more accurate scale than previously affordable. Gary Wolf, the founder of a niche movement called the ‘Quantified Self’, suggested that “if you want to replace the vagaries of intuition with something more reliable, you first need to gather data. Once you know the facts, you can live by them” (Wolf). This reveals that STT has the capacity to guide users by virtue of the data collected and insights provided by the technology. Thus, instead of using intuition, which is potentially unreliable and subjective, data – finite and objective by nature – can be used to guide the process by providing definitive facts, figures and patterns. Arguably, this technologises users, allowing them to enhance their performance and capabilities by using STTs to regulate and monitor their behaviour. Hence, in this article, I position self-tracking technology (STT) as an interactive media technology, a tool for surveillance and regulation, and an “extension of man”. However, the use of and reliance on STT can compromise personal autonomy, and this journal article will investigate how users’ personal autonomy has been affected due to STT’s function as an extension of man, or a “prosthetic”. I use case study vignettes to investigate impacts on personal autonomy in three spheres: the workspace, relationships and the physical environment. Extending ManSTTs reconfigure our bodies in data form and implicate our personhood and autonomy. Human physicality has changed now that technology and data have become so integral to how we experience and view our bodies. STTs technologise human bodies, transforming them into data bodies, augmented and reliant on digital media. As Marshall McLuhan (63) put it: “In this electric age we see ourselves being translated more and more into the form of information, moving toward the technological extension of consciousness”. With the integration of STT into our daily lives, consumers increasingly rely on cues from their devices and applications to inform them about their bodies. This potentially affects the autonomy of an individual – since STT becomes an extension of the human body. In the 1960s, when the mass media was burgeoning, Marshal McLuhan proposed the idea that the media acted as an extension of man. STTs similarly act as an extension of users’ embodied capabilities and senses, since the data collected by these technologies is shared with users, allowing them to alter their bodies and minds, aiming to be as productive and effective as possible. In Understanding Media, McLuhan’s interpretation of electronic media was prescient. He anticipated the development of so-called “smart” devices, noting that, in the information age man “wears [his] brain outside [his] skull and [his] nerves outside [his] hide” (63). This is reflective of STT’s heavy reliance on sensor technology and smart technology. Simply examining how a Fitbit – a popular wearable self-tracking device – operates is illustrative. For instance, some Fitbits have an altimeter sensor that detects when the wearer is elevated, and hence counts floors. Fitbits also count steps using a three-axis accelerometer, which turns the wearer’s movements into data. Furthermore, Fitbit devices are capable of analysing and interpreting this acceleration data to provide insights about “frequency, duration, intensity, and patterns of movement to determine [users’] steps taken, distance travelled, calories burned, and sleep quality” (“Fitbit”). Fitbit relies on sensor technologies (“nerves”) to detect and interpret activities, and such insights are then transmitted to users’ smart devices (“brains”) for storage, to be analysed at a time of convenience. This modus operandi is not exclusive to Fitbit, and in fact, is the framework for many STTs. Hence, STTs have the potential to extend the natural capabilities of the human body to regulate behaviour.The WorkplaceThis notion of STT as a regulatory prosthetic is seen in its ability to enforce standardised norms on individuals by using surveillance as a disciplinary measure. STTs can enforce norms on users by transforming the workplace into a panopticon, which is an institutional structure that allows a watchman to observe individuals without them knowing whether they are being watched or not. STTs are used to gather data about performance and behaviour, and users are monitored constantly. As a result, they adjust their behaviouraccordingly. US retail titan Amazon has repeatedly raised concerns over the past years because of its use of wearables to survey workers during shifts. Adam Littler, an Amazon employee, came forward in 2013 accusing his employers of forcing him to walk 11 miles during a single work shift. His distance travelled was measured and tracked using a pedometer, while a handheld scanner guided him around the warehouse and notified him if he was meeting his targets (Aspinall). Amazon also recently designed and patented a wristband that is capable of tracking wearers’ (employees’) movements, including hand placement (Kelly). The reliance on such tracking technology to guide actions and supplement users with information to increase productivity reveals how STT can serve as a prosthetic that is used to enhance man’s abilities and performance However, the flipside of such enhancement is exploitation – employers augment users with technology and force them to adhere to standards of performance that are difficult to achieve. For instance, documents have recently surfaced that suggest Amazon terminates employees based on productivity statistics. It was reported that around 300 full-time employees were fired for “failing to meet productivity quotas”. According to the documents, “Amazon’s system tracks the rates of each individual associate’s productivity and automatically generates any warnings or terminations regarding quality or productivity without input from supervisors” (Lecher). This is reflective of how actors that are in power, like employers, can impose self-tracking practises onto employees that compromise their personal autonomy. Foucault finds that the panopticon’s utility and potency as a discipline mechanism lies in its efficiency as enforcers do not have to constantly survey people to ensure they conform. Thus, it manoeuvres existing power structures to achieve a particular goal – for instance, higher productivity or economic growth. Foucault also notes: The discipline of the workshop, while remaining a way of enforcing respect for the regulations and authorities, of preventing thefts and losses, tends to increase aptitudes, speeds, output and therefore profits; it still exerts a moral influence over behaviour, but more and more it treats actions in terms of their results, introduces bodies into a machinery, forces into an economy. (210) STTs in the workspace (or workshop) can act as prostheses, allowing employers to enhance their employee’s capabilities. Such technology creates an environment in which workers feel pressured to perform in adherence to certain set standards. Thus, employees are disciplined by STTs, and by the surveillance of their employers that follows. Arguably, such surveillance is detrimental to personal autonomy, as the surveyed feel that they have to behave in compliance to standards enforced by those in power (ie. their employers). Physical Environment With the aim of productivity and efficiency in mind, users grow dependant on devices to augment their realities with helpful technology. As mentioned earlier, McLuhan (90) ideates that “technologies are extensions of our physical and nervous systems to increase power and speed” is particularly significant. The iPhone is an example that illustrates this point very clearly as they are inbuilt with complex technology that includes a variety of sensors. The iPhone 7, for example, has a range of sensors including an accelerometer, a gyroscope, a magnetometer, a GPS, a barometer, and an ambient light sensor (Nield). These gather information about users’ surroundings and feed it back to them, and they are then able to make informed decisions. Hence, if a user wants to travel to a certain place, the phone has the ability to point out the quickest route possible, or which route to take if they would like to stop by a certain location along the way. This cultivates a reliance on navigational technologies that use automated self-tracking to direct users’ daily lives, functioning as an extension and enhancement of their geographical memory and sense of direction. However, using these technologies may in fact be dulling our body’s abilities. For instance, anthropologist Tim Ingold posits that relying on navigation technology has reduced humans’ inborn wayfaring capabilities (Ingold). These satellite navigation technologies are one of the most popular ways in which people track their movements and move through space; for instance, a whole market of rideshare applications like Uber and OlaCabs rely on this technology. Using this technology has allowed people to navigate and travel with ease. However, this can be seen to lead to a lack of “spatial awareness and cartographic literacy”. Essentially, traditional maps skills are viewed as redundant and it can encourage an over-reliance on technology (Speake and Axon). According to McKinlay navigation is a “use-it-or-lose-it skill” and “automatic wayfinding” was reducing natural navigation abilities. A UCL neuroscience study found that licensed London taxi drivers have a larger than average hippocampus in their brains, as they are capable of storing a mental map of the city in their minds, by learning street layouts and locations of places of interest. The hippocampus is the part of the brain that is linked to spatial memory and navigation skills (Maguire, Woollett and Spiers 1093). Dr Eleanor Maguire, the neuroscientist who led the study, noted that if the taxi drivers started “using GPS, that knowledge base will be less and possibly affect the brain changes we are seeing” (Dobson). In turn, an increasing reliance on GPS and navigation technologies in self-tracking devices may result in a diminishing hippocampus, according to neuroscientist Veronique Bohbot of McGill University. The atrophy of the hippocampus has also been linked to the risk of dementia (Weeks), which reveals how the technologies that augment space may atrophy the “natural abilities” (McKinlay) and thus, the autonomy of users. RelationshipsAs with areas like the workspace and spatial environments, sociality and intimacy are increasingly being mediated by technology – the digital capabilities of new media have expanded users’ options and provided a variety of technological tools that allow us to streamline and reflect on social interactions and behaviour, serving as a social prosthetic. This is especially significant in the sphere of self-tracking. However, relying on STT to gain insight into sociality may alter the ways in which we think of intimacy and communication, and may also have an impact on users’ independence and trust. Hasinoff (497-98) notes that using tracking technologies within families and intimate relationships can have potentially harmful effects, such as a loss of trust. In particular, children who are pushed into self-tracking by their families may suffer from a loss of independence as well as an inability to perceive and react to risk. In such a situation, STT serves as a prosthetic that aims to ensure safety, however, surveillance through STTs enforces power disparities and simultaneously creates a dependency between the watched and watchers, and this would affect users’ personal autonomy as they are viewed under a panoptic lens. In fact, Hasinoff finds that “[family tracking and monitoring apps] exaggerate risks, offer illusory promises of safety, and normalize surveillance and excessive control in familial relationships”. I argue that this is the consequence of pushed self-tracking in the sphere of sociality and intimacy. Users may feel pressure from their families or partners to participate in self-tracking and allow their data to be accessed by them. However, the process of participating in such a mediated and monitored relationship could create “asymmetrical relations of visibility” (Trottier 320), as this sharing of information may not always be two sided. For instance, on the app Life360, parents can enforce that their children share their locations at all times, while they are able to conceal their own locations. This intensifies the watcher’s control and diminishes the watched’s privacy and autonomy. Quite ironically, Life360’s tagline is “feel free, together”. As an app geared at family safety, Life360 assumes that the family is a safe space – however, families too may pose a significant risk to vulnerable users’ (such as young children and women) autonomy and privacy. User complaints about inaccurate location information reveal “controlling, asymmetrical, and potentially abusive uses of the app” that can aggravate dysfunctional power dynamics in intimate and familial relationships. For instance, jealous partners or overprotective parents could grow increasingly suspicious or even aggressive (Hasinoff 504). Critical users who reviewed the app claimed that the app “ruined [their] social life” and enabled their “family to stalk [them] 24/7”. In another case, a user claimed the app was “toxic”, noting it would “destroy their [children’s] trust” (App Store; Life360). While the app asserts that each user does have control over the extent of location sharing, they may feel the need to remain visible because of familial pressure and expectations, since their family relies visibility on the app as an indicator of safety. This too, is problematic – self-tracking one’s locations provides just that – a geolocation pin, which is not a clear measure or indicator of the well-being or safety of the user. Simpson argues that constructing location information as safety information is not reliable because it could “promote a false sense of security based on the sense that if you know where your child is then that means they are safe” (277). Additionally, this also sets an imperative that users need to be monitored or monitor themselves at all times to ensure safety, and such a use of surveillance technology could result in users being hyperalert and anxious (Hasinoff 497). Extending man’s awareness to this degree and engaging in such surveillance may create a false sense of security and dependency, that ultimately puts everyone’s autonomy at risk.ConclusionSTT performs as an informational prosthetic for man. We conventionally tend to think of prostheses as extensions of our physical and sensory abilities, used to enhance or replace missing functions. In the case of STT, they have inbuilt decision-making and guidance capabilities, enhancing humans’ ability to process and understand information. This is a new type of digital prosthetic that has not existed before. It thus seems that the new generation of prostheses are no longer just physical and material – they operate as intellectual and cognitive extensions of our bodies. However, when users’ decision-making processes are increasingly displaced by informational prostheses, it is important to determine the extent to which they are impairing our organic capacity for orienting, sense-making and intimacy. ReferencesApp Store. Mobile app. Apple Inc. 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Being Alive: Essays on Movement, Knowledge and Description. London: Routledge, 2011.Kelly, Heather. “Amazon's Idea for Employee-Tracking Wearables Raises Concerns.” CNN Business 2 Feb. 2018. <https://money.cnn.com/2018/02/02/technology/amazon-employee-tracker/index.html>. Lecher, Colin. “How Amazon Automatically Tracks and Fires Warehouse Workers for ‘Productivity’.” The Verge 25 Apr. 2019. <https://www.theverge.com/2019/4/25/18516004/amazon-warehouse-fulfillment-centers-productivity-firing-terminations>.Life360. “Life360 – Feel Free, Together.” 1 June 2019 <https://www.life360.com/>.Lupton, Deborah. The Quantified Self. Malden: Polity, 2016.Maguire, Eleanor, Katherine Woollett, and Hugo Spiers. “London Taxi Drivers and Bus Drivers: A Structural MRI and Neuropsychological Analysis.” Wiley Interscience 16.12 (2006): 1091-1101. DOI: 10.1002/hipo.20233.McLuhan, Marshall. Understanding Media: The Extensions of Man. 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Phillip Noyce is one of Australia’s most prominent film makers—a successful feature film director with both iconic Australian narratives and many a Hollywood blockbuster under his belt. Still, his beginnings were quite humble and far from his role today when he grew up in the midst of the counterculture of the late sixties. Millions of young people his age joined the various ‘movements’ of the day after experiences that changed their lives—mostly music but also drugs or fashion. The counterculture was a turbulent time in Sydney artistic circles as elsewhere. Everything looked possible, you simply had to “Do It!”—and Noyce did. He dived head-on into these times and with a voracious appetite for its many aspects—film, theatre, rallies, music, art and politics in general. In fact he often was the driving force behind such activities. Noyce described his personal epiphany occurring in 1968: A few months before I was due to graduate from high school, […] I saw a poster on a telegraph pole advertising American 'underground' movies. There was a mesmerising, beautiful blue-coloured drawing on the poster that I later discovered had been designed by an Australian filmmaker called David Perry. The word 'underground' conjured up all sorts of delights to an eighteen-year-old in the late Sixties: in an era of censorship it promised erotica, perhaps; in an era of drug-taking it promised some clandestine place where marijuana, or even something stronger, might be consumed; in an era of confrontation between conservative parents and their affluent post-war baby-boomer children, it promised a place where one could get together with other like-minded youth and plan to undermine the establishment, which at that time seemed to be the aim of just about everyone aged under 30. (Petzke 8) What the poster referred to was a new, highly different type of film. In the US these films were usually called “underground”. This term originates from film critic Manny Farber who used it in his 1957 essay Underground Films. Farber used the label for films whose directors today would be associated with independent and art house feature films. More directly, film historian Lewis Jacobs referred to experimental films when he used the words “film which for most of its life has led an underground existence” (8). The term is used interchangeably with New American Cinema. It was based on a New York group—the Film-Makers’ Co-operative—that started in 1960 with mostly low-budget filmmakers under the guidance of Jonas Mekas. When in 1962 the group was formally organised as a means for new, improved ways of distributing their works, experimental filmmakers were the dominant faction. They were filmmakers working in a more artistic vein, slightly influenced by the European Avant-garde of the 1920s and by attempts in the late 1940s and early 1950s. In film history, this era is also known as the Third Avant-garde. In their First Statement of the New American Cinema Group, the group drew connections to both the British Free Cinema and the French Nouvelle Vague. They also claimed that contemporary cinema was “morally corrupt, aesthetically obsolete, thematically superficial, temperamentally boring” (80). An all-encompassing definition of Underground Film never was available. Sheldon Renan lists some of the problems: There are underground films in which there is no movement and films in which there is nothing but movement. There are films about people and films about light. There are short, short underground films and long, long underground films. There are some that have been banned, and there is one that was nominated for an Academy Award. There are sexy films and sexless films, political films and poetical films, film epigrams and film epics … underground film is nothing less than an explosion of cinematic styles, forms and directions. (Renan 17) No wonder that propelled by frequent serious articles in the press—notably Jonas Mekas in the Village Voice—and regular screenings at other venues like the Film-makers’ Cinemathèque and the Gallery of Modern Art in New York, these films proved increasingly popular in the United States and almost immediately spread like bush fires around the world. So in early September 1968 Noyce joined a sold-out crowd at the Union Theatre in Sydney, watching 17 shorts assembled by Ubu Films, the premier experimental and underground film collective in 1960s Australia (Milesago). And on that night his whole attitude to art, his whole attitude to movies—in fact, his whole life—changed. He remembered: I left the cinema that night thinking, "I’m gonna make movies like that. I can do it." Here was a style of cinema that seemed to speak to me. It was immediate, it was direct, it was personal, and it wasn’t industrial. It was executed for personal expression, not for profit; it was individual as opposed to corporate, it was stylistically free; it seemed to require very little expenditure, innovation being the key note. It was a completely un-Hollywood-like aesthetic; it was operating on a visceral level that was often non-linear and was akin to the psychedelic images that were in vogue at the time—whether it was in music, in art or just in the patterns on your multi-coloured shirt. These movies spoke to me. (Petzke 9) Generally speaking, therefore, these films were the equivalent of counterculture in the area of film. Theodore Roszak railed against “technocracy” and underground films were just the opposite, often almost do-it-yourself in production and distribution. They were objecting to middle-class culture and values. And like counterculture they aimed at doing away with repression and to depict a utopian lifestyle feeling at ease with each imaginable form of liberality (Doggett 469). Underground films transgressed any Hollywood rule and convention in content, form and technique. Mobile hand-held cameras, narrow-gauge or outright home movies, shaky and wobbly, rapid cutting, out of focus, non-narrative, disparate continuity—you name it. This type of experimental film was used to express the individual consciousness of the “maker”—no longer calling themselves directors—a cinematic equivalent of the first person in literature. Just as in modern visual art, both the material and the process of making became part of these artworks. Music often was a dominant factor, particularly Eastern influences or the new Beat Music that was virtually non-existent in feature films. Drug experiences were reflected in imagery and structure. Some of the first comings-out of gay men can be found as well as films that were shown at the appropriately named “Wet Dreams Festival” in Amsterdam. Noyce commented: I worked out that the leading lights in this Ubu Films seemed to be three guys — Aggy Read, Albie Thoms and David Perry […They] all had beards and […] seemed to come from the basement of a terrace house in Redfern. Watching those movies that night, picking up all this information, I was immediately seized by three great ambitions. First of all, I wanted to grow a beard; secondly, I wanted to live in a terrace house in the inner city; and thirdly, I wanted to be a filmmaker. (Ubu Films) Noyce soon discovered there were a lot of people like him who wanted to make short films for personal expression, but also as a form of nationalism. They wanted to make Australian movies. Noyce remembered: “Aggy, Albie and David encouraged everyone to go and make a film for themselves” (Petzke 11). This was easy enough to do as these films—not only in Australia—were often made for next to nothing and did not require any prior education or training. And the target audience group existed in a subculture of people willing to pay money even for extreme entertainment as long as it was advertised in an appealing way—which meant: in the way of the rampaging Zeitgeist. Noyce—smitten by the virus—would from then on regularly attend the weekly meetings organised by the young filmmakers. And in line with Jerry Rubin’s contemporary adage “Do it!” he would immediately embark on a string of films with enthusiasm and determination—qualities soon to become his trademark. All his films were experimental in nature, shot on 16mm and were so well received that Albie Thoms was convinced that Noyce had a great career ahead of him as an experimental filmmaker. Truly alternative was Noyce’s way to finally finance Better to Reign in Hell, his first film, made at age 18 and with a total budget of $600. Noyce said on reflection: I had approached some friends and told them that if they invested in my film, they could have an acting role. Unfortunately, the guy whose dad had the most money — he was a doctor’s son — was also maybe the worst actor that was ever put in front of a camera. But he had invested four hundred dollars, so I had to give him the lead. (Petzke 13) The title was taken from Milton’s poem Paradise Lost (“better to reign in hell than serve in heaven”). It was a film very much inspired by the images, montage and narrative techniques of the underground movies watched at Ubu. Essentially the film is about a young man’s obsession with a woman he sees repeatedly in advertising and the hallucinogenic dreams he has about her. Despite its later reputation, the film was relatively mundane. Being shot in black and white, it lacks the typical psychedelic ingredients of the time and is more reminiscent of the surrealistic precursors to underground film. Some contempt for the prevailing consumer society is thrown in for good measure. In the film, “A youth is persecuted by the haunting reappearance of a girl’s image in various commercial outlets. He finds escape from this commercial brainwashing only in his own confused sexual hallucinations” (Sydney Filmmakers Co-operative). But despite this advertising, so convincingly capturing the “hint! hint!” mood of the time, Noyce’s first film isn’t really outstanding even in terms of experimental film. Noyce continued to make short experimental films. There was not even the pretence of a story in any of them. He was just experimenting with his gear and finding his own way to use the techniques of the underground cinema. Megan was made at Sydney University Law School to be projected as part of the law students’ revue. It was a three-minute silent film that featured a woman called Megan, who he had a crush on. Intersection was 2 minutes 44 seconds in length and shot in the middle of a five-way or four-way intersection in North Sydney. The camera was walked into the intersection and spun around in a continuous circle from the beginning of the roll of film to the end. It was an experiment with disorientation and possibly a comment about urban development. Memories was a seven-minute short in colour about childhood and the bush, accompanied by a smell-track created in the cinema by burning eucalyptus leaves. Sun lasted 90 seconds in colour and examined the pulsating winter sun by way of 100 single frame shots. And finally, Home was a one-and-a-half-minute single frame camera exploration of the filmmaker’s home, inside and out, including its inhabitants and pets. As a true experimental filmmaker, Noyce had a deep interest in technical aspects. It was recommended that Sun “be projected through a special five image lens”, Memories and Intersection with “an anamorphic lens” (Sydney Filmmakers Co-operative). The double projection for Better to Reign in Hell and the two screens required for Good Afternoon, as well as the addition of the smell of burning leaves in Memories, were inroads into the subgenre of so-called Expanded Cinema. As filmmaking in those days was not an isolated enterprise but an integral part of the all-encompassing Counterculture, Noyce followed suit and became more and more involved and politiced. He started becoming a driving force of the movement. Besides selling Ubu News, he organised film screenings. He also wrote film articles for both Honi Soit and National U, the Sydney University and Canberra University newspapers—articles more opinionated than sophisticated. He was also involved in Ubu’s Underground Festival held in August and in other activities of the time, particularly anti-war protests. When Ubu Films went out of business after the lack of audience interest in Thoms’s long Marinetti film in 1969, Aggy Read suggested that Ubu be reinvented as a co-operative for tax reasons and because they might benefit from their stock of 250 Australian and foreign films. On 28 May 1970 the reinvention began at the first general meeting of the Sydney Filmmakers Cooperative where Noyce volunteered and was elected their part-time manager. He transferred the 250 prints to his parents’ home in Wahroonga where he was still living he said he “used to sit there day after day just screening those movies for myself” (Petzke 18). The Sydney University Film Society screened feature films to students at lunchtime. Noyce soon discovered they had money nobody was spending and equipment no one was using, which seemed to be made especially for him. In the university cinema he would often screen his own and other shorts from the Co-op’s library. The entry fee was 50 cents. He remembered: “If I handed out the leaflets in the morning, particularly concentrating on the fact that these films were uncensored and a little risqué, then usually there would be 600 people in the cinema […] One or two screenings per semester would usually give me all the pocket money I needed to live” (Petzke 19). Libertine and risqué films were obviously popular as they were hard to come by. Noyce said: We suffered the worst censorship of almost any Western country in the world, even worse than South Africa. Books would be seized by customs officers at the airports and when ships docked. Customs would be looking for Lady Chatterley’s Lover. We were very censored in literature and films and plays, and my film [Better to Reign in Hell] was banned from export. I tried to send it to a film festival in Holland and it was denied an export permit, but because it had been shot in Australia, until someone in the audience complained it could still be screened locally. (Castaway's Choice) No wonder clashes with the law happened frequently and were worn like medals of honour in those days of fighting the system, proving that one was fighting in the front line against the conservative values of law and order. Noyce encountered three brushes with the law. The first occurred when selling Ubu Films’ alternative culture newspaper Ubu News, Australia’s first underground newspaper (Milesago). One of the issues contained an advertisement—a small drawing—for Levi’s jeans, showing a guy trying to put his Levis on his head, so that his penis was showing. That was judged by the police to be obscene. Noyce was found guilty and given a suspended sentence for publishing an indecent publication. There had been another incident including Phil’s Pill, his own publication of six or eight issues. After one day reprinting some erotic poems from The Penguin Collection of Erotic Poetry he was found guilty and released on a good behaviour bond without a conviction being recorded. For the sake of historical truth it should be remembered, though, that provocation was a genuine part of the game. How else could one seriously advertise Better to Reign in Hell as “a sex-fantasy film which includes a daring rape scene”—and be surprised when the police came in after screening this “pornographic film” (Stratton 202) at the Newcastle Law Students Ball? The Newcastle incident also throws light on the fact that Noyce organised screenings wherever possible, constantly driving prints and projectors around in his Mini Minor. Likewise, he is remembered as having been extremely helpful in trying to encourage other people with their own ideas—anyone could make films and could make them about anything they liked. He helped Jan Chapman, a fellow student who became his (first) wife in December 1971, to shoot and edit Just a Little Note, a documentary about a moratorium march and a guerrilla theatre group run by their friend George Shevtsov. Noyce also helped on I Happened to Be a Girl, a documentary about four women, friends of Chapman. There is no denying that being a filmmaker was a hobby, a full-time job and an obsessive religion for Noyce. He was on the organising committee of the First Australian Filmmakers’ Festival in August 1971. He performed in the agit-prop acting troupe run by George Shevtsov (later depicted in Renegades) that featured prominently at one of Sydney’s rock festival that year. In the latter part of 1971 and early 1972 he worked on Good Afternoon, a documentary about the Combined Universities’ Aquarius Arts Festival in Canberra, which arguably was the first major manifestation of counterculture in Australia. For this the Aquarius Foundation—the cultural arm of the Australian Union of Students—had contracted him. This became a two-screen movie à la Woodstock. Together with Thoms, Read and Ian Stocks, in 1972 he participated in cataloguing the complete set of films in distribution by the Co-op (see Sydney Filmmakers Cooperative). As can be seen, Noyce was at home in many manifestations of the Sydney counterculture. His own films had slowly become more politicised and bent towards documentary. He even started a newsreel that he used to screen at the Filmmakers’ Cooperative Cinema with a live commentary. One in 1971, Springboks Protest, was about the demonstrations at the Sydney Cricket Ground against the South African rugby tour. There were more but Noyce doesn’t remember them and no prints seem to have survived. Renegades was a diary film; a combination of poetic images and reportage on the street demonstrations. Noyce’s experimental films had been met with interest in the—limited—audience and among publications. His more political films and particularly Good Afternoon, however, reached out to a much wider audience, now including even the undogmatic left and hard-core documentarists of the times. In exchange, and for the first time, there were opposing reactions—but as always a great discussion at the Filmmakers’ Cinema, the main venue for independent productions. This cinema began with those initial screenings at Sydney University in the union room next to the Union Theatre. But once the Experimental Film Fund started operating in 1970, more and more films were submitted for the screenings and consequently a new venue was needed. Albie Thoms started a forum in the Yellow House in Kings Cross in May 1970. Next came—at least briefly—a restaurant in Glebe before the Co-op took over a space on the top floor of the socialist Third World Bookshop in Goulburn Street that was a firetrap. Bob Gould, the owner, was convinced that by first passing through his bookshop the audience would buy his books on the way upstairs. Sundays for him were otherwise dead from a commercial point of view. Noyce recollected that: The audience at this Filmmakers’ Cinema were mightily enthusiastic about seeing themselves up on the screen. And there was always a great discussion. So, generally the screenings were a huge success, with many full houses. The screenings grew from once a week, to three times on Sunday, to all weekend, and then seven days a week at several locations. One program could play in three different illegal cinemas around the city. (Petzke 26) A filmmakers’ cinema also started in Melbourne and the groups of filmmakers would visit each other and screen their respective films. But especially after the election of the Whitlam Labor government in December 1972 there was a shift in interest from risqué underground films to the concept of Australian Cinema. The audience started coming now for a dose of Australian culture. Funding of all kind was soon freely available and with such a fund the film co-op was able to set up a really good licensed cinema in St. Peters Lane in Darlinghurst, running seven days a week. But, Noyce said, “the move to St. Peters Lane was sort of the end of an era, because initially the cinema was self-funded, but once it became government sponsored everything changed” (Petzke 29). With money now readily available, egotism set in and the prevailing “we”-feeling rather quickly dissipated. But by the time of this move and the resulting developments, everything for Noyce had already changed again. He had been accepted into the first intake of the Interim Australian Film & TV School, another one of the nation-awareness-building projects of the Whitlam government. He was on his “long march through the institutions”—as this was frequently called throughout Europe—that would bring him to documentaries, TV and eventually even Hollywood (and return). Noyce didn’t linger once the alternative scene started fading away. Everything those few, wild years in the counterculture had taught him also put him right on track to become one of the major players in Hollywood. He never looked back—but he remembers fondly…References Castaway’s Choice. Radio broadcast by KCRW. 1990. Doggett, Peter. There’s a Riot Going On: Revolutionaries, Rock Stars and the Rise and Fall of ’60s Counter-Culture. Edinburgh: Canongate, 2007. Farber, Manny. “Underground Films.” Negative Space: Manny Farber on the Movies. Ed. Manny Farber. New York: Da Capo, 1998. 12–24. Jacobs, Lewis. “Morning for the Experimental Film”. Film Culture 19 (1959): 6–9. Milesago. “Ubu Films”. n.d. 26 Nov. 2014 ‹http://www.milesago.com/visual/ubu.htm›. New American Cinema Group. “First Statement of the New American Cinema Group.” Film Culture Reader. Ed. P. Adams Sitney. New York: Praeger, 1970. 73–75. Petzke, Ingo. Phillip Noyce: Backroads to Hollywood. Sydney: Pan McMillan, 2004. Renan, Sheldon. The Underground Film: An Introduction to Its Development in America. London: Studio Vista, 1968. Roszak, Theodore. The Making of Counter Culture. New York: Anchor, 1969. Stratton, David. The Last New Wave: The Australian Film Revival. Sydney: Angus and Robertson, 1980. Sydney Filmmakers Co-operative. Film Catalogue. Sydney: Sydney Filmmakers Co-operative, 1972. Ubu Films. Unreleased five-minute video for the promotion of Mudie, Peter. Ubu Films: Sydney Underground Movies 1965-1970. Sydney: UNSW Press, 1997.