Academic literature on the topic 'Local 378 (Vancouver, B.C.)'

Abstract. We interpret a suite of satellite, aircraft, and ground-based measurements over the North Pacific Ocean and western North America during April–May 2006 as part of the Intercontinental Chemical Transport Experiment Phase B (INTEX-B) campaign to understand the implications of long-range transport of East Asian emissions to North America. The Canadian component of INTEX-B included 33 vertical profiles from a Cessna 207 aircraft equipped with an aerosol mass spectrometer. Long-range transport of organic aerosols was insignificant. Measured sulfate plumes in the free troposphere over British Columbia exceeded 1 μg/m3. We update the global anthropogenic emission inventory in a chemical transport model (GEOS-Chem) and use it to interpret the observations. Trends in Aerosol Optical Depth (AOD) retrieved from two satellite instruments (MISR and MODIS) for 2000–2006 are analyzed with GEOS-Chem to estimate an annual growth in Chinese sulfur emissions of 6.2% and 9.6%, respectively. Analysis of aircraft sulfate measurements from the NASA DC-8 over the central Pacific, the NSF C-130 over the east Pacific and the Cessna over British Columbia indicates most Asian sulfate over the ocean is in the lower free troposphere (800–600 hPa), with a decrease in pressure toward land due to orographic effects. We calculate that 63% of the measured sulfate at 600 hPa over British Columbia is due to East Asian sources. Simulation of INTEX-B and May 1985 aircraft measurements off the northwest coast of the United States reveals a 2.4–3.4 fold increase in the relative contribution of East Asian sulfate to the total burden. Campaign-average simulations indicate anthropogenic East Asian sulfur emissions increase mean springtime sulfate in Western Canada at the surface by 0.14–0.19 μg/m3 (~30%) and account for 40% of the overall regional sulfate burden between 1 and 5 km. Mean measured daily surface sulfate concentrations taken in the Vancouver area increase by 0.27 μg/m3 per 10% increase in the simulated fraction of Asian sulfate, suggesting current East Asian emissions degrade local air quality.

Background: Angiomyolipoma (AML) is a benign renal neoplasm.First-line therapy includes renal preserving surgery or angioembolization(RAE), both with good outcomes in isolated studies.However, there are no comparative randomized trials and no clinicalguidelines to help clinicians decide between these treatmentmodalities. Our study examines the patterns of AML treatment ata tertiary care centre to evaluate how local urologists have beentreating this disease.Methods: This is a retrospective study of all AMLs treated at theVancouver General Hospital (Vancouver, BC, Canada) over thepast 10 years with either RAE or surgical excision. Searches wereperformed of the radiology and pathology dictation systems, usingthe following keywords: AML, angiomyolipoma, angioembolization,embolization, surgery, partial nephrectomy and nephrectomy.Results: At our institution, more AMLs were treated by surgerythan angioembolization (42 vs. 17 cases). Angioembolization wasmore often chosen for cases of multifocal AML (35% vs. 7%) andacute hemorrhage (50% vs. 14%). In the angioembolization cases,particles were the embolic agent of choice (used 40% of the time).Conclusions: Angioembolization allows rapid patient stabilizationin cases of acute hemorrhage, and provides good renal preservationin cases of multifocal AML. It may also be preferred in largemasses when partial nephrectomy is not feasible. Surgery should beperformed in cases of diagnostic uncertainty or complex vascularanatomy not amenable to RAE. Prospective randomized studies areneeded to compare RAE and surgery to better define their indicationsin sporadic AML.Contexte : Un angiomyolipome (AML) est une tumeur bénigne durein. Le traitement de première intention comprend une chirurgiede conservation rénale ou une angioembolisation rénale, quiont toutes deux donné de bons résultats dans des études isolées.Cependant, aucun essai comparatif randomisé n’a été mené et iln’existe pas de lignes directrices pour aider les cliniciens à choisirentre ces modalités thérapeutiques. Notre étude a examiné les tendancesdans le traitement de l’AML à un centre de soins tertiairespour évaluer comment les urologues y traitent cette maladie.Méthodologie : Il s’agit d’une étude rétrospective de tous les AMLtraités au Vancouver General Hospital (Vancouver, C.-B., Canada)au cours des 10 dernières années, soit par chirurgie de conservationrénale ou par angioembolisation. Des recherches ont été effectuéesdans les systèmes de dictée vocale de radiologie et de pathologieen utilisant les mots-clés anglais suivants : AML, angiomyolipoma,angioembolization, embolization, surgery, partial nephrectomy etnephrectomy.Résultats : Dans notre établissement, plus de cas d’AML ont ététraités par chirurgie que par angioembolisation (42 cas contre 17).L’angioembolisation a été plus souvent choisie dans les cas d’AMLmultifocal (35 % contre 7 %) et d’hémorragie aiguë (50 % contre14 %). Dans les cas traités par angioembolisation, les particulesont été l’agent embolique privilégié (utilisées dans 40 % des cas).Conclusions : L’angioembolisation permet de stabiliser rapidementl’état du patient en cas d’hémorragie aiguë, et offre une bonneconservation rénale en cas d’AML multifocale. Elle peut aussi êtrepréférable en présence de larges masses quand la néphrectomiepartielle n’est pas possible. La chirurgie doit être réalisée en casd’incertitude diagnostique ou d’anatomie vasculaire complexe nese prêtant pas à l’angioembolisation rénale. Des études prospectivesrandomisées sont nécessaires pour comparer l’angioembolisationrénale et la chirurgie afin de mieux définir leurs indications dansles formes sporadiques d’AML.

Aims The circuit of pulmonary vein-gap re-entrant atrial tachycardia (PV-gap RAT) after atrial fibrillation ablation is sometimes difficult to identify by conventional mapping. We analysed the detailed circuit and electrophysiological features of PV-gap RATs using a novel high-resolution mapping system. Methods and results This multicentre study investigated 27 (7%) PV-gap RATs in 26 patients among 378 atrial tachycardias (ATs) mapped with Rhythmia™ system in 281 patients. The tachycardia cycle length (TCL) was 258 ± 52 ms with P-wave duration of 116 ± 28 ms. Three types of PV-gap RAT circuits were identified: (A) two gaps in one pulmonary vein (PV) (unilateral circuit) (n = 17); (B) two gaps in the ipsilateral superior and inferior PVs (unilateral circuit) (n = 6); and (C) two gaps in one PV with a large circuit around contralateral PVs (bilateral circuit) (n = 4). Rhythmia™ mapping demonstrated two distinctive entrance and exit gaps of 7.6 ± 2.5 and 7.9 ± 4.1 mm in width, respectively, the local signals of which showed slow conduction (0.14 ± 0.18 and 0.11 ± 0.10m/s) with fragmentation (duration 86 ± 27 and 78 ± 23 ms) and low-voltage (0.17 ± 0.13 and 0.17 ± 0.21 mV). Twenty-two ATs were terminated (mechanical bump in one) and five were changed by the first radiofrequency application at the entrance or exit gap. Moreover, the conduction time inside the PVs (entrance-to-exit) was 138 ± 60 ms (54 ± 22% of TCL); in all cases, this resulted in demonstrating P-wave with an isoelectric line in all leads. Conclusion This is the first report to demonstrate the detailed mechanisms of PV-gap re-entry that showed evident entrance and exit gaps using a high-resolution mapping system. The circuits were variable and Rhythmia™-guided ablation targeting the PV-gap can be curative.

Abstract. We interpret a suite of satellite, aircraft, and ground-based measurements over the North Pacific Ocean and western North America during April–May 2006 as part of the Intercontinental Chemical Transport Experiment Phase B (INTEX-B) campaign to understand the implications of long-range transport of East Asian emissions to North America. The Canadian component of INTEX-B included 33 vertical profiles from a Cessna 207 aircraft equipped with an aerosol mass spectrometer. Long-range transport of organic aerosols was insignificant, contrary to expectations. Measured sulfate plumes in the free troposphere over British Columbia exceeded 2 μg/m3. We update the global anthropogenic emission inventory in a chemical transport model (GEOS-Chem) and use it to interpret the observations. Aerosol Optical Depth (AOD) retrieved from two satellite instruments (MISR and MODIS) for 2000–2006 are analyzed with GEOS-Chem to estimate an annual growth in Chinese sulfur emissions of 6.2% and 9.6%, respectively. Analysis of aircraft sulfate measurements from the NASA DC-8 over the central Pacific, the NSF C-130 over the east Pacific and the Cessna over British Columbia indicates most Asian sulfate over the ocean is in the lower free troposphere (800–600 hPa), with a decrease in pressure toward land due to orographic effects. We calculate that 56% of the measured sulfate between 500–900 hPa over British Columbia is due to East Asian sources. We find evidence of a 72–85% increase in the relative contribution of East Asian sulfate to the total burden in spring off the northwest coast of the United States since 1985. Campaign-average simulations indicate anthropogenic East Asian sulfur emissions increase mean springtime sulfate in Western Canada at the surface by 0.31 μg/m3 (~30%) and account for 50% of the overall regional sulfate burden between 1 and 5 km. Mean measured daily surface sulfate concentrations taken in the Vancouver area increase by 0.32 μg/m3 per 10% increase in the simulated fraction of Asian sulfate, and suggest current East Asian emissions episodically degrade local air quality by more than 1.5 μg/m3.

Background: Total hip (THA) and total knee arthroplasty (TKA) are becoming an increasingly standard procedure in the whole world. In conjunction with an aging population and increased prevalence of osteoporosis, proper management of periprosthetic, and interprosthetic fractures is of great interest to orthopedic surgeons. This study aims to report the clinical and radiographic outcomes, complications and reoperations of IFFs in geriatric patients. Methods: A retrospective single-institution case series study was conducted. Between 2011 and 2019, 83 patients underwent surgical treatment for periprosthetic femoral fractures. Thirteen fractures were identified as IFFs. Patient demographics and comorbidities were collected preoperatively, and fractures were classified with the Vancouver and AO unified classification system (AO-UCS). Results: We included 12 patients (13 hips) with IFFs (AO-UCS type IV.3 B (2/13) type IV.3 C (3/13), type IV.3 D (8/13)). The average patient age was 86.54 (range, 79-89) years. There were 10 females and 2 males. Perioperative morbidity has been identified in 10 of the 12 patients, and the 3-month and 1-year mortality were reported in 2 and 3 patients, respectively. Cerclage cables were used in 9 of 12 patients. One of 12 patients showed a local complication, with no documented implant failure or revision. Patients achieved complete union and returned to their preoperative ambulatory status, and full weight-bearing at an average of 5 (range, 2 to 7) months later. Conclusion: Management of IFF can be challenging because these fractures require extensive surgical expertise. Locking plate seems to be a valuable treatment option for geriatric patients with IFFs. Despite the complexity of this type of fracture, the overall complication and revision rate, as well as the radiographic outcome are good to excellent. Level of Evidence: Level III, Therapeutic study.

Abstract Background CMV is the most common cause of congenital infection and may result in permanent neurodevelopmental injury including vision and hearing loss. A vaccine to prevent transmission of CMV during pregnancy or to immunocompromised persons is a public health priority. Neutralizing antibodies (nAb) to the CMV envelope glycoprotein B (gB) in natural infection are thought to confer protection, but some vaccine candidates based on this protein alone have been insufficiently immunogenic. In this FiH dose-ranging, controlled, observer-blinded study the safety and immunogenicity of an eVLP expressing the ectodomain of gB fused to transmembrane and cytoplasmic domains of the vesicular stomatitis virus G protein (gB-G) was evaluated. Method Healthy CMV-seronegative 18–40 year olds at three sites in Canada (Vancouver, Montreal, Halifax) were randomized to one of four dose formulations (0.5 µg, 1 µg, or 2 µg gB content with Alum) or 1 µg gB without Alum, or placebo given on days 0, 56, and 168. Outcome measures were solicited and unsolicited adverse events (AE), severe AE, gB binding antibody titers and avidity assessment, and nAb to CMV infection of fibroblast and epithelial cells. A Data Safety Monitoring Board was in place. Result Among 128 participants, the most common solicited local and general AEs were pain and headache, respectively. No SAEs or withdrawals occurred. A dose-dependent boosting of nAb titers was observed after doses 2 and 3, with the highest titers in the Alum-adjuvanted 2.0 µg dose recipients. Fibroblast cell nAb were seen in 100% of 2.0 µg dose recipients, and epithelial cell nAb in 31%. Epithelial cell nAb was correlated with higher geometric mean gB binding titers, and there was a correlation between fibroblast and epithelial cell nAb titers. Conclusion An eVLP CMV vaccine was immunogenic at very low doses in healthy seronegative adults and no safety signals were seen. Alum adjuvantation increased immunogenicity as did higher antigen content and multiple doses. This phase 1 trial supports further development of this eVLP CMV vaccine candidate. ClinicalTrials.gov NCT02826798 Disclosures S. Gantt, VBI Vaccines: Investigator, No direct financial benefit—company provided institutional support for clinical trial. C. Quach, VBI Vaccines: Investigator, No direct financial benefit—company provided institutional support for clinical trial. D. E. Anderson, VBI Vaccines: Employee and Shareholder, Salary. F. Diaz-Mitoma, VBI Vaccines: Consultant and Shareholder, Salary. J. Langley, VBI Vaccines: Investigator, No direct financial benefit—company provided institutional support for clinical trial.

AbstractDisaster medicine has come to the forefront and has become the focus of interest not only in the medical community, but also in the eyes of the public. The 5th APCDM was convened in Vancouver, Canada, 27–30 September 2000. It brought together over 300 delegates from 32 countries to share their experiences and thoughts regarding disaster events and how to effectively manage them.The conference was devoted to the task of establishing priorities and creating an Agenda for Action. From the discussions, key actions required were defined:Communications: (1) Identify existing regional telehealth groups and gather lessons to be learned from them; (2) Form a telehealth advisory group to work with regional groups to compile telehealth initiatives, identify international protocols in telehealth already in existence, and solicit feedback before setting international standards; and (3) Increase corporate partnerships in the fields of telehealth and telecommunications, and invite corporations to send delegates to future APCDM meetings. This should be an initiative of the APCDM, the World Association of Disaster and Emergency Medicine (WADEM), or the European Society of Emergency Medicine.Education and research: (1) Formalize education in disaster medicine and management. The World Health Organization and WADEM should take a leadership role; (2) WADEM is requested to hold a conference with a focus on qualitative research; (3) WHO is requested to continue the provision of international research teams, but to advocate for the development of national disaster research infrastructure; (4) Make research findings and reports available on web sites of such organizations as WHO and PAHO; (5) Develop the translation of research for community utilization. The WHO and PAHO are organizations that are requested to consider this action; and (6) WADEM/APCDM are requested to focus future conferences on applied research.Information and data: (1) Create an “Information and Data Clearinghouse on Disaster Management” to collect, collate, and disseminate information; (2) Collect data using standardized tools, such as CAR or Hazmat indices; (3) Analyze incentives and disincentives for disaster readiness and establish mechanisms for addressing the obstacles to preparedness; and (4) WADEM is requested to develop a web site providing a resource list of interdisciplinary institutions and response activities, organized by country, topic, and research interests. Links to other pertinent web sites should be provided.Interdisciplinary development: (1) Focus on the interdisciplinary nature of disaster response through more conferences encompassing grassroots efforts and through WADEM publications; (2)Develop and apply a standardized template of Needs Assessment for use by multidisciplinary teams. Team Needs Assessment is essential to determine the following: (a) Local response and international assistance required; (b) Appropriate command system; and (c) Psychosocial impact and support necessary.Psychosocial aspects: (1) Incorporate relief for caregivers into action plans. This should include prime family members who also are caregivers; and (2) Implement measures that give survivors control over the recovery process.Response management. (1) Define relationships and roles between governments, military and security personnel, non-governmental organizations (NGOs), and civic groups. Use an international legal framework and liability to reinforce accountability of disaster responders; (2) Establish a more sophisticated use of the media during disasters; (3) Establish standards in key areas. WADEM is requested to write “White Papers” on standards for the following areas: (a) management, (b) health/public health, (c) education/training, (d) psychosocial, and (e) disaster plans; (4) Establish task forces to anticipate and resolve issues around evolving and emerging disasters (e.g., chemical and biological terrorism, landmines, emerging infectious diseases). WADEM was again identified as the vehicle for promoting this action.The responsibility of the next meeting of the Asia-Pacific Conference on Disaster Medicine will be to measure progress made in these areas by assessing how well these collective decisions have been implemented.

Character education in early childhood is not new, and character education is also not just a transfer of knowledge, but something that needs to be built early on through various stimula- tions. This study aims to develop the character of early childhood through audio-visual media with traditional Javanese songs. Using educational design-based research to develop audio-visual media from traditional songs, this media was tested in the field with an experimental design with a control group. Respondents involved 71 kindergarten students from one experimental class in one control class. The data revealed that character education in children shows the average value of the experi- mental class is higher than the control group, this means character education in children can be built through traditional songs. Further research can be done to improve the character of early childhood through a variety of media that interests children. Keywords: Early Childhood, Character Education, Javanese Traditional Songs Media References: Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813 Bates, A. (2016). The management of ‘emotional labour’ in the corporate re-imagining of primary education in England. International Studies in Sociology of Education, 26(1), 66–81. https://doi.org/10.1080/09620214.2016.1175959 Bates, A. (2019). Character education and the ‘priority of recognition.’ Cambridge Journal of Education, 49(6), 695–710. https://doi.org/10.1080/0305764X.2019.1590529 Battistich, V., Schaps, E., Watson, M., Solomon, D., & Lewis, C. (2000). Effects of the Child Development Project on students’ drug use and other problem behaviors. Journal of Primary Prevention, 21(1), 75–99. https://doi.org/10.1023/A:1007057414994 Berkowitz, M. W. (1933). The Science of Character. The Journal of Philosophy, 30(20), 557. https://doi.org/10.2307/2016365 Berkowitz, M. W., & Bier, M. C. (2004). Research Based Character Education. Annals of the American Academy of Political and Social Science, 591(January), 72–85. https://doi.org/10.1177/0002716203260082 Botvin, G. J., Epstein, J. A., Baker, E., Diaz, T., & Ifill-Williams, M. (2013). School-based drug abuse prevention with inner-city minority youth. The Etiology and Prevention of Drug Abuse Among Minority Youth, 6(I), 5–19. https://doi.org/10.4324/9781315827735-6 Carr, D. (2012). Educating the Virtues: Essay on the philosophical psychology of moral development and education. London: Routledge. Cobb, J. (2007). What’ll I do with the baby-o? Nursery rhymes, songs, and stories for babies. Vancouver: BC: Blacksheep Press. Damon, W. (1988). The moral child: Nurturing children’s natural moral growth. New York: Free press. Derlicki, J. (2005). Ethno-pedagogy - the curse or the cure? The role of the school among youth in Nelemnoe (Yakutia). Sibirica, 4(1), 63–73. https://doi.org/10.1080/13617360500070731 Dick, W., & Carey, L. (2009). The Systematic Design of Instruction. New Jersey: Pearson Education. Ecclestone, K. (2012). From emotional and psychological well-being to character education: Challenging policy discourses of behavioural science and “vulnerability.” Research Papers in Education, 27(4), 463–480. https://doi.org/10.1080/02671522.2012.690241 Fleer, M., & Hedegaard, M. (2010). Children’s development as participation in everyday practices across different institutions. Mind, Culture, and Activity, 17(2), 149–168. https://doi.org/10.1080/10749030903222760 Goodman, J. F. (2019). Searching for character and the role of schools. Ethics and Education, 14(1), 15–35. https://doi.org/10.1080/17449642.2018.1537989 Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7(1), 117–136. https://doi.org/10.1017/S0954579400006374 Hanna, W. (2014). A Reggio-Inspired Music Atelier: Opening the Door Between Visual Arts and Music. Early Childhood Education Journal, 42(4), 287–294. https://doi.org/10.1007/s10643-013-0610-9 Harahap, N., Kahar, I. A., & Nasution, L. H. (2018). Preservation of lullabies songs in forming character based on local wisdom. International Journal of Linguistics, Literature and Culture, 5(1), 32–42. https://doi.org/10.21744/ijllc.v5n1.479 Hariswari, K. P., & Iswidayanti, S. (2019). Catharsis : Journal of Arts Education Gending Rare : Its Potential As A Character Education Media Based on Local Authority in Denpasar City. 8(3), 352–362. Hariyadi, S., Tamalene, M. N., & Hariyono, A. (2019). Ethnopedagogy of the osing tribe folk song: exploration and formation of biology learning character. Biosfer, 12(2), 258–276. https://doi.org/10.21009/biosferjpb.v12n2.258-276 Hendrix, R. E., Palmer, K. Z., Tashis, N., & Winner, M. G. (2013). The incredible flexible you: A social thinking curriculum for the preschool and the early elementary years. San Jose: CA: Think Social. Herliyana, & Rosmiati. (2018). Developing the Nationalism Character of Young Learners by Using Songs and Traditional Dances of Indonesia. Proceedings of the International Conference on the Roles of Parents in Shaping Children’s Characters (ICECED), 287–292. Hidayati, I., Handini, M. C., & Karnadi. (2018). Character education on Dendang saluang ( Traditional song Minangkabau ) in Nagari Saribu Rumah. International Journal of Advanced Education and Research, 3(3), 01–05. Ilari, B. (2018). Scaramouche Goes to Preschool: The Complex Matrix of Young Children’s Everyday Music. Early Childhood Education Journal, 46(1), 0. https://doi.org/10.1007/s10643-017-0842-1 Jeynes, W. H. (2019). A Meta-Analysis on the Relationship Between Character Education and Student Achievement and Behavioral Outcomes. Education and Urban Society, 51(1), 33–71. https://doi.org/10.1177/0013124517747681 Kotsonis, A. (2020). What can we learn from Plato about intellectual character education? Educational Philosophy and Theory, 52(3), 251–260. https://doi.org/10.1080/00131857.2019.1631157 Kurniawati, Y., Pranoto, S., & Hong, J. J. (2014). Developing Early Childhood’s Character Through Javanesenese Traditional Game. Indonesian Journal of Early Childhood Education Studies, 3(1), 68–72. https://doi.org/10.15294/ijeces.v3i1.9477 Lee, A. (2016). Implementing character education program through music and integrated activities in early childhood settings in Taiwan. International Journal of Music Education, 34(3), 340–351. https://doi.org/10.1177/0255761414563195 Lee, G. L. (2013). Re-emphasizing Character Education in Early Childhood Programs: Korean Children’s Experiences. Childhood Education, 89(5), 315–322. https://doi.org/10.1080/00094056.2013.830907 Lickona, T., Schaps, E., & Lewis, C. (2007). CEP ’ s of Effective Character Education Effective Character Education : Character Education Partnership. Mang, E. (2005). The referent of children’s early songs. Music Education Research, 7(1), 3–20. https://doi.org/10.1080/14613800500041796 Mans, M. (2002). Playing The Music- Comparing Perfomance of Children’s Song and dance in Traditional and Contemporary Namibian Education. In The Arts in Children’s Live (pp. 71–86). Netherlands: Kluwer Academic Publishers. Marshall, P. J., Bouquet, C. A., Thomas, A. L., & Shipley, T. F. (2010). Motor contagion in young children: Exploring social influences on perception-action coupling. Neural Networks, 23(8–9), 1017–1025. https://doi.org/10.1016/j.neunet.2010.07.007 MENTERI PENDIDIKAN NASIONAL. STANDAR PENDIDIKAN ANAK USIA DINI. , PERATURAN MENTERI PENDIDIKAN NASIONAL REPUBLIK INDONESIA NOMOR § (2009). Mullen, G. (2017). More Than Words: Using Nursery Rhymes and Songs to Support Domains of Child Development. Journal of Childhood Studies, 42(2), 42. https://doi.org/10.18357/jcs.v42i2.17841 Mutema, F. (2008). Shona Traditional Children ’ s Games and Play : Songs as Indigenous Ways of Knowing. English, 2(4), 189–203. Nakashima, D., Prott, L., & Bridgewater, P. (2000). Tapping Into the World’s Wisdom. UNESCO Sources, 1–24. Nyota, S., & Mapara, J. (2008). Shona Traditional Children ’ s Games and Play : Songs as Indigenous Ways of Knowing. English, 2(4), 189–203. Rogoff, B., Moore, L., Najafi, B., Dexter, A., Correa-Chávez, M., & Solís, J. (2007). Children’s development of cultural repertoires through participation in everyday routines and practices. Handbook of socialization (In J. E. G). New York: Guilford Press. Selasih, N. N., & Sudarsana, I. K. (2018). Education Based On Ethnopedagogy In Maintaining And Conserving The Local Wisdom: A Literature Study. Jurnal Ilmiah Peuradeun, 6(2), 293–306. Sizer, T. R., & Sizer, N. F. (1999). The students are watching: Schools and the moral contract. Boston: Beacon. Smeyers, P., Smith, R., & Standish, P. (2010). The therapy of education: Philosophy, happiness and personal growth. Basingstoke: Palgrave Macmillan. Sukoyo, J. (2016). The Development of Javanesenese Songs Containing Character Values as a Learning Medium of Early Childhood Education. Widyaparwa, 44(1), 1–9. Yang, L. H., Kleinman, A., Link, B. G., Phelan, J. C., Lee, S., & Good, B. (2007). Culture and stigma: Adding moral experience to stigma theory. Social Science and Medicine, 64(7), 1524–1535. https://doi.org/10.1016/j.socscimed.2006.11.013 Zeidler, Dana L; Keefer, M. (2003). the Role of Moral Reasoning on Socioscientific Issues and.

Michael B. Katz. Reconstructing American Education. Cambridge and London: Harvard University Press, 1987. Pp. viii, 212. Cloth, $22.50; E. D. Hirsch, Jr. Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin Co., 1987. Pp. xvii, 251. Cloth, $16.45; Diana Ravitch and Chester E. Finn, Jr. What Do Our 17-Year-Olds Know? A Report on the First National Assessment of History and Literature. New York: Harper & Row, 1987. Pp. ix, 293. Cloth, $15.95. Review by Richard A. Diem of The University of Texas at San Antonio. Henry J. Steffens and Mary Jane Dickerson. Writer's Guide: History. Lexington, Massachusetts, and Toronto: D. C. Heath and Company, 1987. Pp. x, 211. Paper, $6.95. Review by William G. Wraga of Bernards Township Public Schools, Basking Ridge, New Jersey. J. Kelley Sowards, ed. Makers of the Western Tradition: Portraits from History. New York: St. Martin's Press, 1987. Fourth edition. Vol: 1: Pp. ix, 306. Paper, $12.70. Vol. 2: Pp. ix, 325. Paper, $12.70. Review by Robert B. Luehrs of Fort Hays State University. John L. Beatty and Oliver A. Johnson, eds. Heritage of Western Civilization. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1987. Sixth Edition. Volume I: Pp. xi, 465. Paper, $16.00; Volume II: pp. xi, 404. Paper, $16.00. Review by Dav Levinson of Thayer Academy, Braintree, Massachusetts. Lynn H. Nelson, ed. The Human Perspective: Readings in World Civilization. New York: Harcourt Brace Jovanovich, 1987. Vol. I: The Ancient World to the Early Modern Era. Pp. viii, 328. Paper, $10.50. Vol. II: The Modern World Through the Twentieth Century. Pp, x, 386. Paper, 10.50. Review by Gerald H. Davis of Georgia State University. Gerald N. Grob and George Attan Billias, eds. Interpretations of American History: Patterns and Perspectives. New York: The Free Press, 1987. Fifth Edition. Volume I: Pp. xi, 499. Paper, $20.00: Volume II: Pp. ix, 502. Paper, $20.00. Review by Larry Madaras of Howard Community College. Eugene Kuzirian and Larry Madaras, eds. Taking Sides: Clashing Views on Controversial Issues in American History. -- Volume II: Reconstruction to the Present. Guilford, Connecticut: The Dushkin Publishing Groups, Inc., 1987. Pp. xii, 384. Paper, $9.50. Review by James F. Adomanis of Anne Arundel County Public Schools, Annapolis, Maryland. Joann P. Krieg, ed. To Know the Place: Teaching Local History. Hempstead, New York: Hofstra University Long Island Studies Institute, 1986. Pp. 30. Paper, $4.95. Review by Marilyn E. Weigold of Pace University. Roger Lane. Roots of Violence in Black Philadelphia, 1860-1900. Cambridge, Massachusetts, and London: Harvard University Press, 1986. Pp. 213. Cloth, $25.00. Review by Ronald E. Butchart of SUNY College at Cortland. Pete Daniel. Breaking the Land: The Transformation of Cotton, Tobacco, and Rice Cultures since 1880. Urbana and Chicago: University of Illinois Press, 1985. Pp. xvi, 352. Paper, $22.50. Review by Thomas S. Isern of Emporia State University. Norman L. Rosenberg and Emily S. Rosenberg. In Our Times: America Since World War II. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Third edition. Pp. xi, 316. Paper, $20.00; William H. Chafe and Harvard Sitkoff, eds. A History of Our Time: Readings on Postwar America. New York: Oxford University Press, 1987. Second edition. Pp. xiii, 453. Paper, $12.95. Review by Monroe Billington of New Mexico State University. Frank W. Porter III, ed. Strategies for Survival: American Indians in the Eastern United States. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. xvi, 232. Cloth, $35.00. Review by Richard Robertson of St. Charles County Community College. Kevin Sharpe, ed. Faction & Parliament: Essays on Early Stuart History. London and New York: Methuen, 1985. Pp. xvii, 292. Paper, $13.95; Derek Hirst. Authority and Conflict: England, 1603-1658. Cambridge: Harvard University Press, 1986. Pp. viii, 390. Cloth, $35.00. Review by K. Gird Romer of Kennesaw College. N. F. R. Crafts. British Economic Growth During the Industrial Revolution. New York: Oxford University Press, 1985. Pp. 193. Paper, $11.95; Maxine Berg. The Age of Manufactures, 1700-1820. New York: Oxford University Press, 1985. Pp. 378. Paper, $10.95. Review by C. Ashley Ellefson of SUNY College at Cortland. J. M. Thompson. The French Revolution. New York: Basil Blackwell, 1985 reissue. Pp. xvi, 544. Cloth, $45.00; Paper, $12.95. Review by W. Benjamin Kennedy of West Georgia College. J. P. T. Bury. France, 1814-1940. London and New York: Methuen, 1985. Fifth edition. Pp. viii, 288. Paper, $13.95; Roger Magraw. France, 1815-1914: The Bourgeois Century. New York and Oxford: Oxford University Press, 1985. Pp. 375. Cloth, $24.95; Paper, $9.95; D. M.G. Sutherland. France, 1789-1815: Revolution and Counterrevolution. New York and Oxford: Oxford University Press, 1986. Pp. 242. Cloth, $32.50; Paper, $12.95. Review by Fred R. van Hartesveldt of Fort Valley State College. Woodford McClellan. Russia: A History of the Soviet Period. Englewood Cliffs, New Jersey: Prentice-Hall, 1986. Pp. xi, 387. Paper, $23.95. Review by Pasquale E. Micciche of Fitchburg State College. Ranbir Vohra. China's Path to Modernization: A Historical Review from 1800 to the Present. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Pp. xiii, 302. Paper, $22.95. Reivew by Steven A. Leibo of Russell Sage College. John King Fairbank. China Watch. Cambridge and London: Harvard University Press, 1987. Pp. viii, Cloth, $20.00. Review by Darlene E. Fisher of New Trier Township High School, Winnetka, Illinois. Ronald Takaki, ed. From Different Shores: Perspectives on Race and Ethnicity in America. New York and Oxford: Oxford University Press, 1987. Pp. 253. Paper, $13.95. Review by Robert C. Sims of Boise State University.

One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include mentioning, grouping and imitating geometric shapes. There were only 7 children who were able to recognize the geometric shapes in the pre-research cycle (29.2%). An increase in the number of children who are able to do activities well in each research cycle includes: 1) The activities mentioned in the first cycle and 75% in the second cycle; 2) Classifying activities in the first cycle were 37.5% and 75% in the second cycle; 3) Imitation activities in the first cycle 54.2% and 79.2% in the second cycle. The results of data acquisition show that computer learning application can improve the ability to recognize geometric shapes, this is because computer learning provides software that has activities to recognize geometric shapes with the animation and visuals displayed. Keywords: Early Childhood Computer Learning, Geometry Forms, Early Math Skills Reference Alia, T., & Irwansyah. (2018). Pendampingan Orang Tua pada Anak Usia Dini dalam Penggunaan Teknologi Digital. A Journal of Language, Literature, Culture and Education, 14(1), 65– 78. https://doi.org/10.19166/pji.v14i1.639 Ameliola, S., & Nugraha, H. D. (2013). Perkembangan Media Informasi dan Teknologi Terhadap Anak di Era Globalisasi. International Conferences in Indonesian Studies : “Etnicity and Globalization.” Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. New York: Longman. Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Asdi Mahasatya. Arsyad, N., Rahman, A., & Ahmar, A. S. (2017). Developing a self-learning model based on open-ended questions to increase the students’ creativity in calculus. Global Journal of Engineering Education, 19(2), 143–147. https://doi.org/10.26858/gjeev19i2y2017p143147 Asiye, I., Ahmet, E., & Abdullah, A. (2018). Developing a Test for Geometry and Spatial Perceptions of 5-6 Year-Old. Kastamonu Education Journal, 26(1). Aslan, D., & Yasare, A. (2007). Three to Six Years OldChildren’s Recognition of Geometric Shapes. International Journal of Early Years Education, 15 :1, 83–104. Ben-Yehoshua, D., Yaski, O., & Eilam, D. (2011). Spatial behavior: the impact of global and local geometry. Animal Cognition Journal, 13(3), 341–350. https://doi.org/10.1007/s10071- 010-0368-z Charlesworth, R., & Lind, K. K. (2010). Math and Sciend for Young Children. Canada: Wadsworth/Cengage Learning. Chen, J.-Q., & Chang, C. (2006). using computers in early childhood classrooms teachers’ attitudes,skills and practices. Early Childhood Research. Clements, D. H., & Samara. (2003). Strip mining for gold: Research and policy in educational technology—a response to “Fool’s Gold.” Association for the Advancement of Computing in Education (AACE) Journal, 11(1), 7–69. Cohen, L., & Manion, L. (1994). Research Methods in Education (fourth edi). London: Routledge. Conorldi, C., Mammarela, I. C., & Fine, G. G. (2016). Nonverbal Learning Disability (J. P. Guilford, Ed.). New York. Corey, S. M. (1953). Action Research to Improve School Practice. New York: Teachers College, Columbia University. Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75– 98. https://doi.org/10.1080/15391523.2010.10782562 Delima, R., Arianti, N. K., & Pramudyawardani, B. (2015). Identifikasi Kebutuhan Pengguna Untuk Aplikasi Permainan Edukasi Bagi Anak Usia 4 sampai 6 Tahun. Jurnal Teknik Informatika Dan Sistem Informasi, 1(1). Depdiknas. (2007). Permainan Berhitung Permulaan Di Taman Kanak-kanak. In Pedoman Pembelajaran. Jakarta: Depdiknas. Djadir, Minggi, I., Ja’faruddin., Zaki, A., & Sidjara, S. (2017). Sumber Belajar PLPG 2017: Bangun Datar. In Modul PLPG. Jakarta: Kementrian Pendidikan dan Kebudayaan Direktorat Jenderal Guru dan Tenaga Kependidikan.Dooley, T., Dunphy, E., & Shiel, G. (2014). Mathematics in Early Childhood and Primary Education (3-8 years). Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... Japel, C. (2007). School Readiness and Later Achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428 Duncan, G. J., & Magnuson, K. (2011). The nature and impact of early achievement skills, attention skills, and behavior problems. Whither Opportunity?: Rising Inequality, Schools, and Children’s Life Chances, (0322356), 47–69. Edwards, S. (2009). Early Childhood Education and Care: a sociocultural Approach. New South Wales: Pademelon Press. Feliyanah, Norman, S., & Yulidesni. (2014). Meningkatkan Kemampuan Matematika dengan Menggunakan Teknik Mengurutkan dan Membandingkan. Universitas Bengkulu. Gardner, H. (2011). Frame of Mind ; The theory of Multiple Intelegences. New York: Basic Book. Gimbert, B., & Cristol, D. (2004). Teaching Curriculum with Technology: Enhancing Children’s Technological Competence During Early Childhood. Early Childhood Education Journal, 31(1). Gulay, H. (2011a). The evaluation of the relationship between the computer using habits and proso_cial and aggressive behaviours of 5–6 years old children. International Journal of Academic Research, 3(2), 252. Gulay, H. (2011b). The evaluation of the relationship between the computer using habits and proso_cial and aggressive behaviours of 5–6 years old children. International Journal of Academic Research, 3(2), 252–257. Gunawan, I., & Palupi, A. R. (2012). Taksonomi Bloom-Revisi Ranah Kognitif; Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Penilaian. Jurnal Pendidikan Dasar Dan Pembelajaran, 2 No.2, 100–108. Inan, H. Z., & Dogan-Temur, O. (2010). Understanding kindergarten teachers’ perspectives of teaching basic geometric shapes: A phenomenographic research. ZDM - International Journal on Mathematics Education, 42(5), 457–468. https://doi.org/10.1007/s11858-010- 0241-1 Jackman, H. I., Beaver, N. H., & Wyatt, S. S. (2014). Early Childhood Curriculum: A child’s connection to the world. (sixth edit). Canada: Cengage Learning. Kennedy, L. M., Tipps, S., & Johnson, A. (2008). Guiding Children’s Learning of Mathematic (Eleventh E; Belmot, Ed.). CA: Thomson Wadsworth. Mackintosh, B. B., & McCoy, D. C. (2019). Exploring Social Competence as a Mediator of Head Start’s Impact on Children’s Early Math Skills: Evidence from the Head Start Impact Study. Early Education and Development, 30(5), 655–677. https://doi.org/10.1080/10409289.2019.1576156 Martin, M. O., Mullis, I. V. S., Foy, P., & Stanco, G. M. (2011). Results in Science. Mirawati. (2017). Matematika Kreatif; Pembelajaran Matematika bagi Anak Usia Dini Melalui Kegiatan yang Menyenangkan dan Bermakna. Jurnal Anak Usia Dini Dan Pendidikan Anak Usia Dini, 3. Mohammad, M., & Mohammad, H. (2012). Computer integration into the early childhood curriculum. Education, 133(1), 97–116. National Research Council. (2009). Mathematics Learning in Early Chidhood Paths Toward Excellence and Equity (C. T. Cross, T. Woods, & H. Schweingruber, Eds.). Washinton D.C: The National Academies Press. Norton, A., & Nurnberger-Haag, J. (2018). Bridging frameworks for understanding numerical cognition. Journal of Numerical Cognition, 4(1), 1–8. https://doi.org/10.5964/jnc.v4i1.160 Novitasari, D. R. (2010). Pembangunan Media Pembelajaran Bahasa Inggris Untuk Siswa Kelas 1 Pada Sekolah Dasar Negeri 15 Sragen. Sentra Penelitian Engineering Dan Edukas, Volume 2 N. Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education. Early Childhood Education Journal, 45(3), 369–378. https://doi.org/10.1007/s10643-015-0768-4 Papalia, Old, & Feldman. (2009). Human Development (Psikologi Perkembangan (Kesembilan). Jakarta: Kencana. Paquette, K. R., Fello, S. E., & Jalongo, M. R. (2007). The talking drawings strategy: Using primary children’s Illustrations and oral language to improve comprehension of expository text. Early Childhood Education Journal, 35(1), 65–73. https://doi.org/10.1007/s10643- 007-0184-5 Putra, L. D., & Ishartiwi. (2015). Pengembangan Multimedia Pembelajaram Interaktif Mengenal Angka dan Huruf untuk Anak Usia Dini. Jurnal Inovasi Teknologi Pendidikan, 2(2). Rich, B., & Thomas, C. (2009). Geometry: Includes Plane, Analytic, and Transformational Geometries. . (4th Editio). New York: McGraw-Hill. Rochanah, L. (2016). Pemanfaatan Media Berbasis Komputer Untuk Meningkatkan Kemampuan Huruf pada Anak Usia Dini (Urgensi Media Berbasis Komputer pada Peningkatan Kemampuan Mengenal Huruf ). Jurnal Program Studi PGRA, Volume 2 N, 1–8. Runtukahu, T., & Kandou, S. (2014). Pembelajaran matematika dasar bagi anak berkesulitan belajar. Yogyakarta: Ar-ruzz Media. Santrock, J. W. (2016). Children (Thirteenth). New York: McGraw-Hill Education. Sarama, J., & Clements, D. H. (2006). Mathematics, Young Students, and Computers: Software, Teaching Strategies and Professional Development. The Mathematics Educato, 9(2), 112– 134. Schoenfeld, A. H., & Stipek, D. (2011). Math Matters. Barkeley, California.Shilpa, S., & Sunita, M. (2013). A Study About Role of Multimedia in Early Childhood Education. International Journal of Humanities and Social Science Invention, 2(6). Siswono, T. Y. E. (2012). Belajar dan Mengajar Matematika Anak Usia Dini. Universitas Negeri Surabaya.Smaldino, S. E., Russel, J. D., & Lowther, D. L. (2014). Instructional Technology & Media for Learning (9th ed.). Jakarta: Kencana Prenada Media Group. Sudaryanti. (2006). Pengenalan Matematika Anak Usia Dini. Yogyakarta: FIP UNY. Sufa, F. F., & Setiawan, H. Y. (2017). Analisis Kebutuhan Anak Usia 4-6 Tahun Pada Pembelajaran Berbasis Komputer Pada Anak Usia Dini. Research Fair Unisri, 1(1). Suharjana, A. (2008). Pengenalan Bangun Ruang dan Sifat-sifatnya di SD. Yogyakarta: Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Matematika. Sujiono, Y . N. (2014). Batasan dan Dasar T eori Pengembangan Kognitif. In Hakikat Pengembangan Kognitif (p. 12). Suryana, D. (2013). Pendidikan Anak Usia Dini (teori dan praktik pembelajaran). Padang: UNP Press. Susperreguy, M. I., & Davis-Kean, P. E. (2016). Maternal Math Talk in the Home and Math Skills in Preschool Children. Early Education and Development, 27(6), 841–857. https://doi.org/10.1080/10409289.2016.1148480 Suwarna. (2010). Pengembangan Multimedia Pembelajaran untuk Pembinaan Kreativitas Melukis di Taman Kanak-kanak. Jurnal Universitas Negeri Yogyakarta. Suziedelyte, A. (2012). Can video games affect children’s cognitive and non-cognitive skills? UNSW Australian School of Business Research Paper. https://doi.org/10.2139/ssrn.2140983 Tarigan, D. (2006). Pembelajaran Matematika Realistik. Jakarta: Departeman Pendidikan Nasional, Direktorat Jendral Pendidikan Tunggi, Direktorat Pembinaan Pendidikan Tenaga Kependidikan dan Ketenaga Perguruan Tinggi. Tatang, S. (2012). Ilmu Pendidikan. Bandung: Pustaka Setia.Trawick, M. (2007). Enemy Line ; Warfare, Childhood, and Play in Batticaloa. London: University of California Press. Trifunović, A., Čičević, S., Lazarević, D., Mitrović1, S., & Dragovi, M. (2018). Comparing Tablets (Touchscreen Devices and PCs in Preschool Children Education: Testing Spatial Relationship Using Geometric Syimbols Traffic Signs. IETI Transections on Economics and Safety, 2(1), 35–41. https://doi.org/10.6722/TES.201808_2(1).0004 Vitianingsih, A. V. (2016). Game Edukasi Sebagai Media Pembelajaran Pendidikan Anak Usia Dini. Jurnal INFORM, 1 No. 1. Wang, F., & Kinzie, M. B. (2010). Applying Technology to Inquiry- Based Learning in Early Childhood Education. Early Childhood Education Journal. Weil, M., Calhoun, E., & Joyce, B. (2011). Models of Teaching. New York.: New York. Zack, N. (2014). Philosophy of Science and Race. New York: Routledge. Zare, Sarikhani, Salarii, & Mansouri. (2016). The Impact Of E-learning on University Student’s Academic Achievement and Creativity. Journal of Technical Education and Training (JTET), 8(11).