Journal articles on the topic 'Tool NERUDA'

Neste artigo, propõe-se uma reflexão acerca da trajetória intelectual e literária de Jorge Amado, Pablo Neruda e Nicolás Guillén, tomada como uma dimensão altamente relevante na construção de histórias de recepção, mas ignoradas pela História da literatura. Como intelectuais de esquerda, comprometidos com as questões sociais do seu tempo, esses escritores tornam-se referência em seus países, e no exterior, na defesa da democracia e contra os regimes ditatoriais. Aproximados pela atuação na esfera pública e na vida cultural e pela consagração extraordinária de público, expandiram significativamente a recepção de suas produções literárias, por várias gerações de leitores, o que impõe pensar o engajamento político (SARTRE, 2004) como potência na formação de público. Essa discussão busca apoio nos estudos de recepção (JAUSS, 2009), histórias de literatura (MOREIRA, 2002, OLINTO, 2002) e escrita da história (BURKE, 1992).********************************************************************Jorge Amado, Pablo Neruda and Nicolás Guillén: Literature History and stories of receptionAbstract: The article aims at proposing a reflection about the intelectual and literary pathways of Jorge Amado, Pablo Neruda and Nicolás Guillén taken as a highly relevant dimension in the construction of stories of reception but ignored by Literature History. Being leftist intellectuals, committed with the social issues of their times, these writers became reference in their countries and abroad as being in favor of democracy and against dictatorial regimes. They were brought together by their public attitude as well as in their intelectual lives and were extraordinarily applauded by the people in general. As a result, they expanded significantly the reception of their literary production throughout several generations of readers which leads to think of their political engagement (SARTRE, 2004) as a powerful tool in formation of an audience. The discussion in this article seeks support in the theory of reception (JAUSS, 2009), stories of literature (MOREIRA, 2002, OLINTO, 2002) and historical writing (BURKE, 1992).Keywords: stories of literature; Reception; Jorge Amado; Pablo Neruda; Nicolás Guillén.

AbstrakPenelitian ini bertujuan untuk mengetahui dan menganalisis pengaruh nilai tukar dan suku bunga acuan terhadap neraca transaksi berjalan di Indonesia periode 2005:1- 2015:1. Data yang digunakan merupakan data sekunder. Data sekunder bersumber dari website Bank Indonesia. Alat analisis yang digunakan adalah Errror Correction Model (ECM). Selanjutnya analisis deskriptif digunakan untuk menjelaskan hasil penelitian.Penelitian ini menghasilkan dua hal. Pertama, dalam jangka pendek nilai tukar tidak berpengaruh terhadap neraca transaksi berjalan Indonesia. Dalam jangka panjang nilai tukar memiliki pengaruh positif dan signifikan terhadap neraca transaksi berjalan. Kedua, dalam jangka pendek suku bunga acuan tidak berpengaruh terhadap neraca transaksi berjalan Indonesia. Dalam jangka panjang suku bunga acuan memiliki pengaruh negatif terhadap neraca transaksi berjalan. Kata Kunci: neraca transaksi berjalan Indonesia, nilai tukar, suku bunga acuan, Errror Correction Model AbstractThis study aims to determine and analyze the effect of exchange rates and interest rates on current account in Indonesia from 2005: 1 to 2015: 1. The data used is secondary data. Secondary data is sourced from the website of Bank Indonesia. The analysis tool used is Errror Correction Model (ECM). Further descriptive analysis is used to explain the study results.This research resulted in two things. First, in the short term exchange rate has no effect on the current account in Indonesia. In the long term the exchange rate has a positive and significant impact on the current account. Second, in the short-term benchmark interest rate has no effect on the current account in Indonesia. In the long-term benchmark interest rate has a negative effect on the current account. Keywords: current account in Indonesia, the exchange rate, the benchmark interest rate, errror Correction Model

This study interrogates the colonial and Western epistemology underlying mainstream curricula and proposes a decolonial approach that can build an epistemically insurgent curriculum that takes into account non-Western epistemologies. We begin with an analysis of coloniality in Western culture and knowledge systems, including in education. Then, building on the epistemological challenge proposed within decolonial literary works by Pablo Neruda, Eduardo Galeano, and Josías López Gómez, we describe how history and literature curricula can foreground non-dominant saberes (ways of knowing) that call into question the monopoly on understanding claimed by Western modes of reason, and how they can participate in the ethical and analectical project of attending to the being and agency of those who have been marginalized. This approach can help teachers and students to participate in building a sophisticated global border thinking and can provide them with new conceptual tools to make sense of their own realities.

Abstract. Marine biogenic carbonates formed by invertebrates (e.g. corals and mollusk shells) represent complex composites of one or more mineral phases and organic molecules. This complexity ranges from the macroscopic structures observed with the naked eye down to sub micrometric structures only revealed by micro analytical techniques. Understanding to what extent and how organisms can control the formation of these structures requires that the mineral and organic phases can be identified and their spatial distribution related. Here we demonstrate the capability of confocal Raman microscopy applied to cross sections of a shell of Nerita undata to describe the distribution of calcite and aragonite including their crystallographic orientation with high lateral resolution (∼300 nm). Moreover, spatial distribution of functional groups of organic compounds can be simultaneously acquired, allowing to specifically relate them to the observed microstructures. The data presented in this case study highlights the possible new contributions of this method to the description of modalities of Nerita undata shell formation, and what could be expected of its application to other marine biogenic carbonates. Localization of areas of interest would also allow further investigations using more localized methods, such as TEM that would provide complementary information on the relation between organic molecules and crystallographic lattice.

Abstract. Marine biogenic carbonates formed by invertebrates (e.g. corals and mollusks) represent complex composites of one or more mineral phases and organic molecules. This complexity ranges from the macroscopic structures observed with the naked eye down to sub micrometric structures only revealed by micro analytical techniques. Understanding to what extent and how organisms can control the formation of these structures requires that the mineral and organic phases can be identified and their spatial distribution related. Here we demonstrate the capability of confocal Raman microscopy applied to cross sections of a shell of Nerita undata to describe the distribution of calcite and aragonite including their crystallographic orientation with high lateral resolution (~300 nm). Moreover, spatial distribution of functional groups of organic compounds can be simultaneously acquired, allowing to specifically relate them to the observed microstructures. The data presented in this case study highlights the possible new contributions of this method to the description of modalities of Nerita undata shell formation, and what could be expected of its application to other marine biogenic carbonates. Localization of areas of interest would also allow further investigations using more localized methods, such as TEM that would provide complementary information on the relation between organic molecules and crystal lattice.

Rice is a valuable agricultural crop that is used as food for more than half of the world's population. The development of highly productive varieties and hybrids with high product quality assumes the utilization of new initial material from different countries in the breeding process. The purpose of the current research was to conduct an ecological testing of the rice varieties from Uganda in the Proletarsky district of the Rostov region in Russia and use them in the breeding process. There were studied the Ugandan rice samples ‘Nerica 1’, ‘Nerica 4’, ‘Komboka’, ‘Wita 9’, ‘Namche 1’, ‘Namche 2’, ‘Namche 3’, ‘Namche 4’, ‘Namche 5’, ‘Namche 6’ (NaCRRI) in comparison with the Russian variety ‘Komandor’ (FSBSI “ARC “Donskoy”). The study of the Ugandan rice varieties according to a number of economically valuable traits and biological properties showed that the vegetation period from soil flooding to rice maturing took 100–113 days, the standard variety ‘Komandor’ needed 83 days. The varieties ‘Komboka’ and ‘Wita 9’ did not bear blossom. All samples had a short habit, with 63-95 cm of plant height. The long drooping panicles of 18.5–22.3 cm carried from 122 to 213 seeds. The caryopses were elongated, the length of the caryopses varied from 9.0 to 9.5 mm, and the width ranged from 2.7 to 3.1 mm. 1000 seed weight varied from 26 to 34 g, number of seeds per panicle ranged from 122 to 213 pieces. Genetic analysis of the second generation hybrids ‘Kontakt × Nerica 1’ and ‘Boyarin × Nerica 4’ showed different types of traits’ inheritance, from negative dominance (vegetation period) through the absence of dominance (caryopses size) to overdominance (plant height, seed weight per panicle and number of seeds per panicle).

<p>Evaluasi keberadaan air dilakukan pada Daerah Aliran Sungai (DAS). Proses hidrorologis DAS menghasilkan ketersediaan (debit: Q) air untuk pemenuhan kebutuhan domestik, perkotaan, industri dan irigasi. Akurasi prediksi Q salah satunya ditentukan oleh luas dan bentuk DAS. Kajian evaluasi dan revisi luas dan bentuk DAS penting dilakukan. Tujuannya, mengidentifikasi batas dan luas DAS berdasarkan sumber formal; memformulasi temuan evaluasi DAS; melakukan revisi terhadap batas dan luas DAS; menetukan DAS hasil revisi; dan mengevaluasi keseimbangan air. Kajian dilakukan pada Wilayah Sungai (WS) Omba Papua. Metode yang digunakan <em>overlay</em> dengan <em>tool</em> Sistem Informasi Geografis (SIG). Sumber data DAS dari Peraturan Menteri Pekerjaan Umum dan Perumahan Rakyat (PUPR), <em>WebGIS</em> Kehutanan, dan peta dasar. Parameter penghitungan neraca air adalah standar kebutuhan, ketersediaan, dan neraca. Hasil penelitian: (1) jumlah DAS di WS Omba setelah revisi 79 DAS dari semula 73 DAS dan terdapat pengurangan luas 6.533,9 km²; (2) penarikan batas DAS baik menurut <em>WebGIS</em> Kehutanan maupun PUPR yang kurang sesuai dengan kaidah penentuan batas DAS; (3) terdapat inkonsistensi penamaan DAS dengan nama sungai, (4) terdapat 3 DAS yang arah alirannya tidak memiliki <em>outlet</em> menuju laut. Potensi SDA seluruh DAS hasil revisi mengalami surplus air sepanjang tahun. <strong></strong></p><p><strong>Kata Kunci</strong> : DAS, WS, keseimbangan air, SIG</p>

Current account balance is a measuring instrument about Indonesian international trade, but current account balance tends to be unbalanced. This resource conducted to analyze influence of CPO price, world crude oil price, world rubber price, and exchange rate to Indonesian current account deficit. The Data which used is secondary data and sourced from World Bank and Indonesian Bank that have year period 2010Q1-2015Q4. Analytical tool that used is multiple linear regression analysis. Based on the result of the research that variable price of CPO, world crude oil price, world rubber price, and exchange rate jointly significant effect to Indonesian current account deficit. Determination coefficient value of 0,716 which means the effect of variations in changes in independent variables to the dependent variable is equal to 71,60% and is affected by the outside research variables. Statistic result t shows variable price of CPO and exchange rate partially significant effect while world crude oil price and world rubber price do not partially significant effect.

Tindak pidana korupsi merupakan suatu masalah sangat serius dan perlu diperhatikan, karena tindak pidana korupsi dapat membahayakan stabilitas dan keamanan negara dan masyarakatnya, membahayakan pembangunan sosial dan ekonomi masyarakat, politik, bahkan dapat pula merusak nilai-nilai demokrasi serta moralitas bangsa karena dapat berdampak membudayanya tindak pidana korupsi. Korupsi dalam Islam digolongkan sebagai suatu perbuatan yang tercela dan sangat merugikan orang lain maupun bangsa Indonesia serta pelakunya termasuk sebagai orang-orang yang munafik, dzalim, kafir, dan merupakan dosa yang besar karena mereka telah memakan atau mengambil sesuatu yang bukan haknya atau bukan miliknya dan ancaman hukumannya adalah neraka jahanam. Alloh SWT melarang umatnya untuk memakan atau mengambil harta maupun hak orang lain dengan cara yang tidak halal, baik melalui pencurian, copet, rampok, pemerasan, pemaksaan, ataupun bentuk-betuk lainnya. Pandangan Al Qur’an tentang korupsi sangatlah tegas yaitu haram, karena termasuk dalam memakan harta sesama dengan cara yang tidak halal.Penegakkan hukum terhadap Undang-Undang Korupsi masih sangat sulit diterapkan di Indonesia. Oleh sebab itu Undang-Undang No. 31Tahun 1999 jo. Undang-Undang No. 20 Tahun 2001 tentang Pencegahan dan Penanggulangan Tindak Pidana Korupsi (disingkat UU Korupsi) harus bisa menjadi sarana rekayasa sosial bagi masyarakat. Serta bagaimana hukum Islam juga bisa menjadi kontrol sosial untuk membantu pemerintah dalam menerapkan efek jera bagi pelaku tindak pidana korupsi.

Untuk melihat ketersediaan air irigasi di suatu daerah digunakan analisa neraca air. Neraca air adalah gambaran potensi penyediaan air dan potensi kebutuhan air. Tujuan dari penelitian ini adalah menghitung debit masukan dan keluaran dari air irigasi Pijenan Bantul yang akan disesuaikan dengan pola tata tanam di daerah tersebut. Metodologi dalam penelitian ini adalah eksperimental dengan pengambilan data di daerah irigasi Pijenan Bantul. Alat dan bahan yang digunakan adalah current meter, pita ukur, blangko kebutuhan air irigasi. Hasil penelitian menunjukkan debit selama 10 tahun (2003-2013) sebesar 683,730 hingga 10.237,338 l/dt dan debit kebutuhan rata-rata 1823 l/dt. Hubungan antara debit ketersediaan dan debit kebutuhan di pintu tersier dapat ditunjukkan dari analisis neraca air dimana pada daerah hulu kebutuhan irigasi selalu lebih kecil dari debit yang tersedia, di daerah tengah debit kebutuhan seimbang dengan debit ketersediaan, sedangkan di daerah hilir debit kebutuhan lebih besar daripada debit ketersediaan. Hasil perhitungan faktor K didapatkan lebih kecil dari 0,7 yang artinya terjadi defisit air sehingga perlu system irigasi giliran.To see the availability of irrigation water in an area water balance analysisis used. Water balance is a description of potential water supply and potential water requirement. The purpose of this research was to calculate the input and output irrigation waterdischarge from PijenanBantul that will be adjusted with the pattern of planting system in the area.The methodology in this research was experimental with data retrieval in PijenanBantul irrigation area. Tools and materials used were current meters, measuring tape, form of irrigationwater requirement. The results showed that thedischarge for 10 years (2003-2013) was 683.730 to 10,237.338 l/dt and the average requirement was 1823 l/dt. The relationship between the availability and the requireddischarge of the tertiary gate could be shown from the water balance analysis where upstream irrigation water requirements were always smaller than the available discharge; in the middle area the required discharge was equal with the available discharge; whereas in the downstream area, the requireddischarge was greater than the available discharge. The calculation result of K factor was smaller than 0,7 which means water deficit was existed, therefore the rotation irrigation system was necessary.

The article deals with a proof of one sufficient condition for the irregularity of languages. This condition is related to the properties of certain relations on the set of natural numbers, namely relations possessing the property, referred to as strong separability. In turn, this property is related to the possibility of decomposition of an arithmetic vector space into a direct sum of subspaces. We specify languages in some finite alphabet through the properties of a vector that shows the number of occurrences of each letter of the alphabet in the language words and is called the word distribution vector in the word. The main result of the paper is the proof of the theorem according to which a language given in such a way that the vector of distribution of letters in each word of the language belongs to a strongly separable relation on the set of natural numbers is not regular. Such an approach to the proof of irregularity is based on the Myhill-Nerode theorem known in the theory of formal languages, according to which the necessary and sufficient condition for the regularity of a language consists in the finiteness of the index of some equivalence relation defined by the language.The article gives a definition of a strongly separable relation on the set of natural numbers and examines examples of such relations. Also describes a construction covering a considerably wide class of strongly separable relations and connected with decomposition of the even-dimensional vector space into a direct sum of subspaces of the same dimension. Gives the proof of the lemma to assert an availability of an infinite sequence of vectors, any two terms of which are pairwise disjoint, i.e. one belongs to some strongly separable relation, and the other does not. Based on this lemma, there is a proof of the main theorem on the irregularity of a language defined by a strongly separable relation.This result sheds additional light on the effectiveness of regularity / irregularity analysis tools based on the Myhill-Neroud theorem. In addition, the proved theorem and analysis of some examples of strongly separable relations allows us to establish non-trivial connections between the theory of formal languages and the theory of linear spaces, which, as analysis of sources shows, is relevant.In terms of development of the obtained results, the problem of the general characteristic of strongly separable relations is of interest, as well as the analysis of other properties of numerical sets that are important from the point of view of regularity / irregularity analysis of languages.

The Narmada valley and adjoining districts of Madhya Pradesh came under British administration following the defeat of Sagar and Nagpur in 1818. Known from 1820 as the Saugor and Nerbudda (Sagar and Narmada) Territories (map 1), the area was administered, variously, as an agency of the governor general or as a commissioner's division of the North Western Provinces. As officials made the area part of the British imperial and capitalist system, they met with increasing resitance from notables, smaller chiefs and malguzars. A first round of protests occurred between 1818 and 1826, though these proved no much for the new administration or the troops still in central India. A more determined agitation took place in 1842–43, to meet the same fate. In 1857–58 the traditional landowners launched a third and more coordinated revolt against British rele, but were again unable to dislodge it from the region. This essay explores the origins and nature of that revolt and it does so against the background of colonial beginnings in Madhaya Pradesh.

The main challenges facing rain-fed rice farming in Kilifi County at the Kenyan coast are inadequate and erratic rainfall, inadequate skills, and poorly developed infrastructure. Of great importance is erratic rainfall that tends to depress towards the end of long rain season, leading to crop failure. Combining ability analysis is one of the most valuable tools used to ascertain gene action effects and help in selecting desirable parents for making crosses and coming up with high yielding and early maturing lines. Combining ability for early maturity and yield has not been studied at the Kenyan coast. This study aimed at determining and identifying good, general, and specific combiners for selecting better parents and better cross combinations in rice crops for developing high yield and short duration lines in rain-fed rice farming. Seven lines were subjected to half-diallel mating design at the Kenya Agricultural and Livestock Research Organization (KALRO), Mtwapa, and at Bahari in Kilifi town. Evaluation for general combining ability (GCA) and specific combining ability (SCA) analysis was done. Combining ability variance and GCA and SCA effects were determined. Based on GCA effects, best parent for early maturity was Dourado Precoce, while for yield, Supaa, Komboka, and NERICA 10. SCA estimates indicated that best crosses for yield were D/S, D/N1, and K/N10, while the best performing cross for early maturity was D/N1.

Abstract: The purpose of this study is to examine the existence of fiscal illusions in the form of flypaper effects and debt illusions in regional government spending and examine its effect on regional economic growth in Sulawesi. The number of samples is 78 based on the completeness criteria of data and information covered in the consolidated balance sheet of the Ministry of Finance of the Republic of Indonesia. The utilized analytical tool is partial least square analysis assisted by SmartPLS 3.0 software based on the Structural Equation Model (SEM). The results of the study show that there is a fiscal illusion in the form of flypaper effects and the illusion of debt in regional government expenditure. Furthermore, the results of the study show that the existence of fiscal illusions in regional government expenditure has a positive and significant effect on regional economic growth. Keywords: Fiscal illusion detection and economic growth.Keberadaan Ilusi Fiskal dan Pengaruhnya Terhadap Pertumbuhan Ekonomi di Sulawesi Abstrak: Tujuan penelitian ini adalah untuk menguji keberadaan ilusi fiskal dalam bentuk flypaper effect dan ilusi hutang dalam belanja pemerintah daerah dan menguji pengaruh ilusi fiskal terhadap pertumbuhan ekonomi daerah di Sulawesi. Jumlah sampel adalah sebanyak 78 berdasarkan kriteria kelengkapan data dan informasi yang terdapat dalam neraca gabungan Kementerian Keuangan Republik Indonesia. Alat analisis yang digunakan adalah analisis parsial kuadrat terkecil dengan bantuan perangkat lunak SmartPLS 3.0 berdasarkan Structural Equation Model (SEM). Hasil penelitian menunjukkan bahwa ada ilusi fiskal dalam bentuk flypaper effect dan ilusi hutang pada belanja pemerintah daerah. Hasil penelitian selanjutnya menunjukkan bahwa keberadaan ilusi fiskal pada belanja pemerintah daerah berdampak positif dan signifikan terhadap pertumbuhan ekonomi daerah. Kata kunci: Deteksi ilusi fiskal dan pertumbuhan ekonomi.

Kondisi dan daya saing infrastruktur Indonesia belum memadai akibat belanja infrastruktur yang terhambat karena membengkaknya anggaran subsidi BBM. Pada akhir tahun 2014, pemerintah mereformasi anggaran belanja dengan memangkas anggaran subsidi BBM dan meningkatkan anggaran pembangunan infrastruktur. Penelitian ini bertujuan menganalisis dampak realokasi anggaran belanja subsidi BBM untuk pembangunan infrastruktur terhadap perekonomian Indonesia. Dengan menggunakan data yang bersumber dari BPS dan Susenas, penelitian ini menerapkan aplikasi Sistem Neraca Sosial Ekonomi (SNSE) sebagai alat analisis untuk melihat seberapa besar dampak kebijakan bagi pertumbuhan ekonomi dan pendapatan rumah tangga. Hasil simulasi menunjukkan bahwa realokasi anggaran subsidi BBM untuk pembangunan infrastruktur sosial (seperti pendidikan dan kesehatan) berpengaruh lebih besar terhadap perekonomian Indonesia dibandingkan infrastruktur fisik (seperti jalan dan jembatan). Meski pertubuhan ekonomi yang diperoleh melalui hasil simulasi belum mencapai target pembangunan, namun dalam jangka panjang pembangunan infrastruktur diharapkan mampu mengakselerasi pertumbuhan ekonomi. Indonesia’s infrastructure has been inadequate and not competitive due to the lack of infrastructure spending because of the consistently increasing budget for fuel subsidy. Therefore, at the end of 2014, Government of Indonesia (GoI) reformed their budgeting policy by diverting fuel subsidy’s budget to develop infrastructure. The purpose of this study was to analyze the impact of diverting Indonesia’s budgeting policy from fuel subsidy to infrastructure on its economy. Using data from Statistics Indonesia and National Survey of Social and Economy, this study applied Social Accounting Matrix (SAM) as the analytical tool to quantify the magnitude of the impact from the policy on Indonesia’s economic growth and household income. Simulation results indicated that developing social infrastructure (such as education and health) had a bigger impact on Indonesia’s economy than developing physical infrastructure (such as roads and bridges). Although the economic growth resulted from the simulation policy could not meet Indonesia’s target, infrastructure spending is expected to accelerate growth in the long run.

SUMMARYTo assess genotype adaptability to variable environments, we evaluated five irrigated rice genotypes, three new varieties, WAS161, a NERICA, IR32307 and ITA344, and two controls: Sahel 108, the most popular short-duration variety in the region, and IR64. In a field experiment conducted at two locations, Ndiaye and Fanaye, along the Senegal River, rice was sown on 15 consecutive dates at one month intervals starting in February 2006. Yield (0–12.2 t ha−1) and crop cycle duration (117–190 days) varied with sowing date, genotype and site. Rice yield was very sensitive to sowing date and the associated temperature regimes. Spikelet sterility due to cold stress (T < 20 °C) was observed when the crops were sown in August (Ndiaye), September (Ndiaye and Fanaye) and October (Ndiaye and Fanaye), and heat stress (T > 35 °C) resulted in spikelet sterility when sowing took place in April (Ndiaye and Fanaye) and May (Fanaye). For all experiments the source and sink balance was quantified and showed that yield was most limited by sink size when sowing between July and October. Variety WAS 161 was least affected by genotype × environment interactions, resulting in lower interactive principal component values. An increase in minimum temperature of 3 °C could decrease spikelet sterility from 100 to 45%. These changes in temperature are likely to force rice farmers in the Senegal River to adjust the cropping calendar, e.g. to delay planting or to use heat-tolerant genotypes.

Abstract: Susenas is one of the important household socio-economic data sources in Indonesia. Susenas has become the main reference for meeting the needs of the government in implementing national development so that it is in line with the National Medium Term Development Plan (RPJMN), nine priority agendas or nawacita and the goals of Sustainable Development. A survey is a method of collecting data by giving questions to respondents. a survey is the best way to get correct information and the results can be justified. In the process of collecting PMTB survey data, which is carried out by partner officers, it is still implementing a manual system where partner officers come to the company / business under the form to fill in the company's income and expenditure data, and then the partner returns to the ledger to be analyzed by the Balance Sheet officer, the author intends to create a web-based system that is considered to provide an effective solution and can be used as a tool for PMTB data collection using the interview research method and direct observation to the Medan City BPS office. Keywords: BPS (Badan Pusat Statistik), PMTB, Survei, User, Web Abstrak: Susenas merupakan salah satu sumber data sosial ekonomi rumah tangga yang penting diindonesia. Susenas telah menjadi rujukan utama untuk memenuhi kebutuhan pemerintah dalam mengimplementasikan pembangunan nasional agar sejalan dengan Rencana Pembangunan Jangka Menengah Nasional (RPJMN), sembilan agenda prioritas atau nawacita dan tujuan Pembangunan Berkelanjutan. Survei adalah metode pengumpulan data dengan memberikan pertanyaan – pertanyaan kepada responden. survei merupakan cara terbaik dalam mendapatkan sebuah informasi yang benar dan dapat dipertanggungjawabkan hasilnya. Dalam proses pengumpulan data survei PMTB yang dilakukan oleh petugas mitra masih menerapkan sistem manual yang mana petugas mitra datang ke perusahaan/usaha membawah formulir pengisian data pendapatan dan pengeluaran perusahaan, dan selanjutnya mitra kembali menulis ke buku besar untuk dapat di analisa oleh petugas Neraca, penulis bermaksud membuat suatu sistem berbasis web yang dipandang dapat memberikan solusi yang efektif serta dapat dijadikan sebagai alat pendataan PMTB dengan menggunakan metode penelitian wawancara dan observasi langsung ke kantor BPS Kota Medan. Kata kunci: BPS (Badan Pusat Statistik), PMTB, Survei, User, Web

Straipsnyje nagrinėjami kai kurie metodologiniai mokymosi negalių tyrimo ir koregavimo klausimai. Siekiant išryškinti bendriausius šios problemos sprendimo principus gretinama analitinė ir holistinė mokslinio pažinimo prieiga. Moderniojoje akademinėje psichologijoje vyraujanti analitinė prieiga reiškiasi įsitikinimu, kad sudėtingą reiškinį galima pažinti jį skaidant dalimis, aiškinantis jų tarpusavio ryšius ir kaupiant empiriškai patikrinamus faktus. Ši tendencija būdinga gausiai ir įvairiai mokymosi negalias nagrinėjančiai ir jų koregavimo būdus siūlančiai ir vertinančiai literatūrai, tačiau kol kas bendros koncepcijos šiuo klausimu nėra. Straipsnyje plačiau pristatoma holistinei prieigai atstovaujančio prancūzų audiopsichofonologo Alfredo Tomatiso teorinis požiūris ir juo grindžiamas mokymosi negalių įveikos būdas. Teigdamas, kad mokymosi negalios yra komunikavimo problema, pasireiškianti kaip klausymo sutrikimas, jis siūlo originalų teisingo klausymo atkūrimo būdą, kurį, kaip Tomatiso metodiką, žino ir taiko daugelis psichologinės pagalbos įstaigų visame pasaulyje. Skirtingai nuo praktikų, akademinė psichologija susidomėjimo A. Tomatiso idėjomis nerodo, tad ir diskusija šiuo klausimu nevyksta. Todėl ir straipsnyje keltas klausimas apie mokymosi negalių problemos sprendimo galimybes lieka atviras.Pagrindiniai žodžiai: mokymosi negalia, girdėjimas ir klausymas, garsinis stimuliavimas, aukštieji garso dažniai, elektroninė ausis. Learning disabilities: different theoretical approaches and ways of treatmentEglė Rimkutė, Miglė Dovydaitienė SummaryThe article examines some methodological problems of research and treatment of learning disabilities. Analytic and holistic approaches to learning disabilities are introduced. Mainstream academic psychology is currently dominated by the analytic approach, which seeks to reduce complex phenomena to its parts in order to study and understand existing interactions between them. A review of literature reveals, that generally learning disabilities are defined in terms of deficits of various cognitive and language abilities and skills necessary for learning. Most often offered treatment procedures are based on programs that focus on improving deficient skills through repetition of various cognitive exercises.We put special emphasis on holistic approach which is presented through theorizing and the treatment of learning disabilities by French audio-psycho-phonologist Alfred Tomatis. According to A. Tomatis, neither normal nor abnormal behaviour can be understood without relating it to 1) the functioning of the whole organism, and 2) the historical and individual developmental processes. From his point of view, language, as a tool for communication, plays a very important role in the humanization of an individual. Individual personal development also confirms that the need for communication emerges already in the prenatal stage, when the link between foetus and mother is maintained, as the foetus hears from the 5th month of intrauterine life. The desire to communicate is implicit in the realization of human consciousness. Considering learning difficulties which are related with written language A. Tomatis claims that it is communication — primarily listening — disorder. The treatment, proposed by A. Tomatis, consists in teaching a person to use his ear as an apparatus capable of listening. He developed an electronic device called Electronic Ear designed to modify the way in which a subject listened and to help him improve language, learning and communication skills. Practitioners using A. Tomatis method confirm its effectiveness. However, it would be very difficult to evaluate his method through analitical experiments that would satisfy academic psychology, which remains skeptical.To contribute to the progress in understanding and treatment of learning disabilities academic psychology should pay more attention to the ideas approved in practice and to find more flexible ways of detection and evaluation of personal change.Key words: learning disability, hearing and listening, auditory stimulation, high frequency tones, electronic ear.

Seven spot ladybird beetle, (Coccinella septempunctata) is a widely distributed natural enemy of soft-bodied insect pests especially aphids worldwide. Both the adult and larvae of this coccinellid beetle are voracious feeders and serve as a commercially available biological control agent around the globe. Different techniques are adopted to enhance the mass rearing and storage of this natural enemy by taking advantage of its natural ability to withstand under extremely low temperatures and entering diapause under unfavorable low temperature conditions. The key objective of this study was to develop a cost effective technique for enhancing the storage life and predatory potential of the larvae of C. septempunctata through cold storage in conjunction with the use of nuclear techniques, gamma radiations. Results showed that the host eating potential of larvae was enhanced as the cold storage duration was increased. Gamma irradiation further enhanced the feeding potential of larvae that were kept under cold storage. Different irradiation doses also affected the development time of C. septempuntata larvae significantly. Without cold storage, the lower radiation doses (10 and 25 GY) prolonged the developmental time as compared to un-irradiated larvae. Furthermore, the higher dose of radiation (50GY) increased the developmental time after removal from cold storage. This study first time paves the way to use radiation in conjunction with cold storage as an effective technique in implementation of different biological control approaches as a part of any IPM programs.Key wordGamma irradiations; cold storage, Coccinella septempunctata larvae; predatory potential; integrated pest management programme.INTRODUCTIONNuclear techniques such as gamma radiations have a vast application in different programmes of biological control including continuous supply of sterilized host and improved rearing techniques (Greany and Carpenter, 2000; Cai et al., 2017). Similarly irradiation can be used for sentinel-host eggs and larvae for monitoring survival and distribution of parasitoids (Jordão-paranhos et al., 2003; Hendrichs et al., 2009; Tunçbilek et al., 2009; Zapater et al., 2009; Van Lenteren, 2012). Also, at the production level, such technique may facilitate the management of host rearing, improve quality and expedite transport of product (Fatima et al., 2009; Hamed et al., 2009; Wang et al., 2009). Gamma irradiations can also be used to stop insect’s development to enhance host suitability for their use in different mass rearing programs (Celmer-Warda, 2004; Hendrichs et al., 2009; Seth et al., 2009). Development and survival of all insects have a direct connection with temperatures which in turn affect the physical, functional and behavioral adaptations (Ramløy, 2000). Many insects living in moderate regions can survive at low temperature by process of diapause. A temperature between 0 to 10oC may cause some insects to become sluggish and they only become active when the temperature is suitable. Such insects show greater adaptations to flexible temperature regimes for better survival. Many studies have reported this concept of cold-hardiness in insects in general (Bale, 2002; Danks, 2006) and specifically in coccinellid beetles over past years (Watanabe, 2002; Koch et al., 2004; Pervez and Omkar, 2006; Labrie et al., 2008; Berkvens et al., 2010). Using this cold hardiness phenomenon, many coccinellids have been studied for the effect of cold storage such as Coccinella undecimpunctata (Abdel‐Salam and Abdel‐Baky, 2000), Coleomegilla maculata (Gagné and Coderre, 2001) and Harmonia axyridis (Watanabe, 2002). This natural phenomenon, therefore, can be a helpful tool in developing low temperature stockpiling for improving mass-rearing procedures (Mousapour et al., 2014). It may provide a significant output in terms of providing natural enemies as and when required during pest infestation peaks (Venkatesan et al., 2000). Use of irradiation in conjunction with cold storage proves to be an effective technique in implementation of different biological control approaches as a part of any IPM programme. A study reported that the pupate of house fly, Musca domestica irradiated at dose of 500 Gy and can stored up to 2 months at 6°C for future use for a parasitoid wasp Spalangia endius rearing (Zapater et al., 2009). Similarly, when irradiated at 20 GY, parasitic wasps Cotesia flavipes were stored safely up to two months without deterioration of their parasitic potential (Fatima et al., 2009). Similarly, bio-control program of sugarcane shoot borer Chilo infescatellus proved successful through the use of irradiation combined with cold storage of its egg and larval parasitoids Trichogramma chilonis and C. flavipes (Fatima et al., 2009). Less mobile life stages such as larvae are of significance in any IPM strategy because they remain on target site for more time period as compared to adults. Therefore, use of predatory larvae is very promising in different biological control approaches because of their immediate attack on pests and more resistance to unfavorable environmental conditions than delicate egg stage. In addition, with their augmentation into fields, larval stage shows their presence for longer time than adult stage and their feeding potential is also satisfactory as that of adults. For the best utilization of these predators in the field and maximum impact of 3rd and 4th larval instars on prey, we should encourage late 2nd second instar larvae of predatory beetles in the fields as these instars have more feeding capacity due to increased size and ability to handle larger preys.In spite of higher significance, there is little information available about the effect of cold storage on the survival of larval instars of different ladybird beetles and its effect on their predatory potential. Very few studies report the use of cold storage for non-diapausing larval stage like for Semiadalia undecimnotata and only one study reported the short-term storage (up to two weeks) of 2nd and 3rd instar coccinellid, C. maculate, without any loss in feeding voracity of larvae after storage (Gagné and Coderre, 2001). The survival of 3rd and 4th larval instars of C. undecimpunctata for 7 days after storage at 5oC was reported in a study but the survival rate declined after 15-60 days of storage (Abdel‐Salam and Abdel‐Baky, 2000). As C. septempunctata is considered one of the voracious predators (Afroz, 2001; Jandial and Malik, 2006; Bilashini and Singh, 2009; Xia et al., 2018) and diapause is a prominent feature of this beetle and it may undergo facultative diapause under suitable laboratory conditions (Suleman, 2015). No information is available to date about the combined effect of cold storage and irradiation on the larval instars of this species.OBJECTIVES The objective of this study was to devise a cost effective technique for the cold storage and its effect on the subsequent predatory potential of the seven spotted ladybird beetle larvae in conjunction with the use of gamma radiations. Hypothesis of the study was that an optimum length of low temperature treatment for storage purpose would not affect the predation capacity of C. septempunctata larvae and their developmental parameters including survival and pupation will remain unaffected. Furthermore, use of gamma irradiation will have some additional effects on survival and feeding capacity of irradiated C. septempunctata larvae. Such techniques can be utilized in different biocontrol programs where short term storage is required. So these larvae can be successfully imparted in different IPM programs against sucking complex of insect pests as a component of biological control strategyMATERIALS AND METHODSPlant materials: Collection and rearing of C. septempunctata: Adult C. septempunctata were collected from the wheat crop (in NIAB vicinity and farm area) in the month of March during late winter and early in spring season 2016-2017. They were kept in plastic jars and were fed with brassica aphids. Under controlled laboratory conditions (25+2oC, 16h: 8h L:D and 65+5% R.H.), eggs of C. septempuctata were obtained and after hatching, larvae were also given brassica aphids as dietary source. Larvae of second instar were selected for this experiment (as the first instar is generally very weak and vulnerable to mortality under low temperatures). As the larvae approached second instar, they were separated for the experimentation. Irradiation of larvae at different doses: Irradiation of larvae was carried out by the irradiation source 137CS at Radiation laboratory, and the larvae were then brought back to the IPM laboratory, Plant Protection Division, Nuclear Institute for Agriculture and Biology (NIAB) Faisalabad. Radiation doses of 10 GY (Grey), 25 GY and 50 GY were used to treat the second instar larvae. There were three replicates for each treatment and five larvae per replicate were used. Control treatment was left un-irradiated.Cold storage of irradiated larvae: In present work, second instar C. septempunctata larvae were studied for storage at low temperature of 8oC. The larvae were kept at 8oC for 0, I and II weeks where week 0 depicts no cold treatment and this set of larvae was left under laboratory conditions for feeding and to complete their development. For larvae that were kept under cold storage for one week at 8°C, the term week I was devised. Similarly, week II denotes the larvae that remained under cold conditions (8°C) for two continuous weeks. Larvae were removed from cold storage in their respective week i.e., after week I and week II and were left under laboratory conditions to complete their development by feeding on aphids. Data collection: For recording the predatory potential of C. septempunctata larvae, 100 aphids were provided per larva per replicate on a daily basis until pupation as this number was more than their feeding capacity to make sure that they were not starved (personal observation). Observations were recorded for survival rate, developmental time and feeding potential. Data analysis: Data were statistically analysed by Statistical Software SPSS (Version 16.0). The data were subjected to normality check through the One-sample Kolmogorov-Smirnov test. Non normal data were transformed to normal data which were then used for all parametric variance tests. One-way and two-way analyses of variance were used. For comparison between variables, LSD test at α 0.05 was applied.RESULTSFeeding potential of irradiated larvae after removal from cold storage: Results showed an increase in the feeding potential of C. septempunctata larvae with increased cold storage duration. The feeding potential was significantly higher for the larvae that spent maximum length of time (week II) under cold storage conditions followed by week I and week 0. Gamma irradiations further enhanced the feeding potential of larvae that were kept under cold storage. When larvae were irradiated at 10 GY, the eating capacity of larvae increased significantly with the duration of cold storage. Similarly, larvae that were irradiated at 25 GY, showed increase in feeding potential on aphids as the time period of cold storage increased. The feeding potential of larvae that were irradiated at 50 GY, was again significantly increased with increase of cold storage duration. When different radiation doses were compared to week 0 of storage, there was a significant difference in feeding potential and larvae irradiated at 50 GY consumed the maximum numbers of aphids when no cold storage was done followed by larvae irradiated at 10 and 25 GY. With the other treatment, where larvae were kept under cold storage for one week (week I) the larvae irradiated at 50GY again showed the highest feeding potential. The feeding potential of irradiated larvae was again significantly higher than the un-irradiated larvae that were kept for two weeks (week II) under cold storage (table 1).Two-way ANOVA was performed to check the interaction between the different radiation doses and different lengths of storage durations for feeding potential of C. septempunctata larvae on aphids. The feeding potential of larvae irradiated at different doses and subjected to variable durations of cold storage were significantly different for both the radiation doses and cold storage intervals. Furthermore, the interaction between the radiation doses and storage duration was also significant meaning that the larvae irradiated at different doses with different length of cold storage were having significant variations in feeding levels (table 2).Developmental time of irradiated larvae after removal from cold storage: Significant difference was found in the development time of the larvae of C. septempunctata when irradiated at different doses at week 0 (without cold storage). The larvae irradiated at 10 GY took the maximum time for development and with the increase in irradiation dosage, from 25 to 50 GY, the time of development was shortened. The larvae irradiated at 50 GY had the same development time as the un-irradiated ones. When, the irradiated larvae were subjected to cold storage of one week duration (week I), their development time after removal from storage condition varied significantly. The larvae irradiated at 25 GY took the maximum time for development followed by larvae irradiated at 50 GY and 10 GY. There was an indication that the development time was extended for irradiated larvae as compared to un-irradiated larvae.Results also depicted a significant difference in the time taken by irradiated larvae to complete their development after taken out from cold storage of two weeks duration (week II). As the storage time of irradiated larvae increased, the development time was prolonged. Results showed that the larvae that were irradiated at 25 and 50 GY, took the maximum time to complete their development. With the prolonged duration of cold storage up to two weeks (week II), this difference of development time was less evident at lower doses (10 GY). The larvae irradiated at 10 GY showed a significant difference in their developmental duration after being taken out of cold storage conditions of the week 0, I and II. There was no difference in the developmental duration of larvae that were un-irradiated and subjected to different regimes of storage. Un-irradiated larvae were least affected by the duration of storage. With the increase in the storage time, a decrease in the developmental time was recorded. Larvae that were irradiated at 10 GY, took the maximum period to complete their development when no cold storage was done (week 0) followed by week I and II of cold storage. When the larvae irradiated at 25 GY were compared for their development time, there was again significant difference for week 0, I and II of storage duration. Maximum time was taken by the larvae for their complete development when removed from cold storage after one week (week I). With the increase in storage duration the time taken by larvae to complete their development after removal from cold storage reduced.When the larvae were removed after different lengths of cold storage duration i.e., week 0, week I and week II, there was a significant difference in the developmental time afterwards. Results have shown that the higher dose of radiation, increased the developmental time after removal from cold storage. The larvae irradiated at 50 GY took the longest time to complete their development after removal from cold storage (week I and week II) as compared the larvae that were not kept under cold storage conditions (week 0) (table 3).Interaction between the different radiation doses and different lengths of storage durations for development time of larvae were checked by two-way ANOVA. The development time of larvae irradiated at different doses and subjected to variable durations of cold storage were significantly different for both the doses and cold storage intervals. Furthermore, the interaction between the radiation doses and storage duration was also significant meaning that the larvae irradiated at different doses with different length of cold storage were having significant variations in development times (table 4). DISCUSSIONThe present research work indicates the possibility of keeping the larval instars of C. septempunctata under cold storage conditions of 8oC for a short duration of around 14 days without affecting its further development and feeding potential. Furthermore, irradiation can enhance the feeding potential and increase the development time of larval instars. This in turn could be a useful technique in mass rearing and field release programmes for biological control through larval instars. Usually temperature range of 8-10oC is an optimal selection of low temperature for storage as reported earlier for eggs two spotted ladybird beetle, Adalia bipunctata and the eggs of C. septempunctata (Hamalainen and Markkula, 1977), Trichogramma species (Jalali and Singh, 1992) and fairyfly, Gonatocerus ashmeadi (Hymenoptra; Mymaridae) (Leopold and Chen, 2007). However, a study reported more than 80% survival rate for the coccinellid beetle, Harmonia axyridis for up to 150 days at moderately low temperature of 3-6oC (Ruan et al., 2012). So there is great flexibility in coccinellid adults and larvae for tolerating low temperature conditions. After removal from cold storage, larvae showed better feeding potential with consumption of more aphids when compared to normal larvae that were not placed under low temperature conditions. This indicates that when the adult or immature insect stages are subjected to low temperature environment, they tend to reduce their metabolic activity for keeping them alive on the reserves of their body fats and sustain themselves for a substantial length of time under such cold environment. Hereafter, the larval instars that were in cold storage were behaving as if starved for a certain length of time and showed more hunger. This behavior of improved or higher feeding potential of stored larvae has been reported previously (Chapman, 1998). Hence, the feeding potential of C. septempunctata larvae significantly increased after cold storage. Gagné and Coderre (2001) reported higher predatory efficacy in larvae of C. maculata when stored at the same temperature as in the present study i.e., 8oC. Similarly, Ruan et al. (2012) showed that the multicolored Asian ladybug, H. axyridis, when stored under cold conditions, had more eating capacity towards aphids Aphis craccivora Koch than the individuals that were not stored. Such studies indicate that the higher feeding potential in insects after being subjected to low temperature environmental conditions could be due to the maintenance of their metabolism rate to a certain level while utilizing their energy reserves to the maximum extent (Watanabe, 2002).The individuals coming out from cold storage are therefore capable of consuming more pray as they were in a condition of starvation and they have to regain their energy loss through enhanced consumption. Furthermore, the starvation in C. septempunctata has previously been reported to affect their feeding potential (Suleman et al., 2017). In the present study, the larval development was delayed after returning to normal laboratory conditions. Cold storage affects the life cycle of many insects other than coccinellids. The cold storage of green bug aphid parasitoid, Lysiphlebus testaceipes Cresson (Hymenoptra; Braconidae) mummies increased the life cycle 3-4 times. Nevertheless, in current study the development process of stored larvae resumed quickly after taking them out and larvae completed their development up to adult stage. Similar kinds of results were reported for resumption of larval development after removal from cold storage conditions. Such studies only report satisfactory survival rates and development for a short duration of cold storage but as the length of storage is increased, it could become harmful to certain insects. Gagné and Coderre (2001) reported that cold storage for longer period (three weeks) proved fatal for almost 40% of larvae of C. maculata. Furthermore, in the same study, the feeding potential of C. maculata larvae was also affected beyond two weeks of cold storage due to the loss of mobility after a long storage period. Many studies have reported that longer durations of low temperature conditions can either damage the metabolic pathways of body cells or may increase the levels of toxins within the bodies of insects. Also, low temperature exposure for longer duration may cause specific interruptions in the insect body especially neuro-hormones responsible for insect development, which could be dangerous or even life threatening.Chen et al. (2004) also reported that the biological qualities of parasitized Bemisia tabaci pupae on population quality of Encarsia formosa were affected negatively with increase in cold storage duration. Similarly, the egg hatchability of green lacewing Chrysoperla carnea Stephen was lost completely beyond 18 days of cold storage (Sohail et al., 2019). However, in the present study the cold storage was done for maximum two weeks and it is to be regarded as a short term storage hence the survival rate was satisfactory. Longer periods of cold storage for larvae are not considered safe due to their vulnerable state as compared to adults which are hardier. Also 2nd instar larvae used in the present study for cold storage for being bigger in size and physical stronger than 1st instar. Abdel‐Salam and Abdel‐Baky (2000) reported that in C. undecimpunctata the cold storage of 3rd and 4th larval instars was higher and considered safer than early larval instars. The same study showed sharp decline in survival rate after two weeks and there was no survival beyond 30-60 days of cold storage. The present study showed that short term storage of the larvae of C. septempunctata could be done without any loss of their feeding potential or development so the quality of predator remained unaffected. Similar kind of work for many other insects had been reported previously where cold storage technique proved useful without deteriorating the fitness of stored insects. For example, the flight ability of reared codling moth Cydia pomonella Linnaeus remained unaffected after removal from cold storage (Matveev et al., 2017). Moreover, a sturdy reported that pupae of a parasitoid wasp Trichogramma nerudai (Hymenoptera; Trichogrammatidae) could be safely put in cold storage for above than 50 days (Tezze and Botto, 2004). Similarly, a technique of cold storage of non-diapausing eggs of black fly Simulium ornaturm Meigen was developed at 1oC. Another study reported safe storage of a predatory bug insidious flower bug Orius insidiosus for more than 10 days at 8°C (Bueno et al., 2014).In present study without cold storage, the lower doses of 10 and 25 GY prolonged the developmental time as compared to un-irradiated larvae and higher doses of irradiations in conjunction with cold storage again significantly prolonged the developmental time of larvae when returned to the laboratory conditions. Salem et al. (2014) also reported that Gamma irradiations significantly increased the duration of developmental stages (larvae and pupae) in cutworm, Agrotis ipsilon (Hufnagel). In another study, where endoparasitic wasps Glyptapanteles liparidis were evaluated with irradiated and non-irradiated gypsy moth Lymantria dispar larvae for oviposition, it was found that non-irradiated larvae had a shorter time to reach the adult stage as compared to irradiated larvae (Novotny et al., 2003). Both for higher doses with cold storage and lower doses without cold storage extended the larval duration of C. septempunctata. In another study when the parasitoid wasp Habrobracon hebetor was irradiated at the dose of 10 GY, it resulted in prolonged longevity (Genchev et al., 2008). In the same study, when another parasitoid Ventruria canescens was irradiated at lower doses of 4GY and 3 GY, it resulted in increased emergence from the host larvae, while gamma irradiations at the dose of 1 GY and 2 GY significantly stimulated the rate of parasitism (Genchev et al., 2008). The current study also indicated higher rates of predation in the form of increased feeding potential of larvae as a result of irradiations at lower doses.CONCLUSIONThe outcome of the current study shows that storage of 2nd instar C. septempunctata at low temperature of 8oC for a short duration of about 14 days is completely safe and could have broader application in different biocontrol programs. Such flexibility in storage duration can also assist in different mass rearing techniques and commercial uses. The combination of gamma radiation with low temperature cold storage could be a useful tool in developing different biological pest management programs against sucking insect pests. Incidence of periodic occurrence of both the target insect pests with their predatory ladybird beetles in synchrony is an important aspect that could be further strengthened by cold storage techniques. Therefore, short or long term bulk cold storage of useful commercial biocontrol agents and then reactivating them at appropriate time of pest infestation is a simple but an advantageous method in mass rearing programs. Increased feeding capacity of stored larvae is another edge and hence such larvae may prove more beneficial as compared to unstored larvae. Both cold storage and improved feeding of the C. septempuctata larvae can be utilized for implementation of IPM for many sucking insect pests of various crops, fruits and vegetables. Due to some constraints this study could not be continued beyond two weeks but for future directions, higher doses and longer duration periods could further elaborate the understanding and better application of such useful techniques in future IPM programmes on a wider scale. Also, some other predatory coccinellid beetle species can be tested with similar doses and cold storage treatments to see how effective this technique is on other species as well.ACKNOWLEDGMENTS We acknowledge the Sugarcane Research and Development Board for providing a research grant (No. SRDB/P/4/16) to carry out this research work. This paper is a part of research thesis entitled “Effect of gamma irradiation on storage and predatory potential of seven spotted lady bird beetle larvae” submitted to Higher Education Commission, Pakistan for the degree of M.Phil. Biological Sciences.CONFLICT OF INTERESTAuthors have no conflict of interest.REFERENCESAbdel‐Salam, A. and N. J. J. o. A. E. Abdel‐Baky, 2000. Possible storage of Coccinella undecimpunctata (Col., coccinellidae) under low temperature and its effect on some biological characteristics. 124(3‐4): 169-176.Afroz, S., 2001. Relative abundance of aphids and their coccinellid predators. Journal of aphidology, 15: 113-118.Bale, J., 2002. Insects and low temperatures: From molecular biology to distributions and abundance. Biological sciences, 357(1423): 849-862.Berkvens, N., J. S. Bale, D. Berkvens, L. Tirry and P. De Clercq, 2010. Cold tolerance of the harlequin ladybird Harmonia axyridis in europe. Journal of insect physiology, 56(4): 438-444.Bilashini, Y. and T. J. I. J. A. E. Singh, 2009. Studies on population dynamics and feeding potential of Coccinella septempunctata linnaeus in relation to Lipaphis erysimi (kaltenbach) on cabbage. Indian journal of applied entomology, 23: 99-103.Bueno, V. H. P., L. M. Carvalho and J. Van Lenteren, 2014. Performance of Orius insidiosus after storage, exposure to dispersal material, handling and shipment processes. Bulletin of insectology, 67(2): 175-183.Cai, P., X. Gu, M. Yao, H. Zhang, J. Huang, A. Idress, Q. Ji, J. Chen and J. Yang, 2017. The optimal age and radiation dose for Bactrocera dorsalis (Hendel)(Diptera: Tephritidae) eggs as hosts for mass-reared Fopius arisanus (Sonan)(Hymenoptera: Braconidae). Biological control, 108: 89-97.Celmer-Warda, K., 2004. Preliminary studies suitability and acceptability of irradiated host larvae Plodia interpunctella (Hubner) on larval parasitoids Venturia canescens (gravenhorst). Annals of warsaw agricultural university, horticulture (Landscape Architecture), 25: 67-73.Chapman, R. F., 1998. The insects: Structure and function. Cambridge university press.Chen, Q., L.-f. Xiao, G.-r. Zhu, Y.-s. LIU, Y.-j. ZHANG, Q.-j. WU and B.-y. XU, 2004. Effect of cold storage on the quality of Encarsia formosa Gahan. Chinese journal of biological control, 20(2): 107-109.Danks, H., 2006. Insect adaptations to cold and changing environments. The Canadian entomologist, 138(1): 1-23.Fatima, B., N. Ahmad, R. M. Memon, M. Bux and Q. Ahmad, 2009. Enhancing biological control of sugarcane shoot borer, Chilo infuscatellus (Lepidoptera: Pyralidae), through use of radiation to improve laboratory rearing and field augmentation of egg and larval parasitoids. Biocontrol science technology, 19(sup1): 277-290.Gagné, I. and D. Coderre, 2001. Cold storage of Coleomegilla maculata larvae. Biocontrol science technology, 11(3): 361-369.Genchev, N., N. Balevski, D. Obretenchev and A. Obretencheva, 2008. Stimulation effects of low gamma radiation doses on perasitoids Habrobracon hebetor and Ventruria canescens. Journal of Balkan ecology, 11: 99-102.Greany, P. D. and J. E. Carpenter, 2000. Årea-ide control of fruit flies and other insect pests: Importance. Joint proceedings of the International Conference on Årea-Wide Control of insect pests, May 28–June 2, 1998 and the Fifth International symposium on fruit flies of economi, June 1-5.Hamalainen, M. and M. Markkula, 1977. Cool storage of Coccinella septempunctata and Adalia bipunctata (Col., coccinellidae) eggs for use in the biological control in greenhouses. Annales agricultural fennicae, 16: 132-136.Hamed, M., S. Nadeem and A. Riaz, 2009. Use of gamma radiation for improving the mass production of Trichogramma chilonis and Chrysoperla carnea. Biocontrol science technology, 19(sup1): 43-48.Hendrichs, J., K. Bloem, G. Hoch, J. E. Carpenter, P. Greany and A. S. Robinson, 2009. Improving the cost-effectiveness, trade and safety of biological control for agricultural insect pests using nuclear techniques. Biocontrol science technology, 19(sup1): 3-22.Jalali, S. and S. Singh, 1992. Differential response of four Trichogramma species to low temperatures for short term storage. Entomophaga, 37(1): 159-165.Jandial, V. K. and K. Malik, 2006. Feeding potential of Coccinella septempunctata Linn. (Coccinellidae: Coleoptera) on mustard aphid, lipaphis erysimi kalt. And potato peach aphid, Myzus persicae sulzer. Journal of entomological research, 30(4): 291-293.Jordão-paranhos, B. A., J. M. Walder and N. T. Papadopoulos, 2003. A simple method to study parasitism and field biology of the parasitoid Diachasmimorpha longicaudata (Hymenoptera: Braconidae) on Ceratitis capitata (Diptera: Tephritidae). Biocontrol science technology, 13(6): 631-639.Koch, R. L., M. Carrillo, R. Venette, C. Cannon and W. D. Hutchison, 2004. Cold hardiness of the multicolored asian lady beetle (Coleoptera: Coccinellidae). Environmental entomology, 33(4): 815-822.Labrie, G., D. Coderre and E. Lucas, 2008. Overwintering strategy of multicolored asian lady beetle (Coleoptera: Coccinellidae): Cold-free space as a factor of invasive success. Annals of the entomological society of America, 101(5): 860-866.Leopold, R. and W.-l. Chen, 2007. Cold storage of the adult stage of Gonatocerus ashmeadi girault: The impact on maternal and progeny quality. In: Proceedings of the 2007 pierce’s disease research symposium, San Diego, CA. pp: 42-46.Matveev, E., J. Kwon, G. Judd and M. J. T. C. E. Evenden, 2017. The effect of cold storage of mass-reared codling moths (Lepidoptera: Tortricidae) on subsequent flight capacity. The Canadian entomologist, 149(3): 391-398.Mousapour, Z., A. Askarianzadeh and H. Abbasipour, 2014. Effect of cold storage of pupae parasitoid wasp, Habrobracon hebetor (say)(Hymenoptera: Braconidae), on its efficiency. Archives of phytopathology plant protection, 47(8): 966-972.Novotny, J., M. Zúbrik, M. L. McManus and A. M. Liebhold, 2003. Sterile insect technique as a tool for increasing the efficacy of gypsy moth biocontrol. Proceedings: Ecology, survey and management of forest insects GTR-NE-311, 311.Pervez, A. and Omkar, 2006. Ecology and biological control application of multicoloured asian ladybird, Harmonia axyridis: A review. Biocontrol science technology, 16(2): 111-128.Ramløy, U.-B., 2000. Aspects of natural cold tolerance in ectothermic animals. Human reproduction, 15(suppl_5): 26-46.Ruan, C.-C., W.-M. Du, X.-M. Wang, J.-J. Zhang and L.-S. Zang, 2012. Effect of long-term cold storage on the fitness of pre-wintering Harmonia axyridis (pallas). BioControl, 57(1): 95-102.Salem, H., M. Fouda, A. Abas, W. Ali and A. Gabarty, 2014. Effects of gamma irradiation on the development and reproduction of the greasy cutworm, Agrotis ipsilon (Hufn.). Journal of radiation research applied sciences, 7(1): 110-115.Seth, R. K., T. K. Barik and S. Chauhan, 2009. Interaction of entomopathogenic nematodes, Steinernema glaseri (Rhabditida: Steinernematidae), cultured in irradiated hosts, with ‘f1 sterility’: Towards management of a tropical pest, Spodoptera litura (fabr.)(Lepidoptera: Noctuidae). Biocontrol science technology, 19(sup1): 139-155.Sohail, M., S. S. Khan, R. Muhammad, Q. A. Soomro, M. U. Asif and B. K. Solangi, 2019. Impact of insect growth regulators on biology and behavior of Chrysoperla carnea (stephens)(Neuroptera: Chrysopidae). Ecotoxicology, 28(9): 1115-1125.Suleman, N., 2015. Heterodynamic processes in Coccinella septempunctata L. (Coccinellidae: Coleoptera): A mini review. Entomological science, 18(2): 141-146.Suleman, N., M. Hamed and A. Riaz, 2017. Feeding potential of the predatory ladybird beetle Coccinella septempunctata (Coleoptera; Coccinellidae) as affected by the hunger levels on natural host species. Journal of phytopathology pest management, 4: 38-47.Tezze, A. A. and E. N. Botto, 2004. Effect of cold storage on the quality of Trichogramma nerudai (Hymenoptera: Trichogrammatidae). Biological control, 30(1): 11-16.Tunçbilek, A. S., U. Canpolat and F. Sumer, 2009. Suitability of irradiated and cold-stored eggs of Ephestia kuehniella (Pyralidae: Lepidoptera) and Sitotroga cerealella (Gelechidae: Lepidoptera) for stockpiling the egg-parasitoid Trichogramma evanescens (Trichogrammatidae: Hymenoptera) in diapause. Biocontrol science technology, 19(sup1): 127-138.Van Lenteren, J. C., 2012. The state of commercial augmentative biological control: Plenty of natural enemies, but a frustrating lack of uptake. BioControl, 57(1): 1-20.Venkatesan, T., S. Singh and S. Jalali, 2000. Effect of cold storage on cocoons of Goniozus nephantidis muesebeck (Hymenoptera: Bethylidae) stored for varying periods at different temperature regimes. Journal of entomological research, 24(1): 43-47.Wang, E., D. Lu, X. Liu and Y. Li, 2009. Evaluating the use of nuclear techniques for colonization and production of Trichogramma chilonis in combination with releasing irradiated moths for control of cotton bollworm, Helicoverpa armigera. Biocontrol science technology, 19(sup1): 235-242.Watanabe, M., 2002. Cold tolerance and myo-inositol accumulation in overwintering adults of a lady beetle, Harmonia axyridis (Coleoptera: Coccinellidae). European journal of entomology, 99(1): 5-10.Xia, J., J. Wang, J. Cui, P. Leffelaar, R. Rabbinge and W. Van Der Werf, 2018. Development of a stage-structured process-based predator–prey model to analyse biological control of cotton aphid, Aphis gossypii, by the sevenspot ladybeetle, Coccinella septempunctata, in cotton. Ecological complexity, 33: 11-30.Zapater, M. C., C. E. Andiarena, G. P. Camargo and N. Bartoloni, 2009. Use of irradiated musca domestica pupae to optimize mass rearing and commercial shipment of the parasitoid spalangia endius (Hymenoptera: Pteromalidae). Biocontrol science technology, 19(sup1): 261-270.

Abstract In the study, we compare the shell shape morphometrics in four species of neritid gastropods (Nerita fulgurans, Nerita tessellata, Nerita peloronta and Nerita versicolor), collected in Accra Beach (Barbados Island). We tested the hypothesis that the morphometric ratios can be used as a tool in the taxonomic determination among these four species of neritids. For this we determine the morphometric ratios from the external (length, height, width) and internal (shell aperture length, shell aperture width) measures. A principal component analysis (PCA) was used to determine which ratios were significant, and subsequently the proposed hypothesis was tested using the Kruskal–Wallis test. The morphometric ratios AW/H and AL/L were decisive in distinguishing the four species of neritids studied. In this study, the hypothesis of the efficacy of the use of shell morphometric ratios as an instrument in taxonomic studies was corroborated for the four species. Due to its low cost, this methodology can be applied in the recognition of species that have lost their external characteristics such as operculum, spire or colour and also in the identification of fossil specimens.

The research analyzes literary stylistics of Seno Gumira Ajidarma’s short story, "Rembulan dalam Capucino ",by taking advantages of Lyotard’s postmodernismperspectives. By applying andescriptive method, the writer found postmodern storytelling stylistics involving at least seven postmodern styles, namely fragmentation, sublim language play, pastiche, parody, kitsch, camp, and schizophrenia. Fragmentation wasfound in the style of merging separate fragments of rembulan and creating its new meanings.Sublime language play was seen on SGA trials to change something impossible to be possible. Pastiche style was seen in the quotation of Pablo Neruda's poem which expressed it took a glance to love someone and it took a very long time to forget someone. Parodic style was seen inthe exchange of “moon” for “soto Betawi” in Italian restaurant. Camp appeared in the elimination of characters’ names as in common short stories. Schizophrenia arose at SGA's story about a“moon”(rembulan) that could serve as a sign or symbol of shifted meaning between the marker and the mark. When the established meaning of the “moon”(rembulan) referred to the 'celestial bodies which surround the earth, shine at night by the reflection of the sun' and 'night beauty', SGA shifted its meaning as a burden of forgetting someone.Penelitian ini menganalisis stilistika sastra Seno Gumira Ajidarma (SGA) dalam cerita pendek “Rembulan dalam Capucino” dari sudut pandang postmodern Lyotard. Dengan menggunakan metode deskriptif, penulis menemukan kepostmodernan gaya SGA yang melibatkan sekurang-kurangnya tujuh gaya postmodernisme, yakni fragmentasi, permainan bahasa yang sublim, pastiche, parodi, kitsch, camp, dan skizofrenia. Gaya fragmentasi terlihat pada gaya penggabungan sejumlah fragmen terpisah tentang rembulan sehingga menciptakan makna baru. Permainan bahasa yang sublim tampak pada permainan SGA mengubah sesuatu yang tidak mungkin menjadi mungkin. Gaya pastiche terlihat pada pengutipan puisi Pablo Neruda yang menceritakan singkatnya mencintai seseorang dan lamanya waktu yang dibutuhkan untuk melupakan seseorang. Gaya parodi terlihat pada penukaran rembulan dengan soto Betawi di restoran Italia. Gaya kitsch, Gaya camp muncul pada peniadaan nama-nama tokoh selayaknya cerpen kebanyakan. Gaya skizofrenia muncul pada pengisahan SGA mengenai rembulan yang dapat dijadikansebagai tanda atau simbol makna yangbergeser antara penanda danpetandanya. Ketika makna rembulan yang telah mapan mengacu pada ‘benda langit yg mengitari bumi, bersinar pada malam hari karena pantulan sinar matahari’ dan ‘kecantikan malam’, SGA menggeser maknanya sebagai sebuah beban melupakan seseorang.

The view toward women as second class human after men has been happened a long time. This stigma is risen from culture side, not from religious side, since in Islam there is no difference between men and women positions. Each human are equal in their capacity as human being. However, in fact, some religious texts from al-Qur’an and Hadith that are textually, partially and tendentiously understood unfortunately become tools to demeaning women. This article discusses one hadith misoginis about women as the majority of hell inhabitant through takhrīj al-ḥadīth approach and based on contextual understanding. Keywords: takhrīj al-ḥadīth, misoginis, women, contextual.

: Automatic licence plate recognition systems are used for various applications such as traffic monitoring, toll collection, car parking, law enforcement. In this paper, a convolutional neural network and support vector machine based automatic licence plate recognition system is proposed. Firstly, The characters extracts from the input image of vehicle. Then characters are segment and their features are extracts. The extracted features are classified using convolutional neural network and support vector machine for the final recognition of the licence plate. The obtained recognition rate by the hybridization of the convolutional neural network and the support vector machine is 96.5%. The recognition rate obtained for the proposed hybrid automatic licence plate system are compared with three other automatic licence plate systems based on neural network, support vector machine, and convolutional neural network. The proposed automatic licence plate recognition system perform better than the neural network, support vector machine, and convolutional nerural network based automatic licence plate recognition systems.

In a recent book, the neuroscientist Antonio Damasio used the phrase “No body, never mind” to sum up the ways in which Spinoza prefigured much recent neurobiology in his conception of a psychophysical parallelism. As Damasio (213) explains, Spinoza “is stating that the idea of an object in a given mind cannot occur without the existence of the body; or without the occurrence of certain modifications on that body as caused by the object, No body, never mind”. Given that education is generally understood as a cognitive process with a focus on the mind at the expense of the body, Spinoza’s insights are particularly interesting. We tend to forget the bodily dimension of learning; how, as children beginning to write, we had to labour over forming letters, using the appropriate pen grip and sitting correctly. While the physicality of literate practice may have long since been obscured by the habituation of these skills, at times we are still reminded of the visceral nature of learning, such as, when we have to apply ourselves to a task but lack the motivation to do so. I know that I develop an unsettled feeling, a certain restlessness, that seems to pervade my body leading me to engage in a range of diversionary tactics such as ringing a friend, making a coffee or rechecking my email. I don’t seem to be able to muster the physical effort to apply myself; I simply lack the necessary interest to start work. To the psychologist, Silvan Tomkins, interest is crucial. Coupled with excitement, it is one of the nine affects he identifies as innate to humans. He explains, “without interest the development of thinking and the conceptual apparatus would be seriously impaired” (Tomkins 343). As an affect, interest has a physiological basis and it is with this that I want to engage. Drawing briefly on an empirical study related to these issues in primary school classrooms, I want to examine how interest is generated by the particular practices that teachers employ. While my focus is the early years of school, this study has relevance to all levels of education. With innovation in this area conceived in terms of on-line delivery (Brabazon) and student-directed learning, contemporary pedagogy is witnessing a marginalisation of the teacher (McWilliam). What I want to do here is to reassert the importance of their role by demonstrating how teachers can engender interest and to consider the ways this affects student learning. In his discussion of interest, Tomkins begins by making reference to Darwin’s work on emotions, a term Tomkins avoids in favour of affect (1). He points out that while Darwin managed to catalogue surprise and meditation, he neglected to include interest within his typology. Tomkins feels this omission was a result of Darwin misinterpreting the affect, viewing the interest and excitement he invested in his work as simply a function of thinking. Darwin’s mistake was to fuse the corporeal with the cognitive or, rather, to collapse the former into the latter, ignoring how thought arises, as Spinoza points out, from some impact or modification of the body. This should not be understood in terms of simple causality or an account of the interaction between body and mind. As Spinoza (2) explains, “the body cannot determine the mind to thinking and the mind cannot determine the body to motion, to rest, or to anything else”. As far as Spinoza was concerned, the mind and the body are one and the same thing (7S). They exist in an isomorphic relation which allows for an analytic distinction to be made between the two. Spinoza’s ontology meshes nicely with Tomkins’ notion of affect. As Gibbs (340) writes in her account of Tomkins, he “makes clear that there can be no ‘pure cognition’ no cognition uncontaminated by the richness of the sensate experience, including affective experience”. Thought, therefore, can be understood as a product of affect; a function of our bodily reactions to everyday experience. While there is considerable complementarity between Spinoza and Tomkins in terms of affect and conceptions of the mind/body relation, what I find particularly useful about Spinoza is that in his discussion of affect he makes a distinction between what he calls affectus and affectio. The former refers to the force or the impact of an affecting body; the latter denotes the actual state of the affected body: affect as process and product (Deleuze 49). This seems a useful distinction in theorising pedagogy as it provides a mechanism for understanding how what teachers do in classrooms impacts upon students’ bodies and minds. The notion of affectio also seems to imply that affects are not fleeting – having only transitory effect – although they may be. Rather, it suggests affects can accumulate to become dispositions providing, at one and the same time, the content of mind and the impetus for action. Although never providing any detailed elaboration of these ideas, the early 20th century Russian psychologist, Lev Vygotsky, displayed a similar interest in affect. A leading figure in the field of child language development, Vygotsky (Collected Works 50) was interested in the relationship between intellect and affect. He remarked that, “Among the most basic defects of traditional approaches to the study of psychology has been the isolation of the intellectual from the volitional and affective aspects of consciousness”. Vygotsky was critical of psychology’s neglect of the body and found Spinoza’s psychophysical parallelism and his notion of affect useful in explaining how consciousness functions as an embodied phenomenon (Vygotsky, Emotions). Within education, however, Vygotsky is best known for his theory of the Zone of Proximal Development (ZPD) which refers to the gap between children’s actual development determined by independent problem solving and their potential development achieved when assisted (Vygotsky, Thought 187). The form of assistance Vygotsky intended was not simply that which results from peer collaboration. Although he felt the support of more knowledgeable peers could be beneficial, he placed strong emphasis on the role of the teacher and the power of instruction (Vygotsky, Thought 157). This relationship between affect and the ZPD is particularly interesting yet, due to his untimely death, this was something Vygotsky was never able to pursue. It seems possible, however, that the enhanced performance a child achieves when assisted could be related to the interest that a teacher induces given, as Tomkins explains, that interest has “a physiological function as an aid to sustained effort” (Tomkins 33). It was these ideas that came to mind as I was interviewing one of fifteen teachers as part of a study into teaching desire. As less and less emphasis seems to be placed on whole-class instruction, with a preference for independent and group-based learning, I was keen to investigate which pedagogic modes teachers considered the most effective and which gave them the greatest sense of satisfaction. I began by asking teachers about their practice and having them identify their pedagogy as being either more teacher or student-directed. As with most of the teachers in the study, Nerida, a Year 2 teacher, saw her approach to teaching as more student-directed or progressivist in design. She displayed a reluctance to foreground her role in the classroom and her involvement in her students’ learning. As the interview progressed, however, and she began to discuss specific examples of her practice, it became clear that her desire to teach was more obviously realised through whole-class instruction; the actual performance of teaching and engaging with students. She took great delight in describing a lesson on syllable poems that had taken place on the day of the interview. She explained, today it was just one of those lessons where it was like, ‘Wow’, I wish everyday was like that. And, we made one up together and they were coming up with all these fantastic descriptive words and this whole year I’ve been drumming it into them. She then provided more detail about her role in the lesson: Well, we made it quite fun. Like I was hopping in and out of them and walking in amongst them and I‘m going, ‘Okay, what’s another descriptive word about this?’, and then they would all cheer and I’d write it on the board. And do you know what I mean? I suppose it is your personality that comes through. In explaining the effect of the lesson on both herself and the class, she pointed out that you have the same feeling I think as the kids because they are excited about a particular activity, or a particular experience and you think ‘Oh’! You are excited for them because what you wanted them to learn is what they’re actually learning … Yeah. And so they did it and it was just like you could see the kids’ faces. I mean I know it’s like the cliché thing but you could just tell that they were so into it. In her account of this lesson Nerida effectively captures the way in which her pedagogy impacts upon her students. In teaching the class she was not only assisting them to arrive at a bank of words they could use in their own poems, with this input acting as an aid to cognition, the highly performative nature of her delivery imbued her students with the interest to engage in the task, with the arousal of this affect providing additional stimulus for academic endeavour. To Nerida, this interest was displayed on her students’ faces, the site on which Tomkins explains, affect is most clearly evident. While Nerida is probably referring to the students’ wide-eyed smiles, an expression of their joy at her performance, Tomkins points out how a faraway look may also be diagnostic of interest signalling an individual is tracking a memory or idea and is engaged in exploring her/his own thoughts (Tomkins 339). This point is significant in relation to criticisms of teacher-directed learning as passive pedagogy. It suggests that even without the kind of enthusiastic delivery that Nerida provides, instruction can be interesting with passivity indicating cognitive activity rather than a lack of engagement in learning. The interest that Nerida encourages in her students also seems a function of contagion. Tomkins (297) and more recently Brennan explore this aspect of affect and it seems of particular relevance within a classroom context. The intercorporeal dynamic of teacher and students is heightened with a mass of bodies participating in a common activity. Interest is intensified by the corporate nature of learning which, given Nerida’s comments, seemed to provide the necessary stimulus for students to then complete their work on an individual basis. It is important to note, however, that it is not only this single performance by Nerida that enables her students to successfully complete their work. Their interest needs to be sustained and this is dependent on students already possessing the ability to complete the task. Interest and ability operate in tandem and it is the accumulation of interest that supplies the necessary effort to acquire ability. In addition to igniting her students’ interest, Nerida supplied the foundation whereby this affect would prove effective. As she explains, “this whole year I’ve been drumming it into them”. Students could write expressive poems as they had embodied the knowledge to do so and the pedagogy their teacher employed ensured they had the interest required to apply what they had learned. The affects that Nerida generated have a corporeal basis and it is this affective transaction between teacher and student that provided the impetus for learning. In theorising pedagogy it is useful to consider the bodily nature of learning and to engage with what Damasio points out, namely, “No body, never mind”. References Brabazon, Tara. Digital Hemlock. Sydney: UNSW Press, 2002. Brennan, Teresa. The Transmission of Affect. Ithaca: Cornell UP, 2004. Damasio, Antonio. Looking for Spinoza: Joy, Sorrow and the Feeling Brain. London: William Heinemann, 2003. Deleuze, Gilles. Spinoza: Practical Philosophy. Trans. Robert Hurley. San Francisco: City Lights Books, 1988. Gibbs, Anna. “Disaffected.” Continuum: Journal of Media and Cultural Studies 16.3 (2002): 335-41. McWilliam, Erica. “Admitting Impediments: Or Things to Do with Bodies in the Classroom.” Cambridge Journal of Education 26.2 (1996): 367-78. Probyn, Elspeth. Blush, Faces of Shame. Sydney: UNSW Press, 2005. Spinoza, Baruch. “The Ethics.” In E. Curley (Ed. & Trans.), A Spinoza Reader: The Ethics and Other Works: Benedict de Spinoza. Princeton: Princeton UP, 1994. Tomkins, Silvan. Affect, Imagery and Consciousness. New York: Springer, 1962. Vygotsky, Lev. “Spinoza’s Theory of the Emotions in Light of Contemporary Psychoneurology.” Society Studies in Philosophy 10 (1972): 362-82. Vygotsky, Lev. “The Problem and the Method of Investigation.” In R.W. Rieber & A.S. Carton, eds., The Collected Works of L.S. Vygotsky 1 (1987): 43-51. Vygotsky, Lev. Thought and Language. Cambridge, Massachusetts: MIT P, 1996. Citation reference for this article MLA Style Watkins, Megan. "No Body, Never Mind: Interest, Affect and Classroom Practice." M/C Journal 8.6 (2005). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0512/06-watkins.php>. APA Style Watkins, M. (Dec. 2005) "No Body, Never Mind: Interest, Affect and Classroom Practice," M/C Journal, 8(6). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0512/06-watkins.php>.

<p>In the Sicily Channel, volcanic activity has been concentrated mainly on the Pantelleria and Linosa islands, while minor submarine volcanism took place in the Adventure, Graham and Nameless banks. The volcanic activity spanned mostly during Plio-Pleistocene, however, historical submarine eruptions occurred in 1831 on the Graham Bank and in 1891 offshore Pantelleria Island. On the Graham Bank, 25 miles SW of Sciacca, the 1831 eruption formed the short-lived Ferdinandea Island that represents the only Italian volcano active in historical times currently almost completely unknown and not yet monitored. Moreover, most of the Sicily Channel seismicity is concentrated along a broad NS belt extending from the Graham Bank to Lampedusa Island. In 2012, the Istituto Nazionale di Geofisica e Vulcanologia (INGV) carried out a multidisciplinary oceanographic cruise, named “Ferdinandea 2012”, the preliminary results of which represent the aim of this paper. The cruise goal was the mapping of the morpho-structural features of some submarine volcanic centres located in the northwestern side of the Sicily Channel and the temporary recording of their seismic and degassing activity. During the cruise, three OBS/Hs (ocean bottom seismometer with hydrophone) were deployed near the Graham, Nerita and Terribile submarine banks. During the following 9 months they have recorded several seismo-acoustic signals produced by both tectonic and volcanic sources. A high-resolution bathymetric survey was achieved on the Graham Bank and on the surrounding submarine volcanic centres. A widespread and voluminous gas bubbles emission was observed by both multibeam sonar echoes and a ROV (remotely operated vehicle) along the NW side of the Graham Bank, where gas and seafloor samples were also collected.</p>

03–386 Anquetil, Mathilde (U. of Macerata, Italy). Apprendre à être un médiateur culturel en situation d'échange scolaire. [Learning to be a cultural mediator on a school exchange.] Le français dans le monde (Recherches et applications), Special issue Jan 2003, 121–135.03–387 Arbiol, Serge (UFR de Langues – Université Toulouse III, France; Email: arbiol@cict.fr). Multimodalité et enseignement multimédia. [Multimodality and multimedia teaching.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 51–66.03–388 Aronin, Larissa and Toubkin, Lynne (U. of Haifa Israel; Email: larisa@research.haifa.ac.il). Code-switching and learning in the classroom. International Journal of Bilingual Educationand Bilingualism (Clevedon, UK), 5, 5 (2002), 267–78.03–389 Arteaga, Deborah, Herschensohn, Julia and Gess, Randall (U. of Nevada, USA; Email: darteaga@unlv.edu). Focusing on phonology to teach morphological form in French. The Modern Language Journal (Malden, MA, USA), 87, 1 (2003), 58–70.03–390 Bax, Stephen (Canterbury Christ Church UC, UK; Email: s.bax@cant.ac.uk). CALL – past, present, and future. System (Oxford, UK), 31, 1 (2003), 13–28.03–391 Black, Catherine (Wilfrid Laurier University; Email: cblack@wlu.ca). Internet et travail coopératif: Impact sur l'attitude envers la langue et la culture-cible. [Internet and cooperative work: Impact on the students' attitude towards the target language and its culture.] The Canadian Journal of Applied Linguistics (Canada), 6, 1 (2003), 5–23.03–392 Breen, Michael P. (U. of Stirling, Scotland; Email: m.p.breen@stir.ac.uk). From a Language Policy to Classroom Practice: The intervention of identity and relationships. Language and Education (Clevedon, UK), 16, 4 (2002), 260–282.03–393 Brown, David (ESSTIN, Université Henri Poincaré, Nancy). Mediated learning and foreign language acquisition. Anglais de Spécialité (Bordeaux, France), 35–36 (2000), 167–182.03–394 Charnock, Ross (Université Paris 9, France). L'argumentation rhétorique et l'enseignement de la langue de spécialité: l'exemple du discours juridique. [Rhetorical argumentation and the teaching of language for special purposes: the example of legal discourse.] Anglais de Spécialité (Bordeaux, France), 35–36 (2002), 121–136.03–395 Coffin, C. (The Centre for Language and Communications at the Open University, UK; Email: c.coffin@open.ac.uk). Exploring different dimensions of language use. ELT Journal (Oxford, UK), 57, 1 (2003), 11–18.03–396 Crosnier, Elizabeth (Université Paul Valéry de Montpellier, France; Email: elizabeth.crosnier@univ.montp3.fr). De la contradiction dans la formation en anglais Langue Etrangère Appliquée (LEA). [Some contradictions in the teaching of English as an Applied Foreign Language (LEA) at French universities.] Anglais de Spécialité (Bordeaux, France), 35–36 (2002), 157–166.03–397 De la Fuente, María J. (Vanderbilt U., USA). Is SLA interactionist theory relevant to CALL? A study on the effects of computer-mediated interaction in L2 vocabulary acquisition. Computer Assisted Language Learning (Lisse, NE), 16, 1 (2003), 47–81.03–398 Dhier-Henia, Nebila (Inst. Sup. des Langues, Tunisia; Email: nebila.dhieb@fsb.mu.tn). “Explication de texte” revisited in an ESP context. ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 233–251.03–399 Eken, A. N. (Sabanci University, Turkey; Email: eken@sabanciuniv.edu). ‘You've got mail’: a film workshop. ELT Journal, 57, 1 (2003), 51–59.03–400 Fernández-García, Marisol (Northeastern University, Boston, USA) and Martínez-Arbelaiz, Asunción. Learners' interactions: A comparison of oral and computer-assisted written conversations. ReCALL, 15, 1 (2003), 113–136.03–401 Gánem Gutiérrez, Gabriela Adela (University of Southampton, UK; Email: Adela@robcham.freeserve.co.uk). Beyond interaction: The study of collaborative activity in computer-mediated tasks. ReCALL, 15, 1 (2003), 94–112.03–402 Gibbons, Pauline. Mediating language learning: teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37, 2 (2003), 213–245.03–403 Gwyn-Paquette, Caroline (U. of Sherbrooke, Canada; Email: cgwyn@interlinx.qc.ca) and Tochon, François Victor. The role of reflective conversations and feedback in helping preservice teachers learn to use cooperative activities in their second language classrooms. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 59, 4 (2003), 503–545.03–404 Hincks, Rebecca (Centre for Speech Technology, Kungliga Tekniska Högskolan, Sweden; Email: hinks@speech.kth.se). Speech technologies for pronunciation feedback and evaluation. ReCALL, 15, 1 (2003), 3–20.03–405 Hinkel, Eli (Seattle University, USA). Simplicity without elegance: features of sentences in L1 and L2 academic texts. TESOL Quarterly, 37, 2 (2003), 275–302.03–406 Huang, J. (Monmouth University, USA). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching research (London, UK), 7, 1 (2003), 3–33.03–407 Kim, Kyung Suk (Kyonggi U., South Korea; Email: kskim@kuic.kyonggi.ac.kr). Direction-giving interactions in Korean high-school English textbooks. ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 165–179.03–408 Klippel, Friederike (Ludwigs-Maximilians U., Germany). New prospects or imminent danger? The impact of English medium instruction on education in Germany. Prospect (NSW, Australia), 18, 1 (2003), 68–81.03–409 Knutson, Sonja. Experiential learning in second-language classrooms. TESL Canada Journal (BC, Canada), 20, 2 (2003), 52–64.03–410 Ko, Jungmin, Schallert Diane L., Walters, Keith (University of Texas). Rethinking scaffolding: examining negotiation of meaning in an ESL storytelling task. TESOL Quarterly, 37, 2 (2003), 303–336.03–411 Lazaraton, Anne (University of Minnesota, USA). Incidental displays of cultural knowledge in Nonnative-English-Speaking Teachers. TESOL Quarterly, 37, 2 (2003), 213–245.03–412 Lehtonen, Tuija (University of Jyväskylä, Finland; Email: tuijunt@cc.jyu.fi) and Tuomainen, Sirpa. CSCL – A Tool to Motivate Foreign Language Learners: The Finnish Application. ReCALL, 15, 1 (2003), 51–67.03–413 Lycakis, Françoise (Lycée Galilée, Cergy, France). Les TPE et l'enseignement de l'anglais. [Supervised individual projects and English teaching.] Les langues modernes, 97, 2 (2003), 20–26.03–414 Lyster, Roy and Rebuffot, Jacques (McGill University, Montreal, Canada; Email: roy.lister@mcgill.ca). Acquisition des pronoms d'allocution en classe de français immersif. [The acquisition of pronouns of address in the French immersion class.] Aile, 17 (2002), 51–71.03–415 Macdonald, Shem (La Trobe U., Australia). Pronunciation – views and practices of reluctant teachers. Prospect (NSW, Australia) 17, 3 (2002), 3–15.03–416 Miccoli, L. (The Federal University of Minas Gerais, Brazil; Email: lmiccoli@dedalus.lcc.ufmg.br). English through drama for oral skills development. ELT Journal, 57, 2 (2003), 122–129.03–417 Mitchell, R. (University of Southampton), and Lee, J.H-W. Sameness and difference in classroom learning cultures: interpretations of communicative pedagogy in the UK and Korea. Language teaching research (London, UK), 7, 1 (2003), 35–63.03–418 Moore, Daniele (Ecole Normale Supérieure Lettres et Sciences Humaines, Lyon, France; Email: yanmoore@aol.com). Code-switching and learning in the classroom. International Journal of Bilingual Educationand Bilingualism (Clevedon, UK), 5, 5 (2002), 279–93.03–419 Nünning, Vera (Justus-Liebig-Universität, Gießen, Germany) and Nünning, Ansgar. Narrative Kompetenz durch neue erzählerische Kurzformen. [Acquiring narrative competence through short narrative forms.] Der Fremdsprachliche Unterricht Englisch (Seelze, Germany), 1 (2003), 4–10.03–420 O'Sullivan, Emer (Johann-Wolfgang von Goethe – Universität, Germany) and Rösler, Dietmar. Fremdsprachenlernen und Kinder- und Jugendliteratur: eine kritische Bestandsaufnahme. [Foreign language learning and children's and young people's literature: a critical stocktaking.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 63–111.03–421 Parisel, Françoise (Lycée Pablo Neruda, St Martin d'Hères, France). Traduction et TPE: quand des élèves expérimentent sur la frontière entre deux langues. [Translation and supervised individual project: when students experiment between two languages.] Les Langues Modernes, 96, 4 (2002), 52–64.03–422 Ping, Alvin Leong, Pin Pin, Vera Tay, Wee, Samuel and Hwee Nah, Heng (Nanyang U., Singapore; Email: paleong@nie.edu.sg). Teacher feedback: a Singaporean perspective. ITL Review of Applied Linguistics (Leuven, Belgium), 139–140 (2003), 47–75.03–423 Platt, Elizabeth, Harper, Candace, Mendoza, Maria Beatriz (Florida State University). Dueling Philosophies: Inclusion or Separation for Florida's English Language Learners?TESOL Quarterly, 37, 1 (2003), 105–133.03–424 Polleti, Axel (Universität Passau, Germany). Sinnvoll Grammatik üben. [Meaningful grammar practice.] Der fremdsprachliche Unterricht Französisch (Seelze, Germany), 1 (2003), 4–13.03–425 Raschio, Richard and Raymond, Robert L. (U. of St Thomas, St Paul, Minnesota, USA). Where Are We With Technology?: What Teachers of Spanish and Portuguese Have to Say About the Presence of Technology in Their Teaching. Hispania (Los Angeles, USA), 86, 1 (2003), 88–96.03–426 Reza Kiany, G. and Shiramiry, Ebrahim (U. Essex, UK). The effect of frequent dictation on the listening comprehension ability of elementary EFL learners. TESL Canada Journal (BC, Canada), 20, 1 (2002), 57–63.03–427 Rifkin, Benjamin (U. Wisconsin, Madison, USA). A case study of the acquisition of narration in Russian: at the intersection of foreign language education, applied linguistics, and second language acquisition. Slavic and East European Journal (Tucson, AZ, USA), 46, 3 (2002), 465–481.03–428 Rosch, Jörg (Universität München, Germany). Plädoyer für ein theoriebasiertes Verfahren von Software-Design und Software-Evaluation. [Plea for a theoretically-based procedure for software design and evaluation.] Deutsch als Fremdsprache (Berlin, Germany), 40, 2 (2003), 94–103.03–429 Ross, Stephen J. (Kwansei Gakuin U., Japan). A diachronic coherence model for language program evaluation. Language learning (Oxford, UK), 53, 1 (2003), 1–33.03–430 Shei, Chi-Chiang (Chang Jung U., Taiwan; Email: shei@mail.cju.edu.tw) and Pain, Helen. Computer-Assisted Teaching of Translation Methods. Literary and Linguistic Computing (Oxford, UK), 17, 3 (2002), 323–343.03–431 Solfjeld, Kåre. Zum Thema authentische Übersetzungen im DaF-Unterricht: Überlegungen, ausgehend von Sachprosaübersetzungen aus dem Deutschen ins Norwegische. [The use of authentic translations in the Teaching of German as a Foreign Language: considerations arising from some Norwegian translations of German non-fiction texts.] Info DaF (Munich, Germany), 29, 6 (2002), 489–504.03–432 Slatyer, Helen (Macquarie U., Australia). Responding to change in immigrant English language assessment. Prospect (NSW, Australia), 18, 1 (2003), 42–52.03–433 Stockwell, Glenn R. (Ritsumeikan Univeristy, Japan; Email: gstock@ec.ritsumei.ac.jp). Effects of topic threads on sustainability of email interactions between native speakers and nonnative speakers. ReCALL, 15, 1 (2003), 37–50.03–434 Tang, E. (City University of Hong Kong), and Nesi H. Teaching vocabulary in two Chinese classrooms: schoolchildren's exposure to English words in Hong Kong and Guangzhou. Language teaching research (London, UK), 7,1 (2003), 65–97.03–435 Thomas, Alain (U. of Guelph, Canada; Email: Thomas@uoguelph.ca). La variation phonétique en français langue seconde au niveau universitaire avancé. [Phonetic variation in French as a foreign language at advanced university level.] Aile, 17 (2002), 101–121.03–436 Tudor, Ian (U. Libre de Bruxelles, Belgium; Email: itudor@ulb.ac.be). Learning to live with complexity: towards an ecological perspective on language teaching. System (Oxford, UK), 31, 1 (2003), 1–12.03–437 Wolff, Dieter (Bergische Universität, Wuppertal, Germany). Fremdsprachenlernen als Konstruktion: einige Anmerkungen zu einem viel diskutierten neuen Ansatz in der Fremdsprachendidaktik. [Foreign-language learning as ‘construction’: some remarks on a much-discussed new approach in foreign-language teaching.] Babylonia (Comano, Switzerland), 4 (2002), 7–14.

Indigenous cross-cultural training has been around since the 1980s. It is often seen as a way to increase the skills and competency of staff engaged in providing service to Indigenous clients and customers, teaching Indigenous students within universities and schools, or working with Indigenous communities (Fredericks and Bargallie, “Indigenous”; “Which Way”). In this article we demonstrate how such training often exposes power, whiteness, and concepts of an Indigenous “other”. We highlight how cross-cultural training programs can potentially provide a setting in which non-Indigenous participants can develop a deeper realisation of how their understandings of the “other” are formed and enacted within a “white” social setting. Revealing whiteness as a racial construct enables people to see race, and “know what racism is, what it is not and what it does” (Bargallie, 262). Training participants can use such revelations to develop their racial literacy and anti-racist praxis (Bargallie), which when implemented have the capacity to transform inequitable power differentials in their work with Indigenous peoples and organisations.What Does the Literature Say about Cross-Cultural Training? An array of names are used for Indigenous cross-cultural training, including cultural awareness, cultural competency, cultural responsiveness, cultural safety, cultural sensitivity, cultural humility, and cultural capability. Each model takes on a different approach and goal depending on the discipline or profession to which the training is applied (Hollinsworth). Throughout this article we refer to Indigenous cross-cultural training as “cultural competence” or “cultural awareness” and discuss these in relation to their application within higher education institutions. While literature on health and human services programs in Australia, Canada, New Zealand, and other nation states provide clear definitions of terms such as “cultural safety”, cultural competence or cultural awareness is often lacking a concise and consistent definition.Often delivered as a half day or a one to two-day training course, it is unrealistic to think that Indigenous cultural competence can be achieved through one’s mere attendance and participation. Moreover, when courses centre on “cultural differences” and enable revelations about those differences they are in danger of presenting idealised notions of Indigeneity. Cultural competence becomes a process through which an Indigenous “other” is objectified, while very little is offered by way of translating knowledge and skills into practice when working with Indigenous peoples.What this type of learning has the capacity to do is oversimplify and reinforce racism and racist stereotypes of Indigenous peoples and Indigenous cultures. What is generally believed is that if non-Indigenous peoples know more about Indigenous peoples and cultures, relationships between Indigenous and non-Indigenous peoples will somehow improve. The work of Goenpul scholar Aileen Moreton-Robinson is vital to draw on here, when she asks, has the intellectual investment in defining our cultural differences resulted in the valuing of our knowledges? Has the academy become a more enlightened place in which to work, and, more important, in what ways have our communities benefited? (xvii)What is revealed in a range of studies – whether centring on racism and discrimination or the ongoing disparities across health, education, incarceration, employment, and more – is that despite forty plus years of training focused on understanding cultural differences, very little has changed. Indigenous knowledges continue to be devalued and overlooked. Everyday and structural racisms shape everyday experiences for Indigenous employees in Australian workplaces such as the Australian Public Service (Bargallie) and the Australian higher education sector (Fredericks and White).As the literature demonstrates, the racial division of labour in such institutions often leaves Indigenous employees languishing on the lower rungs of the employment ladder (Bargallie). The findings of an Australian university case study, discussed below, highlights how power, whiteness, and concepts of “otherness” are exposed and play out in cultural competency training. Through their exposure, we argue that better understandings about Indigenous Australians, which are not based on culture difference but personal reflexivity, may be gained. Revealing What Was Needed in the Course’s Foundation and ImplementationThis case study is centred within a regional Australian university across numerous campuses. In 2012, the university council approved an Aboriginal and Torres Strait Islander strategy, which included a range of initiatives, including the provision of cross-cultural training for staff. In developing the training, a team explored the evidence as it related to university settings (Anning; Asmar; Butler and Young; Fredericks; Fredericks and Thompson; Kinnane, Wilks, Wilson, Hughes and Thomas; McLaughlin and Whatman). This investigation included what had been undertaken in other Australian universities (Anderson; University of Sydney) and drew on the recommendations from earlier research (Behrendt, Larkin, Griew and Kelly; Bradley, Noonan, Nugent and Scales; Universities Australia). Additional consultation took place with a broad range of internal and external stakeholders.While some literature on cross-cultural training centred on the need to understand cultural differences, others exposed the problems of focusing entirely on difference (Brach and Fraser; Campinha-Bacote; Fredericks; Spencer and Archer; Young). The courses that challenged the centrality of cultural difference explained why race needed to be at the core of its training, highlighting its role in enabling discussions of racism, bias, discrimination and how these may be used as means to facilitate potential individual and organisational change. This approach also addressed stereotypes and Eurocentric understandings of what and who is an Indigenous Australian (Carlson; Gorringe, Ross and Forde; Hollinsworth; Moreton-Robinson). It is from this basis that we worked and grew our own training program. Working on this foundational premise, we began to separate content that showcased the fluidity and diversity of Indigenous peoples and refrained from situating us within romantic notions of culture or presenting us as an exotic “other”. In other words, we embraced work that responded to non-Indigenous people’s objectified understandings and expectations of us. For example, the expectation that Indigenous peoples will offer a Welcome to Country, performance, share a story, sing, dance, or disseminate Indigenous knowledges. While we recognise that some of these cultural elements may offer enjoyment and insight to non-Indigenous people, they do not challenge behaviours or the nature of the relationships that non-Indigenous people have with Aboriginal and Torres Strait Islander peoples (Bargallie; Fredericks; Hollinsworth; Westwood and Westwood; Young).The other content which needed separating were the methods that enabled participants to understand and own their standpoints. This included the use of critical Indigenous studies as a form of analysis (Moreton-Robinson). Critical race theory (Delgado and Stefancic) was also used as a means for participants to interrogate their own cultural positionings and understand the pervasive nature of race and racism in Australian society and institutions (McLaughlin and Whatman). This offered all participants, both non-Indigenous and Indigenous, the opportunity to learn how institutional racism operates, and maintains discrimination, neglect, abuse, denial, and violence, inclusive of the continued subjugation that exists within higher education settings and broader society.We knew that the course needed to be available online as well as face-to-face. This would increase accessibility to staff across the university community. We sought to embed critical thinking as we began to map out the course, including the theory in the sections that covered colonisation and the history of Indigenous dispossession, trauma and pain, along with the ongoing effects of federal and state policies and legislations that locates racism at the core of Australian politics. In addition to documenting the ongoing effects of racism, we sought to ensure that Indigenous resistance, agency, and activism was highlighted, showing how this continues, thus linking the past to the contemporary experiences of Indigenous peoples.Drawing on the work of Bargallie we wanted to demonstrate how Aboriginal and Torres Strait Islander peoples experience racism through systems and structures in their everyday work with colleagues in large organisations, such as universities. Participants were asked to self-reflect on how race impacts their day-to-day lives (McIntosh). The final session of the training focused on the university’s commitment to “Closing the Gap” and its Reconciliation Action Plan (RAP). The associated activity involved participants working individually and in small groups to discuss and consider what they could contribute to the RAP activities and enact within their work environments. Throughout the training, participants were asked to reflect on their personal positioning, and in the final session they were asked to draw from these reflections and discuss how they would discuss race, racism and reconciliation activities with the governance of their university (Westwood and Westwood; Young).Revelations in the Facilitators, Observers, and Participants’ Discussions? This section draws on data collected from the first course offered within the university’s pilot program. During the delivery of the in-person training sessions, two observers wrote notes while the facilitators also noted their feelings and thoughts. After the training, the facilitators and observers debriefed and discussed the delivery of the course along with the feedback received during the sessions.What was noticed by the team was the defensive body language of participants and the types of questions they asked. Team members observed how there were clear differences between the interest non-Indigenous participants displayed when talking about Aboriginal and Torres Strait Islander peoples and a clear discomfort when they were asked to reflect on their own position in relation to Indigenous people. We noted that during these occasions some participants crossed their arms, two wrote notes to each other across the table, and many participants showed discomfort. When the lead facilitator raised this to participants during the sessions, some expressed their dislike and discomfort at having to talk about themselves. A couple were clearly unhappy and upset. We found this interesting as we were asking participants to reflect and talk about how they interpret and understand themselves in relation to Indigenous people and race, privilege, and power.This supports the work of DiAngelo who explains that facilitators can spend a lot of time trying to manage the behaviour of participants. Similarly, Castagno identifies that sometimes facilitators of training might overly focus on keeping participants happy, and in doing so, derail the hard conversations needed. We did not do either. Instead, we worked to manage the behaviours expressed and draw out what was happening to break the attempts to silence racial discussions. We reiterated and worked hard to reassure participants that we were in a “safe space” and that while such discussions may be difficult, they were worth working through on an individual and collective level.During the workshop, numerous emotions surfaced, people laughed at Indigenous humour and cried at what they witnessed as losses. They also expressed anger, defensiveness, and denial. Some participants revelled in hearing answers to questions that they had long wondered about; some openly discussed how they thought they had discovered a distant Aboriginal relative. Many questions surfaced, such as why hadn’t they ever been told this version of Australian history? Why were we focusing on them and not Aboriginal people? How could they be racist when they had an Aboriginal friend or an Aboriginal relative?Some said they felt “guilty” about what had happened in the past. Others said they were not personally responsible or responsible for the actions of their ancestors, questioning why they needed to go over such history in the first place? Inter-woven within participants’ revelations were issues of racism, power, whiteness, and white privilege. Many participants took a defensive stance to protect their white privilege (DiAngelo). As we worked through these issues, several participants started to see their own positionality and shared this with the group. Clearly, the revelation of whiteness as a racial construct was a turning point for some. The language in the group also changed for some participants as revelations emerged through the interrogation and unpacking of stories of racism. Bargallie’s work exploring racism in the workplace, explains that “racism”, as both a word and theme, is primarily absent in conversations amongst non-Indigenous colleagues. Despite its entrenchment in the dialogue, it is rarely, if ever addressed. In fact, for many non-Indigenous people, the fear of being accused of racism is worse than the act of racism itself (Ahmed; Bargallie). We have seen this play out within the media, sport, news bulletins, and more. Lentin describes the act of denying racism despite its existence in full sight as “not racism”, arguing that its very denial is “a form of racist violence” (406).Through enhancing racial literacy, Bargallie asserts that people gain a better understanding of “what racism is, what racism is not and how race works” (258). Such revelations can work towards dismantling racism in workplaces. Individual and structural racism go hand-in-glove and must be examined and addressed together. This is what we wanted to work towards within the cultural competency course. Through the use of critical Indigenous studies and critical race theory we situated race, and not cultural difference, as central, providing participants with a racial literacy that could be used as a tool to challenge and dismantle racism in the workplace.Revelations in the Participant Evaluations?The evaluations revealed that our intention to disrupt the status quo in cultural competency training was achieved. Some of the discussions were difficult and this was reflected in the feedback. It was valuable to learn that numerous participants wanted to do more through group work, conversations, and problem resolution, along with having extra reading materials. This prompted our decision to include extra links to resource learning materials through the course’s online site. We also opted to provide all participants with a copy of the book Indigenous Australia for Dummies (Behrendt). The cost of the book was built into the course and future participants were thankful for this combination of resources.One unexpected concern raised by participants was that the course should not be “that hard”, and that we should “dumb down” the course. We were astounded considering that many participants were academics and we were confident that facilitators of other mandatory workplace training, for example, staff Equal Employment Opportunity (EEO), Fire Safety, Risk Management, Occupational Health and Safety, Discrimination and more, weren’t asked to “dumb down” their content. We explained to the participants what content we had been asked to deliver and knew their responses demonstrated white fragility. We were not prepared to adjust the course and dumb it down for white understandings and comfortabilities (Leonardo and Porter).Comments that were expected included that the facilitators were “passionate”, “articulate”, demonstrated “knowledge” and effectively “dealt with issues”. A couple of the participants wrote that the facilitators were “aggressive” or “angry”. This however is not new for us, or new to other Aboriginal women. We know Aboriginal women are often seen as “aggressive” and “angry”, when non-Indigenous women might be described as “passionate” or “assertive” for saying exactly the same thing. The work of Aileen Moreton-Robinson in Australia, and the works of numerous other Aboriginal women provide evidence of this form of racism (Fredericks and White; Bargallie; Bond). Internationally, other Indigenous women and women of colour document the same experiences (Lorde). Participants’ assessment of the facilitators is consistent with the racism expressed through racial microaggression outside of the university, and in other organisations. This is despite working in the higher education sector, which is normally perceived as a more knowledgeable and informed environment. Needless to say, we did not take on these comments.The evaluations did offer us the opportunity to adjust the course and make it stronger before it was offered across the university where we received further evaluation of its success. Despite this, the university decided to withdraw and reallocate the money to the development of a diversity training course that would cover all equity groups. This meant that Aboriginal and Torres Strait Islander peoples would be covered along with sexual diversity, gender, disability, and people from non-English speaking backgrounds. The content focused on Aboriginal and Torres Strait Islander peoples was reduced to one hour of the total course. Including Aboriginal and Torres Strait Islander peoples in this way is not based on evidence and works to minimise Indigenous Australians and their inherent rights and sovereignty to just another “equity group”. Conclusion We set out to develop and deliver a cross-cultural course that was based on evidence and a foundation of 40 plus years’ experience in delivering such training. In addition, we sought a program that would align with the university’s Reconciliation Action Plan and the directions being undertaken in the sector and by Universities Australia. Through engaging participants in a process of critical thinking centring on race, we developed a training program that successfully fostered self-reflection and brought about revelations of whiteness.Focusing on cultural differences has proven ineffective to the work needed to improve the lives of Indigenous Australian peoples. Recognising this, our discussions with participants directly challenged racist and negative stereotypes, individual and structural racism, prejudices, and white privilege. By centring race over cultural difference in cultural competency training, we worked to foster self-revelation within participants to transform inequitable power differentials in their work with Indigenous peoples and organisations. The institution’s disbandment and defunding of the program however is a telling revelation in and of itself, highlighting the continuing struggle and importance of placing additional pressure on persons, institutions, and organisations to implement meaningful structural change. ReferencesAhmed, Sara. On Being Included: Racism and Diversity in Institutional Life. Duke University Press, 2012.Anderson, Ian. “Advancing Indigenous Health through Medical Education”. Focus on Health Professional Education: A Multi-Disciplinary Journal 13.1 (2011): 1-12.Anning, Beres. “Embedding an Indigenous Graduate Attribute into University of Western Sydney’s Courses”. Australian Journal of Indigenous Education 39 (2010): 40-52.Asmar, Christine. Final Report on the Murrup Barak of Indigenous Curriculum, Teaching and Learning at the University of Melbourne, 2010-2011. Murrup Barak – Melbourne Institute for Indigenous Development, University of Melbourne, 2011.Bargallie, Debbie. Unmasking The Racial Contract: Everyday Racisms and the Impact of Racial Microaggressions on “Indigenous Employees” in the Australian Public Service. Aboriginal Studies Press, 2020. Behrendt, Larissa. Indigenous Australia for Dummies. Wiley Publishing, 2010.Behrendt, Larissa, Steven Larkin, Robert Griew, Robert, and Patricia Kelly. Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People: Final Report. Department of Employment, Education and Workplace Relations, 2012.Brach, Cindy, and Irene Fraser. “Can Cultural Competency Reduce Racial and Ethnic Health Disparities? A Review and Conceptual Model”. Medical Care Research and Review 57.sup 1 (2000): 181-217.Bond, Chelsea. “When the Object Teaches: Indigenous Academics in Australian Universities”. Right Now 14 (2014). <http://rightnow.org.au/opinion-3/when-the-object-teaches-indigenous-academics-in-australian-universities/>.Bradley, Denise, Peter Noonan, Helen Nugent, and Bill Scales. Review of Australian Higher Education. Australian Government, 2008.Butler, Kathleen, and Anne Young. Indigenisation of Curricula – Intent, Initiatives and Implementation. Canberra: Tertiary Education Quality and Standards Agency, 2009. 20 Apr. 2020 <http://www.teqsa.gov.au/news-publications/publications>.Campinha-Bacote, Josepha. “A Model and Instrument for Addressing Cultural Competence in Health Care”. Journal of Nursing Education 38.5 (1999): 203-207.Carlson, Bronwyn. The Politics of Identity – Who Counts as Aboriginal Today? Canberra: Aboriginal Studies Press, 2016.Delgado, Richard, and Jean Stefancic. Critical Race Theory: An Introduction. New York University Press, 2001.DiAngelo, Robin. “Nothing to Add: A Challenge to White Silence in Racial Discussions”. Understanding and Dismantling Privilege 11.1 (2012). <http://www.wpcjournal.com/article/view/10100/Nothing%20to%20add%3A%20A%20Challenge%20to%20White%20Silence%20in%20Racial%20Discussions>.Frankenburg, Ruth. White Women, Race Matters: The Social Construction of Whiteness. Minneapolis: University of Minnesota Press, 1993.Fredericks, Bronwyn. “The Need to Extend beyond the Knowledge Gained in Cross-Cultural Awareness Training”. The Australian Journal of Indigenous Education 37.S (2008): 81-89.Fredericks, Bronwyn, and Debbie Bargallie. “An Indigenous Cultural Competency Course: Talking Culture, Care and Power”. In Cultural Competence and the Higher Education Sector: Perspectives, Policies and Practice, eds. Jack Frawley, Gabrielle Russell, and Juanita Sherwood, Springer Publications, 295-308. <https://link.springer.com/book/10.1007%2F978-981-15-5362-2>.Fredericks, Bronwyn, and Debbie Bargallie. “‘Which Way? Talking Culture, Talking Race’: Unpacking an Indigenous Cultural Competency Course”. International Journal of Critical Indigenous Studies 9.1 (2016): 1-14.Fredericks, Bronwyn, and Marlene Thompson. “Collaborative Voices: Ongoing Reflections on Cultural Competency and the Health Care of Australian Indigenous People”. Journal of Australian Indigenous Issues 13.3 (2010): 10-20.Fredericks, Bronwyn, and Nereda White. “Using Bridges Made by Others as Scaffolding and Establishing Footings for Those That Follow: Indigenous Women in the Academy”. Australian Journal of Education 62.3 (2018): 243–255.Gorringe, Scott, Joe Ross, and Cressida Fforde. Will the Real Aborigine Please Stand Up? Strategies for Breaking the Stereotypes and Changing the Conversation. AIATSIS Research Discussion Paper No. 28. Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS), 2011.Hollinsworth, David. “Forget Cultural Competence: Ask for an Autobiography”. Social Work Education: The International Journal 32.8 (2013): 1048-1060.hooks, bell. Feminist Theory: From Margin to Centre. London: Pluto Press, 2000.Kinnane, Stephen, Judith Wilks, Katie Wilson, Terri Hughes, and Sue Thomas. Can’t Be What You Can’t See: The Transition of Aboriginal and Torres Strait Islander Students into Higher Education. Final report to the Australian Government Office for Learning and Teaching. Canberra: Office of Learning and Teaching, 2014.Lentin, Alana. “Beyond Denial: ‘Not Racism’ as Racist Violence”. Continuum 32.1 (2018): 1-15.Leonardo, Zeus, and Ronald L. Porter. “Pedagogy of Fear: Toward a Fanonian Theory of ‘Safety’ in Race Dialogue”. Race Ethnicity and Education 13.2 (2010): 139-157.Lorde, Audrey. Sister Outsider: Essays and Speeches. Crossing Press, 1984.McIntosh, Peggy. White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences through Work in Women's Studies. Wellesley College, Center for Research on Women, 1988.McLaughlin, Juliana, and Sue Whatman. “The Potential of Critical Race Theory in Decolonizing University Curricula”. Asia Pacific Journal of Education 31.4 (2011): 365-377.Moreton-Robinson, Aileen. The White Possessive: Property, Power, and Indigenous Sovereignty. University of Minnesota Press, 2015.Sargent, Sara E., Carol A. Sedlak, and Donna S. Martsolf. “Cultural Competence among Nursing Students and Faculty”. Nurse Education Today 25.3 (2005): 214-221.Sherwood, Juanita, and Tahnia Edwards. “Decolonisation: A Critical Step for Improving Aboriginal health”. Contemporary Nurse 22.2 (2016): 178-190.Spencer, Caroline, and Frances L. Archer. “Surveys of Cultural Competency in Health Professional Education: A Literature Review”. Journal of Emergency Primary Health Care 6.2 (2008): 17.Universities Australia. National Best Practice Framework for Indigenous Cultural Competency in Australian Universities. Universities Australia, 2011. <http://www.universitiesaustralia.edu.au/lightbox/1312>.University of Sydney. National Centre for Cultural Competence, 2016. <http://sydney.edu.au/nccc/>.Westwood, Barbara, and Geoff Westwood. “Aboriginal Cultural Awareness Training: Policy v. Accountability – Failure in Reality”. Australian Health Review 34 (2010): 423-429.Young, Susan. “Not Because It’s a Bloody Black Issue! Problematics of Cross Cultural Training”. In Unmasking Whiteness: Race Relations and Reconciliation, ed. Belinda McKay, 204-219. Queensland Studies Centre, University of Queensland Press, 1999.