Artigos de revistas sobre o tema "Chile. D/S no. 518 (1998)"

The present article involves an empirical psycholinguistic study aimed at examining syntactic complexity in English as a Foreign Language (EFL) by early balanced Bosnian/Swedish bilingual EFL learners. 15 early balanced bilingual Bosnian/Swedish EFL learners were recruited for the study and matched with their respective control groups of intermediate EFL learners (15 speakers of Bosnian as their first language (L1) and 15 speakers of Swedish as their L1). The experimental task involved an unprepared writing assignment in English about the most significant invention of the 20th century. The corpus of the participants’ written assignments was analysed in L2 Syntactic Complexity Analyzer and SPSS software programs respectively. Data analysis involved measures of syntactical complexity. It has been found that the participants’ written assignments are characterised by statistically significant number of T-units scores in comparison with the Swedish L1 monolingual controls. These findings are further presented and discussed in the article. References Ahmadian, M. J., & Tavakoli, M. (2011). The effects of simultaneous use of careful onlineplanning and task repetition on accuracy, complexity, and fluency in EFL learners’ oralproduction. Language Teaching Research, 15(1), 35-59. Alotaibi, A. M. (2016). Examining the Learnability of English Relative Clauses: Evidencefrom Kuwaiti EFL Learners. English Language Teaching, 9(2), 57. Bardovi-Harlig, K., & Bofman, T. (1989). Attainment of syntactic and morphologicalaccuracy by advanced language learners. Studies in Second Language Acquisition, 11(01),17-34. Byrnes, H. (2009). Emergent L2 German writing ability in a curricular context: Alongitudinal study of grammatical metaphor. Linguistics and Education, 20(1), 50–66. Ben-Zeev, S. (1977). The influence of bilingualism on cognitive strategy and cognitivedevelopment. Child Development, 48(3), 1009–1018. Bialystok, E. (1988). Levels of bilingualism and levels of linguistic awareness.Developmental Psychology, 24, 560–567. Bialystok, E., Majumder, S., & Martin, M.M. (2003). Developing phonological awareness:Is there a bilingual advantage? Applied Psycholinguistics, 24, 27–44. Cenoz, J. (1998). Beyond bilingualism: multilingualism and multilingual education.Clevedon, England Multilingual Matters Cenoz, J. & Valencia, J. (1992). The role of bilingualism in foreign language acquisition:Learning English in the Basque country. Journal of Multilingual and MulticulturalDevelopment Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in theCrossfire. Clevedon, England: Multilingual Matters Daiute, C.A. (1981). Psycholinguistic Foundations of the Writing Process. Research in theTeaching of English, 15, 1, 5–22 Dekydtspotter, L., & Renaud, C. (2014). On second language processing and grammaticaldevelopment: The parser in second language acquisition. Linguistic Approaches toBilingualism, 4(2), 131–165. Gaies, S. J. (1979). Linguistic input in formal second language learning: The issues ofsyntactic gradation and readability in ESL materials. TESOL quarterly, 41–50. Gaies, S. J. (1980). T-unit analysis in second language research: Applications, problemsand limitations. TESOL quarterly, 53–60. Grodner, D., Gibson, E., & Tunstall, S. (2002). Syntactic complexity in ambiguityresolution. Journal of Memory and Language, 46(2), 267–295. Grosjean, F. (2008). Studying Bilinguals. Journal of linguistics, 45, 3, 715–719. Herdina, P, & Jessner U. (2000). The dynamics of third language acquisition. In J. Cenozand U. Jessner (eds) English in Europe: The Acquisition of a Third Language, (pp. 84–98).Clevedon: Multilingual Matters. Ho-Peng, L. (1983). Using T-unit measures to assess writing proficiency of university ESLstudents. RELC Journal, 14(2), 35–43. Hunt, K. (1965). Grammatical structures written at three grade levels. NCTE Researchreport, 3. Champaign, IL. Hunt, K. W. (1970). Syntactic maturity in schoolchildren and adults. Monographs of thesociety for research in child development, 35(1), iii–67. Inoue, C. (2016). A comparative study of the variables used to measure syntacticcomplexity and accuracy in task-based research. The Language Learning Journal, 1–19. Iwashita, N. (2006). Syntactic complexity measures and their relation to oral proficiency inJapanese as a foreign language. Language Assessment Quarterly: An InternationalJournal, 3(2), 151–169. Kapranov, O. (2015). Self-Evaluation of Speech Fluency in English as a Second Languageby Korean Exchange Students Studying in Sweden. In L. Szymanski & M. Kuczynski(eds.) Language, Thought and Education: Exploring Networks. (pp. 61–77). Zielona Gora:Oficyna Wydawnicza Uniwersytetu Zielenogorskiego. Kapranov, O. (2013). Beginner Students’ Speech Fluency in a Second LanguageCompared across Two Contexts of Acquisition. In E. Piechurska-Kuciel & E. SzymanskaCzaplak (eds.) Language in Cognition and Affect (pp.81-95). Berlin: Springer. Kobayashi, H., & Rinnert, C. (1992). Effects of First Language on Second LanguageWriting: Translation versus Direct Composition. Language Learning, 42(2), 183–209. Lambert, W.E. (1974). Culture and language as factors in learning and education. Culturalfactors in learning and education. Bellingham, WA: Fifth Western WashingtonSymposium on Learning. Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing,International Journal of Corpus Linguistics, 15(4), 474–496. Macnamara, B. N., & Conway, A. R. (2014). Novel evidence in support of the bilingualadvantage: Influences of task demands and experience on cognitive control and workingmemory. Psychonomic bulletin & review, 21(2), 520–525. Molnár, T. (2011). Second language versus third language acquisition: A comparison ofthe English lexical competence of monolingual and bilingual students. Toronto WorkingPapers in Linguistics, 33(1). 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Developmental relationships in the acquisition of English syntax:writing vs. speech. Learning and Instruction 10, 37–53. Wolfe-Quintero, K., Inagaki, S, & Kim, H-Y. (1998). Second Language Development inWriting: Measures of Fluency, Accuracy and Complexity Honolulu: University of Hawai'i,Second Language Teaching and Curriculum Center. Wolff, D. (2000). Second language writing: a few remarks on psycholinguistic andinstructional issues. Bergische Universita¨t Gesamthochschule Wuppertal: Wuppertal,Germany. Xiaofei, L. (2010). L2 Syntactical Complexity Analyzer. Software program. Yau, M. S., & Belanger, J. (1984). The Influence Mode on the Syntactic Complexity ofEFL Students at Three Grade Levels. TESL Canada Journal, 2(1), 65–77. Youn, S. J. (2014). Measuring syntactic complexity in L2 pragmatic production:Investigating relationships among pragmatics, grammar, and proficiency. System, 42, 270–287.

The paper presents the process of language socialization and acquisition of grammatical categories through the Roma oral culture in which metaphors are extensively used. Roma children who grow up in extended Roma families and community learn the language through communication with speakers of different registers. Research with 22 Roma children between three and six years of age from Croatia was carried in order to find out what grammatical categories are learned in this period of the life of children. The children were tested with a specially designed language assessment test in Romani (Kyuchukov & de Villiers, 2014b). The results show that Roma boys perform the test much better than Roma girls. Boys learn Romani from folkloristic genres which are rich in metaphors and this helps them to acquire complex grammatical categories. References Beller, S. (2008). Fostering Language Acquisition in Daycare Settings. The Hague:Bernard van Leer Foundation. Black, B. & Logan, A. (1995). 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The aim of this paper was to identify which psycholinguistic variables are better predictors of performance for healthy participants in a picture naming task and in a picture categorization task. A correlation analysis and a Path analysis were carried out. The correlation analysis showed that naming accuracy and naming latency are significant and positively correlated with lexical frequency and conceptual familiarity variables, whereas they are negatively correlated with H index. Reaction times in the categorization task were negatively correlated with lexical frequency and conceptual familiarity variables and positively correlated with visual complexity variable. The Path analysis showed that subjective lexical frequency and H index are the better predictors for picture naming task. In picture categorization task, for reaction times, the better predictor variables were subjective lexical frequency, conceptual familiarity and visual complexity. These findings are discussed considering previous works on the field. References Akinina, Y., Malyutina, S., Ivanova, M., Iskra, E., Mannova, E., & Dragoy, O. (2015). Russian normative data for 375 action pictures and verbs. Behavior research methods, 47(3), 691-707. doi: 10.3758/s13428-014-0492-9 Alario, F. X., & Ferrand, L. (1999). A set of 400 pictures standardized for French: Norms for name agreement, image agreement, familiarity, visual complexity, image variability, and age of acquisition. Behavior Research Methods, Instruments, & Computers, 31(3), 531-552. Alario, F. X., Ferrand, L., Lagnaro, M., New, B., Frauenfelder, U. H., & Seguí, J. (2004). Pre­dictors of picture naming speed. Behavior Research Methods, Instruments and Computers, 36, 140-155. doi: 10.3758/BF03195559 Albanese, E., Capitani, E., Barbarotto, R., & Laiacona, M. (2000). Semantic category disso­ciations, familiarity and gender. Cortex, 36, 733-746. Almeida, J., Knobel, M., Finkbeiner, M., & Caramazza, A. (2007). 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Behavior Research Methods, Instruments, & Computers, 28, 537-555. Shao, Z., Roelofs, A., & Meyer, A. S. (2012). Sources of individual differences in the speed of naming objects and actions: The contribution of executive control. The Quarterly Journal of Experimental Psychology, 65(10), 1927-1944. Snodgrass, J. G., & Vanderwart, M. (1980). A standardized set of 260 pictures: Norms for name agreement, image agreement, familiarity and visual complexity. Journal of Experimental Psychology: Human Learning and Memory, 6, 174-215. doi: 10.1037//0278-7393.6.2.174 Snodgrass, J. G., & Yuditsky, T. (1996). Naming times for the Snodgrass and Vanderwart pictures. Behavior Research Methods, Instruments, y Computers, 28(4), 516-536. Székely, A., & Bates, E. (2000). Objective Visual Complexity as a Variable in Studies of Pictures Naming. CLR Newsletter, 12(2), 3-33. Székely, A., D’Amico, S., Devescovi, A., Federmeier, K., Herron, D., Iyer, G., . . . Bates, E. (2003). Timed picture naming: Extended norms and validation against previous studies. Behavior Research Methods, Instruments, & Computers, 35, 621-633. doi: 10.3758/ BF03195542 Tanaka-Ishii, K., & Terada, H. (2011). Word familiarity and frequency. Studia Linguistica, 65(1), 96-116. doi: 10.1111/j.1467-9582.2010.01176.x Vitkovitch, M., & Tyrrell, L. (1995). Sources of disagreement in object naming. Quarterly Journal of Experimental Psychology, 48(A), 822-848. doi: 10.1080/14640749508401419 Warrington, E. K., & McCarthy, R. A. (1983). Category-specific access dysphasia. Brain, 106, 859-879. doi: 10.1093/brain/106.4.859

The paper presents results from an international research project looking at Roma children between the ages of 3 and 6 years old. Thirty Roma children from Southwest Bulgaria and 30 Roma children from East Slovakia were tested with a psycholinguistic test in Romani language, measuring the knowledge of different grammatical categories. In most East European countries, the children are tested employing psychological/IQ tests in the official languages of the country and if the child does not understand the test task, because of a lack of knowledge in that language, s/he is deemed to have “light mental retardation”. The knowledge of the children on different grammatical categories in their mother tongue is not taken into account. For the first time in Europe, a psycholinguistic test was developed for measuring the knowledge in Romani (comprehension and production). Categories such as wh-questions, wh-complements, passive verbs, possessiveness, tense and aspect, learning new nouns and verbs are measured with newly developed test. The knowledge of the children is connected with two theories: the ecological theory of Ogbu (1978) and the integrative theory of child development (García Coll et al. 1996). Ogbu’s theory stresses the importance of the home culture in the development of the children and the theory of García Coll and her collaborators presents the home environment and the SES of the families as an important predictor for language development and school readiness of the minority/migrant children. References Bafekr, S. (1999) Schools and their undocumented Polish and “Romany Gypsy” pupils.International Journal of Educational Research, 31, 295-302. Bakalar, P. (2004) The IQ of Gypsies in Central Europe. The Mankind Quarterly, XLIV,(3&4), 291-300. Berko, J. (1958). The child’s learning of English morphology. Word, 14, 150-177. Bronfenbrenner U (1979). The ecology of human development: Experiments by nature anddesign. Cambridge, MA: Harvard University Press. Bronfenbrenner U (1986). Ecology of the family as a context for human development:Research perspectives. Developmental Psychology, 22, 723-742. Cvorovic, J. (2014) The Roma: A Balkan Underclass. Ulster: Ulster Institute for SocialResearch. Forget-Dubois, N., Lemelin, J.-P., Perusse, D., Tremblay, R. E. & Boivin, M. (2009). EarlyChild Language Mediates the Relation Between Home Environment and SchoolReadiness. Child Development, 80 (3), 736-749. García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H. andGarcía, H. V. (1996) An Integrative Model for the Study of Developmental Competenciesin Minority Children. Child Development, 67 (5), 1891-1914. Han, W.-J. (2006) Academic Achievements of Children in Immigrant Families.Educational Research and Review. 1 (8), 286-318. Hollo, L. (2006) Equality for Roma in Europe. A Roadmap for Action. Budapest: OSI Kezdi, G. and Kertesi, G. (2011) The Roma/non-Roma test score gap in Hungary.American Economic Review, 101 (3), 519-525. Kyuchukov, H (2006). Desegregation of Roma schools in Bulgaria. Sofia: SEGA Kyuchukov, H. (2014) Acquisition of Romani in a Bilingual Context. Psychology ofLanguage and Communication, 18 (3), 211-225. Kyuchukov, H., Kaleja, M. & Samko, M. (2016) Roma parents as educators of theirchildren. Intecultural education, 26 (5), 444-448. Neuman, S., & Marulis, L. M. (2010). The Effects of Vocabulary Intervention on YoungChildren’s Word Learning: A Meta-Analysis. Review of Educational Research, 80 (3),300-335. Ogbu J. U. (1978). Minority Education and Caste: The American System in Cross-culturalPerspective. New York: Academic Press. Ogbu J. U. (1981). Origins of human competence: A cultural ecological perspective. ChildDevelopment, 52, 413-429. Ogbu, J. U. (1988). Cultural diversity and human development. In: D. Slaughter (Ed.),Black children and poverty: A developmental perspective. San Francisco: Jossey-Bass.11-28. Parsons, Talcott. (1940). An Analytical Approach to the Theory of Social Stratification.American Journal of Sociology, 45 (6), 841-862. Roskos, K., & Neuman, S. (2005). The state of pre-kindergartens standard. EarlyChildhood Research Quarterly, 20, 125-145. Rushton, J. P. Cvorovic, J. and Bons, T. A. (2007). General mental ability in South Asians:Data from three Roma (Gypsy) communities in Serbia. Intelligence, 35(1), 1-12. Rydland, V. (2009). “Whow-when I was going to pretend drinking it tasted coke for real!”Second-language learners’ out-of-frame talk in peer pretend play: A developmental studyfrom preschool to first grade. European Journal of Developmental Psychology, 6 (2), 190-222. Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of LanguageAcquisition. Cambridge, MA: Harvard University Press.

TRPV1 ion channels mediate the response to painful heat, extracellular acidosis, and capsaicin, the pungent extract from plants in the Capsicum family (hot chili peppers) (Szallasi, A., and P.M. Blumberg. 1999. Pharmacol. Rev. 51:159–212; Caterina, M.J., and D. Julius. 2001. Annu. Rev. Neurosci. 24:487–517). The convergence of these stimuli on TRPV1 channels expressed in peripheral sensory nerves underlies the common perceptual experience of pain due to hot temperatures, tissue damage and exposure to capsaicin. TRPV1 channels are nonselective cation channels (Caterina, M.J., M.A. Schumacher, M. Tominaga, T.A. Rosen, J.D. Levine, and D. Julius. 1997. Nature. 389:816–824). When activated, they produce depolarization through the influx of Na+, but their high Ca2+ permeability is also important for mediating the response to pain. In particular, Ca2+ influx is thought to be required for the desensitization to painful sensations over time (Cholewinski, A., G.M. Burgess, and S. Bevan. 1993. Neuroscience. 55:1015–1023; Koplas, P.A., R.L. Rosenberg, and G.S. Oxford. 1997. J. Neurosci. 17:3525–3537). Here we show that in inside-out excised patches from TRPV1 expressed in Xenopus oocytes and HEK 293 cells, Ca2+/calmodulin decreased the capsaicin-activated current. This inhibition was not mimicked by Mg2+, reflected a decrease in open probability, and was slowly reversible. Furthermore, increasing the calmodulin concentration in our patches by coexpression of wild-type calmodulin with TRPV1 produced inhibition by Ca2+ alone. In contrast, patches excised from cells coexpressing TRPV1 with a mutant calmodulin did not respond to Ca2+. Using an in vitro calmodulin-binding assay, we found that TRPV1 in oocyte lysates bound calmodulin, although in a Ca2+-independent manner. Experiments with GST-fusion proteins corresponding to regions of the channel NH2-terminal domain demonstrated that a stretch of ∼30 amino acids adjacent to the first ankyrin repeat bound calmodulin in a Ca2+-dependent manner. The physiological response to pain involves an influx of Ca2+ through TRPV1. Our results indicate that this Ca2+ influx may feed back on the channels, inhibiting their gating. This type of feedback inhibition could play a role in the desensitization produced by capsaicin.

Sequiviruses are isometric aphidborne plant viruses. Dandelion yellow mosaic virus (DaYMV), genus Sequivirus, was isolated from dandelion and lettuce in Europe. Lettuce mottle virus (LeMoV), a putative sequivirus, is often found in mixed infections with Lettuce mosaic virus (LMV) in Brazil (3). DaYMV, LeMoV and LMV cause similar mosaics in field-grown lettuce. Differences in biology and sequence suggest that DaYMV and LeMoV are distinct species (2). Forty-two and 101 lettuce samples with mosaic symptoms collected from two locations near Santiago during a survey of lettuce viruses in Chile in 2002 and 2003, respectively, were analyzed for the presence of LeMoV using reverse transcription polymerase chain reaction (RT-PCR). Total RNA was extracted (1) and used for RT-PCR with the specific LeMoV primers pairs Lmo3 (5′ ACATGAGCACTAGTGAGG 3′) and Lmo4 (5′ AGATAGAGCCGTCT GGCG 3′) (2). One of the 42 and three of the 101 samples produced the expected 300-bp fragment. Isometric particles of 30 nm diameter, typical of a sequivirus, were visualized by transmission electron microscopy. These samples were tested using RT-PCR for the presence of LMV and Cucumber mosaic virus (CMV), but no mixed infections were observed. One isolate, Ch36, was reamplified with the degenerate primer pairs DALE 1 (5′ GARTTCAACATGCACGCCAG 3′) and DALE 2 (5′ TTTTTCTCCCCATYCGTCAT 3′) which amplify part of the putative replicase gene (2) and produced a 563-bp fragment that was cloned on pGEM-T Easy (Promega, Madison, WI) and sequenced. The Ch36 product (EMBL Accession No. AM039965) showed 97% amino acid identity with LeMoV from Brazil, 79% with DaYMV, 72% with the sequivirus Parsnip yellow fleck virus, and 34% with the waikavirus Maize chlorotic dwarf virus. To our knowledge, this is the first report of a sequivirus in field lettuce in Chile, and although the virus was found at low incidence, this report extends the range of LeMoV to the western side of the Cordillera de Los Andes. The impact of LeMoV needs to be further analyzed in Chile, Brazil, and possibly other South American countries. References: (1) Y. D. Bertheau et al. DNA amplification by polymerase chain reaction (PCR) 1998. In: Methods for the Detection and Quantification of Erwinia carotovora subsp. atroseptica on potatoes. M. C. N. Perombelon and J. M. van der Wolff, eds. Scott. Crop Res. Inst. Occasional Publ., Dundee, 1998. (2) A. S. Jadão. Caracterização parcial e desenvolvimento de oligonucleotídeos específicos para detecção de sequivirus infectando alface. Ph.D. thesis. FCA-UNESP-Botucatu, Brazil, 2004. (3) O. Stangarlin et al. Plant Dis. 84:490, 2000.

The prevalence of ADHD children increases every year. Some researchers have shown that psychosocial behavior therapy (antecedents-consequences modification) was effective to decrease hyperactivity and increase attention to ADHD children. This study aims to find out the effectiveness of antecedents-consequences modification by parents and teachers to decrease hyperactivity and increase attention to a 6 years old boy with ADHD. The study was a single case experimental design. Psychosocial behavior therapy has been used with antecedents-consequences modification. The antecedents-consequences modification was applied by teacher at school and parents at home. Data were analyzed using Wilcoxon Signed Rank Test. Results showed that there’s a significant decrease of hyperactivity behavior and significant increase of doing his assignment both at school and also at home. Not only about the content of behavior therapy itself, but how to give the therapy is important. Parents and teacher should do the therapy consistently, immediately, specifically and saliency to reach the target of intervention. Keywords: ADHD Children, Antecedents, Consequences, Modification Reference: (APA), A. A. P. (2013). Diagnostic and Manual of Mental Disorder (5th ed.). Arlington: American Psychiatric Association. Amalia, R. (2018). Intervensi terhadap Anak Usia Dini yang Mengalami Gangguan ADHD Melalui Pendekatan Kognitif Perilaku dan Alderian Play Therapy. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(1), 27. https://doi.org/10.31004/obsesi.v2i1.4 Anastopoulos, A.D; Farley, S. . (2003). A Cognitive Behavioural Training Program for Parents of Children with Attention-Deficit/Hyperactivity Disorder. In W. J. Kazdin, Alan E (Ed.), Evidence-based psychotherapies for children and adolescents (pp. 187–203). New York: Guildford Press. Barkley, Russell A; DuPaul, G.L ; McMurray, M. . (1990). A comprehensive evaluation of attention deficit disorder with and without hyperactivity. Journal of Consulting and Clinical Psychology, 58, 775–789. Barkley, R. A. (2006). Attention-deficit hyperactivity disorder : A handbook for diagnosis and treatment (3rd ed.). New York City: Guildford Press. Barlow, D.H ; Hersen, M. (1984). Single case experimental design : Strategies for studying behavior change (2nd ed.). New York: Pergamon Press. Baumeister, S., Wolf, I., Holz, N., Boecker-Schlier, R., Adamo, N., Holtmann, M., … Brandeis, D. (2018). Neurofeedback Training Effects on Inhibitory Brain Activation in ADHD: A Matter of Learning? Neuroscience, 378, 89–99. https://doi.org/10.1016/j.neuroscience.2016.09.025 Cantwell, D. P., & Baker, L. (1991). Association between attention deficit-hyperactivity disorder and learning disorders. Journal of Learning Disabilities, 24(2), 88–95. https://doi.org/10.1177/002221949102400205 Center for Children and Families. (2019). Evidence-based Psychosocial Treatment for ADHD Children and Adolescents. Retrieved from http://ccf.fiu.edu Davidson, G. C. (2010). Abnormal Psychology. New Jersey: Wiley. DuPaul, George; Stoner, G. (2003). ADHD in the schools. New York: Guildford Press. DuPaul, G., & Weyandt, L. (2006). School-based intervention for children with attention deficit hyperactivity disorder: Effects on academic, social, and behavioural functioning. International Journal of Disability, Development and Education, 53(2), 161–176. https://doi.org/10.1080/10349120600716141 Erinta, D. B. M. S. (2012). Efektivitas penerapan terapi permainan sosialisasi untuk menurunkan perilaku impulsif pada anak dengan attention deficit hyperactive disorder (ADHD). Jurnal Psikologi : Teori & Terapan, 3(1). Evans, Steven W; Owens, Julie; Bunford, M. N. (2014). Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder. Journal Clinical Child Adolescence Psychology, 43(4), 527–551. https://doi.org/10.1038/jid.2014.371 Fabiano, G. A., Pelham, W. E., Coles, E. K., Gnagy, E. M., Chronis-Tuscano, A., & O’Connor, B. C. (2009). A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review, 29(2), 129–140. https://doi.org/10.1016/j.cpr.2008.11.001 Gerdes, A. C., Hoza, B., & Pelham, W. E. (2003). Attention-deficit/hyperactivity disordered boys’ relationships with their mothers and fathers: Child, mother, and father perceptions. Development and Psychopathology, 15(2), 363–382. https://doi.org/10.1017/S0954579403000208 Haas, S. M., Waschbusch, D. A., Pelham, W. E., King, S., Andrade, B. F., & Carrey, N. J. (2011). Treatment response in CP/ADHD children with callous/unemotional traits. Journal of Abnormal Child Psychology, 39(4), 541–552. https://doi.org/10.1007/s10802-010-9480-4 Helseth, S. A., Waschbusch, D. A., Gnagy, E. M., Onyango, A. N., Burrows-MacLean, L., Fabiano, G. A., … Pelham, W. E. (2015). Effects of behavioral and pharmacological therapies on peer reinforcement of deviancy in children with ADHD-Only, ADHD and conduct problems, and controls. Journal of Consulting and Clinical Psychology, 83(2), 280–292. https://doi.org/10.1037/a0038505 Hidayati, DM Ria ; Purwandari, E. (2010). Time Out : Alternatif Modifikasi Perilaku Anak ADHD (Attention Deficit/ Hyperacitivity Disorder). Indigenous, Jurnal Ilmiah Berkala Psikologi, 12(2), 101–114. Hinshaw, S. P., Owens, E. B., Wells, K. C., Kraemer, H. C., Abikoff, H. B., Arnold, L. E., … Wigal, T. (2000). Family processes and treatment outcome in the MTA: Negative/ineffective parenting practices in relation to multimodal treatment. Journal of Abnormal Child Psychology, 28(6), 555–568. https://doi.org/10.1023/A:1005183115230 Hinshaw, Stephen P., Owens, E. B., Zalecki, C., Huggins, S. P., Montenegro-Nevado, A. J., Schrodek, E., & Swanson, E. N. (2012). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: Continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of Consulting and Clinical Psychology,80(6), 1041–1051. https://doi.org/10.1037/a0029451 Jackson, N. A. (2003). A Survey of Music Therapy Methods and Their Role in the Treatment of Early Elementary School Children with ADHD. Journal of Music Therapy, 40(4), 302–323. https://doi.org/10.1093/jmt/40.4.302 Johnston, Charlotte; Mash, E. J. (2001). Families of Children With Attention-Deficit/Hyperactivity Disorder : Review and Recommendations for Future Research. Clinical Child and Family Psychology Review, 4(3), 183–207. Jr, W. E. P., Fabiano, G. A., & Pelham, W. E. (2008). Evidence-Based Psychosocial Treatments for Attention- Deficit / Hyperactivity Disorder (Vol. 4416). https://doi.org/10.1080/15374410701818681 Kaiser, N. M., McBurnett, K., & Pfiffner, L. J. (2011). Child ADHD severity and positive and negative parenting as predictors of child social functioning: Evaluation of three theoretical models. Journal of Attention Disorders, 15(3), 193–203. https://doi.org/10.1177/1087054709356171 Kazdin, A. E. (1984). Behavior Modification in Applied Settings. New York: Dorsey Press. Krasny-Pacini, A., & Evans, J. (2018). Single-case experimental designs to assess intervention effectiveness in rehabilitation: A practical guide. Annals of Physical and Rehabilitation Medicine, 61(3), 164–179. https://doi.org/10.1016/j.rehab.2017.12.002 Langberg, J. M., Molina, B. S. G., Arnold, L. E., Epstein, J. N., Altaye, M., Hinshaw, S. P., … Hechtman, L. (2011). Patterns and predictors of adolescent academic achievement and performance in a sample of children with attention-deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 40(4), 519–531. https://doi.org/10.1080/15374416.2011.581620 Nigg, J.T ; Barkley, R. . (2014). (Attention-deficit Hyperactivity Disorder). In R. A. Barkley (Ed.), E-book Pediatric เรื่องPsychiatry (Third Edit, Vol. 54, pp. 1–17). Retrieved from http://www.thaipediatrics.org/pages/Doctor/Download/48aedb8880cab8c45637abc7493ecddd:e0a186938dc3b74657fd46d32fac5fe6 Pastor, P., Reuben, C., Duran, C., & Hawkins, L. J. (2015). Association between diagnosed ADHD and selected characteristics among children aged 4-17 years: United States, 2011-2013. NCHS Data Brief, (201), 201. Patterson, G. . (1982). Coercive Family Process. Eugene: Castalia. Pfiffner, L. J ; Barkley, R. . (1990). Educational Placement and Classroom Management. In R. A. Barkley (Ed.), Attention Deficit Hyperactivity Disorder : A Handbook for Diagnosis and Treatment. New York: Guildford Press. Pfiffner, Linda J; Barkley, R; DuPaul, G. (2006). Treatment of ADHD in school settings. In R. A. Barkley (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3th ed., pp. 547–589). New York: Guildford Press. Pfiffner, L. J., Calzada, E., & McBurnett, K. (2000). Interventions to enhance social competence. Child and Adolescent Psychiatric Clinics of North America, 9(3), 689–709. https://doi.org/10.1016/s1056-4993(18)30113-5 Pfiffner, Linda J., Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & McBurnett, K. (2014). A two-site randomized clinical trial of integrated psychosocial treatment for ADHD-inattentive type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887 Pfiffner, Linda J, & Haack, L. M. (2014). Behavior Management for School - Aged Children with ADHD. 23, 731–746. Pfiffner, Linda J, Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & Mcburnett, K. (2015). A two-site randomized clinical trial of Integrated Psychosocial Treatment for ADHD-Inattentive Type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887.A Riddle, M. A., Yershova, K., Lazzaretto, D., Paykina, N., Yenokyan, G., Greenhill, L., … Posner, K. (2013). The preschool attention-deficit/hyperactivity disorder treatment study (PATS) 6-year follow-up. Journal of the American Academy of Child and Adolescent Psychiatry, 52(3). https://doi.org/10.1016/j.jaac.2012.12.007 Saputro, D. (2009). ADHD (Attention Deficit/ Hyperactivity Disorder). Jakarta: Sagung Seto. Schunk, D. H. (2012). Learning Theories : An Educational Perspective (6th ed.; Pearson Education, Ed.). Boston. Shriver, M. D., Segool, N., & Gortmaker, V. (2011). Behavior observations for linking assessment to treatment for selective mutism. Education and Treatment of Children, 34(3), 389–411. https://doi.org/10.1353/etc.2011.0023 Suyanto, B. N., & Wimbarti, S. (2019). Program Intervensi Musik terhadap Hiperaktivitas Anak Attention Deficit Hyperactivity Disorder (ADHD). Gadjah Mada Journal of Professional Psychology (GamaJPP), 5(1), 15. https://doi.org/10.22146/gamajpp.48584 Taylor, E. (2009). Developing ADHD. Journal of Child Psychology and Psychiatry, 50, 126–132. Thomas, R., Sanders, S., Doust, J., Beller, E., & Glasziou, P. (2015). Prevalence of attention-deficit/hyperactivity disorder: A systematic review and meta-analysis. Pediatrics, 135(4), e994–e1001. https://doi.org/10.1542/peds.2014-3482 Tran, J. L. A., Sheng, R., Beaulieu, A., Villodas, M., McBurnett, K., Pfiffner, L. J., & Wilson, L. (2018). Cost-Effectiveness of a Behavioral Psychosocial Treatment Integrated Across Home and School for Pediatric ADHD-Inattentive Type. Administration and Policy in Mental Health and Mental Health Services Research, 45(5), 741–750. https://doi.org/10.1007/s10488-018-0857-y Tresco, K. E., Lefler, E. K., & Power, T. J. (2010). Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder. Mind & Brain : The Journal of Psychiatry, 1(2), 69–74. 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-Michael D. Olien, Edmund T. Gordon, Disparate Diasporas: Identity and politics in an African-Nicaraguan community.Austin: University of Texas Press, 1998. xiv + 330 pp.-Donald Cosentino, Margarite Fernández Olmos ,Sacred possessions: Vodou, Santería, Obeah, and the Caribbean. New Brunswick NJ: Rutgers University Press, 1997. viii + 312 pp., Lizabeth Paravisini-Gebert (eds)-John P. Homiak, Lorna McDaniel, The big drum ritual of Carriacou: Praisesongs in rememory of flight. Gainesville: University Press of Florida, 1998. xiv + 198 pp.-Julian Gerstin, Gerdès Fleurant, Dancing spirits: Rhythms and rituals of Haitian Vodun, the Rada Rite. Westport CT: Greenwood, 1996. xvi + 240 pp.-Rose-Marie Chierici, Alex Stepick, Pride against Prejudice: Haitians in the United States. Boston: Allyn & Bacon, 1998. x + 134 pp.-Rose-Marie Chierici, Flore Zéphir, Haitian immigrants in Black America: A sociological and sociolinguistic portrait. Westport CT: Bergin & Garvey, 1996. xvi + 180 pp.-Luis Martínez-Fernández, Rosalie Schwartz, Pleasure Island: Tourism and temptation in Cuba. Lincoln: University of Nebraska Press, 1997. xxiv + 239 pp.-Jorge L. Giovannetti, My footsteps in Baraguá. Script and direction by Gloria Rolando. VHS, 53 minutes. Havana: Mundo Latino, 1996.-Gert Oostindie, Mona Rosendahl, Inside the revolution: Everyday life in socialist Cuba. Ithaca: Cornell University Press, 1997. x + 194 pp.-Frank Argote-Freyre, Lisa Brock ,Between race and empire: African-Americans and Cubans before the Cuban revolution. Philadelphia: Temple University Press, 1998. xii + 298 pp., Digna Castañeda Fuertes (eds)-José E. Cruz, Frances Negrón-Muntaner ,Puerto Rican Jam: Rethinking colonialism and nationalism. Minneapolis: University of Minnesota Press, 1997. x + 303 pp., Ramón Grosfoguel (eds)-Helen I. Safa, Félix V. Matos Rodríguez ,Puerto Rican Women's history: New perspectives. Armonk NY: M.E. Sharpe, 1998. x + 262 pp., Linda C. Delgado (eds)-Arlene Torres, Jean P. Peterman, Telling their stories: Puerto Rican Women and abortion. Boulder CO: Westview Press, 1996. ix + 112 pp.-Trevor W. Purcell, Philip Sherlock ,The story of the Jamaican People. Kingston: Ian Randle; Princeton: Markus Wiener, 1998. xii + 434 pp., Hazel Bennett (eds)-Howard Fergus, Donald Harman Akenson, If the Irish ran the world: Montserrat, 1630-1730. Liverpool: Liverpool University Press, 1997. xii + 273 pp.-John S. Brierley, Lawrence S. Grossman, The political ecology of bananas: Contract farming, peasants, and agrarian change in the Eastern Caribbean. Chapel Hill: University of North Carolina Press, 1998. xx + 268 pp.-Mindie Lazarus-Black, Jeannine M. Purdy, Common law and colonised peoples: Studies in Trinidad and Western Australia. Aldershot, UK: Ashgate Dartmouth, 1997. xii + 309.-Stephen Slemon, Barbara Lalla, Defining Jamaican fiction: Marronage and the discourse of survival. Tuscaloosa: University of Alabama Press, 1996. xi + 224 pp.-Stephen Slemon, Renu Juneja, Caribbean transactions: West Indian culture in literature.-Sue N. Greene, Richard F. Patteson, Caribbean Passages: A critical perspective on new fiction from the West Indies. Boulder CO: Lynne Rienner Publishers, 1998. ix + 187 pp.-Harold Munneke, Ivelaw L. Griffith ,Democracy and human rights in the Caribbean. Boulder CO: Westview Press, 1997. vii + 278 pp., Betty N. Sedoc-Dahlberg (eds)-Francisco E. Thoumi, Ivelaw Lloyd Griffith, Drugs and security in the Caribbean: Sovereignty under seige. University Park: Penn State University Press, 1997. xx + 295 pp.-Michiel Baud, Eric Paul Roorda, The dictator next door: The good neighbor policy and the Trujillo regime in the Dominican republic, 1930-1945. Durham NC: Duke University Press, 1998. xii + 337 pp.-Peter Mason, Wim Klooster, The Dutch in the Americas 1600-1800. Providence RI: The John Carter Brown Library, 1997. xviii + 101 pp.-David R. Watters, Aad H. Versteeg ,The archaeology of Aruba: The Tanki Flip site. Oranjestad; Archaeological Museum Aruba, 1997. 518 pp., Stéphen Rostain (eds)

Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. The form of interpersonal communication, the openness of parents in responding happily to information / news received from schools about children is a finding of a significant relationship with parental involvement in early childhood education. The school climate describes the responsibility for their respective duties and roles, work support provided, and interpersonal communication relationships, parents at home and teachers at school. Keywords: Socio-economic Status, Interpersonal Communication, Climate School, Parental Involvement, Early Childhood Education References Amato, P. R. (2005). The Impact of Family Formation Change on the Cognitive, Social, and Emotional Well-Being of the Next Generation. The Future of Children, 15(2), 75–96. https://doi.org/10.1353/foc.2005.0012 Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development. 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Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4 Berkowitz, R., Astor, R. A., Pineda, D., DePedro, K. T., Weiss, E. L., & Benbenishty, R. (2021). Parental Involvement and Perceptions of School Climate in California. Urban Education, 56(3), 393–423. https://doi.org/10.1177/0042085916685764 Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821 Brand, S., Felner, R. D., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large-scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers’ ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. 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Journal of School Psychology, 42(6), 445–460. https://doi.org/10.1016/j.jsp.2004.07.002 Desforges, C., Abouchaar, A., Great Britain, & Department for Education and Skills. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review. DfES. El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent Involvement and Children’s Academic and Social Development in Elementary School: Parent Involvement, Achievement, and Social Development. Child Development, 81(3), 988–1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance. Journal of Educational Psychology, 96(4), 723–730. https://doi.org/10.1037/0022-0663.96.4.723 Epstein, J. L. (Ed.). (2002). School, family, and community partnerships: Your handbook for action (2nd ed). Corwin Press. Fan, X. (2001). Parental Involvement and Students’ Academic Achievement: A Growth Modeling Analysis. The Journal of Experimental Education, 70(1), 27–61. https://doi.org/10.1080/00220970109599497 Fan, X., & Chen, M. (2001). Parental Involvement and Students’ Academic Achievement: A Meta-Analysis. Educational Psychology Review, 23. Georgiou, S. N., & Tourva, A. (2007). Parental attributions and parental involvement. 10. Gorski, P. (2008). The Myth of the Culture of Poverty. Educational Leadership, 65(7), 32–36. Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x Hill, N. E., & Taylor, L. C. (2004). Parental School Involvement and Children’s Academic Achievement: Pragmatics and Issues. Current Directions in Psychological Science, 13(4), 161–164. https://doi.org/10.1111/j.0963-7214.2004.00298.x Hong, S., & Ho, H.-Z. (2005). Direct and Indirect Longitudinal Effects of Parental Involvement on Student Achievement: Second-Order Latent Growth Modeling Across Ethnic Groups. 11. Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049 Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic Optimism of Schools: A Force for Student Achievement. American Educational Research Journal, 43(3), 425–446. https://doi.org/10.3102/00028312043003425 Jeynes, W.H. (2014). Parent involvement for urban youth and student of color. In Handbook of urban education (In H. R. Milner&K. Lomotey (Eds.)). NY: Routledge. Jeynes, William H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06 Jeynes, William H. (2007). The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis. Urban Education, 42(1), 82–110. https://doi.org/10.1177/0042085906293818 Kaplan, D. S., Liu, X., & Kaplan, H. B. (2010). Influence of Parents’ Self-Feelings and Expectations on Children’s Academic Performance. 12. Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students. Journal of School Psychology, 39(2), 141–159. https://doi.org/10.1016/S0022-4405(01)00059-0 Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: A review of the literature. Review of Education, 3(2), 103–135. https://doi.org/10.1002/rev3.3043 Long, H., & Pang, W. (2016). Family socioeconomic status, parental expectations, and adolescents’ academic achievements: A case of China. Educational Research and Evaluation, 22(5–6), 283–304. https://doi.org/10.1080/13803611.2016.1237369 Loukas, A. (2007). High-quality school climate is advantageous for all students and may be particularly beneficial for at-risk students. 3. Mattingly, D. J., Prislin, R., McKenzie, T. L., Rodriguez, J. L., & Kayzar, B. (2002). Evaluating Evaluations: The Case of Parent Involvement Programs. Review of Educational Research, 72(4), 549–576. https://doi.org/10.3102/00346543072004549 McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363–377. https://doi.org/10.1002/pits.10163 Miedel, W. T., & Reynolds, A. J. (1999). Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter? Journal of School Psychology, 24. N.A., A., S.A., H., A.R., A., L.N., C., & N, O. (2017). Parental Involvement in Learning Environment, Social Interaction, Communication, and Support Towards Children Excellence at School. Journal of Sustainable Development Education and Research, 1(1), 77. https://doi.org/10.17509/jsder.v1i1.6247 Poon, K. (2020). The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children. International Journal of Educational Development, 75, 102175. https://doi.org/10.1016/j.ijedudev.2020.102175 Porumbu, D., & Necşoi, D. V. (2013). Relationship between Parental Involvement/Attitude and Children’s School Achievements. Procedia - Social and Behavioral Sciences, 76, 706–710. https://doi.org/10.1016/j.sbspro.2013.04.191 Potvin, R. D. P., & Leclerc, D. (1999). Family Characteristics as Predictors of School Achievement: Parental Involvement as a Mediator. MCGILLJOURNAL OF EDUCATION, 34(2), 19. Reynolds, A. J. (1991). Early Schooling of Children at Risk. 31. Reynolds, A. J. (1992). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7(3), 441–462. https://doi.org/10.1016/0885-2006(92)90031-S Reynolds, A. J., Ou, S.-R., & Topitzes, J. W. (2004). Paths of Effects of Early Childhood Intervention on Educational Attainment and Delinquency: A Confirmatory Analysis of the Chicago Child-Parent Centers. Child Development,75(5), 1299–1328. https://doi.org/10.1111/j.1467-8624.2004.00742.x Reynolds, A. J., Temple, J. A., Ou, S.-R., Arteaga, I. A., & White, B. A. B. (2011). School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups. 333, 6. Shute, V. J., Hansen, E. G., Underwood, J. S., & Razzouk, R. (2011). A Review of the Relationship between Parental Involvement and Secondary School Students’ Academic Achievement. 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Concurrently with the rapid development in digital society, the demand for communication skills was clear in childhood. Early childhood education needs to pay attention to children's speech skills development. This study aims to determine the effect of cognitive style and attachment on the ability to speak in early childhood speech development. The method used is a 2 x 2 factorial comparison design which is divided into two groups namely independent and dependent fields involving 138 samples. Re- search findings about differences in the ability to speak early childhood who have independent field cognitive style and children who have field dependent cognitive style in groups of children with high attachment obtained (A2B1), obtained Q count = 9.39 and Q table (0.05; 4: 10) = 4 , 33. 4). Differences in the ability to speak early childhood who have an independent field cognitive style and children who have a field dependent cognitive style in groups of children with low attachment obtained (A2B2), ob- tained Q count = 4.39 and Q table (0.05; 4: 10) = 4 , 33. It show that early children who have independent field cognitive style have higher speech skills scores than early children who have field dependent cog- nitive style while early children who are independent field cognitive style with low attachment have lower speech skills scores than early childhood the field dependent cognitive style with low attachment. Keywords: Cognitive style and Attachment, Early Childhood, Speech Skills Reference Aulya Purnama, R., & Wahyuni, S. (2018). Kelekatan (Attachment) pada Ibu dan Ayah Dengan Kompetensi Sosial pada Remaja. Jurnal Psikologi, 13(1), 30. https://doi.org/10.24014/jp.v13i1.2762 Berk, L. E. (2007). Child Development Boston. Pearson (seventh Ed). 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This study aims to find out how to stimulate Early Childhood Mindset in Theodeosius kindergarten through affective education. This research is qualitative research. Data analysis is done by reducing data, presenting data, and drawing conclusions. The research findings showed that students were very enthusiastic about following the activities of the teacher with pleasure, happiness and did not feel burdened from the initial activities to the final activities of the students who followed them well. The efforts made by TK Theodosius educators are good, so that it can be said that the teacher's efforts to train children's independence are maximized. The students have begun to instill Pancasila values in their daily lives, namely Godhead, Humanity, the Value of Unity, People's Value, and Social Justice. Keywords: Affective Education, Early Childhood Mindset Stimulation, Understanding Pancasila. References Abramson, L., Daniel, E., & Knafo-noam, A. (2018). 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The paper presents research findings with 56 Roma children from Macedonia and Serbia between the ages of 3-6 years. The children’s knowledge of Romani as their mother tongue was assessed with a specially designed test. The test measures the children’s comprehension and production of different types of grammatical knowledge such as wh–questions, wh-complements, passive verbs, possessives, tense, aspect, the ability of the children to learn new nouns and new adjectives, and repetition of sentences. In addition, two pictured narratives about Theory of Mind were given to the children. The hypothesis of the authors was that knowledge of the complex grammatical categories by children will help them to understand better the Theory of Mind stories. The results show that Roma children by the age of 5 know most of the grammatical categories in their mother tongue and most of them understand Theory of Mind. References Bakalar, P. (2004). The IQ of Gypsies in Central Europe. 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The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). 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Los imaginarios sociales son entendidos como aquellas construcciones mentales socialmente compartidas y encarnadas en las instituciones sociales, por lo cual surge el interés de develar aquéllos que son construidos en torno al territorio y a las fronteras imaginarias al interior de la Comuna 10 de Pasto. Esta investigación se desarrolló con base en el paradigma cualitativo con enfoque fenomenológico, usando técnicas de recolección de información como el grupo de discusión y el grupo focal. Entre los principales resultados se encontró que los imaginarios sociales instituyentes están relacionados con concepciones como la territorialidad, la muerte, el conflicto intergeneracional, el honor, la familia y la lealtad, mientras que los instituidos se forman por el control territorial y los micropoderes, todo lo cual influye en la consolidación de fronteras imaginarias, medios de subsistencia y marco representacional de la violencia urbana en el devenir de los micropoderes en la Comuna 10. Referencias: Alcaldía de Pasto. (s.f). Comunas, Barrios, Corregimientos y Veredas. Recuperado de http://www.pasto.gov.co/index.php/comunas-barrios-corregimientos-veredas Agudelo, P. (2011). (Des) hilvanar el sentido/los juegos de Penélope. Una revisión del concepto imaginario y sus implicaciones sociales. Uni-pluri/versidad, 11(3). Alonso, A, Barrera, Á., Arango, C., Palacios, C., Jara, C., Campo, D.,... Realpe, Y. (2014). Pedagogía y praxis social: una aproximación contextual a la realidad Latinoamericana. Recuperado de http://www.editorialabiertafaia.com/libros/PEDAGOGIA%20Y%20PRAXIS% 20SOCIAL%20Una%20aproximacion%20contextual%20a%20la%20realidad %20latinoamericana.pdf Angarita, P. (2003). Conflictos, guerra y violencia urbana: interpretaciones problemáticas. Nómadas, 19, 96-104 Arteaga, J., Restrepo, J., Munera, J. y García, E. (2013). Fronteras invisibles: como espacios formativos para la construcción de interacciones sociales (Trabajo de Grado). Universidad de San Buenaventura, Colombia. Recuperado de http://bibliotecadigital.usb.edu.co/bitstream/10819/1558/1/Fronteras_ Espacios_Formativos_Arteaga_2013.pdf Ayala, R. (2008). La metodología fenomenológico-hermenéutica de M. Van Manen en el campo de la investigación educativa. Posibilidades y primeras experiencias. Revista de Investigación Educativa RIE, 26(2), 409-430. Baeza, M. (2000). Los caminos invisibles de la realidad social. Ensayo de sociología profunda sobre los imaginarios sociales. Santiago de Chile: Ril Editores. Bernal, R. (23 de marzo de 2013). Comuna 10, Zona de inseguridad en Pasto. Diario del Sur. Recuperado de http://diariodelsur.com.co/comuna-10-zona-de-inseguridad-en-pasto-34214 Cabrera, D. (s.f.). Imaginario social, comunicación e identidad colectiva. Recuperado de http://www.portalcomunicacion.com/dialeg/paper/pdf/143_cabrera.pdf Canales, M. (1996). El grupo de discusión. Revista de Sociología No. 9, Universidad de Chile. -------. (2006). Metodologías de investigación social. Introducción a los oficios. Santiago de Chile: LOM Ediciones. Cancino, L. (2011). Aportes de la noción de imaginario social para el estudio de los movimientos sociales. Polis, 10(28), 69-83. Carrión, F. (2008). Violencia urbana: un asunto de ciudad. EURE (Santiago), 34(103), 111-130.Castoriadis, C. (1997). El avance de la insignificancia. Buenos Aires, Argentina: Editorial Universitaria de Buenos Aires, Eudeba. Cifuentes, R. (2011). Diseño de proyectos de investigación cualitativa. Buenos Aires, Argentina: Noveduc Libros. Cruz, S. (2014). Violencia y jóvenes: pandilla e identidad masculina en Ciudad Juárez. Revista Mexicana de Sociología, 76(4), 613-637. Delgado, M. (2011). El criterio amigo-enemigo en Carl Schmitt. El concepto de lo político como una noción ubicua y desterritorializada. Cuaderno de Materiales, 23, 175-183.Díaz, M. (2009). ¿Cómo desarrollar, de una manera comprensiva, el análisis cualitativo de los datos? Educere, 13(44), 55-66. Erreguerena, M. (2001). Cornelius Castoriadis: sus conceptos. Anuario 2001 UAM-X (México), 2002, 39-47. Escobar, J. y Bonilla, F. (s.f.). Grupos focales: una guía conceptual y metodológica. Cuadernos Hispanoamericanos de Psicología, 9(1), 51-67. Gómez, P. (2001). Imaginarios sociales y análisis semiótico: Una aproximación a la construcción narrativa de la realidad. Cuadernos de la Facultad de Humanidades y Ciencias Sociales, 17(1), 195-209. Gómez, H. (Comp.). (2012). Control territorial y resistencias. Una lectura desde la seguridad humana. Medellín, Colombia: Universidad de Antioquia. González, D., López, J. y Rivera, N. (2015). Fronteras invisibles en “Belén, Medellín, Colombia”. División imaginaria, marcas reales: lógicas de poder, territorio y resistencia. Prospectiva, Revista de Trabajo Social e Intervención Social, 20, 193-211. Hernández, R., Fernández, C. y Baptista, P. (2003). Metodología de la investigación (5ª. ed.). México: McGraw-Hill Interamericana. Herrera, J., Vega, J., Kala, J. y Chávez, A. (2016). Territorialidad, poder y agresión: Constantes en las pandillas de León, Guanajuato. Archivos de Criminología, Seguridad Privada y Criminalística, 4(7), 31-41. Hurtado, D. (2008). La configuración: un recurso para comprender los entramados de las significaciones imaginarias. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 6(1), 81-110. Juárez-Salazar, E. (2017). Memoria y significación social: burocracia y archivo histórico sobre la guerra sucia en México. Revista Colombiana de Sociología, 40(1), 83-100. Lunecke, A. (2016). Inseguridad ciudadana y diferenciación social en el nivel microbarrial: el caso del sector Santo Tomás, Santiago de Chile. Eure, 42(125), 109-129. Marí, R., Bo, R. y Climent, C. (2010). Propuesta de análisis fenomenológico de los datos obtenidos en la entrevista. Revista de Ciencias de la Educación, 8(1), 113-133. Miranda, E. (2014). El imaginario social bajo la perspectiva de Cornelius Castoriadis y su proyección en las representaciones culturales de Cartagena de Indias (Tesis de pregrado). Universidad de Cartagena, Cartagena, Colombia. Murcia, N. (2012). La escuela como imaginario social. Apuntes para una escuela dinámica. Recuperado de: https://dialnet.unirioja.es/descarga/articulo/4323068.pdf Murcia, W. (2015). Las pandillas en El Salvador. Propuestas y desafíos para la inclusión social juvenil en contextos de violencia urbana. Naciones Unidas, Santiago: Comisión Económica para América Latina y El Caribe CEPAL. Narváez, J. (2013). Violencia barrial, la tensión social como crisis humanitaria. Tesis Psicológica, 8(1), 56-67. -------. (2014). Multiversidad Mundo Real Edgar Morin. Ciudad, fronteras y violencias urbanas sobre el territorio (Tesis de Maestría). Recuperado de http://www.multiversidadreal.edu.mx/wp-content/uploads/2015/09/TESIS-FINAL-Mayo.pdf Obando, A. (2011). La Comuna 10 en Pasto. Recuperado de http://arturobando.blogspot.com.co/2011/08/la-comuna-diez-en-pasto.html Ortega, T. (2014). Criminalización y concentración de la pobreza urbana en barrios segregados. Síntomas de guetización en La Pintana, Santiago de Chile. EURE (Santiago), 40 (120), 241-263. Pérez, T. (2008). Fronteras imaginarias en América latina. La experiencia migratoria de haitianos en Chile. Rumbos TS, 3(3), 69-82. Pintos, J. (2000). Construyendo realidad (es): Los imaginarios sociales. Recuperado de http://idd00qmm.eresmas.net/articulos/construyendo.htm Quecedo, R. y Castaño, C. (2002). Introducción a la metodología de investigación cualitativa. Revista de Psicodidáctica, (14), 5-39. Rodríguez, C., Quiles, O. y Herrera, L. (2005). Teoría y Práctica del Análisis de Datos cualitativos. Proceso General y Criterios de Calidad. Revista Internacional de Ciencias Sociales y Humanidades, SOCIOTAM, 15(2), 133-154. Spradley, J. (1980). Observación Participante. Minnesota, Estados Unidos: Holt, Rinehart and Winston. Valencia, H. (2016). La política y la democracia como creaciones imaginarias: de los griegos a nosotros. Atenea, (513), 125-135. Zunino, H., Hidalgo, R. y Marquardt, E. (2011). Vivienda social y segregación espacial en la Ciudad de Pucón, Chile: entre el enclaustramiento y la integración con el hábitat turístico. Revista INVI, 26 (71), 15-55.

Abstract. Southern Ocean organic carbon export plays an important role in the global carbon cycle, yet its basin-scale climatology and variability are uncertain due to limited coverage of in situ observations. In this study, a neural network approach based on the self-organizing map (SOM) is adopted to construct weekly gridded (1° × 1°) maps of organic carbon export for the Southern Ocean from 1998 to 2009. The SOM is trained with in situ measurements of O2 / Ar-derived net community production (NCP) that are tightly linked to the carbon export in the mixed layer on timescales of one to two weeks and with six potential NCP predictors: photosynthetically available radiation (PAR), particulate organic carbon (POC), chlorophyll (Chl), sea surface temperature (SST), sea surface height (SSH), and mixed layer depth (MLD). This nonparametric approach is based entirely on the observed statistical relationships between NCP and the predictors and, therefore, is strongly constrained by observations. A thorough cross-validation yields three retained NCP predictors, Chl, PAR, and MLD. Our constructed NCP is further validated by good agreement with previously published, independent in situ derived NCP of weekly or longer temporal resolution through real-time and climatological comparisons at various sampling sites. The resulting November–March NCP climatology reveals a pronounced zonal band of high NCP roughly following the Subtropical Front in the Atlantic, Indian, and western Pacific sectors, and turns southeastward shortly after the dateline. Other regions of elevated NCP include the upwelling zones off Chile and Namibia, the Patagonian Shelf, the Antarctic coast, and areas surrounding the Islands of Kerguelen, South Georgia, and Crozet. This basin-scale NCP climatology closely resembles that of the satellite POC field and observed air–sea CO2 flux. The long-term mean area-integrated NCP south of 50° S from our dataset, 17.9 mmol C m−2 d−1, falls within the range of 8.3 to 24 mmol C m−2 d−1 from other model estimates. A broad agreement is found in the basin-wide NCP climatology among various models but with significant spatial variations, particularly in the Patagonian Shelf. Our approach provides a comprehensive view of the Southern Ocean NCP climatology and a potential opportunity to further investigate interannual and intraseasonal variability.

Abstract. Southern Ocean organic carbon export plays an important role in the global carbon cycle, yet its basin-scale climatology and variability are uncertain due to limited coverage of in situ observations. In this study, a neural network approach based on the self-organizing map (SOM) is adopted to construct weekly gridded (1° × 1°) maps of organic carbon export for the Southern Ocean from 1998 to 2009. The SOM is trained with in situ measurements of O2 / Ar-derived net community production (NCP) that are tightly linked to the carbon export in the mixed layer on timescales of 1–2 weeks, and six potential NCP predictors: photosynthetically available radiation (PAR), particulate organic carbon (POC), chlorophyll (Chl), sea surface temperature (SST), sea surface height (SSH), and mixed layer depth (MLD). This non-parametric approach is based entirely on the observed statistical relationships between NCP and the predictors, and therefore is strongly constrained by observations. A thorough cross-validation yields three retained NCP predictors, Chl, PAR, and MLD. Our constructed NCP is further validated by good agreement with previously published independent in situ derived NCP of weekly or longer temporal resolution through real-time and climatological comparisons at various sampling sites. The resulting November–March NCP climatology reveals a pronounced zonal band of high NCP roughly following the subtropical front in the Atlantic, Indian and western Pacific sectors, and turns southeastward shortly after the dateline. Other regions of elevated NCP include the upwelling zones off Chile and Namibia, Patagonian Shelf, Antarctic coast, and areas surrounding the Islands of Kerguelen, South Georgia, and Crozet. This basin-scale NCP climatology closely resembles that of the satellite POC field and observed air-sea CO2 flux. The long-term mean area-integrated NCP south of 50° S from our dataset, 14 mmol C m–2 d–1, falls within the range of 8.3–24 mmol C m–2 d–1 from other model estimates. A broad agreement is found in the basin-wide NCP climatology among various models but with significant spatial variations, particularly in the Patagonian Shelf. Our approach provides a comprehensive view of the Southern Ocean NCP climatology and a potential opportunity to further investigate interannual and intraseasonal variability.

The present paper focuses on the study of the communicative nature of self-disclosure as a technique of verbal influence on people. The phenomenon of self-disclosure is interpreted as the process of divulging private information to others. The aim of the study is to determine the specific features of self-disclosure in a public speaking context. The paper discusses the communicative conventions and parameters of the public speaking scenario as the factors that determine a certain manner of self-disclosing. The key assumption of the study is that public self-disclosure should be viewed as a tactic of self-presentation that promotes the speaker’s image building. In order to indicate the verbal forms that speakers use while disclosing private information in public the discourse and lexical-grammatical analyses of eight celebrity interview texts are conducted. The results of the research demonstrate that the speakers use recurrently certain verbal patterns which are identified as statements of self-description (it includes statements of self-confirmation, self-assurance, personal preferences and personal aspirations), self-narrative and attitude statements. The study also shows which types of the statements are used more frequently than the others, particularly, the statements of self-confirmation, personal aspirations and self-narratives are apparently preferred by the speakers as tactics of public self-disclosure. The paper highlights the fact that the self-disclosure tactics are employed by public speakers selectively and that their choice is motivated by the speakers’ strategic goal of impression management. References Altman, I., Taylor, D. A. (1973). Social Penetration: The Development of InterpersonalRelationship. New York, NY: Holl, Rinehart & Winston. Baumeister, R. F. (1982). A self-presentational view of social phenomena. PsychologicalBulletin, 91, 3–26. Carver, C. S., Scheier, M. R. (1998). On the Self-Regulation of Behavior. CambridgeUniversity Press. Cozby, P.C. (1973). Self-disclosure: A literature review. Psychological Bulletin, 79(2),73–91. Derlega, V. J., Metts, S., Petronio, S., Margulis, S. T. (1993). Self-Disclosure. NewburyPart, CA: Sage. Hargie, O. (2011). Skilled Interpersonal Interaction: Research, Theory and Practice.London: Reutledge. Johnson, J.A. (1981). The ‘self-disclosure’ and ‘self-presentation’ views of item responsedynamics and personality scale validity. Journal of Personality and Social Psychology,40(4), 761–769. Jourard, S. (1971). The Transparent Self. (2nd ed.).New York: Van Nostrand Reinhold. Leary, M. R. (1995). Self-Presentation: Impression Management and InterpersonalBehavior. Madison, WI: Brown & Benchmark. Leary, M. R. (1996). Self-Presentation: Iimpression Management and InterpersonalBehavior. Boulder, CO: Westview Press. Leary, M. R. (2012). Introduction to Behavioral Research Methods. (6nd ed.). Boston:Pearson. Leary, M. R., Kowalski, R. M. (1990). Impression management: A literature review andtwo-component model. Psychological Bulletin, 107(1), 34–47. Luft, J., Ingham, H. (1969). Of Human Interaction. Palo Alto, CA: National Press Books. Rosenfeld, L. B. (2014). Overview of the ways privacy, secrecy, and disclosure arebalanced in today’s society. In: Balancing the Secrets of Private Disclosure, (pp. 3 – 18).S. Petronio, (ed.). New York and London: Psychology Press. Schlenker, B. R. (1980). Impression management: the self-concept, social identity, andinterpersonal relations. Monterey, CA: Brooks/Cole. Schlenker, B. R. (1985). Identity and self-identification. In: The self and social life, (pp.65–99). B.R.Schlenker, (ed.). New York: McGrow-Hill. Schlenker, B. R. (2003). Self-presentation. In: Handbook of Self and Identity, (pp. 492–518). M. R.Leary, J. P.Tangney, (eds.). New York: Guilford. Sources J.K. Rolling meets Lauren Laverne, 2015. Oprah talks to Barack Obama, 2004. O, The Oprah magazine. Oprah talks to Daniel Pink, 2008. O, The Oprah Magazine. Oprah talks to Ellen De Generes, 2009. O, The Oprah Magazine. Oprah talks to Jay-Z, 2009. O, The Oprah Magazine. Oprah talks to Tine Fey, 2009, O, The Oprah Magazine. Oprah talks to Thich Nhat Hanh, 2010.8.The ultimate O interview: Oprah answers all your questions, 2010. O, the Oprah magazine.

El aprendizaje autorregulado, los estilos de aprendizaje y la motivación para el trabajo intelectual tienen gran importancia en la actualidad por su influencia sobre los procesos de aprendizaje. Este estudio, descriptivo y correlacional, procura determinar el grado de relación que existe entre estas variables y su nivel de significación, pues esta información podría ser de gran ayuda en el momento de planear las estrategias de aprendizaje dentro de las aulas. Se administró el Cuestionario Honey-Alonso de Estilos de Aprendizaje (CHAEA) y el Cuestionario de Estrategias de Aprendizaje y Motivación (CEAM) para el trabajo intelectual a una muestra de 110 alumnos de una escuela preparatoria de Mérida, Yucatán, México. Se encontró que la supervisión y la autoevaluación, como estrategias metacognitivas, fueron las mejores valoradas. Por otro lado, la organización de la información resaltando las ideas principales obtuvo una valoración muy pobre. El modelo planteado para analizar la relación entre las estrategias metacognitivas, la motivación y los estilos de aprendizaje alcanzó niveles de ajuste satisfactorios. Se observa una aparente ausencia de relación entre la motivación y los estilos de aprendizaje en coincidencia con resultados de otros estudios consultados. Por otro lado, en la literatura se ha encontrado que estudiantes con ciertos estilos de aprendizaje tienden a tener una preferencia por determinadas estrategias metacognitivas. No obstante, en la presente investigación no se observaron tales correlaciones, lo cual puede atribuirse a que en esta investigación el desarrollo de los diferentes estilos de aprendizaje es muy equilibrado, además de que únicamente la mitad de los encuestados tiende a tener un estilo preferente. En conclusión, los estilos de aprendizaje conforman un constructo que es independiente de la motivación y las estrategias metacognitivas. Referencias Aguilera Pupo, E. y Ortiz Torres, E. A. (2008). La caracterización de perfiles de estilos de aprendizaje y sus implicaciones didácticas en la educación superior. Pedagogía Universitaria, 13(5), 1-13. Alarcón Díaz, M. A. (2013). Motivación, estrategias de aprendizaje y metacomprensión lectora: un estudio descriptivo en alumnos universitarios peruanos. Revista Educación y Desarrollo Social, 7(1), 71-78. https://doi.org/10.18359/reds.735 Alonso, C., Gallego, D. y Honey, P. (1999). Los estilos de aprendizaje (5ª ed.). Bilbao: Mensajero. Arias Gallegos, W. L., Zegarra Valdivia, J. y Justo Velarde, O. (2014). Estilos de aprendizaje y metacognición en estudiantes de psicología de Arequipa. Liberabit, 20(2), 267-279. Blumen, S., Rivero, C. y Guerrero, D. (2011). Universitarios en educación a distancia: estilos de aprendizaje y rendimiento académico. Revista de Psicología, 29(2), 225-243. Cázares Castillo, A. (2009). 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Maggiolini, L. M. (2013). Estrategias de motivación en una era digital: Teléfonos móviles y Facebook en el aula. Digital Education Review, 24, 83-97. Recuperado de http://revistes.ub.edu/index.php/der/article/view/11278 Morales, Rodríguez, F. M. (2011). Aprendizaje, motivación y rendimiento en estudiantes de lengua extranjera inglesa. Psicología Educativa, 17(2), 195-207. https://doi.org/10.5093/ed2011v17n2a6 Núñez Alonso, J. L., Lucas, J. M. A., Navarro Izquierdo, J. G. y Grijalbo Lobera, F. (2006). Validación de la Escala de Motivación Educativa (EME) en Paraguay. Revista Interamericana de Psicología, 40(3), 391-398. Pan, I., Regueiro, B., Ponte, B., Rodriguez, S., Piñeiro, I. y Valle, A. (2013). Motivación, implicación en los deberes escolares y rendimiento académico. Aula Abierta, 41(3), 13-22. Paris, S. G. y Winograd, P. (2001). The role of self-regulated learning in contextual teaching: principles and practices for teacher preparation. 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<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>* </span><span>A previous versions of this article was published in C. James Newlan’s journal, T</span><span>HE </span><span>S</span><span>OCIAL </span><span>C</span><span>RITIC</span><span>, </span><span>as Ellis Washington, </span><span>Excluding the Exclusionary Rule</span><span>, 3 T</span><span>HE </span><span>S</span><span>OC</span><span>. C</span><span>RITIC </span><span>(1998), and in E</span><span>LLIS </span><span>W</span><span>ASHINGTON</span><span>, T</span><span>HE </span><span>I</span><span>NSEPARABILITY OF </span><span>L</span><span>AW AND </span><span>M</span><span>ORALITY</span><span>: T</span><span>HE </span><span>C</span><span>ONSTITUTION</span><span>, N</span><span>ATURAL </span><span>L</span><span>AW AND THE </span><span>R</span><span>ULE OF </span><span>L</span><span>AW </span><span>16-28 (2002) [</span><span>hereinafter </span><span>W</span><span>ASHINGTON</span><span>, I</span><span>NSEPARABILITY OF </span><span>L</span><span>AW AND </span><span>M</span><span>ORALITY</span><span>]. For a comprehensive legal and historical analysis regarding the integration of the rule of law, jurispru- dence, and society in modern times, </span><span>see generally </span><span>Ellis Washington, </span><span>Reply to Judge Richard A. Posner on the Inseparability of Law and Morality</span><span>, 3 R</span><span>UTGERS </span><span>J. L. &amp; R</span><span>ELIG</span><span>. 1 (2001-2002); </span><span>The Nuremberg Trials: The Death of the Rule of Law </span><span>(In International Law), 49 L</span><span>OY</span><span>. L. R</span><span>EV</span><span>. 471-518 (2003). </span></p><p><span>** </span><span>Ellis Washington, DePauw University; B.A. 1983, University of Michigan; M.M. 1986, John Marshall Law School; J.D. 1994. The author an editor at the U</span><span>NIVERSITY OF </span><span>M</span><span>ICHIGAN </span><span>L</span><span>AW </span><span>R</span><span>EVIEW </span><span>and a law clerk for the Rutherford Institute. He was a faculty member at Davenport University and member of the Board of Visitors at Ave Maria School of Law. Currently, Mr. Washington is a freelance writer and lecturer at high schools, universities, and law schools throughout America specializing in the history of law, legal and political philosophy, jurisprudence, constitutional law, critical race theory, and legal feminist theory. He also teaches composition at Lansing Community College. In addition to numerous articles, he has published three books: T</span><span>HE </span><span>D</span><span>EVIL IS IN THE </span><span>D</span><span>ETAILS</span><span>: E</span><span>SSAYS ON </span><span>L</span><span>AW</span><span>, R</span><span>ACE</span><span>, P</span><span>OLITICS AND </span><span>R</span><span>ELIGION </span><span>(1999); B</span><span>EYOND </span><span>T</span><span>HE </span><span>V</span><span>EIL</span><span>: E</span><span>SSAYS IN THE </span><span>D</span><span>IALECTICAL </span><span>S</span><span>TYLE OF </span><span>S</span><span>OCRATES </span><span>(2000, 2004); T</span><span>HE </span><span>I</span><span>NSEPRABILITY OF </span><span>L</span><span>AW AND </span><span>M</span><span>ORALITY</span><span>: T</span><span>HE </span><span>C</span><span>ONSTITUTION</span><span>, N</span><span>ATURAL </span><span>L</span><span>AW AND THE </span><span>R</span><span>ULE OF </span><span>L</span><span>AW </span><span>(2002). His article, </span><span>The Nuremberg Trials: The Death of the Rule of Law (In International Law)</span><span>, 49 L</span><span>OY</span><span>. L. R</span><span>EV</span><span>. 471-518 (2003), has received both national and international recognition and has been accepted into many prestigious archives and collections including–Chambers Library of the Supreme Court of the United States, State Museum of Auschwitz-Birkenau, The Simon Wiesenthal Center, The U.S. Holocaust Memorial Museum, The Elie Wiesel Foundation for Humanity. </span></p><p><span>*Exceeding gratitude to my friend, attorney Che Ali Karega (a.k.a. “Machiavelli”) for his antagonism, advice, ideas, source materials, and inspiration. To Arthur LaBrew, musicologist and historian, founder Michigan Music Research Center (Detroit), for his prescient comments and attention to detail on earlier drafts of the Article. To C. James Newlan, publisher of the Journal, T</span><span>HE </span><span>S</span><span>OCIAL </span><span>C</span><span>RITIC</span><span>, for being my friend, my first publisher, an intellectual, a visionary, and the first person to believe that I had ideas worthy to be published and read. </span></p></div></div></div>

The pandemic of COVID-19 has afflicted every individual and has initiated a cascade of directly or indirectly involved events in precipitating mental health issues. The human species is a wanderer and hunter-gatherer by nature, and physical social distancing and nationwide lockdown have confined an individual to physical isolation. The present review article was conceived to address psychosocial and other issues and their aetiology related to the current pandemic of COVID-19. The elderly age group has most suffered the wrath of SARS-CoV-2, and social isolation as a preventive measure may further induce mental health issues. Animal model studies have demonstrated an inappropriate interacting endogenous neurotransmitter milieu of dopamine, serotonin, glutamate, and opioids, induced by social isolation that could probably lead to observable phenomena of deviant psychosocial behavior. Conflicting and manipulated information related to COVID-19 on social media has also been recognized as a global threat. Psychological stress during the current pandemic in frontline health care workers, migrant workers, children, and adolescents is also a serious concern. Mental health issues in the current situation could also be induced by being quarantined, uncertainty in business, jobs, economy, hampered academic activities, increased screen time on social media, and domestic violence incidences. The gravity of mental health issues associated with the pandemic of COVID-19 should be identified at the earliest. Mental health organization dedicated to current and future pandemics should be established along with Government policies addressing psychological issues to prevent and treat mental health issues need to be developed. References World Health Organization (WHO) Coronavirus Disease (COVID-19) Dashboard. 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Clinical and epidemiological features of 36 children with coronavirus disease 2019 (COVID-19) in Zhejiang, China: an observational cohort study. Lancet Infect Dis. 2020; 20:689-96. https://doi.org/10.1016/S1473-3099(20)30198-5. Dalton L, Rapa E, Stein A. Protecting the psychological health of through effective communication about COVID-19. Lancet Child Adolesc Health. 2020;4(5):346-347. https://doi.org/10.1016/S2352-4642(20)30097-3. Centre for Disease Control. Helping Children Cope with Emergencies. Available at: https://www.cdc.gov/childrenindisasters/helping-children-cope.html [Accessed on 25 August 2020]. Liu JJ, Bao Y, Huang X, Shi J, Lu L. Mental health considerations for children quarantined because of COVID-19. Lancet Child & Adolesc Health. 2020; 4(5):347-349. https://doi.org/10.1016/S2352-4642(20)30096-1. Sprang G, Silman M. Posttraumatic Stress Disorder in Parents and Youth After Health-Related Disasters. Disaster Med Public Health Prep. 2013;7(1):105-110. https://doi.org/10.1017/dmp.2013.22. Rehman U, Shahnawaz MG, Khan NH, Kharshiing KD, Khursheed M, Gupta K, et al. Depression, Anxiety and Stress Among Indians in Times of Covid-19 Lockdown. Community Ment Health J. 2020:1-7. https://doi.org/10.1007/s10597-020-00664-x. Cao W, Fang Z, Hou, Han M, Xu X, Dong J, et al. The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research. 2020; 287:112934. https://doi.org/10.1016/j.psychres.2020.112934. Wang C, Zhao H. The Impact of COVID-19 on Anxiety in Chinese University Students. Front Psychol. 2020; 11:1168. https://dx.doi.org/10.3389%2Ffpsyg.2020.01168. Kang L, Li Y, Hu S, Chen M, Yang C, Yang BX, et al. The mental health of medical workers in Wuhan, China dealing with the 2019 novel coronavirus. Lancet Psychiatry 2020;7(3): e14. https://doi.org/10.1016/s2215-0366(20)30047-x. Lai J, Ma S, Wang Y, Cai Z, Hu J, Wei N, et al. 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[Accessed on 23 August 2020]. Xiang Y, Yang Y, Li W, Zhang L, Zhang Q, Cheung T, et al. Timely mental health care for the 2019 novel coronavirus outbreak is urgently needed. The Lancet Psychiatry 2020;(3):228–229. https://doi.org/10.1016/S2215-0366(20)30046-8. Van Bortel T, Basnayake A, Wurie F, Jambai M, Koroma A, Muana A, et al. Psychosocial effects of an Ebola outbreak at individual, community and international levels. Bull World Health Organ. 2016;94(3):210–214. https://dx.doi.org/10.2471%2FBLT.15.158543. Kumar A, Nayar KR. COVID 19 and its mental health consequences. Journal of Mental Health. 2020; ahead of print:1-2. https://doi.org/10.1080/09638237.2020.1757052. Gupta R, Grover S, Basu A, Krishnan V, Tripathi A, Subramanyam A, et al. Changes in sleep pattern and sleep quality during COVID-19 lockdown. Indian J Psychiatry. 2020; 62(4):370-8. https://doi.org/10.4103/psychiatry.indianjpsychiatry_523_20. Duan L, Zhu G. 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The model of Late Pleistocene-Holocene sequence stratigraphy of the subaqueous Red River delta and the adjacent shelf is proposed by interpretation of high-resolution seismic documents and comparison with previous research results on Holocene sedimentary evolution on the delta plain. Four units (U1, U2, U3, and U4) and four sequence stratigraphic surfaces (SB1, TS, TRS and MFS) were determined. The formation of these units and surfaces is related to the global sea-level change in Late Pleistocene-Holocene. SB1, defined as the sequence boundary, was generated by subaerial processes during the Late Pleistocene regression and could be remolded partially or significantly by transgressive ravinement processes subsequently. The basal unit U1 (fluvial formations) within incised valleys is arranged into the lowstand systems tract (LST) formed in the early slow sea-level rise ~19-14.5 cal.kyr BP, the U2 unit is arranged into the early transgressive systems tract (E-TST) deposited mainly within incised-valleys under the tide-influenced river to estuarine conditions in the rapid sea-level rise ~14.5-9 cal.kyr BP, the U3 unit is arranged into the late transgressive systems tract (L-TST) deposited widely on the continental shelf in the fully marine condition during the late sea-level rise ~9-7 cal.kyr BP, and the U4 unit represents for the highstand systems tract (HST) with clinoform structure surrounding the modern delta coast, extending to the water depth of 25-30 m, developed by sediments from the Red River system in ~3-0 cal.kyr BP.ReferencesBadley M.E., 1985. Practical Seismic Interpretation. International Human Resources Development Corporation, Boston, 266p.Bergh G.D. 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Earth-Science Reviews, 92, 1-33.Catuneanu O., Galloway W.E., Kendall C.G. St C., Miall A.D., Posamentier H.W., Strasser A. and Tucker M.. E., 2011. Sequence Stratigraphy: Methodology and Nomenclature. Newsletters on Stratigraphy, 44(3), 173-245.Coleman J.M and Wright L.D., 1975. Modern river deltas: variability of processes and sand bodies. In: Broussard M.L (Ed), Deltas: Models for exploration. Houston Geological Society, Houston, 99-149.Doan Dinh Lam, 2003. History of Holocene sedimentary evolution of the Red River delta. PhD thesis in Vietnam, 129p (in Vietnamese).Duc D.M., Nhuan M.T, Ngoi C.V., Nghi T., Tien D.M., Weering J.C.E., Bergh G.D., 2007. Sediment distribution and transport at the nearshore zone of the Red River delta, Northern Vietnam. Journal of Asian Earth Sciences, 29, 558-565.Dung B.V., Stattegger K., Unverricht D., Phach P.V., Nguyen T.T., 2013. Late Pleistocene-Holocene seismic stratigraphy of the Southeast Vietnam Shelf. Global and Planetary Change, 110, 156-169.Embry A.F and Johannessen E.P., 1992. T-R sequence stratigraphy, facies analysis and reservoir distribution in the uppermost Triassic-Lower Jurassic succession, western Sverdrup Basin, Arctic Canada. In: Vorren T.O., Bergsager E., Dahl-Stamnes O.A., Holter E., Johansen B., Lie E., Lund T.B. (Eds.), Arctic Geology and Petroleum Potential. Special Publication. Norwegian Petroleum Society (NPF), 2, 121-146.Funabiki A., Haruyama S., Quy N.V., Hai P.V., Thai D.H., 2007. Holocene delta plain development in the Song Hong (Red River) delta, Vietnam. Journal of Asian Earth Sciences, 30, 518-529.General Department of Land Administration., 1996. Vietnam National Atlas. General Department of Land Administration, Hanoi, 163p.Hanebuth T.J.J. and Stattegger K., 2004. Depositional sequences on a late Pleistocene-Holocene tropical siliciclastic shelf (Sunda shelf, Southeast Asia). Journal of Asian Earth Sciences, 23, 113-126.Hanebuth T.J.J., Voris H.K.., Yokoyama Y., Saito Y., Okuno J., 2011. Formation and fate of sedimentary depocenteres on Southeast Asia’s Sunda Shelf over the past sea-level cycle and biogeographic implications. Eath-Science Reviews, 104, 92-110.Hanebuth T., Stattegger K and Grootes P. M., 2000. Rapid flooding of the Sunda Shelf: a late-glacial sea-level record. Science, 288, 1033-1035.Helland-Hansen W and Gjelberg, J.G., 1994. Conceptual basis and variability in sequence stratigraphy: a different perspective. Sedimentary Geology, 92, 31-52.Hori K., Tanabe S., Saito Y., Haruyama S., Nguyen V., Kitamura., 2004. Delta initiation and Holocene sea-level change: example from the Song Hong (Red River) delta, Vietnam. Sedimentary Geology, 164, 237-249.Hunt D. and Tucker M.E., 1992. Stranded parasequences and the forced regressive wedge systems tract: deposition during base-level fall. Sedimentology Geology, 81, 1-9.Hunt D. and Tucker M.E., 1995. Stranded parasequences and the forced regressive wedge systems tract: deposition during base-level fall-reply. Sedimentary Geology, 95, 147-160.Lam D.D. and Boyd W.E., 2000. Holocene coastal stratigraphy and model for the sedimentary development of the Hai Phong area in the Red River delta, north Vietnam. Journal of Geology (Series B), 15-16, 18-28.Lieu N.T.H., 2006. Holocene evolution of the Central Red River Delta, Northern Vietnam. PhD thesis of lithological and mineralogical in Germany, 130p.Luu T.N.M., Garnier J., Billen G., Orange D., Némery J., Le T.P.Q., Tran H.T., Le L.A., 2010. Hydrological regime and water budget of the Red River Delta (Northern Vietnam). Journal of Asian Earth Sciences, 37, 219-228.Mather S.J., Davies J., Mc Donal A., Zalasiewicz J.A., and Marsh S., 1996. The Red River Delta of Vietnam. British Geological Survey Technical Report WC/96/02, 41p.Mathers S.J. and Zalasiewicz J.A.,1999. Holocene sedimentary architecture of the Red River delta, Vietnam. 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In: Posamentier H.W., Summerhayes C.P., Haq B.U., Allen G.P. (Eds.), Sequence stratigraphy and Facies Associations. International Association of Sedimentologists Special Publication, 18, 55-58.Posamentier H.W. and Allen G.P., 1999. Siliciclastic sequence stratigraphy: concepts and applications. SEPM Concepts in Sedimentology and Paleontology, 7, 210p.Posamentier H.W., Jervey M.T. and Vail P.R., 1988. Eustatic controls on clastic deposition I-Conceptual framework. Sea-level changes-An Integrated Approach, The Society of Economic Paleontologists and Mineralogist. SEPM Special Publication, 42, 109-124.Reineck H.E., Singh I.B., 1980. Depositional sedimentary environments with reference to terrigenous clastics. Springer-Verlag Berlin Heidelberg New York, 551p. Ross K., 2011. Fate of Red River Sediment in the Gulf of Tonkin, Vietnam. Master Thesis. North Carolina State University, 91p.Saito Y., Katayama H., Ikehara K., Kato Y., Matsumoto E., Oguri K., Oda M., Yumoto M. 1998. Transgressive and highstand systems tracts and post-glacial transgression, the East China Sea. Sedimentary Geology, 122, 217-232.Stattegger K., Tjallingii R., Saito Y., Michelli M., Nguyen T.T., Wetzel A., 2013. Mid to late Holocene sea-level reconstruction of Southeast Vietnam using beachrock and beach-ridge deposits. Global and Planetary Change, 110, 214-222.Tanabe S., Hori K., Saito Y., Haruyama S., Doanh L.Q., Sato Y., Hiraide S., 2003a. Sedimentary facies and radiocarbon dates of the Nam Dinh-1 core from the Song Hong (Red River) delta, Vietnam. Journal of Asian Earth Sciences, 21, 503-513.Tanabe S., Hori K., Saito Y., Haruyama S., Phai V.V., Kitamura A., 2003b. Song Hong (Red River) delta evolution related to millennium-scale Holocene sea-level changes. Quaternary Science Reviews, 22(21-22), 2345-2361.Tanabe S., Saito Y., Lan V.Q., Hanebuth T.J.J., Lan N.Q., Kitamura A., 2006. Holocene evolution of the Song Hong (Red River) delta system, northern Vietnam. 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Nickel (Ni) laterites are regolith materials derived from ultramafic rocks and play an important role in the world's Ni production. Ni-laterite deposits are the supergene enrichment of Ni formed from the intense chemical and mechanical weathering of ultramafic parental rocks. In Vietnam, the weathering profile containing Ni laterite was first discovered in the Ha Tri massive (Cao Bang). This profile develops on the Ha Tri serpentinized peridotite rocks classified to the Cao Bang mafic-ultramafic complex (North Vietnam) and exhibits thick weathered zone (10 - 15m). This work carried out a detailed study of the weathering profile at the center of Ha Tri massive. Samples from different horizons of the profile were collected and analyzed in detail by XRF, XRD and SEM-EDX methods to establish the relationship between the Ni-rich supergene products and the parental peridotites (lherzolite) rocks in Ha Tri massive. The results show that the saprolite horizon is most Ni-rich in the weathering profile in Ha Tri. In this horizon, Ni-silicate minerals of garnierite group such as pimelite, nepouite and other Mg-Ni silicates have been found. The appearance of minerals of garnierite group is due to the exchange of Mg by Ni during weathering of peridotite minerals, especially olivine, which leads to the enrichment of the supergene Ni. The occurrence of Ni silicates suggests the existence of the supergene Ni ore in the weathering profile of the Ha Tri massive.References Bosio N.J., Hurst J.V., Smith R.L., 1975. Nickelliferousnontronite, a 15 Å garnierite, at Niquelandia, Goias Brazil. Clays Clay Miner., 23, 400-403. Brand N.W., Butt C.R.M., Elias M., 1998. Nickel Laterites: Classification and features. AGSO Journal of Australian Geology & Geophysics, 17(4), 81-88. Bricker O.P., Nesbitt H.W. and Gunter W.D., 1973. The stability of talc. American Mineralogist, 58, 64-72. Brindley G.W. and Hang P.T., 1973. 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Lateritic weathering of pyroxenites at Niquelandia, Goais, Brazil: The supergene behavior ofnickel: Economic Geology, 85, 1010-1023. Das S.K., Sahoo R.K., Muralidhar J., Nayak B.K., 1999. Mineralogy and geochemistry of profilesthrough lateritic nickel deposits at Kansa,Sukinda, Orissa. Joural of Geoogical. SocietyIndia, 53, 649-668. Decarreau A., Colin F., Herbillon A., Manceau A., Nahon D., Paquet H., Trauth-Badaud D.,Trescases J.J., 1987. Domain segregation in NiFe-Mg-Smectites. Clay Minerals, 35, 1-10. Freyssinet P., Butt C.R.M. and Morris R.C., 2005. Oreforming processes related to lateritic weathering. Economic Geology, 100th aniversary volume, 681-722.Garnier J., Quantin C., Martins E.S., Becquer T., 2006. Solid speciation and availability of chromium in ultramafic soils from Niquelandia, Brazil. Journal of Geochemical Exploration, 88, 206-209. Garnier J., Quantin C., Guimarães E., Becquer T., 2008. Can chromite weathering be a source of Cr in soils? 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En este artículo de reflexión se explicita los componentes de la Propuesta Pedagógica como logro académico de la investigación, expresados en su objetivo esencial, Identificar las características sociodemográficas y pedagógicas y de la enseñanza y aprendizaje con enfoque constructivista y sus aplicaciones: Aprendizaje significativo y Metacognición, en el quehacer de los docentes de la ‘Unidad Educativa Particular Ecuatoriano Suizo’ de la ciudad de Quito y la ‘Unidad Educativa Particular Oviedo’ de la ciudad de Ibarra en Ecuador, para el diseño de una propuesta pedagógica aplicable a las instituciones educativas. Esta reflexión es válida porque se comparte el proceso de estructuración temática de la propuesta pedagógica, la concatenación de sus componentes como lo teleológico, axiológico, estratégico y estructural para hacer posible la creación de un nuevo escenario pedagógico e investigativo, con pautas para renovar el currículo. Desde lo tecnológico, se facilita enlaces para hacer visible el uso de tecnologías dentro del desarrollo temático. Referencias: Aebli, H. (2002). Doce formas básicas de enseñar. Una didáctica basada en la psicología. Madrid, España: Narcea Ediciones. Anónimo. (s.f.). Teorías del Aprendizaje. Recuperado de http://uoctic-grupo6.wikispaces.com/Constructivismo Ausubel, D., Novak, J. y Hanesian, H. (1983). Psicología educativa. Un punto de vista cognoscitivo. México: Trillas. Aznar, P., Martínez, B. y Bellver, M. (1999). Teoría de la Educación. Un enfoque constructivista. Valencia, España: Editorial Tirant lo Branch. Aznar, P., Gargallo, B., Garfella, P. y Canovas, P. (2010): La educación en el pensamiento y la acción. Teoría y praxis. Valencia, España: Editorial Tirant lo Blanch. Beltrán, L. y Genovard, R. (1996). Psicología de la instrucción I: Variables y procesos básicos. Madrid, España: Síntesis S.A. Borrego, C. (1992). Currículum y desarrollo socio-personal. Sevilla, España: Ediciones Alfar. Carretero, M. (2009). Constructivismo y Educación. Buenos Aires, Argentina: Editorial Paidós. Díaz, F. y Hernández, G. (2006). Estrategias docentes para un aprendizaje significativo. México: McGraw-Hill. Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911. Flórez, R. (1994). Hacia una pedagogía del conocimiento. Santafé de Bogotá: MCGraw-Hill.Fingermann, H. (2010). Estrategias para el aprendizaje significativo. Recuperado de https://educacion.laguia2000.com/estrategias-didacticas/estrategias-para-el-aprendizaje-significativo Garita, G. (2001). Aprendizaje significativo: Un asunto de subjetividad e interacción en el aprendizaje. Revista de Ciencias Sociales, 2-3(93), 157-169. Gargallo, B. (2000). Procedimientos. Estrategias de aprendizaje. Su naturaleza, enseñanza y evaluación. Valencia, España: Tirant lo Blanch. Ginsburg, G., Brenner, M. y Von Cranach, M. (1985). Discovery strategies in the psychology of action. London: Academic Press Inc. Herrera, F. y Ramírez, I. Universidad de Granada, Instituto de Estudios Ceutíes. (s.f.). Aprendizaje Autorregulado. Recuperado de http://webdocente.altascapacidades.es/Aprendizaje% 20Autorregulado/AprenAuto.pdf Hernández, S. (2008). El modelo constructivista con las nuevas tecnologías: aplicado en el proceso de aprendizaje. Revista de Universidad y Sociedad del conocimiento, 5(2), 1-10. Jurado, F. y Bustamante, G. (Comp.). (s.f.). Los procesos de la lectura. Hacia la producción interactiva de los sentidos. Bogotá, Colombia: Cooperativa Editorial Magisterio. Manrique, C. y Puente, R. (1999). El constructivismo y sus implicancias en educación. Educación, 8(16), 217-244. Mayor, J., Suengas, A. y González, J. (1999). Estrategias metacognitivas. Aprender a aprender y aprender a pensar. Madrid, España: Editorial Síntesis S.A. McCombs, B. y Whisler, J. (2000). La clase y la escuela centradas en el aprendiz. Estrategias para aumentar la motivación y el rendimiento. Barcelona, España: Paidós Ibérica. Moreira, M. (2000). Aprendizaje significativo: teoría y práctica. Madrid, España: Aprendizaje Visor. Parrat-Dayan, S. (2008). Contextos autoritarios y cooperativos y su repercusión en el desarrollo del sujeto. Educar, Curitiba, 30, 89-106. Pozo, J. (2008). Aprendices y Maestros: la psicología cognitiva del aprendizaje. España: Alianza Editorial. Román, M. (2011). Aprender a aprender en la sociedad del conocimiento. Santiago de Chile: Editorial Conocimiento S.A. Serrano, J. y Pons, R. (2011). El Constructivismo hoy: enfoques constructivistas en educación. Revista Electrónica de Investigación Educativa, 13(1). Soler, J. y Benlliure, V. (1996). Estrategias de Aprendizaje Humano. Valencia, España: Editorial Promolibro. Universidad Mariana. (2014). Plan de Desarrollo Institucional. Carta de Navegación 2014-2020. San Juan de Pasto: Universidad Mariana. Valle, A., González, R., Cuevas, L. y Fernández, A. (1998). Las estrategias de aprendizaje: características básicas y su relevancia en el contexto escolar. Revista de Psicopedagogía, 6, 53-68. Wellman, H. (1985). The origins of metacognition. En Metacognition, cognition, and human performance. Vol. 1, Theoretical Perspectives. Orlando: Academic Press, 1-31. Vygotsky, L. (1995). Pensamiento y Lenguaje. Teoría del desarrollo cultural de las funciones psíquicas. Buenos Aires, Argentina: Ediciones Fausto. Zimmerman, B. & Schunk, D. (Eds.). (1989). Self-Regulated learning and Academic Achievement. New York: Springer-Verlag.

Se elaboró queso semiduro con adición de bacterias ácido lácticas (BAL) provenientes del mucílago de cacao al 5, 10 y 15% en volumen, e incorporadas en la leche antes del cuajado del queso a una temperatura de 35°C. Se aplicó un diseño completamente al azar (DCA) con 4 tratamientos y 4 repeticiones, para la determinación de diferencia significativa se utilizó la prueba de Tukey al 5%. Los parámetros evaluados al queso semiduro fueron (pH, acidez, humedad, sólidos totales, ceniza, grasa, proteína), microbiológicamente se consideró análisis de Escherichia coli, Coliformes totales, mohos y levaduras; organolépticamente se valoró: sabor, olor, color, textura, aceptabilidad; aplicando la prueba no paramétrica de Kruskall Wallis en los atributos color y textura no hubo diferencia estadística significativa. El Tratamiento T3 con adición del 15% de mucilago de cacao, proporcionó valores más favorables tanto física como químicamente, entre los cuales resaltan: pH (5.36%), acidez (0.69%), grasa (35.87%) y proteína (18.39%); con ausencia de microorganismos patógenos. Palabras clave: Bacterias ácido lácticas, inoculación, tiempo de vida útil. Referencias [1]M. Velasco, “Evaluación de quesos semimaduros con la utilización de fermento casero (kéfir),” Escuela Superior Politécnica del Chimborazo, 2012. [2]M. Sinchi, “Lácteos El Campesino - estudio de caso,”Estudio de la producción de la industria láctea del cantón Cayambe en el período 2009-2015, 2019. https://www.researchgate.net/publication/335687126_LACTEOS_EL_CAMPESINO-_ESTUDIO_DE_CASO (accessed Feb. 02,2021). [3]M. Vasallo, Diferenciación y agregado de valor en la cadena ecuatoriana del cacao, Primera Ed. Quito-Ecuador: IAEN, 2015. [4]J. Chávez, “‘Utilización de las bacterias lácticas provenientes del mucílago de cacao (Theobroma Cacao L.) nacional para mejorar el sabor y textura del queso mozzarella,” Universidad Tecnica Estatal de Quevedo, 2019. [5]J. Ramírez, P. Ulloa, M. Velásquez, J. Ulloa, and F. Romero, “Bacterias Lácticas:Importancia en alimentos y susefectos en la salud,” Rev. Fuente, vol. 7, pp. 1–16, 2011, doi: 10.1002/jmri.22293. [6]Instituto Ecuatoriano de Normalización., “NORMA TÉCNICA ECUATORIANA NTE INEN 2395:2011,” p. 15, 2011, doi: 10.1016/s0301-5629(02)00732-9. [7]Instituto Ecuatoriano de Normalización., “NTE INENISO 13299 Análisis sensorial. Metodología. Guía general para establecer un perfil sensorial.,” 2014. [8]Instituto Ecuatoriano de Normalización., “NORMA INEN 68: 1973 Queso Danbo. Requisitos.,” 1973. [9]D. Quinatoa, “‘Aislamiento e identificaión de bacterias ácido lácticas (BAL) presentes en el mucílago de cacao (Theobroma cacao L.) Trinitario y NacionaL’.,” Universidad Técnica Estatal de Quevedo, 2017. [10]V. Lovayová, E. Dudriková, K. Rimárová, and L. Siegfried, “Quantity of selected probiotic cultures in semi-hard cheese with low-cooking curd during the maturation process,”J. Food Sci. Technol., vol. 52, no. 8, pp. 4697–4702, 2015, doi: 10.1007/s13197-014-1619-9. [11]C. Granados, R. González, W. Galindo, D. Pérez, and N. Pájaro, “Obtención de queso crema con propiedades funcionales suplementado con sólidos de lactosuero e inoculado con Lactobacillus casei,” vol. 20, no. 2, 2015. [12]M. Castillo, D. Tandaza, L. Piedra, and E. Pineda, “Evaluación de la calidad higiénico-sanitaria y determinacion de las caracteristicas organolépticas y fisico-quimicas del quesillo que se expende en los mercados de la ciudad de Loja.,” CETTIA, p. 8, 1385. [13]C. Pianta, T. López Díaz, and M. García Fernández, “Composición físico-química del queso colonial ( Brasil),”An. Vet. Murcia, vol. 20, no. 0, pp. 113–122, 2014. [14]C. I. Antezana, “Efecto de la hidrólisis enzimática de la lactosa en el perfil de textura de queso fresco normal y bajo en grasa,” Universidad Nacional Agraria La Molina, 2015. [15]F. Verastegui et al., “Selección de bacterias ácido lácticas del queso artesanal de leche de cabra de Coahuila para su uso como cultivo iniciadores,” Investig. y Cienc. la Univ. Autónoma Aguascalientes, vol. 72, pp. 45–52, 2017. [16]C. Ramirez and J. Vélez, “Quesos frescos: propiedades, métodos de determinación y factores que afectan su calidad,” Dep. Ing. Química, Aliment. y Ambient. Univ. las Américas, Puebla. Ex hacienda Sta. Catarina Mártir S/N, San Andrés, Cholula, Puebla. C.P.72810. México., vol. 6, no. 2, pp. 131–148, 2012, [Online]. Available: https://www.researchgate.net/publication/303959697. [17]M. Arteaga Marquez, “Evolución de la maduración del queso Chanco elaborado con adición de suero en polvo,” Tesis Magister en Cienc. y Tecnol. la leche. Univ. Austral Chile., pp. 1–236, 2014. [18]C. Dalla, “Rendimiento quesero teórico y real de la leche de la cuenca de villa María, Córdoba.,” pp. 21–30, 2015. [19]J. F. O. Tobón, 1, ; Héctor José Ciro Velásquez, 2, and y L. G. M. Restrepo, “Caracterización textural y fisicoquímica del queso Edam,” Scielo, p. 11, 2014. [20]Ministerio de Salud, “Norma sanitaria que establece los criterios microbiológicos de calidad sanitaria e inocuidad para los alimentos y bebidas de consumo humano,” Lima - Perú, 2008. Accessed: Jan. 08, 2021. [Online]. Available: https://www.saludarequipa.gob.pe/desa/archivos/Normas_Legales/alimentos/RM591MINSANORMA.pdf. [21]D. Tirado, D. Acevedo, and P. Montero, “Estudio de la transferencia de NaCl durante el salado del queso costeño picado,”Entre Cienc. e Ing., vol. 10, no. 20, pp. 52–56, 2016. [22]Instituto Ecuatoriano de Normalización INEN 1529-8, “Control microbiológico de los alimentos. Detección y recuento de Escherichia coli presuntiva por la técnica del número más probable,” 2016. [23]N. T. COLOMBIANA, “Norma Técnica Colombiana 750,” 1998. [24]K. Alejo-Martínez, M. Ortiz-Hernández, B. R. Recino-Metelin, N. González-Cortés, and R. Jiménez-Vera, “Tiempo de maduración y perfil microbiológico delqueso de poro artesanal,” Rev. Iberoam. Ciencias, vol. 2, no. 5, pp. 15–24, 2015, doi: http://dx.doi.org/10.1097/01.chi.0000205707.78818.a6. [25]P. Martínez, “Impacto de tres alternativas de corte y moldeo del queso amasado,” UDLA, 2018.

Green gram (Vigna radiata) is considered the chief legume in Pakistan. Thus, current study was conducted to examine the ameliorating effect of phytohormones pre-treatments under salt stress on proteome profile of green gram by sodium-dodecyl-sulphate-polyacrylamide gel electrophoresis (SDS-PAGE). The soluble green gram seedlings proteins were resolved on 4% stacking and 12% resolving gels. The SDS-PAGE resolved 24 polypeptide bands ranging from 200 to 17kDa. Among these, 12 out of 24 bands of proteins were essentials house-keeping or growth proteins of green grams. While, 120, 114.6, 51.8, 29.1, and 22.8 kDa bands were over-expressed under 50 to 350mM salt with phytohormones treatments. The others 104.5 kDa, 99.8 kDa, 95.3 kDa, 91.0 kDa, 55 kDa, 46 kDa, and 17kDa bands were related to the GAᴣ, IAA, and SA induced tolerance. Overall 120 kDa, 114.6 kDa, 104.5 kDa, 99.8, 95.3 kDa, 51.8 kDa, 29.1 kDa and 22.8kDa bands were first time identified in the current study. The information retrieved from NCBI protein database, the resolved peptides were principally belonging to 7S and 8S vicilin, 2S, 8S, 11S, and 16.5S globulins. It is determined that seed priming with SA enhanced tolerance in green gram by rapidly synthesizing stress alleviating peptides.Key word: Cluster analysis, dendrogram, mungbean, salt stress, SDS-PAGEINTRODUCTIONVarious world-wide health concerning organization recommended the use of high graded plant protein such as legumes to prevent the risk of metabolic disorder (Hou et al., 2019). Legumes are most important protein crop on the earth. Among the legumes, the green gram is the major pulses. Its seeds are rich in superior quality storage protein, which account 85% of the total protein while, another 15% have not been broadly studied (Yi-Shen et al., 2018). The soluble storage protein comprises of 60% globulins, 25% albumin and 15% prolamins. Globulins are further divided into 3.4% basic-type (7S), 7.6% legumin-type (11S), and 89% vicilin-type (8S) (Mendoza et al., 2001; Itoh et al., 2006). Other than proteins, the green gram seeds also contain starch, fiber, phenolic compound, saponins, vitamins, calcium zinc, potassium, folate, magnesium, manganese and very low in fat that made it meager man’s meat (Hou et al., 2019). It is also a good source of green manure and fodder (El-Kafafi et al., 2015). Its root has ability to fix 30 to 50 Kg/ha atmospheric nitrogen in the soil which is essential for maintaining soil fertility (Chadha, 2010). The green gram is the valuable and the major Rabi pulse crop of Pakistan. Its cultivation area in 2016-2017 was about 179,000 hectares with seed yield of 130,000 tones. In comparison during 2017-2018, it was cultivated on 161,800 hectares land with 118,800 tones seed yield (GOP, 2018). One of the reasons of this 9% decrease in both land and productivity is the shortage of irrigated land due to soil salinity. The salinity induce oxidative bust in the mungbean cells, caused by responsive oxygen species (ROS) such as hydrogen peroxide, singlet oxygen, hydroxyl radical and superoxide radical. The ROS create hindrance in various metabolic processes of plant via interacting with macromolecules like proteins (Alharby et al., 2016). However, phytohormones like gibberellic acid (GAᴣ), indole acetic acid (IAA), and salicylic acid (SA) take part in the biosynthesis of salt tolerance proteins under salinity. These salt tolerance proteins acclimate plants under salinity stress. Application of biotechnology plays a significant role in agriculture (Khan et al., 2017). Therefore, production of particular proteins under salt stress is a specific response of cell which can be analyzed by sodium dodecyl sulphate polyacrylamide gel electrophoresis (SDS-PAGE). SDS-PAGE is the simple, valid, and cost-effective biochemical marker (Mushtaq et al., 2018). This marker has been widely used to determine the extent of evolutionary variations in crops (El-Kafafi et al., 2015).OBJECTIVES The present study was directed first time with the aim to investigate the toxic effect of sodium chloride (0-350 mM) and stress acclimation by pre-treatment of GAᴣ, IAA, and SA on the proteome profile of NM-92 cultivar of a Pakistani green gram.MATERIALS AND METHODSThe present study was replicated thrice in the plant laboratory of Department of Genetics, Faculty of Science, and University of Karachi. The seeds of mung bean cultivar NM-92 were acquired from National Agricultural Research Centre (NARC), Islamabad. These freshly collected 15 seedsˉ1 treatment / replication were divided into two sets. The first was named as sodium chloride (SC) stress treatments were imbibed in sterile distilled water (DW) whereas, second set soaked in gibberellic acid (GAᴣ) (BDH Chemicals, England), indole acetic acid (IAA) (Fluka, Switzerland), and salicylic acid (SA) (J.T. Baker, Holland) in the separate beaker for 24 hours under dark condition. After 24 hours, given ample time to both the sets at room temperature. After recovery, all 20 treatments were sown in the 150 X 30 mm sized petri-dishes containing 0, 50, 150, 250, and 350 millimolar (mM) sodium chloride solution (Fisher Scientific, UK) for 72 hours.Protein extraction: Protein extraction was done by taking 0.3g of seedlings in an ice chilled mortar and crushed by adding 600µL 0.2 M Tris-HCl buffer having pH 7.5 contained 5% SDS (w/v) and 5% 2-mercaptoethanol (v/v). The homogenate was incubated at 0oC for 30 min., boiled in the water bath for 3 min. at 100oC. Samples were centrifuged in Heraeus Biofuge D-37520, Germany for 30 min. at 8000 rpm. The protein supernatant was saved at below 0°C for quantitative and qualitative determination with minor modifications. The total soluble protein content of the samples was estimated via “Bovine Serum Albumin (BSA) standard curve” and explicit in µg protein milligramˉ1 fresh weight of mung seedlings.Bovine serum albumin standard curve (2000 μg/mL): Total protein standard curve was made by dissolving 0.05g of Bovine Serum Albumin (BSA) in 25mL of distilled water. Ten serial dilutions were made from 0.1 mL to 1mL by BSA solution then performed Lowry. A standard curve of total proteins was plotted by taking BSA absorbance at Y-axis and 2000 μg BSA / mL at X-axisSample preparation for SDS-PAGE: For qualitative assessment of total proteins; the 35μL of saved protein supernatant was combined with 15μL of sample diluting buffer (SDB). The SDB was made up of 0.0625 M Tris-HCl pH 6.8 with 2% of SDS, 10% of glycerol, 0.003% of bromophenol blue dye and 5% of 2-mercaptoethanol. Boil the 50μL protein SDB supernatant at 100oC in water bath for 3 min., centrifuged at 6000 rpm for 4 min. The supernatant was loaded on SDS-PAGE gel with the given formulae. The SDS- PAGE: Total proteins were fractionated via SDS-PAGE with 4% stacking and 12% resolving gel. The resolving gel of 12% was made by taking 6mL solution A, 1.8 mL 3 M Tris 1 M HCl buffer pH 8.8, 144μL 10% SDS, 5.74 mL sterile distilled water, 720μL 1.5% ammonium persulphate (APS) in deionized water and 10μL TEMED. While, stacking was composed of 1.25mL of solution A, 2.5mL of 0.5M Tris 1M HCl buffer pH 6.8, 100μL 10% SDS, 1.8 mL of distilled water, 500μL 1.5% APS and 12μL TEMED. Solution A was prepared by conjoining 30% acrylamide and 0.8% N, N’-methylene-bisacrylamide in deionized water. To avoid polymerization in the beaker; the prepared solution was quickly poured into the 3 mm thick gel plates after adding TEMED. The stacking was lined over resolving gel, then combs were inserted between the gel plates of SCIE-PLAS TV-100 separation system, UK, and allowed to polymerize for ½ an hour. After polymerization gel was placed in the tank which were filled with Tris-Glycine buffer (electrode buffer) pH 8.4 then combs were removed. The electrode buffer contained 0.3% Tris, 1.41% Glycine and 0.1% SDS in 2000mL d/w. The gel was pre-run for 15 min. at 60 volts and 120 mA currents. The prepared SDS-PAGE samples were loaded in wells with BlueStepTM Broad Range Protein Marker, AMRESCO, USA as standard and run at 60 volts & 120 mA for about 45 min. When samples entered in resolving gel, and then gave 100 volts and 200 mA currents for around 2.5 hours. Furthermore, electrophoresis was carried out at a constant watt.The Gel was washed with 30% ethanol on Uni Thermo Shaker NTS-1300 EYELA, Japan at the constant shaking for 30 min. Then gels were placed in 10% glacial acetic acid in 50% methanol solution (Fixative) for 24 hours. SDS Gel was stained until protein bands were visible thereat placed as 5% of Methanol in 7.5% acetic acid glacial solution to destain the bands background. SDS-PAGE stain composed of 0.125% coomassie brilliant blue R-250 dissolved in 40% of Methanol and 7% acetic acid glacial solution. The stain was stirred on Magnetic stirrer & hot plate M6/1, Germany for 6-10 hours before used. Photographs were taken by Sanyo digital camera VPC-T1284BL and bands were scored through numbering pattern. Gels preserved in 10% acetic acid solution at 4°C.Interpretation of bands and data analysis: The total soluble protein bands relative mobility calculated by below formulae and Dendrogram was constructed via SPSS v. 20Where,F=(Migrated distance of protein band)/(Migrated distance of dye front)Slop=(Log MW of protein marker lower limit band–log〖MW of protein marker upper limit band )/(RF protein marker lower limit band –RF of protein marker upper limit band)RESULTS:The total soluble proteins extracted from green gram were perceived by SDS-PAGE Blue StepTm broad range biochemical markers. The protein-based marker was used to evaluate the toxic effect of sodium chloride along with pre-treatments of GAᴣ, IAA, and SA on proteome assay. In the current work, seedlings total soluble proteome resolved 24 polypeptide bands ranging from 200 to 17.1 kDa were recognized by using SDS-PAGE. The figure 1 showed Dendrogram assay, which classified the 20 treatments of SC, GAᴣ, IAA and SA into two major clusters where, the cluster I was the largest one (figure 1). Cluster I consisted of 15 treatments that further divided into I-A, and I-B. The pre-treatments of SC50+SA, SC150+SA, SC250+SA, and SC350+IAA were grouped together into C-1 of sub-cluster I-A. The C-2 of sub-cluster I-A, pre-treatment SC350+SA was most diverse among 20 treatments. The C-1 treatments showed 99% homology when compared with each other while, it was 97% similar with C-2. The sub-cluster I-B comprised another 10 treatments, SC0+GAᴣ, SC50+GAᴣ, SC150+GAᴣ, SC250+GAᴣ, SC350+GAᴣ, SC0+IAA, SC50+IAA, SC150+IAA, SC250+IAA, and SC0+SA that were also 99% similar for total proteins. Sub-cluster I-B pre-treatments was exhibiting 94% homology with the sub-cluster I-A. The second cluster was the smallest one that was divided into two sub-clusters, II-A and II-B. The II-A was comprised of SC50, SC150, and SC250 while, sub-cluster II-B consisted of SC0 and SC350. Within each sub-cluster, pre-treatments expressed 99% homology whereas, II-A was 97 different from II-B. Furthermore, cluster I showed 75% similarities with cluster II (figure 1). The seedlings storage proteome profile of green gram was shown in table 1.The results showed that 120kDa, 114.6 kDa, 51.8 kDa, 29.1 kDa and 22.8 kDa proteins bands were not induced at 0 mM SC, GAᴣ, IAA, and SA. The table 1 depicted the presence of 120 kDa and 114.6 kDa bands only at 350 mM SC level with all phytohormones treatments. Similarly, 51.8 kDa protein bands were appearing at 150SC, 250SC and 350SC stress with phytohormones. Based on the information collected from the NCBI protein database, this peptide was related to the 8S globulin alpha subunits. The two other, 7S globulins sub-units having 29.1kDa and 22.8 kDa molecular weights bands were synthesized under 50mM, 150mM, 250mM, 350mM SC stress with phytohormones. Concerning protein polypeptide of molecular weight 104.5 kDa, 99.8 kDa, 91.0 kDa, 55.0 kDa, and 46.0 kDa, those were induced by GAᴣ, IAA and SA at 0 to 350 mM SC. While, 17kDa protein band was appearing in SA, and IAA treated samples and 95.3kDa band was only present in SA treatment. Other 12 protein bands were present in all treatments proved as house-keeping proteins of green gram (table 1).DISCUSSIONThe SDS-PAGE profiling for proteome is the reliable and applied biochemical approach that has been used as biochemical marker in various crop differentiation, and characterization. In the current study, first time SDS-PAGE was utilized to investigate the impact of GAᴣ, IAA, and SA pre-soaking on green gram under salt toxicity. The salt toxicity adversely affects all seed, seedling, and plant metabolic process (Parveen et al., 2016). At salt toxicity, the endogenous GAᴣ, IAA, and SA levels markedly decrease (El-Khallal et al., 2009). In such condition, exogenous application of GAᴣ, IAA, and SA enhance seedlings survival rate by increasing synthesis of seed storage proteins. Likewise, our Dendrogram characterization based on 20 treatments showed significant diversity under 0 to 350 mM SC stress. The salicylic acid treatments were grouped together except SC0+SA treatment, exhibiting a close relationship, which proved its acclimating role under salt stress. These findings will help plant breeder toward enhancing food quality and quantity of green gram in future breeding programme on saline sodic land.The SDS-PAGE assay revealed 200. kDa, 109.4 kDa, 77 kDa, 68 kDa, 49 kDa, 38 kDa, 33 kDa, 26 kDa, 24 kDa, 22 kDa, 21 kDa and 19 kDa fractions as essential green gram proteins. Among these, 68 kDa, 49 kDa, 33 kDa, 26 kDa, 24 kDa and 21 kDa peptides were seed biotinylated isoform protein (Riascos et al., 2009), putative NADH-ubiquinone oxidoreductase subunit H (Gostinčar et al., 2019), heat shock protein 33 (Hamidian et al., 2015), globulin protein, seed coat / maturation protein (Dhaubhadel et al., 2005), and protein for dimerization. While, 22 kDa proteins belonged to the class of prolamin alpha zein Z1C1_2, Z1C1_4, and Z1C1_8 precursors, and 19kDa peptide was related with Z1A1_2, Z1A2_2, and Z1B_6 precursors (Miclaus et al., 2011). Further, the 91 kDa peptide is sucrose synthase SS1 protein, and 77kDa protein is the NADPH-cytochrome P450 reductase (Wang et al., 2004). Also, the phosphatase-associated two other proteins having 46 and 55 kDa molecular weight were reported earlier in Mucuna pruriens. Hameed et al. (2012) and Malviya et al. (2008) found 55 and 46kDa peptides as 7S vicilin small sub-units and 17kDa as 11S globulins sub-unit in the studied Vigna radiata. Some other molecular weight proteome such as 68 kDa and 49kDa are 7S vicilin, 33kDa is 8S vicilin, 38 and 26kDa 8S globulins, 24kDa 11S globulins, and 22kDa 16.5S globulins. These proteins required for germination and seed establishment of green gram plant (Hameed et al., 2012).The vast accumulation of 23kDa and 22kDa peptides under salt stress by salicylic acid, were reported previously in the mangrove Bruguiera parviffora and Zea mays (El-Khallal et al., 2009). Correspondingly, El-Kafafi et al. (2015) reported the presence of 115kDa, 23kDa, and 22kDa bands in the salt tolerant lines of green gram. These proteomes induced under salt stress may play a pivotal part in the stress acclimation and osmotic adjustment. Similarly, the induction of 104 kDa and 100kDa MW polypeptide by SC stress in the salt tolerant genotypes of green gram indicated the functional role of phytohormones in various metabolic and defense response El-Kafafi et al. (2015); Alharby et al. (2016), El-Khallal et al. (2009), Qados (2010). Ali et al. (2007), Alharby et al. (2016), and El-Kafafi et al. (2015) observed 17kDa, 26kDa, 33kDa and 77kDa bands involving in salt tolerance and can be considered as a positive biochemical marker for salt stress. Further, 26 kDa MW peptide also functions as osmotin under the salt stress that involved in enhancing the accumulation of glycine betaine and proline in the cells. Hence, proteome assay of green gram showed that GAᴣ, IAA, and SA could regulate the expression of salt stress proteins that are anticipated to play a crucial part in the salt tolerance mechanism. Likewise, the involvement of phytohormones in the induction of changes in the proteome profile pattern was attributed to their part in managing cell division by regulating some genes of apical meristems.CONCLUSIONFinally, the results revealed the presence of the ten new bands with MW of 200kDa, 120 kDa, 114.6 kDa, 109.4kDa, 104.5kDa, 99.8kDa, 95.3kDa, 51.8kDa, 29.1kDa and 22.8kDa have not reported previously under salt stress with phytohormones treatments in green gram. Furthermore, it was observed that phytohormones alleviate the negative impact of salt stress on green gram by enhancing synthesis of salt defense polypeptides. Hence, higher accumulation of proteins was observed in salicylic acid treated seedlings. Thus, present work recommended the pre-soaking of phytohormones to overcome the toxic impact of sodium chloride on green gram. Further research is needed on a biomolecular level to reveal the mechanism of signalling pathways under sever salt stress.CONFLICT OF INTERESTBoth authors have declared that no disagreement of interest regarding this research.REFERENCES Alharby, H. F., E. M. Metwali, M. P. Fuller and A. Y. Aldhebiani, 2016. The alteration of mRNA expression of sod and gpx genes, and proteins in tomato (Lycopersicon esculentum Mill) under stress of Nacl and/or ZnO nanoparticles. Saudi journal of biological sciences, 23(6): 773-781.Ali, A., M. Mageed, I. Ahmed and S. Mariey, 2007. Genetic and molecular studies on barley salt tolerance. In: African crop science conference proceedings. pp: 669-682.Chadha, M., 2010. Short duration mungbean: A new success in South Asia. Asia-Pacific association of agricultural research institutions.Dhaubhadel, S., K. Kuflu, M. C. Romero and M. Gijzen, 2005. A soybean seed protein with carboxylate-binding activity. 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e4261115Collaborative work presents itself as a response to individualism, historically marked in the culture of school institutions. The article analyzes the modes of collaboration that constitute the professional learning communities, their relations with the school culture and with the process of novice teacher’s insertion. The forms of interaction among teachers in the workplace described as collaborative do not always express goals, common actions and broader decisions that involve the improvement of practices, knowledge and concepts that result in the quality of teaching and management. The school institution needs to take a stand in relation to these decisions and create conditions so that new forms of collaboration can benefit the teacher pedagogical work.The characteristics and dimensions of collaborative groups constituted as learning communities are explored based on criteria presented in literature, in the perspective of ensuring teacher’s learning and professional development. The analysis of a collaborative learning pedagogical experience in the scope of teacher research and the university-school relationship is presented as an enhancer for reflection, for questioning beliefs and values, as well as for problematizing the didactic choices that will guide teachers practice in the classroom.ResumoO trabalho colaborativo se apresenta como resposta ao individualismo marcado historicamente na cultura das instituições escolares. O artigo analisa os modos de colaboração que constituem as comunidades de aprendizagem profissional, suas relações com a cultura da escola e com o processo de inserção de professores iniciantes. As formas de interação entre docentes nos locais de trabalho e descritas como colaboração nem sempre expressam metas, ações comuns e decisões mais amplas que envolvem a melhoria das práticas, dos conhecimentos e das concepções e que resultem na qualidade da docência e da gestão. A instituição escolar precisa se posicionar em relação a essas decisões e criar condições para que novas formas de colaboração beneficiem o trabalho pedagógico do professor. As características e dimensões dos grupos colaborativos constituídos como comunidades de aprendizagem são exploradas a partir de critérios apresentados pela literatura na perspectiva de assegurar a aprendizagem e o desenvolvimento profissional dos professores em inserção profissional. A análise de uma experiência pedagógica de aprendizagem colaborativa no âmbito da pesquisa de professores e da relação universidade-escola é apresentada como potencializadora da reflexão, do questionamento de crenças e valores, assim como da problematização das escolhas didáticas que orientarão a prática de professores na sala de aula.Palavras-chave: Comunidades de aprendizagem, Grupos colaborativos, Cultura da escola, Inserção profissional.Keywords: Learning communities, Collaborative groups, School culture, Professional insertion.ReferencesANDRADE, M. F. R. de; APARICIO, A. S. M. A construção colaborativa de sequências didáticas de gêneros textuais: uma estratégia inovadora de formação docente. in: ANDRÉ, M.A.D.A. de. (org.). Práticas inovadoras na formação de professores. Campinas (SP): Papirus, 2016.CALVO, G. Desarrollo professional docente: el aprendizage professional colaborativo. In: Temas críticos para formular nuevas políticas docentes em América Latina y el Caribe: el debate atual. Chile: Unesco, 2014.CRISTÓVÃO, V.L.L. A relação entre teoria e prática no desenvolvimento do professor. In: MAGALHÃES, M. C. C. A formação do professor como um profissional crítico: linguagem e reflexão. 2 ed. Campinas – SP: Mercado de Letras, pp. 179-198, 2009.DOLZ J.; NOVERRAZ, M.; SCHNEUWLY, B. Sequências didáticas para o oral e a escrita: apresentação de um procedimento. In: SCHNEULWY, B; DOLZ, J. et al. Gêneros orais e escritos na escola. Campinas: Mercado de Letras, 2004.FERREIRA, F.I.; FLORES, M.A. Repensar o sentido de comunidade de aprendizagem: contributos para uma concepção democrática e emancipatória In: Currículo e Comunidades de Aprendizagem – desafios e perspectivas. Santo Tirso: De Facto Editores, 2012.FIORENTINI, D.; CRECCI, V. Interlocuções com Marilyn Cochran-Smith sobre aprendizagem e pesquisa do professor em comunidades investigativas. Revista Brasileira de Educação, v. 21, n. 65, abr.-jun. 2016.FULLAN, N.; HARGREAVES A. Por que é que vale a pena lutar?. Porto: Porto Editora, 2001.GAMA, R. P.; FIORENTINI. D. Formação continuada em grupos colaborativos: professores de matemática iniciantes e as aprendizagens da prática profissional. Educ. Matem. Pesq., São Paulo, v.11, n.2, pp.441-461, 2009.IMBERNÓN, F. Formação Permanente do Professorado: novas tendências. São Paulo: Cortez, 2009.LIMA, J.A. As culturas colaborativas nas escolas – Estruturas, processos e conteúdos. Porto: Porto Editora, 2002.LIMA, J.A. Comunidades profissionais nas escolas: o que são e o que não são In: FLORES, M.A.; FERREIRA, F.I. Currículo e Comunidades de Aprendizagem – desafios e perspectivas. Santo Tirso: De Facto Editores, 2012.LOSANO, A. L. Aprendizagem e desenvolvimento profissional de professores iniciantes que participam de comunidades investigativas. Zetetiké, Campinas, SP, v.26, p.441-463, n.3, set./dez.2018.MARCELO GARCÍA, C. Formação de professores: para uma mudança educativa. Portugal: Porto Editora, 1999.MIZUKAMI, M. G. N. Escola e desenvolvimento profissional da docência. Escola e aprendizagem da docência: processos de investigação e formação. São Carlos: EduFSCar, 2003.MONTALVÃO, E. C. O desenvolvimento profissional de professoras iniciantes mediante um grupo colaborativo de trabalho. 2008. 230f. Tese de doutorado em Ciências Humanas. Universidade Federal de São Carlos, São Carlos, 2008.MORGADO, J.M. Currículo e Profissionalidade Docente. Portugal: Porto Editora, 2005.MUNTHE, E. Recognisin uncertainty and risk in the development of teachers’learning communities. In: ZELLERMAYER, M.; MUNTHE E. Teacher’s Learning in Communities International Perspectives. Rotterdam: Sense Publishers, 2007.PASSOS, L.F.; ANDRÉ, M. O trabalho colaborativo, um campo de estudo. In: ALMEIDA, L.R.; PLACCO, V.M.N. O coordenador pedagógico e o trabalho colaborativo na escola. São Paulo: Edições Loyola, 2016.PÉREZ-GÓMES, A.I. A cultura escolar na sociedade neoliberal. Porto Alegre: ArtMed, 2001.ROLDÃO, M.C. Colaborar é preciso – questões de eficácia e qualidade no trabalho dos professores. Noesis, n.71, p. 24-29, 2007.ROSENHOLTZ, S. Teachers Workplace: The Social Organization of Schools. Nova York: Longman, 1989.THURLER, M. G. Inovar no interior da escola. Porto Alegre: Artmed, 2001.TRICE, H.; BEYER, J.M. The culture of Work Organizations. Englewood Cliffs, NJ: Prentice-Hall, 1993.VAILLANT, D. Directivos y comunidades de aprendizagem docente: um campo em construcción. Revista Eletrônica de Educação. v. 13, n.1, p. 87-106, jan./abr. 2019.VYGOTSKY, L.S. A formação social da mente. 6. Ed. São Paulo: Martins Fontes, 1998.WONG, H.K. Induction Programs that Keep New Teachers Teaching and Improving. NASSP Bulletin, v.88, n.638, p.41-58, March, 2004.

This article presents the results of a research that aimed to problematize how students of the undergraduate courses of an IFES represent the technique and technology in images produced by them. Those images then are constitutive of their visual culture. Image production workshops were organized. The following concepts were addressed: visual culture; Image Technical and technology. Participated in the Workshops 105 students (52 doubles) who produced 65 photographs from their choice of a phenomena in the surroundings of the university. They answered the questions: justify chosen phenomenon; has technique in that image? (Justify response); has technology in this image? (Justify the answer). Then the photos were projected and the concepts of visual culture, technique and technology were discussed. The analysis of the written responses of the students indicated that when choosing and justifying the phenomena they are holders of a visual culture "based on visuality, the tendency to figure or visualize existence". Most students understood the technique as a means to obtain an end. They also confused the technology with the technical apparatus and did not criticize technique or technology. All students showed familiarity with the "cellular" artifact, but did not criticize this use. The contemporary artifacts, particularly the cell phone, are so inserted in everyday life that it becomes difficult to surprise them, because there is a symbolic system, grounded in technical rationality, so rooted in everyday actions that make this familiarity difficult to miss. This is why they do not problematize the technique or technology, when producing or approaching a visual culture.ResumoEste artigo apresenta os resultados de uma pesquisa que tinha como objetivo problematizar como estudantes dos cursos de licenciatura de uma IFES (Instituição Federal de Ensino Superior) representam a técnica e a tecnologia, constitutivas da cultura visual, em imagens por eles produzidas. Organizou-se oficinas de produção de imagens. Abordou-se os seguintes conceitos: cultura visual; imagem; técnica e tecnologia. Participaram das oficinas 105 estudantes (52 duplas), que produziram 65 fotografias a partir da escolha de fenômenos no entorno da universidade. Quando as duplas voltavam, respondiam às questões: fenômeno escolhido (justificar a escolha); tem técnica nessa imagem? (justificar resposta); tem tecnologia nessa imagem? (justificar a resposta). Depois projetou-se as fotos e discutiu-se os conceitos de cultura visual, técnica e tecnologia. A análise das respostas escritas dos estudantes indicou que ao escolherem e justificarem os fenômenos eram detentores de uma cultura visual “pautada na visualidade, pela tendência de figurar ou visualizar a existência”. A maioria dos estudantes compreendeu a técnica como meio para se obter um fim, confundiu a tecnologia com o aparato técnico, e não criticou a técnica nem a tecnologia. Todos os estudantes demonstraram ter familiaridade com o artefato “técnico celular”, mas não criticaram esse uso. Os artefatos contemporâneos, particularmente o celular, estão tão inseridos no cotidiano, que se torna difícil estranhá-los, pois há um sistema simbólico, fundamentado na racionalidade técnica, tão arraigado em ações cotidianas, que é difícil estranhar o familiar. Por isso não se problematiza a técnica e nem a tecnologia, ambas produtoras da cultura visual.ResumenEste artículo presenta los resultados de una investigación que tenía como objetivo problematizar como estudiantes de los cursos de licenciatura de una IFES representan la técnica y la tecnología, constitutivas de la cultura visual, en imágenes por ellos producidas. Se organizaron talleres de producción de imágenes. Se abordaron los siguientes conceptos: cultura visual; imagen; técnica y tecnología. Participaron de los talleres 105 estudiantes (52 dobles), que produjeron 65 fotografías a partir de la elección de fenómenos en el entorno de la universidad. Cuando las dobles volvían, respondían a las preguntas: fenómeno escogido (justificar la elección); ¿tiene técnica en esa imagen? (justificar la respuesta); ¿tiene tecnología en esa imagen? (justificar la respuesta). Después se proyectó las fotos y se discutieron los conceptos de cultura visual, técnica y tecnología. El análisis de las respuestas escritas de los estudiantes indicó que al escoger y justificar los fenómenos eran poseedores de una cultura visual pautada en la visualidad, por la tendencia de figurar o visualizar la existencia". La mayoría de los estudiantes comprendieron la técnica como medio para obtener un fin, confundió la tecnología con el aparato técnico, y no criticó la técnica ni la tecnología. Todos los estudiantes demostraron tener familiaridad con el artefacto "técnico celular", pero no criticaron ese uso. Los artefactos contemporáneos, particularmente el celular, están tan insertados en lo cotidiano, que resulta difícil extrañarlos, pues hay un sistema simbólico, fundamentado en la racionalidad técnica, tan arraigado en acciones cotidianas, que es difícil extrañar al familiar. Por eso no se problematiza la técnica y ni la tecnología, ambas productoras de la cultura visual.Palavras-chave: Técnica, Tecnologia, Fotografia, Licenciatura.Keywords: Technique, Technology, Photograph, Undergraduate courses.Palabras clave: Técnica, Tecnología, Fotografía, Licenciatura.ReferencesAMORIM, M. Vozes e Silêncio no Texto de Pesquisa em Ciências Humanas. Cadernos de Pesquisa, n. 116, p.7-19, julho, 2002.ASSUMPÇÃO, A, M. Entrelaçamentos entre leitura de imagens e estudantes de pedagogia. 2019. 173 p. Tese (Doutorado em Educação) – Universidade Federal do Estado do Rio de Janeiro, Rio de Janeiro, 2019.AUMONT, J. A. Imagem. (Abreu, E, S. e Santoro, C., C., Trad). Campinas, SP: Papirus, 1993.BAKHTIN, M. Marxismo e filosofia da linguagem. São Paulo: Hucitec, 1986.BARTHES, R. O óbvio e o obtuso. Rio de Janeiro: Ed. Nova Fronteira, 1990.BARTHES, R. A câmara clara: nota sobre a fotografia. Rio de Janeiro: Nova Fronteira, 1984.BUNGE, M. Seudociencia e ideología. 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This study aimed to explore the perceived barriers to physical activity among college students Study Design: Qualitative research design Eight focus group discussions on 67 college students aged 18-24 years (48 females, 19 males) was conducted on College premises. Data were analysed using inductive approach. Participants identified a number of obstacles to physical activity. Perceived barriers emerged from the analysis of the data addressed the different dimensions of the socio-ecological framework. The result indicated that the young adults perceived substantial amount of personal, social and environmental factors as barriers such as time constraint, tiredness, stress, family control, safety issues and much more. Understanding the barriers and overcoming the barriers at this stage will be valuable. Health professionals and researchers can use this information to design and implement interventions, strategies and policies to promote the participation in physical activity. This further can help the students to deal with those barriers and can help to instil the habit of regular physical activity in the later adult years.

This essay aims to show some approaches in the understanding of the lifelong learning concepts, knowledge, competence, from a literature review with the contributions of Dewey, Bruner, Freire, Schon and Tardif among others. Coming from theoretical studies carried out by Italian researchers and a Brazilian researcher, through their Research Centers/Laboratories and international collaborative partnership between Brazilian and Italian Universities, this text addresses from the undertake scientific literature, key terms which support the held studies. From the considerations, it is highlighted the regular understanding around lifelong learning concept, which considers the human condition for the permanent learning and valuing experiences from different contexts, such as family and school (basic and higher education). In view of this, the approximation between the concepts of competence and knowledge was also highlighted, recognized and valued as fundamental elements for the learning process and for the development of critical and reflexive thinking, and consequently transforming daily problems and challenges. The task reinforces the research network, pursuing the improving theoretical knowledge to subsidize the scientific research production in the educational field, besides Brazilian or Italian academic walls.SommarioQuesto saggio ha l’obiettivo di presentare gli approcci sulla definizione dei concetti di apprendimento permanente, saperi e competenze, partendo da una revisione della letteratura, con i contributi,tra gli altri, di Dewey, Bruner, Freire, Schon e Tardif. A partire dall’analisi teorica condotta da ricercatori italiani e una ricercatrice brasiliana, mediante i loro centri di ricerca/laboratório, e l’accordo di collaborazione internazionale tra l’università brasiliana e italiana, questo testo affronta, in base alla letteratura scientifica, i termini chiave che supportano gli studi realizzati. Dalle argomentazioni espresse, emerge la posizione comune sul concetto di apprendimento permanente o per tutta la vita, che considera l’approccio umanistico e la valorizzazione delle esperienze provenienti da diversi contesti come la famiglia e la scuola (in particolare di base e superiore). In questa prospettiva, si mette in evidenzia anche l'approssimazione semantica tra i concetti di competenza e saperi, riconosciuti e valorizzati come elementi fondamentali per il processo di apprendimento e per lo sviluppo del pensiero critico e riflessivo, e di conseguenza trasformatore rispetto ai problemi e alle sfide quotidiane della vita. 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Introduction The term ‘resilience’ is on everyone’s lips - from politicians to community service providers to the seemingly endless supply of self-help gurus. The concept is undergoing a renaissance of sorts in contemporary Western society; but why resilience now? One possible explanation is that individuals and their communities are experiencing increased and intensified levels of adversity and hardship, necessitating the accumulation and deployment of ‘more resilience’. Whilst a strong argument could made that this is in fact the case, it would seem that the capacity to survive and thrive has been a feature of human survival and growth long before we had a name for it. Rather than an inherent characteristic, trait or set of behaviours of particularly ‘resilient’ individuals or groups, resilience has come to be viewed more as a common and everyday capacity, expressed and expressible by all people. Having researched the concept for some time now, we believe that we are only marginally closer to understanding this captivating but ultimately elusive concept. What we are fairly certain of is that resilience is more than basic survival but less than an invulnerability to adversity, resting somewhere in the middle of these two extremes. Given the increasing prevalence of populations affected by war and other disasters, we are certain however that efforts to better understand the accumulative dynamics of resilience, are now, more than ever, a vital area of public and academic concern. In our contemporary world, the concept of resilience is coming to represent a vital conceptual tool for responding to the complex challenges emerging from broad scale movements in climate change, rural and urban migration patterns, pollution, economic integration and other consequences of globalisation. In this article, the phenomenon of human resilience is defined as the cumulative build-up of both particular kinds of knowledge, skills and capabilities as well as positive affects such as hope, which sediment over time as transpersonal capacities for self-preservation and ongoing growth (Wilson). Although the accumulation of positive affect is crucial to the formation of resilience, the ability to re-imagine and utilise negative affects, events and environmental limitations, as productive cultural resources, is a reciprocal and under-researched aspect of the phenomenon. In short, we argue that resilience is the protective shield, which capacitates individuals and communities to at least deal with, and at best, overcome potential challenges, while also facilitating the realisation of hoped-for objects and outcomes. Closely tied to the formation of resilience is the lived experience of hope and hoping practices, with an important feature of resilience related to the future-oriented dimensions of hope (Parse). Yet it is important to note that the accumulation of hope, as with resilience, is not headed towards some state of invulnerability to adversity; as presumed to exist in the foundational period of psychological research on the construct (Garmezy; Werner and Smith; Werner). In contrast, we argue that the positive affective experience of hopefulness provides individuals and communities with a means of enduring the present, while the future-oriented dimensions of hope offer them an instrument for imagining a better future to come (Wilson). Given the complex, elusive and non-uniform nature of resilience, it is important to consider the continued relevance of the resilience concept. For example, is resilience too narrow a term to describe and explain the multiple capacities, strategies and resources required to survive and thrive in today’s world? Furthermore, why do some individuals and communities mobilise and respond to a crisis; and why do some collapse? In a related discussion, Ungar (Constructionist) posed the question, “Why keep the term resilience?” Terms like resilience, even strengths, empowerment and health, are a counterpoint to notions of disease and disorder that have made us look at people as glasses half empty rather than half full. Resilience reminds us that children survive and thrive in a myriad of ways, and that understanding the etiology of health is as, or more, important than studying the etiology of disease. (Ungar, Constructionist 91) This productive orientation towards health, creativity and meaning-making demonstrates the continued conceptual and existential relevance of resilience, and why it will remain a critical subject of inquiry now and into the future. Early Psychological Studies of Resilience Definitions of resilience vary considerably across disciplines and time, and according to the theoretical context or group under investigation (Harvey and Delfabro). During the 1970s and early 1980s, the developmental literature on resilience focused primarily on the “personal qualities” of “resilient children” exposed to adverse life circumstances (Garmezy Vulnerability; Masten; Rutter; Werner). From this narrow and largely individualistic viewpoint, resilience was defined as an innate “self-righting mechanism” (Werner and Smith 202). Writing from within the psychological tradition, Masten argued that the early research on resilience (Garmezy Vulnerability; Werner and Smith) regularly implied that resilient children were special or remarkable by virtue of their invulnerability to adversity. As research into resilience progressed, researchers began to acknowledge the ordinariness or everydayness of resilience-related phenomena. Furthermore, that “resilience may often derive from factors external to the child” (Luthar; Cicchetti and Becker 544). Besides the personal attributes of children, researchers within the psychological sciences also began to explore the effects of family dynamics and impacts of the broader social environment in the development of resilience. Rather than identifying which child, family or environmental factors were resilient or resilience producing, they turned their attention to how these underlying protective mechanisms facilitated positive resilience outcomes. As research evolved, resilience as an absolute or unchanging attribute made way for more relational and dynamic conceptualisations. As Luthar et al noted, “it became clear that positive adaptation despite exposure to adversity involves a developmental progression, such that new vulnerabilities and/or strengths often emerge with changing life circumstances” (543-44). Accordingly, resilience came to be viewed as a dynamic process, involving positive adaptations within contexts of adversity (Luthar et al. 543). Although closer to the operational definition of resilience argued for here, there remain a number of definitional concerns and theoretical limitations of the psychological approach; in particular, the limitation of positive adaptation to the context of significant adversity. In doing so, this definition fails to account for the subjective experience and culturally located understandings of ‘health’, ‘adversity’ and ‘adaptation’ so crucial to the formation of resilience. Our major criticism of the psychodynamic approach to resilience relates to the construction of a false dichotomy between “resilient” and “non-resilient” individuals. This dichotomy is perpetuated by psychological approaches that view resilience as a distinct construct, specific to “resilient” individuals. In combating this assumption, Ungar maintained that this bifurcation could be replaced by an understanding of mental health “as residing in all individuals even when significant impairment is present” (Thicker 352). We tend to agree. In terms of economic resilience, we must also be alert to similar false binaries that place the first and low-income world into simple, apposite positions of coping or not-coping, ‘having’ or ‘not-having’ resilience. There is evidence to indicate, for example, that emerging economies fared somewhat better than high-income nations during the global financial crisis (GFC). According to Frankel and Saravelos, several low-income nations attained better rates of gross domestic product GDP, though the impacts on the respective populations were found to be equally hard (Lane and Milesi-Ferretti). While the reasons for this are broad and complex, a study by Kose and Prasad found that a broad set of policy tools had been developed that allowed for greater flexibility in responding to the crisis. Positive Affect Despite Adversity An emphasis on deficit, suffering and pathology among marginalised populations such as refugees and young people has detracted from culturally located strengths. As Te Riele explained, marginalised young people residing in conditions of adversity are often identified within “at-risk” discourses. These social support frameworks have tended to highlight pathologies and antisocial behaviours rather than cultural competencies. This attitude towards marginalised “at risk” young people has been perpetuated by psychotherapeutic discourse that has tended to focus on the relief of suffering and treatment of individual pathologies (Davidson and Shahar). By focusing on pain avoidance and temporary relief, we may be missing opportunities to better understand the productive role of ‘negative’ affects and bodily sensations in alerting us to underlying conditions, in need of attention or change. A similar deficit approach is undertaken through education – particularly civics – where young people are treated as ‘citizens in waiting’ (Collin). From this perspective, citizenship is something that young people are expected to ‘grow into’, and until that point, are seen as lacking any political agency or ability to respond to adversity (Holdsworth). Although a certain amount of internal discomfort is required to promote change, Davidson and Shahar noted that clinical psychotherapists still “for the most part, envision an eventual state of happiness – both for our patients and for ourselves, described as free of tension, pain, disease, and suffering” (229). In challenging this assumption, they asked, But if desiring-production is essential to what makes us human, would we not expect happiness or health to involve the active, creative process of producing? How can one produce anything while sitting, standing, or lying still? (229) A number of studies exploring the affective experiences of migrants have contested the embedded psychological assumption that happiness or well-being “stands apart” from experiences of suffering (Crocker and Major; Fozdar and Torezani; Ruggireo and Taylor; Tsenkova, Love, Singer and Ryff). A concern for Ahmed is how much the turn to happiness or happiness turn “depends on the very distinction between good and bad feelings that presume bad feelings are backward and conservative and good feelings are forward and progressive” (Happiness 135). Highlighting the productive potential of unhappy affects, Ahmed suggested that the airing of unhappy affects in their various forms provides people with “an alternative set of imaginings of what might count as a good or at least better life” (Happiness 135). An interesting feature of refugee narratives is the paradoxical relationship between negative migration experiences and the reporting of a positive life outlook. In a study involving former Yugoslavian, Middle Eastern and African refugees, Fozdar and Torezani investigated the “apparent paradox between high-levels of discrimination experienced by humanitarian migrants to Australia in the labour market and everyday life” (30), and the reporting of positive wellbeing. The interaction between negative experiences of discrimination and reports of wellbeing suggested a counter-intuitive propensity among refugees to adapt to and make sense of their migration experiences in unique, resourceful and life-affirming ways. In a study of unaccompanied Sudanese youth living in the United States, Goodman reported that, “none of the participants displayed a sense of victimhood at the time of the interviews” (1182). Although individual narratives did reflect a sense of victimisation and helplessness relating to the enormity of past trauma, the young participants viewed themselves primarily as survivors and agents of their own future. Goodman further stated that the tone of the refugee testimonials was not bitter: “Instead, feelings of brotherliness, kindness, and hope prevailed” (1183). Such response patterns among refugees and trauma survivors indicate a similar resilience-related capacity to positively interpret and derive meaning from negative migration experiences and associated emotions. It is important to point out that demonstrations of resilience appear loosely proportional to the amount or intensity of adverse life events experienced. However, resilience is not expressed or employed uniformly among individuals or communities. Some respond in a resilient manner, while others collapse. On this point, an argument could be made that collapse and breakdown is a built-in aspect of resilience, and necessary for renewal and ongoing growth. Cultures of Resilience In a cross continental study of communities living and relying on waterways for their daily subsistence, Arvanitakis is involved in a broader research project aiming to understand why some cultures collapse and why others survive in the face of adversity. The research aims to look beyond systems of resilience, and proposes the term ‘cultures of resilience’ to describe the situated strategies of these communities for coping with a variety of human-induced environmental challenges. More specifically, the concept of ‘cultures of resilience’ assists in explaining the specific ways individuals and communities are responding to the many stresses and struggles associated with living on the ‘front-line’ of major waterways that are being impacted by large-scale, human-environment development and disasters. Among these diverse locations are Botany Bay (Australia), Sankhla Lake (Thailand), rural Bangladesh, the Ganges (India), and Chesapeake Bay (USA). These communities face very different challenges in a range of distinctive contexts. Within these settings, we have identified communities that are prospering despite the emerging challenges while others are in the midst of collapse and dispersion. In recognising the specific contexts of each of these communities, the researchers are working to uncover a common set of narratives of resilience and hope. We are not looking for the ’magic ingredient’ of resilience, but what kinds of strategies these communities have employed and what can they learn from each other. One example that is being pursued is a community of Thai rice farmers who have reinstated ceremonies to celebrate successful harvests by sharing in an indigenous rice species in the hope of promoting a shared sense of community. These were communities on the cusp of collapse brought on by changing economic and environmental climates, but who have reversed this trend by employing a series of culturally located practices. The vulnerability of these communities can be traced back to the 1960s ‘green revolution’ when they where encouraged by local government authorities to move to ‘white rice’ species to meet export markets. In the process they were forced to abandoned their indigenous rice varieties and abandon traditional seed saving practices (Shiva, Sengupta). Since then, the rice monocultures have been found to be vulnerable to the changing climate as well as other environmental influences. The above ceremonies allowed the farmers to re-discover the indigenous rice species and plant them alongside the ‘white rice’ for export creating a more robust harvest. The indigenous species are kept for local consumption and trade, while the ‘white rice’ is exported, giving the farmers access to both the international markets and income and the local informal economies. In addition, the indigenous rice acts as a form of ‘insurance’ against the vagaries of international trade (Shiva). Informants stated that the authorities that once encouraged them to abandon indigenous rice species and practices are now working with the communities to re-instigate these. This has created a partnership between the local government-funded research centres, government institutions and the farmers. A third element that the informants discussed was the everyday practices that prepare a community to face these challenges and allow it recover in partnership with government, including formal and informal communication channels. These everyday practices create a culture of reciprocity where the challenges of the community are seen to be those of the individual. This is not meant to romanticise these communities. In close proximity, there are also communities engulfed in despair. Such communities are overwhelmed with the various challenges described above of changing rural/urban settlement patterns, pollution and climate change, and seem to have lacked the cultural and social capital to respond. By contrasting the communities that have demonstrated resilience and those that have not been overwhelmed, it is becoming increasingly obvious that there is no single 'magic' ingredient of resilience. What exist are various constituted factors that involve a combination of community agency, social capital, government assistance and structures of governance. The example of the rice farmers highlights three of these established practices: working across formal and informal economies; crossing localised and expert knowledge as well as the emergence of everyday practices that promote social capital. As such, while financial transactions occur that link even the smallest of communities to the global economy, there is also the everyday exchange of cultural practices, which is described elsewhere by Arvanitakis as 'the cultural commons': visions of hope, trust, shared intellect, and a sense of safety. Reflecting the refugee narratives citied above, these communities also report a positive life outlook, refusing to see themselves as victims. There is a propensity among members of these communities to adapt an outlook of hope and survival. Like the response patterns among refugees and trauma survivors, initial research is confirming a resilience-related capacity to interpret the various challenges that have been confronted, and see their survival as reason to hope. Future Visions, Hopeful Visions Hope is a crucial aspect of resilience, as it represents a present- and future-oriented mode of situated defence against adversity. The capacity to hope can increase one’s powers of action despite a complex range of adversities experienced in everyday life and during particularly difficult times. The term “hope” is commonly employed in a tokenistic way, as a “nice” rhetorical device in the mind-body-spirit or self-help literature or as a strategic instrument in increasingly empty domestic and international political vocabularies. With a few notable exceptions (Anderson; Bloch; Godfrey; Hage; Marcel; Parse; Zournazi), the concept of hope has received only modest attention from within sociology and cultural studies. Significant increases in the prevalence of war and disaster-affected populations makes qualitative research into the lived experience of hope a vital subject of academic interest. Parse observed among health care professionals a growing attention to “the lived experience of hope”, a phenomenon which has significant consequences for health and the quality of one’s life (vvi). Hope is an integral aspect of resilience as it can act as a mechanism for coping and defense in relation to adversity. Interestingly, it is during times of hardship and adversity that the phenomenological experience of hope seems to “kick in” or “switch on”. With similarities to the “taken-for-grantedness” of resilience in everyday life, Anderson observed that hope and hoping are taken-for-granted aspects of the affective fabric of everyday life in contemporary Western culture. Although the lived experience of hope, namely, hopefulness, is commonly conceptualised as a “future-oriented” state of mind, the affectivity of hope, in the present moment of hoping, has important implications in terms of resilience formation. The phrase, the “lived deferral of hope” is an idea that Wilson has developed elsewhere which hopefully brings together and holds in creative tension the two dominant perspectives on hope as a lived experience in the present and a deferred, future-oriented practice of hoping and hopefulness. Zournazi defined hope as a “basic human condition that involves belief and trust in the world” (12). She argued that the meaning of hope is “located in the act of living, the ordinary elements of everyday life” and not in “some future or ideal sense” (18). Furthermore, she proposed a more “everyday” hope which “is not based on threat or deferral of gratification”, but is related to joy “as another kind of contentment – the affirmation of life as it emerges and in the transitions and movements of our everyday lives and relationships” (150). While qualitative studies focusing on the everyday experience of hope have reinvigorated academic research on the concept of hope, our concept of “the lived deferral of hope” brings together Zournazi’s “everyday hope” and the future-oriented dimensions of hope and hoping practices, so important to the formation of resilience. Along similar lines to Ahmed’s (Happy Objects) suggestion that happiness “involves a specific kind of intentionality” that is “end-orientated”, practices of hope are also intentional and “end-orientated” (33). If objects of hope are a means to happiness, as Ahmed wrote, “in directing ourselves towards this or that [hope] object we are aiming somewhere else: toward a happiness that is presumed to follow” (Happy Objects 34), in other words, to a hope that is “not yet present”. It is the capacity to imagine alternative possibilities in the future that can help individuals and communities endure adverse experiences in the present and inspire confidence in the ongoingness of their existence. Although well-intentioned, Zournazi’s concept of an “everyday hope” seemingly ignores the fact that in contexts of daily threat, loss and death there is often a distinct lack of affirmative or affirmable things. In these contexts, the deferral of joy and gratification, located in the future acquisition of objects, outcomes or ideals, can be the only means of getting through particularly difficult events or circumstances. One might argue that hope in hopeless situations can be disabling; however, we contend that hope is always enabling to some degree, as it can facilitate alternative imaginings and temporary affective relief in even in the most hopeless situations. Hope bears similarity to resilience in terms of its facilities for coping and endurance. Likewise the formation and maintenance of hope can help individuals and communities endure and cope with adverse events or circumstances. The symbolic dimension of hope capacitates individuals and communities to endure the present without the hoped-for outcomes and to live with the uncertainty of their attainment. In the lives of refugees, for example, the imaginative dimension of hope is directly related to resilience in that it provides them with the ability to respond to adversity in productive and life-affirming ways. For Oliver, hope “provides continuity between the past and the present…giving power to find meaning in the worst adversity” (in Parse 16). In terms of making sense of the migration and resettlement experiences of refugees and other migrants, Lynch proposed a useful definition of hope as “the fundamental knowledge and feeling that there is a way out of difficulty, that things can work out” (32). As it pertains to everyday mobility and life routes, Parse considered hope to be “essential to one’s becoming” (32). She maintained that hope is a lived experience and “a way of propelling self toward envisioned possibilities in everyday encounters with the world” (p. 12). Expanding on her definition of the lived experience of hope, Parse stated, “Hope is anticipating possibilities through envisioning the not-yet in harmoniously living the comfort-discomfort of everydayness while unfolding a different perspective of an expanding view” (15). From Nietzsche’s “classically dark version of hope” (in Hage 11), Parse’s “positive” definition of hope as a propulsion to envisaged possibilities would in all likelihood be defined as “the worst of all evils, for it protracts the torment of man”. Hage correctly pointed out that both the positive and negative perspectives perceive hope “as a force that keeps us going in life” (11). Parse’s more optimistic vision of hope as propulsion to envisaged possibilities links nicely to what Arvanitakis described as an ‘active hope’. According to him, the idea of ‘active hope’ is not only a vision that a better world is possible, but also a sense of agency that our actions can make this happen. Conclusion As we move further into the 21st century, humankind will be faced with a series of traumas, many of which are as yet unimagined. To meet these challenges, we, as a global collective, will need to develop specific capacities and resources for coping, endurance, innovation, and hope, all of which are involved the formation of resilience (Wilson 269). Although the accumulation of resilience at an individual level is important, our continued existence, survival, and prosperity lie in the strength and collective will of many. As Wittgenstein wrote, the strength of a thread “resides not in the fact that some one fibre runs through its whole length, but in the overlapping of many fibres” (xcv). If resilience can be accumulated at the level of the individual, it follows that it can be accumulated as a form of capital at the local, national, and international levels in very real and meaningful ways. 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Tujuan dari penelitian ini yaitu untuk menganalisis pengaruh persepsi kualitas, sikap pada iklan tv, dan brand image terhadap niat beli ulang pada konsumen mie instan merek indomie di Kota Pontianak. Berdasarkan tujuan penelitian ini, maka jenis penelitian yang diambil oleh peneliti adalah kuantitatif, yaitu penelitian yang data-datanya berupa angka. Pengumpulan data menggunakan data primer berupa kuesioner dan wawancara, pada penelitian ini menggunakan sampel sebanyak 100 orang. Penelitian ini menggunakan analisis Regresi Linear Berganda. 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Pornography can appear as a staid genre with a rigid series of rules and representations, each video consisting of a specified number of liaisons and pre-designated sexual acts, but it is also a genre that has developed and focused its numerous activities. What was considered to be an arousing taboo in the 1970s would not, for example, be considered as such today. Anal sex, while once comparatively rare in pornographic films, is now commonplace, and, while once utterly unspoken in mainstream heterosexual culture it is now acknowledged and celebrated, even by female targeted films such as Brigit Jones’ Diary (Sharon Maguire, 2001). Pornography, however, has raised the stakes again. Hardcore is dependent on so called ‘nasty girls’ and most interviews with starlets focus on their ability to enjoy being ‘nasty’, to enjoy what are considered or labelled as ‘perverse’ manifestations of sexuality by the normalising discourses of dominant culture and society. While once a porn star merely had to enjoy – or pretend to enjoy – sucking cock, now it is expected her repertoire will include a wider range of activities. With anal sex, an event that transpires in most modern pornography, the site of penises – either singularly or in pairs – pushed into swollen sore assholes is a visual commonplace. In the 1980s and 1990s (when the representation of heterosexual anal sex became truly dominant in pornography) there was a recognizable process of sexual acts, between penetration of mouth, vagina, and asshole. Each penetration would be edited and between each take the male star would wipe down his penis. Until somebody in hardcore pornography developed the A-to-M, a.k.a ass-to-mouth aka A2M. In this move the male pulls his cock from the asshole of the female and then sticks it straight into her open mouth and down her throat without wiping it clean first. All of this is presented unmediated to the viewer, in one singular shot that follows the penis as it moves from one willing hole to the other (and the body must be understood as fragmented, it is a collection of zones and areas, in this instance orifices each with their own signifying practices, not a singular organic whole). Even assuming that the nubile starlet has had an enema to blast clean her rectum prior to filming there will still be microscopic traces of her shit and rectal mucus on his penis. Indeed the pleasure for the viewers is in the knowledge of the authenticity of the movement between ass and mouth, in the knowledge that there will be small flakes of shit stuck to her lips and teeth (a variant of the ass-to-mouth sees the penis being pulled from one starlet’s anus and inserted into another starlet’s gaping mouth, again in one unedited shot). Shit escapes simple ontology it is opposed to all manner of being, all manner of knowledge and of existence yet it is also intimately linked to self-presence and continuity. From earliest infancy we are encouraged not to engage with it, rather it is that which is to be flushed away immediately, it is everything about being human that is repulsive, rejected and denied. Shit escapes simple symbolism; it exists in its own discursive zone. While death may be similarly horrific to us, it is so because it is utterly unknown shit, however, horrifies precisely because it is known to us. Like death, shit makes us all equal, but shit is familiar, we know its fragrance, we know its texture, we know its colour, and – yes – deep down, repressed in our animal brain we know its taste. Its familiarity results because it is a part of us, yet it is no longer of us. In death the cadaver can be theorized as the body without a soul, without spirit, or without personality, but with shit humanity does not have this luxury, shit is the part of us that both defies and defines humanity. Shit is that which was us but is no longer, yet it never fully stops being part of us, it contains traces of our genetic material, pieces of our diet, even as it is flushed more is already being pushed down our intestine. Shit is substance and process. If the act of fucking is that which affirms vital existence against death, then introducing shit into the equation becomes utterly transgressive. Defecation and copulation are antithetical St Augustine’s recognition that we are born between piss and shit – inter faeces et urinam – understands the animistic nature of existence and sex as contaminated by sin, but he does not conflate the act of shitting and fucking as the same, his description is powerful precisely because they are not understood as the same. Introducing shit into sexual activity is culturally forbidden, genuine scatologists, coprophiles and shit fetishists are rare, and most keep their desires secret even from their closest companions. Even the few that confess to enjoying ‘brown showers’ do not admit to eating raw shit, either their own or that of somebody else. The practice is considered to be too dangerous, too unhealthy, and too disgusting. Even amongst the radical sexual communities many find that it stinks of excess, as if desires and fantasies had limits. In Pier Paolo Pasolini’s cinematic masterpiece Salo (1975) the quartet of libertines and their fellow explorers in unleashed lust – both the willing and the coerced – indulge in a vast coprophilic feast, but in this film the shit that is slathered over the bodies of the young charges and greedily scoffed down is not real. However there are a handful of directly scatological pornographic videos, often they depict people crouching down and shitting, the shit being rubbed on to nude bodies and eventually consumed. In some videos hungry mouths open directly under the puckering asshole, allowing the brown turd to plop directly onto the enthusiastic tongue and into the mouth. Cameras zoom in to show the shit-smeared lips and teeth. Like the image of ejaculation manifested in the cum-shot of mainstream hardcore pornography this sight is a vindication of the authenticity of the action. Such videos are watched by both fetishists and the curious – commonly teenage males trying to out shock each other. Unlike ‘traditional’ heterosexual hardcore pornography, which depicts explicit penetrative sex, scatology films rarely appear on the shelves of video stores and enthusiasts are compelled to search the dark bowels of pornography to find them. Yet the popularity of the ass-to-mouth sequence in hardcore suggests that there is an interest with such faecal taboo acts that may be more common that previously imagined. This is not to suggest that the audience who witness an ass-to-mouth scene want to go and eat shit, or want their partners to, but it does suggest that there is an interest in the transgressive potential of shit or the idea of shit on an erect penis. Watching these scenes the audience’s attention is drawn to the movement from the locus of defecation to that of consumption. Perhaps the visual pleasure lies in the degradation of the ‘nasty’ girl, in the knowledge that she can taste her own mucus and faecal matter. But if the pleasures are purely sadistic then these films fail, they do not (just) depict the starlets ‘suffering’ as they engage in these activities, in contrast, they are ‘normalised’ into the sexual conventions of the form. Hardcore pornography is about the depiction of literal excess; about multiple penis plunging into one asshole or one vagina (or even both) about orgies about the world’s biggest gang bangs and facials in which a dozen or more men shoot their genetic material onto the grinning faces of starlets as cum slathers their forehead, cheeks, chin, lips, and teeth. The sheer unremitting quantity becomes an object in itself. Nothing can ever be enough. This excess is also philosophical; all non-reproductive sexual activity belongs to the category of excess expenditure, where the unrestrained pursuit of pleasure becomes in itself both object choice and subject. Some would see such pornographic activities as anti-humanist, as cold, and as nihilistic, but such an interpretation fails. In watching these films, in seeing the penis move from asshole to mouth the audience are compelled by the authenticity of the gesture to read the starlet as human the ‘pleasure’ is in knowing that she can taste her own shit on some anonymous cock. Finally, she is smiling through its musky taste so we do not have to. Appendix / Sources / Notes / Parallel Text Throughout this paper I am referring only to pornographic material marketed to an audience who are identified or identify as heterosexual. These films may contain scenes with multiple males and females having sex at one time, however while there may be what the industry refers to as girl-on-girl action there will be no direct male-on-male contact (although often all that seperates two male penises is the paper thin wall of fleshy tissue between the vagina and anus). The socio-cultural history of heterosexual anal sex is a complex one, made more so because of its illicit and, in some jurisdictions, illegal status. It is safe to assume that many people have engaged in it even if they have not subsequently undertaken an active interest in it (statistics published in Exploring the Dimensions of Human Sexuality 2nd Edition suggest that 28% of male and 24% of female American college graduates and 21% of male and 13% of female high school graduates have experienced anal sex [377]). In hardcore pornography it is the male who penetrates the female, who presents her asshole for the viewer’s delectation. In personal sexual behaviour heterosexual males may also enjoy anal penetration from a female partner both in order to stimulate the sensitive tissue around the anus and to stilulate the prostate, but the representation of such activities is very rare in the mainstream of American hardcore porn. As inventer of gonzo porn John Stagliano commented when interviewed about his sexual proclivities in The Other Hollywood , “…you know, admitting that I really wanted to get fucked in the ass, and might really like it, is not necessarily a socially acceptable thing for a straight man” (587). Anal sex was most coherently radicalised by the Marquis de Sade, the master of sodomaniacal literature, who understood penetrating male / penetrated female anal sex as a way in which erotic pleasure/s could be divorced from any reproductive metanarrative. The scene in Brigit Jones’ Diary is made all the more strange because there is no mention of safe sex. There are, however, repeated references and representations of the size and shape of the heroine’s buttocks and her willingness to acquiesce to the evidentially dominant will of her ‘bad’ boyfriend the aptly named Daniel Cleaver. For more on heterosexual anal sex in cinema see my ‘Hot, Hard Cocks and Tight, Tight Unlubricated Assholes.Transgression, Sexual Ambiguity and ‘Perverse’ Pleasures in Serge Gainsbourg’s Je T’Aime Moi Non Plus’, in Senses of Cinema 30 (Jan.-March 2004). Hardcore pornography commonly means that which features a depiction of penetrative intercourse and the visual presentation of male ejaculation as a climax to a sequence. For more on the contemporary porn scene and the ‘nasty girl’ see Anthony Petkovich, The X Factory: Inside The American Hardcore Film Industry, which contains numerous interviews with porn starlets and industry insiders. While pornography is remembered for a number of key texts such as Deep Throat (Gerard Damiano, 1972) or Behind the Green Door (Jim & Artie Mitchell, 1972), these were shot and marketed as erotic narrative film and released theatrically (albeit to grindhouse and specialist cinemas). However since 1982 and the widespread availability of video – and more recently DVD – pornography has been produced almost exclusively for home consumption. The increasing demands of the consumer, combined with the accessablity of technology and cheap production costs of video when compared to film have led to a glut of available material. Now videos/DVDs are often released in series with absurdly self descriptive titles such as Anal Pounding, Lesbian Bukkake, and Pussy Party, most of which provide examples of the mise-en-scene of contemporary hardcore, specific ass to mouth series include Ass to Mouth (vol 1 – 15), Ass to Mouth CumShots (vol 1 – 5), Her First Ass to Mouth, From Her Ass to Her Mouth, From My Ass to My Mouth, A2M (vol 1 – 9), and no doubt many others. For more on hardcore pornography and its common themes and visual styles see Linda Williams, Hardcore. Wikipedia suggests that the director Max Hardcore was responsible for introducing the form in the early 1990s in his series Cherry Poppers. The act is now a staple of the form. (Note that while Wikipedia can not normally be considered an academic source the vagaries of the subject matter necessitate that research takes place where necessary). All pornographic positions and gestures have a nickname, industry shorthand, thus there are terms such as the DP (double penetration) or the reverse cowgirl. These names are no more or less shocking than the translations for sexual positions offered in ‘classic’ erotic guidebooks such as the Kama Sutra. This fragmented body is a result of the cinematic gaze of pornography. Lenses are able to zoom in and focus on the body, and especially the genitals, in minute detail and present the flesh enlarged to proportions that are impossible to see in actual sexual encounters. The body viewed under such scrutiny but devoid of singular organic plenitude echoes the body without organs of Deleuze and Guattari (in contrast some radical feminist writers such as Andrea Dworkin would merely interpret such images as reflecting the misogyny of male dominated discourse). For more on the psychological development of the infant and the construction of the clean and unclean see Julia Kristeva Powers of Horror. It should be noted that commonly those who enjoy enema play – klismaphiliacs – are not related to scatologists, and often draw a distinction between their play, which is seen as a process of cleansing, and scatologists’ play, which is understood to be a celebration of the physical shit itself. Salo has undergone numerous sanctions, been banned, scorned, and even been interpreted by some as a metaphor / allegory for the director’s subsequent murder. Such understandings and pseudo-explanations do not do justice to either the director or to his film and its radical engagement with de Sade’s literature. These videos always come from ‘elsewhere’ of course, never close to home, thus in Different Loving the authors note “the Germans seem to specialize in scat” (518). Correspondence concerning the infamous bestiality film Animal Farm (197?) in the journal Headpress (issues 15 and 16, 1998) suggested that the audience was made up from teenage males watching it as a rite of passage, rather than by true zoophiles. Those I have seen were on shock and ‘gross out’ Internet sites rather than pornographic sites. Disclaimer – I have no interest per se in scatology, but an ongoing interest with the vagaries of human thought, and desire in particular, necessarily involves exploring areas others turn their noses up at. References Brame, Gloria G., William D. Brame, and Jon Jacobs. Different Loving: The World of Dominance and Submission. London: Arrow, 1998. Greenberg, Jerrold S., Clint E. Bruess, and Debra W. Haffner. Exploring the Dimensions of Human Sexuality. 2nd Edition. London: James & Bartlett, 2004. Russ Kick, ed. Everything You Know about Sex Is Wrong. New York: Disinformation, 2006. Julia Kristeva. Powers of Horror: An Essay on Abjection. New York: Columbia UP, 1982. McNeil, Legs, and Jennifer Osborne, with Peter Pavia. The Other Hollywood: The Uncensored Oral History of the Porn Film Industry. New York: Regan Books, HarperCollins, 2006. Petkovich, Anthony. The X Factory: Inside the American Hardcore Film Industry. Stockport: Critical Vision, 2001. Marquis de Sade. Justine, Philosophy in the Bedroom, and Other Writings. London: Arrow, 1991. Sargeant, Jack. “Hot, Hard Cocks and Tight, Tight Unlubricated Assholes: Transgression, Sexual Ambiguity and ‘Perverse’ Pleasures in Serge Gainsbourg’s Je T’Aime Moi Non Plus.“ Senses of Cinema 30 (Jan.-March 2004). Wikipedia. “Ass to Mouth.” 15 Sep. 2006 http://en.wikipedia.org.wk/Ass_to_mouth>. Williams, Linda. Hardcore. London: Pandora Press, 1990. Citation reference for this article MLA Style Sargeant, Jack. "Filth and Sexual Excess: Some Brief Reflections on Popular Scatology." M/C Journal 9.5 (2006). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0610/03-sargeant.php>. APA Style Sargeant, J. (Nov. 2006) "Filth and Sexual Excess: Some Brief Reflections on Popular Scatology," M/C Journal, 9(5). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0610/03-sargeant.php>.

In preparation for a legal implementation of EU-regulation 1829/2003, the Norwegian Scientific Committee for Food Safety (VKM) has been requested by the Norwegian Environment Agency (former Norwegian Directorate for Nature Management) and the Norwegian Food Safety Authority (NFSA) to conduct final food/feed and environmental risk assessments for all genetically modified organisms (GMOs) and products containing or consisting of GMOs that are authorized in the European Union under Directive 2001/18/EC or Regulation 1829/2003/EC. The request covers scope(s) relevant to the Gene Technology Act. The request does not cover GMOs that VKM already has conducted its final risk assessments on. However, the Agency and NFSA requests VKM to consider whether updates or other changes to earlier submitted assessments are necessary. Four notifications/applications for placing on the market of insect resistant genetically modified maize 1507 from Pioneer HiBreed & Dow AgroSciences (Unique Identifier DAS-Ø15Ø7-1) have been taken into account: Application EFSA/GMO/NL/2004/02 for placing on the market of insect-tolerant genetically modified maize 1507 for food use under Regulation (EC) 1829/2003 Food and food ingredients containing, consisting of or produced from maize 1507 approved since 3 March 2006 (Commission Decision 2006/197/EC) Notification C/NL/00/10 for import and processing use under Part C of Diretive 2001/18/EC. Approved for importation, processing and feed use since 3 November 2005 (Commission Decision 2005/772/EC) Application EFSA/GMO/RX/1507 for renewal of authorisation of existing products of maize 1507 under Regulation (EC) no 1829/2003 Renewing of the authorisation of existing feed products from maize 1507 granted since 17 June 2011 (Commission Decision 2011/365/EC). Notification C/ES/01/01 for cultivation, import, processing and use as any other maize (excluding food uses) under Directive 2001/18/EC on the deliberate release of GMOs into the environment. The application is still pending for authorisation. Genetically modified maize 1507 has previously been assessed as food and feed by the VKM GMO Panel commissioned by the Norwegian Food Safety Authority in connection with the EFSA official hearing of the application EFSA/GMO/NL/2004/02 in 2004 (VKM 2004). Maize 1507 has also been evaluated by the VKM GMO Panel as a component of several stacked GM maize events under Regulation (EC) 1829/2003 (VKM 2005b, 2007a,b, 2008a,b, 2009a,b, 2012a,b,c, 2013 a,b,c,d,e). The food/feed and environmental risk assessment of the GM maize 1507 is based on information provided by the applicant in the notifications C/ES/01/01 and C/NL/00/10 and the applications EFSA/GMO/NL/2004/02 and EFSA/GMO/RX/1507, previous risk assessments performed by the VKM GMO Panel and scientific opinions and comments from EFSA and other member states made available on the EFSA website GMO Extranet. The risk assessment is also based on a risk analysis report of 1507 from the Australia New Zealand Food Authority (FSANZ 2002) and a review and assessment of relevant peer-reviewed scientific literature. The VKM GMO Panel has evaluated maize 1507 with reference to its intended uses in the European Economic Area (EEA), and according to the principles described in the Norwegian Food Act, the Norwegian Gene Technology Act and regulations relating to impact assessment pursuant to the Gene Technology Act, Directive 2001/18/EC on the deliberate release into the environment of genetically modified organisms, and Regulation (EC) No 1829/2003 on genetically modified food and feed. The Norwegian Scientific Committee for Food Safety has also decided to take account of the appropriate principles described in the EFSA guidelines for the risk assessment of GM plants and derived food and feed (EFSA 2011a), the environmental risk assessment of GM plants (EFSA 2010a), selection of comparators for the risk assessment of GM plants (EFSA 2011b) and for the post-market environmental monitoring of GM plants (EFSA 2011c). The scientific risk assessment of maize 1507 include molecular characterisation of the inserted DNA and expression of novel proteins, comparative assessment of agronomic and phenotypic characteristics, nutritional assessments, toxicology and allergenicity, unintended effects on plant fitness, potential for gene transfer, interactions between the GM plant and target and non-target organisms and effects on biogeochemical processes. It is emphasised that the VKM mandate does not include assessments of contribution to sustainable development, societal utility and ethical considerations, according to the Norwegian Gene Technology Act and Regulations relating to impact assessment pursuant to the Gene Technology Act. These considerations are therefore not part of the risk assessment provided by the VKM Panel on Genetically Modified Organisms. The genetically modified maize 1507 has been developed to provide protection against certain lepidopteran target pests, such as the European corn borer (ECB, Ostrinia nubilalis), and some species belonging to the genus Sesamia. The insect resistence is achieved through expression of a synthetic version of the truncated cry1F gene derived from Bacillus thuringiensis subsp. aizawai, a common soil bacterium. Maize 1507 also expresses the phosphinothricin-N-acetyltransferase (pat) gene, from the soil bacterium Streptomyces viridochromogenes. The encoded PAT protein confers tolerance to the herbicidal active substance glufosinate-ammonium. The PAT protein produced by maize 1507 has been used as a selectable marker to facilitate the selection process of transformed plant cells and is not intended for weed management purposes. Since the scope of the notification C/ES/01/01 does not cover the use of glufosinate-ammonium-containing herbicides on maize 1507, potential effects due to the use of such herbicides on maize 1507 are not considered by VKM. Molecular Characterisation: Appropriate analyses of the transgenic DNA insert, its integration site, number of inserts and flanking sequences in the maize genome, have been performed. The results show that only one copy of the insert is present in maize 1507. Homology searches with databases of known toxins and allergens have not indicated any potential production of harmful proteins or polypeptides caused by the genetic modification in maize 1507. Southern blot analyses and segregation studies show that the introduced genes cry1F and pat are stably inherited and expressed over several generations along with the phenotypic characteristics of maize 1507. The VKM GMO Panel considers the molecular characterisation of maize 1507 satisfactory. Comparative Assessment: Comparative analyses of maize 1507 to its non-GM conventional counterpart have been performed during multiple field trials located at representative sites and environments in Chile (1998/99), USA (1999) and in Europe (1999, 2000 and 2002). With the exception of small intermittent variations, no biologically significant differences were found between maize 1507 and the conventional maize. Based on the assessment of available data, the VKM GMO Panel concludes that maize 1507 is compositionally, agronomically and phenotypically equivalent to its conventional counterpart, except for the introduced characteristics, and that its composition fell within the normal ranges of variation observed among non-GM varieties. Food and Feed Safety Assessment: Whole food feeding studies on rats, broilers, pullets, pigs and cattle have not indicated any adverse health effects of maize 1507. These studies also indicate that maize 1507 is nutritionally equivalent to conventional maize. The PAT and Cry1F proteins do not show sequence resemblance to other known toxins or IgE allergens, nor have they been reported to cause IgE mediated allergic reactions. Some studies have however indicated a potential role of Cry-proteins as adjuvants in allergic reactions. Based on current knowledge, the VKM GMO Panel concludes that maize 1507 is nutritionally equivalent to conventional maize varieties. It is unlikely that the PAT and Cry1F proteins will introduce a toxic or allergenic potential in food or feed based on maize 1507 compared to conventional maize. Environmental Risk: There are no reports of the target lepidopteran species attaining pest status on maize in Norway. Since there are no Bt-based insecticides approved for use in Norway, and lepidopteran pests have not been registered in maize, issues related to resistance evolution in target pests are not relevant at present for Norwegian agriculture. There are only a limited number of published scientific studies on the environmental effects of Cry1F protein. Published scientific studies showed that the likelihood of negative effects of Cry1F protein on non-target arthropods that live on or in the vicinity of maize plants is low. Cultivation of maize 1507 is not considered to represent a threat to the prevalence of red-listed species in Norway. Few studies have been published examining potential effects of Cry1F toxin on ecosystems in soil, mineralization, nutrient turnover and soil communities. Some field studies have indicated that root exudates and decaying plant material containing Cry proteins may affect population size and activity of rhizosphere organisms (soil protozoa and microorganisms). Most studies conclude that effects on soil microorganisms and microbial communities are transient and minor compared to effects caused by agronomic and environmental factors. However, data are only available from short term experiments and predictions of potential long term effects are difficult to deduce. The VKM GMO Panel concludes that, although the data on the fate of the Cry1F protein and its potential interactions in soil are limited, the relevant scientific publications analysing the Cry1F protein, together with the relatively broad knowledge about the environmental fate of other Cry1 proteins, do not indicate significant direct effects on the soil environment. Few studies have assessed the impact of Cry proteins on non-target aquatic arthropods and the fate of these proteins in senescent and decaying maize detritus in aquatic environments, and no specific lower-tier studies, assessing the impact of the Cry1F protein on non-target aquatic arthropods have been reported in the scientific literature so far. However, exposure of non-target organisms to Cry proteins in aquatic ecosystems is likely to be very low, and potential exposure of Bt toxins to nontarget organisms in aquatic ecosystems in Norway is considered to be negligible. Maize is the only representative of the genus Zea in Europe, and there are no cross-compatible wild or weedy relatives outside cultivation with which maize can hybridise and form backcross progeny. Vertical gene transfer in maize therefore depends on cross-pollination with other conventional or organic maize varieties. In addition, unintended admixture of genetically modified material in seeds represents a possible way for gene flow between different crop cultivations. The risk of pollen flow from maize volunteers is negligible under Norwegian growing conditions. Overall Conclusion: Based on current knowledge, the VKM GMO Panel concludes that maize 1507 is nutritionally equivalent to conventional maize varieties. It is unlikely that the Cry1 and PAT proteins will introduce a toxic or allergenic potential in food or feed derived from maize 1507 compared to conventional maize. The VKM GMO Panel likewise concludes that cultivation of maize 1507 is unlikely to have any adverse effect on the environment and agriculture in Norway.

Introduction In a period marked by the pervasiveness of new mobile technologies saturating urban areas of the Asia-Pacific region, it can be easy to forget the realities of life in the rural areas. In a location such as Australia, in which 80% of the population lives in urban areas, one must be reminded of the sociotechnological realities of rural existence where often-newer mobile communication devices cease to function. This paper focuses on these black spots – and often forgotten areas – where examples of older, mediated technologies such as UHF Citizen Band (CB) radios can be found as integral to practices of everyday rural life. As Anderson notes, constructs of the nation are formed through contested notions of what individuals and communities imagine and project as a sense of place. In Australia, one of the dominant contested imageries can be found in the urban and rural divide, a divide that is not just social and cultural but technological; it is marked by a digital divide. This divide neatly corresponds to the images of Australia experienced by Australians (predominantly living in urban areas) and exported tourist images of the rugged vast rural landscapes. The remote Australia Outback is a popular destination for domestic tourists. Its sparsely populated and rough terrain attracts tourists seeking a quintessentially Australian experience. Roads are often unmade and in poor condition. Fuel and food supplies and health services are widely separated and there is almost no permanent accommodation. Apart from a small number of regional centres there is no access to mobile phones or radio broadcasts. As a consequence tourists must be largely self sufficient. While the primary roads carry significant road traffic it is possible to drive all day on secondary roads without seeing another person. Isolation and self-sufficiency are both an attraction and a challenge. Travelling in campervans, towing caravans or camper trailers and staying in caravan parks, national parks, roadside stops or alone in the bush, tourists spend extended times in areas where there are few other tourists. Many tourists deal with this isolation by equipping their vehicles with CB radios. Depending on the terrain, they are able to listen to, and participate in conversations with other CB users within a 10-20 kilometre range. In some areas where there are repeater stations, the range of radio transmissions can be extended. This paper examines the role of these CB radios in the daily life of tourists in the Australian Outback. Theoretical Issues The links between travel, the new communications technologies and the diminished spatial-time divide have been explored by John Urry. According to Urry, mobile electronic devices make it possible for people “to leave traces of their selves in informational space” (266). Using these informational traces, mobile communication technologies ‘track’ the movements of travellers, enabling them to communicate synchronously. People become ’nodes in multiple networks of communication and mobility’ (266). Another consequence of readily available communication independent of location is for the meaning of social connections. Social encounters provide tourists with the opportunity to develop and affirm understandings of their shared common occupation of unfamiliar social and cultural landscapes (Harrison). Both transitory and enduring relationships provide information, companionship and resources that allow tourists to create, share and give meaning to their experiences (Stokowski). Communication technology also enables individuals to enter and remain part of social networks while physically absent and distant from them (Johnsen; Makimoto and Manners, Urry). The result is a “nomadic intimacy” in an everyday social and physical environment characterised by extended spaces and individual freedom to move around in these spaces (Fortunati). For travellers in the Australian Outback, this “nomadic intimacy” is both literal and metaphorical. Research has shown that travellers use mobile communications services and a range of other communication strategies to maintain a “symbolic proximity” with family, friends and colleagues (Wurtzel and Turner) and to promote a sense of “presence while absent”, or ‘co-presence’ (Gergen; Lury; Short, Williams and Christie; White and White, “Keeping Connected”; White and White, “Home and Away”). Central to the original notion of co-presence was that it was contingent on those involved in a given communication both being and feeling close enough to perceive each other and to be perceived in the course of their activities (Goffman). That is, the notion of co-presence initially referred to physical presence in face-to-face contact and interactions. However, increasing use of mobile phones in particular has meant that this sense of connection can be affirmed at a distance. But what happens when travellers do not have access to mobile phones and the Internet, and as a consequence, do not have access to their networks of family, friends and colleagues? How do they deal with travel and isolation in a harsh environment? These issues are the starting point for the present paper, which examines travellers’ experience of CB radio in the remote Australian Outback. This exploration of how the CB radio has been incorporated into the daily lives of these travellers can be seen as a contribution to an understanding of the domestication of mobile communications (Haddon). Methodology People were included in the study if they used CB radios while travelling in remote parts of Western Australian and the Northern Territory. The participants were approached in caravan parks, camping grounds and at roadside stops. Most were travelling in caravans while others were using camper trailers and campervans. Twenty-four travellers were interviewed, twelve men and twelve women. All were travelling with partners or spouses, and one group of two couples was travelling together. They ranged in age from twenty five to seventy years, and all were Australian residents. The duration of their travels varied from six weeks to eleven months. Participants were interviewed using a semi-structured interview schedule. The interviews were transcribed and then thematically coded with respect to regularly articulated points of view. Where points of view were distinctive, they were noted during the coding process as contrasting instances. While the relatively small sample size limits generalizability, the issues raised by the respondents provide insights into the meaning of CB radio use in the daily life of travellers in the Australian Outback. Findings Staying Safe The primary reason given for travelling with a CB radio was personal safety. The tourists interviewed were aware of the risks associated with travelling in the Outback. Health emergencies, car accidents and problems with tyres in a harsh and hot environment without ready access to water were often mentioned. ‘If you call a May Day someone will come out and answer…” (Female, 55). Another interviewee reported that: Last year we helped some folk who were bogged in the sand right at the end of the road in the middle of nowhere. The wife just started calling the various channels explaining that they were bogged and asking whether there was anyone out there….We went and towed them out. …. It would have been a long walk for them to get help. (Female, 55) Even though most interviewees had not themselves experienced a personal emergency, many recounted stories about how CB radio had been used to come to the aid of someone in distress. Road conditions were another concern. Travellers were often rightly very concerned about hazards ahead. One traveller noted: You are always going to hear someone who gives you an insight as to what is happening up ahead on the road. If there’s an accident up ahead someone’s going to get on the radio and let people know. Or there could be road works or the road could be shitty. (Male, 50) Safety arose in another context. Tourists share the rough and often dusty roads with road trains towing up to three trailers. These vehicles can be 50 metres long. A road train creates wind turbulence when it passes a car and trailer or caravan and the dust it raises reduces visibility. Because of this car drivers and caravanners need to be extremely careful when they pass or are passed by one. Passing a road train at 100 km can take 2.5km. Interviewees reported that they communicated with road train drivers to negotiate a safe time and place to pass. One caravanner noted: Sometimes you see a road train coming up behind you. You call him up and say ” I’ll pull over for you mate and slow down and you go”. You use it a lot because it’s safer. We are not in a hurry. Road trains are working and they are in a hurry and he (sic.) is bigger, so he has the right of way. (Male, 50) As with the dominant rationale for installing and using a CB radio, Rice and Katz showed that concern about safety is the primary motive for women acquiring a mobile phone, and safety was also important for men. The social contact enabled by CB radio provided a means of tracking the movements of other travellers who were nearby. This tracking ability engendered a sense of comfort and enabled them to communicate and exchange information synchronously in a potentially dangerous environment. As a consequence, a ‘metaworld’ (Suvantola) of ‘informational traces’ (Urry) was created. Making Oneself Known All interactions entail conventions and signals that enable a conversation to commence. These conventions were also seen to apply to CB conversations. Driving in a car or truck involves being physically enclosed with the drivers and passengers being either invisible or only partially visible to other travellers. Caravanners deal with this lack of visibility in a number of ways. Many have their first names, the name of their caravan and the channel they use on the rear of their van. A typical sign was “Bill and Rose, Travelling Everywhere, Channel 18” or “Harry and Mary, Bugger Work, Gone Fishing”, Channel 18” clearly visible to anyone coming from behind. (The male partner’s name was invariably first.) A sign that identified the occupants was seen as an invitation to chat by other travellers. One traveller said that if he saw such a sign he would call up by saying: “Hello Harry and Mary”. From then on who knows where it goes. It depends on the people. If someone comes back really cheery and a bit cheeky I can be cheery and cheeky back. (Male, 50) The names of caravans were used in other more personal ways. One couple from South Africa had given their van a Zulu name and that was seen as a way of identifying their origins and encouraging a specific kind of conversation while they were on the road. This couple reported that People call us up and ask us what it means. We have lots of calls about that. We’ve had more conversations about that than anything else. (Male, 67) Another caravanner reported that he had seen a van with “Nanna and Poppa’ on the back. They used that as a cue to start a conversation about their grandchildren. But caravan names linked to their CB radio channel can have a deeper personal meaning. One couple had their first names and the number 58 on the rear of their van. (The number 58 is beyond the range of CB channels.) On further questioning the number 58 was revealed to be the football club number of a daughter who had died. The sign was an attempt to deal with their grief and its public display a way of entering into a conversation about grief and loss. It has probably backfired because it puts people back into their shell because they think “We don’t want to talk about death”. But because of the sign we’ve met people who’ve lost a child too. (Male, 50) As Featherstone notes, drivers develop competence in switching between a range of communicative modes while they are travelling. These range from body gestures to formal signalling devices on other cars. Signage on caravans designed to invite conversation was a specialised signalling device specific to the CB user. Talking Loneliness was another theme emerging from the interviews. One of the attractions of the Outback is its sparse population. As one interviewee noted ‘You can travel all day and not see another soul’ (Female, 35). But this loneliness can be a challenge. Some of these roads are pretty lonely, the radio lets you know that there’s somebody else out there. (Male, 54) Hearing other travellers talk was comforting. As with previous research showing that travellers use mobile communications services to maintain a “symbolic proximity” (Gergen; Lury; Short, Williams and Christie; White and White, “Keeping Connected”) the CB conversations enabled the travellers to feel this sense of connection. These interactions also offered them the possibility of converting mediated relationships into face-to-face encounters along the road. That is, some travellers reported that CB-based chats with people while they were driving would lead to a decision to stop along the road for a shared morning tea or lunch. Conventions governed the use of specific channels. Some of these are government regulated, while others are user generated. For instance, Channels 18 and 40, were seen as ‘working channels’. Some interviewees felt very strongly about people who ‘cluttered up’ these channels and moved to another unused channel when they wanted to have an extended conversation. One couple was unaware of the local convention and could not understand why no one was calling them up. They later discovered that they were on the ‘wrong channel’. Interviewees travelling in a convoy would use the standard channel for travellers and then agree to move to another channel of their choice. When we travelling in a convoy we go off Channel 18 and use another channel to talk. The girls love it to talk about their knitting and work out what they’ve done wrong. We sometimes tell jokes. Also we work out what we are going to do in the next town. (Male, 67) These extended conversations parallel the lengthy conversations between drivers equipped with CB radio in the United States during the 1970’s which Dannaher described as ‘as diverse as those found at a cocktail party’. They also provided a sense of the “nomadic intimacy” described by Fortunati. Eavesdropping While travellers used Channel 18 for conversations they set their radio to automatically scan all forty channels. When a conversation was located the radio would stop scanning and they could listen to what was being said. This meant that travellers would overhear conversations between strangers. We scan all the channels so you can hear anyone coming up behind, especially trucks and you can hear them say “that damn caravan” and you can say ’ that damn caravan will pull over at the first opportunity.” (Female, 44) But the act of listening in to other people’s conversations created moral dilemmas for some travellers. One interviewee described it as “voyeurism for the ears”. While she described listening to farm conversations as giving her an insight into daily life on huge cattle station she was tempted to butt into one conversation that she was listening to. On reflection she decided against entering the conversation. She said: I didn’t want them to know that we were eavesdropping on their conversation. I’d be embarrassed if a third-party knew that we were listening in. I guess that I’ve been taught that you shouldn’t listen in to other people’s conversations. It’s not good manners… (Female, 35) When travellers overheard conversations between road train or truck drivers they had mixed responses. These conversations were often sexually loaded and seen as coarse by the middle class travellers. Some were forgiving of the conversational excesses, distinguishing themselves from the rough and tumble world of the ‘truckies’. One traveller noted that the truck drivers use a lot of bad language, but you’ve got to go with that, because that’s the type of people they are. But you have to go with the flow. We know that we are ‘playing’ and the truckies are ‘working’ so you have to be considerate to them. (Female, 50) While the language of the truck drivers was often threatening to middle class travellers, overhearing their conversations was also seen as a comfort. One traveller remarked that sometimes you hear truckies talking about their families and they obviously know each other. It’s kind of nice to see how they think. (Female, 50) Travellers had similar feelings when they overheard conversations from cattle stations. Also, local cattle station workers and their families would use CB radios for their social and working communications. Travellers would often overhear these conversations. One traveller noted that when we are driving through a cattle station we work out which channel they are using, and we lock it on that one. And then we listen until they are out of range. We are city people and listening to the station chatter gives us a bit of an insight into what it must be like as a farmer working land out here. And then we talk about the farmers’ conversations. (Female, 35) Another traveller noted: If you are travelling and there’s nothing you can see you can listen to the farmer talking to his wife or the kids. It’s absolutely awesome to hear conversations on radio. (Female, 67) This empathic listening allows the travellers to imagine the lives of others in settings quite different from those with which they are familiar. Furthermore, hearing farmers talking about fixing the fence in the left paddock or rounding up strays makes ‘you feel that you’re not alone’. The networking of the travellers’ social life arising from listening in to others meant that they were able to learn about the environment in which they found themselves, as well as enabling them to feel that they continued to remain embedded or ‘co-present’ in social relationships in circumstances of considerable physical isolation. Conclusions The accounts provided by tourists illustrated the way communications technologies – in this case, CB radio – enabled people to become ’nodes in multiple networks of communication and mobility’ described by Urry and to maintain ‘co-presence’. The CB radio allowed tourists to remain part of social networks while being physically absent from them (Gergen). Their responses also demonstrated the significance of CB radio in giving meaning to the experience of travel. The CB radio was shown to be an important part of the travel experience in the remote Australian Outback. The use of CB made it possible for travellers in the Australian Outback to obtain information vital for the safe traverse of the huge distances and isolated roads. The technology enabled them to break down the atomism and frontier-like isolation of the highway. Drivers and their passengers could reach out to other travellers and avoid remaining unconnected strangers. Long hours on the road could be dealt with by listening in on others’ conversations, even though some ambivalence was expressed about this activity. Despite an awareness that they could be violating the personal boundaries of others and that their conversations could be overheard, the use of CB radio meant staying safe and enjoying guilty pleasures. Imagined or not. References Anderson, Benedict. Imagined Community. London: Verso, 1983 Dannefer, W. Dale. “The C.B. Phenomenon: A Sociological Appraisal.” Journal of Popular Culture 12 (1979): 611-19. 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Johnsen, Truls Erik. “The Social Context of Mobile Use of Norwegian Teens.” Machines That Become Us: The Social Context of Personal Communication Technology. Ed. James Katz. London: Transaction Publishers, 2003. 161-69. Ling, Richard. “One Can Talk about Common Manners! The Use of Mobile Telephones in Inappropiate Situations.” Communications on the Move: The Experience of Mobile Telephony in the 1990s (Report of Cost 248: The Future European Telecommunications User Mobile Workgroup). Ed. Leslie Haddon. Farsta, Sweden: Telia AB, 1997. 97-120. Lury, Celia. “The Objects of Travel.” Touring Cultures: Transformations of Travel and Theory. Eds. Chris Rojek and John Urry. London: Routledge, 1997. 75-95. Rice, Ronald E., and James E. Katz. “Comparing Internet and Mobile Phone Usage: Digital Divides of Usage, Adoption and Dropouts.” Telecommunications Policy 27 (2003): 597-623. Short, J., E. Williams, and B. Christie. The Social Psychology of Telecommunications. New York: Wiley, 1976. Stokowski, Patricia. “Social Networks and Tourist Behavior.” American Behavioural Scientist 36.2 (1992): 212-21. Suvantola, Jaakko. Tourist’s Experience of Place. Aldershot: Ashgate, 2002. Urry, John. “Mobility and Proximity.” Sociology 36.2 (2002): 255-74. ———. “Social Networks, Travel and Talk.” British Journal of Sociology 54.2 (2003): 155-75. White, Naomi Rosh, and Peter B. White. “Home and Away: Tourists in a Connected World.” Annals of Tourism Research 34. 1 (2007): 88-104. White, Peter B., and Naomi Rosh White. “Keeping Connected: Travelling with the Telephone.” Convergence: The International Journal of Research into New Media Technologies 11.2 (2005): 102-18. Williams, Stephen, and Lynda Williams. “Space Invaders: The Negotiation of Teenage Boundaries through the Mobile Phone.” The Sociological Review 53.2 (2005): 314-31. Wurtzel, Alan H., and Colin Turner. “Latent Functions of the Telephone: What Missing the Extension Means.” The Social Impact of the Telephone. Ed. Ithiel de Sola Pool. Cambridge: MIT Press, 1977. 246-61. Citation reference for this article MLA Style White, Peter B., and Naomi White. "Staying Safe and Guilty Pleasures: Tourists and CB Radio in the Australian Outback." M/C Journal 10.1 (2007). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0703/11-white-white.php>. APA Style White, P., and N. White. (Mar. 2007) "Staying Safe and Guilty Pleasures: Tourists and CB Radio in the Australian Outback," M/C Journal, 10(1). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0703/11-white-white.php>.

Wearing clothing from the past is all the rage now. Different styles and aesthetics of vintage and historical clothing, original or appropriated, are popular with fashion wearers and home sewers. Social media is rich with images of anachronistic clothing and the major pattern companies have a large range of historical sewing patterns available. Butterick McCall, for example, have a Making History range of patterns for sewers of clothing from a range of historical periods up to the 1950s. The 1950s styled fashion is particularly popular with pattern producers. Yet little research exists that explains why anachronistic clothing is all the rage. Drawing on 28 interviews conducted by the author with women who wear/make 1950s styles clothing and a survey of 229 people who wear/make historical clothing, this article outlines four key reasons that help explain the popularity of wearing/making anachronistic clothing: It argues that there exists rage against four ‘fast fashion’ practices: environmental disregard, labour breaches, poor quality, and poor fit. Ethical consumption practices such as home sewing quality clothes that fit, seeks to ameliorate this rage. That much of what is being made is anachronistic speaks to past sewing techniques that were ethical and produced quality fitting garments rather than fashion today that doesn’t fit, is of poor quality, and it unethical in its production. Fig. 1: Craftivist Collective Rage: Protesting Fast FashionRage against Fast Fashion Rage against fast fashion is not new. Controversies over Disney and Nike’s use of child labour in the 1990s, the anti-fur campaigns of the 1980s, the widespread condemnation of factory conditions in Bangladesh in the wake of the 2016 Rana Plaza collapse and Tess Holiday’s Eff Your Beauty Standards campaign, are evidence of this. Fast fashion is “cheap, trendy clothing, that samples ideas from the catwalk or celebrity culture and turns them into garments … at breakneck speed” (Rauturier). It is produced cheaply in short turnarounds, manufactured offshore by slave labour, with the industry hiding these exploitative practices behind, and in, complex supply chains. The clothing is made from poor quality material, meaning it doesn’t last, and the material is not environmentally sustainable. Because of this fast fashion is generally not recycled and ends up as waste in landfills. This for Rauturier is what fast fashion is: “cheap, low quality materials, where clothes degrade after just a few wears and get thrown away”. The fast fashion industry engages in two discrete forms of obsolescence; planned and perceived. Planned obsolescence is where clothes are designed to have a short life-span, thus coercing the consumer into buying a replacement item sooner than intended. Claims that clothes now last only a few washes before falling apart are common in the media (Dunbar). This is due to conscious manufacturing techniques that reduce the lifespan of the clothes including using mixed fibres, poor-quality interfacing, and using polyester threads, to name a few. Perceived obsolescence is where the consumer believes an otherwise functioning item of clothing to no longer to be valued. This is borne out in the idea that an item is deemed to be “in vogue” or “in fashion” and its value to the consumer is thus embedded in that quality. Once it falls out of fashion is deemed worthless. Laver’s “fashion cycle” elucidated this idea over eighty years ago. Since the 1980s the fashion industry has sped up, moving from the traditional twice annual fashion seasons to the fast fashion system of constantly manufacturing new styles, sometimes weekly. The technologies that have allowed the rapid manufacturing of fast fashion mean that the clothes are cheaper and more readily available. The average price of clothing has dropped accordingly. An item that cost US$100 in 1993 only cost US$59.10 in 2013, a drop of 41 per cent (Perry, Chart). The average person in 2014 bought 60 per cent more clothing that they did in 2000. Fast fashion is generally unsaleable in the second-hand market, due to its volume and poor design and manufacture. Green notes that many charity clothing stores bin a large percentage of the fast fashion items they receive. Environmental Rage Consumers are increasingly expressing rage about the environmental impact of fast fashion. The production of different textiles places different stresses on the environment. Cotton, for example, accounts for one third of the fibres found in all textiles, yet it requires high levels of water. A single cotton shirt needs 2,700 litres of water alone, the equivalent to “what one person drinks in two-and-a-half years” (Drew & Yehounme). Synthetics don’t represent an environmentally friendly alternative. While they may need less water, they are more carbon-intensive and polyester has twice the carbon footprint of cotton (Drew & Yehounme). Criticisms of fast fashion also include “water pollution, the use of toxic chemicals and increasing levels of textile waste”. Textile dyeing is the “second largest polluter of clean water globally.” The inclusion of chemical in the manufacturing of textiles is “disruptive to hormones and carcinogenic” (Perry, Cost). Naomi Klein’s exposure of the past problems of fast fashion, and revelations such as these, inform why consumers are enraged by the fast fashion system. The State of Fashion 2019 Report found many of the issues Klein interrogated remain of concern to consumers. Consumers continue to feel enraged at the industry’s disregard for the environment (Shaw et al.) any many are seeking alternative sources of sustainable fashion. For some consumers, the ethical dilemmas are overcome by purchasing second-hand or recycled clothing, or participate in Clothing Exchanges. Another alternative to ameliorating the rage is to stop buying new clothes and to make and wear their own clothes. A recent article in The Guardian, “’Don’t Feed the Monster!’ The People Who Have Stopped Buying New Clothes” highlights the “growing movement” of people seeking to make a “personal change” in response to the ethical dilemmas fast fashion poses to the environment. While political groups like Fashion of Tomorrow argue for collective legislative changes to ensure environmental sustainability in the industry, consumers are also finding their own individual ways of ameliorating their rage against fast fashion. Over recent decades Australians have consistently shown concern over environmental issues. A 2016 national survey found that 63 per cent of Australians considered themselves to be environmentalists and this is echoed in the ABC’s War on Waste programme which examined attitudes to and effects of clothing waste in Australia. In my interviews with women wearing 1950s style clothing, almost 65 per cent indicated a distinct dissatisfaction with mainstream fashion and frustration particularly with pernicious ‘fast fashion’. One participant offered, “seeing the War on Waste and all the fast fashion … I really like if I can get it second hand … you know I feel like I am helping a little bit” [Gabrielle]. Traid, a network of UK charity clothes shops diverts 3 000 tonnes of clothes from landfill to the second-hand market annually, reported for 2017-18 a 30 per cent increase in its second-hand clothes sales (Coccoza). The Internet has helped expand the second-hand clothing market. Two participants offered these insights: “I am completely addicted to the Review Buy Swap and Sell Page” [Anna] and “Instagram is huge for girls like us to communicate and get ideas” [Ashleigh]. Slave Rage The history of fashion is replete with examples of exploitation of workers. From the seamstresses of France in the eighteenth century who had to turn to prostitution to supplement their meagre wages (Jones 16) to the twenty-first century sweatshop workers earning less than a living wage in developing nations, poor work conditions have plagued the industry. For Karl Marx fashion represented a contradiction within capitalism where labour was exploited to create a mass-produced item. He lambasted the fashion industry and its “murderous caprices”, and despite his dream that the invention of the sewing machine would alleviate the stress placed on garment workers, technology has only served to intensify its demands on its poor workers (Sullivan 36-37). The 2013 Rena Plaza factory disaster shows just how far some sections of the industry are willing to go in their race to the bottom.In the absence of enforceable, global fair-trade initiatives, it is hard for consumers to purchase goods that reflect their ethos (Shaw et al. 428). While there is much more focus on better labour practices in the fashion industry, as the Baptist World Aid Australia’s annual Ethical Fashion Report shows, consumers are still critical of the industry and its labour practices.A significant number of participants in my research indicated that they actively sought to purchase products that were produced free from worker exploitation. For some participants, the purchasing of second-hand clothing allowed them to circumnavigate the fast fashion system. For others, mid-century reproduction fashion was sourced from markets with strong labour laws and “ethically made” without the use of sweat shop labour” [Emma]. Alternatively, another participant rejected buying new vintage fashion and instead purchased originally made fashion, in this case clothing made 50 to 60 years ago. This was one was of ensuring “some poor … person has [not] had to work really hard for very little money … [while the] shop is gaining all the profits” [Melissa]. Quality Rage Planned obsolescence in fashion has existed at least since the 1940s when Dupont ensured their nylon stockings were thin enough to ladder to ensure repeat custom (Meynen). Since then manufacturers have deliberately used poor techniques and poor material – blended fabrics, unfinished seams, unfixed dyes, for example – to ensure that clothes fail quickly. A 2015 UK Barnardo’s survey found clothes were worn an average of just seven times, which is not surprising given that clothes can last as little as two washes before being worn out (Dunbar). Extreme planned obsolescence in concert with perceived obsolescence can lead to clothes being discarded before their short lifespan had expired. The War on Waste interviewed young women who wore clothes sometimes only once before discarding them.Not all women are concerned with keeping up to date with fashion, instead wanting to create their own identify though clothes and are therefore looking for durability in their clothes. Many of the women interviewed for this research were aware of the declining quality of clothes, often referring to those made before the fast fashion era as evidence of quality clothing. For many in this study, manufacturing of classically styled clothing was of higher concern than mimicking the latest fashion trend. Some indicated their “disgust” at the poor quality of fast fashion [Gabrielle]. Others has specific outrage at the cost of poorly made fast fashion: “I don’t like spending a lot of money on clothing that I know may not necessarily be well made” [Skye] and “I got sick of dresses just being see through … you know, seeing my bras under things” [Becky]. For another: “I don’t like the whole mass-produced thing. I don’t think that they are particularly well made … Sometimes they are made with a tiny waist but big boobs, there’s no seams on them, they’re just overlocked together …” [Vicky]. For other participants in this research fast fashion produced items were considered inferior to original items. One put it is this way: “[On using vintage wares] If something broke, you fixed it. You didn’t throw it away and go down to [the shop] and buy a new one ... You look at stuff from these days … you could buy a handbag today and you are like “is this going to be here in two years? Or is it going to fall apart in my hands?” … there’s that strength and durability that I do like” [Ashleigh]. For another, “vintage reproduction stuff is so well made, it’s not like fast fashion, like Vivien of Holloway and Pin Up Girl Clothing, their pieces last forever, they don’t fall apart after five washes like fast fashion” [Emma]. The following encapsulates the rage felt in response to fast fashion. I think a lot of people are wearing true vintage clothing more often as a kind of backlash to the whole fast fashion scene … you could walk into any shop and you could see a lot of clothing that is very, very cheap, but it’s also very cheaply made. You are going to wear it and it’s going to fall apart in six months and that is not something that I want to invest in. [Melissa]Fit RageFit is a multi-faceted issue that affects consumers in several ways: body size; body shape; and height. Body size refers to the actual physical size of the body, whether one is underweight, slim, average, muscular or fat. Fast fashion body size labelling reflects what the industry considers to be of ‘normal sizes’, ranging from a size 8 through to a size 16 (Hackett & Rall). Body shape is a separate, if not entirely discrete issue. Women differ widely in the ratios between their hips, bust and waist. Body shape distribution varies widely within populations, for example, the ‘Size USA’ study identified 11 different female body shapes with wide variations between populations (Lee et al.). Even this doesn’t consider bodies with physical disabilities. Clothing is designed to fit women of ‘average’ height, thus bodies that are taller or shorter are often excluded from fast fashion (Valtonen). Even though Australian sizing practices are based on erroneous historical data (Hackett and Rall; Kennedy), the fast fashion system continues to manufacture for average body shapes and average body heights, to the exclusion of others. Discrimination through clothing sizes represents one way in which social norms are reinforced. Garments for larger women are generally regarded as less fashionable (Peters 48). Enraged consumers label some of the offerings ‘fat sacks’, ‘tents’ and ‘camouflage wear’ (Colls 591-592). Further, plus size is often more expensive and having been ‘sized up’ from smaller sizes, the result is poor fit. Larger body’s therefore have less autonomy in fashioning their identity (Peters 45). Size restrictions can lead to consumers having to choose between going without a desired item or wearing a size too small for them as no larger alternative is available (Laitala et al. 33-34).The ideology behind the thin aesthetic is that it is framed as aspirational (Barry) and thus consumers are motivated to purchase clothes based upon a desire to fit in with this beauty ideal. This is a false dichotomy (Halliwell and Dittmar 105; Bian and Wang). For participants in this research rage at fashion fashions persistance in producing for ‘average’ sized women was clearly evident. For a plus-size participant: “I don’t suit modern stuff. I’m a bigger girl and that’s not what style is these days. And so, I find it just doesn’t work for me” [Ashleigh]. For non-plus participants, sizing rage was also evident: I’m just like a praying mantis, a long string bean. I’m slim, tall … I do have the body shape … that fast fashion catered for, and I can still dress in fast fashion, but I think the idea that so many women feel excluded by that kind of fashion, I just want to distance myself from it. So, so many women have struggles in the change rooms in shopping centres because things don’t fit them nicely. [Emma] For this participant reproduction fashion wasn’t vanity sized. That is, a dress from the 1950s had the body measurements on the label rather than a number reflecting an arbitrary and erroneous sizing system. Some noted their disregard for standardised sizing systems used exclusively for fast fashion: “I have very non-standard measurements … I don’t buy dresses for that reason … My bust and my waist and my hips don’t fit a standard. You know I can’t go “ooh that’s a 12, that’s an 18”. You know, I don’t believe in standard sizing basically” [Skye]. Variations of sizing by brands adds to the frustration of fashion consumers: “if someone says 'I’m a size 16' that means absolutely nothing. If you go between brands … [shop A] XXL to a [shop B] to a [shop C] XXL to a [shop D] XXL, you know … they’re not the same. They won’t fit the same, they don’t have the same fit” [Skye]. These women recognise that their body shape, size and/or height is not catered for by fast fashion. This frees them to look for alternatives beyond the product offerings of the mainstream fashion industry. Although the rage against aspects of fast fashion discussed here – environmental, labour, quality and fit – is not seeing people in the streets protesting, people are actively choosing to find alternatives to the problem of sourcing clothes that fit their ethos. ReferencesABC Television. "Coffee Cups and Fast Fashion." War on Waste. 30 May 2017. Barnardo's. 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