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A locus at 19p13 is associated with breast cancer (BC) and ovarian cancer (OC) risk. Here we analyse 438 SNPs in this region in 46,451 BC and 15,438 OC cases, 15,252 BRCA1 mutation carriers and 73,444 controls and identify 13 candidate causal SNPs associated with serous OC (P=9.2 × 10(-20)), ER-negative BC (P=1.1 × 10(-13)), BRCA1-associated BC (P=7.7 × 10(-16)) and triple negative BC (P-diff=2 × 10(-5)). Genotype-gene expression associations are identified for candidate target genes ANKLE1 (P=2 × 10(-3)) and ABHD8 (P<2 × 10(-3)). Chromosome conformation capture identifies interactions between four candidate SNPs and ABHD8, and luciferase assays indicate six risk alleles increased transactivation of the ADHD8 promoter. Targeted deletion of a region containing risk SNP rs56069439 in a putative enhancer induces ANKLE1 downregulation; and mRNA stability assays indicate functional effects for an ANKLE1 3'-UTR SNP. Altogether, these data suggest that multiple SNPs at 19p13 regulate ABHD8 and perhaps ANKLE1 expression, and indicate common mechanisms underlying breast and ovarian cancer risk. ; We thank all the individuals who took part in these studies and all the researchers, clin- icians, technicians and administrative staff who have enabled this work to be carried out, in particular those involved in the COGS project: Rosalind A. Eeles, Ali Amin Al Olama, Zsofia Kote-Jarai, Sara Benlloch (PRACTICAL), Andrew Lee, and Ed Dicks, Craig Luccarini and the staff of the Centre for Genetic Epidemiology Laboratory, the staff of the CNIO genotyping unit, Daniel C. Tessier, Francois Bacot, Daniel Vincent, Sylvie LaBoissie ` re and Frederic Robidoux and the staff of the McGill University and Ge ́ nome Que ́ bec Innovation Centre, Sune F. Nielsen, Borge G. Nordestgaard, and the staff of the Copenhagen DNA laboratory, and Julie M. Cunningham, Sharon A. Windebank, Christopher A. Hilker, Jeffrey Meyer and the staff of Mayo Clinic Genotyping Core Facility. BCAC (acknowledgements by study) (ABCFS) : Maggie Angelakos, Judi Maskiell, Gillian Dite. (ABCS) C Ellen van der Schoot, Sanquin Amsterdam. (ACP) The ACP study wishes to thank the participants in the Thai Breast Cancer study. Special Thanks also go to the Thai Ministry of Public Health (MOPH), doctors and nurses who helped with the data collection process. Finally, the study would like to thank Dr Prat Boonyawongviroj, the former Permanent Secretary of MOPH and Dr Pornthep Siriwanarungsan, the Department Director-Generalof Disease Control who have supported the study throughout. (BBCS) Eileen Williams, Elaine Ryder-Mills, Kara Sargus (BIGGS) Niall McInerney, Gabrielle Colleran, Andrew Rowan, Angela Jones. (BSUCH) Peter Bugert, Medical Faculty Mannheim (CGPS) Staff and participants of the Copenhagen General Population Study. For the excellent technical assistance: Dorthe Uldall Andersen, Maria Birna Arnadottir, Anne Bank, Dorthe Kjeldgård Hansen (CNIO-BCS) Guillermo Pita, Charo Alonso, Daniel Herrero, Nuria A ́ lvarez, Pilar Zamora, Primitiva Menendez, the Human Genotyping-CEGEN Unit (CNIO)(CTS). The CTS Steering Committee includes Leslie Bernstein, Susan Neuhausen, James Lacey, Sophia Wang, Huiyan Ma, Yani Lu, and Jessica Clague DeHart at the Beckman Research Institute of City of Hope, Dennis Deapen, Rich Pinder, Eunjung Lee, and Fred Schumacher at the University of Southern California, Pam Horn-Ross, Peggy Reynolds, Christina Clarke Dur and David Nelson at the Cancer Prevention Institute of California, and Hoda Anton-Culver, Argyrios Ziogas, and Hannah Park at the University of California Irvine. (ESTHER) Hartwig Ziegler, Sonja Wolf, Volker Hermann. (GC-HBOC) Heide Hellebrand, Stefanie Engert and GC-HBOC (Supported by Deutsche Krebshilfe). (GENICA) The GENICA Network: Dr Margarete Fischer-Bosch-Institute of Clinical Pharmacology, Stuttgart, and University of Tu ̈bingen, Germany [HB, Wing-Yee Lo, Christina Justenhoven], German Cancer Consortium (DKTK) and German Cancer Research Center (DKFZ) [HB], Department of Internal Medicine, Evangelische Kliniken Bonn gGmbH, Johanniter Krankenhaus, Bonn, Germany [Yon-Dschun Ko, Christian Baisch], Institute of Pathology, University of Bonn, Germany [Hans-Peter Fischer], Molecular Genetics of Breast Cancer, Deutsches Krebsforschungszentrum (DKFZ), Heidelberg, Germany [UH], Institute for Prevention and Occupational Medicine of the German Social Accident Insurance, Institute of the Ruhr University Bochum (IPA), Bochum, Germany [Thomas Bru ̈ning, Beate Pesch, Sylvia Rabstein, Anne Lotz]; and Institute of Occupational Medicine and Maritime Medicine, University Medical Center Hamburg-Eppendorf, Germany [Volker Harth] (HEBCS) Kirsimari Aaltonen, Karl von Smitten, Sofia Khan, Tuomas Heikkinen, Irja Erkkila ̈ . (HMBCS) Natalia Antonenkova, Peter Hillemanns, Hans Christiansen and Johann H. Karstens (KBCP) Eija Myo ̈ ha ̈ nen, Helena Kemila ̈ inen. (kConFab/AOCS) We wish to thank Heather Thorne, Eveline Niedermayr, all the kConFab research nurses and staff, the heads and staff of the Family Cancer Clinics, and the Clinical Follow Up Study (which has received funding from the NHMRC, the National Breast Cancer Foundation, Cancer Australia, and the National Institute of Health (USA)) for their contributions to this resource, and the many families who contribute to kConFab. (LAABC) We thank all the study participants and the entire data collection team, especially Annie Fung and June Yashiki. (LMBC) Gilian Peuteman, Dominiek Smeets, Thomas Van Brussel and Kathleen Corthouts. (MARIE) Petra Seibold, Judith Heinz, Nadia Obi, Alina Vrieling, Sabine Behrens, Ursula Eilber, Muhabbet Celik, Til Olchers and Stefan Nickels. (MCCS) MCCS cohort recruitment was funded by VicHealth and Cancer Council Victoria. The MCCS was further supported by Australian NHMRC grants 209057, 251553 and 504711 and by infrastructure provided by Cancer Council Victoria. Cases and their vital status were ascertained through the Victorian Cancer Registry (VCR) and the Australian Institute of Health and Welfare (AIHW), including the National Death Index. (MBCSG) Bernard Peissel and Daniela Zaffaroni and Giulietta Scuvera of the Fondazione IRCCS Istituto Nazionale dei Tumori (INT), Milan, Italy; Monica Barile and Irene Feroce of the Istituto Europeo di Oncologia (IEO), Milan, Italy; and the personnel of the Cogentech Cancer Genetic Test Laboratory. (MTLGEBCS) We would like to thank Martine Tranchant (CHU de Que ́ bec Research Center), Marie-France Valois, Annie Turgeon and Lea Heguy (McGill University Health Center, Royal Victoria Hospital; McGill Uni- versity) for DNA extraction, sample management and skilful technical assistance. J.S. is Chairholder of the Canada Research Chair in Oncogenetics. (MYBRCA) Phuah Sze Yee, Peter Kang, Kang In Nee, Kavitta Sivanandan, Shivaani Mariapun, Yoon Sook-Yee, Daphne Lee, Teh Yew Ching and Nur Aishah Mohd Taib for DNA Extraction and patient recruitment. (NBHS) We thank study partcipants and research staff for their contributions and commitment to this study. (OBCS) Meeri Otsukka, Kari Mono- nen(OFBCR) Teresa Selander, Nayana Weerasooriya(ORIGO) We thank E. Krol-War- merdam, and J. Blom for patient accrual, administering questionnaires, and managing clinical information. The LUMC survival data were retrieved from the Leiden hospital- based cancer registry system (ONCDOC) with the help of Dr J. Molenaar. (PBCS) Louise Brinton, Mark Sherman, Neonila Szeszenia-Dabrowska, Beata Peplonska, Witold Zatonski, Pei Chao, Michael Stagner(pKARMA) The Swedish Medical Research Counsel. (RBCS) Petra Bos, Jannet Blom, Ellen Crepin, Elisabeth Huijskens, Annette Heemskerk, the Erasmus MC Family Cancer Clinic. (SASBAC) The Swedish Medical Research Counsel. (SBCGS) We thank study partcipants and research staff for their contributions and commitment to this study. (SBCS) Sue Higham, Helen Cramp, Ian Brock, Malcolm W. R. Reed, Sabapathy Balasubramanian and Dan Connley. (SEARCH) The SEARCH and EPIC teams. (SGBCC) We thank the participants and research coordinator Kimberley Chua. (SKKDKFZS) We thank all study participants, clinicians, family doctors, researchers and technicians for their contributions and commitment to this study. (TNBCC) Robert Pilarski and Charles Shapiro were instrumental in the formation of the OSU Breast Cancer Tissue Bank. We thank the Human Genetics Sample Bank for processing of samples and providing OSU Columbus area control samples. (UKBGS) We thank Breakthrough Breast Cancer and the Institute of Cancer Research for support and funding of the Breakthrough Generations Study, and the study participants, study staff, and the doctors, nurses and other health care providers and health information sources who have contributed to the study. We acknowledge NHS funding to the Royal Marsden/ ICR NIHR Biomedical Research Centre. OCAC (acknowledgements by study) : This study would not have been possible without the contributions of the following: J Dennis, P. Hall (COGS); D. C. Tessier, F. Bacot, D. Vincent, S. LaBoissie ` re and F. Robidoux and the staff of the genotyping unit, (Genome Quebec); D. C. Whiteman, P. M. Webb, A. C. Green, N. K. Hayward, P. G. Parsons, D. M. Purdie, B. M. Smithers, D. Gotley, A. Clouston, I. Brown, S. Moore. K. Harrap, T. Sadkowski, S. O'Brien, E. Minehan, D. Roffe, S. O'Keefe, S. Lipshut, G. Connor . Berry, F. Walker, T. Barnes, J. Thomas, L. Terry, M. Connard, L. Bowes, M-R. Malt, J. White, C. Mosse, N. Tait, C. Bambach, A. Biankan, R. Brancatisano, M. Coleman, M. Cox, S. Deane, G. L. Falk, J. Gallagher, M. Hollands, T. Hugh, D. Hunt, J. Jorgensen, C. Martin, M. Richardson, G. Smith, R. Smith, D. Storey, J. Avramovic, J. Croese, J. D'Arcy, S. Fairley, J. Hansen, J. Masson, L. Nathanson, B. O'Loughlin, L. Rutherford, R. Turner, M. Windsor, J. Bessell, P. Devitt, G. Jamieson, D. Watson, S. Blamey, A. Boussioutas, R. Cade, G. Crosthwaite, I. Faragher, J. Gribbin, G. Hebbard, G. Kiroff, B. Mann, R. Millar, P. O'Brien, R. Thomas, S. Wood, S. Archer, K. Faulkner, J. Hamdorf (ACS); R. Stuart-Harris, F. Kirsten, J. Rutovitz, P. Clingan, A.Glasgow, A. Proietto, S. Braye, G. Otton, J. Shannon, T. Bonaventura, J. Stewart, S. Begbie, M. Friedlander, D. Bell, S. Baron-Hay, G. Gard, D. Nevell, N. Pavlakis, S. Valmadre, B. Young, C Camaris, R. Crouch, L. Edwards, N. Hacker, D. Marsden, G. Robertson, P. Beale, J. Beith, J. Carter, C. Dalrymple, R. Houghton, P. Russell, L. Anderson, M. Links, J. Grygiel, J. Hill, A. Brand, K. Byth, R. Jaworski, P. Harnett, R. Sharma,.G Wain, D. Purdie, D. Whiteman, B. Ward, D. Papadimos, A. Crandon, M. Cummings, K. Horwood. A. Obermair, L. Perrin, D. Wyld, J. Nicklin, M. Davy, M. K. Oehler, C. Hall, T. Dodd, T. Healy, K. Pittman, D. Henderson, J. Miller, J. Pierdes, A. Achan, P. Blomfield, D. Challis, R. McIntosh, A. Parker, B. Brown, R. Rome, D. Allen, P. Grant, S. Hyde, R. Laurie, M. Robbie, D. Healy, T. Jobling, T. Manolitsas, J. McNealage, P Rogers, B. Susil, E. Sumithran, I. Simpson, I. Haviv, K. Phillips, D. Rischin, S. Fox, D. Johnson, S. Lade, P. Waring, M. Loughrey, N.O'Callaghan, B. Murray, L. Mileshkin, P. Allan; V. Billson, J. Pyman, D. Neesham, M. Quinn, A. Hamilton, C. Underhill, R. Bell, L. F Ng, R. Blum, V.Ganju, I. Hammond, C. Stewart, Y. Leung, M. Buck, N. Zeps (ACS); G. Peuteman, T. Van Brussel and D. Smeets (BEL); U. Eilber and T. Koehler (GER); L. Gacucova (HMO); P. Schu ̈rmann, F. Kramer, W. Zheng, T.-W. Park-Simon, K. Beer-Grondke and D. Schmidt (HJO); G.S. Keeney, S. Windebank, C. Hilker and J. Vollenweider (MAY); the state cancer registries of AL, AZ, AR, CA, CO, CT, DE, FL, GA, HI, ID, IL, IN, IA, KY, LA, ME, MD, MA, MI, NE, NH, NJ, NY, NC, ND, OH, OK, OR, PA, RI, SC, TN, TX, VA, WA, and WYL (NHS); L. Paddock, M. King, U. Chandran, A. Samoila, and Y. Bensman (NJO); L. Brinton, M. Sherman, A. Hutchinson, N. Szeszenia- Dabrowska, B. Peplonska, W. Zatonski, A. Soni, P. Chao and M. Stagner (POL); ); C. Luccarini, P. Harrington the SEARCH team and ECRIC (SEA); the Scottish Gynaecological Clinical Trails group and SCOTROC1 investigators (SRO); W-H. Chow, Y-T. Gao (SWH); Information about TCGA and the investigators and institutions who constitute the TCGA research network can be found at http://cancergenome.nih.gov/ (TCGA); I. Jacobs, M. Widschwendter, E. Wozniak, N. Balogun, A. Ryan and J. Ford (UKO); Carole Pye (UKR); a full list of the investigators who contributed to the generation of the WTCCC data is available from http://www.wtccc.org.uk/ (WTCCC). CIMBA (acknowledgements by study) : (BCFR-AU) Maggie Angelakos, Judi Maskiell, Gillian Dite, Helen Tsimiklis. (BCFR-NY) We wish to thank members and participants in the New York site of the Breast Cancer Family Registry for their contributions to the study. (BCFR-ON) We wish to thank members and participants in the Ontario Familial Breast Cancer Registry for their contributions to the study. (BFBOCC-LT) We acknowledge Vilius Rudaitis, Laimonas Gris ˇ kevic ˇ ius, Ramu ̄ nas Janavic ˇ ius (if not in the authorship). BFBOCC-LV acknowledge Drs Janis Eglitis, Anna Krilova and Aivars Stengrevics. (BMBSA) We wish to thank the families who contribute to the BMBSA study. (BRICOH) We wish to thank Yuan Chun Ding and Linda Steele for their work in participant enrolment and biospecimen and data management.(CNIO) We thank Alicia Barroso, Rosario Alonso and Guillermo Pita for their assistance. (CONSIT TEAM) Alessandra Viel and Riccardo Dolcetti of the CRO Aviano National Cancer Institute, Aviano (PN), Italy; Laura Ottini of the 'Sapienza' University, Rome, Italy; Liliana Varesco of the IRCCS AOU San Martino - IST Istituto Nazionale per la Ricerca sul Cancro, Genoa, Italy; Laura Papi and Gabriele Capone of the University of Florence, Florence, Italy; Antonella Savarese and Aline Martayan of the Istituto Nazionale Tumori Regina Elena, Rome, Italy; Stefania Tommasi and Brunella Pilato of the Istituto Nazionale Tumori 'Giovanni Paolo II', Bari, Italy. (CORE) The CIMBA data management and analysis is funded through Cancer Research- UK grant C12292/A11174. ACA is a Senior Cancer Research - UK Research Fellow. (EMBRACE) RE is supported by NIHR support to the Biomedical Research Centre at The Institute of Cancer Research and The Royal Marsden NHS Foundation Trust. (FCCC) We thank Ms. JoEllen Weaver and Dr Betsy Bove for their technical support. (GEMO) Genetic Modifiers of Cancer Risk in BRCA1/2 Mutation Carriers (GEMO) study: National Cancer Genetics Network ) UNICANCER Genetic Group * , France. We wish to thank all the GEMO collaborating groups for their contribution to this study. GEMO Collaborating Centres are: Coordinating Centres, Unite ́ Mixte de Ge ́ ne ́ tique Constitutionnelle des Cancers Fre ́ quents, Hospices Civils de Lyon - Centre Le ́ on Be ́ rard, and Equipe ) Ge ́ ne ́ tique du cancer du sein * , Centre de Recherche en Cance ́ rologie de Lyon: Olga Sinilnikova w , Sylvie Mazoyer, Francesca Damiola, Laure Barjhoux, Carole Verny-Pierre, Me ́ lanie Le ́ one, Nadia Boutry-Kryza, Alain Calender, Sophie Giraud; and Service de Ge ́ ne ́ tique Oncologique, Institut Curie, Paris: Dominique Stoppa-Lyonnet, Marion Gauthier-Villars, Bruno Buecher, Claude Houdayer, Etienne Rouleau, Lisa Golmard, Agne ` s Collet, Virginie Moncoutier, Ce ́ drick Lefol, Muriel Belotti, Antoine de Pauw, Camille Elan, Catherine Nogues, Emmanuelle Fourme, Anne-Marie Birot. Institut Gustave Roussy, Villejuif: Brigitte Bressac-de-Pail- lerets, Olivier Caron, Marine Guillaud-Bataille. Centre Jean Perrin, Clermont–Ferrand: Yves-Jean Bignon, Nancy Uhrhammer. Centre Le ́ on Be ́ rard, Lyon: Christine Lasset, Vale ́ rie Bonadona, Sandrine Handallou. Centre Franc ̧ ois Baclesse, Caen: Agne ` s Hardouin, Pascaline Berthet, Dominique Vaur, Laurent Castera. Institut Paoli Calmettes, Marseille: Hagay Sobol, Violaine Bourdon, Tetsuro Noguchi, Audrey Remenieras, Franc ̧ ois Eisinger. CHU Arnaud-de-Villeneuve, Montpellier: Isabelle Coupier, Pascal Pujol. Centre Oscar Lambret, Lille: Jean-Philippe Peyrat, Joe ̈ lle Fournier, Franc ̧ oise Re ́ villion, Philippe Vennin w , Claude Adenis. Centre Paul Strauss, Strasbourg: Danie ` le Muller, Jean-Pierre Fricker. Institut Bergonie ́ , Bordeaux: Emmanuelle Barouk-Simonet, Franc ̧ oise Bonnet, Virginie Bubien, Nicolas Sevenet, Michel Longy. Institut Claudius Regaud, Toulouse: Christine Toulas, Rosine Guimbaud, Laurence Gladieff, Viviane Feillel. CHU Grenoble: Dominique Leroux, He ́ le ` ne Dreyfus, Christine Rebischung, Magalie Peysselon. CHU Dijon: Fanny Coron, Laurence Faivre. CHU St-Etienne: Fabienne Prieur, Marine Lebrun, Caroline Kientz. Ho ˆ tel Dieu Centre Hospitalier, Chambe ́ ry: Sandra Fert Ferrer. Centre Antoine Lacassagne, Nice: Marc Fre ́ nay. CHU Limoges: Laurence Ve ́ nat-Bouvet. CHU Nantes: Capucine Delnatte. CHU Bretonneau, Tours: Isabelle Mortemousque. Groupe Hospitalier Pitie ́ -Salpe ́ trie ` re, Paris: Florence Coulet, Chrystelle Colas, Florent Soubrier, Mathilde Warcoin. CHU Vandoeuvre-les- Nancy: Johanna Sokolowska, Myriam Bronner. CHU Besanc ̧ on: Marie-Agne ` s Collonge- Rame, Alexandre Damette. Creighton University, Omaha, USA: Henry T. Lynch, Carrie L. Snyder. (G-FAST) We wish to thank the technical support of Ilse Coene en Brecht Crombez. (HCSC) We acknowledge Alicia Tosar for her technical assistance(HEBCS) HEBCS would like to thank Dr Kristiina Aittoma ̈ ki, Taru A. Muranen, Drs Carl Blomqvist and Kirsimari Aaltonen and RNs Irja Erkkila ̈ and Virpi Palola for their help with the HEBCS data and samples. (HEBON) The Hereditary Breast and Ovarian Cancer Research Group Netherlands (HEBON) consists of the following Collaborating Centres: Coordinating center: Netherlands Cancer Institute, Amsterdam, NL: M.A. Rookus, F.B.L. Hogervorst, F.E. van Leeuwen, S. Verhoef, M.K. Schmidt, N.S. Russell, J.L. de Lange, R. Wijnands; Erasmus Medical Center, Rotterdam, NL: J.M. Colle ́ e, A.M.W. van den Ouweland, M.J. Hooning, C. Seynaeve, C.H.M. van Deurzen, I.M. Obdeijn; Leiden University Medical Center, NL: C.J. van Asperen, J.T. Wijnen, R.A.E.M. Tollenaar, P. Devilee, T.C.T.E.F. van Cronenburg; Radboud University Nijmegen Medical Center, NL: C.M. Kets, A.R. Mensenkamp; University Medical Center Utrecht, NL: M.G.E.M. Ausems, R.B. van der Luijt, C.C. van der Pol; Amsterdam Medical Center, NL: C.M. Aalfs, T.A.M. van Os; VU University Medical Center, Amsterdam, NL: J.J.P. Gille, Q. Waisfisz, H.E.J. Meijers-Heijboer; University Hospital Maastricht, NL: E.B. Go ́ mez- Garcia, M.J. Blok; University Medical Center Groningen, NL: J.C. Oosterwijk, A.H. van der Hout, M.J. Mourits, G.H. de Bock; The Netherlands Foundation for the detection of hereditary tumours, Leiden, NL: H.F. Vasen; The Netherlands Comprehensive Cancer Organization (IKNL): S. Siesling, J.Verloop; The Dutch Pathology Registry (PALGA): L.I.H. Overbeek. The HEBON study is supported by the Dutch Cancer Society grants NKI1998-1854, NKI2004-3088, NKI2007-3756, the Netherlands Organization of Scien- tific Research grant NWO 91109024, the Pink Ribbon grants 110005 and 2014- 187.WO76, the BBMRI grant NWO 184.021.007/CP46 and the Transcan grant JTC 2012 Cancer 12-054. HEBON thanks the registration teams of IKNL and PALGA for part of the data collection. (HRBCP) We wish to thank Hong Kong Sanatoriuma and Hospital for their continual support. (HUNBOCS) We wish to thank the Hungarian Breast and Ovarian Cancer Study Group members (Janos Papp, Tibor Vaszko, Aniko Bozsik, Timea Pocza, Judit Franko, Maria Balogh, Gabriella Domokos, Judit Ferenczi, Department of Molecular Genetics, National Institute of Oncology, Budapest, Hungary) and the clin- icians and patients for their contributions to this study.(HVH) We wish to thank the Oncogenetics Group (VHIO), and the High Risk and Cancer Prevention Unit of the University Hospital Vall d'Hebron.(ICO) We wish to thank the ICO Hereditary Cancer Program team led by Dr Gabriel Capella. (INHERIT) We would like to thank Dr Martine Dumont, Martine Tranchant for sample management and skilful technical assistance. J.S. is Chairholder of the Canada Research Chair in Oncogenetics. J.S. and P.S. were part of the QC and Genotyping coordinating group of iCOGS (BCAC and CIMBA). (IPOBCS) We wish to thank Drs Ana Peixoto, Catarina Santos, Patrı ́ cia Rocha and Pedro Pinto for their skilful contribution to the study. (KCONFAB) We wish to thank Heather Thorne, Eveline Niedermayr, all the kConFab research nurses and staff, the heads and staff of the Family Cancer Clinics, and the Clinical Follow Up Study (which has received funding from the NHMRC, the National Breast Cancer Foundation, Cancer Australia, and the National Institute of Health (USA)) for their contributions to this resource, and the many families who contribute to kConFab. (MODSQUAD) Modifier Study of Quantitative Effects on Disease (MODSQUAD): we acknowledge ModSQuaD members Csilla Szabo (National Human Genome Research Institute, National Institutes of Health, Bethesda, MD, USA); Lenka Foretova and Eva Machackova (Department of Cancer Epidemiology and Genetics, Masaryk Memorial Cancer Institute and MF MU, Brno, Czech Republic); and Michal Zikan, Petr Pohlreich and Zdenek Kleibl (Oncogynecologic Center and Department of Biochemistry and Experimental Oncology, First Faculty of Medicine, Charles University, Prague, Czech Republic). (MSKCC) Anne Lincoln, Lauren Jacobs. (NICCC) We wish to thank the NICCC National Familial Cancer Consultation Service team led by Sara Dishon, the lab team led by Dr Flavio Lejbkowicz, and the research field operations team led by Dr Mila Pinchev. (NRG Oncology) We thank the investigators of the Australia New Zealand NRG Oncology group. (OCGN) We wish to thank members and participants in the Ontario Cancer Genetics Network for their contributions to the study. (OSU CCG) Leigha Senter, Kevin Sweet, Caroline Craven, and Michelle O'Conor were instrumental in accrual of study participants, ascertainment of medical records and database management. Samples were processed by the OSU Human Genetics Sample Bank. (SEABASS) We would like to thank Yip Cheng Har, Nur Aishah Mohd Taib, Phuah Sze Yee, Norhashimah Hassan and all the research nurses, research assistants and doctors involved in the MyBrCa Study for assistance in patient recruitment, data collection and sample preparation. In addition, we thank Philip Iau, Sng Jen-Hwei and Sharifah Nor Akmal for contributing samples from the Singapore Breast Cancer Study nd the HUKM-HKL Study respectively. The Malaysian Breast Cancer Genetic Study is funded by research grants from the Malaysian Ministry of Science, Technology and Innovation, Ministry of Higher Education (UM.C/HIR/MOHE/06) and charitable funding from Cancer Research Initiatives Foundation. (SMC) SMC team wishes to acknowledge the assistance of the Meirav Comprehensice breast cancer center team at the Sheba Medical Center for assistance in this study. (SWE-BRCA) Swedish scientists participating as SWE-BRCA collaborators are: from Lund University and University Hospital: Åke Borg, Håkan Olsson, Helena Jernstro ̈ m, Karin Henriksson, Katja Harbst, Maria Soller, Ulf Kristoffersson; from Gothenburg Sahlgrenska University Hospital: Anna O ̈ fverholm, Margareta Nordling, Per Karlsson, Zakaria Einbeigi; from Stockholm and Karolinska University Hospital: Anna von Wachenfeldt, Annelie Liljegren, Annika Lindblom, Brita Arver, Gisela Barbany Bustinza, Johanna Rantala; from Umeå University Hospital: Beatrice Melin, Christina Edwinsdotter Ardnor, Monica Emanuelsson; from Uppsala University: Hans Ehrencrona, Maritta Hellstro ̈ m Pigg, Richard Rosenquist; from Linko ̈ ping University Hospital: Marie Stenmark-Askmalm, Sigrun Lied- gren(UCHICAGO) We wish to thank Cecilia Zvocec, Qun Niu, physicians, genetic counsellors, research nurses and staff of the Cancer Risk Clinic for their contributions to this resource, and the many families who contribute to our programme. (UCLA) We thank Joyce Seldon MSGC and Lorna Kwan, MPH for assembling the data for this study. (UCSF) We would like to thank Dr Robert Nussbaum and the following genetic coun- sellors for participant recruitment: Beth Crawford, Kate Loranger, Julie Mak, Nicola Stewart, Robin Lee, Amie Blanco and Peggy Conrad. And thanks to Ms. Salina Chan for her data management. (UKFOCR) We thank Carole Pye, Patricia Harrington and Eva Wozniak for their contributions towards the UKFOCR. (VFCTG) Geoffrey Lindeman, Marion Harris, Martin Delatycki of the Victorian Familial Cancer Trials Group. We thank Sarah Sawyer and Rebecca Driessen for assembling this data and Ella Thompson for performing all DNA amplification. Grant Support : The COGS project is funded through a European Commission's Seventh Framework Programme grant (agreement number 223175—HEALTH-F2-2009- 223175). BCAC is funded by Cancer Research UK [C1287/A10118, C1287/A12014] and by the European Community ́ s Seventh Framework Programme under grant agreement number 223175 (grant number HEALTH-F2-2009-223175) (COGS). The CIMBA data management and analytical work is funded by Cancer Research UK (C12292/A11174, C12292/A20861). Funding for the iCOGS infrastructure came from: the European Community's Seventh Framework Programme under grant agreement n ° 223175 (HEALTH-F2-2009-223175) (COGS), Cancer Research UK (C1287/A10118, C1287/A 10710, C12292/A11174, C1281/A12014, C5047/A8384, C5047/A15007, C5047/A10692, C8197/A16565), the National Institutes of Health (CA128978) and Post-Cancer GWAS initiative (1U19 CA148537, 1U19 CA148065 and 1U19 CA148112 - the GAME-ON initiative), the Department of Defence (W81XWH-10-1-0341), the Canadian Institutes of Health Research (CIHR) for the CIHR Team in Familial Risks of Breast Cancer, Komen Foundation for the Cure, the Breast Cancer Research Foundation, and the Ovarian Cancer Research Fund. The Ovarian Cancer Association Consortium is supported by a grant from the Ovarian Cancer Research Fund thanks to donations by the family and friends of Kathryn Sladek Smith (PPD/RPCI.07). The scientific development and funding for this project were in part supported by the US National Cancer Institute GAME-ON Post-GWAS Initiative (U19-CA148112). This study made use of data generated by the Wellcome Trust Case Control consortium. Funding for the project was provided by the Wellcome Trust under award 076113. The results published here are in part based on data generated by The Cancer Genome Atlas Project established by the National Cancer Institute and National Human Genome Research Institute. Personal support: K.L. is supported by a K99/R00 grant from the National Cancer Institute (Grant number 1K99CA184415-01). This project was supported in part by a Program Project Development Grant from the Ovarian Cancer Research Fund (S.A.G and A.M). The in vitro aspects of this project were performed within the Norris Cancer Centre at USC, which is supported in part by award number P30CA014089 from the National Cancer Institute. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Cancer Institute or the National Institutes of Health. D.F.E. is a Principal Research Fellow of Cancer Research UK. A.C.A. is a Cancer Research—UK Senior Cancer Research Fellow. G.C.-T. and P.M.W. are supported by the National Health and Medical Research Council. (WCP) B.Y.K is funded by the American Cancer Society Early Detection Professorship (SIOP- 06-258-01-COUN) and the National Center for Advancing Translational Sciences (NCATS), Grant UL1TR000124. L.E.K. is supported by a Canadian Institutes of Health Research Investigator award (MSH-87734). S.P.K. is supported by a Gates Cambridge Scholarship. J.S. is Chairholder of the Canada Research Chair in Oncogenetics. RB was a Cancer Institute NSW Clinical Research Fellow. M.C.S. is a NHMRC Senior Research Fellow. A.K.G. was funded by 5U01CA113916, R01CA140323, and by the Chancellors Distinguished Chair in Biomedical Sciences Professorship. J.L.H. is a National Health and Medical Research Council (NHMRC) Senior Principal Research Fellow. S.L.E. and J.D.F. are supported by Fellowships from the National Breast Cancer Foundation (NBCF) Australia and NHMRC project grant (1058415). Funding : BCAC: The Australian Breast Cancer Family Study (ABCFS) was supported by grant UM1 CA164920 from the National Cancer Institute (USA). The content of this manuscript does not necessarily reflect the views or policies of the National Cancer Institute or any of the collaborating centres in the Breast Cancer Family Registry (BCFR), nor does mention of trade names, commercial products, or organizations imply endorsement by the USA Government or the BCFR. The ABCFS was also supported by the National Health and Medical Research Council of Australia, the New South Wales Cancer Council, the Victorian Health Promotion Foundation (Australia) and the Victorian Breast Cancer Research Consortium. The ABCS study was supported by the Dutch Cancer Society [grants NKI 2007-3839; 2009 4363]. The ACP study is funded by the Breast Cancer Research Trust, UK. The BBCS is funded by Cancer Research UK and Breakthrough Breast Cancer and acknowledges NHS funding to the NIHR Biomedical Research Centre, and the National Cancer Research Network (NCRN).ES is supported by NIHR Comprehensive Biomedical Research Centre, Guy's and St. Thomas' NHS Foundation Trust in partnership with King's College London, United Kingdom. IT is supported by the Oxford Biomedical Research Centre.The BSUCH study was supported by the Dietmar-Hopp Foundation, the Helmholtz Society and the German Cancer Research Center (DKFZ). The CGPS was supported by the Chief Physician Johan Boserup and Lise Boserup Fund, the Danish Medical Research Council and Herlev HospitalThe CNIO-BCS was supported by the Instituto de Salud Carlos III, the Red Tema ́ tica de Investigacio ́ n Cooperativa en Ca ́ ncer and grants from the Asociacio ́ n Espan ̃ ola Contra el Ca ́ ncer and the Fondo de Investigacio ́ n Sanitario (PI11/00923 and PI12/00070). The CTS was initially supported by the California Breast Cancer Act of 1993 and the California Breast Cancer Research Fund (contract 97-10500) and is cur- rently funded through the National Institutes of Health (R01 CA77398). Collection of cancer incidence data was supported by the California Department of Public Health as part of the statewide cancer reporting program mandated by California Health and Safety Code Section 103885. HAC receives support from the Lon V Smith Foundation (LVS39420). The ESTHER study was supported by a grant from the Baden Wu ̈rttemberg Ministry of Science, Research and Arts. Additional cases were recruited in the context of the VERDI study, which was supported by a grant from the German Cancer Aid (Deutsche Krebshilfe). The GC-HBOC was supported by Deutsche Krebshilfe (107 352). The GENICA was funded by the Federal Ministry of Education and Research (BMBF) Germany grants 01KW9975/5, 01KW9976/8, 01KW9977/0 and 01KW0114, the Robert Bosch Foundation, Stuttgart, Deutsches Krebsforschungszentrum (DKFZ), Heidelberg, the Institute for Prevention and Occupational Medicine of the German Social Accident Insurance, Institute of the Ruhr University Bochum (IPA), Bochum, as well as the Department of Internal Medicine, Evangelische Kliniken Bonn gGmbH, Johanniter Krankenhaus, Bonn, Germany. The HEBCS was financially supported by the Helsinki University Central Hospital Research Fund, Academy of Finland (266528), the Finnish Cancer Society, The Nordic Cancer Union and the Sigrid Juselius Foundation. The HMBCS was supported by a grant from the Friends of Hannover Medical School and by the Rudolf Bartling Foundation. The KBCP was financially supported by the special Government Funding (EVO) of Kuopio University Hospital grants, Cancer Fund of North Savo, the Finnish Cancer Organizations, and by the strategic funding of the University of Eastern Finland. kConFab is supported by a grant from the National Breast Cancer Foundation, and previously by the National Health and Medical Research Council (NHMRC), the Queensland Cancer Fund, the Cancer Councils of New South Wales, Victoria, Tasmania and South Australia, and the Cancer Foundation of Western Australia. Financial support for the AOCS was provided by the United States Army Medical Research and Materiel Command [DAMD17-01-1-0729], Cancer Council Victoria, Queensland Cancer Fund, Cancer Council New South Wales, Cancer Council South Australia, The Cancer Foundation of Western Australia, Cancer Council Tasmania and the National Health and Medical Research Council of Australia (NHMRC; 400413, 400281, 199600). LAABC is supported by grants (1RB-0287, 3PB-0102, 5PB-0018, 10PB-0098) from the California Breast Cancer Research Program. Incident breast cancer cases were collected by the USC Cancer Surveillance Program (CSP), which is supported under subcontract by the California Department of Health. The CSP is also part of the National Cancer Institute's Division of Cancer Prevention and Control Surveillance, Epidemiology, and End Results Program, under contract number N01CN25403. LMBC is supported by the 'Stichting tegen Kanker' (232-2008 and 196-2010). Diether Lambrechts is supported by the FWO and the KULPFV/10/016-SymBioSysII.The MARIE study was supported by the Deutsche Krebshilfe e.V. [70-2892-BR I, 106332, 108253, 108419], the Hamburg Cancer Society, the German Cancer Research Center (DKFZ) and the Federal Ministry of Education and Research (BMBF) Germany [01KH0402]. (MBCSG) is supported by grants from the Italian Association for Cancer Research (AIRC) and by funds from the Italian citizens who allocated the 5/1000 share of their tax payment in support of the Fondazione IRCCS Istituto Nazionale Tumori, according to Italian laws (INT-Institutional strategic projects '5x1000'). The work of MTLGEBCS was supported by the Quebec Breast Cancer Foundation, the Canadian Institutes of Health Research for the 'CIHR Team in Familial Risks of Breast Cancer' program – grant # CRN-87521 and the Ministry of Economic Development, Innovation and Export Trade – grant # PSR-SIIRI-701.MYBRCA is funded by research grants from the Malaysian Ministry of Science, Technology and Innovation (MOSTI), Malaysian Ministry of Higher Education (UM.C/HlR/MOHE/06) and Cancer Research Initiatives Foundation (CARIF). Additional controls were recruited by the Singapore Eye Research Institute, which was supported by a grant from the Biomedical Research Council (BMRC08/1/35/19/550), Singapore and the National medical Research Council, Singa- pore (NMRC/CG/SERI/2010). The NBHS was supported by NIH grant R01CA100374. Biological sample preparation was conducted the Survey and Biospecimen Shared Resource, which is supported by P30 CA68485. The OBCS was supported by research grants from the Finnish Cancer Foundation, the Academy of Finland (grant number 250083, 122715 and Center of Excellence grant number 251314), the Finnish Cancer Foundation, the Sigrid Juselius Foundation, the University of Oulu, the University of Oulu Support Foundation and the special Governmental EVO funds for Oulu University Hospital-based research activities. The Ontario Familial Breast Cancer Registry (OFBCR) was supported by grant UM1 CA164920 from the National Cancer Institute (USA). The content of this manuscript does not necessarily reflect the views or policies of the National Cancer Institute or any of the collaborating centres in the Breast Cancer Family Registry (BCFR), nor does mention of trade names, commercial products, or organizations imply endorsement by the USA Government or the BCFR. The ORIGO study was supported by the Dutch Cancer Society (RUL 1997-1505) and the Biobanking and Biomolecular Resources Research Infrastructure (BBMRI-NL CP16). The PBCS was funded by Intramural Research Funds of the National Cancer Institute, Department of Health and Human Services, USA. The pKARMA study was supported by Ma ̈ rit and Hans Rausings Initiative Against Breast CancerThe RBCS was funded by the Dutch Cancer Society (DDHK 2004-3124, DDHK 2009-4318). The SASBAC study was sup- ported by funding from the Agency for Science, Technology and Research of Singapore (A*STAR), the US National Institute of Health (NIH) and the Susan G. Komen Breast Cancer Foundation. The SBCGS was supported primarily by NIH grants R01CA64277, R01CA148667, and R37CA70867. Biological sample preparation was conducted the Survey and Biospecimen Shared Resource, which is supported by P30 CA68485. The scientific development and funding of this project were, in part, supported by the Genetic Associations and Mechanisms in Oncology (GAME-ON) Network U19 CA148065.The SBCS was supported by Yorkshire Cancer Research S295, S299, S305PA and Sheffield Experimental Cancer Medicine Centre.SEARCH is funded by a programme grant from Cancer Research UK [C490/A10124] and supported by the UK National Institute for Health Research Biomedical Research Centre at the University of Cambridge.SGBCC is funded by the NUS start-up Grant, National University Cancer Institute Singapore (NCIS) Centre Grant and the NMRC Clinician Scientist Award. Additional controls were recruited by the Singapore Consortium of Cohort Studies-Multi-ethnic cohort (SCCS-MEC), which was funded by the Biomedical Research Council, grant number: 05/ 1/21/19/425.SKKDKFZS is supported by the DKFZ. The TNBCC was supported by: a Specialized Program of Research Excellence (SPORE) in Breast Cancer (CA116201), a grant from the Breast Cancer Research Foundation, a generous gift from the David F. and Margaret T. Grohne Family Foundation, the Hellenic Cooperative Oncology Group research grant (HR R_BG/04) and the Greek General Secretary for Research and Technology (GSRT) Program, Research Excellence II, the European Union (European Social Fund – ESF), and Greek national funds through the Operational Program 'Education and Lifelong Learning' of the National Strategic Reference Framework (NSRF) - ARISTEIA. The UKBGS is funded by Breakthrough Breast Cancer and the Institute of Cancer Research (ICR), London. ICR acknowledges NHS funding to the NIHR Biomedical Research Centre. Funding : OCAC : Funding of the constituent studies was provided by the American Cancer Society (CRTG-00-196-01-CCE); the California Cancer Research Program (00-01389 V-20170, N01-CN25403, 2II0200); the Canadian Institutes for Health Research (MOP-86727); Cancer Council Victoria; Cancer Council Queensland; Cancer Council New South Wales; Cancer Council South Australia; Cancer Council Tasmania; Cancer Foundation of Western Australia; the Cancer Institute of New Jersey; Cancer Research UK (C490/A6187, C490/A10119, C490/A10124, C536/A13086, C536/A6689); the Celma Mastry Ovarian Cancer Foundation; the Danish Cancer Society (94-222-52); the ELAN Program of the University of Erlangen-Nuremberg; the Eve Appeal; the Helsinki University Central Hospital Research Fund; Helse Vest; Imperial Experimental Cancer Research Centre (C1312/A15589); the Norwegian Cancer Society; the Norwegian Research Council; the Ovarian Cancer Research Fund; Nationaal Kankerplan of Belgium; Grant-in-Aid for the Third Term Comprehensive 10-Year Strategy for Cancer Control from the Ministry of Health Labour and Welfare of Japan; the L and S Milken Foun- dation; the Polish Ministry of Science and Higher Education (4 PO5C 028 14, 2 PO5A 068 27); Malaysian Ministry of Higher Education (UM.C/HlR/MOHE/06) and Cancer Research Initiatives Foundation; the Roswell Park Cancer Institute Alliance Foundation; the US National Cancer Institute (K07-CA095666, K07-CA143047, K22-CA138563, N01-CN55424, N01-PC067010, N01-PC035137, P01-CA017054, P01-CA087696, P30-CA15083, P50-CA105009, P50- CA136393, R01-CA014089, R01-CA016056, R01-CA017054, R01-CA049449, R01-CA050385, R01-CA054419, R01- CA058598, R01-CA058860, R01-CA061107, R01-CA061132, R01-CA063682, R01-CA064277, R01-CA067262, R01- CA071766, R01-CA074850, R01-CA076016, R01-CA080742, R01-CA080978, R01-CA083918, R01-CA087538, R01- CA092044, R01-095023, R01-CA106414, R01-CA122443, R01-CA112523, R01-CA114343, R01-CA126841, R01- CA136924, R01-CA149429, R03-CA113148, R03-CA115195, R37-CA070867, R37-CA70867, U01-CA069417, U01- CA071966, R01-CA063678 and Intramural research funds); the US Army Medical Research and Material Command (DAMD17-98-1- 8659, DAMD17-01-1-0729, DAMD17-02-1-0666, DAMD17-02-1- 0669, W81XWH-10-1-0280); the National Health and Medical Research Council of Australia (199600 and 400281); the German Federal Ministry of Education and Research of Germany Programme of Clinical Biomedical Research (01 GB 9401); the state of Baden-Wu ̈rttemberg through Medical Faculty of the University of Ulm (P.685); the Minnesota Ovarian Cancer Alliance; the Mayo Foundation; the Fred C. and Katherine B. Andersen Foundation; the Lon V. Smith Foundation (LVS-39420); the Oak Foundation; the OHSU Foundation; the Mermaid I project; the Rudolf-Bartling Foundation; the UK National Institute for Health Research Biomedical Research Centres at the University of Cambridge, Imperial College London, University College Hospital 'Womens Health Theme' and the Royal Marsden Hospital; WorkSafeBC. Funding : CIMBA (BCFR—all) : This work was supported by grant UM1 CA164920 from the National Cancer Institute. The content of this manuscript does not necessarily reflect the views or policies of the National Cancer Institute or any of the collaborating centres in the Breast Cancer Family Registry (BCFR), nor does mention of trade names, commercial products, or organizations imply endorsement by the US Government or the BCFR. (BFBOCC-LT) BFBOCC is partly supported by: Lithuania (BFBOCC-LT): Research Council of Lithuania grant LIG-07/2012; (BIDMC) BIDMC is supported by the Breast Cancer Research Foundation. (BMBSA) BRCA-gene mutations and breast cancer in South African women (BMBSA) was supported by grants from the Cancer Association of South Africa (CANSA) to Elizabeth J. van Rensburg. (BRICOH) SLN was partially supported by the Morris and Horowitz Familes Endowed Professorship. (CBCS) This work was supported by the NEYE Foundation. (CNIO) This work was partially supported by Spanish Association against Cancer (AECC08), RTICC 06/0020/1060, FISPI08/1120, Mutua Madrilen ̃ a Foundation (FMMA) and SAF2010-20493 (COH-CCGCRN) City of Hope Clinical Cancer Genetics Community Network and the Hereditary Cancer Research Registry, supported in part by Award Number RC4CA153828 (PI: J. Weitzel) from the National Cancer Institute and the Office of the Director, National Institutes of Health. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. (CONSIT TEAM) Funds from Italian citizens who allocated the 5x1000 share of their tax payment in support of the Fondazione IRCCS Istituto Nazionale Tumori, according to Italian laws (INT-Institutional strategic projects '5x1000') to Siranoush Manoukian. (CORE) The CIMBA data management and data analysis were supported by Cancer Research – UK grants C12292/A11174 and C1287/A10118.SH is supported by an NHMRC Program Grant to GCT. ACA is a Cancer Research -UK Senior Cancer Research Fellow. (DEMOKRITOS) This research has been co-financed by the European Union (European Social Fund – ESF) and Greek national funds through the Operational Program 'Education and Lifelong Learning' of the National Strategic Reference Frame- work (NSRF) - Research Funding Program of the General Secretariat for Research and Technology: ARISTEIA. Investing in knowledge society through the European Social Fund.(DKFZ) The DKFZ study was supported by the DKFZ. (EMBRACE) EMBRACE is supported by Cancer Research UK Grants C1287/A10118 and C1287/A11990. D. Gareth Evans and Fiona Lalloo are supported by an NIHR grant to the Biomedical Research Centre, Manchester. The Investigators at The Institute of Cancer Research and The Royal Marsden NHS Foundation Trust are supported by an NIHR grant to the Biomedical Research Centre at The Institute of Cancer Research and The Royal Marsden NHS Foundation Trust. (FCCC) The authors acknowledge support from The University of Kansas Cancer Center (P30 CA168524) and the Kansas Bioscience Authority Eminent Scholar Program. (GC-HBOC) The German Consortium of Hereditary Breast and Ovarian Cancer (GC-HBOC) is supported by the German Cancer Aid (grant no 109076, Rita K. Schmutzler) and by the Center for Molecular Medicine Cologne (CMMC). (GEMO) The study was supported by the Ligue Nationale Contre le Cancer; the Association 'Le cancer du sein, parlons-en!' Award; the Canadian Institutes of Health Research for the 'CIHR Team in Familial Risks of Breast Cancer' program and the French National Institute of Cancer (INCa). (GEORGETOWN) CI received support from the Non-Therapeutic Subject Registry Shared Resource at Georgetown University (NIH/NCI grant P30-CA051008), the Fisher Center for Familial Cancer Research, and Swing Fore the Cure. (G-FAST) Kim De Leeneer is supported by GOA grant BOF10/ GOA/019 (Ghent University) and spearhead financing of Ghent University Hospital. (HCSC) HCSC supported by a grant RD12/0036/0006 and 12/00539 from ISCIII (Spain), partially supported by European Regional Development FEDER funds. (HEBCS) The HEBCS was financially supported by the Helsinki University Hospital Research Fund, Academy of Finland (266528), the Finnish Cancer Society and the Sigrid Juselius Foundation. (HEBON) The HEBON study is supported by the Dutch Cancer Society grants NKI1998-1854, NKI2004-3088, NKI2007-3756, the Netherlands Organization of Scientific Research grant NWO 91109024, the Pink Ribbon grant 110005 and the BBMRI grant NWO 184.021.007/CP46. HEBON thanks the registration teams of the Comprehensive Cancer Centre Netherlands and Comprehensive Centre South (together the Netherlands Cancer Registry) and PALGA (Dutch Pathology Registry) for part of the data collection. (HRBCP) HRBCP is supported by The Hong Kong Hereditary Breast Cancer Family Registry and the Dr Ellen Li Charitable Foundation, Hong Kong (HUNBOCS) Hungarian Breast and Ovarian Cancer Study was supported by Hungarian Research Grants KTIA-OTKA CK-80745, OTKA K-112228 and the Norwegian EEA Financial Mechanism Hu0115/NA/2008-3/OP-9. (ICO) Contract grant sponsor: Asociacio ́ n Espan ̃ ola Contra el Ca ́ ncer, Spanish Health Research Fund; Carlos III Health Institute; Catalan Health Institute and Autonomous Government of Catalonia. Contract grant numbers: ISCIIIRETIC RD06/0020/1051, RD12/0036/008, PI10/01422, PI10/ 00748, PI13/00285, PIE13/00022, 2009SGR290 and 2014SGR364. (IHCC) The IHCC was supported by Grant PBZ_KBN_122/P05/2004(ILUH) The ILUH group was supported by the Icelandic Association 'Walking for Breast Cancer Research' and by the Landspitali University Hospital Research Fund. (INHERIT) This work was supported by the Canadian Institutes of Health Research for the 'CIHR Team in Familial Risks of Breast Cancer' program, the Canadian Breast Cancer Research Alliance-grant #019511 and the Ministry of Economic Development, Innovation and Export Trade – grant # PSR-SIIRI- 701. (IOVHBOCS) IOVHBOCS is supported by Ministero della Salute and '5 1,000' Istituto Oncologico Veneto grant. (IPOBCS) This study was in part supported by Liga Portuguesa Contra o Cancro.(KCONFAB) kConFab is supported by a grant from the National Breast Cancer Foundation, and previously by the National Health and Medical Research Council (NHMRC), the Queensland Cancer Fund, the Cancer Councils of New South Wales, Victoria, Tasmania and South Australia, and the Cancer Foundation of Western Australia; (KOHBRA) KOHBRA is supported by a grant from the National R&D Program for Cancer Control, Ministry for Health, Welfare and Family Affairs,Republic of Korea (1020350). (MAYO) MAYO is supported by NIH grants CA116167, CA128978 and CA176785, an NCI Specialized Program of Research Excellence (SPORE) in Breast Cancer (CA116201), a U.S. Department of Defence Ovarian Cancer Idea award (W81XWH-10-1-0341), a grant from the Breast Cancer Research Foundation, a generous gift from the David F. and Margaret T. Grohne Family Foundation and the Ting Tsung and Wei Fong Chao Foundation. (MCGILL) Jewish General Hospital Weekend to End Breast Cancer, Quebec Ministry of Economic Development, Innovation and Export Trade (MODSQUAD) MODSQUAD was supported by MH CZ - DRO (MMCI, 00209805) and by the European Regional Development Fund and the State Budget of the Czech Republic (RECAMO, CZ.1.05/2.1.00/03.0101) to LF, and by Charles University in Prague project UNCE204024 (MZ). (MSKCC) MSKCC is supported by grants from the Breast Cancer Research Foundation, the Robert and Kate Niehaus Clinical Cancer Genetics Initiative, and the Andrew Sabin Research Fund. (NAROD) 1R01 CA149429- 01. (NCI) The research of Drs MH Greene, JT Loud and PL Mai was supported by the Intramural Research Program of the US National Cancer Institute, NIH, and by support services contracts NO2-CP-11019-50 and N02-CP-65504 with Westat, Inc, Rockville, MD. (NICCC) NICCC is supported by Clalit Health Services in Israel. Some of it's activities are supported by the Israel Cancer Association and the Breast Cancer Research Foundation (BCRF), NY. (NNPIO) This work has been supported by the Russian Federation for Basic Research (grants 13-04-92613, 14-04-93959 and 15-04-01744). (NRG Oncology) This study was supported by National Cancer Institute grants to the NRG Oncology Administrative Office and Tissue Bank (CA 27469), the NRG Oncology Statistical and Data Center (CA 37517), and NRG Oncology's Cancer Prevention and Control Committee (CA 101165). (OSU CCG) OSUCCG is supported by the Ohio State University Comprehensive Cancer Center. (PBCS) This work was supported by the ITT (Istituto Toscano Tumori) grants 2011-2013. (SEABASS) Ministry of Science, Technol- ogy and Innovation, Ministry of Higher Education (UM.C/HlR/MOHE/06) and Cancer Research Initiatives Foundation. (SMC) This project was partially funded through a grant by the Isreal cancer association and the funding for the Israeli Inherited breast cancer consortium (SWE-BRCA) SWE-BRCA collaborators are supported by the Swedish Cancer Society. (UCHICAGO) UCHICAGO is supported by NCI Specialized Program of Research Excellence (SPORE) in Breast Cancer (CA125183), R01 CA142996, 1U01CA161032 and by the Ralph and Marion Falk Medical Research Trust, the Entertainment Industry Fund National Women's Cancer Research Alliance and the Breast Cancer research Foundation. OIO is an ACS Clinical Research Professor.(UCLA) Jonsson Comprehensive Cancer Center Foundation; Breast Cancer Research Foundation. (UCSF) UCSF Cancer Risk Program and Helen Diller Family Comprehensive Cancer Center. (UKFOCR) UKFOCR was supported by a project grant from CRUK to Paul Pharoah. (UPENN) National Institutes of Health (NIH) (R01-CA102776 and R01- CA083855; Breast Cancer Research Foundation; Susan G. Komen Foundation for the cure, Basser Research Center for BRCA. (UPITT/MWH) Frieda G. and Saul F. Shapira BRCA-Associated Cancer Research Program;Hackers for Hope Pittsburgh. (VFCTG) Victorian Cancer Agency, Cancer Australia, National Breast Cancer Foundation unding for the iCOGS infrastructure came from: the European Community's Seventh Framework Programme under grant agreement n ° 223175 (HEALTH-F2-2009-223175) (COGS), Cancer Research UK (C1287/A10118, C1287/A 10710, C12292/A11174, C1281/ A12014, C5047/A8384, C5047/A15007, C5047/A10692, C8197/A16565), the National Institutes of Health (CA128978) and Post-Cancer GWAS initiative (1U19 CA148537, 1U19 CA148065 and 1U19 CA148112 - the GAME-ON initiative), the Department of Defence (W81XWH-10-1-0341), the Canadian Institutes of Health Research (CIHR) for the CIHR Team in Familial Risks of Breast Cancer, Komen Foundation for the Cure, the Breast Cancer Research Foundation, and the Ovarian Cancer Research Fund and grants R01-CA122443 and P50-CA136393. ; Sí

Sommer, Sonne, Strand - Zypern ist eine Ferieninsel geworden, auf der viele Touristen Urlaub machen. In Nikosia können Tourist*innen in hippen Läden shoppen gehen, die schöne Altstadt genießen und lecker Essen gehen. Aber aufgepasst! Mitten in der Hauptstadt stehen Friedenstruppen der Vereinten Nationen und überwachen die grüne Linie. Der schöne Schein trügt und erinnert an die vergangenen blutigen Ereignisse zwischen den beiden Volkstruppen. Eine Reise nach Nikosia ist nicht nur mit Urlaub verbunden, sondern auch eine lebendige Geschichtsstunde, denn die Insel ist bis heute geteilt. Dennoch ist die Lage entspannter geworden, die Grenzen sind geöffnet und EU-Bürger*innen können mit ihrem Personalausweis problemlos den Südteil hin zum Nordteil überqueren. Der folgende Beitrag beschäftigt sich mit der Friedenssicherung durch die Vereinten Nationen. Die Friedenssicherung hat sich zu einem zentralen Auftrag der Vereinten Nationen entwickelt und soll am Fallbeispiel Zypern erläutert werden. Dabei gliedert sich die Arbeit in fünf Teile. Zu Beginn wird auf den Kontext der UN-Friedenssicherung im allgemeinen eingegangen. Anschließend wird Bezug auf die Charta der Vereinten Nationen genommen und der Prozess und die Verantwortlichkeit der Friedensmissionen geklärt. Im Folgenden werden die ersten Friedensmissionen beleuchtet und reflektiert. Dabei wird der Zypernkonflikt historisch eingeordnet. Ob die Vereinten Nationen im Fall Zypern richtig gehandelt oder den Konflikt nur auf Eis gelegt haben, ist eine Kontroverse. Um diese zu verstehen, müssen die Hintergründe des Konfliktes beleuchtet werden, welches im nächsten Kapitel geschieht. Weiter wird auf die Mitwirkung der UNO an einer Lösung des Konfliktes eingegangen. Hier sollen die Schwierigkeiten und Erfolge beleuchtet werden. Zum Schluss wird anhand von ausgewählten Praxisbeispielen der UNFICYP gezeigt, wie die Friedensmission vor Ort ablief. Die Probleme und Erfolge der Friedenstruppen werden betrachtet, ebenso werden die Konzepte der Vereinten Nationen, die in die Praxis umgesetzt wurden, auf ihre Standhaftigkeit überprüft.  Friedenssicherung durch die Vereinten NationenIm folgenden Abschnitt wird das Konzept der Friedenssicherung vorgestellt und in seinen einzelnen Stufen dargestellt. Die Friedenssicherung ist, zusammen mit der Durchsetzung der Menschenrechte, ein zentraler Auftrag der Vereinten Nationen. Diese Ziele hängen direkt miteinander zusammen (vgl. Mathis, 2013). Es gibt festgeschriebene Grundsätze, die von den Mitgliedern beachten werden sollten; die folgenden stehen in unmittelbarem Zusammenhang der Friedenssicherung der Vereinten Nationen: Die Pflicht zur friedlichen Streitbeilegung, das allgemeine Verbot der Androhung und Anwendung von Gewalt und das Interventionsverbot. Ausnahme beim Gewaltverbot ist die Selbstverteidigung und die vom Sicherheitsrat erlassenen militärischen Zwangsmaßnahmen. Der UN-Sicherheitsrat nimmt hier das Gewaltmonopol ein. Durch das Interventionsverbot dürfen souveräne Staaten sich nicht in innere Angelegenheiten einmischen. Der UN-Sicherheitsrat kann deshalb nicht in innerstaatliche Konflikte und Menschenrechtsverletzungen eingreifen (Ebbing 2012, vgl. S. 3f). Dabei trägt der UN-Sicherheitsrat die Verantwortung für die internationale Sicherheit und den Weltfrieden; dieser kann bindende Entscheidungen für Mitgliedsstaaten treffen (vgl. Deutsche Gesellschaft für die Vereinten Nationen e.V.). Alle UNO-Missionen zur Friedenssicherung und die Entsendung von UN-Soldaten gingen auf die Entscheidung des Sicherheitsrates zurück. Zu betrachten ist, dass durch Menschenrechtsverletzungen Konflikte gestärkt werden und diese in bewaffneten Konflikten und Kriegen enden können. Außerdem kommt es in Kriegen zu Menschenrechtsverletzungen wie z.B. durch Folter, Ermordung von Zivilisten oder sogar Verbrechen gegen die Menschlichkeit, wie Völkermord (vgl. Mathis, 2013). Ein zentrales Gremium für das UN- Konfliktmanagement, welches anhand der UN-Charta entscheidet, ob es sich um einen Friedensbruch oder um einen Bruch der internationalen Sicherheit handelt, ist etabliert. Hier werden Maßnahmen beschlossen, um die internationale Sicherheit und den Weltfrieden wieder herzustellen (vgl. Deutsche Gesellschaft für die Vereinten Nationen e.V.). Mathis zeigt auf, dass die Friedenssicherung eine signifikante Anzahl an Aspekten aufweist und durch das Grundprinzip nicht direkt in bewaffnete Konflikte eingegriffen wird. Zu aller erst gibt es die Prävention, wirtschaftliche Hilfe, Sicherung von Menschenrechten, Verhandlung in Konflikten, Sanktionen gegen Staaten, die völkerrechtswidrig handeln oder völkerrechtliche Vereinbarungen nicht einhalten, wie die Ablehnung von ABC-Waffen. Der Sicherheitsrat kann hierbei Empfehlungen zur friedlichen Streitbeilegung nach Kapitel VI der Charta aussprechen. Darüber hinaus kann es zu Zwangsmaßnahmen nach Kapitel VII kommen. Dabei kann es sich um nicht-militärische, aber auch um militärische Maßnahmen handeln (Deutsche Gesellschaft für die Vereinten Nationen e.V.). Hinzu kommt, dass der UN-Sicherheitsrat einen Krieg völkerrechtlich legitimieren kann (vgl. Mathis, 2013). Während eines Krieges werden Verhandlungen für einen Waffenstillstand geführt, es wird humanitäre Hilfe geleistet, und die Zivilbevölkerung wird durch UN-Soldaten zu schützen versucht. Selbst nach einem Krieg sorgen die UN-Soldaten für die Sicherung des Waffenstillstandes und die Einhaltung von Friedensvereinbarungen. Dabei steht der Schutz der Zivilbevölkerung permanent im Vordergrund. Ein Wiederaufbau, eine Entwaffnung und Abrüstung wird gefördert und schwere Kriegsverbrechen werden geahndet (vgl. ebd.). In einer Resolution wird vom Sicherheitsrat über die Größe und das Mandat einer Friedensmission entschieden, und anhand regelmäßiger Berichte durch den Generalsekretär kann das Mandat verlängert oder geändert werden (vgl. ebd.). Nun soll geklärt werden, wie genau eine Friedensmission abläuft und wer die Verantwortung trägt. Für die Friedensmissionen ist das Department of Peacekeeping Operations (DPKO) zuständig; dieses plant die Mission und führt diese durch. Dabei werden sie vom Department of Political Affairs (DPA) unterstützt, dieses beteiligt sich vor allem bei diplomatischen Bemühungen. Eine Einsatzleitung (Force Commander) vor Ort wird vom Generalsekretär bestimmt. Dieser verfügt ebenso auch über die ausführende Leitung der Friedensmission (vgl. Deutsche Gesellschaft für die Vereinten Nationen e.V). Aus Kapitel VII der Charta geht eine starke Anteilnahme der Mitgliedstaaten hervor. Diese Staaten sollen auf Grundlage von Sonderabkommen Streitkräfte zu Verfügung stellen. Dabei sollte erwähnt werden, dass noch kein Sonderabkommen zustande gekommen ist. Festzustellen ist, dass die Anforderungen von den Vereinten Nationen zu hoch und den praktischen Möglichkeiten voraus sind (Gareis/Varwick 2014, vgl. S.117). Gareis analysiert, dass das kollektive Interesse der VN-Mitgliedstaaten oft zu gering ist, um ihre Streitkräfte aus der Hand zu geben und das Leben der Soldaten zu riskieren (vgl. ebd.). Daraus folgt, dass die Vereinten Nationen kein schnelles und effektives Sicherheitssystem besitzt. Die Vereinten Nationen sind "eine unvollkommene, reformbedürftige, aber doch in vielen Bereichen eminent wichtige internationale Organisation" (ebd. S. 356). Voraussetzung für den Erfolg der Vereinten Nationen ist, dass die Staaten multilaterale Strategien zur Problemlösung bevorzugen. Nur dann können die Vereinten Nationen eine Rolle in der internationalen Politik spielen. Die Mitgliedstaaten sind in der Praxis selten bereit, ihre Außenpolitik in die Hände der Vereinten Nationen zu legen. Die großen und mächtigen Staaten neigen dazu, unilateral vorzugehen. Staaten wollen alleine und, wenn notwendig, gegen andere Staaten handeln, um ihre eigenen Interessen zu verfolgen und zu maximieren. Auch wenn nur im Einzelfall unilateral gehandelt wird, entsteht dadurch trotzdem ein Bruch und gegenseitiges Vertrauen wird schwierig (vgl. ebd.). Aufgrund dessen haben sich alternative Formen der Friedenssicherung entwickelt. Diese müssen einerseits dem veränderten Kriegs- und Konfliktgeschehen standhalten und den Souveränitätsansprüchen der Mitgliedsstaaten. Eine eigene UN-Friedenssicherung sind beispielsweise die Blauhelme, welche durch Auslegung von Kapitel VII der Charta vom Sicherheitsrat seit den 1950er Jahren entsendet werden. Dabei bestehen die Blauhelme in der Regel aus unbewaffneten bis leicht bewaffneten Truppen und Beobachtern. Zu ihren Aufgaben gehört unter anderem die Überwachung der Einhaltung von Waffenstillständen oder dem Friedensvertrag. Die Neutralität steht dabei an oberster Stelle (vgl. Gareis 2015). Die ersten Friedensmissionen der Vereinten Nationen Im Mittelpunkt dieses Abschnittes stehen die Anfänge der Friedenssicherung. Dabei wird die Entwicklung beleuchtet und reflektiert. Weiterhin findet eine Einordnung der Friedenssicherung auf Zypern statt. Die Überwachung des Waffenstillstandes nach dem ersten arabisch-israelischen Krieg 1948 war der erste große Einsatz in der Entstehungsphase der Friedenssicherungen. Die nächste größere Mission bestand aus der Überprüfung des Waffenstillstandes zwischen Indien und Pakistan. Gareis stellt fest, dass es sich ebenfalls um eine zwischenstaatliche Auseinandersetzung handelte. Diese Mission wurde vom VN-Haushalt bezahlt und dauert bis heute an.  Daraus entwickelte sich eine zweite Phase der Friedenssicherung, die Behauptungsphase von 1956-1967 mit neun Einsätzen (Gareis/Varwick 2014, vgl. S.127f). In die Behauptungsphase zählte der Einsatz der Friedenstruppen in Zypern, auf den im späteren Abschnitt des Blogbeitrages eingegangen wird. "Erstmals übernahmen die UN zeitweilige Autorität über ein Territorium auf dem Weg zur Unabhängigkeit, ergänzte zivile Polizei zu einer Friedensoperation, wurde in einen Bürgerkrieg verwickelt, führte einen Einsatz im größeren Ausmaß durch und erlaubte den Blauhelmen das Tragen von Waffen." (Jett 2000, S.23f), neue Aufgaben wurden erkannt. Die Vereinten Nationen bekamen zudem immer mehr Macht, aber hatten damals schon mit ersten Problemen zu kämpfen. Das klassische peacekeeping entstand durch die erste Notstandsgruppe der Vereinten Nationen, der United Nations Emergency Force (UNEFI) beim Einsatz in Ägypten. Hier kam es zu Schwierigkeiten, es konnte im Sicherheitsrat keine einstimme Verurteilung der israelischen Aggression und der ägyptischen Verstaatlichung erreicht werden. Durch das Veto von Großbritannien und Frankreich wurde der Sicherheitsrat lahmgelegt. Die Uniting for Peace-Resolution schaltete die Generalversammlung ein, welche auf den Einsatz von Friedenstruppen drängte. Eigentlich wäre laut Kapitel VII Artikel 24 Abs. 1 der UN-Charta der Sicherheitsrat zuständig gewesen, jedoch waren die Konfliktpartien freiwillig mit einem Einsatz einverstanden. Neben Frankreich und der UdSSR verweigerten einige Staaten die finanzielle Unterstützung. Dieses Problem vertiefte sich nochmal beim Einsatz im Kongo; hier wurde die Verantwortung für die Friedenserhaltung beim Sicherheitsrat gesehen. Folglich wurde der Internationale Gerichtshof eingeschaltet, welcher sowohl dem Sicherheitsrat als auch der Generalversammlung eine Zuständigkeit zusprach (vgl. Sucharipa-Behrmann 1999). Die Autoren stellten fest, dass sich aus der Kongo-Krise ein "akzeptiertes Miteinander dieser beiden Organe" (Gareis/Varwick 2014, S.129) entwickelte, wobei "der Sicherheitsrat die Initiative und Entscheidungsbefugnis stärker an sich gezogen hatte"(Gareis/Varwick 2014, S.129). Zu erkennen war außerdem eine zunehmende Bedeutung des Generalsekretärs, welcher über mehr Spielraum verfügte. Die UNEF-Mission ging durch wichtige Grundprinzipen der Notstandsgruppe durch den Generalsekretär in die Geschichte der internationalen Friedenssicherung ein. Hinzu kam der Konsens der Konfliktparteien, welcher beschlossen wurde und besagt, dass klassische Blauhelm-Soldaten nicht gegen den Willen eines Staates eingesetzt werden dürfen. Dadurch wurde eine Toleranz der Truppen gefördert und eine Bereitschaft für eine Zurverfügungstellung der Truppen, durch die Mitgliedstaaten, geschaffen. Dies waren die Grundlagen für das Modell des klassischen peacekeeping vom Generalsekretär Hammarskjöld (vgl. ebd.). Zu diesem Zeitpunkt wurde zudem die Verantwortlichkeit durch die Leitung des Generalsekretärs beschlossen. Aufgrund dessen entstand die DPKO im VN-Sekretariat. Außerdem wurde ein Budget für jede Friedensmission festgelegt, welches durch die Mitgliedstaaten gefüllt wird. Besonders wichtig ist die Unparteilichkeit der eingesetzten Truppen, welche mit dem Konsensprinzip einhergeht. Aus diesem Grund sollten die Truppen eine ausgewogene regionale Zusammenstellung haben (vgl. Auswärtiges Amt). Darüberhinaus wurde der Einsatz von Waffen zur Selbstverteidigung und zur Durchsetzung der Mission erlaubt. Hier besteht eine Problematik, die am folgenden Beispiel gezeigt werden soll: Bei der Kongo-Operation (1960-1964) sollte für den Rückzug belgischer Truppen aus der Republik Kongo gesorgt werden. Es kam zu einer Ausweitung des Mandats, wodurch ein Bürgerkrieg verhindert und die Regierung beim Aufbau ihres Amtes unterstützt werden sollte. Dafür gab es zum ersten Mal die Legitimation der Waffengewalt im Bezug auf das auszuführende Mandat (Gareis/Varwick 2014, vgl. S.131). Das führte dazu, dass die UNEF dadurch selbst zu Konfliktpartei wurde und sich in die innerstaatlichen Konflikte verwickelte. Der Einsatz wurde im Sommer 1964 beendet, aufgrund dessen, dass die Regierung Kongos einer Mandatsverlängerung nicht zustimmte. Dabei sollte man nicht außer Acht lassen, dass die Vereinten Nationen aus diesem Einsatz ihre Konsequenzen zogen. Zum einen wurden keine großen und komplexen Missionen die nächsten drei Jahrzehnte durchgeführt (vgl. ebd.). Zum anderen waren die Ziele der Friedenssicherung fortan bescheidener. Zudem kehrte man zu den Prinzipien von Hammarskjöld zurück und sicherte sich die Zustimmung der Konfliktparteien vor einem Einsatz. Zusätzlich wurden die Friedensmissionen vom Sicherheitsrat nun beobachtet (vgl. ebd.). An dieser Stelle wird nur kurz auf den Zypern-Einsatz eingegangen, um ihn in die Geschichte der Friedenssicherung der Vereinten Nationen einzuordnen. Der Zypern Einsatz gilt als klassisches peacekeeping und hält bis heute an. Nach Bellamy und Williams versteht sich unter klassischem peacekeeping die Phase zwischen einem Waffenstillstand und dem Abschluss einer politischen Konfliktlösung. Hier gibt es eine Unterstützung der zwischenstaatlichen Friedenssicherung (vgl. ebd. S. 127). Durch eine Resolution des Sicherheitsrats wurde im März 1964 die UNFICYP-Mission eingerichtet. Eine Kampfhandlung zwischen der griechisch-zypriotischen und der türkisch-zypriotischen Volksgruppe sollte verhindert werden. Trotz der Friedensmission kam es zur Teilung der Insel, es gab einen Waffenstillstand und zahlreiche Bemühungen zur Vermittlung durch den Generalsekretär. Seit 1974 wird die Pufferzone von der UNFICYP überwacht und das Mandat ab 1964 jedes halbe Jahr verlängert. Kritik an dem Einsatz gibt es durch die permanente Anwesenheit der Soldaten, wodurch der Eindruck erweckt wird, dass es keine Notwendigkeit einer Friedenslösung gibt.Durch den Einsatz der Bewachung des Waffenstillstandes zwischen dem Irak und Iran (UNIIMOG) und dem Abzug der UdSSR Truppen aus Afghanistan (UNGOMAP), wurde "eine Renaissance des peacekeeping eingeleitet" (vgl. ebd. S.132). Gareis verweist darauf, dass diese "Gute-Dienst-Missionen" vom Sicherheitsrat nur gebilligt und nicht mandatiert wurden. Alles in allem zeigt sich ein durchwachsenes Bild der Friedensmissionen in den ersten vier Jahrzehnten. Festzuhalten ist, dass jede Mission ein Einzelfall ist und separat betrachtet werden sollte. Hinzu kommen die Vorstellungen der UN-Charta, welche in der Realität nahezu utopisch umzusetzen sind. Die Blauhelme wurden zum innovativen Instrument. Ihre Aufgabe ist die Konfliktberuhigung und nicht die Konfliktlösung. Diese Aufgabe konnte in vielen Missionen erreicht werden. Bedenklich ist, dass diese häufig nur mit einer dauerpräsenten Lösung, wie in Zypern erreicht wurden (vgl. Mathis). Durch den Brahimi- Bericht von 2000 gab es neue Perspektiven in der Friedenssicherung der Vereinten Nationen. Diese beinhalten die folgenden drei Kategorien: die Konfliktvermeidung, Konfliktmanagement und die Konfliktnachsorge. Dabei gibt es erstens eine Neuorientierung für die politischen und strategischen Rahmenbedingungen. Zweitens muss das DPKO für eine personelle und strukturelle Voraussetzung der Friedensmission sorgen. Zudem gibt es für die Mitgliedstaaten konkrete geforderte Leistungen (vgl. Gareis/Varwick 2014, vgl. S.146).  Hintergründe des ZypernkonfliktsUm den Zypernkonflikt verständlicher zu gestalten, werden zunächst die politischen Hintergründe beleuchtet. Der Zypernkonflikt ist die Folge der britischen Kolonialpolitik, denn bis 1960 war Zypern eine britische Kolonie (vgl. Gürbey 2014). Der Wunsch nach "Enosis", die Vereinigung mit Griechenland, wuchs unter den griechischen Zyprioten seit dem 19. Jahrhundert. Auf Grundlage der Tatsache, dass Großbritannien die Ionischen Inseln an Griechenland zurückgab, hofften die griechischen Zyprioten auf einen ähnlichen Ausgang. Dieser Wunsch wurde jedoch nicht erfüllt und deshalb gab es schon seit 1931 größere Unruhen, welche die diktatorische Führung unterdrückte (vgl. ebd.). Großbritannien nutzte Zypern geostrategisch. Zypern wurde zum Royal-Air-Force-Stützpunkt für Atombomber und Ansatzpunkt für Spionageflüge im Kalten Krieg (vgl. ebd.). Auf Grund dieser Entwicklung war Zypern für Großbritannien unverzichtbar. Deshalb begann der Unabhängigkeitskampf, bei dem die orthodoxe Kirche eine bedeutende Rolle einnahm. Der Erzbischof Makarios III. nötigte die griechische Regierung, den Zypern-Fall vor die UNO zu bringen (Gorgé 1986, vgl. S. 130). Der britische Premierminister Eden versuchte "die griechische Ambition [...] durch türkische zu neutralisieren" (Richter 2010), also die Türkei miteinzubeziehen und damit beide Länder gegeneinander auszuspielen (vgl. Gürbey 2014). Die türkische Position war glasklar; falls sich beim Status Zypern etwas ändern würde, wäre der Friedensvertrag von Lausanne ungültig und Zypern würde wieder der Türkei gehören. 1922 wurde Frieden mit den Briten geschlossen und sie erhielten die formelle Anerkennung ihrer Herrschaft über Zypern (vgl. Gründer). Richter beschrieb, dass das taktische Manöver Londons aufging und ein neuer griechisch-türkischer Konflikt ausgelöst wurde. Es kam dazu, dass die "divide et impera" Politik Großbritanniens auf die Volksgruppe ausgeweitet wurde. Daraus folge 1956 der griechisch-türkische Minoritäten Konflikt, wobei die Opfer die Istanbuler Griechen waren. Gleichzeitig misslang das Suez-Abenteuer der Briten und Zypern verlor für sie an strategischem Wert. Des Weiteren kam Druck aus den USA, welche die NATO durch die griechisch-türkischen Streitereien gefährdet sahen. Folglich einigten sich Griechenland und die Türkei 1959 zu einer "Scheinlösung" in Zürich. Gleichzeitig wurde der Konflikt nur zwischen den NATO-Verbündeten beigelegt. Wie schon erwähnt, gelang Zypern 1960 die Unabhängigkeit; der innerzypriotische Konflikt blieb jedoch bestehen und verschärfte sich in den nächsten Jahren noch mehr (vgl. Richter 2009). Im Folgenden wird die Position der Bevölkerung verdeutlicht. Die griechischen Zyprioten fordern "Enosis" und die türkischen Zyprioten "Taksim", die Teilung der Insel. Mit der Unabhängigkeit der Insel begann der griechische und türkische Nationalismus auf Zypern (vgl. ebd.). Problematisch waren die Mütterländer, welche den Zypern-Konflikt als nationale Frage ansahen und deshalb enormen Einfluss hatten. Dieser Einfluss wurde durch den Schutz der eigenen Volksgruppe legitimiert (Gorgé 1986, vgl. S. 130f). Zum einen gab es die Strategie von Griechenland; diese war eine Internationalisierung des Konfliktes, um den Druck gegen die Türkei aufzubauen. Dem gegenüber wollte die Türkei den Teilungsprozess forcieren und in seinem Bestand sichern. Ab 1963 gab es blutige Unruhen, weil die griechisch-zypriotische Führung die Verfassungsrechte der türkischen Zyprioten einschränken ließ. An diesem Punkt griffen die USA und die Vereinten Nationen ein und verhinderten eine Eskalation (vgl. Gürbey 2014). Mitwirkung der Vereinten Nationen an einer Lösung des KonfliktesAb 1964 gab es ein Friedensmandat der Vereinten Nationen, durch das eine Sicherung des Burgfriedens gewährleistet werden sollte. Das Wiederaufflammen von Kämpfen sollte verhindert werden, um die Kommunikation der beiden Volksgruppen zu ermöglichen. Die Friedenstruppe UNFICYP wurde vom Sicherheitsrat gesendet und sollte "nach besten Kräften eine Wiederaufnahme von Kämpfen zu verhindern und, soweit notwendig, zur Erhaltung und Wiederherstellung von Recht und Ordnung und zur Rückkehr normaler Lebensbedingungen [in Zypern] beizutragen" (Menning 1974, S.172). Dabei wurde für die Friedenstruppen die zypriotische Nationalgarde und die reguläre türkische Armee zum Konfliktpartner, nicht die bewaffneten Volksgruppen. Außerdem musste die UNFICYP aufpassen, dass lokale Befreiungsversuche nicht als Einmischungsversuche oder Provokation aufgefasst wurden.Festzuhalten ist, dass von 1964 bis Juni 1974 die UNFICYP ein erfolgreicher Vermittler der beiden Volksgruppen war, sodass 1973 eine Kürzung des Mandats stattfand. Auch weil Griechenland und die Türkei einwilligten, dass sie schlichtend auf ihre Volksgruppe einwirken (Menning 1974, vgl. S.172). Der Konflikt spitze sich jedoch wieder zu, im Halbjahresbericht von 1974 erklärte der Generalsekretär, dass weiterhin Misstrauen und Kampfbereitschaft herrscht. Ein Klima von trügerischer Sicherheit war entstanden, die Friedenstruppen wurden als Friedensersatz wahrgenommen, obwohl das Problem ungelöst blieb (Menning 1974, vgl. S.173). Dabei hatte Waldheim in seinem Jahresbericht 1973/74 darauf hingewiesen, dass Friedenseinsätze nicht als Selbstzweck der Vereinten Nationen dienen sollten und "daß eine Friedenssicherungsaktion nicht zu einem Nachlassen der Bemühungen, eine Lösung zu finden, führen dürfe, denn wenn die Konfliktursachen nicht beseitigt werden, könnten sie schließlich das Fundament, auf dem sich die Friedenssicherung aufbaue, zerstören." (Menning 1974, S.173). So kam es 1974 zu einem Putschversuch der Griechen, um die Insel an Griechenland anzubinden. Dieser wurde von dem griechischen Militär ausgelöst und richtete sich gegen die Regierung unter Präsident Makarios. Es gab Differenzen zwischen ihm und der Militärjunta, weil Makarios linksgerichtet war und einen individuellen Kurs mit Zypern vorhatte. Dabei reagierte die Türkei mit einer Invasion. Die Situation eskalierte und die Türkei eroberte fast 40 Prozent der Insel. Die UNFICYP konnte die Angriffe der türkischen Truppen nicht abwehren. Dennoch konnten einige lokale Angriffe auf die Bevölkerung verhindert werden. Außerdem blieb die "Green Line" bestehen und die Kontrolle der Hauptstadt aufrechterhalten. Zudem wurde auf die Forderung von Waldheim eingegangen, welcher in seinem halbjährlichen Bericht Verstärkung angefordert hatte. Im Jahr 1974 stockte die UNFICYP die Zahl der Soldaten von 2.188 auf 4.400 auf. Die Minimierung seit 1971 bis Mitte 1974 war im Nachhinein ein sicherheitspolitischer Fehler der Vereinten Nationen. Nach dem Krieg legte die UNFICYP zwei separate Waffenstillstandslinien fest. Eine UN-Pufferzone wurde von Morphou bis nach Famagusta eingerichtet (vgl. Lugert 2018). Aufgrund dieser Tatsachen war eine Konsolidierung einer Teilung der Inseln der einzige Ausweg. Von nun an gab es einen griechisch-zypriotischen Süden und einen türkisch-zypriotischen Norden. Die Türkei rief 1983 die Unabhängigkeit Nordzyperns aus, dieser Teil wird immer noch nur von der Türkei als Staat anerkannt und wirtschaftlich und politisch gefördert. Der UN-Sicherheitsrat erklärte die Unabhängigkeitserklärung für ungültig und rief andere Staaten dazu auf, dasselbe zu tun (vgl. Gürbey 2014). Faustmann brachte zum Ausdruck, dass Zypern der Ruf als "Friedhof der Diplomatie" (vgl. Faustmann 2009) zusteht. Wie er zu dieser Aussage kam, wird im Weiteren erklärt. Schon im November 1974 forderte die Vereinten Nationen eine Resolution, welche zunächst einen Rückzug der auswärtigen Truppen und die Rückkehr von Flüchtlingen beinhaltete. Darüber hinaus forderten beide Volksgruppen eine Verhandlung unter dem Schutz der Vereinten Nationen. Faustmann wies darauf hin, dass eine Rückkehr zur Verfassungsordnung von 1960 unmöglich für beide Parteien war (vgl. ebd.). Beide Parteien hatten klare Vorstellungen, so forderten die türkischen Zyprioten eine politische Gleichheit als Grundprinzip, allerdings wollte die griechische Seite auch eine Berücksichtigung ihrer prozentualen Bevölkerungsmehrheit von 82% Prozent (vgl. ebd.). In drei Verhandlungsrunden trafen sich die Konfliktparteien unter der Schutzherrschaft der Vereinten Nationen in New York. Nach zähen Verhandlungen kam es 1977 zu einem Abkommen und 1979 zur Erweiterung des Dokuments (vgl. Gürbey 2014). Das Abkommen umfasst die Grundprinzipien einer Wiedervereinigung, die High Level Agreements. Darin wird postuliert, das Zypern als bizonale, bikommunale Föderation wiedervereinigt und entmilitarisiert werden sollte. Außerdem wurden Grundfreiheiten, wie Bewegungs- und Niederlassungsfreiheit und ein Recht auf Eigentum bestimmt. Das Abkommen gestand den türkischen Zyprioten dabei ein einheitliches Territorium zu, wobei die Größe strittig blieb (vgl. Faustmann 2009). Die Ergebnisse der Abkommen zusammengefasst, wird deutlich, dass eine Vereinigung mit Griechenland und eine Teilung ausgeschlossen wurde. Trotz der Unterzeichnung des High Level Agreements kam es zum Stillstand der Verhandlungen. Erst durch die Bemühungen der Vereinten Nationen fanden erneute Verhandlungen statt.Der griechisch-zypriotische Präsident Kyprianoú setzte auf die eigene Internationalisierungskampagne und die Vereinten Nationen. Denktaş forderte die Unabhängigkeit Nordzyperns, sein Streben wurde bestärkt, als eine Resolution der Vereinten Nationen zugunsten der griechischen Seite entschied (vgl. ebd.). Erkennbar wird, wie schwer es für die Vereinten Nationen ist, neutral zu bleiben und beiden Seiten gerecht zu werden. Denktaş führte die türkische Lira als Währung ein und errichtete eine Zentralbank, weiterhin blieb er bei seiner Forderung von einer Unabhängigkeit Nordzyperns. Es kam dazu, dass er am 15. November 1983 die Türkische Republik Nordzypern ausrief. Erst als sich die Beziehung zwischen Griechenland und der Türkei verbesserte, konnten 1988 neue Verhandlungen auf Basis der High Level Agreements beginnen (vgl. ebd.). Man erkannte die wichtige Rolle der beiden Mutterländer, die enormen Einfluss auf die Verhandlungen und die Situation nahmen. Außerdem ließ man eine zu große Einmischung der Vereinten Nationen auch nicht zu, mit den "Set of Ideas" von Generalsekretär Boutros Boutros-Ghali war Denktaş nicht einverstanden. Er forderte Verhandlungen ohne die Vereinten Nationen, weil diese kein Recht für solch umfassende Lösungsvorschläge hätten. Jedoch kam es nie zu Verhandlungen ohne die Vereinten Nationen. Erneute Gespräche endeten 1990, weil die Republik Zypern der EU betreten wollte. Denktaş und die Türkei glaubten, dass die EU keine Konfrontation mit Ankara wollte und der Beitrittsantrag kein Erfolg haben würde, dennoch drohten sie mit einer Annexion des Nordens. Als klar war, die EU würde Zypern auch ohne Lösung des Konflikts aufnehmen, fanden 2002 erneute Verhandlungen unter der Schirmherrschaft der Vereinten Nationen statt. Zugunsten kam diesen die neue AKP-Regierung unter dem linken Oppositionspolitiker Mehmet Ali Talat, welche von der status-quo-Politik abwich und auch Denktaş und seine Nachfolger verschwanden mehr und mehr. Auf türkischer-zypriotischer Seite entstand erstmalig eine moderate Politik. Die griechische Seite wählte mit Tassos Papadopoulos einen Hardliner zum Präsidenten (vgl. ebd.). Dennoch wurden erstmals umfassende Kernpunkte eines politischen Lösungsplans erarbeitet, welcher Anfang 2004 freigestellt wurden, der sogenannte Annan-Plan. Dieser beinhaltete folgendes: "Vom Parlament gewählte Regierung, bestehend aus vier griechischen und zwei türkischen Zyprioten; kollektive Führung mit Vetorechten für beide Volksgruppen; Zwei-Kammern-Parlament nach 1978er Modell; 27 Prozent des Territorium für den Norden; Ambivalenz: Gründung eines neuen Staates durch zwei gleichberechtigte Staaten (wie von der türkischen Seite gefordert, von der griechischen Seite aber als möglichen Ausgangspunkt für eine spätere Abspaltung abgelehnt) oder Umwandlung der bestehenden Republik Zypern in einen neuen Staat (wie von der griechischen Seite gefordert); Ambivalenz: Föderation oder Konföderation; Rückkehr von mehr als der Hälfte der Flüchtlinge unter griechisch-zypriotischer Verwaltung und Umsiedelung von mehreren zehntausend türkischen Zyprioten; Staatsangehörigkeit für mehr als 45 000 türkische Einwanderer, erhebliche und dauerhafte Beschränkungen bei der Rückkehr der griechischen Flüchtlinge und der Niederlassungsfreiheit im Norden; Dauerhafte griechische und türkische Militärpräsenz; Griechenland und die Türkei bleiben zusammen mit Großbritannien Garantiemächte mit Interventionsrecht." (ebd.). Im April 2004 stimmten beide Volksgruppen über den Wiedervereinigungsplan ab. Diese Gelegenheit wurde verpasst, denn 76 Prozent der griechischen Zyprioten stimmten dagegen, weil einige von ihnen hofften, durch den Beitritt in die EU ein besseres Abkommen zu erhalten (vgl. Gürbey 2014). Demgegenüber stand allerdings das türkisch zypriotische Ergebnis des Referendums, welches mit 65 Prozent für eine Wiedervereinigung stimmte. Die Vereinigung Zyperns scheiterte und damit auch der Annan-Plan. Trotzdem trat am 1.Mai 2004 der griechisch Zypriotische Teil der EU bei. Allerdings stellt völkerrechtlich gesehen ganz Zypern EU-Territorium dar, wobei der nördliche Teil ausgegrenzt ist (vgl. ebd.). Seitdem werden immer noch Verhandlungsprozesse unter Aufsicht der Vereinten Nationen geführt. Espen Barth Eide ist seit 2014 der Sonderbeauftragten für den Zypernkonflikt,. Durch ihn gab es eine Einigung, dass eine dritte entscheidende Verhandlungsphase geführt werden soll. Dennoch ging die letzte Verhandlungsrunde für eine Lösung des Zypernkonflikts am 07.07.2017 ohne Ergebnis zu Ende. Hier waren auch die Repräsentanten der sogenannten Garantiemächte Griechenland, Großbritanniens und der Türkei mit dabei. Nun sollen auf Empfehlung von VN-Generalskretär Guterres erstmals eigene Vorstellungen betreffend einer Fortführung des Verhandlungsprozesses gebildet werden (vgl. Auswärtiges Amt 2018).  UNFICYP- Praxisbeispiel für die Leistungen und Probleme der Friedenssicherung Zypern wird durch eine 180 Kilometer lange grüne Line geteilt, welche auch durch die Hauptstadt Nikosia verläuft. Diese Pufferzone wird von den Friedenstruppen der UNFICYP überwacht. Die Waffenstillstandslinie wurde hart umkämpft, sodass sie vor allem in Nikosia nicht gerade verläuft, sondern vor- und zurückspringt. Dadurch ist die Überwachung des Status quo für die UN-Soldaten noch mehr erschwert (Ehrenberg 1991, vgl. S. 1). Seit dem Bürgerkrieg von 1963/64 gab es auf Zypern lange keinen dauerhaften Frieden. Wie schon beschrieben, haben die Sonderbeauftragten des UN-Generalsekretärs schon seit 1964 viele Verhandlungen gestartet, aber immer noch keinen dauerhaften Frieden erreicht. Dabei kam immer wieder der Vorwurf auf, die Vereinten Nationen würden den Kern des Problems nur auf Eis legen und damit könne kein Frieden entstehen (vgl. Gürbey 2014). Unter diesen Umständen versuchen die Friedenstruppen, der Bevölkerung so viel Normalität wie möglich zu gewährleisten. Die Hoffnung, dass durch einen Generationenwechsel sich das Problem von selbst lösen würde, trat nicht ein. Das zeigte sich gerade auf der griechisch-zypriotischen Seite; hier waren die Jugendlichen ernüchtert, weil sich der politische Stillstand nicht überwinden ließ (Ehrenberg 1991, vgl. S.1f). Ein Beispiel hierfür war die Versammlung von 3000 Schülern im November 1988 an der Pufferzone. Sie wollten gegen die türkischen Truppen demonstrieren. Dabei durchbrachen einige von ihnen die grüne Linie, konnten dann aber von UN-Truppen gestoppt werden, bevor sie die türkisch-zypriotischen Truppen erreichten (vgl. ebd. S. 2). Die Jugendlichen bewarfen die UN-Soldaten dabei mit Steinen, Flaschen, Holzstücken und Dachziegeln. Die griechisch-zypriotische Polizei griff erst nach Kommando der UNFICYP-Oberkommandanten ein und räumte mit den UN-Truppen den Platz. Hier ist kritisch anzumerken, dass in der Presse nicht die UN-Soldaten die Helden waren, sondern die Schüler, welche ihr Land zurückerobern wollten. Dabei sollte nicht außer Acht gelassen werden, dass auch die türkisch-zypriotische Seite der UNFICYP die Schuld gab; diese hätten nicht rechtzeitig reagiert (vgl. ebd. S. 2). Demonstrationen wie diese waren kein Einzelfall zu dieser Zeit, ein halbes Jahr später kam es zu einer Frauendemonstration, bei der die UNFICYP noch machtloser war. Auch hier verhielt sich die griechisch-zypriotische Polizei sehr passiv. Die UN-Soldaten wurden von Männern, die am Rand standen, angegriffen. Zudem hatten sich griechisch-orthodoxe Kirchenmänner unter die Frauen gemischt (vgl. ebd. S. 2). Insgesamt zeigt sich, wie schwierig es die Friedenstruppen hatten. Sie mussten sowohl Blutvergießen verhindern und die Konfliktparteien auseinander halten als auch ihre eigene Akzeptanz aufrechterhalten. An diesem Beispiel wird auch deutlich, dass die Friedenstruppen ungerechtfertigte Kritik einstecken mussten. Im folgenden Beispiel wird auf den Waffengebrauch eingegangen. Wie kritisch dieser ist, zeigte sich anhand der Todesschüsse in Athienou Ende Mai 1988. Die Waffen dürfen nur zur Selbstverteidigung gebraucht werden, zum Schutz für das Leben anderer UN-Angehöriger oder Personen, die zu verteidigen sind. Dafür ist immer die Zustimmung des ranghöchsten Soldaten vor Ort nötig (Gareis/Varwick 2014, vgl. S. 117). Athienou gehörte zur griechisch-zypriotischen Seite, war zur damaligen Zeit aber ein umstrittenes Gebiet. Ein türkischer Soldat nahm eine Familie in ihrem Haus als Geiseln. Bevor die UN-Soldaten überhaupt eintrafen, bewegten sich zwei Nationalgardisten auf das Haus zu. Der Geiselnehmer schoss auf die beiden, sodass einer schwer verletzt liegen blieb. Die Nationalgardisten forderten Verstärkung an, ohne Rücksprache mit der UNFICYP. Währenddessen bargen die UN-Soldaten den Verletzten. Die türkischen Streitkräfte wurden nicht über die Geiselnahme informiert. Die UN-Soldaten räumten das Feld, als die griechisch-zypriotische Anti-Terror-Einheit eintraf. Diese stürmte das Haus und tötete den türkischen Soldaten gezielt, obwohl die Geiseln zu diesem Zeitpunkt schon geflohen und in Sicherheit waren (Ehrenberg 1991, vgl. S.3). Ehrenberg erklärte, die UNFICYP hätte eingreifen können. Ob es so klug gewesen wäre, die griechischen Zyprioten mit Androhung von Waffengewalt an der Verletzung der Pufferzone zu hindern, stellt er in Frage. Hieraus ergab sich die Konsequenz, dass die Erwartungen an die UNFICYP viel zu hoch waren, nur aufgrund der Tatsache, dass sie bewaffnet waren. Hier stellt sich die Frage, ob der Waffengebrauch die Sicherheit erhöht und dadurch die Funktion der UN-Soldaten entlastet. Außerdem konnte man beobachten, dass die UN-Friedenstruppen oftmals mindestens einer Konfliktpartei unterlegen waren. Dabei sollte kritisch hinterfragt werden, inwiefern militärische Überlegenheit die politischen und diplomatischen Absichten von Friedenstruppen fördern würde. Dies scheint fraglich, denn würde militärische Übermacht diese nicht eher zerstören (vgl. ebd. S.3ff)?  FazitFestzuhalten bleibt, dass die Friedenssicherung als zentraler Auftrag der Vereinten Nationen gesehen werden kann. In direktem Zusammenhang mit der Durchsetzung der Menschenrechte, weil diese Ziele untrennbar sind und einander beeinflussen. Durch das Interventionsverbot wird eine Einmischung in innere Konflikte durch die Charta ausgeschlossen. Der Sicherheitsrat kann deshalb nicht in innerstaatliche Konflikte und Menschenrechtsverletzungen eingreifen. Daraus folgt, dass es zu aller erst zu Präventionsmaßnahmen kommt; daneben kann der Sicherheitsrat Empfehlungen zur friedlichen Streitbeilegung nach Kapitel VI der Charta geben. Es kann aber auch zu Zwangsmaßnahmen nach Kapitel VII kommen. Dementsprechend steht der Schutz der Zivilbevölkerung permanent im Vordergrund. Allgemein und in Bezug auf die Friedenssicherung gilt für die Vereinte Nationen, dass das Verhalten der Mitgliedstaaten entscheidend ist. Die Vereinten Nationen bieten zwar einen Rahmen, bei dem sich Staaten und ihre Interessen annähern können, aber die Staaten müssen diesen nutzen, um durch Lernprozesse Fortschritte zu machen. Darüber hinaus dürfen die Vereinten Nationen nicht zu viel versprechen; dies gilt gerade im Punkt der Friedenssicherung. Ihre Ankündigung ist oftmals höher als die Möglichkeiten und Aspiration der Mitgliedsstaaten. Andersherum dürfen die Erwartungen an die Vereinten Nationen nicht abwegig sein, sie sind keine Weltregierung. Dennoch bilden sie einen Rahmen für gemeinsame Lösungsansätze. Ziel der vorliegenden Arbeit war es ebenfalls zu erklären, wer für die Friedenssicherung zuständig ist. Dabei wurde festgestellt, dies geschieht durch das Department of Peacekeeping Operations (DPKO), welches die Missionen plant und durchführt. Unterstützt werden sie vom Department of Political Affairs (DPA), welches sich vor allem um diplomatische Bemühungen kümmert. Durch eine Einsatzleitung (Force Commander) vor Ort gibt es noch eine ausführende Leitung der Friedensmission. Deutlich wird die Problematik, dass die Vereinten Nationen keine eigenen Streitkräfte haben. Es kam noch nie zu einem Sonderabkommen in Bezug auf die Streitkräfte. Hier wird deutlich, dass die Anforderungen der Vereinten Nationen an ihre Mitgliedsstaaten zu hoch und den praktischen Möglichkeiten voraus sind. Dafür entwickelten die Vereinten Nationen alternative Formen, wie z.B. die Blauhelme. Zusammenfassend lässt sich sagen, dass es eine Entwicklung bei der Friedenssicherung der Vereinten Nationen gab. Eine Zuständigkeit für die Friedenserhaltung wurde durch den Internationalen Gerichtshof dem Sicherheitsrat und der Generalversammlung zugesprochen. Durch die vergangenen Einsätze wurde außerdem beschlossen, dass die Friedensmissionen vom Sicherheitsrat beobachtet werden. Und die Bedeutung und Verantwortung des Generalsekretärs nahm immer mehr zu. Durch Generalsekretär Hammarskjöld sind wichtige Grundprinzipen der Notstandsgruppe in die Friedenssicherung eingegangen. Daraus folgt der Konsens der Konfliktparteien, wodurch klassische Blauhelm-Soldaten nicht gegen den Willen eines Staates eingesetzt werden dürfen. Dieser Konsens führt dazu, dass die Mitgliedstaaten ihre Truppen eher bereitstellen und die Toleranz der Blauhelme gestärkt wird. Festgestellt wurde außerdem die Wichtigkeit von einer ausgewogenen regionalen Zusammenstellung der Truppen, damit die Unparteilichkeit gewahrt werden kann. Zielsetzung der vorliegenden Arbeit war es, die Friedenssicherung anhand vom Zypern-Konflikt zu schildern, dafür wurden die die politischen Hintergründe beleuchtet. Hier kann man festhalten, es gab unheimlich viele beteiligte Parteien. Zum einen Großbritannien, weil Zypern bis 1960 eine britische Kolonie war und geostrategisch genutzt wurde. Dann Griechenland, die Türkei und die griechischen und türkischen Zyprioten. Es ist zu erkennen, dass Großbritannien die beiden Mütterländer gegeneinander ausspielte. Sie sahen den Zypern-Konflikt als nationale Frage und übten deshalb enormen Einfluss aus, dieser wurde durch den Schutz der eigenen Volksgruppe legitimiert. Durch die Unabhängigkeit Zyperns ab 1960 wurde der innerzypriotische Konflikt nicht gelöst, sondern noch mehr verschärft; dieser endete in blutigen Unruhen. Seit 1964 gibt es ein Friedensmandat der Vereinten Nationen, wodurch das Wiederaufflammen von Kämpfen verhindert werden soll. Wie dieser Blogbeitrag gezeigt hat, musste die UNFICYP darauf achten, dass lokale Befreiungsversuche nicht als Einmischungsversuche oder Provokation aufgefasst wurden. Von 1964 bis Juni 1974 war die UNFICYP ein erfolgreicher Vermittler der beiden Volksgruppen, sodass es 1973 eine Kürzung des Mandats gab. Diese Kürzung erzeugte aber ein Klima von trügerischer Sicherheit, wobei die Friedenstruppen als Friedensersatz wahrgenommen wurden, obwohl das Problem ungelöst blieb. Hier wirft man den Vereinten Nationen vor, dass es zu einem Nachlass der Friedensbemühungen kam und die Friedenseinsätze als Selbstzweck genutzt wurden. Deshalb kam es für viele überraschend, als die Griechen 1974 durch einen Putschversuch die Insel an Griechenland anbinden wollten. Man stellte fest, dass die Minimierung der Blauhelme seit 1971 bis Mitte 1974 als sicherheitspolitischer Fehler der Vereinten Nationen gesehen werden kann. Offen bleibt die Frage, ob die Vereinten Nationen den Krieg 1974 hätten verhindern können. Nach dem Krieg war eine Konsolidierung, eine Teilung der Insel der einzige Ausweg.Von Faustmann bekommt Zypern den Titel "Friedhof der Diplomatie". Festhalten lässt sich, dass es etliche Verhandlungen durch die Vereinten Nationen gab und der Konflikt bis heute nicht gelöst wurde. Auch ein Grund dafür sind die klaren Vorstellungen der beiden Parteien, so forderten die türkischen Zyprioten eine politische Gleichheit als Grundprinzip und die griechische Seite eine Berücksichtigung ihrer prozentualen Bevölkerungsmehrheit. Ein Abkommen konnte im Jahre 1977 erreicht werden und eine Erweiterung 1979, hier wurden die Grundprinzipien einer Wiedervereinigung, die High Level Agreements festgehalten. Es kam immer wieder zum Stillstand der Verhandlungen, welcher meistens erst durch die Bemühungen der Vereinten Nationen unterbrochen wurde. Die Regierungen der beiden Volksgruppen trugen auch dazu bei, dass sich die Verhandlungen so schwierig gestalteten. Erkennbar wird, wie schwer es für die Vereinten Nationen war, neutral zu bleiben und beiden Seiten gerecht zu werden. Erneute Gespräche brachen 1990 ab, weil die Republik Zypern der EU beitreten wollte. Als klar war, die EU würde Zypern auch ohne Lösung des Konflikts aufnehmen, fanden 2002 erneute Verhandlung unter der Schirmherrschaft der Vereinten Nationen statt. Es gab einen Erfolg, denn es wurden erstmals umfassende Kernpunkte eines politischen Lösungsplans erarbeitet, welcher Anfang 2004 fertiggestellt wurde, der sogenannte Annan-Plan. Im April 2004 wurde in den beiden Volksgruppen über den Wiedervereinigungsplan abgestimmt. Diese Gelegenheit verpasste man, weil die griechischen Zyprioten dagegen stimmten. Die Vereinigung Zyperns scheiterte und damit auch der Annan-Plan. Die stille Hoffnung, dass durch ein Generationenwechsel sich das Problem von selbst lösen würde, trat nicht ein. Festzuhalten ist, dass die Friedenstruppen den Zivilisten soviel Normalität wie möglich gewährleisten wollen. Die UN-Soldaten mussten in der Vergangenheit viel einstecken, sie wurden z.B. bei Demonstrationen attackiert oder in der Presse schlecht dargestellt. Insgesamt zeigt sich, wie schwierig es die Friedenstruppen haben. Sie müssen sowohl Blutvergießen verhindern als auch die Konfliktparteien auseinander halten und zum anderen ihre eigene Akzeptanz aufrechterhalten. Ebenso im Zypern-Konflikt wurde die Erlaubnis zum Gebrauch von Waffen zur Selbstverteidigung kontrovers diskutiert. Dadurch waren die Erwartungen an die UNFICYP teilweise zu hoch. Umstritten bleibt, ob der Waffengebrauch die Sicherheit erhöht und dadurch die Funktion der UN-Soldaten entlastet. Hinzu kam die Tatsache, dass die UN-Friedenstruppen oftmals mindestens einer Konfliktpartei unterlegen waren. Dabei stellt sich die Frage, inwiefern militärische Überlegenheit die politischen und diplomatischen Absichten von Friedenstruppen fördert. Die Vereinten Nationen geben den Konflikt nicht auf und führen immer noch Gespräche, nun auch mit der Beteiligung von den sogenannten Garantiemächten Griechenland, Großbritannien und der Türkei. Wünschenswert wäre eine Lösung des Konfliktes, hierfür reicht nicht allein das Engagement der Vereinten Nationen, sondern der Wille und ein Einsatz auf beiden Seiten ist notwendig. Dennoch gibt es eine Freizügigkeit trotz der Trennung. Die Trennungslinie ist keine Außengrenze, sondern hier wird die Freizügigkeit der Bürger*innen gewährleistet. Dadurch können EU-Bürger*innen und somit auch griechische und türkische Zyprioten*innen diese Linie an sieben Übergängen mit dem Personalausweis passieren. Literaturverzeichnis:Textquellen:Auswärtiges Amt: ABC der Vereinten Nationen. Edition Diplomatie, hg. Von Günther Unser, 7. Auflage, Berlin 2011, S. 57.Ehrenberg, Eckhart (1991): Die UNFICYP: Praxisbeispiel für Leistungen und Probleme der Eriedenssicherung vor Ort, In: Vereinte Nationen 1/1991, vgl. S.1-6.Gareis, Sven Bernhard/ Warwick, Johannes (2014): Die Vereinten Nationen, hg. Verlag Barbara Budrich Opladen & Toronto, 5.Auflage, vgl. S.111-148.Gorge, Remy (1986): Zypern und die Mutterländer, In: Vereinte Nationen 4/86, vgl. S.130-134.Jett, Dennis C. (2000): Why Peacekeeping Fails, In: New York, vol. S.23f.Menning, Gerhard (1974): Zypern-Mitwirkung der UNO an einer Lösung des Konflikts, In: Vereinte Nationen 6/74, vgl. S.172-176.Sucharipa-Behrmann, Lilly (1999): Die friedenserhaltende Operation der Vereinten Nationen, In: Cede/Sucharipa-Behrmann 1999, vgl. S. 232-239.Internetquellen:Auswärtiges Amt (2018): Aktuelle Lage im Zypernkonflikt, unter: https://www.auswaertiges-amt.de/de/aussenpolitik/laender/zypern-node/-/210292 (eingesehen am 26.09.2020).Auswärtiges Amt (2020): UN-Friedensmissionen und deutsches Engagement, unter: https://www.auswaertiges-amt.de/de/aussenpolitik/internationale-organisationen/uno/04-friedensmissionen-un/205586 (eingesehen am 26.09.2020).Deutsche Gesellschaft für die Vereinte Nationen: Organe der UN-Friedenssicherung, unter: https://frieden-sichern.dgvn.de/friedenssicherung/organe/ (eingesehen am 26.09.2020).Faustmann, Hubert (2009): Die Verhandlungen zur Wiedervereinigung Zyperns: 1974 - 2008, unter: https://www.bpb.de/apuz/32118/die-verhandlungen-zur-wiedervereinigung-zyperns-1974-2008 (eingesehen am 26.09.2020).Gareis, Sven Bernhard (2015): UNO – Stärken und Schwächen einer Weltorganisation, unter: https://www.bpb.de/izpb/209686/uno-staerken-und-schwaechen-einer-weltorganisation?p=1 (eingesehen am 26.09.2020).Gürbey, Dr. Gülistan (2014): Der Zypernkonflikt, unter: https://www.bpb.de/internationales/europa/tuerkei/185876/der-zypernkonflikt (eingesehen am 26.09.2020).Lugert, Alfred (2018): Der Fall Zypern - Teil 3, unter: https://www.truppendienst.com/themen/beitraege/artikel/der-fall-zypern-teil-3/#page-1 (eingesehen am 26.09.2020).Mathis, Edeltraud: Friedenssicherung als zentraler UN Auftrag, unter: https://www.brgdomath.com/politik-wirtschaft/gerechtfertigter-krieg-tk19/uno-und-un-weltsicherheitsrat/ ( eingesehen am 26.09.2020).Mehr zu den Wiedervereinigungs-Verhandlungen (2010), unter: http://friedensbildung.de/inhalt-der-ausstellung/zypern/verhandlungen/ (eingesehen am 26.09.2020).Richter, Heinz (2009): Historische Hintergründe des Zypernkonflikts, unter: https://www.bpb.de/apuz/32116/historische-hintergruende-des-zypernkonflikts?p=all (eingesehen am 26.09.2020).

Der Hansische Wirtschaftsraum ist definiert als der Raum zwischen England und Flandern im Westen und Westrußland im Osten, zwischen den skandinavischen Ländern im Norden und dem mitteldeutschen Raum im Süden, in dem das Gros der Hansekaufleute wirtschaftliche Interessen verfolgte.

(1) Das Verbundprojekt ´Wirtschaftliche Wechsellagen im hansischen Wirtschaftsraum 1300-1800´:

"Das Forschungsprojekt ´Wirtschaftliche Wechsellagen im hansischen Wirtschaftsraum 1300-1800´ wurde von der Volkswagen-Stiftung im Rahmen ihres Förderungsschwerpunktes ´Forschungen zur frühneuzeitlichen Geschichte: Das Alte Reich im europäischen Kontext´ gefördert. Es handelt sich um ein internationales Verbundprojekt mit Zentrum an der ´Forschungsstelle für Geschichte der Hanse und des Ostseeraums´ am Amt für Kultur der Hansestadt Lübeck. 35 WissenschaftlerInnen aus zehn europäischen Ländern und aus Kanada sind an diesem Forschungsprojekt beteiligt. (…)

Als wirtschaftliche Wechsellagen bezeichnet man die langfristigen Schwankungen ökonomischer Variablen wie z.B. die Bevölkerungsgröße, den Ertrag der Landwirtschaft und das Preisniveau. Durch die Schwankungen dieser Variablen veränderte sich deren Verhältnis zueinander, wodurch es zu einer Strukturveränderung der Wirtschaft kam. Im vorindustriellen, ´malthusianischen´ Zeitalter entstanden Auf- und Abschwünge durch das sich beständig verändernde Verhältnis von Produktion (vor allem im Agrarsektor) und Bevölkerungsentwicklung. (…)

Ziele des Projekts:
Das Projekt will für den hansischen Wirtschaftsraum die intertemporalen Bezüge seiner wirtschaftlichen Struktur und ihre Veränderungen in ihren regionalen und 'internationalen' Bezügen anhand historisch-ökonomischer Zeitreihen verfolgen.
I. Die Erfassung ökonomisch historischer Zeitreihen aus dem hansischen Wirtschaftsraum aus dem Zeitraum zwischen 1300 und 1800 (…), die ausführliche Kommentierung der Originaldaten sowie die Gold- und Silberäquivalente der relevanten Rechengeldsysteme zur Umrechnung der Nominaldaten.
II. Statistische Analysen der Zeitreihen im Hinblick auf Konjunktur und Wechsellagen. Ökonomisch-historische Zeitreihen werden als sichtbare Indikatoren wirtschaftlicher Prozesse gesehen. (…) Um diese Wechsellagen und Konjunkturen zu identifizieren, werden die herangezogenen Zeitreihen einer empirisch-statistischen Deskription unterzogen, (…). Erkenntnisziel ist die Zusammensetzung vorindustrieller Zeitreihen und die Klärung der Fragen, ob periodische Zyklen festgestellt werden können und ob diese Perioden - nach Raum und Zeit und Datenart verglichen - gleich- oder gegenläufig waren. (…)
III. Interpretationen dieser Zeitreihen unter ausgewählten historischen Fragestellungen. Mit Hilfe der Verlaufsformen der Zeitreihen soll vor allem ermittelt werden, welche Zeiträume gleicher und welche Zeiträume unterschiedlicher langfristiger konjunktureller Entwicklung es (bezogen auf vergleichbare Zeitreihen) im hansischen Wirtschaftsraum gab und in welchen Regionen diese gleich- und andersartigen Verläufe vorkamen. Auf dieser Grundlage sollen 'international' einheitliche Prozesse und regionale Entwicklungs- und Konjunkturmuster, möglicherweise auch Kausalbeziehungen zwischen diesen Zeitreihen ermittelt werden. In der modernen Wirtschaftsgeschichte spricht man dabei vom Interdependenzprinzip, das die gegenseitigen Einflüsse unterschiedlicher Regionen behandelt, und vom Homogenitätsprinzip, das Regionen (oder kleinere räumliche Einheiten) ähnlicher Struktur untersucht.
IV. Vergleich der erzielten Ergebnisse mit vorliegenden Agrarpreisreihen, um den Zusammenhang zwischen der agrarischen Produktion als der zentralen wachstumsbestimmenden Größe der vorindustriellen Zeit und den Produktionskurven gewerblicher Güter und den Handels- und Investionsgüterkonjunkturen festzustellen.

Zentrale Regionen:
Bis zum März 1997 sind rund 400 Zeitreihen erfaßt worden. In räumlicher Hinsicht bildeten sich drei zentrale Regionen heraus, die a) durch eine relativ dichte Überlieferung von Zeitreihen aus den anderen Regionen des Untersuchungsraumes hervorragen und b) sich aufgrund ihrer wirtschaftlichen Struktur voneinander unterschieden:
1. der niederländisch-englische Raum, gekennzeichnet durch eine dichte Gewerbelandschaft, die auf den Export von Tuchen, anderen Geweben sowie Metallfabrikaten ausgerichtet war;
2. der Bereich der wendischen Hansestädte (Hamburg, Lübeck, Lüneburg, Wismar, Rostock, Stralsund, Greifswald; einbezogen wird hier auch Stade), der primär vom Zwischenhandel geprägt war und nur wenig eigene Exportproduktion aufwies;
3. der preußisch/polnisch-livländische Raum, gekennzeichnet durch den Export von land- und waldwirtschaftlichen Rohstoffen und Halbfertigfabrikaten, die vor allem in die Zentren des Westens, nach beiden Niederlanden und nach England gingen.
(…) Da die genaue Kenntnis der lokalen und regionalen Verhältnisse Voraussetzung zur Deskription einer Zeitreihe und zur Bestimmung ihrer Indikatorqualität ist, werden die einzelnen Zeitreihen von HistorikerInnen bearbeitet, die mit den jeweiligen lokalen und regionalen Verhältnissen bestens vertraut sind. Daher reicht die geographische Spannweite der Mitarbeiter von Gent und London im Westen bis nach Tallinn und Moskau im Osten, von Stockholm und Visby im Norden bis nach Leipzig im Süden.

Funktionen:
Nach ihrer Funktion werden die Zeitreihen in die vier folgenden Kategorien gegliedert:
- landwirtschaftliche Produktion und Bergbau (Sektor 1),
- gewerbliche Produktion (Sektor 2),
- Handel und Dienstleistung (Sektor 3)
- und in Preisreihen.
Pro Kategorie sind folgende Zeitreihen erhoben worden.
Sektor 1: 50 Zeitreihen (Salz-, Silber-, Kupfer- und Bleiproduktion, Roherzförderung, Erträge der Bergwerke, Belegschaftszahlen; zeitlicher Schwerpunkt: spätes 16. Jahrhundert bis 1800)
Sektor 2: 20 Zeitreihen (Tuch-, Bier-, Essig- und Münzproduktion)
Sektor 3: 300 Zeitreihen (landesherrliche und städtische Zolleinnahmen unterschiedlicher Differenzierung, städtische Steuern auf den Verkauf unterschiedlicher Güter, Akziseeinnahmen unterschiedlicher Differenzierung, Wareneinfuhr und -ausfuhr, Warenumsätze, Schiffsfrequenzen, Geleitsgebühren, städtische Immobilien- und Rentenmärkte, Löhne u.v.a.m.).
Preisreihen: 70 Zeitreihen (Tuche, Mieten, Lebensmittel wie Getreide, Butter, Ochsen, Heringe u.a.m., andere Verbrauchsgüter wie Feuerholz und Talg)."
Gekürzter Auszug aus: Hammel-Kiesow, Rolf (1997): Wirtschaftliche Wechsellagen im hansischen Wirtschaftsraum 1300-1800. Ein internationales Projekt an der Forschungsstelle für Geschichte der Hanse und des Ostseeraumes der Hansestadt Lübeck. Arbeitsgemeinschaft außeruniversitärer historischer Forschungseinrichtungen in der Bundesrepublik Deutschland e.V., http://www.ahf-muenchen.de/
Forschungsberichte/Berichte/HammelKiesow.shtml.

(2) Teilprojekt: Quantitative Untersuchungen über den frühneuzeitlichen Bergbau in Skandinavien, 1623-1958., Studienleiter: Björn Ivar Berg

Die Studie umfasst insgesamt 49 Zeitreihen aus dem Zeitraum zwischen 1623 und 1844, für das Bergwerk in Kongsberg bis 1958. Ihrer Funktion nach handelt es sich um Zeitreihen aus dem Sektor 1: landwirtschaftliche Produktion und Bergbau.

Auflistung und Beschreibung der einzelnen Zeitreihen nach dem Schema
Reihe_ID: Titel der Reihe (Zeitraum von – bis)
Beschreibung:


Reihe Z001:

Silberproduktion beim Kongsberg Silberbergwerk, 1623-1958

Die Angaben betreffen Feinsilber, d.h. 100 % Ag oder rein metallisches Silber. "Feinsilber" war kein faktisches Produkt, aber ein Rechnungswert, der durch Analysen aus dem Brandsilber, dem Endprodukt des Hüttenprozesses, berechnet wurde. Mit Ausnahme von einer Periode in der letzten Hälfte des 18. Jahrhunderts wurde bis kurz nach 1800 fast alles Brandsilber zur Ausmünzung geliefert, seit 1628 in die königliche Münze in Christiania (Oslo), die 1686 nach Kongsberg übersiedelte, und die noch im Betrieb ist (2007).
Etwas Silber in der Statistik kam auch vom silberhaltigen Hüttenkupfer, das auch in der Hütte in Kongsberg erzeugt wurde, und meistens zur Münze ging.
Nicht alles Silber wurde geschmolzen und in den Feinsilberangaben eingeschlossen. Einzelne besonders schöne oder interessante Mineralienstücken – oft krystalliertes gediegenes Silber in Form von Drahtsilber u. dgl. – wurden in der Hütte zur Seite genommen und als Handsteine zu Besuchern, Königen usw. verkauft oder geschenkt. Der Silberinhalt der einzelnen Stücke wurde ggf. nach gewissen Regeln geschätzt, als Grundlage für die Festlegung des Verkaufspreises. In den hier publizierten Angaben ist Feinsilber sowohl von Brandsilber, Hüttenkupfer und Handsteinen eingeschlossen, so weit Daten davon bekannt sind.
Früher habe ich fast identische Angaben für die Zeit bis 1805 präsentiert und kommentiert (Berg 1988). Deichman, der auch Produktionsziffer von Röros publizierte (vgl. Z233), gibt die Quellen für seine Angaben nicht an. Entsprechende Listen befinden sich in seinem Privatarchiv (Deichmanske Bibliotek Oslo, fol. 45). Vielleicht basierte er sich wenigstens z. T. auf ziemlich leicht zugänglichen Angaben in den Hauptrechnungen des Silberbergwerk. Diese sogenannten Bergkassenrechnungen sind für die Zeit nach 1694 noch im Werksarchiv erhalten, zusammen mit verschiedenen anderen Rechnungen, die zurück bis zum Anfang des Bergbaus 1623 reichen. Eine parallelle und ausfüllende Serie mit Bergkassenrechnungen ist im Archiv der Rentekammer erhalten (im Werksarchiv fehlen bis 1761 12 Jahre, danach bis 1800 ist nur 1799 vorhanden). Die Basis für die Angaben in den Bergkassenrechnungen sind die monatlichen Produktionsrechnungen der Silberhütte in Kongsberg, die sog. Schmelzbücher, die zurück bis zum Anfang der Verhüttung des Kongsberger Silbers erhalten sind (1624), zwar auch nicht lückenlos. Hier sind die verschiedenen metallurgischen Prozesse in Einzelnheiten von Tag zu Tag dokumentiert, mit den abschliessenden Feinbrennungen des Silbers, wie auch Analysen vom Feinsilberinhalt der Brandsilberstücke. Angaben sowohl über Brandsilber als Feinsilber für die einzelnen Monaten sind danach in den jährlichen Bergkassenrechnungen eingeschlossen und summiert. Dazu wurde auch silberhaltiges Kupfer als Nebenprodukt verhüttet, und der Feinsilberinhalt im "Hüttenkupfer" ist als Ergänzung zu den monatlichen "Silberposten" auch in den Bergkassenrechnungen angegeben. Ich habe die Bergkassenrechnungen von 1711 und 1712 und von 12 Jahren in der Periode 1736-1757 untersucht. Die Angaben von Deichman stimmen für alle diese Jahre völlig übereins mit den Angaben in den Bergkassenrechnungen. Eine Besonderheit muss jedoch genannt werden. Deichmans Angaben sind in Mark – Lot – Quentchen – Ort gegeben. Dass ist auch der Fall in den Bergkassenrechungen 1711 und 1712, aber die Angaben in den von mir bekannten Schmelzbüchern und Bergkassenrechnungen um die Mitte des 18. Jahrhunderts sind in Mark - Lot – Grän, wie auch bei Thaarup für die Zeit nach 1772. Vielleicht nutzte trotzdem Deichman andere Quellen als diese Rechnungen? Ich habe auch Akten von einer mehr unsicheren Periode untersucht, nämlich 1673 bis 1687. Von 1673 bis 1683 war das Silberbergwerk im Privatbesitz von Heinrich Müller, danach erfolgte die endliche Übernahme vom dänisch-norwegischen Staat und eine Reorganisierung des Betriebs nach einer Krise im Anfang und in der Mitte der 1680er Jahren (in der Periode 1628 bis 1661 war das Werk auch privat, aber der König war damals einen Grossgewerke). Produktionsangaben sind in den Bergzehnterechnungen der Rentekammer für die Jahren 1680 bis 1687 gegeben. Diese Zahlen sind insgesamt etwa 1225 Mark oder 3,2 % geringer als die Angaben von Deichman, die trotzdem hier ungeändert publiziert werden, als wir nicht feststellen können, ob seine Datengrundlage besser war als die Alternative. (Die jährlichen Abweichungen variierten stark, ausschlaggebend war das Jahr 1685 mit 986 Mark höher bei Deichman.) Münzrechnungen von den Jahren 1673 und 1678-1679 stimmen besser übereins mit den Angaben von Deichman, die insgesamt für diese drei Jahren nur 0,5 % höher sind. Mit Ausnahme von einer dreissigjährigen Periode in der zweiten Hälfte des 18. Jahrhunderts (1763-94) wurde fast alles Silber (und Hüttenkupfer) zu Vermünzung abgeliefert, worüber fast lückenlose Rechnungen vorhanden sind (Rentekammeret, vgl. Rönning 1986: 211ff und passim).
Über den Handsteinhandel wurden besondere Rechnungen gemacht, und die jährlichen Summen des davon berechneten Feinsilberinhalts sind für viele Jahre – aber nicht für alle – in den Bergkassenrechnungen und danach in den statistischen Publikationen gegeben. Bei Deichman (1777) und nach ihm Thaarup (1794) fehlen Angaben über Handsteine für die Periode 1673-1693 und für Einzelnjahre (1699, 1703, 1708, 1716, 1718, 1719 – vielleicht wurden in diesen Jahren keine Handsteine verkauft), und entsprechende Angaben haben wir für die Periode nach Thaarups Publikation (d.h. nach 1792) nicht bearbeitet vorhanden. Nach den zugänglichen Angaben war der gesamte Feinsilberinhalt in den Handsteinen 1624-1792 etwa 1320 kg oder 0,26 % der gesamten Produktion. (Die Bergzehntrechnungen 1680-1687 geben auch Daten über Handsteine, die bei Deichman fehlen, mit insgesamt 97,7 Mark Feinsilber, 0,25 % der Gesamtproduktion nach diesen Angaben. Deichmans Angaben sind aber hier angegeben, ohne diese Daten über Handsteine.) Nicht alles Silber von Handsteinen ist in den Produktionsangaben gekommen. Z.B. bekam der König Friedrich V. bei seinem Besuch in Kongsberg 1749 viele Handsteine mit insgesamt über 26 Mark Feinsilber, und sein Oberhoffmarschall von Moltke bekam auch einige mit über 4 Mark, ohne dass dieses Silber in den Produktionsangaben kam.
Bei der Produktionsstatistik ergibt sich eine Unregelmässigkeit in der Periode etwa von 1730 bis 1770, als ein Bergwerk bei Konnerud nahe an die Stadt Drammen, 40 km von Kongsberg, betrieben wurde. Dieses kleines Bergwerk produzierte Silber, Blei und Kupfer, und musste laut seinen Privilegien das Hauptprodukt Silber zur Bergkasse in Kongsberg zu festgesetzten Preisen abgeben, und damit kam das Silber in den königlichen Bergkassenrechnungen. Nach Untersuchungen in einigen Bergkassenrechnungen kann nun festgestellt werden, dass dieses Silber in den Gesamtangaben eingeschlossen ist, die als unsere Datengrundlage dienen. Nach zeitgenössischen Angaben war die Silberproduktion von Konnerud von 1736 bis 1770 insgesamt 29 565 Mark 11 Lot oder 6915 Kilogramm, d.h. dass die eigentliche Produktion bei Kongsberg in dieser Periode von den Konnerud-Lieferungen in unserer Statistik mit 3,5 % erhöht worden ist. Die Zahlen variierten natürlich von Jahr zu Jahr. Unter vier untersuchten Jahren war die grösste Erhöhung der Silberproduktion durch das Konnerud-Silber 9,2 % (1739), die kleinste 1,8 % (1751). Auch Silber von einigen andere privaten Gruben in der Gegend wurde in den Bergkassenrechnungen eingeschlossen. Wir kennen nicht die genauen Zahlen von Metall von diesen Gruben, sie waren aber unbedeutend und die Quantitäten mussen offenbar sehr klein gewesen sein.
Im grossen und ganzen können wir feststellen, dass die hier publizierten Angaben ziemlich zuverlässig für die allgemeine Entwicklung der Produktion in Kongsberg bis 1805 sind. Die Angaben sind zwar nicht 100 % sicher für alle Jahre, besonders sind einige Jahre im 17. Jahrhundert etwas unsicher. Aber im 18. Jahrhundert haben Stichproben von den offiziellen Produktionszahlen in den Archiven die Angaben in der statistischen Literatur völlig bestätigt. Für eine Periode zeigte es sich zwar, dass nicht nur Silber von Kongsberg darin berechnet war.
Nach der offiziellen Stillegung des Silberbergwerks 1805 wurden doch eine Grube, einige Pochwerke und die Silberhütte weiter vom Staat in kleinem Masstab betrieben. Die Hütte bearbeitete auch Erze aus einigen privaten Silbergruben. Die Produktionszahlen von allen diesen Betrieben sind gesamt aufgegeben, als getrennte Angaben noch nicht vorhanden sind.
Nach der Wiederaufnahme des Silberbergwerks 1816 (offiziell, aber tatsächlich im Juli 1815) sind bis 1877 die offenbar gut bearbeiteten Angaben von dem Direktor des Silberbergwerks C. F. Andresen (1879) benutzt. Für diese Zeit gibt es auch andere publizierte Reihen z. B. in den Berichten von verschiedenen Untersuchungskommisionen, die z.T. abweichende Angaben erzeigen. Jährliche Produktionsdaten sind auch in den Jahresberichten des Silberbergwerks ab 1837 veröffentlicht. Ab 1879 sind statistische Angaben im Standardwerk zur Geschichte des Silberbergwerks von K. Moen (1967) benutzt. Diese Angaben sind gegen ältere statistische Angaben im Archiv des Bergwerksmuseums Kongsberg und andere Angaben z.B. von Kommissionen kontrolliert. Die Angaben basieren sich alle auf die Jahresberichte, doch sind sie unabhängig von einander ekstrahiert. Bei fehlender Übereinstimmung und in anderen Zweifelfällen sind Moens Angaben gegen die Jahresberichte kontrolliert und ggf. korrigiert. Es handelt sich in beiden Fällen um rechnungsführte Produktion. Für einzelne Jahre gibt es ziemlich grosse Abweichungen gegenüber der tatsächlichen, physischen Produktion. Solche Übertragungen von Teilen der Produktion von Jahr zu Jahr gründeten sich besonders auf Rücksichten zum Etat. In der zweiten Hälfte des 19. Jahrhunderts und im frühen 20. Jahrhundert wurde wiederum Erze von privaten Silbergruben in der Kongsberger Silberhütte verhüttet. Das davon stammende Silber ist diesmal nicht in den Angaben von Silber aus den eigenen Gruben des Silberbergwerks eingeschlossen. Angaben von Silber aus verkauften Handsteinen ist ab 1816 doch nicht eingeschlossen.
Zur Bergbaugeschichte Kongsbergs: Nach einigen kurzfristigen Versuchen mit Bergbau im 15. und 16. Jahrhundert, begann der Bergbau auf Silber in Kongsberg im Oktober 1623, und die Verhüttung das nächste Jahr. Die überlieferten Produktionsangaben fangen dann an, und laufen fast lückenlos bis zum letzten Silberschmelzen am 13. Februar 1958.
Der Verlauf der Produktion in der ersten Betriebsperiode 1623-1805 zeigt deutliche Phasen, die teilweis typisch für Bergbau sind, teilweis aber eigenartig. In groben Zügen folgt der Verlauf eine allgemeine Entwicklung solcher Wirtschaftszweige, mit einer langdauernden Steigerung der Produktion bis zu einer Kulmination (1768), gefolgt von einem ernsthaften Fall. Diese allgemeine Tendenz ist doch von zwei Niedergangsphasen oder sogar Krisenphasen unterbrochen, damit man auch sagen könnte, das der typische "Wachstum-Krisen-Verlauf" sich dreimal wiederholt, aber jedesmal auf einer höheren Ebene:

1) Langsames Wachstum 1623-63 (40 Jahre), Niedergang 1663-84 (21 Jahre)
2) Starkes Wachstum 1684-1717 (33 Jahre), Niedergang 1717-1732 (15 Jahre)
3) Wachstum 1732-1768 (36 Jahre), Niedergang 1768-1805 (37 Jahre, abgebrochen von einer "Plateauphase" 1775-85)

Bei der Interpretation dieser langen Phasen ist es wie immer schwierig den Einfluss allgemeiner Faktoren von speziellen und lokalitätsbedingten Ursachskomplexen klar zu unterscheiden. Für Silber als Münzmetall darf man vielleicht mehr als bei anderen Waren annehmen, dass Preisschwankungen nicht jedenfalls für kurzfristige Änderungen ausschlaggebend waren, obwohl man auch Silberwerte gegenüber allgemeine Preisänderungen relativisiern muss, und in einer längeren Perspektive muss man die Wirkung relativer Preisänderungen auch von Edelmetall berücksichtigen. Bei einem Bergbaubetrieb wie zu Kongsberg waren abere "innere Faktoren" wie technische Änderungen und die Struktur der Grubenbetriebe zu jeden Zeiten grossen Änderungen unterworfen, die ausschlaggebend für die Produktionsentwicklung waren. Besonders wichtig war die Einführung des Pulverschiessens im späten 17. und frühen 18. Jahrhundert, wobei die primäre Arbeitsoperation der Erzgewinnung eine weit mehr expansionsfähige Basis gegeben wurde, was vor allem die grosse Ausdehnung der Tätigkeit und der Produktion nach 1732 ermöglichte. Technische und lagerstättliche Faktoren waren auch zentral beim Niedergang der Produktion nach 1768, als viele von den wichtigsten Gruben eine Tiefe von 300-400 erreichten (die Tiefste 550 m, senkrecht vom Tage gemessen), wo die Wasserhaltung und die Erzförderung mit Wasserrad sehr schwierig war und eine weitere Verfolgung der Erzgänge in die Tiefe verhinderten. Die Lage wurde noch schlimmer als viele von den Erzgängen seinen Reichtum von Silber in etwa solchen Tiefen verloren.
In der letzten Betriebsperiode 1816-1958 ist die Entwicklung mehr unregelmässig. Seit den späten 1820er Jahren wurden sehr reiche Silbervorkommen in der Königs Grube entdeckt, die für viele ergiebige Jahre sorgten. Die Produktion überstieg 1833 mit 9329 kg den früheren Maximum aus 1768 (8261 kg), obwohl die Anzahl von Arbeitern auf nur etwa ein Zehntel (ca. 400 gegen ca. 4000 um 1770) reduziert war, und wesentliche technische Änderungen nicht eingeführt waren. Nach grossartigen Innovationen und Investitionen kurz nach der Jahrhundertwende 1900 (Elektrizität, Bohrmaschinen, Benzinlokomotive u.s.w.) konnte die Produktion nochmals erweitert werden und reichte seinen Gipfel im Betriebsjahr 1915/16 mit fast 13 000 kg (d.h. rechnungsführte Produktion, die tatsächliche Produktion kulminierte 1914/15 mit 15 617 kg).
Bisher hat die offizielle Geschichtschreibung mit einer Gesamtzahl für die Produktion von ca. 1 347 800 kg gerechnet (Moen 1967: 428), gewöhnlich abgerundet zu 1 350 Tonnen. Das wird sich kaum nach diesen neuen Untersuchungen ändern. Insgesamt ist beim Kongsberger Silberbergwerk nach den hier publizierten Produktionszahlen 1 352 206 kg Feinsilber (100 % Ag) produziert. Subtrahiert man davon die oben genannten angenommenen 6 915 kg aus Konnerud, bleibt eine Eigenproduktion von 1 345 291 kg Silber. Dazu kommen nicht eingeschlossene Mengen von privaten Silbergruben im alten Revier des Silberbergwerks nach 1816, die auch in der staatlichen Silberhütte verhüttet wurden. Die Verteiling zwischen staatlichen und privaten Betrieben von der in der Periode 1806-1815 insgesamt produzierten Menge von 9 008 kg Silber, die in unseren Angaben völlig eingeschlossen ist, bleibt unklar. Auf der anderen Seite fehlen Angaben von Silber in Handsteinen für die ganze Zeit nach 1792. Rechnen wir dass auch weiter wie vorher der Anteil des Silbers in Handsteinen sich auf 0,26 % beträgt, gäbe dass eine zusätzliche Menge von etwa 2 167 kg Silber. Dazu kommen in Prinzip unkalkulierbare Mengen von Silber, dass zu jeder Zeit gestohlen wurde.


Reihe Z002:

Verbrauch von Talch (Unschlitt) beim Kongsberg Silberbergwerk, 1686-1805

Talch oder Unschlitt wurde zur Beleuchtung in offenen Lampen benutzt. Das Silberbergwerk kaufte Talch wie andere Materialiensorten zum grossen Teil von Kaufleuten in Drammen, Christiania (Oslo) und anderen Städten. Einzelne Bauern konnten auch kleinere Quanta gelegentlich verkaufen, als sie bei den Märkten in der Bergstadt eintrafen, besonders am Sommermarkt. Im 18. Jahrhundert wurden grosse Lieferungen von den Bauern im westlichen Teil Norwegens organisiert. Die Bauern brachten das Talch auf Saumrossen über die Hochgebirgsebene Hardangervidda, wo auch Vieh und andere Waren zum Markt in der Bergstadt transportiert wurden. Die Entwicklung der Lieferungen von Talch zeigt deutliche Wachstums- und Niedergangsphasen:

1) 1686-1724 (38 Jahre): Wachstum – 3,5-mal Verdoppelung der Lieferung. Erweiterung des Bergbaus, aber nicht im gleichen Masstab. Vermutlich bessere Organisierung der Lieferungen.
2) 1724-1728 (4 Jahre): Starker Fall – Likviditätsprobleme und daher vermutlich Wegfall des Zutrauens unter den Lieferanten.
3) 1728-1749 (21 Jahre): Wachstum bis etwa zum früheren Gipfel.
4) 1749-1756 (7 Jahre): Starker Fall – schwierig zu interpretieren, der Umfang des Bergbaus hält sich ziemlich stabil, und es ist eigentlich keine Krise wie in den 1720er Jahren.
5) 1756-1770 (14 Jahre): Wachstum, die früheren Maximalwerten werden aber nicht überschritten. Der Bergbau expandierte in dieser Periode bis zur Kulmination um 1770.
6) 1770-1800 (30 Jahre): Gradueller Niedergang, mit Plateauphase inzwischen. Krise und Einschränkung des Bergbaus, der Bedarf an Talch wird weniger.

Als Alternative zu Talchlampen kamen im 18. Jahrhundert Fackel, die mehr oder weniger mutwillig – wegen der Brandgefahr – von der Leitung zugelassen wurden, aber nur auf brandsicheren Stellen. Als die Anzahl von Bergarbeitern in den zwei letzten Dritteln des Jahrhunderts weit über die früheren Zahlen anstieg, musste man offenbar mehr und mehr nach Fackeln greifen, weil man nicht Talch genug für alle beschaffen konnten, wie es aus der Statistik ziemlich klar lesbar ist.



Reihe Z003:

Verbrauch von Schiesspulver (Schwarzpulver) beim Kongsberger Silberbergwerk, 1659-1805

Angaben über Verbrauch von Schiesspulver sind in verschiedenen Rechnungen geführt. Seit Mitte der 1680er Jahre haben wir leicht zugängliche Angaben in den besonders geführten Materialienrechnungen (vgl. die Anmerkungen zu Z002). Als die Einführung und die spätere Nutzung von Schiesspulver zentrale Thema in der technikgeschichtlichen Forschung über Bergbau in Kongsberg sind, hat der Verfasser das Verbrauch von Schiesspulver auch vor 1683 in den Rechnungen nachgeforscht. Meistens mussten die Angaben aus den monatlichen Schichtmeisterrechnungen Grube für Grube ausgeholt werden (vgl. Berg 1994/1998 mit vollständigen Quellenangaben).
Die Gewinnung von Erz und Gestein ist eine Hauptoperation im Bergbau, und technische Änderungen in diesem Gebiet sind bedeutende Faktoren in der Entwicklung der ganzen Montanindustrie (wie später Dynamit, Bohrmaschinen). Pulverschiessen im Bergbau ist in Europa seit 1617 (Le Thillot, Frankreich) bekannt, diese wichtige neue Gewinnungstechnik hat sich aber nicht überall schnell etabliert. Wie Christoph Bartels gezeigt hat, wurde das Pulverschiessen am Harz relativ schnell nach seiner Einführung 1632 die dominierende Gewinnungstechnik, mit grossen Wirkungen für den Aufschwung des Bergbaus. Es waren mehrere hemmende Faktoren in der allgemeinen Rezeption dieser Technik. Das Sprengen selbst war destruktiv und gefährlich sowohl für die Menschen als für die Grubenanlagen und musste kontrolliert werden. Die Herstellung von Bohrlöchern durch Böhrer von Schmiedeeisen war arbeitsintensiv und schwierig, besonders im festen Gestein wie gewöhnlich z.B. zu Kongsberg. Die Grubenräume waren teilweis sehr eng, besonders bei Bergbau auf schmalen Erzgängen wie zu Kongsberg, eine besonders nachteilige Bedingung für die frühe Sprengtechnik hier. Die Alternative Gewinnungstechnik, das Feuersetzen, wurde im grossen Masstab hier benutzt und wurde lange offenbar vorgezogen. Handarbeit mit Schlegel und Bergeisen kam auch vor, wurde aber im ersten Drittel des 18. Jahrhunderts aufgegeben. In Norwegen planierte man Versuche mit Pulverschiessen schon im 1643, nach eingehenden Forschungen der Quellenmaterial lässt sich doch keine Realisierung dieser Pläne nachweisen. Die erste belegte Schiessarbeit in Norwegen ist 1655 bei einer kleinen Kupfergrube in Westnorwegen (Kvinnherad) nachgewiesen. Schiesspulver wurde in Kongsberg nachweislich erstmals 1659 benutzt, bei einer Sprengarbeit übertage, danach nur versuchsweise auch untertage in den folgenden zwei Jahrzehnten. 1681 versuchte die Leitung die neue Sprengtechnik auf eine festere Basis zu organisieren, es war aber nicht sehr erfolgreich. Die spätere Entwicklung zeigt auch wiederholte Versuche auf Expansion dieser Technik, gefolgt von Rückschlägen. Seit etwa 1713 war es immer schwieriger dem expandierenden Bergbau mit grösseren Mengen von Holz zum Feuersetzen zu versorgen, und immer mehrere Arbeiten mussten mit Pulverschiessen belegt werden. Die Sprengmethode war auch mehr sicher geworden, nachdem Lettenbesatz statt Schiesspflöcke von Holz 1711 eingeführt wurde. Der Bergbau expandierte bis 1724, danach folgte eine Krise. 1732-33 kam eine neue Betriebsleitung aus Deutschland, und Erweiterung des Pulverschiessens auf Kosten des Feuersetzens war ein Programm dieser neuen Beamten. Schlegel- und Eisenarbeit wurde zu dieser Zeit fast völlig aufgegeben. Eine Pulvermühle wurde 1734 gegründet, damit das Bergwerk sich selbst mit Schiesspulver versorgen konnte. Das Schmiedewesen wurde umorganisiert und das Feuersetzen praktisch verdrängt von vertikalen Arbeiten wie Gesenke und Strossen, und zu horizontalen Arbeiten wie Feldörten, Querschlägen und Stollen allein hingewiesen. Zu solchen Arbeiten wurde Feuersetzen z.T. bis 1890 benutzt, es verlor nur endlich im Wettbewerb mit der Sprengarbeit, nachdem Dynamit in den Jahren nach 1872 Schiesspulver ersätzte. Das Verbrauch von Schiesspulver kulminierte gleichzeitig mit der Anzahl von Arbeitern beim Silberbergwerk (4000 in 1770). Ein sehr starker Fall traf in den wenigen Jahren von 1778 bis 1783 ein – eine Halbierung in nur fünf Jahren. Das war ein Ergebnis einer Sparkampagne unter der Leitung eines dafür besonders eingesätzten Bedienten, des "Oberschiessers". Dazu wurden 1776 Beladung mit Räumnadel anstatt ausgebohrter Schiessröhre eingeführt. Die Einsparungen wurden doch schliesslich von der Leitung als übertrieben beurteilt. Viele Sprenglöcher waren so schwach mit Schiesspulver beladen, dass sie beim Abschiessen versagten und kein oder wenig Gestein lossprengten. Die schwere Arbeit mit dem Bohren war dann vergeblich gemacht. Nach Aufgebung der extremen Sparkampagne zeigt die Kurve über das Schiesspulververbrauch einen mehr stabilen Verlauf. (Berg 1994/1998)



Reihe Z004:

Verbrauch von Eisen (Schmiedeeisen) beim Kongsberger Silberbergwerk, 1686-1805

Zur Quellenlage, vgl. die Anmerkungen über die Materialienrechnungen zu Z002.
Eisen war einer der wichtigsten Materialien im Bergbau, und die Bergwerke waren grosse Abnehmer der Eisenproduktion in der frühen Neuzeit. Eisen wurde bei Werkzeugen zur Gewinnung von Erz und Gestein im grossen Masstab eingesetzt, und der tägliche Verschleiss bei der Bearbeitung des festen Gesteins war gross. Bergeisen und Bergböhrer mussten jeden Tag wieder zur Schmiede. Obwohl Holz und Stein die wichtigste Baumaterialien waren, wurde auch viel Eisen zu Bauzwecken in den Gruben und am Tage benutzt, zu Nagel, Beschläge usw. Besonders bei den grossen Maschinenanlagen wurden viel Eisen benutzt (Wasserradtechnik, Wasserkunst/Pumpenwerke, Kehrräder zur Schachtförderung von Erz und Gestein, usw.) Der Verlauf des Eisenverbrauchs folgt eine allgemeine Entwicklung: Zunächst relativ langsames Wachstum bis etwa 1712, danach ziemlich schnelles Wachstum bis 1724. Diese Entwicklung fällt mit der Erweiterung des Pulverschiessens zusammen und es ist zu vermuten, dass ein Verbrauch von weit mehr Bohreisen als vorher in dieser Entwicklung ausschlaggebend war. Dasselbe trifft zu nach 1732, es wurde aber in den folgenden zwei Jahrzehnten auch sehr viele neue Maschinen gebaut, die auch viel Eisen benötigten. Mit Ausnahme von ausserordentlichen Auslieferungen von Eisen 1737, wurde den Gipfel des Eisenverbrauchs schon 1750 erriecht – d.h. schon 20 Jahre vor der Kulmination des Betriebs. In der zweiten Hälfte des 18. Jahrhunderts ist diese Kurve weit mehr stabil als andere Materialienkurven. Die fehlende Kulmination diese Kurve in den Jahren um 1770 kann vielleicht durch fehlende Investitionen in Maschinanlagen usw. erklärt werden.



Reihe Z005:

Verbrauch von Stahl beim Kongsberger Silberbergwerk, 1683-1805

Zur Quellenlage, vgl. die Anmerkungen über die Materialienrechnungen zu Z002.
Stahl war zu diesen Zeiten ziemlich kompliziert herzustellen und daher sehr teuer im Vergleich mit Schmiedeeisen. Stahl wurde darum nur zu besonderen kleinen Teilen von Werkzeugen, Beschlägen usw. benutzt, die für Verschleiss sehr ausgesetzt waren. Z.B. wurden Kronen oder Bohrköpfe von Stahl zu Bohrstangen von Schmiedeeisen geschweisst, Stahl wurde in Lager für rotierende Wellen eingelegt, zu Spitzen in Bergeisen usw. Das Verhältnis zwischen Eisen und Stahl ist durch die ganze Periode im Durchsnitt 25:1. Der Verlauf der Kurve für Stahl folgt in grossen Zügen die Kurve für Eisen, auch für Stahl kulminierten die Auslieferungen weit vor der Betriebskulmination 1770 (Gipfel 1759). Eine Abweichung gegenüber der Kurve für Eisen ist der Niedergang nach 1781, der allerdings die übrige Krisenzeichen und der Kontraktion des Betriebs dieser Zeit im allgemeinen folgt.



Reihe Z006:

Verbrauch von Salpeter beim Kongsberger Silberbergwerk, 1735-1805

Zur Quellenlage, vgl. die Anmerkungen über die Materialienrechnungen zu Z002.
Salpeter war das Hauptmaterial zur Produktion von Schiesspulver, das seit 1734 mit der Gründung der Pulvermühle beim Silberbergwerk in Kongsberg erzeugt wurde. Die Kurve folgt logisch die Kurve des Schiesspulvers (vgl. Z003). Salpeter musste überwiegend aus dem Ausland durch Kaufleute gekauft werden.



Reihe Z007:

Verbrauch von Schwefel beim Kongsberger Silberbergwerk, 1723-1805

Zur Quellenlage, vgl. die Anmerkungen über die Materialienrechnungen zu Z002.
Schwefel wurde beim Anzünden von Sprenglöchern benutzt. Es ist vielleicht zufällig dass die ersten – kleinen – Angaben gerade in 1723 auftauchen. Wichtig wurde Schefel vor allem als Rohmaterial zur Produktion von Schiesspulver, das seit 1734 mit der Gründung der Pulvermühle beim Silberbergwerk in Kongsberg erzeugt wurde. Die Kurve folgt logisch die Kurve des Schiesspulvers und des Salpeters (vgl. Z003, Z006).



Reihe Z008:

Verbrauch von Schwefeldraht beim Kongsberger Silberbergwerk, 1749-1805

Zur Quellenlage, vgl. die Anmerkungen über die Materialienrechnungen zu Z002.
Schwefeldraht wurde beim Anzünden von Sprenglöchern benutzt. Die Entwicklung ist einen Indikator für die Anzahl von Sprenglöchern – mehr als z.B. für die Menge von Schiesspulver, als die durchschnittliche Beladung von Löchern sich freilich ändern konnte. Die Kurve ist seit etwa 1762 nicht sehr abweichend von der Kurve über Schiesspulververbrauch, und danach von den über Salpeter und Schwefel (vgl. Z003, Z006, Z007). Aber der Anfang der Kurve zeigt etwas besonderes, mit der Kulmination der ganzen Kurve schon 1750, mit einem folgenden starken Rückgang bis 1762. Diese Entwicklung ist nicht beim Schiesspulververbrauch zu spüren. Diese Tatsache zeugt wahrscheinlich von einer Umgestaltung des Bergbaus, mit Aufgebung des Tiefbaus und Erweiterung des Bergbaus in tagenahen Bauen, die sehr weit waren und daher förderten weniger Löcher per Kubikmeter, aber offenbar mehr Schiesspulver per Loch.



Reihe Z009:

Verbrauch von Schiesspapier beim Kongsberger Silberbergwerk, 1686-1805

Zur Quellenlage, vgl. die Anmerkungen über die Materialienrechnungen zu Z002.
Schiesspapier wurde beim Anzünden von Sprenglöchern benutzt. Das Papier wurde mit nassem Schiesspulver eingeschmiert und getrocknet. Es wurde oben ins Loch gesteckt, mit einem Faden von Schwefeldraht dazu befestigt. Die Entwicklung ist wie die Kurve für Schwefeldraht (vgl. Z009) ein Indikator für die Anzahl von Sprenglöchern. Der Verlauf ist vergleichbar mit der Kurve für Schwefeldraht, mit der Kulmination der ganzen Kurve in 1750, und mit einem darauf folgenden starken Rückgang. Dieser Rückgang bestätigt die Annahme bei Z008, die auf Basis der Umgestaltung des Bergbaus gegeben wurde.


Reihe Z010:

Verbrauch von Hanfseil (Förderseil) beim Kongsberger Silberbergwerk, 1730-1805

Zur Quellenlage, vgl. die Anmerkungen über die Materialienrechnungen zu Z002.
Hanfseil wurde als Förderseil in den Schächten benutzt, zunächst nur bei Haspeln, später auch bei den Kehrrädern – den dobbelt beschaufelten Wasserrädern. Gerade diese technische Entwicklung prägt vor allem dem Verlauf der Kurve. Bis zur Mitte der 1760er Jahren ist der Verbrauch von Hanfseil ziemlich stabil und sehr gering im Vergleich mit der folgenden Entwicklung, mit etwa einer vierfacher Verdoppelung in nur vier Jahren 1765-69 und mit einer späteren Verdoppelung nur von einem Jahr bis zum anderen 1776-77. Die vier benutzten Fördereinrichtungen in Kongsberg waren Haspel (seit dem Anfang 1623), Pferdegöpel (seit 1670), Kehrrad (seit 1727) und Trittrad (seit 1753). Die zwei kräftigeren Maschinen nutzten ursprünglich Eisenketten als Förderseil. Der Pferdegöpel wurde nur bis zu einer Tiefe von etwa 200 m benutzt. Als der Bergbau Schachttiefen von etwa 300 Meter erreichte, wurden die Eisenketten zu schwer und zerbrachen. Hanfseile wurden in Slovakien benutzt, Lederseile in Schweden. Sowohl Hanf als Leder waren am Harz um 1750 versucht, aber mit schlechten Ergebnissen. Drahtseile wurden erst im 19. Jahrhundert eingeführt. Versuche mit Hanfseilen bei Kehrrädern in Kongsberg kennen wir von den Jahren um 1770. Offenbar begannen sie etwa 1766-67. Der Durchbruch kam aber erst zehn Jahre später, nachdem der neue Oberberghauptmann seit 1775, Jörgen Hiort, eine erneute Konzentration um des Tiefbaus als einen wichtigen Punkt in seinem Krisenbewältungungsprogramm festlegte. Gleichzeitig konnte man Lieferungen von einer neuen Reperbahn in Christiania (Oslo) sichern. Tritträder wurden abgeschafft. Die Kurve folgt nicht dem allgemeinen Rückgang des Betriebs gegen Ende des 18. Jahrhunderts. Der Bergbau wurde grösserteils in die Tiefe fortgesetzt, und der Bedarf an Hanfseil in den Hauptgruben wurde damit eher grösser mit der Zeit. Der Maximalverbrauch wurde dann so spät als 1795 mit fast 20 Tonnen erreicht.




Reihe Z011:

Verbrauch von Leder beim Kongsberger Silberbergwerk, 1770-1805

Zur Quellenlage, vgl. die Anmerkungen über die Materialienrechnungen zu Z002.
Leder wurde vor allem als Ventilmaterial in den Saug- und Hebepumpen in den Grubenschächten benutzt. Leder wurde in verschiedenen Qualitäten und Formen eingekauft, gewöhnlich von Kaufleuten und zu dieser Periode nach Auktion. Die drei ausgelieferten Qualitäten beim Anfang der Periode waren Puntleder, Pumpenscheiben und "Tuggen", die zwei letzten Typen waren mehr oder wenig fertig bearbeitete Pumpenventilen und wurden in Anzahl und nicht nach Gewicht gerechnet. Dazu kommt seit 1774 sogenanntes "geschmiertes" Leder, das in Haute gerechnet wurde. In den hier publizierten Angaben ist seit 1770 nur Puntleder gegeben, das in Schalpfund gerechnet wurde, samt seit 1774 auch sogenanntes "norwegisches" Leder, und seit 1786 auch "aluniertes" Leder. Die Gesamtzahlen für die Periode verteilt sich in folgender Weise:

Puntleder: 29.725 Schalpfund
Norwegisches Leder: 41.412 Schalpfund
Aluniertes Leder: 28.629 Schalpfund
Geschmiertes Leder : 1.138 Haute
Tuggen: 70.383
Pumpenscheiben: 18.145

Die Kurve folgt wie die Kurve für Hanfseil nicht dem starken allgemeinen Rückgang des Betriebs gegen Ende des 18. Jahrhunderts. Zwar wurden einige Gruben stillgelegt, andere aber wurden immer tiefer. Einschränkungen von der Belegschaft erfolgten vor allem in der Erzaufbereitung durch Innovation – Einführung der "ungarischen Pochmethode". Der Bergbau wurde grösserteils in die Tiefe fortgesetzt. Das Maximum der Kurve wurde 1793 erreicht, d.h. etwa gleichzeitig mit dem Maximum des Hanfseilverbrauchs (1795).



Reihe Z012:

Einkäufe von Blei beim Kongsberger Silberbergwerk, 1684-1813

Zur Quellenlage, vgl. die Anmerkungen über die Materialienrechnungen zu Z002.
Blei wurde in der Verhüttungsprozess benutzt. Die Kurve zeigt sehr grosse jährliche Schwankungen, als Blei teilweis in grösseren Parteien eingekauft wurde, und die Einkäufe nach Gelegenheit gemacht werden mussten. Einige Jahren wurde überhaupt kein Blei eingekauft. Das Blei wurde meistens nach Auktion von Kaufleuten in Norwegen eingekauft, die es vermutlich zum grossen Teil von England beschafften, obwohl wir keine sichere Auskünfte darüber haben. Viele grosse norwegische Kaufhäuser hatten engen Beziehungen zu England wegen des Holzhandels. Von 1748 bis 1791 das Blei als "englisches Blei" bezeichnet (danach aber neue Hand in den Rechnungen!). Nur wenig Blei wurde in Norwegen produziert, in der Periode etwa 1730 bis 1770 bei Konnerud (Drammen), dieses Bergwerk lieferte aber nachweisbar nur kleinere Parteien in den Jahren 1739, 1740 und 1742. Die Kurve folgt aus natürlichen Gründen in grossen Zügen der Produktionskurve von Silber (vgl. Z001). Das Maximum wurde aber schon 1735 mit etwa 330 Schalpfund ( 165.000 kg) erreicht. In den Jahren 1728 bis 1737 war Fabricius in Kopenhagen der dominierende Lieferant. Diese Zeit um 1730 zeigt deutliche Abweichungen im Verhältnis zwischen Blei und Silber, die unter den Kommentaren zum Verbrauch (Z229) weiter diskutiert wird.



Reihe Z029:

Verbrauch von Blei beim Kongsberger Silberbergwerk, 1686-1815

Zur Quellenlage, vgl. die Anmerkungen über die Materialienrechnungen zu Z002.
Blei wurde im Verhüttungsprozess benutzt. Daher folgt die Kurve in grossen Zügen die Produktionskurve von Silber (vgl. Z001). Im Durchschnitt wurde in der Periode 1687 bis 1800, als die Daten vollständig vorliegen, eine relative Menge von 14,5 Kilogramm Blei per Kilogramm erzeugtes Feinsilber im Hüttenprozess verbraucht – obwohl vieles Blei in der Form von Bleiglätte und Herdblei im Prozess wiederverbraucht wurde. Das Verhältnis zwischen Blei und Silber war aber nicht konstant. Einige Jahren und Perioden zeigen grosse Abweichungen. Besonders hoch (über 20 kg per kg Silber) war der relative Bleiverbrauch in Einzelnjahren wie 1688, 1713, 1715, 1796 und 1797, und vor allem in der Periode 1724 bis 1737. Das Jahr 1734 erreichte der Bleiverbrauch fast genau dieselbe Höhe als bei der Kulmination der Silberproduktion 1768 (223.794 bzw. 224.175 Schalpfund), obwohl im erstgenannten Jahr nur 55% der Silberproduktion in 1768 erzeugt wurde. Diese Abweichungen sind schwer zu erklären, vielleicht liegt es an metallurgische Besonderheiten in diesen Jahren, die wir nicht kennen. Es mag sein, dass die Erzgrundlage in der Periode um 1730 etwas besonders war, aber es ist nicht wahrscheinlich. In jedem Fall ist es als eine Hypothese anzunehmen, dass die folgenden grossen Einsparungen im relativen Bleiverbrauch auf metallurgische Rationalisierungs¬massnahmen zurückzuführen seien. Diese Zeit stellt sich dann nach diesen quantitativen Analysen als eine interessante Untersuchungsperiode für künftige Forschung mit dem Hüttenwesen als Thema vor.



Reihe Z232:

Falun, Rohkupferproduktion in Schiffspfund Berggewicht, 1546/1568-1810

Rohkupfer ist das Produkt der vielen meist privaten Kupferhütten bei Falun, die mit Erz vom "Grossen Kupferberg" versorgt wurden. Man schätzt den Metallinhalt des Rohkupfers zu etwa 90% Cu. Seit dem frühen 17. Jahrhundert wurde das meiste Rohkupfer in Garhütten ausserhalb Falun raffiniert, und grosse Anteile der Produktion wurde exportiert. Vieles Kupfer wurde auch einheimisch abgesetzt, besonders zur Münzung. Seit 1546 sollte alles erzeugtes Rohkupfer beim Waage in Falun unter Aufsicht eines Beamten eingewogen werden, als Grundlage für neue Produktionsabgaben. Das Rohkupfer wurde in Schiffspfund Berggewicht gewogen, dieses Mass war etwas grösser als das Stockholmer Handelsgewicht, um Gewichtreduktionen bei Raffinierung und Transport zu berücksichtigen. Genaue Umrechnungswerte für die ganze Periode kann man nicht geben. Der Bergbau in Falun geht weit zurück, er ist urkundlich belegt seit dem Anfang unserer Untersuchungs¬periode (1288), zu welcher Zeit Bergbau und Verhüttung ordentlich organisiert wurden. Vermutlich wurde Kupfer schon Jahrhunderte früher gewonnen. Produktionsangaben sind vom Mittelalter unbekannt. Nur einige Angaben von lübischen Pfundzollisten 1368-69 und 1492-96 geben Andeutungen über die Grösse des Kupferausfuhrs, zum ersten Zeitpunkt etwa 500 bis 800 Schiffspfund, in den 1490er Jahren etwa 2000 Schiffspfund, die Jahren sind doch vermutlich nicht repräsentativ. Lübeck war Zentrum für den Kupferexport bis zu etwa den 1620er Jahren, als der Kupferhandel nach Westen verlegt wurde (Hamburg, Amsterdam). Nur seit 1546 gibt es ziemlich zuverlässige Produktionsangaben. Die Produktion war damals unbedeutend. Ein Produktionsanstieg kam im letzten Teil des 16. Jahrhunderts, und wieder im Anfang des 17. Jahrhunderts. Dann ging vermutlich das meiste Exportkupfer nach Spanien, der 1599-1626 zu praktisch reiner Kupferausmünzung übergangen war. Grosse Finanzierungskosten des schwedischen Staats als Kriegsbüsse zu Dänemark nach 1613 wurden teilweis mit Kupferexport gedeckt. Die anstiegende Produktion von Falun, mit seiner Kulmination um die Mitte und im zweiten Hälfte des 17. Jahrhunderts, füllte eine Lücke die von reduzierter Produktion des Mansfelder und des ungarischen Kupfers seit dem letzten Hälfte des 16. Jahrhunderts gebildet war. Später kam Kupfer von Japan und von anderen Quellen, aber im 17. Jahrhundert hatte das schwedische Kupfer weitgehend einen grossen Einfluss auf den europäischen Kupfermarkt, obwohl es diskutiert ist, welche Rolle es eigentlich spielte. Schweden war ohne Zweifel der grösste Kupferproduzent in Europa, und Falun war ganz dominierend in Schweden, niemals mit unter 90 % der Gesamtproduktion. In der schwedischen Wirtschaft war zwar immer die Eisenerzeugung wichtiger, im 16. Jahrhundert auch der Silberbergbau. Besonders im 17. Jahrhundert war doch die Kupferproduktion von internationaler Bedeutung und wichtig für die Finanzierung der schwedischen Staatsmacht, gerade bei der Etablierung Schwedens als Grossmacht während und im Gefolge des Dreissigjährigen Krieges. Der Kausalzusammenhang zwischen Politik und Wirtschaft ist nicht eindeutig. Gewiss ist, dass der Staat die Expansion der Kupfererzeugung in der ersten Hälfte des Jahrhunderts durch verschiedene Massnahmen förderte. Bergbau und Hüttenwesen wurden 1637 unter der Aufsicht und Leitung des staatlichen "Bergskollegium" (etwa eines Oberbergamts) gestellt. Technische Änderungen trugen auch zur Expansion bei, besonders in der Metallurgie. Das Rohkupfer wurde jetzt weiter raffiniert zu Garkupfer durch Etablierung von besonderen Garhütten, eine neue Messingindustrie wurde auch gegründet. Wichtig für die Produktion war immer die innere Entwicklung des Bergbaus. Das Kupfervorkommen in Falun ist stark raumlich konzentriert. Die Erzgewinnung ging vor in ziemlich naheliegenden Abbauräumen, die einander mit der Zeit teilweis verbunden wurden, teilweis durch grössere oder mindere Brüche, die schliesslich eine grosse Pinge bildeten. Die Geschichte des Bergbaus im 17. Jahrhundert ist stark von solchen Pingenbrüchen bestimmt, und das endliche Zusammenbruch von drei naheliegenden Pingen zu einem grossen in 1687 markierte auch das Ende der grossen Produktionsepoche. Die reichsten Erzparteien waren aber auch dann zu Ende. Nach einem starken Niedergang der Produktion etwa von 1690 bis 1720, hält sich die Produktion ziemlich stabil weiter durch das 18. Jahrhundert. Obwohl die Preise wie immer bei Kupfer zu Zeiten stark variierten, haben diese Änderungen wahrscheinlich wenig zu den Produktionsschwankungen beigeträgt. Der Bergbau war im ganzen 18. Jahrhundert schwierig, und stand unter grosser Aufmerksamkeit von den leitenden Bergbehörden und von hervorragenden Technikern wie Christopher Polhem, der das Maschinenwesen bei der Grube stark innovierte. Der Tiefpunkt der Produktion kam am Ende der 1760er Jahren, vor allem nicht wegen Erzmangels aber wegen äusserer wirtschaftichen Umständen, vor allem der allgemeine Preisentwicklung. In den letzten Jahren des Jahrhunderts erreichten die Bergleute das Ende des grossen Kupferkiesvorkommens. Als es schon einige Jahre lang sich eingeengt hatte, fiel die Produktion stark seit 1793. Die Zeit um 1800 markiert daher auch für Falun eine natürliche Zäsur in der Geschichte des Bergbaus.



Reihe Z233:

Röros, Kupferproduktion in Schiff-, Lis- und Schalpfund, 1646-1844

Das Kupferbergwerk in Röros wurde 1644 gegründet und war seit 1646 in regelmässiger Produktion. Seit diesem Jahr liegen Produktionsangaben vor, doch für die ersten sechs Jahren nur als Gesamtzahlen für zwei dreijährige Perioden. Seit 1652 laufen dann die Angaben jährlich, obwohl die Angaben für die ersten 6-7 Jahrzehnte etwas unsicher sind. Mit Kupfer ist hier fast vollständig das gewöhnliche Endprodukt Garkupfer gemeint, d. h. nicht 100% rein metallisch Kupfer, aber viel reiner als z. B. das Rohkupfer von Falun (vgl. Z232). Nur geringe Mengen von Kupferblech wurden auch zu Zeiten erzeugt. Der Verlauf der Kurve ist von kurzfristigen und längerfristigen Schwankungen geprägt. Mit Ausnahme von einem Jahr 1671 kam die Produktion erst nach 1686 über 1000 Schiffspfund. Eine Krise kam um 1680 wegen Kriegshandlungen, als die Schweden 1678 og wieder 1679 Röros besetzten und das Werk zerstörten. Wie bei Kongsberg, wurde das Kupferbergwerk in der Mitte bzw. am Ende der 1680er Jahren neu organisiert, eine Grundlage für die spätere Expansion. Seit dann waren meisten der Besitzer und die führenden Kräften Bürger in Trondheim. Ein Bergamt für die mittelnorwegischen Bergwerken wurde 1689 in Trondheim gegründet. Seit dem Ende des 17. Jahrhunderts war Röros das grösste Kupferbergwerk in Norwegen. Seit dann und im fast ganzen 18. Jahrhundert war Röros ein sehr gutes Geschäft für die Besitzer und durch den Produktionsabgaben auch für den dänisch-norwegischen Staat. Von 1711 bis 1720 war wieder Krieg in Skandinavien, und Kriegshandlungen 1718 zerstörten nochmals den Betrieb für viele Jahre, wie es in den Produktionsangaben lesbar ist. Nachdem die alten Vorkommen zum Teil ausgeschöpft wurden, fand man 1708 "Neue Storwartz", die Hauptgrube der nächsten zwei Jahrhunderte. Zwei andere wichtige Vorkommen wurden 1723 (Christianus Sextus) und 1735 (Königs Grube) entdeckt, diese Gruben waren auch wichtig für die weitere Expansion. Nachdem Pulverschiessen bei der Erzgewinnung schon seit 1657 benutzt war, wurde die neue Technik auch hier – wie zu Kongsberg (vgl. Z003) – nach etwa 1730 die dominierende Gewinnungstechnik, und die einheimische Produktion von Schiesspulver wurde gestärkt. Erzgewinnung durch Feuersetzen wurde mehr selten, und diese Technik wurde weniger benutzt als in Kongsberg. Holz war im Gebirgsgebiet um Röros schwierieger zu beschaffen und die zugänglichen Wälder im Revier mussten wegen des grossen Bedarfs an Holzkohle zu den Kupferhütten so viel wie möglich zum Köhlerei reserviert werden. Nach 1746 kam eine Periode mit Rückgang der Produktion, wahrscheinlich meistens von vorübergehenden Schwankungen des Erzlagers verursacht. Überschwammungen 1755 und 1760 trugen auch dazu bei. In der zweiten Hälfte des 18. Jahrhunderts waren viele Schürfer im Revier tätig, und neue Vorkommen wurden entdeckt. Investitionen in Maschinen wurden auch gemacht, wie auch Massnahmen zur Verbesserung der Metallurgie. Die Produktion kulminierte 1774, sie fiel später bis zur früheren Lage im Anfang der 1790er Jahren, und stieg dann wieder ziemlich hoch. Zu diesen Kriegszeiten war es ein Hochkonjunktur, der gunstig auf diesen Zweig der Wirtschaft wirkte, bis Dänemark-Norwegen 1807 selbst in den Krieg hereingezogen wurde und die englische Blokade grosse Schwierigkeiten für den Handel schaffte. Es fällt auf, das die Produktionskurve in grossen Zügen ziemlich gut vergleichbar mit der Kurve von Silberproduktion in Kongsberg ist, mit einigen Ausnahmen (vgl. Z001). Bei diesen zwei grössten Bergwerke Norwegens stieg die Produktion schwach durch das 17. Jahrhundert, abgebrochen von Krisenerscheinungen um etwa 1680, gefolgt von einer stärkeren Expansion bis zu einer Blütezeit im frühen 18. Jahrhundert, abgebrochen von einer Krise in den Jahren etwa um 1720-1730, gefolgt von einer noch stärkeren Expansion bis zur Kulmination der Produktion bei beiden Bergwerken um 1770. Der folgende Rückgang wurde nur bei Röros von einem neuen Anstieg gegen die Jahrhundertwende abgebrochen, Kongsberg aber stürzte noch weiter ab.

HapMap imputed genome-wide association studies (GWAS) have revealed >50 loci at which common variants with minor allele frequency >5% are associated with kidney function. GWAS using more complete reference sets for imputation, such as those from The 1000 Genomes project, promise to identify novel loci that have been missed by previous efforts. To investigate the value of such a more complete variant catalog, we conducted a GWAS meta-analysis of kidney function based on the estimated glomerular filtration rate (eGFR) in 110,517 European ancestry participants using 1000 Genomes imputed data. We identified 10 novel loci with p-value < 5 × 10−8 previously missed by HapMap-based GWAS. Six of these loci (HOXD8, ARL15, PIK3R1, EYA4, ASTN2, and EPB41L3) are tagged by common SNPs unique to the 1000 Genomes reference panel. Using pathway analysis, we identified 39 significant (FDR < 0.05) genes and 127 significantly (FDR < 0.05) enriched gene sets, which were missed by our previous analyses. Among those, the 10 identified novel genes are part of pathways of kidney development, carbohydrate metabolism, cardiac septum development and glucose metabolism. These results highlight the utility of re-imputing from denser reference panels, until whole-genome sequencing becomes feasible in large samples. ; 3C. Three-City Study. The work was made possible by the participation of the control subjects, the patients, and their families. We thank Dr. Anne Boland (CNG) for her technical help in preparing the DNA samples for analyses. This work was supported by the National Foundation for Alzheimer's disease and related disorders, the Institut Pasteur de Lille and the Centre National de Génotypage. The 3C Study was performed as part of a collaboration between the Institut National de la Santé et de la Recherche Médicale (Inserm), the Victor Segalen Bordeaux II University and Sanofi-Synthélabo. The Fondation pour la Recherche Médicale funded the preparation and initiation of the study. The 3C Study was also funded by the Caisse Nationale Maladie des Travailleurs Salariés, Direction Générale de la Santé, MGEN, Institut de la Longévité, Agence Française de Sécurité Sanitaire des Produits de Santé, the Aquitaine and Bourgogne Regional Councils, Fondation de France and the joint French Ministry of Research/INSERM "Cohortes et collections de données biologiques" programme. Lille Génopôle received an unconditional grant from Eisai. AGES. Age, Gene/Environment Susceptibility-Reykjavik Study. This study has been funded by NIH contract N01-AG-1-2100, the NIA Intramural Research Program, Hjartavernd (the Icelandic Heart Association), and the Althingi (the Icelandic Parliament). The study is approved by the Icelandic National Bioethics Committee, VSN: 00-063. The researchers are indebted to the participants for their willingness to participate in the study. ARIC. Atherosclerosis Risk in Communities study. The ARIC study is carried out as a collaborative study supported by National Heart, Lung, and Blood Institute contracts (HHSN268201100005C, HHSN268201100006C, HHSN268201100007C, HHSN268201100008C, HHSN268201100009C, HHSN268201100010C, HHSN268201100011C, and HHSN268201100012C), R01HL087641, R01HL59367 and R01HL086694; National Human Genome Research Institute contract U01HG004402; and National Institutes of Health contract HHSN268200625226C. The authors thank the staff and participants of the ARIC study for their important contributions. Infrastructure was partly supported by Grant Number UL1RR025005, a component of the National Institutes of Health and NIH Roadmap for Medical Research. This work as well as YL and AK were supported by the German Research Foundation (KO 3598/2-1, KO 3598/3-1 and CRC1140 A05 to AK). ASPS. Austrian Stroke Prevention Study. The research reported in this article was funded by the Austrian Science Fond (FWF) grant number P20545-P05 and P13180. The Medical University of Graz supports the databank of the ASPS. The authors thank the staff and the participants of the ASPS for their valuable contributions. We thank Birgit Reinhart for her long-term administrative commitment and Ing Johann Semmler for the technical assistance at creating the DNA-bank. BMES. Blue Mountains Eye Study. The BMES has been supported by the Australian RADGAC grant (1992- 94) and Australian National Health & Medical Research Council, Canberra Australia (Grant Nos: 974159, 211069, 991407, 457349). The GWAS studies of Blue Mountains Eye Study population are supported by the Australian National Health & Medical Research Council (Grant Nos: 512423, 475604, 529912) and the Wellcome Trust, UK (2008). EGH and JJW are funded by the Australian National Health & Medical Research Council Fellowship Schemes. CILENTO. Italian Network on Genetic Isolates – Cilento. We thank the populations of Cilento for their participation in the study. The study was supported by the Italian Ministry of Universities and CNR 36 (PON03PE_00060_7, Interomics Flagship Project), the Assessorato Ricerca Regione Campania, the Fondazione con il SUD (2011-PDR-13), and the Istituto Banco di Napoli - Fondazione to MC. COLAUS. The CoLaus authors thank Yolande Barreau, Mathieu Firmann, Vladimir Mayor, Anne-Lise Bastian, Binasa Ramic, Martine Moranville, Martine Baumer, Marcy Sagette, Jeanne Ecoffey and Sylvie Mermoud for data collection. The CoLaus study received financial contributions from GlaxoSmithKline, the Faculty of Biology and Medicine of Lausanne, the Swiss National Science Foundation (33CSCO- 122661, 3200BO-111361/2, 3100AO-116323/1, 310000-112552). The computations for CoLaus imputation were performed in part at the Vital-IT center for high performance computing of the Swiss Institute of Bioinformatics. We thank Vincent Mooser for his contribution to the CoLaus study. EGCUT. Estonian Genome Center University of Tartu. EGCUT received financing from FP7 grants (278913, 306031, 313010) and targeted financing from Estonian Government (SF0180142s08). EGCUT studies were covered from Infra-structure grant no. 3.2.0304.11-0312 funded mostly by the European Regional Development Fund, Center of Excellence in Genomics (EXCEGEN) and University of Tartu (SP1GVARENG). We acknowledge EGCUT technical personnel, especially Mr V. Soo and S. Smit. Data analyses were carried out in part in the High Performance Computing Center of the University of Tartu. FamHS. Family Heart Study. The FHS work was supported in part by NIH grants 5R01HL08770003, 5R01HL08821502 (Michael A. Province) from the NHLBI and 5R01DK07568102, 5R01DK06833603 from the NIDDK (I.B.B.). The authors thank the staff and participants of the FamHS for their important contributions. FHS. Framingham Heart Study. This research was conducted in part using data and resources from the Framingham Heart Study of the National Heart Lung and Blood Institute of the National Institutes of Health and Boston University School of Medicine. The analyses reflect intellectual input and resource development from the Framingham Heart Study investigators participating in the SNP Health Association Resource (SHARe) project. This work was partially supported by the National Heart, Lung and Blood Institute's Framingham Heart Study (Contract No. N01-HC-25195) and its contract with Affymetrix, Inc. for genotyping services (Contract No. N02-HL-6-4278). A portion of this research utilized the Linux Cluster for Genetic Analysis (LinGA-II) funded by the Robert Dawson Evans Endowment of the Department of Medicine at Boston University School of Medicine and Boston Medical Center. GENDIAN. GENetics of DIAbetic Nephropathy study. The support of the physicians, the patients, and the staff of the Diabetes Zentrum Mergentheim (Head: Prof. Dr. Thomas Haak), the diabetes outpatient clinic Dr Nusser - Dr Kreisel, the dialysis centers KfH Amberg, KfH Bayreuth, KfH Deggendorf, KfH Donauwörth, KfH Freising, KfH Freyung, KfH Fürth, KfH Hof, KfH Ingolstadt, KfH Kelheim, KfH München Elsenheimerstraße, KfH München-Schwabing, KfH Neumarkt, KfH Neusäß, KfH Oberschleißheim, KfH Passau, KfH Plauen, KfH Regensburg Günzstraße, KfH Regensburg Caritas-Krankenhaus, KfH Straubing, KfH Sulzbach-Rosenberg, KfH Weiden, Dialysezentrum Augsburg Dr. Kirschner, Dialysezentrum Bad Alexandersbad, KfH Bamberg, Dialysezentrum Emmering, Dialysezentrum Klinikum Landshut, Dialysezentrum Landshut, Dialysezentrum Pfarrkirchen, Dialysezentrum Schwandorf, Dr. Angela Götz, the medical doctoral student Johanna Christ and the Study Nurse Ingrid Lugauer. The expert technical assistance of Claudia Strohmeier is acknowledged. Phenotyping was funded by the Dr. Robert PflegerStiftung (Dr Carsten A. Böger), the MSD Stipend Diabetes (Dr Carsten A. Böger) and the University Hospital of Regensburg (intramural grant ReForM A to Dr. A. Götz, ReForM C to Dr. Carsten Böger). Genome-wide genotyping was funded by the KfH Stiftung Präventivmedizin e.V. (Dr. Carsten A. Böger, Dr. Jens Brüning), the Else Kröner-Fresenius-Stiftung (2012_A147 to Dr Carsten A. Böger and Dr Iris M. Heid) and the University Hospital Regensburg (Dr Carsten A. Böger). Data analysis was funded by the Else 37 Kröner-Fresenius Stiftung (Dr. Iris M. Heid and Dr. Carsten A. Böger: 2012_A147; Dr. Carsten A. Böger and Dr. Bernhard K. Krämer: P48/08//A11/08). GENDIAN Study Group: Mathias Gorski, Iris M. Heid, Bernhard K. Krämer, Myriam Rheinberger, Michael Broll, Alexander Lammert, Jens Brüning, Matthias Olden, Klaus Stark, Claudia Strohmeier, Simone Neumeier, Sarah Hufnagel, Petra Jackermeier, Emilia Ruff, Johanna Christ, Peter Nürnberg, Thomas Haak, Carsten A. Böger. HABC. Health Aging and Body Composition Study. The HABC study was funded by the National Institutes of Aging. This research was supported by NIA contracts N01AG62101, N01AG62103, and N01AG62106. The genome-wide association study was funded by NIA grant 1R01AG032098-01A1 to Wake Forest University Health Sciences and genotyping services were provided by the Center for Inherited Disease Research (CIDR). CIDR is fully funded through a federal contract from the National Institutes of Health to The Johns Hopkins University, contract number HHSN268200782096C. This research was supported in part by the Intramural Research Program of the NIH, National Institute on Aging. HCS. Hunter Community Study. The University of Newcastle provided $300,000 from its Strategic Initiatives Fund, and $600,000 from the Gladys M Brawn Senior Research Fellowship scheme; Vincent Fairfax Family Foundation, a private philanthropic trust, provided $195,000; The Hunter Medical Research Institute provided media support during the initial recruitment of participants; and Dr Anne Crotty, Prof. Rodney Scott and Associate Prof. Levi provided financial support towards freezing costs for the long-term storage of participant blood samples. The authors would like to thank the men and women participating in the HCS as well as all the staff, investigators and collaborators who have supported or been involved in the project to date. A special thank you should go to Alison Koschel and Debbie Quain who were instrumental in setting up the pilot study and initial phase of the project. HPFS. Health Professionals Follow-Up Study. The NHS/HPFS type 2 diabetes GWAS (U01HG004399) is a component of a collaborative project that includes 13 other GWAS (U01HG004738, U01HG004422, U01HG004402, U01HG004729, U01HG004726, U01HG004735, U01HG004415, U01HG004436, U01HG004423, U01HG004728, RFAHG006033; National Institute of Dental & Craniofacial Research: U01DE018993, U01DE018903) funded as part of the Gene Environment-Association Studies (GENEVA) under the NIH Genes, Environment and Health Initiative (GEI). Assistance with phenotype harmonization and genotype cleaning, as well as with general study coordination, was provided by the GENEVA Coordinating Center (U01HG004446). Assistance with data cleaning was provided by the National Center for Biotechnology Information. Genotyping was performed at the Broad Institute of MIT and Harvard, with funding support from the NIH GEI (U01HG04424), and Johns Hopkins University Center for Inherited Disease Research, with support from the NIH GEI (U01HG004438) and the NIH contract "High throughput genotyping for studying the genetic contributions to human disease"(HHSN268200782096C). Additional funding for the current research was provided by the National Cancer Institute (P01CA087969, P01CA055075), and the National Institute of Diabetes and Digestive and Kidney Diseases (R01DK058845). We thank the staff and participants of the NHS and HPFS for their dedication and commitment. INGI-CARLANTINO. Italian Network on Genetic Isolates – Carlantino. We thank Anna Morgan and Angela D'Eustacchio for technical support. We are grateful to the municipal administrators for their collaboration on the project and for logistic support. We thank all participants to this study. INGI-FVG. Italian Network on Genetic Isolates – Friuli Venezia-Giulia. We thank Anna Morgan and Angela D'Eustacchio for technical support. We are grateful to the municipal administrators for their collaboration on the project and for logistic support. We thank all participants to this study. 38 INGI-VAL BORBERA. Italian Network on Genetic Isolates – Val Borbera. We thank the inhabitants of the Val Borbera who made this study possible, the local administrations and the ASL-Novi Ligure (Al) for support. We also thank Clara Camaschella for data collection supervision and organization of the clinical data collection, Fiammetta Vigano` for technical help and Corrado Masciullo for building the analysis platform. The research was supported by funds from Compagnia di San Paolo, Torino, Italy; Fondazione Cariplo, Italy and Ministry of Health, Ricerca Finalizzata 2008 and 2011/2012, CCM 2010, PRIN 2009 and Telethon, Italy to DT. IPM. Mount Sinai BioMe Biobank Program. The Mount Sinai BioMe Biobank Program is supported by The Andrea and Charles Bronfman Philanthropies. KORA-F3 and F4. The genetic epidemiological work was funded by the NIH subcontract from the Children's Hospital, Boston, US, (H.E.W., I.M.H, prime grant 1 R01 DK075787-01A1), the German National Genome Research Net NGFN2 and NGFNplus (H.E.W. 01GS0823; WK project A3, number 01GS0834), the Munich Center of Health Sciences (MC Health) as part of LMUinnovativ, and by the Else KrönerFresenius-Stiftung (P48/08//A11/08; C.A.B., B.K.K; 2012_A147 to CAB and IMH.). The Genetic Epidemiology at the University of Regensburg received financial contributions from the BMBF (01ER1206 and 01ER1507). The kidney parameter measurements in F3 were funded by the Else Kröner-FreseniusStiftung (C.A.B., B.K.K.) and the Regensburg University Medical Center, Germany; in F4 by the University of Ulm, Germany (W.K.). Genome wide genotyping costs in F3 and F4 were in part funded by the Else Kröner-Fresenius-Stiftung (C.A.B., B.K.K.). De novo genotyping in F3 and F4 were funded by the Else Kröner-Fresenius-Stiftung (C.A.B., B.K.K.). The KORA research platform and the MONICA Augsburg studies were initiated and financed by the Helmholtz Zentrum München, German Research Center for Environmental Health, by the German Federal Ministry of Education and Research and by the State of Bavaria. Genotyping was performed in the Genome Analysis Center (GAC) of the Helmholtz Zentrum München. The LINUX platform for computation were funded by the University of Regensburg for the Department of Epidemiology and Preventive Medicine at the Regensburg University Medical Center. LIFELINES. The authors wish to acknowledge the services of the Lifelines Cohort Study, the contributing research centers delivering data to Lifelines, and all the study participants. Lifelines group authors: Behrooz Z Alizadeh1 , H Marike Boezen1 , Lude Franke2 , Pim van der Harst3 , Gerjan Navis4 , Marianne Rots5 , Harold Snieder1 , Morris Swertz2 , Bruce HR Wolffenbuttel6 and Cisca Wijmenga2 1. Department of Epidemiology, University of Groningen, University Medical Center Groningen, The Netherlands 2. Department of Genetics, University of Groningen, University Medical Center Groningen, The Netherlands 3. Department of Cardiology, University of Groningen, University Medical Center Groningen, The Netherlands 4. Department of Internal Medicine, Division of Nephrology, University of Groningen, University Medical Center Groningen, The Netherlands 5. Department of Medical Biology, University of Groningen, University Medical Center Groningen, The Netherlands 6. Department of Endocrinology, University of Groningen, University Medical Center Groningen, The Netherlands MESA. Multi-Ethnic Study of Atherosclerosis. University of Washington (N01-HC-95159),Regents of the University of California (N01-HC-95160), Columbia University (N01-HC-95161), Johns Hopkins University 39 (N01-HC-95162, N01-HC-95168), University of Minnesota (N01-HC-95163), Northwestern University (N01-HC-95164), Wake Forest University (N01-HC-95165), University of Vermont (N01-HC-95166), New England Medical Center (N01-HC-95167), Harbor-UCLA Research and Education Institute (N01-HC- 95169), Cedars-Sinai Medical Center (R01-HL-071205), University of Virginia (subcontract to R01-HL- 071205) MICROS. Microisolates in South Tyrol study. We owe a debt of gratitude to all participants. We thank the primary care practitioners R. Stocker, S. Waldner, T. Pizzecco, J. Plangger, U. Marcadent and the personnel of the Hospital of Silandro (Department of Laboratory Medicine) for their participation and collaboration in the research project. In South Tyrol, the study was supported by the Ministry of Health and Department of Educational Assistance, University and Research of the Autonomous Province of Bolzano, the South Tyrolean Sparkasse Foundation, and the European Union framework program 6 EUROSPAN project (contract no. LSHG-CT-2006-018947). NESDA. The Netherlands Study of Depression and Anxiety. The infrastructure for the NESDA study is funded through the Geestkracht programme of the Dutch Scientific Organization (ZON-MW, grant number 10-000-1002) and matching funds from participating universities and mental health care organizations. Genotyping in NESDA was funded by the Genetic Association Information Network (GAIN) of the Foundation for the US National Institutes of Health. NHS. Nurses' Health Study. The NHS/HPFS type 2 diabetes GWAS (U01HG004399) is a component of a collaborative project that includes 13 other GWAS (U01HG004738, U01HG004422, U01HG004402, U01HG004729, U01HG004726, U01HG004735, U01HG004415, U01HG004436, U01HG004423, U01HG004728, RFAHG006033; National Institute of Dental & Craniofacial Research: U01DE018993, U01DE018903) funded as part of the Gene Environment-Association Studies (GENEVA) under the NIH Genes, Environment and Health Initiative (GEI). Assistance with phenotype harmonization and genotype cleaning, as well as with general study coordination, was provided by the GENEVA Coordinating Center (U01HG004446). Assistance with data cleaning was provided by the National Center for Biotechnology Information. Genotyping was performed at the Broad Institute of MIT and Harvard, with funding support from the NIH GEI (U01HG04424), and Johns Hopkins University Center for Inherited Disease Research, with support from the NIH GEI (U01HG004438) and the NIH contract "High throughput genotyping for studying the genetic contributions to human disease"(HHSN268200782096C). The NHS renal function and albuminuria work was supported by DK66574. Additional funding for the current research was provided by the National Cancer Institute (P01CA087969, P01CA055075), and the National Institute of Diabetes and Digestive and Kidney Diseases (R01DK058845). We thank the staff and participants of the NHS and HPFS for their dedication and commitment. NSPHS. The Northern Swedish Population Health Study. The NSPHS was supported by grants from the Swedish Natural Sciences Research Council, the European Union through the EUROSPAN project (contract no. LSHG-CT-2006-018947), the Foundation for Strategic Research (SSF) and the Linneaus Centre for Bioinformatics (LCB). We are also grateful for the contribution of samples from the Medical Biobank in Umeå and for the contribution of the district nurse Svea Hennix in the Karesuando study. RS-I. The Rotterdam Study. The GWA study was funded by the Netherlands Organisation of Scientific Research NWO Investments (nr. 175.010.2005.011, 911-03-012), the Research Institute for Diseases in the Elderly (014-93-015; RIDE2), the Netherlands Genomics Initiative (NGI)/Netherlands Consortium for Healthy Aging (NCHA) project nr. 050-060-810. We thank Pascal Arp, Mila Jhamai, Dr Michael 40 Moorhouse, Marijn Verkerk, and Sander Bervoets for their help in creating the GWAS database. The Rotterdam Study is funded by Erasmus Medical Center and Erasmus University, Rotterdam, Netherlands Organization for the Health Research and Development (ZonMw), the Research Institute for Diseases in the Elderly (RIDE), the Ministry of Education, Culture and Science, the Ministry for Health, Welfare and Sports, the European Commission (DG XII), and the Municipality of Rotterdam. The authors are very grateful to the participants and staff from the Rotterdam Study, the participating general practitioners and the pharmacists. We would like to thank Dr. Tobias A. Knoch, Luc V. de Zeeuw, Anis Abuseiris, and Rob de Graaf as well as their institutions the Erasmus Computing Grid, Rotterdam, The Netherlands, and especially the national German MediGRID and Services@MediGRID part of the German D-Grid, both funded by the German Bundesministerium fuer Forschung und Technology under grants #01 AK 803 A-H and # 01 IG 07015 G, for access to their grid resources. Abbas Dehghan is supported by NWO grant (vici, 918-76-619). SAPALDIA. Swiss Study on Air Pollution and Lung Diseases in Adults. The SAPALDIA Team: Study directorate: T Rochat (p), NM Probst Hensch (e/g), N Künzli (e/exp), C Schindler (s), JM Gaspoz (c) Scientific team: JC Barthélémy (c), W Berger (g), R Bettschart (p), A Bircher (a), O Brändli (p), C Brombach (n), M Brutsche (p), L Burdet (p), M Frey (p), U Frey (pd), MW Gerbase (p), D Gold (e/c/p), E de Groot (c), W Karrer (p), R Keller (p), B Martin (pa), D Miedinger (o), U Neu (exp), L Nicod (p), M Pons (p), F Roche (c), T Rothe (p), E Russi (p), P Schmid-Grendelmeyer (a), A Schmidt-Trucksäss (pa), A Turk (p), J Schwartz (e), D. Stolz (p), P Straehl (exp), JM Tschopp (p), A von Eckardstein (cc), E Zemp Stutz (e). Scientific team at coordinating centers: M Adam (e/g), C Autenrieth (pa), PO Bridevaux (p), D Carballo (c), E Corradi (exp), I Curjuric (e), J Dratva (e), A Di Pasquale (s), E Dupuis Lozeron (s), E Fischer (e), M Germond (s), L Grize (s), D Keidel (s), S Kriemler (pa), A Kumar (g), M Imboden (g), N Maire (s), A Mehta (e), H Phuleria (exp), E Schaffner (s), GA Thun (g) A Ineichen (exp), M Ragettli (e), M Ritter (exp), T Schikowski (e), M Tarantino (s), M Tsai (exp) (a) allergology, (c) cardiology, (cc) clinical chemistry, (e) epidemiology, (exp) exposure, (g) genetic and molecular biology, (m) meteorology, (n) nutrition, (o) occupational health, (p) pneumology, (pa) physical activity, (pd) pediatrics, (s) statistics. Funding: The Swiss National Science Foundation (grants no 33CSCO-134276/1, 33CSCO-108796, 3247BO-104283, 3247BO-104288, 3247BO- 104284, 3247-065896, 3100-059302, 3200-052720, 3200-042532, 4026-028099), the Federal Office for Forest, Environment and Landscape, the Federal Office of Public Health, the Federal Office of Roads and Transport, the canton's government of Aargau, Basel-Stadt, Basel-Land, Geneva, Luzern, Ticino, Valais, and Zürich, the Swiss Lung League, the canton's Lung League of Basel Stadt/ Basel Landschaft, Geneva, Ticino, Valais and Zurich, SUVA, Freiwillige Akademische Gesellschaft, UBS Wealth Foundation, Talecris Biotherapeutics GmbH, Abbott Diagnostics, European Commission 018996 (GABRIEL), Wellcome Trust WT 084703MA. The study could not have been done without the help of the study participants, technical and administrative support and the medical teams and field workers at the local study sites. Local fieldworkers : Aarau: S Brun, G Giger, M Sperisen, M Stahel, Basel: C Bürli, C Dahler, N Oertli, I Harreh, F Karrer, G Novicic, N Wyttenbacher, Davos: A Saner, P Senn, R Winzeler, Geneva: F Bonfils, B Blicharz, C Landolt, J Rochat, Lugano: S Boccia, E Gehrig, MT Mandia, G Solari, B Viscardi, Montana: AP Bieri, C Darioly, M Maire, Payerne: F Ding, P Danieli A Vonnez, Wald: D Bodmer, E Hochstrasser, R Kunz, C Meier, J Rakic, U Schafroth, A Walder. Administrative staff: C Gabriel, R Gutknecht. SHIP and SHIP-TREND. The Study of Health in Pomerania. SHIP is part of the Community Medicine Research net of the University of Greifswald, Germany, which is funded by the Federal Ministry of Education and Research (grants no. 01ZZ9603, 01ZZ0103, and 01ZZ0403), the Ministry of Cultural Affairs as well as the Social Ministry of the Federal State of Mecklenburg-West Pomerania, and the network 41 'Greifswald Approach to Individualized Medicine (GANI_MED)' funded by the Federal Ministry of Education and Research (grant 03IS2061A). Genome-wide data have been supported by the Federal Ministry of Education and Research (grant no. 03ZIK012) and a joint grant from Siemens Healthcare, Erlangen, Germany and the Federal State of Mecklenburg- West Pomerania. The University of Greifswald is a member of the 'Center of Knowledge Interchange' program of the Siemens AG and the Caché Campus program of the InterSystems GmbH. The SHIP authors are grateful to Mario Stanke for the opportunity to use his Server Cluster for the SNP imputation as well as to Holger Prokisch and Thomas Meitinger (Helmholtz Zentrum München) for the genotyping of the SHIP-TREND cohort. TRAILS. TRacking Adolescents' Individual Lives. Trails is a collaborative project involving various departments of the University Medical Center and University of Groningen, the Erasmus University Medical Center Rotterdam, the University of Utrecht, the Radboud Medical Center Nijmegen, and the Parnassia Bavo group, all in the Netherlands. TRAILS has been financially supported by grants from the Netherlands Organization for Scientific Research NWO (Medical Research Council program grant GB-MW 940-38-011; ZonMW Brainpower grant 100-001-004; ZonMw Risk Behavior and Dependence grants 60- 60600-98-018 and 60-60600-97-118; ZonMw Culture and Health grant 261-98-710; Social Sciences Council medium-sized investment grants GB-MaGW 480-01-006 and GB-MaGW 480-07-001; Social Sciences Council project grants GB-MaGW 457-03-018, GB-MaGW 452-04-314, and GB-MaGW 452-06- 004; NWO large-sized investment grant 175.010.2003.005; NWO Longitudinal Survey and Panel Funding 481-08-013); the Sophia Foundation for Medical Research (projects 301 and 393), the Dutch Ministry of Justice (WODC), the European Science Foundation (EuroSTRESS project FP-006), and the participating universities. We are grateful to all adolescents, their parents and teachers who participated in this research and to everyone who worked on this project and made it possible. Statistical analyses were carried out on the Genetic Cluster Computer (http://www.geneticcluster.org), which is financially supported by the Netherlands Scientific Organization (NWO 480-05-003) along with a supplement from the Dutch Brain Foundation. WGHS. Women's Genome Health Study. The WGHS is supported by the National Heart, Lung, and Blood Institute (HL043851 and HL080467) and the National Cancer Institute (CA047988 and UM1CA182913), with collaborative scientific support and funding for genotyping provided by Amgen. YFS. Young Finns Study. The YFS has been financially supported by the Academy of Finland: grants 134309 (Eye), 126925, 121584, 124282, 129378 (Salve), 117787 (Gendi), and 41071 (Skidi), the Social Insurance Institution of Finland, Kuopio, Tampere and Turku University Hospital Medical Funds (grant 9M048 and 9N035 for TeLeht), Juho Vainio Foundation, Paavo Nurmi Foundation, Finnish Foundation of Cardiovascular Research and Finnish Cultural Foundation, Tampere Tuberculosis Foundation and Emil Aaltonen Foundation (T.L). The technical assistance in the statistical analyses by Ville Aalto and Irina Lisinen is acknowledged. ; Peer Reviewed

THE EFFECT OF INFORMATIONAL GAP ACTIVITY TO THE UNMOTIVATED STUDENTS' ABILITY OF 8th GRADERS AT MTS AL HASANAH 1 SLAHUNG, PONOROGO Diyan Novika English Education Department, Language and Art Faculty, Surabaya State University. ndidy71@gmail.com Drs Fahri, M.A English Education Department, Language and Art Faculty, Surabaya State University. fahri@englishunesa.com Abstract The aims of this research is to find out the improvement of unmotivated students' speaking ability after treating by using Informational Gap Activity in teaching English of the eight grader of Mts Al Hasanah 1 Slahung Ponorogo. The method that is used in this study is a quantitative method. This design of study had more potential threat to internal validity as the time between pretest and posttest increases and as experimental situation become less controlled and contrived (Mc Millan, 1992 : 175) the design of single group of pretest and posttest. The data on students' English speaking ability were collected with a performance test. The hypothesis were tested with two-ways analysis using statistic calculation of T-test formula with significance degree 5% and 1%. And the other one is using questionnaire. The results of analysis showed that: (1) there were differences of the English speaking ability between the unmotivated students who learned through and that of the unmotivated students who learned through conventional method The result is 2,045 2,756 (2) and the other one is from their responses based on the questionnaire. The conclusion is that the implementation of Informational Gap Activity method has an effect on the English speaking ability viewed from students' verbal aptitude. Keywords: Unmotivated students, Informational Gap Activity INTRODUCTION English becomes the most essential language in the world. Almost all the people from many different countries around the world use it to communicate. The area of English has always become a special interest. It is spoken by millions of people all over the world. Genc (2007, p. 6) says that "when we learn a language, there are four skills that we need for complete communication. When we learn our native language, we usually learn to listen first, then to speak, then to read, and finally to write. These are called the four "language skills". As a consequence, English serves for many times many more people as a barrier between themselves and those some fields of interest, many people in their own countries will not be able to become doctors, for example if they cannot learn enough English. That's some reasons why English is important. Actually, learning process becomes the primary reference for determining success in learning. But, the more we get in our nation nowadays are most teachers do not pay attention and assume that this is not an important thing to discuss. On the contrary, it is very important for our education. According to the 2006 National Study of Junior/Senior High School Student Engagement (Yazzie-Mintz, 2007), two of three high school students are bored every day in class—typically, they say, because the work isn't interesting, challenging, or relevant for them. It seems that the classroom activities didn't interesting anymore for them. One more thing that we have to know is that the classroom is a social construct that is designed to facilitate learning. While learning can occur even when the only active participant is the student-as is the case when a person is reading a user manual the most effective learning scenarios are those that involve the proactive involvement of both instructors and students. The fundamental benefit of a personal student-teacher type of interaction is that the feedback and control mechanism is firmly established and can always be invoked to maintain the learning direction towards pre-set objectives. Moreover, the learning process is essentially affected by peer-group relationships within the classroom environment. That is, the interactions between teachers and students as well as among students constitute the learning network within which lesson concepts are shared, affirmed, and built upon. When disconnect occurs between teachers and students, the class becomes ineffective. Sutherland and Singh ( 2004 ) said "states that passive learning contributes to the failure of students". The lack of adequate student involvement almost certainly spells cognitive failure, especially when the opportunities to learn and practice English outside the classroom are rare or isolated. We can imagine what will happen with the student in that condition. Sure, unmotivated student will really increase just because of passive learning. And the more problem frequently found caused from that condition is that because of motivation lack to practice the second language in daily conversation. They are also too shy and afraid to take part in the conversation and afraid to make mistakes. Many factors can cause the problem of the students. Speaking skills here namely the students that learning language. Interest the material and the media among others including the technique in teaching English. Educator in general will agree with the importance of motivation as a key to success in language acquisition as it's both of condition and a result of effective interaction (winne and mark, 1989) "journal of information management education volume 11, 2012" Now, let's compare between what Yazzie-Mintz and Genc. Yazzie-Mintz said based on their research that there are two of three high school students are bored every day in class and the typically cause is that the work isn't interesting, challenging, or relevant for them. It seems that the classroom activities didn't interesting anymore for them. The second is about Genc statement (2007, p. 6) he said "when we learn a language, there are four skills that we need for complete communication. In the other hand, the class activity should be continuing as well as possible to make the student able to speak English, at least they have braveness to speak. Especially for the unmotivated student, and there should be good activities to face them. Of course the methods/activity should be interesting. One of them is by giving students information – gap activity which might make the students interact easily in speaking activity. Sari (2008,p. 3) says, "the core of information gap method is a corporation between groups and pairs". Information gap activities involve the learners in sharing the information that they have in order to solve a problem, gather information or make decisions (Rees,2005, p. 156). So, English language learning students should be involved in as many situations as possible where one of them has some information and another does not, but has to get it. In other words, situations containing an information gap between the participants are very useful. Neu and Reeser (1997, p. 127) said that in an information gap activity, one person has certain information that must be shared with others in order to solve a problem, gather information or make decisions. Information gap is a useful activity in which one person has information that the other lacks. Another advantage of information gap activities is that students are forced to negotiate meaning because they must make what they are saying comprehensible to others in order to accomplish the task (Neu and Reeser, 1997, p. 128). For these reasons, the writer is interested in analyzing the effect of Information Gap Activity to the unmotivated students' speaking ability of 8th graders at Mts Alhasanah 1 Slahung, Ponorogo METODE This section presented the steps how the researcher conducts the study. It covers the research design, participant of study, research instrument, procedure of collecting data, and data analysis. This research was an experimental research. It was done to find out the effect of Information Gap Activity to teach the unmotivated students speaking ability of the eight graders junior high student of Mts Al-Hasanah 1 Slahung. The method that is used in this study is a quantitative method. The study is based on both library and a field research. In the field research, the writer collected the data by using observing teaching and also treat the student (teaching English using information gap activity) learning the subjects. In this study, the researcher just used one group an experimental group. It is called as single group pretest-posttest design. And the results were determined by comparing the pretest and posttest scores. This design of study had more potential threat to internal validity as the time between pretest and posttest increases and as experimental situation become less controlled and contrived (Mc Millan, 1992 : 175) the design of single group of pretest and posttest is presented below: Table 2 Single group pretest and posttest design Group Pretest Treatment Posttest A Y1 X Y2 In which: A : The group of subjects Y1 : The pre-test given before treatment X : The independent variable or treatment where information gap activity was applied Y2 : The post-test given before treatment There were two variables in this study. There were dependent variable and independent variable. In this case, the independent variable is the teaching technique "informational gap activity". And the dependent variable would be the students' speaking ability. Based on (Mc Millan, 1992:22) stated that independent variable is the first thing that influence or predict the result. As the dependent variable is the students' speaking score. According to Mc Millan (1992:22), dependent variable is something that affected and predicted by the independent variable. The Participants of the study is ninth graders of mts Al Hasanah 1 Slahung, Ponorogo. It is located at Jalan Ponorogo-Pacitan. The researcher chose the place because the researcher graduated from there so that it makes the researcher easier to conduct the research there. There is one instruments use by the researcher in his study. There is: speaking performance (which is the score of pronunciation, grammar, vocabulary, fluency and comprehension) that would be applied using pre-test and post-test. The data from the score of speaking performance test are collected from two tests which are pre-test and post-test. And the data is presented in quantitative manner since the study is experimental research. These tests are to find out the unmotivated students' speaking ability. Before implementing the technique, the researcher teaches them without using Information Gap Activity. Then the researcher administered pre-test to the students. The students are asked to perform their speaking in front of the class with their friend then the researcher asked the some question about the materials about telling the time. In the next day the researcher gives them two times treatment or teaching speaking using Information Gap Activity then he gives the post-test to know the result by using rubric of speaking as below: a. Accent Pronunciation frequently unintelligible. Frequent gross errors and a very heavy accent make understanding difficult, require frequent repetition. "Foreign accent" requires concentrated listening and mispronunciation lead to occasional misunderstanding and apparent errors in grammar or vocabulary. Marked "foreign accent" and occasional mispronunciations which do not interfere with understanding. No conspicuous mispronunciations, but would not be taken for a native speaker. Native pronunciation, which no trace of "foreign accent". b. Grammar Grammar almost entirely inaccurate except in stock phrases. Constant errors showing control of very few major patterns and frequently preventing communication. Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding. Occasional errors showing imperfect control of some patterns but no weakness that causing misunderstanding. Few errors, with no patterns of failure. No more than two errors during the interview. c. Vocabulary Vocabulary inadequate for even the simplest conversation. Vocabulary limited to basic personal and survival areas (time, food, transportation, family, etc.) Choice of words sometimes inaccurate, limitation of vocabulary prevent discussion of some common professional and social topics Professional vocabulary adequate to discuss special interest; general vocabulary permits discussion of any non-technical subject with some circumlocutions. Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situation. Vocabulary apparently as accurate and extensive as that of an educated native speaker d. Fluency Speech is so halting and fragmentary that conversation is virtually impossible. Speech is very slowly and uneven except for short or routine sentences. Speech is frequently hesitant and jerky; sentences may be left uncompleted. Speech is occasionally hesitant, with some unevenness caused by rephrasing and grouping for words. Speech is effortless and smooth, but perceptibly non-native in speed and evenness. Speech is on all professional and general topics as effortless and smooth as a native speaker's. e. Comprehension Understanding only slow, very simple speech on common social and touristic topic; requires constant repetition and rephrasing. Understanding little for the simplest type of conversation. Understanding careful, somewhat simplified speech directed to him, with considerable repetition and rephrasing. Understands quite well normal educated speech directed to him, but requires occasional repetition and rephrasing. Understands everything in normal educated conversation except for every colloquial or low-frequency items, or exceptionally rapid or slurred speech. Understands everything in both formal and colloquial speech to be expected of an educated native speaker. To know the result of teaching speaking by using Information Gap Activity, the writer gives oral test to the students. Because the test is oral test, the writer divided the score into five criteria, which are the scores of pronunciation, grammar, vocabulary, fluency and comprehension. Then, the data from pre-test, they were analyzed and processed by using statistic calculation of T-test formula with significance degree 5% and 1%. The formula as follows: To = TO : Test observation MD : Mean of differences; the average score from the differences gained scores between I variable and II variable, which are calculated with the formula; MD = ΣD : Total score between I variable (X variable) and II variable (Y variable). And D is gained with formula; D = X-Y N : Number of cases SDD : The standard deviation from differences between score of X variable and Y variable, which is gained with the formula; SDD = -[ ]2 SEMD : The standard error from mean of differences that is gained with the formula; SEMD = DF : Degree of freedom with formula: N-1 The other data will be done by giving questionnaire to students, and giving the some causes that usually make the boring and ask them to make list based on their opinion. From the questionnaire that had been answered and the list had been arrange it will answer question number one and. Table 3. Conversion Table Total score FSI Level 16 – 25 0+ 26 – 32 1 33 – 42 1+ 43 – 52 2 53 – 63 2+ 63 – 72 3 73 – 82 3+ 83 – 92 4 93 – 99 4+ RESULT AND DISCUSSION Result In this chapter the researcher presented and analyzed the data. Dealing with analyzing the data, the researcher used t-test formula. The data were obtained from the test had been done previously. A. Description of Data After conducting the research, the writer obtained two kinds of data the scores of pre-test and the scores of post-test. And the other one is questionnaire. 1. Pre-test and Post-Test data a. The Pre-Test Scores The data of the pre-test scores can be seen in the table 4 below: No P G V F C T 1 75 53 52 63 52 295 2 76 73 60 68 73 350 3 74 75 68 70 73 360 4 60 85 74 65 86 370 5 72 95 73 77 93 410 6 64 76 73 73 74 360 7 56 48 55 43 45 250 8 56 48 55 43 45 250 9 - - - - - 10 64 76 73 73 74 360 11 77 93 83 78 90 421 12 55 45 60 45 47 252 13 55 56 77 54 54 296 14 53 55 52 53 50 263 15 64 66 62 62 66 320 16 64 66 62 62 66 320 17 72 95 73 77 93 410 18 64 76 73 73 74 360 19 62 74 60 66 68 330 20 63 57 55 60 65 300 21 55 90 65 65 90 365 22 65 84 86 73 82 390 23 63 57 55 60 65 300 24 58 55 55 50 55 273 25 58 55 55 50 55 273 26 65 84 86 73 82 390 27 55 67 55 58 63 298 28 55 67 55 58 63 298 29 64 66 62 62 66 320 After the data is analyzed, it shows that the mean ( x ) is 328 the standard deviation is 15,55 the median is 350 the highest score is 421 and the lowest score is 250. b. The Post-Test Scores The data of the post-test score can be seen in the table 5 below: No P G V F C T 1 82 93 90 80 93 438 2 82 96 80 81 91 430 3 82 92 80 74 93 421 4 74 90 82 74 90 410 5 83 90 82 75 90 420 6 75 90 70 71 90 497 7 82 80 74 72 80 388 8 72 74 72 75 72 365 9 - - - - - 10 82 93 85 72 93 425 11 76 90 82 82 90 420 12 74 90 82 74 90 410 13 80 84 75 75 80 394 14 84 90 83 83 90 430 15 66 70 70 64 72 342 16 74 80 82 74 80 390 17 82 92 80 76 84 416 18 75 90 76 73 90 404 19 75 80 74 71 80 380 20 80 90 82 76 90 418 21 73 90 80 65 90 398 22 82 92 90 84 92 440 23 74 90 82 74 90 410 24 64 72 70 65 72 343 25 72 62 70 55 60 319 26 72 84 80 74 82 392 27 74 70 64 62 70 340 28 74 70 64 62 72 342 29 73 80 65 72 80 370 After the data is analyzed, it shows that the mean ( X ) is 398,28 the standard deviation is 67,684 the median is 394 the highest score is 497 and the lowest score is 319. c. The Comparison of the Test Result The comparison of the test result can be seen in the table 6 below: No Pre Post D D2 1 295 438 -143 20449 2 350 430 -80 6400 3 360 421 -61 3721 4 370 410 -40 1600 5 410 420 -30 900 6 360 497 -137 18769 7 250 388 -138 19044 8 250 365 -115 13225 9 - - - - 10 360 425 -65 4225 11 421 420 1 1 12 252 410 -158 24964 13 296 394 -98 9604 14 263 430 -167 27889 15 320 342 -22 484 16 320 390 -70 4900 17 410 416 6 36 18 360 404 -44 1936 19 330 380 -50 2500 20 300 418 -118 13924 21 365 398 -33 1089 22 390 440 -50 2500 23 300 410 -110 12100 24 273 343 -70 4900 25 273 319 -46 2116 26 390 392 -2 4 27 298 340 -42 1764 28 298 342 -44 1936 29 320 370 -50 2500 N:29 ΣX = 9184 ΣY = 11152 ΣD = -1976 ΣD2 = 203480 Based on the data in table 5, the researcher calculated the result of ΣD = -1976 and ΣD2 = 203480. Then, he tried to find out the standard deviation of differences (SDD) with the formula: SDD = 2 SDD = 2 SDD = SDD = SDD = SDD = 48,72 To find out the mean of differences (MD) between variable X and Y, the researcher used the formula: MD = ∑ MD = MD = 68,13 After gaining the result of SDD = 68.13 the researcher calculated the standard error from mean of differences (SEMD) between variable X and Y: SEMD = SEMD = SEMD = SEMD = SEMD = 9,22 The last calculation is determining the result of t observation (to) of the test with formula: To = To = To = 7,389 The result 7,389 indicated that there was a difference of degree as much as 7,389. Regardless the minus, it doesn.t indicate negative score. Then, to complete the result of the research, the writer finds out the degree of freedom (df) with the formula: df = N - 1 = 29-1 = 28 df = 28 (see table of .t. value at the degree of significance of 5% and 1%) At the degree of significance 5% = 2,045 At the degree of significance 1% = 2,756 The result is 2,045 2,756 The result of analyzing the data by using the above formula shows that the coefficient is 7,389. It means that there is a significance improvement after the informational gap activity is used to teach speaking. B. Discussion After doing the research and analyzing the data. Let me analyze in other way as below : Table 7. The Result of Pre-test and Post-test Group Pre-test Post-test Observed-t Pre-Test and Post-test Single Group 328 398.28 7,389 From the table above, it showed the mean score of pre-test is 328 and the mean score of post-test is 398.28 It means that there was really significant difference and improvement of the score between them. Based on the result of the data analysis, it is proven that the students. Score of speaking taught by using Informational Gap Activity is better. It means that the use of information gap activity in teaching speaking is quite effective. Another reason based on the students. Responses are because most students find that information gap activity is enjoyable. This reason leads to better attention in learning and stimulate them to participate in information gap activity. But the problem that they faced mostly is lack of confidence and lack of vocabulary. In the early stages of the Informational Gap Activity the students were uncomfortable and uncertain. This led to initial lapses of silence. But soon they began helping one another to decide who should speak. Towards the end, their shyness left them and they began prompting each other with ideas. It can be told that "Informational Gap Activity" is the one of methods that can be used to teach and improve unmotivated students' speaking ability. The prove is that there is improvement of students' speaking score after treated by using Informational Gap Activity and that is really good effect of Informational Gap Activity. CONCLUSION AND SUGGESTION Conclusion Based on the research, the writer concludes that: From the result of the analysis of the research, it is proven that the students. Score of speaking taught by using Informational Gap Activity is better than before. And based on the result has answered by the research question, shows that using information activity in teaching speaking is quite effective. The use of information activity makes teaching learning and speaking activity more enjoyable and interesting. Simply that the technique the teacher use is quite attracting them and helps the shy students by providing a mask, where students with difficulty in conversation are liberated. In addition, it is fun and most students will agree that enjoyment leads to better learning. Here, the students have to practice speaking and find the answer themselves of course by asking friend. It will make them confident to speak. In information activity, the world of the classroom is broadened to include the outside world. This offers a much wider range of language opportunities. So, the students can be anyone and in any situation they wish. The use of information activity makes the class more active and alive. Students are willing to participate without any forces from the teacher. The use of information activity makes the students more motivated in learning and easier to grasp the lesson. Problems that the students faced mostly in Informational Gap Activity are lack of confidence and lack of vocabulary. B. Suggestion The success in teaching doesn.t depend on the lesson program only, but more important is how the teacher presents the lesson and uses various techniques to manage the class more lively and enjoyable. Regarding to the teaching speaking by using Informational Gap Activity, the writer gives some suggestion for the teacher and students as follow: For the teacher: The teacher should choose the materials that are appropriate and not too difficult for the students. Before assigning the information activity to the students, the teacher should make sure that the students have fully understood and have the information they need. The teacher should keep control the student activities. The teacher should present the language in an enjoyable, relaxed and understandable way. For the students: The students are hoped not to be shy in acting out their role. The students are hoped to be active and creative in enriching their vocabularies. The students are hoped to use English when they practice Informational Gap Activity although it is hard for them. The students should take part REFERENCES Sasson, Dorit. 2008. Information Gap Activities: Working in Groups or Pairs during Cooperative Learning Lessons. Available on http://lesson-plan-help.suite101.com/article.cfm/ learning games Bartz, HE. 1976. Basic Statistical in Education and Behavioral Sciences. Burgess Publishing Company. Mc Millan, J. H. 1992. Education Research Fundamentals for the customer. New York: Harper Collin Publisher Beard, P. R. (2008, November Thursday 13). What is the Role of the Teacher Today? Teacher's quality. Brewster, C. &. (October 22, 2007). Increasing Student engagement and motivation. Donald ary, l. c. (2006). Introduction to research in education. Dornyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom.The Modern Language Journal, Vol. 78, No. 3, pp. 273-284 . Hicks, C., & Glasgow, N. &. ((2005)). what successful mentors do. Leech, B. L. (2003). Techniques for Semi-structured Interviews. Political Science and Politics, Vol. 35, No. 4. Defrioka, A (2009). Improving Students' Interaction in Speaking Class Through Information GAP Activities, Vol.3 No.2 33-45 Richards, k. (2003). Qualitative Inquiry in tesol. Qualitative Inquiry . Schmidt, B. &. (1996). Foreign Language Motivation: Internal and external connections. Path Ways to the New Century. Fitriah, M. 2010. Improving Speaking Ability of Descriptive Text Use "Three-Step Interview for Eight Graders of SMPN 26 Surabaya". Brown, H. Douglas. 1994. Principal of Language Learning and Teaching. Third Edition. New Jersey: Prentice Hall Tudor, Ian. 2001. The Dynamic of the Language Classroom. UK: Cambridge University

FOCUS ON FORM IN 2013 JUNIOR HIGH SCHOOL CURRICULUM Windya Firdayani Ariza English Education, Faculty of Languages and Arts, State University of Surabaya Win_dya_chub2y@yahoo.com Ahmad Munir English Education, Faculty of Languages and Art, State University of Surabaya Munstkip@yahoo.com Abstrak Kurikulum 2013 adalah kurikulum yang saat ini dilaksanakan di Indonesia. Penelitian ini bertujuan untuk menggambarkan fokus guru dalam mengajar tata bahasa apakah itu berfokus pada bentuk atau makna dan menggambarkan perasaan siswa dalam belajar tata bahasa apakah mereka merasa belajar atau tidak. Penelitian ini adalah kualitatif. Para peserta penelitian ini adalah seorang guru bahasa Inggris dan siswa kelas pertama SMPN 1 Gresik. Dua instrumen yang digunakan untuk mengumpulkan data yaitu: observasi dalam bentuk rekaman video guru dan kegiatan siswa di kelas dan merekam video dari diskusi kelompok. Ini digunakan untuk merekam cara guru dalam menggabungkan tata bahasa pada kurikulum 2013 dan kegiatan siswa. Rekaman video dari diskusi kelompok digunakan untuk merekam perasaan siswa. Ditemukan bahwa guru fokus pada bentuk. Dia menekankan pada aturan tata bahasa. Ditemukan pula bahwa siswa merasa belajar tata bahasa oleh guru. Kesimpulannya, guru menerapkan focus pada bentuk di kurikulum 2013. Itu terjadi di kelas dimana peneliti mengamat, bahwa guru menjelaskan materi yang lebih jelas kepada siswa berdasarkan konstruk bahasa dan aturan tata bahasa. Kesimpulan lain adalah bahwa guru tidak mengikuti aturan kurikulum 2013. Pada 2013 kurikulum adalah fokus pada makna. Kata Kunci: Fokus pada bentuk, tata bahasa, kurikulum 2013 Abstract The 2013 curriculum is the current curriculum that was implemented in Indonesia. This study focused its goal to describe the teacher's focus in teaching grammar whether it focuses on form or on meaning and describe the students' feeling in learning grammar whether they experienced or not. This study was qualitative. The participants of this study were an English teacher and the first graders of SMPN 1 Gresik. Two instruments were used to collect data namely: Observation in the form of video recording of teacher and students' activities in classroom and video recording of focused group discussion. It used to record the teacher's way in incorporating grammar in 2013 curriculum and the students' activities. Video recording of focused group discussion used to record the feeling of students. It was found that teacher focused on form. She concerned on grammatical rule. It was also found that the student experienced to learn grammar by the teacher. In conclusion, the teacher interpreted grammar in 2013 curriculum by focusing on form. It happened in the classroom which the researcher observed, that the teacher explained the materials more clearly to the students based on the construct of language and grammatical rule. Another conclusion is that the teacher did not follow the rule of 2013 curriculum. In 2013 curriculum is focus on meaning. Keywords: Focus on Form, grammar, 2013 curriculum INTRODUCTION 2013 Curriculum is the current curriculum that is released on July 13th 2013 by the government in Indonesia. This curriculum is a continuation of KBK (Kurikulum Berbasis Kompetensi) that was released at 2004 that cover attitude, knowledge and skill competence integrated. 2013 curriculum has four Kompetensi Inti. Kompetensi Inti is applicable to all the subjects. It is as the bond of all students' competencies that are produced in each subject. The contents are the same between English and other subjects, but the differences are on the Kompetensi Dasar for each Kompetensi Inti. For English, especially grammar the point in Kompetensi Dasar is in the third. It is Memahami fungsi social, struktur teks dan unsur kebahasaan (Kemendikbud, 2013a). It means that the students have to achieve those three things to make them competence in English. According to curriculum 2006, there are three important aspects considered when people think of language. They are context, text and language. The purpose of social function is the reason why we speak or write in the context. Organization structure of the text or generic structure is the text organization or text arrangement. Language features or lexical that is such things as the grammar vocabulary and connectors that we use. Social function, organization structure and language feature above are associated with Genre Based Approach. Genre Based Approach is recommended approach that is based on curriculum. Genre Based Approach is used to conduct the classroom activity. According to Yan (2005), this approach has become popular since the 1980s along with the notion that students writers could benefit from studying different types of written text. In Genre Based Approach, teaching and learning focuses on the understanding and production of selected genres of texts (Lin, 2006). Learning around texts genres has been increasingly influential in main stream ELT in a number of situations, including primary, secondary, tertiary, professional and community teaching context involving native speaker of English as well as ESL and EFL learners. It shows that Genre Based Approach is powerful response to the deficit of process models (Gao, 2007). Genre Based Approach starts with the whole text as the unit in focus, rather than the sentence. The focus on the whole implies that there is higher level of order and patterning in language than just in sentence-grammar at the level of discourse organization and meta-patterning of grammatical features. In Indonesia, according to curriculum 2006 Genre Based Approach is conducted in two cycles; they are spoken and written cycle. It is because at the end of spoken cycles, students are expected to be able to produce monologue in the same of genre that they are learning. Similarly, at the end of written cycle every students must be able to produce written text of genre that they are learning (Astaman, 2010). For instance, if the genre is narrative, at the end of written cycle every student must be able to write a narrative text or to tell a narrative story. It is also strengthened by Callaghan(1988), that genre is should be classified to be two aspects. First, genre is classified as spoken genre and the second genre is classified as written genre. It means that genre as spoken has the reason as language is said to be functional, because its organization quite fundamentally reveals the purpose for which any natural language came. Meanwhile genre as written has reason as language is to be understood as text, any meaningful passage of language that serves some social purpose. Grammar commonly taught based on focus on form and focus on meaning. Focus on form means the students have to aware on grammatical form of the language. According to Long (1997) Focus on form is a method for composing sentence based on the right pattern. It promotes the acquisition of specific language form such as grammar and the meaning of words in the meaning-based second language activity. Doughty & Williams (1999) state that state that a focus on the form (FonF) of the language consists of drawing the learner's attention to the linguistic features of the language. Thus, a focus on form approach would allow for the second language (L2) learners to concentrate on the grammatical rules and construct of the language. For example, a student is given a text in the L2. He or she would focus on form if they were asked to analyze the text in terms of how it represents the rules of the language. Other reason, she wants to develop the language knowledge and language acquisition. This condition proves the theory from Long & Robinson (1999) that focus on form as an occasional shift of attention to linguistic code features by the teacher and/or one or more students triggered by perceived problems with comprehension or production. He also states that Focus on form is a basis of Interaction Hypothesis and it emphases the importance of interaction between learners and other speakers in order to develop their language knowledge. It has to depend on the structure. Focus on meaning would be concerned with getting L2 learner to concentrate solely on understanding the message being conveyed. Focus on meaning means emphasize on the meaning of a language. It is limited to focus on meaning with no attention paid to form at all. It means that it excludes attention to the formal elements of the language (Doughty & Williams, 1999). Thus, focus on meaning would be concerned with getting the L2 learners to concentrate solely on understanding the message being conveyed. It does not allow for any attention whatsoever to the linguistic code of the L2. According to Kemendikbud (2013b), the scientific approach include the finding of meaning, organization and structure of an idea or ideas, so that the student learners gradually learn how to organize and conduct research. Scientific approach emphasizes students' ability in discovering knowledge based on experiential learning, laws, principles and generalizations, so it provides an opportunity for the development of higher order thinking skills. Thus students more empowered learners as a subject of study that should play an active role in hunting down the information from the various sources of learning, and teacher educators more as an organizer and facilitator of learning. As a result, grammar should be taught by focusing on meaning. In the 2013 curriculum, the teaching learning process uses scientific approach which has activities such as observing, questioning, experimenting, associating and communicating. It has connection with Genre Based Approach. The materials in 2013 curriculum use Genre Based Approach as a learning focus through understanding of the social function, the text structure elements - linguistic elements based on the level of difficulty, from the simple to the complex. Text structure refers to the ways that authors organize information in text. It can be descriptive text, narrative text and etc. linguistic elements can be defined as grammatical rule or structure. Grammar here is in the stage of modeling of text. It is included in Based Approach in activity to do presentation and practice activities relating to the grammatical feature of the text. It can be concluded that scientific approach and genre based approach interrelated each other to implement teaching learning process in 2013 curriculum. In 2013 curriculum, people are curious about how the teacher implement grammar teaching in classroom. It is the current curriculum, so people have not understood yet how the rule and the system of the curriculum, whether those are the same or not. So, teacher faces burden to determine when and how grammar will be taught. As there as has been no study on this problem, this study attempts to fill in this gap. It was aimed to investigate and to discover how teacher incorporates grammar in following 2013 Curriculum. Based on the background of the study above, the questions of the problem are formulated as follows: Is this incorporation considered focus on form or focus on meaning? Through this kind of incorporation, do the students feel that they have learned English grammar? METHODS In this research, qualitative design was used for some reasons. First, researcher wanted to describe the research with words than numbers. The researcher wanted to know how the teacher interpreted grammar in 2013 curriculum whether it was focus on form or focus on meaning. The researcher also wanted to investigate the feeling of the students, they experienced to learn grammar or not. The subjects of the research were an English teacher and the first graders of SMPN 1 Gresik. There are six English teachers there. The researcher observed one of them and the teacher that the researcher observed was a female teacher. She was chosen as the reason she teaches in the first grade that implement 2013 curriculum. There, there are eight classes of the first grade. The class that the researcher was observed were G and H class. Each class consist of thirty three students. These subjects were chosen under the consideration that the researcher followed the schedule of the teacher and the materials that were she taught. There was no certain choice of class. The most important was the first graders. In SMPN 1 Gresik, 2013 curriculum is now implemented and the teacher has been trained in facing 2013 curriculum. Therefore, the teacher and the first graders were chosen. The material that was observed was descriptive text about things around. The students had to describe things in the picture. They are instructed to make sentences with the correct grammatical construction. For example, they had to know about introductory 'there', present tense and present continuous tense. The teacher did not explain generic structure of descriptive text, but she concerned on making sentences based on grammatical rule. The first data was the teacher and student's action in the classroom. It was done by using video recording that recorded what the teacher and the students did in the classroom. It recorded teacher and student's activities, what materials that the teacher taught and how the teacher's way in teaching grammar to the students whether it is focused on meaning or focused on form. It was held on November, 18, 25 and 27 2013 in SMPN 1 Gresik. The video was taken during an hour. After taking video recording, the data was analysed by transcribing it into the words. The second data were the student's experience in the classroom whether they feel learned grammar or not. The data was collected by doing focused group discussion. It was taken use video recording. The duration was not more than two minutes. Focused group discussion here means that the researcher divided the students into group. There were thirty students in the classroom. The researcher divided them into four groups and each group consist of eight students. The member of group was taken randomly, which is male and female students were mixed. After dividing groups, the researcher began to ask some questions. The questions were semi structured. There were three questions as a foundation, and there were some complement questions to develop the information from the students. The questions are: (1) Kalian tau apa itu grammar? (2) Selama ini sudah belajar grammar? (3) Grammar apa saja? (4) Menurut kalian grammar itu susah atau gampang? (5) Diterangkan langsung atau diterangkan jika kalian ada kesalahan? After collecting the data, the analysis of the data was carried out. The first data was from teacher and students' action. The teacher's way of teaching was identified in this study. It was described in the form of transcribes of observation recording. The thing that will be underline was when she incorporates grammar in the class based on 2013 curriculum. To make the process of identification was easier, the area of shows the teacher incorporates grammar was underlined. First, describing. Here, was describe about what teacher did in the classroom, classified what she did into focus on form and or focus on meaning and described the learners did in the classroom when teacher were explaining the material. Second, analyzing and interpreting. The teacher did in the classroom will be analyzed and interpreted here. Besides, it was also include what the learners experienced in the classroom when the lesson was running. Last, is drawing conclusion. It focuses on teacher's focus of teaching. Whether focus on for and or focus meaning. Whether or not the learners feel learnt. The second data was student's feeling of experienced in learning grammar or not. The students' feeling of learned grammar data which were obtained from focused group discussion were analyzed by some procedures. First, transcribing the video recording. It was from the verbation of the students. In other words, it was from students' utterances when answer the researcher's question. Second, is coding the data. Here, the researcher coded the data from the transcription. The thing that was underlined was the student's answer about their feeling in learning grammar whether they feel learned or not. Last, is interpreting the data. The students' utterances that shown the student's feeling were interpreted and those are combined with the result of observation. RESULTS AND DISCUSSION It was found that the teacher interpret teaching grammar in the focus on form. These are the examples of sentences that shows focus on form: "Jadi kalau misalnya eraser, window, book, and other we can call the noun". "So, in this chapter and meeting we will learn about noun, adjective and verbs". "So, bagaimana cara bertanya, mendeskripsikan benda itu yang akan kita pelajari. Misalnya, Feli I see you have new watch". "Ok. Umbrella. I have my colorful umbrella. Satu lagi. I love my pink bag. It has beautiful garden. Bisa dilihat disini bagaimana mendeskripsikan things, bagaimana menempatkan adjective". "Structurenya masih salah ini. Yang benar adalah I love my full color shoes". "There are many children in a playground. Ok? And there are many people in the market, but in my house there is one person. Ok ya? Paham?". From three times observations, the teacher was consistent in focused on form. Focus on form means that the students have to aware on grammatical form of the language. It can be as like composing sentences based on the right pattern. It was proven in the explanation above that the teacher gave more explanations about the pattern of present continuous tense, composing sentence based on the right structure about subject, plural and singular, verb and also noun and introductory there. The teacher gave some example of pattern and structure of some grammar to the students. She repeated several times about what she wanted to explain until she thought that the students understand the materials. It also can be seen from the teacher's activities in the classroom that she walked around the class to check students' works and explained something that the students did not understand. It showed that the teacher wanted to make students comprehend the pattern based on the grammatical rule. In other word, the teacher interprets grammar teaching by focusing on form. It is found that what the teacher did in the classroom showed that she was interpreting grammar in classroom by focusing on form. It is proven in the result of observation that the teacher teaches grammar by giving the grammatical rule that contains the structure and pattern to compose a sentence. She explained the grammatical rule to the students. The teacher applied it in the classroom maybe as the reason she wants to make the students focus on grammatical rule that can make them compose the sentences in the right pattern. It is in line with the theory of Long (1997) that Focus on form is a method for composing sentence based on the right pattern. It promotes the acquisition of specific language form such as grammar and the meaning of words in the meaning-based second language activity. Doughty & Williams (1999) state that a focus on the form (FonF) of the language consists of drawing the learner's attention to the linguistic features of the language. Thus, a focus on form approach would allow for the second language (L2) learners to concentrate on the grammatical rules and construct of the language. For example, a student is given a text in the L2. He or she would focus on form if they were asked to analyze the text in terms of how it represents the rules of the language. Other reason, she wants to develop the language knowledge and language acquisition. This condition proves the theory from Long & Robinson (1999) that focus on form as an occasional shift of attention to linguistic code features by the teacher and/or one or more students triggered by perceived problems with comprehension or production. He also states that Focus on form is a basis of Interaction Hypothesis and it emphases the importance of interaction between learners and other speakers in order to develop their language knowledge. In the classroom, the students feel something about what they got. For getting the information about what they feel about what they learnt, the researcher make focused group discussion. In the classroom, there are thirty three students. The researcher divided the students into four groups. Each group consists of about eight students. The members of groups were taken randomly. Male and female students were mixed. It depends on the students itself. After dividing groups, the writer began to ask some questions. The questions were semi structured. There were three questions as a foundation, but there were some complement questions to develop the information from the students. The conversation did not take long time. It was not more than two minutes length. The questions are: (1) Kalian tau apa itu grammar? (2) Selama ini sudah belajar grammar? (3) Grammar apa saja? (4) Menurut kalian grammar itu susah atau gampang? (5) Diterangkan langsung atau diterangkan jika kalian ada kesalahan?. From focused group discussion, it can be concluded that not all of students understand what grammar is. From four groups, two groups showed that the members did not know the meaning of grammar and two groups showed that the members know the meaning of it. It is proven in the answer of the second group "Grammar itu apa bu? ak taunya gamer". The answer of the fourth group is "Pernah denger grammar, tapi gak tau artinya itu apa". It showed that they have not understood the meaning of grammar. When researcher asked the second question, which is "Selama ini sudah belajar grammar?" the result showed that almost all of students experienced it. They also said that during this semester, they have been taught grammar by the teacher. It is proven in the discussions. "Jadi pernah diajarkan grammar sama Bu Shofa?" "pernah" "Waktu ngajarnya itu Bu shofa langsung diterangkan di depan papan tulis atau berdasarkan kalian baca-baca buku?" "Langsung diterangkan di papan tulis". But in the third group, there are different answers from members. Some members said that they have been taught grammar, and some members said that they have not been taught grammar yet by the teacher. When the researcher asked what kind of grammar that they have received in this semester, the result showed that during this semester they got some grammar explanations from the teacher. The first group said that they have been taught adjective, pronoun and verb. The second group said that they have been taught Irregular verb. The third group said that they have been taught present tense and continuous tense. The last group feel be taught subject, verb and object. So, it can be concluded that they have been received simple present tense and present continuous tense. After receiving those kinds of materials, they concluded that grammar is easy. It is proven in the result of discussion that each group felt grammar is easy to be learnt. "Menurut kalian, grammar itu gampang apa susah?" The first group said "Gampang". The second group goup said "Lumayan gampang". The third group said "Alhamdulillah gampang. The last group said "gampang-gampang susah". So, it can be concluded that they feel easy to learn grammar and there is no difficulties to received materials. It was also found from focused group discussion that the students feel learned grammar during this semester. The result showed that almost all of students experienced it. They also said that during this semester, they have been taught grammar by the teacher. It is proven in the discussions. "Jadi pernah diajarkan grammar sama Bu Shofa?" "pernah" The result is in line with the theory of Sinclair (2000)'s statement that grammar is easy to understand. He also affirms that grammar is superficially easy to observe. Collins et.al (2009) argue that grammar can be easy and difficult. It depends on input that is received by students. In summary, the result showed that teacher interpreted grammar teaching by focusing on form. It can be seen from the teacher activities in the classroom when the lesson was running. The teacher explained it clearly and concerned on grammatical rule. Long (1991) strengthens this condition by stating that focus on form concern on structures, notions and lexical items where language is treated primarily as an object to be studied and practiced. By seeing the teacher's activities, it showed that students experienced learned grammar by the teacher. It also can be seen from focused group discussion result. CONCLUSIONS Based on results and discussion, it can be concluded that the teacher interpreted grammar in 2013 curriculum by focusing on form. Focus on form means the students have to aware on grammatical form of the language. It happened in the classroom which the researcher observed, that the teacher explained the materials more clearly to the students based on the construct of language and grammatical rule. She demanded the students to acquired grammar naturally attention on the specific language. It is based on the theory of Long (1991) that it refers the traditional teaching that concern on structures, notions, and lexical items where language is treated primarily as an object to be studied and practiced. The teacher implemented focus on form in grammar teaching probably as a reason she wanted to make her students can compose the sentences with the right pattern. Besides, by interpreting focus on form she expected that her students can develop language knowledge and language acquisition. Another conclusion is that the teacher did not follow the rule of 2013 curriculum. In 2013 curriculum, the approach of teaching learning process is Communicative Language Teaching. Communicative language teaching is an approach to language teaching that emphasize interaction as both the means and the ultimate goal of study. It can be focus on form or focus on meaning. But in 2013 curriculum, it is focus on meaning. REFERENCES Astaman, A. (2010). An analysis of Teaching Writing through Genre Based Approach at SMAN 10 Pekan baru. Menulis bersama Aswir. Retrieved from http://menulisbersamaaswir.blogspot.com/2010/03/analysis-of-teaching-writing-trough.html Callaghan, M. a. J. R. (1988). Teaching Factual Writing a Genre Based Approach, Report on the DSP Literacy Project Metropolitan East Region, NSW Departement of EDucation. Sydney: Metropolitan East disadvantage school program. Collins, L., Trofimovich, P., White, J., Cardoso, W., & Horst, M. (2009). Some Input on the Easy/difficult Grammar Question: An Empirical Study. The Modern Language Journal, 93(3), 336-353. Doughty, C., & Williams, J. (1999). Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press. Gao, J. (2007). Teaching Writing in Chinese Universities: Finding an Electric Approach Asian EFL Journal, 20. Kemendikbud. (2013a). Kompetensi Dasar: Kementrian Pendidikan dan Kebudayaan. Kemendikbud. (2013b). Pembelajaran Berbasis Kompetensi Mata Pelajaran Bahasa Inggris Melalui Pendekatan Saintifik. Lin, B. (2006). Genre Based Teaching and Principle in EFL: The Case University Writing Course. Asian EFL Journal 8(3), 226-248. Long. (1997). Focus on form in Task Based Language Teaching. The Mac Graw Hill Companies. Long, M. H. (1991). Focus on form: A Design Features in Language Teaching. Amsterdam: John Benjamins. Long, M. H., & Robinson, P. (1999). Focus on Form: Theory, Research and Practice. Cambridge: Cambridge University Press. Yan, G. (2005). A Process Genre Model for Teaching Writing (Vol. 43): English Teaching Forum.

Editorial Aniversario y balance Por una renovación de la agenda historiográfica de las izquierdas Colectivo Editor Se han cumplido veinte años ya de aquel viernes 3 de abril de 1998 en que el CeDInCI abriera por primera vez sus puertas en el barrio porteño de Almagro. Poco antes de la universalización del correo electrónico, y a través del antiguo sistema de invitación por tarjeta de cartón, del rumor boca a boca y el llamado telefónico, más de doscientos asistentes desbordaron la vieja casa de la calle Sarmiento cuando todavía olía a pintura fresca. Más de la mitad de los concurrentes debió esperar en la calle a que salieran los primeros para poder ingresar. ¿Qué fue lo que convocó en aquellos años de reflujo de las izquierdas y de apogeo del menemismo a las más diversas figuras de la cultura argentina, desde David Viñas a Juan José Sebreli, desde Emilio J. Corbière a Mary Feijóo, desde José Sazbón a Abel Alexis Lattendorf? Sin lugar a dudas, la expectativa de que, finalmente, un centro de documentación concebido a la manera de las modernas instituciones europeas pudiera recoger en un espacio único y plural el patrimonio documental de los movimientos sociales y las izquierdas que hasta entonces se dispersaba, y a menudo se perdía. Sin embargo, esa fundación no vino, como suele decirse, a "llenar un vacío". Fue necesario librar a lo largo de los años una verdadera batalla cultural para introducir en la agenda pública y en la agenda social el concepto de patrimonio documental. Para entonces, cuando el primero de estos términos era apenas un sinónimo de patrimonio arquitectónico, el legado documental era una noción carente de sentido. En lo que a la cultura de izquierdas respecta, los fondos personales de militantes, dirigentes, sindicalistas, escritores y editores, o los acervos de pequeñas organizaciones políticas y sociales se volatilizaban; y con ellos, la posibilidad de escribir la historia de las izquierdas, de los movimientos sociales, de las clases subalternas. La fundación del CeDInCI conjuró para siempre aquel desdén, aquel olvido. Desde ese abril de 1998 su acervo creció exponencialmente. Veinte años después, se contabilizan con nombre y apellido casi dos mil donantes. A pesar de su fragilidad institucional —apenas una asociación civil sin fines de lucro, gestionado por un equipo de una decena de profesionales—, el CeDInCI apareció a lo largo de estos años como un espacio que ofrece a los donantes garantías de transparencia, estabilidad y pluralidad. La modernización que propuso el CeDInCI en el terreno bibliotecológico, hemerográfico y archivístico vino estrechamente ligada a una propuesta de renovación historiográfica. Poner a disposición de los investigadores un acervo documental cuantioso, rico y diverso era condición necesaria pero no suficiente para una actualización de los estudios sobre las izquierdas. Recordemos brevemente aquel contexto. Para fines del siglo XX el estudio de las izquierdas estaba fuera de la agenda historiográfica. La historia obrera, una de las ramas que se había desprendido de la historia social a mediados del siglo XX, había quedado reducida a un rol residual, apenas cultivada por un porfiado puñado de historiadores, entre los que sobresalía la figura tutelar de Alberto Pla, fallecido en 2008. El cierre del CICSO (un centro de investigación fundado en 1966 que había producido una obra colectiva de referencia a comienzos de la década de 1970),[1] la dispersión de sus investigadores más reconocidos y la donación de su archivo a una institución tan poco previsible como la SADE (Sociedad Argentina de Escritores) constituían un síntoma elocuente de aquel fin de ciclo. Algunos de los historiadores obreros más jóvenes apelaban por entonces a la renovación que había conocido la historiografía inglesa desde la década de 1960, pero a menudo sus referencias a las obras de un E. P. Thompson fueron, antes que un índice de lecturas fructíferas o una puesta en acto de sus aportes teórico-conceptuales, verdaderos modelos de citas de autoridad.[2] Mientras estos historiadores obreros resistían desde un paradigma historiográfico francamente conservador (una teoría de la clases sociales y de su conciencia de corte leninista, una reificación del conflicto social y una metodología positivista de recolección "objetiva" de "datos"), la historiografía conocía una renovación vertiginosa a escala global, que socavaba incluso muchos de sus supuestos epistemológicos. Desde el impacto del "giro lingüístico" hasta al correspondiente al "giro material" (por no hablar del más reciente "giro reflexivo"), tanto la microhistoria, la historia de las mujeres, la historia de lo cotidiano, la historia de la sexualidad, la historia social de la cultura como la nueva historia política conmovían los cimientos de la profesión, despertaban la vocación de los nuevos historiadores y reorientaban incluso los intereses muchos investigadores formados. De modo que para fines de la década de 1990 la mayor parte de los miembros del PEHESA,[3] un centro fundado en 1977 a comienzos de la última dictadura militar y que había venido a modernizar los estudios de historia social, habían abandonado la historia obrera stricto sensu. Si bien durante algunos años prosiguieron los trabajos de Silvia Badoza sobre la Sociedad Tipográfica Bonaerense, los de Mirta Lobato sobre las obreras de los frigoríficos de Berisso, los de Juan Suriano sobre el anarquismo argentino o los de Ricardo Falcón sobre la formación de la clase obrera en la segunda mitad del siglo XIX, buena parte de los investigadores fueron atraídos enseguida por otras demandas historiográficas. Suriano fue desplazando sus intereses desde el movimiento obrero anarquista hacia la cultura libertaria.[4] Leandro Gutiérrez —el principal inspirador de la historia y la cultura obrera, y su último cultor a tiempo completo, fallecido en 1992—, había iniciado junto a Luis Alberto Romero un desplazamiento de su objeto hacia los que entonces se designaban como "sectores populares".[5] Significativamente, la obra que reunía gran parte de los trabajos maduros de historia social y obrera de esa generación —nos referimos a Jeremy Adelman (ed.), Essays in Argentine Labour History 1870-1930— no encontró un editor en la Argentina.[6] Si la historia de la clase obrera se veía progresivamente desplazada de la renovada agenda historiográfica de fin de siglo, la historia de las corrientes de izquierda que no se encuadraba en lo que entonces llamábamos "historias oficiales", seguía siendo cultivada casi exclusivamente por el periodismo de investigación. La popularidad que gozaron en los años '80 y '90 las contribuciones sobre anarquismo, socialismo, comunismo y nueva izquierda de figuras como Osvaldo Bayer, Emilio J. Corbière, Isidoro Gilbert y María Seoane contrastaban con la reticencia de la historiografía académica frente a estos objetos. Sólo unas pocas obras clave nacidas entre esas dos décadas vinieron a dar una nota discordante en ese clima académico: nos referimos a Una modernidad periférica: Buenos Aires 1920 y 1930 (1988) de Beatriz Sarlo, Nuestros años sesentas. La formación de la nueva izquierda intelectual en la Argentina (1956-1966) (1991) de Oscar Terán, e Intelectuales y poder en Argentina en la década del sesenta (1991) de Silvia Sigal. Aunque respondían más a ejercicios de balance histórico por parte de intelectuales formados en las décadas pasadas que a la agenda académica de esos años, estas obras iban a abrir una brecha en la renovación historiográfica nacida con el nuevo siglo. Fue en ese contexto de innovación al mismo tiempo que de profesionalización de la historiografía argentina, que el CeDInCI postulaba en torno a 1998, además de la necesidad de un acervo documental, una agenda historiográfica para el estudio de las izquierdas y de las clases subalternas. Por supuesto, ya la propia organización de un centro que reuniera en forma integral y al mismo tiempo diferenciada áreas de biblioteca, hemeroteca y archivo, hablaba de una renovación respecto de las antiguas bibliotecas donde estas áreas solían estar confundidas. La hemeroteca adquiría en este proyecto un lugar central, poniendo a disposición de los investigadores un universo revisteril mucho más denso, diverso y proteico que el de las pocas revistas canónicas que había consagrado la historia literaria en el siglo XX. El archivo, centrado en los fondos de militantes, escritores y editores, venía a ofrecer un corpus hasta entonces apenas transitado por la historiografía. La novedad no estaba tanto en la diversidad de los soportes ofrecidos, como en el orden con que fueron organizados y presentados. La organización y la catalogación misma de los libros, los folletos, los afiches, los periódicos, las revistas, las cartas privadas, fueron concebidas desde un inicio para propiciar una historia renovada y multidimensional de las izquierdas. Borges decía que el orden de una biblioteca era un modo silencioso de ejercer la crítica. Para nosotros, el catálogo excedía su dimensión técnica, el orden de las piezas respondía a una perspectiva de la historia, el tesauro a un universo conceptual, la descripción se comprometía con la investigación. También el propio nombre de la institución, con su referencia expresa no a "la izquierda" lisa y llana, sino a una "cultura de izquierdas", sugería además de la pluralidad todo un abanico de dimensiones materiales, simbólicas e imaginarias de social y de lo político que connotaba el término cultura, excediendo con creces la clásica historia institucional centrada en pasar revista de los congresos, analizar la corrección de los discursos de los dirigentes y en contabilizar la cantidad de obreros que el partido controlaba entre los marítimos o los ferroviarios. El lanzamiento del CeDInCI fue acompañado de una serie de libros y de artículos de carácter programático elaborados por algunos de sus fundadores que en poco tiempo era asumida y enriquecida por una nueva camada de historiadores.[7] A contrapelo de un clima historiográfico en el que Marx y el marxismo eran sacrificados en el altar del "fin de las ideologías", esos textos, al mismo tiempo que celebraban la profunda renovación historiográfica en curso, se esforzaban en mostrar el estímulo intelectual y el provecho historiográfico que ofrecían ciertas figuras y conceptos forjados por el marxismo crítico de un Gramsci o un Benjamin, así como por historiadores marxistas extraacadémicos olvidados como Issac Deutscher, Arthur Rosenberg o Fernando Claudín. Pugnaban, asimismo, por mostrar los signos de renovación de la historia social británica a los que la academia argentina comenzaba a darle la espalda —desde los estudios clásicos de Eric Hobsbawm, E.P. Thompson y Raymond Williams hasta los de Raphael Samuel, Perry Anderson y Gareth Stedman Jones—, la innovación historiográfica que había representado en las décadas de 1970 y 1980 la obra de figuras como Robert Paris, Georges Haupt y Franco Andreucci para la historia del marxismo y las internacionales obreras, así como los aportes contemporáneos de la sociología de la cultura (Pierre Bourdieu y su escuela) y la sociología de los intelectuales revolucionarios (Michael Löwy). La nueva historia de las izquierdas y de las clases subalternas incluía y al mismo tiempo excedía la historia partidaria, la historia obrera o la historia del mundo del trabajo. Proponía, por ejemplo, otras claves para repensar la dimensión institucional (desde el socioanálisis de René Lourau y Georges Lapassade hasta la teoría foucaultiana de los micropoderes, pasando por la dimensión imaginaria teorizada por Cornelius Castoriadis),[8] incorporaba la perspectiva de género y el concepto de vida cotidiana para repensar las subjetividades militantes, dialogaba con los aportes conceptuales y metodológicos de la sociología cultural, de la historia intelectual y la historia del libro y la edición para reconsiderar dimensiones claves de la cultura de izquierdas, hasta entonces apenas exploradas en nuestro país por unos pocos estudios pioneros, como los de Dora Barrancos. El CeDInCI promovió un diálogo productivo de la historia de las izquierdas con la nueva historia intelectual, menos atento a ciertas prescripciones de la Escuela de Cambridge de Skinner y Pocock —sobre todo las que parecen "querer apresar las ideas de una época en sus marcos lingüísticos"[9] — que a las vertientes que ponen en el centro los soportes materiales de los procesos históricos de la cultura, aquellos que se resisten a ser simplemente reducidos a texto. Comprometida en un proyecto de historización radical de las ideas, Políticas de la Memoria promovió estudios y debates sobre la problemática de la recepción y la circulación internacional de ideas y saberes, poniendo sobre todo de relieve los problemas de "traductibilidad", los "desvíos" y "malentendidos" propios de las "ideas fuera de lugar". Dentro de la renovación que conoce la historia de los intelectuales, nuestra revista atendió antes que nada a la dimensión relacional de la historia social de la cultura, prestando especial atención a las redes intelectuales, las redes editoriales y las redes revisteriles. Siguiendo estas líneas, fue plataforma de difusión de diversos referentes de esa renovación historiográfica como Enzo Traverso, Bruno Groppo, Perry Anderson, Christophe Prochasson, Daniel James, Judith Revel, Roberto Schwarz, Ricardo Melgar, Claudio Batalha, Ricardo Piglia, Giselle Sapiro, Jean-Yves Mollier, Vivek Chibber, Philippe Artières y Dominique Kalifa, entre muchos otros. Una política de edición que anticipó y complementó una revista hermana del CeDInCI como El Rodaballo, menos acotada al campo historiográfico y más abierta a los debates intelectuales, que dio a conocer entre 1994 y 2006 textos inéditos en español de Toni Negri, Michael Hardt, Perry Anderson, Robin Blackburn, Michael Löwy, Boris Kagarlitsky, Nancy Fraser, Judith Butler, André Gorz, John Holloway, Frédrik Jameson, Robert Castel, Daniel Bensaïd, Richard Greeman, Terry Eagleton, Etienne Balibar, Régis Debray y René Lourau, entre muchos otros. Con el apoyo de estas renovadas lecturas, Políticas de la Memoria garantizaba la puesta en circulación de un amplio espectro de problemas referidos al mundo de la cultura de izquierdas en Argentina, Latinoamérica y Europa; participando, de este modo, de diferentes y entrecruzadas agendas historiográficas, debates político-académicos y temas de marcada recurrencia entre historiadores y cientistas sociales. A partir de la publicación de artículos, dossiers e intervenciones se abordaron cuestiones como la recepción argentina de Marx y la configuración de una cultura marxista en nuestro país, la formación y las derivas del socialismo argentino, las vicisitudes del anarquismo en América Latina, la historia intelectual del comunismo latinoamericano, el sindicalismo y sus diversas corrientes ideológicas, el antiimperialismo en los albores del siglo XX, el indigenismo y los latinoamericanismos, los intelectuales y su relación con la política revolucionaria, los avatares del trotskismo en la Argentina, del peronismo de izquierda, de las "nuevas izquierdas" y de los grupos armados a nivel continental. Asimismo, Políticas de la Memoria dio lugar a debates recientes sobre la historia europea contemporánea (guerras mundiales, revolución rusa, totalitarismos, guerra fría), ofreciendo estudios referidos al desarrollo de los partidos socialistas y comunistas a nivel mundial y a la historia de las Internacionales Obreras. La historia del marxismo europeo y latinoamericano ocupó en sus páginas un lugar sostenido, lejos tanto del desdén de la historia académica como de los abordajes trillados de los órganos semipartidarios. La serie sobre las sucesivas "crisis del marxismo", aún en curso de publicación, ofreció textos hasta entonces inéditos en español de Masaryk, Sorel, Croce, Gentile y Mondolfo, así como los sustantivos estudios introductorios de Daniel Sazbón, Miguel Candioti y Horacio Tarcus. Finalmente, debemos destacar al anuario como uno de los pioneros en la difusión de estudios y debates sobre los movimientos feministas y sobre la cuestión sexo-genérica en la cultura de izquierdas. En la construcción sostenida de esta singular agenda de temas y de problemas, no fue menor la exhumación de documentos inéditos (piénsese en la correspondencia cruzada entre Ingenieros, Darío y Lugones, en las cartas de Simón Radowitzky a Salvadora Medina Onrubia, en la correspondencia de Mario R. Santucho con Carlos Astrada, en la de José Aricó con Héctor P. Agosti, o en las Actas del Comité Obrero de 1890) así como la incorporación de trabajos que reconstruyen la trayectoria biográfica, política e intelectual de figuras clave en la historia de las izquierdas, como Germán Avé-Lallemant, Virginia Bolten o Ernesto Laclau. Por su parte, la publicación de reseñas críticas, fichas de libros y de revistas que ofrece cada año Políticas de la Memoria —secciones que fueron engrosándose hasta formar parte constitutiva del anuario—, constituyen un insumo fundamental de actualización bibliográfica para cualquier interesado en el mundo de las izquierdas. Pero el aporte de Políticas de la Memoria a los estudios sobre la cultura de izquierdas no es simplemente temático. Su contribución tampoco se resume en la incorporación y en la difusión de autores y de obras de reconocimiento internacional. El anuario interviene en el debate de ideas y se interesa por diferentes perspectivas historiográficas: a su modo, ha formado parte del cultivado campo de la historia intelectual argentina y latinoamericana, ha mostrado un interés sostenido pero también crítico por los modos en que a menudo se cultiva la historia reciente, dando lugar a debates sobre la relación entre historia y memoria, y señalando las potencialidades y los límites de la historia oral. Políticas de la Memoria ha sido pionera en difundir nuevas corrientes de investigación dedicadas a la historia del libro y la edición, a las políticas de archivo y a la relación entre historia cultural y nueva historia política. El mero enunciado de los ejes temáticos con que fueron convocadas las sucesivas Jornadas de Historia de las Izquierdas del CeDInCI a lo largo de los últimos 20 años ofrece un índice ilustrativo de su programa historiográfico, tal y como se fue desplegando a lo largo del tiempo: "Exilios políticos latinoamericanos y argentinos" (2005); "Prensa política, revistas culturales y emprendimientos editoriales de las izquierdas latinoamericanas" (2007); "¿Las 'ideas fuera de lugar'? El problema de la recepción y la circulación de ideas en América Latina" (2009); "José Ingenieros y sus mundos" (2011); "La correspondencia en la historia política e intelectual latinoamericana" (2013); "Marxismos latinoamericanos. Tradiciones, debates y nuevas perspectivas desde la Historia cultural e intelectual" (2015); "100 años de Octubre de 1917: Peripecias latinoamericanas de un acontecimiento global" (2017). El estudio de Juan Maiguashca incluido recientemente en Marxist historiographies. A global perspective tomaba justamente a las Jornadas del CeDInCI como un índice de la renovación historiográfica latinoamericana de izquierdas posterior a los años de la "crisis del marxismo".[10] El historiador ecuatoriano, actualmente profesor de la Universidad de York, Canadá, ofrecía un cotejo entre los que identificaba como los dos polos paradigmáticos de la renovación del marxismo historiográfico de inicios de siglo: la revista mexicana Contrahistorias. La otra mirada de Clío, que fundó en 2003 Carlos Antonio Aguirre Rojas, y las jornadas bianuales del CeDInCI. Maiguashca reconocía como notas distintivas del caso argentino la creciente voluntad de exceder los límites de la historia nacional para abrazar un horizonte latinoamericano; la consolidación de un espacio de diálogo que vino a reemplazar "las actitudes solipsistas de antaño"; el rigor en el tratamiento y el citado de las fuentes; la apertura hacia los diversos marxismos y más allá de los marxismos; y la ampliación del universo de la cultura de izquierdas hacia problemáticas antes negadas o desconocidas como el feminismo, los movimientos sociales o la memoria histórica. "La preocupación obsesiva con las clases se ha ido y los participantes están comenzando a explorar con una mente abierta las importaciones analíticas de otras variables: etnia, género, territorio, entre otros".[11] Además de sus jornadas bianuales, el CeDInCI organizó o promovió la coorganización de encuentros académicos sobre campos de estudio más amplios, como los Coloquios Argentinos de estudios sobre el libro y la edición (2012, 2016 y 2018), los Encuentros de Investigadore/as del Anarquismo (2007, 2009, 2011, 2013 y 2015), el Primer Congreso de Investigadorxs sobre Anarquismo (2016), o las Jornadas de Archivo (2015 y 2017) así como el Encuentro nacional de Teoría Crítica José Sazbón (Rosario, 2010), las Jornadas Internacionales José María Aricó (Córdoba, 2011) y las Jornadas A 100 años de la Reforma Universitaria. Historia, Política, Cultura (Rosario, 2018). Además, en los últimos años, se han creado en el marco del CeDInCI dos nuevos espacios específicos que han mancomunado archivo e investigación. Primero, el Programa de Investigación del Anarquismo que animó, junto a otros colegas, un proceso de intercambio que culminó con la organización del Congreso de 2016 cuya continuidad, en un Segundo Congreso Internacional de Investigadorxs del Anarquismo, se celebrará en Montevideo en 2019. A su vez, en el año 2017 se creó el Programa de memorias políticas feministas y sexogenéricas que, con una notable Colectiva asesora, lleva adelante un intenso trabajo de recuperación, preservación y disposición a la consulta pública de un invaluable material que se encontraba en riesgo de pérdida, disperso o inaccesible. Finalmente, el CeDInCI fue parte activa de las sucesivas Jornadas de Trabajo sobre Historia Reciente, librando batallas, desde sus primeras manifestaciones en el año 2003 y hasta el presente, a favor de esa historia crítica que se resiste a ser avasallada por la memoria; el CeDInCI protagonizó asimismo las primeras manifestaciones pluralistas de los Congresos de Historia Intelectual Latinoamericana (CHIAL) realizados en Medellín (2012) y Buenos Aires (2014), tomando luego prudente distancia de un espacio que fue adquiriendo en México (2016) y más gravemente en Santiago de Chile (2018) contornos elitistas y conservadores. * * * A lo largo de estos 20 años, la producción historiográfica sobre las izquierdas conoció una expansión inédita, no sólo en nuestro país sino en toda América Latina. En los textos programáticos de la década de 1990 que anunciaban el nacimiento del CeDInCI, la bibliografía argentina sobre las izquierdas apenas superaba una carilla. Hoy contamos con una masa de estudios sobre el anarquismo, el socialismo, el reformismo universitario, el comunismo, el antifascismo, el trotskismo, el peronismo revolucionario y las diversas expresiones de la nueva izquierda que se ha tornado prácticamente inabarcable. El espectro tradicional de las izquierdas se fue complejizando con la indagación focalizada en ciertos cruces, préstamos e hibridaciones poco antes impensados, como los "anarcobolcheviques" o los "comunistas liberales". A su vez, estas corrientes son atravesadas diagonalmente por estudios innovadores sobre los intelectuales revolucionarios, las políticas editoriales, la prensa y las revistas, el papel de las juventudes, el rol de las mujeres militantes, las micropolíticas, las prácticas sexuales y las biopolíticas de las organizaciones de izquierda. El CeDInCI acompañó y contribuyó a modelar este vasto proceso de producción con su acervo siempre enriquecido, con sus jornadas y sus seminarios de posgrado, con su revista Políticas de la Memoria, con sus ediciones de fuentes y sus diccionarios biográficos. Basta repasar los centenares de agradecimientos que muchos investigadores estampan en las primeras páginas de sus tesis o de sus libros para reconocer al menos el umbral más básico de esta deuda. Además, las obras que fueron elaborando los propios hacedores del CeDInCI se han ido instalando como referencias en el campo de estudios sobre las izquierdas en Argentina y América Latina. Ahora bien, el CeDInCI ha sido apenas un propiciador de este campo. El notable dinamismo desplegado en la Argentina de los últimos veinte años ha respondido a demandas múltiples y diversas. Una de las mayores fue la que podríamos llamar la "demanda de verdad" respecto de la militancia revolucionaria de los años '60 y '70 así como de las condiciones de su represión y su derrota. Poco antes, la "demanda de justicia" propia del movimiento de derechos humanos tendía a poner a los sujetos de la política en el lugar de víctimas de la represión. En un segundo momento, el periodismo de investigación y la historiografía académica después, vinieron a reponer a esos sujetos en su condición de militantes. El auge de estudios sobre la militancia de las dos décadas de gran movilización social y radicalidad política (1955-1976) tuvo un efecto dinamizador sobre otras experiencias y otras figuras militantes de pasados algo más remotos. Esta demanda social de "verdad" fue inicialmente satisfecha por un periodismo de investigación abiertamente tensado por sus posicionamientos políticos, desde las contribuciones de Isidoro Gilbert y María Seoane hasta las de Ceferino Reato y Tata Yofre. En el campo específicamente historiográfico, algunas de las primeras respuestas surgieron de una cierta perspectiva académico-militante, de espíritu defensivo y reivindicativo, cuyo afán por exhumar documentos o recabar testimonios que probaran las correctas posiciones de las izquierdas en el pasado, o bien su profunda implantación social e incluso la aprobación social de sus acciones militares, los empujaba de modo concomitante a invisibilizar sus límites, a desproblematizar sus dilemas y a sublimar sus fracasos. En buena parte de esta literatura, la perspectiva historiográfica quedaba, así, capturada por el sistema de creencias de los propios actores que estudiaba. Estas formas de teleología obrera y de sobrepolitización de la historia apenas si se vieron neutralizadas por las exigencias de profesionalización propias de fines del siglo XX. Ciertamente, el ciclo de estudios sobre las izquierdas coincidió con un profundo proceso de profesionalización de las ciencias sociales y las humanidades que tuvo lugar a lo largo de estos veinte años: esto es, la significativa ampliación de cupos de ingreso a carrera de investigador de CONICET; la gran expansión de becas de especialización e investigación en universidades y diversas entidades científicas y académicas; y la proliferación de espacios de formación, producción y circulación de saberes disciplinares. Este proceso significó, sin duda, una necesaria y justa democratización del universo académico, fundamentalmente en lo relativo al establecimiento de condiciones materiales para la producción intelectual. Sin embargo, la normativización y objetivación —la más de las veces cuantitativa— de los criterios de acreditación, evaluación y legitimación del quehacer intelectual implicaron en contrapartida una penalización a la historiografía más elaborada, crítica y original. La producción en serie de papers y artículos en los que prima la descripción —a veces minuciosa o erudita, otras no tanto— por sobre la interrogación y la construcción de objetos-problema; las escrituras que en su afán de productividad han abandonado todo debate, toda pretensión teórica o cuanto menos reflexiva, es la que predomina hoy en nuestros campos disciplinares. La cuestión excede con creces, por supuesto, a la historiografía de izquierdas, pero es ésta la que nos interesa aquí. Este sistema cuantitativo de evaluación y legitimación ha sido incluso perfectamente funcional para el crecimiento de esas versiones de la historia obrera tradicional o de la historia partidaria, permitiéndoles acomodarse perfectamente a unas reglas que exigen alta productividad antes que problematización de los objetos y avances reales en la construcción social del conocimiento histórico. El balance de conjunto de la producción de estos últimos veinte años sobre las izquierdas aún está por hacerse. Aquí sólo quisimos avanzar en algunos señalamientos que hacen al específico posicionamiento del CeDInCI, entre los riesgos de partidización de la historia reciente, por un lado, y ciertas derivas elitistas y despolitizadoras de la nueva historia intelectual, por otro. Nos propusimos incitar a un debate colectivo que sirva como balance de lo producido y como actualización de una agenda historiográfica para el estudio de las izquierdas, que tal como había sido formulada veinte años atrás, ya ha quedado en cierto modo realizada, y por lo tanto anticuada. El aniversario, además de la congratulación, puede ser una excelente oportunidad para barajar y dar de nuevo, para debatir colectivamente cuál es hoy el mapa de la historiografía de izquierdas; cuáles sus dispositivos teórico-metodológicos y sus redes conceptuales más destacadas; cuáles sus imbricaciones y apuestas político-intelectuales; cuáles son sus tensiones; qué tradiciones político-ideológicas se perpetúan en las escrituras actuales; cuáles han sido desechadas, cuáles olvidadas, cuáles actualizadas; cuáles son sus puentes, cuáles sus distancias con el espacio más general de la memoria. Incluso cabe preguntarse: ¿Puede hablarse de un campo de estudio de las izquierdas?, o incluso: ¿qué sería hoy una historiografía de izquierdas? Para ello, invitamos a colegas y amigos a participar de las próximas Xas Jornadas de Historia de las Izquierdas Dos décadas de historia de las izquierdas latinoamericanas. Aniversario y balance, los días 20, 21 y 22 de noviembre de 2019. Beba Balvé, Miguel Murmis, Juan Carlos Marín, Lidia Aufgang, Tomás J. Bar y Roberto Jacoby, Lucha de calles, lucha de clases. Elementos para su análisis (Córdoba, 1961-1969), Buenos Aires, La Rosa Blindada, 1973. ↑ Tan sólo a modo de ejemplo: en sentido opuesto a la expresa declaración de su autor, el enfoque de Oposición obrera a la dictadura (Buenos Aires, Contrapunto, 1988) de Pablo Pozzi era escasamente thompsoniano. Lejos de tomar la dimensión de la experiencia como constitutiva de la clase obrera, no hacía más que evaluar las prácticas de resistencia obrera construidas empíricamente con el rasero de una conciencia de clase previamente establecida (en un sentido, justamente, pre-thompsoniano). ↑ Programa de Estudios de Historia Económica y Social Americana. ↑ Juan Suriano, Trabajadores, anarquismo y Estado represor : De la Ley de Residencia a la Ley de Defensa Social (1902-1910), Buenos Aires, CEAL, 1988; y Anarquistas. Cultura y política libertaria en Buenos Aires. 1890-1910, Buenos Aires, Manantial, 2001. ↑ Leandro Gutiérrez, Luis Alberto Romero, "Los sectores populares y el movimiento obrero: un balance historiográfico", en Sectores populares. Cultura y política, Buenos Aires, Sudamericana, 1995. ↑ Jeremy Adelman (ed.), Essays in Argentine Labour History 1870-1930, Londres, Macmillan Press, 1992, incluyó estudios de Juan Suriano, Hilda Sábato, Silvia Badoza, Mirta Lobato, Ofelia Pianetto, Ruth Thompson, Colin M. Lewis, Eduardo A. Zimmermann, Leandro H. Gutiérrez, Luis Alberto Romero y el propio Jeremy Adelman. ↑ Horacio Tarcus, El marxismo olvidado en la Argentina: Silvio Frondizi y Milcíades Peña, Buenos Aires, El Cielo por Asalto, 1996; Horacio Tarcus, Mariátegui en la Argentina, o las políticas culturales de Samuel Glusberg, Buenos Aires, El Cielo por Asalto, 2001; H. Tarcus, J. Cernadas y R. Pittaluga, "Para una historia de la izquierda en la Argentina. Reflexiones preliminares", en El Rodaballo nº 6/7, Buenos Aires, otoño/invierno 1997, pp. 28-38; Íbid., "La historiografía sobre el Partido Comunista de la Argentina: un estado de la cuestión", en El Rodaballo. Revista de política y cultura nº 8, Buenos Aires, otoño/invierno 1998, pp. 31-40. ↑ Horacio Tarcus, "La secta política. Ensayo acerca de la pervivencia de lo sagrado en la modernidad", en El Rodaballo. Revista de política y cultura, nº 9, Buenos Aires, verano 1998/99, pp. 13-33. ↑ Enzo Traverso, La historia como campo de batalla, Buenos Aires, Fondo de Cultura Económica, 2012, pp. 22; véase una crítica semejante en el estudio de Michael Heinrich que ofrecemos en este mismo número. ↑ Q. Edward Wang and Georg G. Iggers (eds.), Marxist historiographies. A global perspective, New York, Routledge, 2016. El estudio de Juan Maiguashca apareció inicialmente como "Latin American Marxist History: Rise, fall and resurrection", en Storia della Storiografia nº 62, Pisa, 2012, pp. 105-120. Hay una versión española de Isabel Mena: "Historia marxista latinoamericana: nacimiento, caída y resurrección", en Procesos. Revista ecuatoriana de historia nº 62, Quito, segundo semestre 2013, disponible en: http://revistaprocesos.ec/ojs/index.php/ojs/article/view/6/24 ↑ Juan Maiguashca , "Historia marxista latinoamericana: nacimiento, caída y resurrección", op. cit., p. 106. ↑

ANALISIS IMPOR DAGING SAPI DI INDONESIA TAHUN 2000 – 2015 Tasha Aulia Hanum1 Dr. Wiwin Setyari, S.E., M.Si2 1,2Fakultas Ekonomi dan Bisnis Universitas Udayana (Unud), Bali, Indonesia e-mail:tashaaul@gmail.com ABSTRAK Produksi yang tidak sebanding dengan konsumsi membuat pemerintah menerapkan kebijakan mengimpor daging sapi. Analisis impor diperhitungkan untuk mengetahui perubahan selera pada masyarakat. Penelitian ini bertujuan untuk melihat kedaulatan pangan pada komoditas daging sapi pada periode 2000 – 2015 dengan 3 indikator utama dalam analisis impor, yaitu berapa besar angka Derajat Keterbukaan Impor (DKI), Derajat Ketergantungan Komoditas (DKK) dan besaran impor tambahan (Marginal Propensity to Import) setiap kenaikan pendapatan. Penelitian ini menggunakan metode deskriptif dengan pendekatan kuantitatif. Data yang digunakan adalah data sekunder periode 2000 – 2015. Teknik analisis yang digunakan adalah teknik analisis regresi linear sederhana. Hasil penelitian menunjukkan bahwa: (1) angka derajat keterbukaan impor rata-rata tidak menunjukkan kenaikan yang signifikan, tetapi secara periodik terus meningkat; (2) hasil perhitungan derajat konsentrasi komoditas menyatakan Indonesia punya ketergantungan impor terhadap daging sapi; (3) berdasarkan hasil analisis regresi sederhana, didapatkan hasil sebesar 92,98 kg yang memiliki arti jika pendapatan meningkat maka pengeluaran akan volume impor juga meningkat. Kata kunci: derajat keterbukaan impor, derajat konsentrasi komoditas, marginal propensity to import, daging sapi ABSTRACT Production that is higher than consumption makes the government apply the policy of importing beef. Import analysis is taken into account to know the changing taste in society. This study aims to see food sovereignty in beef commodities in the period 2000 - 2015 with 3 main indicators in the analysis of imports, namely how much the number of Degree of Import Openness (DKI), Degree of Commodity Concentrations (DKK) and the amount of additional imports (Marginal Propensity to Import ) of any increase in income. This research uses descriptive method with quantitative approach. The data used is secondary data period 2000 - 2015. The analysis technique used is simple linear regression analysis technique. The results showed that: (1) the average degree of import disclosure did not show significant increase, but periodically increasing; (2) the calculation of the degree of commodities concentration states that Indonesia has an import dependence on beef; (3) based on the result of simple regression analysis, the result is 92,98 kg which means if the income increase then the expenditure will also increase import volume. Keywords: degree of import openness, degree of commodity concentration, marginal propensity to import, meat beef PENDAHULUAN Proses integrasi internasional yang sekarang terjadi adanya pertukaran pandangan, pemikiran, dan aspek-aspek kebudayaan dinamakan globalisasi. Akibat proses globalisasi dalam ekonomi, timbulah istilah perekonomian terbuka. Perekenomian terbuka merupakan sebuah perekonomian yang memiliki interaksi secara bebas dengan perekonomian lain diseluruh dunia (Azhar, 2013). Salah satu faktor penting dalam perekonomian terbuka adalah kegiatan perdagangan internasionalnya yaitu ekspor-impor yang mendukung pertumbuhan ekonomi. Selama ini, ekspor selalu mendominasi analisis perdagangan luar negeri Indonesia, karena ekspor adalah andalan penghasil devisa satu-satunya yang berasal dari dalam negeri. Namun, analisis impor adalah cerminan ketahanan ekonomi suatu negara untuk membuktikan barang dan jasa produksi dalam negeri masih menguasai selera domestik (Eko Atmaji, 2004). Nilai ekspor-impor total di Indonesia dari tahun 2000 – 2015 akan ditunjukkan pada Tabel 1.1. Tabel 1.1 Nilai Ekspor Impor Indonesia Tahun 2000 – 2015 (Juta US Dollar) Tahun Non-migas Migas Jumlah Ekspor Impor Ekspor Impor Ekspor Impor 2000 47.757,4 27.495,3 14.366,6 6.019,5 62.124,0 33.514,8 2001 43.684,6 25.490,3 12.636,3 5.471,8 56.320,9 30.962,1 2002 45.046,1 24.763,1 12.112,7 6.525,8 57.158,8 31.288,9 2003 47.406,8 24.939,8 13.651,4 7.610,9 61.058,2 32.550,7 2004 55.939,3 34.792,5 15.645,3 11.732,0 71.584,6 46.524,5 2005 66.428,4 40.243,2 19.231,6 17.457,7 85.660,0 57.700,9 2006 79.589,1 42.102,6 21.209,5 18.962,9 100.798,6 61.065,5 2007 92.012,3 52.540,6 22.088,6 21.932,8 114.100,9 74.473,4 2008 107.894,2 98.644,4 29.126,3 30.552,9 137.020,4 129.197,3 2009 97.491,7 77.848,5 19.018,3 18.980,7 116.510,0 96.829,2 2010 129.739,5 108.250,6 28.039,6 27.412,7 157.779,1 135.663,3 2011 162.019,6 136.734,1 41.477,0 40.701,5 203.496,6 177.435,6 2012 153.043,0 149.125,3 36.977,3 42.564,2 190.020,3 191.689,5 2013 149.918,8 141.362,3 32.633,0 45.266,4 182.551,8 186.628,7 2014 145.961,2 134.718,9 30.018,8 43.459,9 175.980,0 178.178,8 2015 131.791,9 118.081,6 18.574,4 24.613,2 150.366,3 142.694,8 Rata-rata 120.158,2 100.400 Sumber: Badan Pusat Statistik, 2016. Data diolah Dapat dilihat pada Tabel 1.1, jumlah nilai ekspor dan impor secara menyeluruh cenderung meningkat, dimana rata-rata nilai ekspor lebih besar dibanding nilai impornya. Nilai ekspor terbesar terjadi pada tahun 2011 yaitu sejumlah 203.496,6 juta USD dan ekspor terendah terjadi pada tahun 2001 sebesar 56.320,9 juta USD. Sedangkan nilai impor tertinggi mencapai 191.689,5 juta USD pada tahun 2012 dan yang terendah mencapai 30.962,1 juta USD ditahun 2001. Produk Domestik Bruto atau lebih dikenal dengan istilah PDB, merupakan nilai keseluruhan semua barang dan jasa yang diproduksi dalam wilayah Indonesia. Kegiatan impor sangat bergantung pada PDB. Dalam melakukan perdagangan internasional, PDB merupakan factor penting karena menunjukkan kemampuan perkembangan ekonomi suatu negara (Adlin, 2008). Dison (2015), yang menyatakan adanya hubungan satu arah (unidirectional) antara ekspor, PDB dan nilai impor dimana bertambahnya nilai ekspor dan PDB, akan berimbas pada bertambahnya nilai impor. Tabel 1.2 PDB Atas Harga Konstan Tahun 2010 (dalam Juta US Dollar) Tahun Produk Domestik Bruto Perkembangan (%) 2000 453.413,62 - 2001 469.933,59 3,64 2002 491.078,14 4,50 2003 514.553,48 4,78 2004 540.440,02 5,03 2005 571.204,95 5,69 2006 602.626,66 5,50 2007 640.863,46 6,35 2008 679.403,09 6,01 2009 710.851,78 4,63 2010 755.094,16 6,22 2011 801.681,84 6,17 2012 850.023,66 6,03 2013 897.261,72 5,56 2014 942.184,64 5,01 2015 988.127,96 4,88 Rata-rata 681.796,42 5,00 Sumber: World Bank, 2017. Data diolah Perkembangan Produk Domestik Bruto (PDB) Indonesia atas dasar harga konstan tahun 2010 pada Tabel 1.2 dari tahun 2000 – 2015 mengalami fluktuasi. Tahun 2007 merupakan perkembangan Produk Domestik Bruto (PDB) Indonesia yang tertinggi yaitu naik sebesar 6,35 persen dari tahun sebelumnya. Sedangkan, perkembangan terendah dari Produk Domestik Bruto (PDB) terjadi pada tahun 2001 yaitu sebesar 3,64 persen. Selanjutnya, alat pembayaran internasional yang sering digunakan disebut sebagai devisa. Cadangan devisa sangat penting bagi untuk kegiatan impor barang atau jasa suatu negara karena akan digunakan untuk membiayai pembangunan. Investasi yang produktif dapat menjadikan pertumbuhan ekonomi yang baik, dan membuat Indonesia menghindari krisis (Radelet, 1995). Pembangunan dapat diartikan sebagai pemenuhan kebutuhan dalam negeri yang nantinya akan mensejahterakan rakyat. Tabel 1.3 Perkembangan Cadangan Devisa Tahun 2000 – 2015 Tahun Cadangan Devisa (dalam Juta USD) Perkembangan (%) 2000 29.394 - 2001 28.016 -4,69 2002 30.754 9,77 2003 34.724 12,91 2004 36.320 4,60 2005 34.724 -4,39 2006 36.525 5,19 2007 56.920 55,84 2008 51.639 -9,28 2009 66.104 28,01 2010 96.207 45,54 2011 110.123 14,46 2012 112.781 2,41 2013 99.387 -11,88 2014 111.862 12,55 2015 105.931 -5,30 Rata-rata 65.09 10,38 Sumber: Bank Indonesia, 2017. Data diolah Tabel 1.3 menunjukkan perkembangan cadangan devisa di Indonesia sepanjang tahun 2000 – 2015 rata-rata sebesar 10,38 persen. Perkembangan devisa tertinggi dalam kurun waktu 2000 – 2015 diperoleh pada tahun 2007 yang mencapai 56.92 juta US Dollar atau naik sekitar 55,84 persen dari tahun sebelumnya dan perolehan devisa terendah dialami Indonesia pada tahun 2013 yaitu sebesar 99.387 juta US Dollar atau minus 11,88 persen. Perekonomian Indonesia disokong oleh berbagai sektor. Ada 17 total sektor dalam perekonomian yang terdata oleh Badan Pusat Statistik (BPS). Dari semua sektor yang ada, untuk menjaga dan meningkatkan kualitas pembangunan ekonomi sektor pertanian mempunyai peran paling penting, karena sumber pertumbuhan output nasional berasal dari pertanian. Ada lima subsektor pertanian yang ada di Indonesia, salah satunya subsektor peternakan. Kemampuan masyarakat akan pemenuhan kebutuhannya menjadi lebih baik jika pendapatan masyarakat meningkat lalu berimbas pada pertumbuhan ekonomi yang meningkat (Yasa, 2015). Konsumsi menu makanan rumah tangga bertahap mengalami perubahan kearah protein hewani dikarenakan adanya peningkatan populasi dan peningkatan taraf hidup masyarakat Indonesia yang mendorong meningkatnya kebutuhan pangan, khususnya peternakan (Dona, 2016:7). Produk peternakan merupakan komoditas yang bernilai tinggi (high value commodity) dibandingkan dengan komoditas pangan lainnya dan salah satu sumber protein dapat diperoleh dari daging sapi. Daging sapi yang merupakan komoditas peternakan strategis yang menyebabkan perubahan selera konsumen, dapat memberi perubahan pada pola konsumsi di masyarakat. Daging sapi punya beberapa manfaat, diantaranya per 100 gram daging sapi tanpa lemak mengandung 60% kecukupan harian protein. Daging sapi memiliki sumber protein vitamin B6 dan B12, dimana vitamin B12 hanya ditemukan dalam produk hewani dan berfungsi untuk metabolisme sel, menjaga sistem saraf, dan produksi sel darah merah dalam tubuh. Dalam daging sapi, ada kandungan zat besi enam kali lebih tinggi dari daging ternak lainnya. Peran zat besi adalah agar mencegah kerusakan pembuluh darah yang bisa menyebabkan penyempitan pembuluh darah. Harga daging sapi impor yang cenderung lebih murah menyebabkan tingginya volume impor daging sapi di Indonesia. Tabel 1.4 Pertumbuhan Konsumsi Produk Daging Sapi per kapita di Indonesia Tahun 2000 – 2015 Tahun Konsumsi Daging Sapi (kg/kapita/tahun) Pertumbuhan (%) 2000 1,525 - 2001 1,608 5,47 2002 1,270 -21,01 2003 1,870 47,24 2004 2,120 13,37 2005 1,870 -11,79 2006 1,910 2,14 2007 2,240 17,28 2008 2,300 2,68 2009 2,360 2,61 2010 2,480 5,08 2011 2,600 4,84 2012 2,290 -11,92 2013 2,280 -0,44 2014 2,360 3,51 2015 2,400 1,69 Rata-rata 2,092 4,05 Sumber: Kementerian Pertanian sub-sektor Peternakan, 2016. Data diolah Berdasarkan Tabel 1.4, rata-rata konsumsi daging sapi per kapita di Indonesia dari tahun 2000-2015 sebesar 2.09 kg/kapita/tahun dengan pertumbuhan rata-rata sebesar 4,05%. Setiap tahun kondisi konsumsi produk hewani cenderung meningkat. Artinya, konsumsi daging sapi harian orang Indonesia rata-rata hanya 5,7 gram. Nilai ini jauh dari konsumsi negara-negara berpendapatan rendah di dunia seperti Tanzania, Haiti dan Ethiopia yang masing-masing konsumsi daging sapi hariannya mencapai 12,3 gram, 9,2 gram dan 8,3 gram. Konsumsi daging sapi di Indonesia memang terbilang meningkat untuk 16 tahun belakangan ini. Namun, posisi konsumsi daging sapi Indonesia di mata dunia dapat lebih jelas dilihat pada Gambar 1.1. Sumber: OECD, 2018 (data diolah) Gambar 1.1 Rata-rata Konsumsi Daging Sapi Dunia per Kapita Periode 2000 – 2015 Pada Gambar 1.1, rata-rata konsumsi Indonesia berkisar 2,09 kilogram per kapita per tahun. Hal ini dikatakan lebih rendah dari negara tetangga yaitu Malaysia yang rata-rata masyarakatnya mampu mengkonsumsi daging sapi sebesar 4,53 kg/kapita per tahun, disusul Vietnam 4,46 kg/kapita. Rata-rata konsumsi Indonesia berbeda tipis dengan Thailand yang mencapai urutan 34 dengan 2,33 kilogram per kapita/tahun. Sementara itu, Argentina berada pada posisi pertama dengan rata-rata konsumsi daging sapi sebesar 42,7 kg/kapita dan diikuti Uruguay pada posisi kedua dengan konsumsi sebesar 40,48 kg/kapita. Untuk negara pengekspor daging sapi ke Indonesia seperti Australia, Jepang, Amerika, Kanada rata-rata masing-masing konsumsinya sejumlah 24,81 kg/kapita, 6,85 kg/kapita, 28,53 kg/kapita, 21 kg/kapita, dan menurut data Organisation for Economic Co-operating and Development (OECD) dari total 42 negara yang terdata Brazil menempati urutan ke 4 dengan rata-rata konsumsi 24,93 kg/kapita. Ketergantungan terhadap impor pangan yang saat ini semakin memprihatinkan masih menjadi masalah yang dihadapi oleh Indonesia. Menurut Sutaryono (2013 dalam Jiuhardi, 2016:77) konsumsi yang tidak sebanding dengan produksi dalam negeri menjadi alasan utama dalam kebijakan impor. Sama halnya dengan komoditas lain seperti beras, yang dinyatakan bahwa data estimasi konsumsi selalu lebih rendah dibanding produksi, namun kenyataannya Indonesia selalu mengimpor beras (Rosner, 2008). Pemenuhan konsumsi masyarakat untuk pangan dari hasil produksi ternak yaitu daging sapi, dapat dilihat pada Tabel 1.5 tahun 2000-2015. Pada Tabel 1.5, jumlah pemenuhan produksi daging sapi mengalami fluktuatif, dimana di tahun 2004 pertumbuhan daging sapi mencapai titik tertingginya sebesar 21,06 persen atau sekitar 447.573 ton lebih besar dari tahun sebelumnya. Tetapi, ditahun 2005 produksi daging sapi mengalami penurunan sebesar minus 19,86 persen atau sekitar 358.704 ton. Sepanjang periode 2000-2015, produksi tertinggi terjadi pada tahun 2011 yakni 508.905 ton dan produksi daging sapi terendah terjadi pada tahun 2002 yang berjumlah 330.290 ton. Tabel 1.5 Produksi Daging Sapi di Indonesia Tahun 2000 – 2015 Tahun Produksi (Ton) Pertumbuhan (%) 2000 339.941 - 2001 338.685 -0,37 2002 330.290 -2,48 2003 369.711 11,94 2004 447.573 21,06 2005 358.704 -19,86 2006 395.843 10,35 2007 339.479 -14,24 2008 392.511 15,62 2009 409.308 4,28 2010 436.450 6,63 2011 485.335 11,20 2012 508.905 4,86 2013 504.819 -0,80 2014 497.669 -1,42 2015 506.661 1,81 Rata-rata 419.617 3,24 Sumber: Direktorat Jenderal Peternakan dan Kesehatan Hewan, 2017. Data diolah Pemenuhan produksi daging sapi lokal tidak sebanding dengan keadaan konsumsi produk daging sapi yang terus meningkat. Tingginya harga daging sapi mengakibatkan konsumsi pada daging sapi sendiri rendah. Produksi daging sapi yang masih belum dapat mencukupi kebutuhan domestik membuat harga daging tinggi. Sekretaris Ditjen Perdagangan Dalam Negeri Kementerian Perdagangan (Kemendagri) mencatat sampai saat ini, produksi daging sapi lokal belum bisa memenuhi total kebutuhan hingga akhir tahun. Tahun 2015 total kebutuhan daging sapi hanya mencapai 653,982 ton atau selaras dengan 3.843.787 ekor sapi hidup sedangkan, perkiraan ketersediaan dari lokal hanya sebesar 2.445.577 ekor. Artinya, ada defisit ketersediaan daging sapi sebanyak 227,89 ribu ton (Berita Satu, 2015). Harga jual daging sapi yang tinggi diakibatkan oleh biaya yang tinggi, karena rantai produksi yang panjang. Hal ini disebabkan jarak antara lokasi produksi sapi dan pasar yang berjauhan. Sedangkan, menurut (Wulandari, 2016) besarnya kesempatan kegiatan jual beli dapat terjadi, jika jarak antar konsumen dan produsen semakin dekat. Penyebab harga daging di Indonesia sulit dijangkau karena di Indonesia masing-masing provinsi mempunyai upah minimum yang bervariasi, dimana upah tertinggi diperoleh Jakarta Rp. 3.335.700, sementara upah terendah di provinsi DIY sebesar Rp. 1.337.645. Artinya, orang-orang di kota besar yang didominasi kelas menengah atas lebih mampu untuk membeli daging ketimbang orang-orang di daerah terpencil. Dalam penelitian Dewi tahun 2017 untuk berbelanja di pasar modern mempunyai probabilitas yang lebih tinggi jika pendapatan rumah tangganya meningkat. Pemicu lainnya adalah biaya produksi tinggi karena banyaknya perantara membuat harga akhir di konsumen semakin mahal. Menurut Ketua Asosiasi Pengusaha Impor Daging Sapi Thomas Sembiring, jika rantai distribusi untuk daging impor diambil dari importir langsung ke distributor dan salurkan ke pedagang serta pengecer sementara untuk peternak lokal alur distribusinya dimulai dari peternak-pedagang desa-calo pasar-pedagang pasar-penjagal/rumah potong hewan-penjual daging lapak (BBC Indonesia, 2017). Untuk mengatasi defisit daging sapi tersebut, pemerintah kemudian mengimpor daging sapi dengan tujuan untuk menstabilkan harga. Berdasarkan Tabel 1.6, peningkatan terbesar pada volume daging sapi di Indonesia jenis HS0202 (frozen bovine meat/daging sapi beku) terjadi pada tahun 2005 yang mencapai 19.202.759 kg, atau sekitar 72,71 persen dari tahun sebelumnya dan nilai impor yang setara dengan 40.91 juta USD. Hal tersebut didukung dengan pasokan produksi daging sapi domestik pada tahun yang sama turun sebesar minus 19,86 persen. Pada tahun 2012, volume impor menurun tajam sebesar 31.428.889 atau minus 49,45 persen dikarenakan pasokan domestik surplus 23.570 ton dari tahun sebelumnya. Namun, pada tahun 2014 volume impor daging sapi kembali naik sebesar 65,70 persen dari tahun sebelumnya dikarenakan adanya defisit produksi daging sapi sebanyak 7.150 ton. Sejak tahun 2000, Indonesia mengalami fluktuasi dan besarnya volume impor daging sapi cenderung meningkat. Tabel 1.6 Volume dan Nilai Impor Daging Sapi (HS0202) ke Indonesia Periode 2000 – 2015 Tahun Volume Impor (kg) Perkembangan (%) Nilai Impor (Juta US Dollar) Perkembangan (%) 2000 25.960.804 - 39,39 - 2001 15.954.815 -38,54 22,79 -42,14 2002 11.034.934 -30,84 17,86 -21,62 2003 10.278.237 -6,86 17,68 -1,02 2004 11.118.751 8,18 25,52 44,37 2005 19.202.759 72,71 40,91 60,26 2006 23.832.412 24,11 46,22 12,99 2007 39.058.177 63,89 89,21 93,01 2008 44.916.384 15,00 123,12 38,00 2009 66.122.292 47,21 182,99 48,63 2010 88.828.788 34,34 281,98 54,09 2011 62.175.767 -30,00 219,89 -22,02 2012 31.428.889 -49,45 127,71 -41,92 2013 42.363.774 34,79 189,41 48,31 2014 70.197.599 65,70 318,46 68,13 2015 47.246.495 -32,69 215,12 -32,45 Sumber: UNCOMTRADE, 2017. Daging sapi impor yang pada awalnya bertujuan untuk membantu dan memenuhi kebutuhan nasional akan daging sapi malah terus melonjak dan mengakibatkan efek demonstrasi pada masyarakat yakni membuat pola konsumsi masyarakat yang 'membenci' segala sesuatu yang berbau dalam negeri dan memuja barang impor, dimana pengaturan manajemen budidaya dan pengelolaan sumber daya produksi sapi di negara pengekspor sangat efisien dibandingkan Indonesia faktanya harga daging sapi impor relatif lebih murah (Maraya, 2013:3). Berdasarkan gambaran kondisi konsumsi, produksi, dan impor daging sapi di Indonesia, maka dibutuhkan suatu kajian atau penelitian yang membahas mengenai analisis impor terhadap daging sapi dengan tiga indikator, yaitu: kecenderungan keterbukaan impor di Indonesia, kecenderungan tingkat ketergantungan impor komoditas, khususnya daging sapi di Indonesia dan besaran impor tambahan akibat adanya peningkatan pendapatan (PDB), sehingga dapat diketahui besarnya keterbukaan impor daging sapi, dan besarnya derajat konsentrasi komoditas daging sapi dan mengetahui besarnya kecenderungan impor tambahan akibat naiknya pendapatan nasional di Indonesia sekaligus menganalisis tindakan yang mengurangi impor daging sapi ke Indonesia dan meningkatkan produksi domestik. METODOLOGI Penelitian ini menggunakan metode kuantitatif berbentuk deskriptif.Lokasi penelitian berada di Indonesia dengan melakukan pendataan terhadap Kementerian Pertanian sub sektor peternakan pada periode 2000 – 2015 dengan mengakses data pada website resmi Badan Pusat Statistik Indonesia (www.bps.go.id), United Nation International Trade Commodity Database (www.comtrade.un.org), Organisation for Economic Co-operating and Development (OECD), World Bank (http://data.worldbank.org) dan Bank Indonesia (www.bi.go.id). Lokasi ini dipilih karena daging sapi menjadi komoditas pangan yang strategis di Indonesia dan menurut peneliti, periode tersebut menggambarkan kondisi terkini dari impor daging sapi. Obyek dari penelitian ini adalah dampak dari konsumsi daging sapi impor. Terdapat 4 variabel yang akan digunakan dalam penelitian ini, derajat keterbukaan impor dan derajat konsentrasi komoditas sebagai variabel mandiri dan volume impor daging sapi sebagai variabel dependen sertaa produk domestik bruto sebagai variabel indenpenden. Jenis data dalam penelitian ini adalah data kuantitatif dalam bentuk time series. Data yang diperlukan dalam penelitian ini adalah data nilai ekspor – impor total, data PDB harga konstan tahun 2010, data jumlah cadangan devisa, data produksi daging sapi di Indonesia, data nilai dan volume impor daging sapi, data konsumsi produk daging sapi per kapita di Indonesia tahun 2000 – 2015, dalam kurun waktu 16 tahun tersebut digunakan karena adanya isu mafia impor sapi. Dalam mengumpulkan data, peneliti menggunakan teknik observasi non-partisipan, yaitu teknik pengumpulan data dengan cara mengamati, mencatat dan mempelajari jurnal, buku-buku, dokumen skripsi, tesis, mengakses institusi yang terkait dengan penelitian melalui situs resminya. Alat analisis yang digunakan adalah model ekonometrika, yaitu banyaknya barang (volume impor) yang dilakukan adalah fungsi dari nilai-nilai PDB Indonesia. Model ekonometrika yang digunakan untuk mencari hubungan penambahan impor daging sapi dengan peningkatan pendapatan nasional (dalam hal ini PDB) adalah model linear. Yti = ? + ? Xti + ?i………………………………………………………….(1) Keterangan: Yt = Volume impor daging sapi pada masing-masing tahun t ? = konstanta ? = Koefisien elastisitas representasi permintaan impor daging sapi Xt = Nilai PDB Indonesia, pada masing-masing tahun t t = Periode/tahun ? = Variabel Penggangu Dari analisis ini, koefisien beta menunjukkan representasi dari m (marginal propensity to import). Dari hasil tersebut, apabila semakin tinggi nilai m dapat disimpulkan bahwa setiap kenaikan PDB, kecederungan impor tambahan pada komoditas daging sapi di Indonesia akan semakin besar. Pada uji signifikansi, hipotesis yang akan diuji dalam penelitian ini mengacu pada rumusan masalah yang ketiga, yaitu ada atau tidaknya kenaikan yang positif dan signifikan dari PDB (variabel X) sebagai variabel bebas dan volume impor (variabel Y) sebagai variabel terikat. Untuk itu, data yang diperoleh akan di analisis dengan rumus uji 't'. PEMBAHASAN DAN HASIL PENELITIAN Daging adalah salah satu produk hasil ternak yang sangat disukai masyarakat karena memiliki gizi tinggi yang diperlukan tubuh, bercita rasa kuat, mengenyangkan dan dapat diolah menjadi berbagai variasi (Balitbang Pertanian, 2017). Hasil utama dari ternak adalah karkas. Karkas merupakan bagian tubuh ternak penghasil daging yang telah dipisahkan dari bagian-bagian isi perut, kepala, kaki dan kulit. Menurut Badan Standar Nasional Indonesia karkas adalah bagian dari tubuh sapi yang telah disembelih sesuai dengan peraturan yang berlaku, sudah dikuliti dikeluarkan jeroan dan dipisahkan bagian kepala hingga organ bawah, organ reproduksi dan ambing, ekor serta lemak yang berlebih. Jenis daging sapi yang layak dan lazim dikonsumsi di Indonesia ada tiga, yakni daging segar, daging segar dingin dan daging beku. Daging segar artinya daging yang belum diolah atau ditambahkan bahan apapun, sedangkan daging segar dingin adalah daging yang mengalami prosedur pendinginan setelah penyembelihan sehingga suhu bagian dalam daging antara 0 °C dan 4 °C. Daging beku merupakan daging segar yang sudah mengalami proses pembekuan didalam blast freezer dengan suhu bagian dalam minimal mencapai -18 °C (BSNI, 2008). Daging sapi impor tadinya hanya untuk menunjang perkembangan bidang pariwisata seperti pemenuhan daging berkualitas untuk hotel atau restoran. Dengan semakin baiknya kondisi perekonomian dan kemajuan tingkat pendidikan serta kesadaran masyarakat terhadap nilai gizi daging, lalu berkembanglah restoran atau café lokal yang menghidangkan menu dengan kelas dan jenis daging potongan tertentu (Ramadhany, 2011). Selain itu, daging impor juga hadir dipasar untuk memperbanyak varian daging sapi, agar masyarakat bisa memilih banyak jenis daging sapi untuk dikonsumsi. Namun, lambat laun fungsi daging sapi impor itu sendiri 'bergeser' menjadi pembeda prestise seseorang. Prestise ini memiliki arti pengakuan atas status sosial yang disandang. Akibat globalisasi, masyarakat Indonesia seakan berlomba untuk mencari pengakuan atau reputasi yang lebih dari orang lain. Seiring dengan naiknya pendapatan, kesediaan masyarakat untuk membayar lebih demi kualitas daging sapi juga meningkat. Kegiatan impor tersebut mengakibatkan terhambatnya agroindustri sapi potong lokal skala besar yang semakin menjurus pada kegiatan hilir yakni impor dan perdagangan, serta perputaran modal yang terlalu cepat dan resiko yang lebih kecil. Sementara itu, kegiatan di hulu yang merupakan usaha pembibitan dan budidaya sapi, sebagian besar dilakukan oleh peternak dengan skala terbatas dan pendapatan yang kecil. Mereka harus menghadapi persaingan yang kurang seimbang, termasuk serbuan daging sapi impor dari berbagai negara eksportir. Akibatnya, peternak segan menjual sapi potong karena harganya terlampau rendah (Ramadhany, 2011), itulah alasan Indonesia melakukan impor daging sapi. Kementerian Pertanian (Kementan) membuka keran impor untuk pasokan kebutuhan daging sapi. Menurut Direktur Jenderal Peternakan dan Kesehatan Hewan Kementan I Ketut Diarmita, Indonesia saat ini telah menyetujui Australia, Selandia Baru, Amerika Serikat, Kanada, Jepang, dan Spanyol sebagai negara asal pengekspor daging sapi. Namun untuk Spanyol, Indonesia masih harus melalui proses analisis risiko yang dipersyaratkan sesuai dengan ketentuan perundang-undangan (Republika, 2017). Berikut ini data negara pengekspor daging sapi jenis HS0202 ke Indonesia. Tabel 4.4 Negara Pengekspor Daging Sapi ke Indonesia (HS0202) Periode 2000 – 2015 (dalam kg) Tahun Negara Australia Jepang Selandia Baru Amerika Kanada 2000 11.691.761 1.295 4.513.129 689.349 - 2001 6.708.919 54 4.543.195 773.168 - 2002 7.047.223 2.112 3.240.785 587.151 - 2003 6.840.094 528 2.689.868 563.772 - 2004 3.276.161 3.202 7.465.813 349.304 - 2005 7.439.308 - 11.358.517 537.266 - 2006 10.041.082 - 13.790.782 548 - 2007 22.634.079 1.180 16.249.069 96 134.067 2008 25.517.767 - 18.792.950 349.549 256.118 2009 46.099.703 - 19.388.188 - 336.949 2010 47.989.579 - 35.168.388 3.465.099 473.968 2011 38.870.855 - 20.459.396 2.791.519 13.321 2012 23.142.108 - 7.321.818 964.963 - 2013 32.316.173 - 8.589.015 1.419.445 - 2014 54.031.470 1.312 14.028.065 2.064.748 - 2015 36.898.996 667 8.260.282 1.950.116 - Sumber: UNCOMTRADE, 2018. Data diolah Dapat dilihat pada Tabel 4.4 bahwa Australia, Amerika dan Selandia Baru menjadi pemasok daging tetap ke Indonesia. Sedangkan untuk Jepang dan Kanada keran impor yang dibuka menyesuaikan dengan kebutuhan nasional atas daging sapi. Pembahasan Hasil Penelitian Perhitungan Derajat Keterbukaan Impor Komoditas Daging Sapi di Indonesia Derajat Keterbukaan Impor (DKI) adalah proporsi volume perdagangan impor terhadap PDB. Dari hasil perhitungan DKI ini, kita bisa menggambarkan besarnya paparan impor suatu negara sehingga dapat diketahui keperluan akan cadangan devisa yang terkuras dari impor tersebut dan mampu menunjukkan seberapa besar dampak buruk efek demonstrasi yang dihadapi oleh suatu negara. Besarnya angka DKI, mempunyai arti semakin besar negara tersebut bergantung pada barang impor, maka cadangan devisa yang akan diperlukan untuk pembiayaan impor semakin besar dan efek demonstrasi yang berimbas pada pola konsumsi akan semakin lebar. Angka DKI dalam suatu perekonomian dapat dihitung dengan rumus M/GDP per tahun (Atmaji, 2004). Tabel 4.5 Hasil Perhitungan Derajat Keterbukaan Impor Daging Sapi di Indonesia Tahun 2000 – 2015 Tahun Nilai Impor Daging Sapi (Juta USD)* Produk Domestik Bruto (Juta USD)* Derajat Keterbukaan Impor** 2000 39,39 453.413,62 0,0000868743 2001 22,79 469.933,59 0,0000484962 2002 17,86 491.078,14 0,000036369 2003 17,68 514.553,48 0,0000343599 2004 25,52 540.440,02 0,0000472208 2005 40,91 571.204,95 0,0000716205 2006 46,22 602.626,66 0,0000766976 2007 89,21 640.863,46 0,000139203 2008 123,12 679.403,09 0,000181218 2009 182,99 710.851,78 0,000257424 2010 281,98 755.094,16 0,000373437 2011 219,89 801.681,84 0,000274286 2012 127,71 850.023,66 0,000150243 2013 189,41 897.261,72 0,000211098 2014 318,46 942.184,64 0,000338002 2015 215,12 988.127,96 0,000217705 Rata-rata 122,39 681.796,42 0,000159016 Sumber: * UNCOMTRADE dan World Bank, 2017 ** Data diolah 2018 Tabel 4.4 menunjukkan hasil perhitungan derajat keterbukaan impor / DKI dari tahun 2000 – 2015. Hasil perhitungan yang didapatkan mengalami fluktuasi dari tahun ke tahun, dimana dari tahun 2000 – 2003 rata-rata angka DKI sebesar 0,00018 hal ini memiliki arti cadangan devisa yang digunakan untuk mengimpor daging sapi ke Indonesia sebesar 0,018 persen. Tahun 2004 – 2008 angka rata-rata DKI sebesar 0,000371. Ini mempunyai arti 0,037 persen cadangan devisa dipakai untuk membiayai impor daging sapi pada periode 2004 – 2008. Pada tahun 2009 – 2011, rata-rata angka DKI adalah 0,000722. Artinya sebesar 0,0722 persen cadangan devisa dipakai untuk pembiayaan impor daging sapi pada periode tersebut. Tahun 2012 – 2015 angka rata-rata derajat keterbukaan impor daging sapi di Indonesia adalah 0,000754 ini berarti, 0,0754 persen cadangan devisa dikuras untuk mengimpor daging sapi ke Indonesia. Angka DKI yang cenderung meningkat dipengaruhi oleh berbagai fenomena. Rantai perdagangan untuk produksi daging sapi lokal sendiri terlalu panjang, yang berimbas pada harga yang tinggi konsumen maka dari itu konsumen lebih memilih daging sapi impor. Hal ini sejalan dengan penelitian yang dilakukan Hadi, et al pada tahun 2013 tentang pereferensi konsumen yang menyebutkan bahwa di Malaysia, konsumen bersedia membayar harga yang lebih tinggi untuk kulitas daging yang lebih baik. Pada penelitian (Permana, 2016) tentang impor buah musiman, impor juga akan menyebabkan rendahnya produksi buah lokal karena kalah bersaing dalam pasar buah lokal. Fenomena lain misalnya, pada periode 2004 – 2009 era presiden Susilo Bambang Yudhoyono politik daging sapi menjadi sangat rapuh karena ternyata konsumsi daging sapi nasional sangat bergantung pada impor. Bahkan, impor daging sapi mencapai 40 persen lebih dari kebutuhan nasional (Tempo, 2015). Hal ini didukung dari data World Bank untuk persentase pertumbuhan tahunan untuk impor barang dan jasa, sepanjang periode 2000 – 2015, tahun 2004 memiliki persentase kenaikan pertumbuhan barang impor tertinggi yaitu sebesar 26.653 persen. Fenomena yang terjadi ditahun 2007, juga mendorong peningkatan derajat keterbukaan impor. Menurut Organisation for Economic Co-operating and Development (OECD), pertumbuhan ekonomi Indonesia pada tahun tersebut mencapai 6,35 persen dari tahun sebelumnya. Pertumbuhan ekonomi meningkat dikarenakan terjadinya peningkatan PDB, jika ditinjau dari teori konsumsi oleh Sadono Sukirno, semakin tinggi pendapatan akan mengakibatkan pengeluaran juga meningkat. Periode tahun 2013 – 2015 fenomena yang terjadi adalah maraknya kasus mafia impor impor daging sapi. Mafia impor berhasil memperjuangkan pembebasan Pajak Pertambahan Nilai (PPN) atas impor daging dan 'memainkan' kuota daging yang diperoleh akibatnya, volume impor untuk komoditas daging sapi semakin meningkat dan efek demonstrasi semakin terbuka lebar. Selain itu, dalam Peraturan Pemerintah nomor 4 Tahun 2016 mengenai Ketentuan Ekspor dan Impor Hewan atau Produk Hewan, pada pasal 6 ayat (1) butir C menyebutkan zona impor untuk produk hewanbersumber dari negara yang belum bebas penyakit mulut dan kuku dan telah memeiliki program pengendalian resmi penyakit mulut dan kuku. Dari undang-undang tersebut dapat kita ketahui bahwa seluruh negara mempunyai peluang untuk mengimpor daging sapi ke Indonesia dan inilah yang dapat membuat derajat keterbukaan impor akan daging sapi semakin meningkat. Perhitungan Derajat Konsentrasi Komoditas Daging Sapi di Indonesia Derajat Konsentrasi Komoditas dalam komponen analisis impor digunakan untuk menghitung besarnya tingkat ketergantungan impor suatu negara menurut komoditas impornya. Hasil dari perhitungan angka DKK ini ada dua macam, yaitu relatif terkonsentrasi dan relatif terdistribusi. Relatif terkonsentrasi mempunyai arti bahwa komoditas yang di impor hanya komoditas tertentu sedangkan relatif terdistribusi memiliki arti semakin banyak jenis impor yang diperlukan oleh negara tersebut (Atmaji, 2004). Berdasarkan Tabel 4.5, angka DKK Standar yang diperoleh adalah 50,10863. Median dari perolehan angka DKK selama kurun waktu 16 tahun (periode 2000 – 2015) sebesar 0,430165. Jika angka DKK hasil perhitungan dibandingkan dengan DKK standar, terlihat bahwa angka DKK hasil perhitungan = 0,43 lebih kecil daripada angka DKK standar = 50,1. Tabel 4.6 Hasil Perhitungan Derajat Konsentrasi Komoditas Daging Sapi di Indonesia Tahun 2000 – 2015 Tahun Nilai Impor Total (Juta USD)* Nilai Impor Daging Sapi (Juta USD)* Derajat Konsentrasi Komoditas* 2000 33.514,8 39,39 0,47012 2001 30.962,1 22,79 0,29442 2002 31.288,9 17,86 0,22832 2003 32.550,7 17,68 0,21726 2004 46.524,5 25,52 0,21941 2005 57.700,9 40,91 0,2836 2006 61.065,5 46,22 0,30275 2007 74.473,4 89,21 0,47915 2008 129.197,3 123,12 0,38118 2009 96.829,2 182,99 0,75592 2010 135.663,3 281,98 0,83141 2011 177.435,6 219,89 0,4957 2012 191.689,5 127,71 0,26649 2013 186.628,7 189,41 0,40596 2014 178.178,8 318,46 0,71492 2015 142.694,8 215,12 0,60302 Rata-rata 100.400 122,39 0,43435 Sumber: * Badan Pusat Statistik, 2016 dan UNCOMTRADE, 2017 ** Data diolah 2018 Hal ini mempunyai arti bahwa angka DKK di Indonesia relatif terdistribusi, keadaan yang kurang menguntungkan bagi Indonesia karena ini berarti semakin banyak jenis komoditas impor yang diperlukan negara tersebut, artinya Indonesia sangat bergantung pada transaksi impor daging sapi yang menyebabkan efek demonstrasi yang semakin besar. Hasil penelitian ini sejalan dengan hasil penelitian Brata pada tahun 2015, yang berjudul Derajat Keterbukaan Impor dan Derajat Konsentrasi Komoditas Kedelai di Indonesia dan penelitian Eko Atmaji tahun 2004 yang berjudul Analisis Impor Indonesia, yang menyatakan bahwa impor Indonesia relatif terdistribusi. Perhitungan Besaran Impor Tambahan atau Marginal Propensity to Import (MPM) Dalam analisis impor, indikator marginal propensity to import atau MPM menunjukkan berapa besar pertambahan impor akibat pertambahan pendapatan nasional satu satuan uang (Eko Atmaji, 2004). MPM merupakan derajat kecenderungan peningkatan pengeluaran untuk volume impor pada saat pendapatan nasional meningkat. Berdasarkan hasil analisis program SPSS ver.22 dengan menggunakan teknik analisis regresi linear sederhana didapatkan hasil sebagai berikut: Tabel 4.7 Analisis Regresi Sederhana Impor Daging Sapi Terhadap PDB Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant

Abstrak Penelitian ini bertujuan untuk mendeskripsikan kebutuhan siswa akuntansi SMK Tri Guna Bhakti Surabaya dalam belajar bahasa Inggris serta materi pembelajaran Bahasa Inggris untuk mereka. Penelitian ini dirancang sebagai penelitian deskriptif qualitataive dengan kuisioner dan cek list observasi sebagai instrumen dalam pengumpulan data. Hasil dri penelitian ini menunjukkan bahwa siswa akuntansi SMK Tri Guna Bhakti Surabaya membutuhkan materi belajar Bahasa Inggris yang lebih spesifik khususnya yang sesuai dengan jurusan akuntansi. Namun, materi pembelajaran Bahasa Inggris yang diperuntukkan bagi mereka masih materi Bahasa Inggris umum. Kata Kunci: kebutuhan, siswa akuntansi, Bahasa Inggris untuk tujuan spesifik. Abstract This study is conducted to describe the accounting students' of SMK Tri Guna Bhakti needs in learning English and the English teaching and learning materials for them. This study was designed as descriptive qualitative research with questionnaire and observation checklist as the instruments in obtaining the data. The results of the study showed that the needs of the accounting students of SMK Tri Guna Bhakti Surabaya is the more specific English teaching and learning materials for accounting study program but unfortunately, those students are still provided with general English teaching and learning materials. Keywords: needs, accounting students, English for Specific Purposes. Introduction Learners' needs analysis is often described as the first step that the curriculum or course planners should do to determine the learners' skills, competences, knowledge, needs and purposes in learning. This step helps the curriculum planners or learning provider know whether the content of the courses is relevant with the learners' needs or not. Furthermore, according to Richards (2001:33), learners' needs in English for Specific Purposes (ESP) are described in terms of performance, that is, in terms of what the learner will be able to do with the language at the end of a course of study. In many cases, learners' needs may be relatively easy to determine, particularly if learners need to learn a language for very specific purposes, for example, employment in fields such as tourism, nursing, engineering or the hotel industry (Richards, 2001:53-54). Richards (2001:52) further says that needs analysis in language teaching may be used for a number of different purposes. For example, to find out what language skills a learner needs in order to perform a particular role, such as sales manager, or tour guide; to identify a gap between what students are able to do and what they need to be able to do; to collect information about a particular problem learners experience; to determine which students from a group are most in need of training in particular language skills, and to identify a change of direction that people in reference group feel is important. Needs itself, are often described in terms of a linguistic deficiency, that is, as describing the difference between what the learners can presently do in a language and what the learners should be able to do. What are identified as needs depends on a judgement and reflects the interest and values of those making such a judgement. Teachers, learners, employers, parents, and other stakeholders may thus have different views as to what needs are. Conelly and Clandinin (1988:24) define a stakeholder as a person or people with a right to comment on, and have input into, the curriculum process offered in schools. Different stakeholders may want different things from the curriculum. In addition, Brindley (1984) says, "The term need is not as straightforward as it might appear, and hence the term is sometimes used to refer to wants, desires, demands, expectation, motivations, lacks, constraints, and requirements". In an educational setting, a learners' needs analysis helps students identify where they are in terms of their knowledge, skills and competences, versus where they wish to be and their learning goals. It is related to the statement that adults learn better when they can see a reason why they are following a program of study and find the relevance between their purpose in learning and the content of the study that they must learn. Based on the researcher's experience in teaching English to engineering students of SMKN 12 Surabaya, students have less motivation to learn English. Some of the students said that they do not see any relevance between their needs in learning English as engineering students and what they must learn from the textbook. The content of the textbooks for the all study programs in this school are mostly the same. Meanwhile, the students' needs of each study program in learning Eglish are significantly different. Accounting students for example, they have to learn the process of summarizing, analyzing, and also reporting financial transactions. Here, the accounting students need to learn English as a part of those accounting activities. As an example, they find many vocabularies of finance in English and they have to know the meaning of all those words in order to understand or present a financial report. In this case, English becomes a means of those students activities in the subject area of finance so they have to learn English in more specific area, that is, accounting. This reality has inspired a variety of ESP course designs to address them. A basic ESP philosophy is to cater to specific needs of learners as much as possible (Robinson, 1991). It might be appropriate to say that no ESP courses should be conducted without needs analysis (Kaewpet, 2009). Based on those explanations above, the researcher is interested in conducting a learners' needs analysis of ESP at SMK Tri Guna Bhakti Surabaya. As stated by Linse (1993), "It is the school's responsibility to take into account the cultural, political, and personal characteristics of students as the curriculum is developed in order to plan activities and objectives that are realistic and purposeful." Here, the researcher wants to know whether the English teaching and learning materials for the accounting students in this school are relevant with the needs of those students in learning English or not. The results of this study will be reported to the English teachers of SMK Tri Guna Bhakti Surabaya as suggestions to design specific materials for the accounting students. Based on the background of the study above, the research questions are formulated as follows. What are the needs of the accounting students at SMK Tri Guna Bhakti Surabaya in learning English? How are the English teaching and learning materials for the accounting students at SMK Tri Guna Bhakti Surabaya? In line with the research questions, objectives of this research are to describe the needs of the accounting students at SMK Tri Guna Bhakti Surabaya in learning English and English teaching and learning materials for the accounting students at SMK Tri Guna Bhakti Surabaya. This study will give contributions to SMK Tri Guna Bhakti Surabaya and the students. By knowing the students' needs in learning English as accounting students, the English teachers of SMK Tri Guna Bhakti Surabaya can identify what programs are needed. They can ensure whether the English materials which are delivered, content of the textbooks, schedules etc., are in line with the needs of the students or not. For students, a learning needs analysis helps students identify where they are in terms of their knowledge, skills and competences, where and what they wish to be and ensure what their goals in learning English as accounting students. By knowing those aspects, the students can increase their motivation in learning English to reach their learning goals. This study focuses on analyzing the needs of the accounting students at SMK Tri Guna Bhakti Surabaya in learning English and English teaching and learning materials for them. This study is limited only to the eleventh grade of accounting students at SMK Tri Guna Bhakti Surabaya. So, the result of this study is only applicable to accounting students of SMK and not applicable to the students of SMA or other programs of SMK. METHODS Based on the research questions and objectives of the study, this research was designed as a descriptive qualitative research. According to Surachmad (2004), "Descriptive research is a kind of research method using the techniques of searching, collecting, classifying and analyzing the data, and the objective is to describe phenomenon" and a qualitative research is a type of research which does not include any calculation or enumeration (Moleong, 1989). This research was designed as a descriptive qualitative research because this study investigated the accounting students' purposes in learning English and their opinions toward English teaching and learning process in the classroom. Hence, the results were reported descriptively as suggestions to English teachers of SMK Tri Guna Bhakti Surabaya in designing specific materials for the accounting students. In this research, accounting students of SMK Tri Guna Bhakti Surabaya were chosen as the subjects of the study. Those students are eleventh graders. There are about 35 students. Those students were chosen as the subjects of the study because the English teacher and also the researcher consider that those students are active and they are considered that they can represent all the accounting students of SMK Tri Guna Bhakti. Research instrument in this research is the researcher herself. To assist her, she used 2 tools, they are questionnaire and observation checklist. Questionnaire was used to get the accounting students' opinions toward English teaching and learning process in the classroom and their purposes in learning English as accounting students. This questionnaire was given to the eleventh graders of accounting students at SMK Tri Guna Bhakti Surabaya. There are 20 questions. The classification of the questionnaire can be elaborated as the following: The questionnaire consists of 20 multiple choice questions, each of which has four options. The questionnaire is divided into six parts, those are: 1) Part I (questions number 1 – 5) deals with the students' opinion about teaching-learning process in the class. 2) Part II (questions number 6 – 10) deals with the teaching materials. 3) Part III (questions number 11 – 13) deals with the teacher's technique in teaching. 4) Part IV (question number 14) deals with the students' purpose in learning English. 5) Part V (questions number 15-16) deals with the students' opinions toward the relationship between the learning materials and their purposes in learning English. 6) Part VI (questions number 17-20) deals with the students' opinions toward school's plan in designing an ESP course for accounting students. Meanwhile, the observation checklist is in the form of "yes" and "no" answer. The observation checklist comprises the materials, the students' responses toward English teaching and learning process in the classroom, the teaching techniques that the teacher used, and the English teaching and learning process. Data are the facts and numbers which become the resources to arrange the information. Meanwhile, the sources of data explain the subject from which the data are obtained (Arikunto, 2002). In this research, the data for the first research question are accounting students' answers on their purposes in learning English. These data were taken from the result of questionnaire that was given by the reseacher to the students. Meanwhile, the data for the second research question are students' answers or responses on their opinions toward English teaching and learning process in the classroom. These data were taken from the result of questionnaire and observation checklist. The data of the study were collected through observation checklist and questionnaire. In this case the researcher is an observer. As an observer, she used an observation checklist to observe the English teaching and learning process. The researcher observed the English teaching and learning process from the beginning until the end of the class. Here, the researcher observed a classroom, that is XI Ak-1. The data which were gained from questionnaire were used for finding out the students' purposes in learning English as accounting students and their.opinions toward English teaching and learning process in the classroom. This questionnaire was given to each student at the end of the teaching-learning process. The students were asked to choose an appropriate answer from the options provided based on their own opinion. The data from the observation checklist are in the form of "yes" and "no" answer. The indicators in the checklist comprise the materials, the students' responses toward the English teaching and learning process, the teaching techniques that the teacher used, and the English teaching and learning process. The result of the observation checklist will be explained descriptively. Meanwhile, in analyzing the students' opinions toward English teaching and learning materials and their needs in learning English as accounting students, the researcher used the result of questionnaire. The result of questionnaire was analyzed using percentage. RESULT AND DISCUSSION The Result of Study In this part, the researcher reported the results of questionnaire and observation. Those results are explained as follow. 4.1.1 The Needs of the Accounting Students of SMK Tri Guna Bhakti in Learning English This part focuses on the data collected from questionnaire. The questionnaire was given to the accounting students of XI Ak-1 SMK Tri Guna Bhakti Surabaya. Time allocated in collecting data by using questionnaire was thirty minutes in the classroom. Firstly, before giving each student a questionnaire, the researcher tried to take the students' attention by asking about their needs in learning English. R: "First of all, I want to ask, what are your needs in learning English as accounting students?" S: "Can communicate in English, miss. Bisa presentasi pakai Bahasa Inggris." R:"Okay. So, have you learned to present something in English?" S: "Never. Biasanya disuruh ngerjain soal-soal aja miss." After that, the researcher explained about English for Specific Purposes. Students listened enthusiastically. R: "Do you know ESP?" S: "No." R: "ESP is English for Specific Purposes. ESP ini ditujukan untuk orang-orang yang ingin belajar Bahasa Inggris sesuai dengan kebutuhan mereka. For example, English for engineering students, secretary, hotel industry, nursing, doctor, and also accounting. So, all of you, as accounting students may learn English in the subject area of accounting. You can learn how to present a paper of finance in an office, how to spell numbers, and anything else about accounting." S: "Oh. so we learn English about accounting only ya miss.?" R: "Yes, that's right." S: "Kalau pelajaran Bahasa Inggris yang sekarang berarti bukan ESP ya miss?" R: "I can not say so, I think the curriculum planners of this school should evaluate the English teaching and learning materials deeply." Then the researcher asked the students opinions if their school has an ESP courses for them. R: "Do you agree if this school open an ESP course for accounting students?" S: "Agree miss. Jadi enak belajarnya nggak bosen." Finally, the researcher gave each student a questionnaire and asked them to answer the twenty questions included. The students are asked to choose the best answer, from the four options provided, for each question based on their own opinion. There are four questions from twenty questions in the questionnaire that the researcher used to know the accounting students' needs in learning English. The results are described as follow: a) The Students' Needs in Learning English From the total thirty five students, thirteen students or 37.1% stated that they are learning English because they want to be able to communicate in English better. Most of them argued that English is important in this globalization era. Meanwhile, the rest of students or twenty two students or 62.8% stated that they are learning English for very specific purpose, that is, they want to be able to communicate in English well in the subject area of accounting activities. b) English Skills that the Students want to Improve From the total thirty five students, twenty nine students or 80% stated that they want to improve their speaking ability. Meanwhile, seven students or 20% stated that they want to improve their writing skill. Most of the students argued that those skills are very important in accounting. c) The Students' Difficulties in Learning English From the total thirty five students, fifteen students stated that the difficulty they often faced is they easily get bored in participating English learning in the classroom. Nine students stated that they hardly understand the English materials. Eight students stated that they are not learning English enthusiastically and there were three students who stated that they cannot understand the teacher's explanation easily. d) The Students' Opinions toward Teaching Techniques Used by The Teacher The students opinions are vary toward teaching techniques used by their English teacher. Twenty students said that their teacher's technique in teaching is good. The teaching is not really interesting but still understandable. Fifteen students said that the teaching technique is not really good. The teacher's explanations are often hard to be understood. In the future, all of the students hope their English teacher will give them more speaking exercises. Especially for speaking materials related to accounting activities. They argued that they want to improve their English speaking skill. e) The Students' Opinions toward School's Plan in Opening ESP Courses for Each Study Program All students of XI Ak-1 stated that the school really needs to design an ESP course for accounting students. If the school really provides them an ESP course for each study program, they will really appreciate it. All of those students stated that they do agree with that plan. They argued that the ESP course for accounting students should be scheduled as the regular English class. They also stated that they are sure the ESP course will increase their motivation in learning English and it will help them to reach their learning goal, that is, being able to communicate in English in the subject area of accounting. 4.1.2 English Teaching and Learning Materials for the Accounting Students at SMK Tri Guna Bhakti Surabaya This section presents the data collected from classroom observation which had been done by the researcher and questionnaire which was answered by the thirty five students of XI Ak-1. The results were reported as follow: a) The Students' Opinions toward English Teaching Materials Used by the Teacher All the students of XI Ak-1 stated that the English teaching materials are from a textbook. That English textbook for accounting students is the same as the English textbook for the other study programs in this school. Moreover, twenty five students said that the English teaching materials are not really related to the accounting study program. Meanwhile, ten students said that all of the materials are not related to the accounting study program. Most of the students said that the English teaching materials are not really good for them as accounting students. Only eight students who stated that they could master the English materials delivered by the teacher. Unfortunately, the rest of the students stated that they can not master the English materials. Furthermore, when they were asked about the relationship between the English materials that they must learn in class and their purposes in learning English as accounting students, twenty students stated that the English materials are totally not related to their purposes in learning English as accounting students. Ten students stated that the English materials are related to their purposes and five students stated that the English materials have a little relationship with their purposes in learning English as accounting students. b) The Students' Responses toward English Learning Process in the Classroom Eleven students stated that they are not really enjoying the English learning process in the classroom. Fifteen students stated that they rarely enjoy learning English in the classroom. Five students stated that they really love learning English in the classroom. Meanwhile, there are four students who stated that they never enjoy the English learning process in the classroom. From thirty five students, eighteen students argued that the English learning process in the classroom is less effective. Fifteen students said the learning process is effective. Meanwhile the rest of students or two students stated that the learning process is very effective. c) The Students' Opinions toward School's Plan in Opening ESP Courses for Each Study Program All students of XI Ak-1 stated that the school really needs to design an ESP course for accounting students. If the school really provides them an ESP course for each study program, they will really appreciate it. All of those students stated that they do agree with that plan. They argued that the ESP course for accounting students should be scheduled as the regular English class. They also stated that they are sure the ESP course will increase their motivation in learning English and it will help them to reach their learning goal, that is, being able to communicate in English in the subject area of accounting. 4.1.2.1 Classroom Observation This part presents the result of classroom observation in XI Ak-1. The researcher did this observation to know the English teaching and learning process in the classroom. The observation was held on Wednesday, 5th June 2013. Time allocated for this observation was 2 x 45 minutes. The class began at 06.40 a.m. The teacher entered the class and the students put their English textbook on the desk. The teacher prepared her teaching materials, laptop, LCD, and projector. Some students tried to help the teacher. There were no students absent on that day. There were 35 students in the class and they were in natural condition. Some students were still talking with their friends and some others were ready to learn. After completing preparation of the materials and media, the teacher began to greet the students and then showed the materials which will be discussed that day by LCD. The teacher created PowerPoint slides about the use of simple past tense. The teacher asked about simple past tense to the students. T: "Do you remember about simple past tense?" S: "Yes. buat menyatakan kejadian masa lalu." T: "Okay. Very good." Here, the teacher used English and Bahasa Indonesia in teaching. She tried to get her students attention by giving some questions during her explanation. Her explanation was easy to be understood. She spoke loudly but not too fast. She stopped explaining every a few minutes to give her students opportunities to ask. During the teaching learning process, some students seemed like they were sleepy and began to get bored. They laid their head on the table. Some others asked questions actively. The teacher tried to get the students attention by explaining materials with louder voice. After explaining simple past tense, the teacher gave the students time for asking questions. There was nobody ask her about the materials. She then asked her students to make a note about simple past tense on their book. T: "Silahkan dicatat dulu. If I give you the copy of the slides, maybe you will not read it at home." S: "Hehehe. Iya bu." T: "If you have finished, I will provide you some exercises." S:"Lhoalahh. buat PR aja lho bu." When the students have finished writing their note, the teacher then provided the students some exercises about the use of simple past tense. Some students did it enthusiastically but the rest of students seemed like they were not really wanted to finish the exercises. Twenty minutes left. The teacher walked around the classroom and helped the students in doing the exercises. Then the bell rang. The teacher asked the students to finish the exercises at home and submit it on the next meeting and finally, the class was ended. Discussion This section discusses all the facts which were found by the researcher and their relationship with several related literature provided in Chapter II and the experts' opinions and suggestions. 4.1.3 The Needs of Accounting Students in Learning English According to the result of questionnaire, most of the accounting students of XI Ak-1 stated that their need in learning English as accounting students is being able to communicate in English, especially English for accounting. In addition, the accounting students stated that they want to improve their English speaking and writing skills in the subject area of accounting. For example, they want to master English vocabularies of accounting, such as credit memo, credits, current assets, cost of goods sold, etc,. They argued that their motivation in learning English will increase when their English materials are related to their study program. If so, they have not to learn all the things which are too general and they do not need even want it. It is in line with the statement that adults learn better when they can see a reason why they are following a program of study and find the relevance between their needs in learning and the content of the study that they must learn. Moreover, as stated by Brindley (1984), "The term need is not as straightforward as it might appear, and hence the term is sometimes used to refer to wants, desires, demands, expectation, motivations, lacks, constraints, and requirements". In this case, the researcher can conclude that the needs of the accounting students of SMK Tri Guna Bhakti are the more specific English teaching and learning materials and also the more English speaking and writing materials and exercises which are related to their study program, that is accounting. 4.1.4 The English Teaching and Learning Materials for the Accounting Students at SMK Tri Guna Bhakti Surabaya The opinions of the accounting students are vary toward the English teaching and learning process. More than a half of those students stated that the English teaching and learning process is not really effective. The students further argued that it is because the materials provided in the English class are not relevant with their study program and especially with their learning goals. Furthermore, from the result of classroom observation, the researcher found that English textbook used is the same for all study programs in this school. In this school there are two study programs, accounting and office administration. Those students have to learn the same English materials even though they are following different study programs. It is contrast with the fact that learners' needs are significantly different. Each student has different knowledge, learning style, and also needs. Teachers must know deeply about their students' characteristics and try to design an appropriate teaching and learning process for them. Here, the English teachers, actually, should prepare or write their teaching and learning materials themselves or in a team based on their learners needs and as the learning provider, the curriculum planners of SMK Tri Guna Bhakti Surabaya have to analyze what the students' needs in terms of English learning carefully and deeply so that they can address those needs in an appropriate and relevant English teaching and learning materials. Moreover, according to Hutchinson (1987), "Materials writing is one of the most characteristic features of ESP in practice". In contrast with general English teaching, a large amount of the ESP teachers' time may be taken in writing materials. Here, in writing and providing appropriate English teaching and learning materials for accounting students, Jones (2012) provides a suggestion for ESP teachers of accounting students. He suggested the instructors in the accounting department of the institution should become close working partners with the ESP instructor to share information about the students' needs for English and the ways students will use the English when they are learning accounting. The ESP teacher may ask the instructors for samples of English language materials used in accounting teaching: textbooks, research articles, and, if possible, class handouts and sample exercises. It may be useful for the ESP teacher to look at copies of old exams and materials which students used in secondary schools, if they are available. These can be adapted and used in the ESP class to reinforce what is taught in the content area classes. Jones further suggests, "Ask the subject-matter teacher to show you any equipment and laboratory facilities used by the students. Spend some time in the laboratory to determine first-hand the kinds of interactions that are important to the students in their acquisition of English" Based on those explanations above, it is clear that accounting students of SMK Tri Guna Bhakti Surabaya do not find any relevance between the English teaching and learning materials provided to them and their needs in learning English as accounting students. Those students need a more specific English material and class, that is, English for Specific Purposes course for accounting students. According to the answers of those students in questionnaire, they will fully appreciate and support the plan of the curriculum planners of their school in designing English for Specific Purposes course for each study program, especially for accounting students. CONCLUSION AND SUGGESTION Conclusion According to the results of this study, the researcher can conclude that the accounting students of SMK Tri Guna Bhakti Surabaya do not find any relevance between the English maerials that they have to learn in the class and their needs in learning English as accounting students. Their need in learning English is being able to communicate in English well in the subject area of accounting but unfortunately, their English learning materials are not related to the accounting study program. It means that they are still provided with general English learning materials. Suggestion After considering the results and the conclusion of this needs analysis, the suggestion is given to: The English Teachers of SMK Tri Guna Bhakti Surabaya The English teachers of this school have to provide their students with relevant English learning materials. They should know whether their English materials which are provided to the students are related to the study program and their students' needs in learning English or not. REFERENCES Arikunto, and Suharsimi. 2002. Prosedur Penelitian, Suatu Pendekatan Praktek. Jakarta: Rineka Cipta. Brindley, G. 1984. Needs Analysis an Objective Setting in the Adult Migrant Education Program. Sydney: N.S.W Adult Migrant Service. Burnett, L. 1998. Issues in Immigrant Settlement in Australia. Sydney: National Centre for English Language Teaching and Research. Conelly, E.M and D.J Clandinin. 1988. Teachers as Curriculum Planners. New York: Teachers College, Columbia University. Elley,W. 1984. Tailoring the Evaluation to Fit the Context. The Second Language Curriculum. New York: Cambridge University Press. Gilleard, J., & Gilleard, J.D. 2002. Developing Cross-Cultural Communication Skills. Journal of Professional Issues in Engineering Education and Practice, 128, 187–200. Hutchinson, T., and A. Waters. 1987. English for Specific Purposes. New York: Cambridge University Press. Jones. 2012. English for Accounting Students (http://collections.infocollections.org/ukedu/en/d/Jm0031e/4.2.html) Kaewpet, C. 2009. A Framework for Investigating Learner Needs: Needs Analysis Extended to Curriculum Development. Electronic Journal of Foreign Language Teaching. 2009, Vol. 6, No. 2, pp. 209–220. Linse, C.T. 1993. Assessing Student Needs. In Richards, J.C. 2001. Curriculum Development in Language Teaching. New York: Cambridge University Press. Moleong, Lexy. J. 1980. Metodologi Penelitian Kualitatif. Bandung: PT. Remaja Rosdakarya. Richards, J.C. 2001. Curriculum Development in Language Teaching. New York: Cambridge University Press. Robinson, P.C. 1991. ESP Today: A Practitioner's Guide. New York: Prentice Hall International. Rodgers, C. 1969. Freedom to Learn. In Hutchinson, T., and A. Waters. 1987. English for Specific Purposes. New York: Cambridge University Press. Shaw, J., and G. Dowsett. 1986. The Evaluation Process in the Adult Migrant Education Program. Adelaide: Adult Migrant Education Program. Surakhmad, Winarno. 2004. Pengantar Penelitian Ilmiah Dasar Metode dan Teknik. Bandung: CV. Trasilo.

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Accent 6" /> <w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 6" /> <w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 6" /> <w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful Accent 6" /> <w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful Accent 6" /> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Mention" /> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Smart Hyperlink" /> </w:LatentStyles> </xml><![endif]--> <!--[if gte mso 10]> <mce:style><! /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabela normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Cambria; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-fareast-language:EN-US;} --> <!--[endif] --> <!--StartFragment--> <p class="p1" style="text-align: justify; text-justify: inter-ideograph;"><span style="font-size: 12.0pt; font-family: Times;">Esse estudo buscou analisar como as novas ferramentas cibernéticas estão contribuindo para o aprimoramento da compreensão de como os <em>tokens</em> e os envelopes de argila eram utilizados como ferramentas de controle contábil na sociedade pré-histórica. Para operacionalizar a análise desse estudo, os dados foram capturados a partir da conjugação de duas modalidades de pesquisa: pesquisa bibliográfica e pesquisa documental. </span><span style="font-size: 12.0pt; font-family: Times; color: #212121; mso-ansi-language: PT;" lang="PT">Os primeiros estudos sobre <em>tokens</em> e envelopes foram desenvolvidos, especialmente, por </span><span style="font-size: 12.0pt; font-family: Times;">Mattessich, a partir das pesquisas da arqueóloga Schmandt-Besserat, porém, estavam voltados para uma análise arqueológica tradicional e sem o uso de ferramentas cibernéticas. O uso de tecnologias cibernéticas digitais criou novas perspectivas investigativas para estudos históricos, especialmente em áreas como a arqueologia. A digitalização das imagens dos <em>tokens</em> e dos envelopes permitiu que estudiosos de História da Contabilidade tivessem acesso mais fácil aos documentos, catálogos, repositórios e banco de dados, sem que o acervo histórico estivesse fisicamente disponível para análise. Para muitos acadêmicos seria impossível visualizar as peças contábeis históricas sem esse processo de digitalização. Além disso, a própria degradação das peças com o passar do tempo e com o manuseio dos pesquisadores está sendo mitigada com a digitalização e impressão de réplicas de <em>tokens</em> e envelopes em 3D. Ao mesmo tempo, os benefícios de escanear os envelopes, ao contrário de quebrá-los, não é apenas pela natureza não-destrutiva dos testes, mas pela capacidade de analisar a estrutura interna da argila, permitindo inspecionar as dobras, as inclusões e as mudanças de densidade na argila, produzindo indícios claros de como esses artefatos foram construídos. Portanto, </span><span style="font-size: 12.0pt; font-family: Times; color: #212121; mso-ansi-language: PT;" lang="PT">a simulação real dos <em>tokens</em> e dos envelopes muda a compreensão do pesquisador, tendo na hiper-realidade virtual uma possibilita de aprimorar a interação com o passado da Contabilidade.</span></p> <!--EndFragment-->

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</xml><![endif]--> <!--[if gte mso 10]> <mce:style><! /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Cambria; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin;} --> <!--[endif] --> <!--StartFragment--> <!--EndFragment--></p><p class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;"><span style="font-size: 10.0pt; font-family: Garamond; mso-bidi-font-family: Garamond; mso-ansi-language: EN-US;" lang="EN-US">O primeiros 14 anos do século XXI evidenciam o acirramento das condições objetivas que confirmam e aprofundam a crise do capitalismo com impactos devastadores sobre a classe trabalhadora. Levantes dos trabalhadores têm ocorrido em todo o mundo e por todo mundo acirra-se a opressão e a violência do poder econômico sobre os trabalhadores que reagem. Aos marxistas cabem , simultaneamente, a tarefa de avaliar a conjuntura apontando as possibilidades revolucionárias nela abertas, e organizar ao proletariado para a superação desta conjuntura. Germinal, em seu Volume 6, n. 1, traz a análise e as perspectivas apontadas pelo historiador Osvaldo Coggiola, membro do Partido Obrero da Aegentina, um dos líderes do movimento docente e militante pela Refundação da IV Internacional, sobre o atual quadro de crise e mobilizações.</span></p> <!--EndFragment-->

UPI YPTK Jurnal EKOBISTEK, Vol. x, No. x, 201x, pp. xx-yy Copyright © 201x by LPPM UPI YPTK HUBUNGAN SELF DISCLOSURE DENGAN KEPERCAYAAN DIRI SISWA DALAM MENGEMUKAKAN PENDAPAT DI DEPAN KELAS SEPULUH SMKNEGRI 9 PADANG SEMESTER GANJIL TAHUN AJARAN 2020/2021 Ade Nofembri1, Linda Fitria2 1 UPI YPTK, Indonesia 2 UPI YPTK, Indonesia * E-mail: adenofembri03@gmail.com Abstrak Penelitian ini dilatarbelakangi oleh karena masih rendahnya kepercayaan diri siswa dalam mengemukakan pendapat di depan kelas. Salah satu penyebabnya adalah rendahnya self disclosure siswa. Penelitian ini bertujuan untuk melihat gambaran kepercayaan diri, self disclosure, dan menguji hubungan self disclosure siswa dengan kepercayaan diri dalam menggungkapkan pendapat di depan kelas. Metode penelitian yang digunakan dengan pendekatan deskriptif dan korelasional. Populasi penelitian adalah siswa kelas sepuluh yang berjumlah 455 orang . Dengan sampel penelitian berjumlah 204 orang, yang dipilih dengan teknik purposive sample. Data dianalisis dengan teknik presentase dan untuk melihat hubungan kedua variabel menggunakan Pearson Correlation Product Moment. Hasil penelitian ditemukan (1) secara umum kepercayaan diri siswa berada pada kategori sedang, (2) secara umum self disclosure siswa berada pada kategori sedang, dan (3) terdapat hubungan yang signifikan antara self disclousure dengan kepercayaan diri siswa dengan rxy = 0,415 dan taraf signifikansi 0,000. Berdasarkan temuan penelitian ini dapat menjadi acuan bagi siswa, tentang pentingnya meningkatkan self disclosure agar kepercayaan diri siswa dalam mengemukakan pendapat di depan kelas semakin meningkat. Selain itu guru BK dapat memberikan pelayanan konseling berdasarkan temuan penelitian ini. Kata kunci: Self Disclosure , Kepercayaan diri, Siswa 1. Pendahuluan Pendidikan merupakan suatu hal yang penting dan tidak dapat di pisahkan dari kehidupan seseorang. Baik dalam keluarga, masyarakat dan bangsa. Kemajuan suatu bangsa ditentukan oleh tingkat keberhasilan pendidikan. Indonesia sebagai negara berkembang dalam pembangunan membutuhkan sumber daya manusia yang dapat di andalkan. Tujuan pendidikan nasional adalah mengembangkan potensi siswa agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab (UU Sisdiknas tahun 2003). Dengan adanya pandemi covid 19, untuk mencapai tujuan pendidikan agaknya terjadi kendala, sehingga terjadi perubahan pada sistem pendidikan, khususnnya di Indonesia. Pandemi Covid 19 yang melanda dunia dapat melumpuhkan beberapa sektor dan melemahkan dalam berbagai aspek, terutamanya di bidang pendidikan seperti yang di sampaikan Rahmawati (2020) menjelaskan bahwa masyarakat dihadapkan perubahan dalam segala sisi dan membuat banyak orang shock dan kaget baik dari sektor ekonomi, sosial dan tidak menutup kemungkinan bahwa dampak lainnya dari Covid-19 lainnya adalah perubahan perilakunya itu sendiri. Pemerintah juga mengimbau untuk melakukan aktivitas dilakukan di rumah saja seperti work from home bagi pekerja di berbagai bidang, pemberhentian aktivitas sekolah – sekolah dan perguruan tinggi dan pemberlakuannya pembatasan sosial berskala besar (PSBB) dimana para pengendara diwajibkan mengikuti beberapa peraturan tertentu apabila ingin berpergian. Metode belajar di sekolah pun berubah secara signifikan akibat adanya pandemi covid 19. Siswa sebagai individu yang menjadi sasaran tujuan pendidikan sangat merasakan dampak yang ditimbulkan oleh pandemi covid 19. Proses belajar mengajar antara pendidik dan siswa tidak lagi seperti biasanya. Tidak ada siswa yang datang ke sekolah untuk menjalani proses belajar mengajar. Mereka belajar dari rumah dengan menggunakan sistem online sejak bulan maret tahun 2020 sampai desember 2020. Pembelajaran tatap muka baru dimulai bulan januari 2021, itupun belum sepenuhnya tatap muka. Proses belajar mengajar dilakukan dengan sistem kombinasi antara daring dan tatap muka. Siswa yang sudah lama tidak belajar tatap muka di sekolah merasa canggung dan tidak terbiasa lagi bercerita maupun mengemukakan pendapat di kelas. Kondisi ini merupakan salah satu indikator rendahnya kepercayaan diri siswa, terutama saat proses belajar mengajar di kelas. Berbeda dengan siswa yang memiliki kemampuan keterbukaan diri/ self disclosure, individu yang self disclosure nya tinggi cenderung memiliki kepercayaan diri yang tinggi. Ada beberapa faktor yang mempengaruhi kepercayaan diri yaitu harga diri, konsep diri, keterbuaan diri/ self disclosure, dan pendidikan (Ashali et al., 2015). Individu yang kompeten lebih banyak melakukan pengungkapan diri (self-disclosure) akan meningkatkan rasa percaya diri. Dasar teori ini memunculkan asumsi bahwa semakin orang percaya diri, semakin mudah mengungkapkan keadaan dirinya kepada orang lain. Pengungkapan diri mengindikasikan seorang siswa melakukan interaksi dengan orang lain, yang berarti bahwa rasa percaya diri itu terkandung di dalam proses ketika keorang siswa berusaha mengungkapakan keadaan dan perasaannya kepada siswa lain. Self disclosure adalah ungkapan reaksi atau tanggapan individu terhadap situasi yang sedang dihadapi serta memberikan informasi tentang masa lalu yang relevan atau yang berguna untuk memahami tanggapan kita dimasa kini sehingga memunculkan keberanian berpendapat dengan pengalaman yang telah dilewati di masa lalu untuk menanggapi apa yang terjadi di masa sekarang (Kumalasari & Desiningrum, 2016). Sikap self disclosure membuka diri ini dapat bersifat deskriptif atau evaluatif. Deskriptif artinya individu melukiskan berbagai fakta mengenai diri sendiri yang mungkin belum diketahui oleh pendengar seperti, jenis pekerjaan, alamat dan usia, sedangkan evaluatif artinya individu mengemukakan pendapat atau perasaan pribadinya seperti tipe orang yang disukai (Gainau, 2012). Self disclosure ini dapat berupa berbagai topik seperti informasi, perilaku, perasaan, keinginan, motivasi dan ide yang sesuai dan terdapat di dalam diri yang bersangkutan. Kedalaman dari pengungkapan diri seseorang tergantung pada situasi dan orang yang diajak berinteraksi. Banyak sekali anak yang ditemui dalam lingkungan mengalami masalah karena dia tidak mau menceritakan, masalahnya kepada orang yang lebih dewasa darinya, ataupun kepada teman sebayanya dan orang-orang disekitarnya karena tidak percaya diri. Kepercayaan diri menjadi bagian penting dalam perkembangan kepribadian seseorang sebagai penentu bagaimana bersikap bertingkah laku dan mengungkapkan pendapat serta menanggapi pendapat (Hakim, 2002 ). Rasa percaya diri seseorang adalah salah satu kekuatan jiwa yang sangat menentukan berhasil tidaknya orang tersebut dalam mencapai berbagai tujuan hidupnya. Percaya diri itu tumbuh dari dalam hati seseorang, menyatu dengan jiwanya di aplikasikan dengan sikapnya. Kepercayaan diri menuntun individu menuju ke arah keberhasilan. Berdasarkan observasi awal yang dilakukan peneliti pada tanggal 23 November 2020, dan didukung dengan wawancara kepada siswa pada saat sedang melakukan magang di SMKN 9 Padang, setelah dilakukan observasi, wawancara dan konseling individual pada siswa banyak ditemukan siswa tidak mau terbuka dengan permasalahan yang sedang dihadapinya dan cenderung tidak percaya diri dalam belajar maupun dalam menentukan teman serta kurang aktif dalam belajar dan rendahnya kreativitas dalam dalam belajar dan menanggapi apa yang disampaikan guru saat proses dalam belajar. Hal ini dilihat ketika saat proses belajar, hal ini juga terungkap setelah dilakukanya konseling individual terhadap siswa tersebut juga menemukan rendahnya rasa percaya diri untuk menyampaikan pendapatnya karena malu katanya kepada konselor, siswa ini dapat terlihat ketika dia belajar dan keaktifan dalam belajar di kelas siswa akan merasa malu untuk menanyakan pelajaran yang ia tidak mengerti, siswa lebih memilih diam dari pada bertanya karena merasa tidak percaya diri atau malu karena nantinya di anggap bodoh oleh teman - temanya. Dengan kurangnya kepercayaan diri siswa tidak hanya akan menimbulkan hasil belajarnya yang tidak sesuai yang di inginkan, namun juga akan mengganggu hubungan sosialnya dalam lingkungan bermasyarakat dan susah baginya untuk beradaptasi dengan lingkungan baru, dia hanya bergaul dengan lingkungan yang dominan keluarganya sendiri dan cenderung tidak ingin bergaul dengan orang-orang baru terutama di lingkungan sekolah. Jika hal ini dibiarkan akan berdampak pada perkembangan pribadinya serta kepercayaan dirinya dalam mengambil keputusan tentang masalah yang menimpanya, jika hal berlanjut ke fase-fase berikutnya dan akan menimbulkan masalah yang akan membuatnya tertekan karena tidak mau menceritakan masalahnya serta akan membuat dia tidak mencapai kepribadian yang sehat dan membuat siswa menjadi tidak terampil dimasa yang akan datang, sehingga membuat hal yang ingin dia capai akan sulit tercapai dan mudah untuk putus asa tentang apa yang dia inginkan serta apa yang akan dia lakukan. Berdasarkan fenomena yang terlihat oleh peneliti di lapangan peneliti tertarik untuk meneliti hubungan self disclosure dengan kepercayaan diri siswa dalam mengemukakan pendapat di kelas X SMKN 9 Padang. 2. Tinjauan Literatur Percaya Diri Pengertian Percaya Diri Percaya diri adalah meyakinkan pada kemampuan dan penilaian (judgement) diri sendiri dalam melakukan tugas dan memilih pendekatan yang efektif. Hal ini termasuk kepercayaan atas kemampuannya menghadapi lingkungan yang semakin menantang dan kepercayaan atas keputusan atau pendapatnya. Sedangkan kepercayaan diri adalah sikap positif seorang individu yang memampukan dirinya untuk mengembangkan penilaian positif baik terhadap diri sendiri maupun terhadap lingkungan atau situasi yang dihadapinya. Hal ini bukan berarti individu tersebut mampu dan kompeten melakukan segala sesuatu seorang diri. Rasa percaya diri yang tinggi sebenarnya hanya merujuk pada adanya beberapa aspek dari kehidupan individu tersebut dimana ia merasa memiliki kompetensi, yakin, mampu dan percaya bahwa dia bisa karena didukung oleh pengalaman, potensi aktual, prestasi serta harapan yang realistik terhadap diri sendiri.Percaya diri adalah suatu keyakinan seseorang terhadap segala aspek kelebihan yang dimiliki seseorang dan keyakinan tersebut membuatnya merasa mampu untuk bisa mencapai tujuan dalam hidupnya (Hakim, 2004:6). Kepercayaan diri merupakan suatu sikap atau keyakinan atas kemampuan diri sendiri sehingga dalam tindakan-tindakannya tidak terlalu cemas, merasa bebas untuk melakukan hal-hal yang sesuai keinginan dan tanggung jawab atas perbuatannya, sopan dalam berinteraksi dengan orang lain, memiliki dorongan prestasi serta dapat mengenal kelebihan dan kekurangan diri sendiri (Lauster, 2010). Orang yang mempunyai kepercayaan diri memiliki ciri-ciri tidak mementingkan diri sendiri (toleransi), tidak membutuhkan dorongan orang lain, optimis dan gembira. Menurut Rahmat (2000:109) kepercayaan diri dapat diartikan sebagai suatu kepercayaan terhadap diri sendiri yang dimiliki oleh setiap orang dalam kehidupannya serta bagaimana orang tersebut memandang dirinya secara utuh dengan mengacu pada konsep diri. Kepercayaan diri merupakan sikap individu dalam hal ini siswa yang yakin akan kemampuan dirinya atau mempunyai pandangan yang bersifat positif terhadap dirinya, dengan tidak perlu membanding- kan dengan orang (Fatchurahman & Pratiko, 2012). Orang yang tidak percaya diri memiliki konsep diri negatif, kurang percaya pada kemampuannya, karena itu sering menutup diri.Berdasarkan pendapat para ahli di atas dapat disimpulkan bahwa percaya diri merupakan adanya sikap individu yakin akan kemampuannya sendiri untuk bertingkah laku sesuai dengan yang diharapkannya sebagai suatu perasaan yang yakin pada tindakannya, bertanggung jawab terhadap tindakannya dan tidak terpengaruh oleh orang lain. Orang yang memiliki kepercayaan diri mempunyai ciri-ciri: toleransi, tidak memerlukan dukungan orang lain dalam setiap mengambil keputusan atau mengerjakan tugas, selalu bersikap optimis dan dinamis, serta memiliki dorongan prestasi yang kuat. Aspek-aspek kepercayaan diri Individu yang mempunyai kepercayaan diri yang tinggi akan terlihat lebih tenang,tidak memiliki rasa takut, dan mampu memperlihatkan kepercayaan dirinya setiap saat. Sedangkan bagi mereka yang tidak percaya diri, setiap kegagalan mempertegas rasa tidak mampu mereka.Tidak adanya percaya diri dapat mewujud dalam bentuk rasa putus asa, rasa tidak berdaya, dan meningkatnya keraguan kepada diri sendiri.Selain itu, percaya diri yang berlebihan dapat membuat orang tampak sombong, terutama bila ia tidak mempunyai keterampilan sosial. Aspek-aspek kepercayaan diri menurut Lauster (dalam Gufron & Risnawita S, 2014:36) adalah sebagai berikut: Keyakinan kemampuan diri Keyakinan kemampuan diri adalah sikap positif seseorang tentang dirinya.Ia mampu secara sungguh sungguh akan apa yang dilakukannya. Optimis Optimis Adalah sikap positif yang dimiliki seseorang yang selalu berpandangan baik dalam menghadapi segala hal tentang diri dan kemampuannya Objektif Adalah orang yang memandang permasalahan atau sesuatu sesuai dengan kebenaran yang semestinya, bukan menurut menurut dirinya sendiri Bertanggung jawab Bertanggung jawab adalah kesediaan orang untuk menanggung segala sesuatu yang telah menjadi konsekuensinya. Rasional dan realistis adalah analisis terhadap suatu masalah, sesuatu hal, dan suatu kejadian dengan menggunakan pemikiran yang dapat di terima oleh akal dan sesuai dengan kenyataan Berdasarkan pemaparan di atas dapat disimpulkan bahwa aspek-aspek kepercayaan diri meliputi keyakinan akan kemampuan diri, optimisme, objektif, bertanggung jawab, rasional dan realistis, mampu menghadapi masalah, bertanggung jawab terhadap keputusan dan tindakannya, mampu dalam bergaul dan mampu menerima kritik dari orang lain. Faktor-faktor kepercayaan diri Faktor-faktor yang mempengaruhi rasa percaya diri pada seseorang menurut Hakim (2002:121) muncul pada dirinya sebagai berikut. Lingkungan keluarga Keadaan keluarga merupakan lingkungan hidup yang pertama dan utama dalam kehidupan setiap manusia, lingkungan sangat mempengaruhi pembentukan awal rasa percaya diri pada seseorang. Rasa percaya diri merupakan suatu keyakinan seseorang terhadap segala aspek kelebihan yang ada pada dirinya dan diwujudkan dalam tingkah laku sehari-hari. Berdasarkan pengertian di atas, rasa percaya diri baru bisa tumbuh dan berkembang baik sejak kecil, jika seseorang berada di dalam lingkungan keluarga yang baik, namun sebaliknya jika lingkungan tidak memadai menjadikan individu tersebut untuk percaya diri maka individu tersebut akan kehilangan proses pembelajaran untuk percaya pada dirinya sendiri. Pendidikan keluarga merupakan pendidikan pertama dan utama yang sangat menentukan baik buruknya kepribadian seseorang. Hakim (2002:121) menjelaskan bahwa pola pendidikan keluarga yang bisa diterapkan dalam membangun rasa percaya diri anak adalah sebagai berikut : (a) menerapkan pola pendidikan yang demokratis, (b) melatih anak untuk berani berbicara tentang banyak hal, (c) menumbuhkan sikap mandiri pada anak, (d) memperluas lingkungan pergaulan anak, (d) jangan terlalu sering memberikan kemudahan pada anak, (e) tumbuhkan sikap bertanggung jawab pada anak, (f) setiap permintaan anak jangan terlalu dituruti, (g) berikan anak penghargaan jika berbuat baik, (h) berikan hukuman jika berbuat salah, (i) kembangkan kelebihan-kelebihan yang dimiliki anak, (j) ajarkan anak agar mengikuti kegiatan kelompok di lingkungan rumah, (k) kembangkan hobi yang positi, (l) berikan pendidikan agama sejak dini. Pendidikan Formal Sekolah bisa dikatakan sebagai lingkungan kedua bagi anak, dimana sekolah merupakan lingkungan yang paling berperan bagi anak setelah lingkungan keluarga di rumah. Sekolah memberikan ruang kepada anak untuk mengekspresikan rasa percaya dirinya terhadap teman-teman sebayanya. Hakim (2002:122) menjelaskan bahwa rasa percaya diri siswa di sekolah bisa dibangunn melalui berbagai macam bentuk kegiatan sebagai berikut : (a) memupuk keberanian untuk bertanya, (b) peran guru/pendidik yang aktif bertanya pada siswa, (c) melatih berdiskusi dan berdebat, (d) mengerjakan soal di depan kelas, (e) bersaing dalam mencapai prestasi belajar, (f) aktif dalam kegiatan pertandingan olahraga, (g) belajar berpidato, (h) mengikuti kegiatan ekstrakurikuler, (i) penerapan disiplin yang konsisten, (j) memperluas pergaulan yang sehat dan lain-lain. Pendidikan Non Formal Salah satu modal utama untuk bisa menjadi seseorang dengan kepribadian yang penuh rasa percaya diri adalah memiliki kelebihan tertentu yang berarti bagi diri sendiri dan orang lain. Rasa percaya diri akan menjadi lebih mantap jika seseorang memiliki suatu kelebihan yang membuat orang lain merasa kagum. Kemampuan atau keterampilan dalam bidang tertentu bisa didapatkan melalui pendidikan non formal misalnya : mengikuti kursus bahasa asing, jurnalistik, bermain alat musik, seni vokal, keterampilan memasuki dunia kerja (BLK), pendidikan keagamaan dan lain sebagainya. Sebagai penunjang timbulnya rasa percaya diri pada diri individu yang bersangkutan. Berdasarkan uraian di atas dapat disimpulkan bahwa faktor-faktor yang mempengaruhi rasa percaya diri adalah faktor internal dan eksternal. Faktor internal yaitu kemampuan yang dimiliki individu dalam mengerjakan sesuatu yang mampu dilakukannya, keberhasilan individu untuk mendapatkan sesuatu yang mampu dilakukan dan dicita-citakan, keinginan dan tekad yang kuat untuk memperoleh sesuatu yang diinginkan hingga terwujud. Faktor eksternal yaitu lingkungan keluarga dimana lingkungan keluarga akan memberikan pembentukan awal terhadap pola kepribadian seseorang. Yang kedua adalah lingkungan formal atau sekolah, dimana sekolah adalah tempat kedua untuk senantiasa memperhatikan rasa percaya diri individu atau siswa yang telah didapat dari lingkungan keluarga kepada teman-temannya dan kelompok bermainnya. Yang ketiga adalah lingkungan pendidikan non formal tempat individu menimba ilmu secara tidak langsung belajar ketrampilan- keterampilan sehingga tercapailah keterampilan sebagai salah satu faktor pendukung guna mencapai rasa percaya diri pada individu yang bersangkutan. Self Disclosure Pengertian Self Disclosure Self disclosure merupakan tindakan untuk mengungkapkan tentang bagaimana kita berinteraksi dengan orang terhadap situasi yang terjadi saat ini, dan memberikan informasi tentang masa lalu yang relevan, yang dapat menjelaskan reaksi yang kita perbuat saat ini. DeVito (2011) menyebutkan bahwa makna dari self disclosure adalah suatu bentuk komunikasi dimana anda atau seseorang menyampaikan informasi tentang dirinya. Wrightsman (dalam Dayakisni dan Hudaniyah, 2006: 104) menyebutkan keterbukaan diri adalah suatu proses menghadirkan diri yang terwujud dalam kegiatan membagi informasi, perasaan, dengan orang lain. Devito (2011: 64) menyatakan bahwa keterbukaan diri adalah jenis komunikasi dimana individu mengungkapkan informasi tentang dirinya yang biasanya disembunyikan atau tidak diceritakan kepada orang lain. Istilah keterbukaan diri mengacu pada pengungkapan informasi secara sadar. Morton (dalam Sears, Jonathan & Anne, 1985: 254) mengungkapkan bahwa pengungkapan diri atau keterbukaan diri adalah kegiatan membagi perasaan dan informasi yang akrab dengan orang lain. Keterbukaan diri bersifat deskriptif dan evaluatif. Keterbukaan diri deskriptif adalah kegiatan melukiskan berbagai fakta mengenai diri individu yang belum diketahui oleh orang lain yang berada di lingkungan sekitarnya. Keterbukaan diri evaluatif adalah kegiatan mengungkapkan pendapat atau perasaan individu seperti mengungkapkan perasaan mengenai orang- orang yang disukai maupun tidak disukai. Sedangkan Johanes Papu menjelaskan bahwa pengungkapan diri atau self disclosure dapat diartikan sebagai pemberian informasi tentang diri sendiri kepada orang lain. Informasi yang diberikan tersebut dapat mencakup berbagai hal seperti pengalaman hidup, perasaan, emosi, pendapat, cita-cita, dan lain sebagainya. Pengungkapan diri haruslah dilandasi dengan kejujuran dan keterbukaan dalam memberikan informasi, atau dengan kata lain apa yang disampaikan kepada orang lain hendaklah bukan merupakan suatu topeng pribadi atau kebohongan belaka sehingga hanya menampilkan sisi yang baik saja. Dari beberapa pengertian self disclosure ,dapat penulis tegaskan yang dimaksud dengan self disclosure adalah mengungkapkan informasi kepada orang lain. hal yang diungkapkan berhubungan dengan informasi yang bersifat personal, perasaan ,sikap, dan pendapat. Aspek-aspek Self Disclosure Altman & Taylor (dalam Gainau, 2012) menemukan 5 aspek dalam self disclosure yaitu: Ketepatan Hal ini mengacu pada apakah seorang individu mengungkapkan informasi pribadinya dengan relevan dan untuk peristiwa dimana individu terlibat atau tidak (sekarang dan disini). Sebuah self disclosure mungkin akan menyimpang dari norma dalam hubungan yang spesifik jika individu tidak sadar akan norma tersebut. Individu harus bertanggung jawab terhadap resikonya, meskipun bertentangan dengan norma. Self - disclosure yang tepat dan sesuai meningkatkan reaksi yang positif dari partisipan atau pendengar. Pernyataan negatif berkaitan dengan penilaian diri yang sifatnya menyalahkan diri, sedangkan pernyataan positif merupakan pernyataan yang termasuk kategori pujian. Motivasi Motivasi berkaitan dengan dorongan seseorang untuk mengungkapkan dirinya kepada orang lain. Dorongan bisa berasal dari dalam diri maupun dari luar. Dimana dorongan dari dalam berkaitan dengan apa yang menjadi keinginan dan tujuan seseorang yang melakukan self disclosure. Sedangkan dari luar, dipengaruhi lingkungan keluarga, sekolah, dan pekerjaan Waktu Waktu yang digunakan dengan seseorang akan cenderung meningkatkan kemungkinan terjadinya self disclosure. Pemilihan waktu yang tepat sangat penting untuk menentukan apakah seseorang dapat terbuka atau tidak. Pada intinya perlu memperhatikan kondisi orang lain, jika waktunya kurang tepat misalkan seseorang dalam kondisi capek atau dalam keadaan sedih maka orang tersebut cenderung kurang terbuka dengan orang lain. Sedangkan waktu yang tepat adalah seperti waktu seseorang dalam kondisi bahagia atau senang maka ia akan cenderung untuk terbuka. Keintensifan Keintensifan seseorang dalam keterbukaan diri (self disclosure) adalah tergantung pada siapa seseorang mengungkapkan diri, apakah teman dekat, orang tua, teman biasa, orang yang baru kenal. Kedalaman dan keluasan Dalam hal ini ada dua dimensi yakni self disclosure yang dangkal dan yang dalam. Self disclosure yang dangkal biasanya diungkapkan kepada orang yang baru dikenal. Kepada orang tersebut biasanya diceritakan aspek - aspek geografis tentang diri misalnya nama, daerah asal dan alamat. Self disclosure yang dalam, diceritakan kepada orang- orang yang memiliki kedekatan hubungan Faktor-faktor yang mempengaruhi Self disclosure Menurut Devito (2011) faktor-faktor yang mempengaruhi pengungkapan diri diantaranya: Besar kelompok Pengungkapan diri lebih banyak terjadi dalam kelompok kecil daripada kelompok besar. Kelompok yang terdiri atas dua orang merupakan lingkungan yang paling cocok untuk pengungkapan diri. Dengan satu pendengar, pihak yang melakukan pengungkapan diri meresapi dengan cermat. Perasaan menyukai individu membuka diri dengan orang-orang yang kita sukai atau cintai, dan kita tidak akan membuka diri kepada orang yang tidak kita sukai. Hal ini dikarenakan orang yang individu sukai dan mungkin juga memiliki perasaan yang sama akan bersikap mendukung dan positif atau terbuka dengan individu tersebut. Kompetensi Individu yang berkompeten akan lebih terbuka mengenai dirinya daripada orang yang kurang berkompeten. Individu yang berkompeten akan mampu melakukan komunikasi interpersonal dengan baik karena individu tersebut dapat menempatkan dirinya, mengatakan apa yang seharusnya dikatakan, dan juga bersikap terbuka. Keterbukaan dianggap berhasil apabila seseorang memahami betul terhadap apa yang diinformasikan, baik positif maupun negatifnya. Kepribadian Orang-orang yang pandai bergaul (sociable) dan ekstovert melakukan pengungkapan diri lebih banyak daripada mereka yang kurang pandai bergaul dan lebih introvert. Topik Individu cenderung terbuka tentang informasi dengan topik tertentu. Individu lebih terbuka mengenai hobi atau pekerjaan daripada tentang keadaan ekonomi, seks dan kehidupan keluarga. Umumnya topik yang bersifat pribadi dan informasi yang kurang baik akan menimbulkan kemungkinan kecil individu terbuka. Jenis kelamin Pada umumnya pria lebih kurang terbuka daripada wanita. wanita lebih senang membagikan informasi tentang dirinya ataupun orang lain. Sebaliknya pria lebih senang diam atau memendam sendiri permasalahannya dari pada membicarakan kepada orang lain. Hubungan Self Disclosure dengan Kepercayaan diri Siswa dalam Mengemukakan Pendapat Menurut Maryam B. Gainau (2012) self-disclosure merupakan salah satu faktor yang menentukan keberhasilan dalam interaksi sosial". Menurut Lumsden (dalam Gainau, 2012) keterampilan self-disclosure yang dimiliki remaja akan membantunya dalam mencapai kesuksesan akademik dan penyesuaian diri. Apabila remaja tersebut tidak memiliki kemampuan self-disclosure, maka dia akan mengalami kesulitan berkomunikasi dengan orang lain. Selain itu, menurut Warga (dalam Retno Puspito Sari dkk., 2006:12) "Pengungkapan diri (self-disclosure) diperlukan untuk mengatasi masalah dalam pembentukan hubungan interpersonal dan merupakan cara langsung agar dipahami orang lain". Pengungkapan diri (self-disclosure) juga merupakan cara untuk mendapat dukungan dari orang lain dalam melewati masa penyesuaian diri, baik dengan lingkungan maupun penyesuaian dengan perubahan internal sebagai akibat perubahan tahap perkembangan yaitu masa remaja (Retno Puspito Sari dkk., 2006:12). Sejalan dengan itu, hasil penelitian Johnson (dalam Gainau, 2012) menunjukkan bahwa individu yang mampu dalam pengungkapan diri (self-disclosure) akan mampu mengungkapkan diri secara tepat; terbukti mampu menyesuaikan diri, lebih percaya diri, lebih kompeten, lebih diandalkan, lebih mampu bersikap positif, percaya terhadap orang lain, lebih objektif dan terbuka. Kepercayaan diri adalah sikap positif seorang individu yang memampukan dirinya untuk mengembangkan penilaian positif baik terhadap diri sendiri maupun terhadap lingkungan atau situasi yang dihadapinya. Seseorang dikatakan sukses apabila ia mampu melakukan kegiatan tanpa adanya keragu-raguan. Salah satu aspek dalam kepercayaan diri adalah keyakinan kemampuan diri, optimis, objektif, bertanggungjawab, dan realistis. Berdasarkan pendapat sebelumnya maka pengungkapan diri (self-disclosure) remaja akan mempengaruhi kepercayaan dirinya. Remaja yang memiliki tingkat self-disclosure yang tinggi akan lebih percaya diri dalam mengemukakan pendapat di kelas. Kerangka Konseptual Bagan kerangka konseptual dalam penelitian dapat digambarkan secara praktis seperti gambar dibawah ini: Self Disclosure(X) Kepercayaan diri (Y) Gambar 1: Kerangka Kerangka Konseptual Hubungan antara Pengungkapan Diri (Self- Disclosure) dengan Kepercayaan Diri Kerangka konseptual bertujuan untuk menggambarkan penelitian secara garis besar. Dimana yang menjadi variabel bebas pada penelitian ini adalah self disclosure (keterbukaan diri ) dan variabel terikat adalah kepercayaan diri. Seorang siswa yang memiliki tingkat kepercayaan dirinya tinggi cenderung memiliki kepercayaan diri dalam hal mengemukakakn pendapat di depan kelas. Hipotesis Hipotesis merupakan jawaban sementara terhadap rumusan masalah atau masalah yang diajukan oleh peneliti yang dijabarkan dari landasan teori atau kajian teori dan masih harus diuji kebenarannya (Riduwan, 2010). Sifatnya yang masih sementara, maka perlu dibuktikan kebenarannya melalui data emperik yang terkumpul atau penelitian ilmiah. Berdasarkan kerangka berpikir yang telah dijabarkan maka hipotesis penelitian ini adalah: Ho : Tidak ada hubungan self disclosure dengan kepercayaan diri siswa dalam mengemukakan pendapat di kelas X SMK-N 9 Padang. Ha : Terdapat hubungan signifikan self disclosure dengan kepercayaan diri siswa dalam mengemukakan pendapat di kelas X SMK-N 9 Padang. 3. Metodologi Penelitian ini menggunakan pendekatan kuantitatif yang berbentuk deskriptif korelasional. Sampel penelitian ini adalah siswa kelas X di SMKN 9 Padang. Teknik pengumpulan data menggunakan kuisioner. Data dianalisis dengan teknik analisis deskriptif dan analisis korelasional. Pengujian hipotesis penelitian menggunakan rumus korelasi Pearson Product Moment. Uji korelasional dilakukan dengan memanfaatkan program Statistical Product and Service Solution (SPSS) Versi 20.0. dan Microsoft Excell 2007. 4. Hasil dan Diskusi Berdasarkan hasil pengolahan data sebelumnya maka dapat dijabarkan hasil penelitian sebagai berikut: (1) untuk mendeskripsikan tingkat pengungkapan diri (self-disclosure) siswa, (2) untuk mendeskripsikan tingkat kepercayaan diri siswa dan (3) untuk menguji apakah terdapat hubungan yang signifikan antara pengungkapan diri (self-disclosure) dengan kepercayaan diri siswa kelas X dalam mengemukakan pendapat. Gambaran pengungkapan diri (self-disclosure) remaja dapat dilihat pada Tabel 1. Tabel 1: Distribusi Frekuensi dan Persentase Pengungkapan Diri (Self-Disclosure) (N=204) Kategori Rentang skor Responden Persentase Rendah 126 75 36,8% Jumlah 204 100% Data pada Tabel 1 dapat diketahui bahwa responden yang memiliki tingkat self disclosure sedang sebesar 63,2% dan sisanya 36,8% memiliki tingkat self disclosure tinggi. Self disclosure merupakan tindakan untuk mengungkapkan tentang bagaimana kita berinteraksi dengan orang terhadap situasi yang terjadi saat ini, dan memberikan informasi tentang masa lalu yang relevan, yang dapat menjelaskan reaksi yang kita perbuat saat ini. Setiawati (2012) mengemukakan bahwa pengungkapan diri (self disclosure) adalah proses menghadirkan diri dalam kegiatan berupa berbagai topik seperti informasi yang akrab, informasi perilaku, sikap, membagi perasaan, keinginan, motivasi, dan ide. Keterbukaan diri adalah jenis komunikasi dimana individu mengungkapkan informasi tentang dirinya yang biasanya disembunyikan atau tidak diceritakan kepada orang lain. Istilah keterbukaan diri mengacu pada pengungkapan informasi secara sadar (Devito, 2011: 64) Pengungkapan diri atau self disclosure dapat diartikan sebagai pemberian informasi tentang diri sendiri kepada orang lain. Informasi yang diberikan tersebut dapat mencakup berbagai hal seperti pengalaman hidup, perasaan, emosi, pendapat, cita-cita, dan lain sebagainya. Pengungkapan diri haruslah dilandasi dengan kejujuran dan keterbukaan dalam memberikan informasi, atau dengan kata lain apa yang disampaikan kepada orang lain hendaklah bukan merupakan suatu topeng pribadi atau kebohongan belaka sehingga hanya menampilkan sisi yang baik saja. Gambaran penyesuaian diri remaja dapat dilihat pada Tabel 2. Tabel 2: Distribusi Frekuensi dan Persentase Kepercayaan Diri Siswa Berpedapat di Depan Kelas (N=204) Kategori Rentang skor Responden Persentase Rendah 108 61 29,9% Jumlah 204 100% Berdasarkan hasil pengolahan data yang diperoleh dari responden dapat diketahui bahwa 143 responden memiliki tingkat kepercayaan diri sedang atau sebesar 70,1%, dan sisanya 61 orang memiliki tingkat kepercayaan diri tinggi atau sebesar 29,9%. Percaya Diri adalah meyakinkan pada kemampuan dan penilaian (judgement) diri sendiri dalam melakukan tugas dan memilih pendekatan yang efektif. Hal ini termasuk kepercayaan atas kemampuannya menghadapi lingkungan yang semakin menantang dan kepercayaan atas keputusan atau pendapatnya. Sedangkan kepercayaan diri adalah sikap positif seorang individu yang memampukan dirinya untuk mengembangkan penilaian positif baik terhadap diri sendiri maupun terhadap lingkungan atau situasi yang dihadapinya. Setianingsih (2015) mendefinisikan kepercayaan diri merupakan modal dasar keberhasilan di segala bidang. Pendapat tersebut dapat diartikan bahwa kepercayaan diri merupakan titik awal yang dapat menentukan pencapaian cita-cita atau impian yang ada di dalam diri individu. Dengan kata lain, awal tercapainya cita-cita seseorang ditentukan oleh keyakinan kuat dalam diri untuk meraih cita-cita yang didambakan. Pendidikan di sekolah juga merupakan lingkungan yang sangat berperan penting dalam menumbuhkembangkan kepercayaan diri anak. Individu yang mempunyai kepercayaan diri yang tinggi akan terlihat lebih tenang, tidak memiliki rasa takut, dan mampu memperlihat kan kepercayaan dirinya setiap saat. Sedangkan bagi mereka yang tidak percaya diri, setiap kegagalan mempertegas rasa tidak mampu mereka. Tidak adanya percaya diri dapat mewujud dalam bentuk rasa putus asa, rasa tidak berdaya, dan meningkatnya keraguan kepada diri sendiri. Selain itu, percaya diri yang berlebihan dapat membuat orang tampak sombong, terutama bila ia tidak mempunyai keterampilan sosial. Kepercayaan diri juga sangat penting bagi seseorang untuk dapat mengembangkan potensinya. Jika seseorang memiliki bekal kepercayaan diri yang baik, maka individu tersebut akan dapat mengembangkan potensinya dengan mantap (Fahmi & Slamet, 2017). Kepercayaan diri membuat siswa berani mengemukakan pendapat ketika diperintahkan guru maupun secara sukarela. Kepercayaan diri membantu siswa mencapai prestasi dan hasil belajar yang lebih baik lagi. Hasil analisis korelasi antara pengungkapan diri (self-disclosure) dengan kepercayaan diri siswa dalam berpendapat di depan kelas dipaparkan pada Tabel 3. Variabel N r-hitung Sign Pengungkapan Diri (Self-Disclosure) 143 0,415 0.000 Kepercayaan Diri Tabel 3: Pengungkapan Diri (Self Disclosure) dan Kaitanya dengan Kepercayaan Diri Siswa Data pada Tabel 3 memperlihatkan besarnya nilai koefisien korelasi antara variabel pengungkapan diri (self-disclosure) (X) dengan kepercayaan diri (Y), yaitu 0,415 dengan signifikansi 0,000 yang lebih kecil dari 0,05. Hal tersebut menunjukkan bahwa adanya hubungan yang signifikan antara pengungkapan diri (self-disclosure) dengan kepercayaan diri siswa dalam hal berpendapat di depan kelas. Artinya, jika semakin tinggi pengungkapan diri (self-disclosure) maka kepercayaan dirinya akan semakin baik. Penelitian ini sejalan dengan penelitian yang dilakukan oleh Rahmawati (2014) hubungan antara kepercayaan diri dengan pengungkapan diri (self disclosure). Dari hasil penelitian menunjukkan bahwa ada hubungan positif dan sangat signifikan antara kepercayaan diri dengan pengungkapan diri dengan nilai koefisien korelasi (r) = 0.551 dan probabilitas kesalahan (p) < 0.01. Hal ini berarti semakin tinggi tingkat kepercayaan diri maka semakin tinggi pula pengungkapan yang dilakukan. Sebaliknya semakin rendah kepercayaan diri maka semakin rendah pula pengungkapan yang dilakukan. Selanjutnya, Rahmadhaningrum (2013) menguji hubungan kepercayaan diri dan pengungkapan diri siswa SMA terbuka Kepanjen. Hasil penelitian menunjukkan kepercayaan diri siswa SMA Terbuka sebagian besar berada dalam kategori sedang sebanyak.pengungkapan diri siswa SMA Terbuka sebagian besar berada dalam kategori sedang. Ada hubungan antara kepercayaan diri terhadap pengungkapan diri remaja dengan nilai r = 0,463, nilai p = 0,001 < 0,05, menunjukkan bahwa semakin keterbukaan diri kepercayaan diri maka semakin tinggi pengungkapan diri. 5. Kesimpulan Berdasarkan penelitian dan pembahasannya, dapat ditarik kesimpulan sebagai berikut: (a) pengungkapan diri (self-disclosure) siswa secara umum berada pada kategori sedang, (b) kepercayaan diri siswa dalam hal mengemukakakn pendapat di depan kelas secara umum berada pada kategori sedang, (c) terdapat hubungan yang positif dan signifikan antara pengungkapan diri (self-disclosure) dengan kepercayaan diri siswa dalam hal mengemukakan pendapat di depan kelas. Berdasarkan hasil penelitian maka peneliti mengemukakan beberapa saran, sebagai berikut: (a) perlu adanya tindak lanjut untuk meningkatkan self disclosure siswa, terlebih jika memang ada permasalahan yang membutuhkan keterbukaan diri siswa yang bersangkutan. Dalam hal ini orang tua juga dapat membantu karena berdasarkan hasil penelitian terdapat pengaruh lingkungan yang dalam hal ini termasuk orang tua, (b) bagi siswa diharapkan agar memiliki kesadaran untuk lebih meningkatkan self disclosure mereka khususnya jika informasi tersebut memang penting dan justru mampu membantu permasalahan serta perkembangan diri mereka, (c) peneliti selanjutnya dapat menjadikan hasil penelitian ini sebagai bahan rujukan untuk meneliti permasalahan tentang pengungkapan diri (self-disclosure) dan kepercayaan diri secara lebih luas berkaitan dengan faktor internal dan eksternal lainnya. Referensi [1]Ashali, H. L., Wagimin, & Hidayat, R. R. (2015). Kepercayaan Diri Ditinjau Dari Self-Disclosure dan Tingkat Ekonomi Orangtua pada Siswa SMP di Sukoharjo. CONSILIUM : Jurnal Program Studi Bimbingan Dan Konseling, 3(June). [2]DeVito, J. A. (2011). Komunikasi antar manusia. Jakarta: Professional Books. [3]Fahmi, N. N., & Slamet, S. (2017). Layanan Konseling Kelompok Dalam Meningkatkan Rasa Percaya Diri Siswa Smk Negeri 1 Depok Sleman. Hisbah: Jurnal Bimbingan Konseling Dan Dakwah Islam, 13(2), 69–84. https://doi.org/10.14421/hisbah.2016.132-05 [4]Fatchurahman, M., & Pratiko, H. (2012). Kepercayaan Diri, Kematangan Emosi, Pola Asuh Orang Tua Demokratis dan Kenakalan Remaja. Persona:Jurnal Psikologi Indonesia, 1(2). https://doi.org/10.30996/persona.v1i2.27 [5]Gainau, M. B. (2012). Keterbukaan Diri. Sekolah Tinggi Agama Kristen Protestan Negeri (STAKPN) Papua, 12–36. [6]Ghufron, M. N., & Risnawita, R. S. (2010). Teori-Teori Psikologi. Jogjakarta: Ar-Ruzz Media. [7]Hakim, T. 2005. Mengatasi Rasa Tidak Percaya Diri. Jakarta: Purwa Suara. [8]Kumalasari, A. G., & Desiningrum, D. R. (2016). Hubungan Antara Dukungan Sosial Guru Dengan Pengungkapan Diri (Self Disclosure) Pada Remaja. Empati, 5(4), 640–644. [9]Lauster, P. (2010). Tes Kepribadian.Jakarta : Gaya Media Pratama. [10]Racmat, J. (2000). Psikolgi Komunikasi. Bandung: PT. Remaja Rosdakarya. [11]Rahmadhaningrum, A. (2013). Hubungan keterbukaan diri (self-disclosure) dengan interaksi sosial remaja di SMA Negri 3 Bantul Yogyakarta. 2. [12]Rahmamawati (2014). Skripsi Hubungan keterbukaan Diri dengan kepercayaan diri interpesona pada siswa VIII SMP N 1 Melati Slema. Yokyakarta. [13]Retno Puspito Sari, Tri Rejeki A. & Achmad M.M. (2006). Pengungkapan Diri Mahasiswa Tahun Pertama Universitas Diponegoro Ditinjau dari Jenis Kelamin dan Harga Diri. Jurnal Psikologi Universitas Diponegoro, 3(2): 11-25. [14]Riduwan. (2010). Belajar Mudah Penelitian Untuk Guru-Karyawan dan Peneliti Pemula. Bandung: Alfabeta. [15]Setianingsih, E. S. (2015). KETERBUKAAN DIRI SISWA (Self Disclosure). Journal of Chemical Information and Modeling, 2(2), 1689–1699. [16]Setiawati, D. (2012). Efektivitas model knap untuk meningkatkan keterbukaan diri siswa SMA. Jurnal Psikologi Pendidikan Dan Bimbingan, 13(1), 17–26. http://ejournal.unesa.ac.id/article/8301/75/article.pdf [17]Undang-undang No.20 Tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta: Depdiknas.

THE CHOICE OF WORDS, TRANSITIVITY, AND IDEOLOGY OF THE HEADLINES IN THE JAKARTA POST REPORTING APEC IN INDONESIA 2013 Lydia Anggar Wati Language and Literature Department, Faculty of Languages and Arts, Surabaya State University lydia82012@gmail.com Lisetyo Ariyanti, S.S., M.Pd Language and Literature Department, Faculty of Languages and Arts, Surabaya State University lisetyo.a@yahoo.com ABSTRAK Penelitian ini fokus dalam menganalisa headlines mengenai berita APEC karena headlines menyimpan informasi penting dari peristiwa di dunia. Rumusan masalah diantaranya (1) apa saja word choice dalam headlines di Koran The Jakarta Post pemberitaan APEC di Indonesia 2013, (2) apa saja transitivity yang ditemukan di headlines The Jakarta Post pemberitaan APEC di Indonesia 2013, (3) sikap ideologis apa pada word choices dan transitivity di headlines The Jakarta Post pemberitaan APEC di Indonesia 2013. Penelitian ini menggunakan deskriptif kualitatif. Data dikumpulkan dari koran harian The Jakarta Post mengenai APEC tanggal 9 September 2013 sampai 9 Oktober 2013 (31 hari). Hasil penelitian ini: 1) word choice yang ditemukan dalam headlines ditulis dalam bentuk simple present tense menunjukkan peristiwa yang baru saja terjadi. Headlines ditulis dalam bentuk klausa penuh yang terdiri dari sedikitnya subjek dan kata kerja. Pada headlines terdapat bentuk omisi dari verba bantu be agar penulisan berita lebih efektif, 2) proses verba sebagian besar menggunakan material process. Sirkumtansi dalam headlines ditulis oleh frase nomina dan frase kata kerja. APEC sering disebutkan sebagai aktor atau pelaku dalam headlines yang memiliki verba positif seperti vows, talks, hopes, changers. Dari kata kerja tersebut terlihat kekuatan dominasi aktor pada tujuan. Kata Kunci: headlines, word choice, transitivity, ideology ABSTRACT This study focuses on the analysis of the headlines newspaper in APEC news event because headlines provide the main important information of the events in the world. The research questions are (1) what the word choice is found in the headlines of The Jakarta Post reporting APEC in Indonesia 2013, (2) what the transitivity is found in the headlines of The Jakarta Post reporting APEC in Indonesia 2013, (3) what ideological in word choice and transitivity found in the headlines of The Jakarta Post reporting APEC in Indonesia 2013. The study is descriptive qualitative. The data was collected The Jakarta Post daily newspaper about APEC news event from September 9th, 2013 until October 9th, 2013 (31 days). The study found: 1) word choice is found in headlines is written in simple present tense form to show the immediate past happening. The headlines are written by full clause form which consist of minimal a subject and a verb. There is omission in headlines as the aim of the effectiveness headlines writing, 2) the process of the verbs are mostly material process. The circumstances of the headlines are written by noun phrase and verb phrases. APEC is mostly mentioned as the actor or the doer in the headlines that has positive verbs such as vows, talks, hopes, changers. From those verbs that is seen dominance power in actor for the goal. Keywords: headlines, word choice, transitivity, ideology INTRODUCTION Language is very important in human life to make good interaction, people need language to communicate with other. The language in use for communication is called discourse (Cook, 1989:6). It means that all of the language to use for communicating with other people is named "discourse". In the recently times, Linguists' interest in discourse focus on the linguistic structure of the text into how texts draw in the social process. The reason is linguists' want to get satisfied more than analyzing linguistic text which focused in linguistic features only. The knowledge of understanding in grammar, syntax, morphology, semantic and phonology of the text have not need of understanding in a text. The rhetoric intent, the coherence, and the worldview that the author and receptor convey the similarity essential of the text (Kaplan, 1990) as cited in Taiwo (2007:218). Texts always produce and read in real world with all the complexity, not in the isolation area. Consequently, language can show the reality. Language delivers from word by word in written or oral a broad sense of meanings and the meaning delivers with those words in social, political, and historical condition. Language can bring the power that shows in written or spoken. Mass media, it means that delivery message. It has two types of mass media. There are printed mass media and electronic mass media. Printed media are newspaper, tabloids, and magazines. Electronic mass media includes radio, smart-phone, and television. It is used to communicate with other political as the instrument to convey idea, message, and political work program. It has hidden of power relation. As one of the printed mass media, newspaper become as one of the most popular mass media. It occurs because newspapers contain many variant of news every day. By using actions of outstanding figures and statement, newspapers have formed. Opinion leaders, government, newspaper editors, etc, play crucial role in shaping the issue in the society and setting the boundaries of what is talked about, how is talked about (Taiwo, 2007: 218). However, the critical reader frequently takes the new granted. The analysis focused on the analysis of the headline newspaper because the headline summarize the content of the news, and attract the reader to read the article. The writer of newspaper always makes the headline short but in a headline can describe the core of the complicated new story in a few words. In Richardson (2007), Van Dijk (1988) says that news headlines are particularly key for the way readers understand of news text, they stakes that monitor attention, perception and reading process. The study concerned on headlines since daily newspaper provides the main important information of events in the world. Nevertheless, it is difficult for readers to read all of the news articles in the daily newspapers because all the variant news are very interesting and the time restraint. Therefore, they have to be selective by looking on the headline. The main function of news headline is to make the readers easily to know the main content of the news and the general picture of the news stories although they do not read all news stories. The study chooses The Jakarta Post daily newspaper as the sources of data since The Jakarta Post is the leading daily English language newspaper in Indonesia that published since 1983. The newspaper was launched on April 25th 1983. The paper is owned by PT Bina Media Tenggara, and the head office is in the nation's capital, Jakarta. It is the largest English language newspaper in Indonesia with an average circulation of around 50,000 copies. (www.wikipedia.com/jakarta-post). The analysis of headlines reporting APEC (Asia-Pacific Economy Cooperation) 2013 in Bali, Indonesia was the focus of the research since the news in September 2nd 2013 until October 14th 2013. In that day, Indonesia prepare everything what is needed to annual meeting of APEC in this year held in Nusa Dua, Bali, Indonesia. APEC is established in 1989 which has the aim to strengthen economic growth and strengthen the community of nations in the Asia Pacific. In the annual meeting in this year, APEC generate seven agreement. APEC have the important role in economic global. In that meeting, there are delegates 21 state leader who are important people in their country as presidents and a hundreds business people from whole the world. However, there are many particular world of economy-politic that they used. (http://id.wikipedia.org/wiki/Kerja_Sama_Ekonomi_Asia_Pasifik) The study has There are two similar studies. First, a similar studies was conducted by Kirana (2009). She conducted a study entitled "Critical Discourse Analysis of Headlines in The Jakarta Post Reporting Invasion in Gaza". Kirana's study and this study are quite similar on the analysis of headlines. The difference is sited of the data. She uses the data of the event of conflict in Gaza. However, this study analyzes headlines in story event of APEC 2013 that held in Indonesia. Second, a study was conducted by Yunianti (2010). She conducted a study entitled "Critical Discourse Analysis in The Jakarta Post Reporting Ruhut's Behavior During Parliament Inquiry Session On The Bank Century". The difference between this study and Yunianti's study, we have the same case (power and ideology), but this study analysis newspaper headlines while her study analyses newspaper's article. In the end of her study, she found ideological value that is showed by kinds of syntactical and word choice features utilized by articles The Jakarta Post newspaper. Furthermore, this study analyzes the headlines as the aim was attempt to look at how the language is used headlines to show particular social ideologies and power relations. Critical Discourse Analysis (CDA) as the method of Discourse Analysis was used as the approach to show development of linguistics features which is used in the headlines focused in studying and analyzing the linking between linguistics analysis and social analysis, the ideology, and power relations. The analysis headlines are produced by actual and social matters. CDA was considerably useful to show the source of power, dominance, abuse, inequality and bias and how these sources are initiated, maintained, reproduced and transformed within specific social, economic, political and historical context. More specifically, the study focused on the analysis of ideological representation in the headline present in examining the word choice and transitivity, particularly transitivity of the headlines. Therefore, this study is written to know the ideological distance underlying the linguistics forms existed in the headlines in The Jakarta Post newspaper reporting APEC in Indonesia. Hence, the study wants to analyze the word choice and transitivity of the headlines in The Jakarta Post newspaper reporting APEC in Indonesia 2013 so that the research questions are as follows: 1)What word choice is found in the headlines of The Jakarta Post reporting APEC in Indonesia 2013?, 2)What transitivity is found in headlines of The Jakarta Post reporting APEC in Indonesia 2013?, 3)What ideological stance in the word choice and transitivity found in headlines of The Jakarta Post reporting APEC in Indonesia 2013?. Moreover, the purposes of the study are: 1)To describe the word choice found of headlines in The Jakarta Post reporting APEC in Indonesia 2013. 2)To describe the transitivity found of the headlines in The Jakarta Post reporting APEC in Indonesia 2013. 4)To reveal the ideological stance in the word choice and transitivity found of headlines in The Jakarta Post reporting APEC in Indonesia 2013. The study intends to analyze word choice items and transitivity of the headlines APEC in The Jakarta Post by using CDA theory. The study is expected to be able to give theoretical and practical contribution to the area of applied linguistics and CDA. By conducting this study, the study greatly expects that the finding will be useful to enrich the awareness of how language assists especially through mass media in the particular social ideology and power relations. METHODE The study will be conducted by using qualitative research. The study approaches to Critical Discourse Analysis (CDA). Furthermore, Fairclough (1989:26) states that CDA has three dimension, or stages, of critical discourse analysis: which include the relationship between texts, interactions, and contexts. Thus, there are three steps in analyzing discourse are through description, interpretation, and explanation. Data analysis in this study was also done in three steps which then results in three forms of analysis: first, the analysis of the text; second the analysis of the discourse practice which refers to the process of text production, text distribution and text consumption as commonly happen in the culture in which the writer and the participants live; third, the analysis of the social practice of the society in which the writer and participants live. The source of data in this study is taken from The Jakarta Post newspaper on alternate days from September 9th, 2013 until October 9th, 2013 (31 days). The data are the headlines which taken from The Jakarta Post newspaper. The study chooses the story event of APEC 2013 which held gathering in Indonesia. The data consist of 10 headlines. The data analysis technique in this research was applied descriptive analysis. The aim of the study was to describe certain phenomena occurred in this research setting. The certain phenomena probably occurred in terms of linguistic features. The stages of CDA are proposed by Fairclough (1989:26) was used in this research in the following procedure: 1)Description, In this stage which is concerned with formal properties of the text. There are several steps to describe the texts: Analyzing the word choice: the choices meaning of words used in the headlines, including all types of words, but particularly nouns, adjectives, verbs, and adverbs which carry connoted and denoted meanings. Analyzing the transitivity: sentence construction. There are three components to discuss in transitivity, they are the participant, the process, and the circumstance; 2)Interpretation, It is focused in relationship between text and interaction by seeing of the text as the product of a process of interpretation, notice that is used as the term interpretation for both the interactional process and a stage of analysis; 3)Explanation, It is focused in relationship between interaction and social context by determination of social process of production and interpretation, and their social effects. Then, the data collect based on the focus of this research. After that the data are analyzed based on word choice and transitivity. Thus, the data are interpreted descriptively and argumentatively by using critical discourse analysis devices in order to reveal the ideological stance of headlines of The Jakarta Post newspaper reporting APEC 2013 in Indonesia. DATA ANALYSIS AND DISCUSSION In line with study, the research question one, two, and three will be answered in this section. The data consist of 10 headlines which are displayed by three parts. In part A, the data will be analyzed by word choice, then part B analyzes transitivity and the last is part C that the data will be investigated by the ideological stance. Data 1: Protest in motion amid poor security (The Jakarta Post, Monday, September 30, 2013) In data 1, the situation is three days before APEC summit. APEC was held in Bali that got negative response from the activists and students Hundreds of activists and students came together on Sunday to plan protests against the Asia-Pacific Economic Cooperation (APEC) summit in Bali amid signs of heightened security at the venues that will host the powwow of 21 Pacific-rim leaders this week. Activist Ni Luh Gede Yastini from the Bali Legal Aid Foundation, confirmed that hundreds of activists from more than 30 local and international non-governmental organizations under the Indonesian People's Alliance would carry out protests against the summit. They had not been determined because they were aware that security forces could possibly block the moves as they could be considered a disturbance to the summit. In addition, the alliance will probably raise issues such as the environment, migrant workers, human rights and fair trade. Other issues will also include religious intolerance, unsolved killings of activists, alleged human rights abuses in Papua and foreign occupations of domestic natural resources. Activists reject "the liberalization of investments" which would provide red carpets to foreign businesses to easily exploit Indonesia's natural resources. Dozens of students had already staged a small "anti-APEC" rally outside the Ketapang Port in Banyuwangi, East Java, on Sunday. The port is the gateway for those who travel by land from Java to Bali. (The Jakarta Post) a. Word choice The headline in data 1 is written in simple present tense which omits being of the verb. The headline (3) may read: Protests in motion [is] amid poor security. The omitting being of the verb (is) as the aim to make the headline writing more effective so that it can shows clear, short, and interesting. The headline (3) consists of a subject protest in motion as noun phrase and the complement object amid poor security as prepositional phrase. The word protest means that to the expression strong disagreement with or opposition to something. Protest refers to the act that doing by hundreds activists and students who against APEC summit 2013 in Bali. b. Transitivity The headline in data 1 is written in active sentence which uses relational process. The headline (3) consist of a carrier protest in motion (noun phrase) and attributive amid poor security (prepositional phrase). The omission (is) is classified into relational processes, process of being abstract relations such as have, seem, and be (is), which involve an agent and attributive (e.g. 'You are x'; I have y'). The carrier is protest in motion and the attributive amid poor security. In the other written, it can be said that protest in motion is among poor security. Look at the fraction below: Protest in motion [is] Amid poor security Carrier Process: relational Attributive c. Ideological stance The headline in data 1 is negative side for delegates of APEC, 21 state leaders. In this case, it can unsafe for them. The summit is crucial to discuss economy growth. The headline tries to show protest motion that is done by hundreds activist and student to against APEC summit. Dozens of students had already staged a small "anti-APEC" rally outside the Ketapang Port in Banyuwangi, East Java, on Sunday. The port is the gateway for those who travel by land from Java to Bali. In the text tells who is the doer, the one who against APEC summit. Data 2: No game changers at APEC summit (The Jakarta Post, Wednesday, October 02, 2013) In data 2, Asia-Pacific Economic Cooperation (APEC) officials may drive a hard bargain to produce new tangible trade policies as the bloc's prestigious annual summit kicked off on Tuesday amid perturbing signs in the US economy that, once again, sent jitters across the globe. For the duration of the concluding senior officials meeting (CSOM), which will run from Oct. 1 to 2, officials from the 21 Pacific-rim economies would have to show their commitment to the "Bogor Goals" of free, open trade and investment. Officials expect no "big surprises" in the attempt to progress on the liberalization of trade, but are aware of several contentious issues that have the potential to hurt Indonesia and other emerging economies, if not addressed properly during the negotiations. According to documents obtained by The Jakarta Post, there are five deliverables to be discussed as first priorities of the summit. These include Indonesia's initiative to include crude palm oil (CPO) and natural rubber on the list of environmental goods subject for liberalization. Indonesia, which holds the rotating APEC chairmanship, has several requirements for businesses to use local products for certain industries, such as oil and gas. Economist Sri Adiningsih of Gadjah Mada University's APEC study center said Indonesia should focus on taking advantage of existing commitments rather than trying to push for a new agenda. While the summit is likely to produce few benefits for domestic interest, it is crucial to help facilitate other APEC priorities such as commitments to help avoid another round of impasse in the upcoming World Trade Organization (WTO) ministerial conference in December in Bali. APEC accounts for about 55 percent of the world's gross domestic product (GDP), some 44 percent of global trade and 40 percent of the world's population (The Jakarta Post). a. Word choice The headline in data 1 is written in full clause, consists of a subject no game (noun phrase), a verb changers (infinitive +s) and an complement at APEC summit. No classified in adverb, it means that used with a following adjective to imply a meaning expressed by the opposite positive statement, game (common noun) means a physical or mental activity or contest that has rules and that people do for pleasure, the verb changers means to replace with another. The verb summit means international meeting; a meeting or series of meetings between the leaders of two or more governments, so that the complement at APEC summit means that International organization meeting. b. Transitivity The headline in data 1 is written in active sentence. According to SFL: Transitivity, the process of the sentence is intransitive action which consists of only one participant no game, the actional verb changers which is intransitive verb which does not need object and circumstance at APEC summit, an additional information of the purpose of the action. The processes of doing in the physical world are shown in material processes that show the power of the doer of doing something to the real world, unlike mental processes which are abstract. Look at fraction below: No game Changers At APEC summit Actor Process: material Circumstance: purpose c. Ideological Stance The headline in data 6 is positive toward APEC. the word no as the negation of the verb game. APEC is the International organization. In this case no game can be changers in this International meeting. Indonesia no longer pushes for green goods. Another summit priority, is the US initiative to discuss barriers to trade, which includes opposition against local-content requirements implemented by several APEC members, including Indonesia. Indonesia, which holds the rotating APEC chairmanship, has several requirements for businesses to use local products for certain industries, such as oil and gas. While the summit is likely to produce few benefits for domestic interest, it is crucial to help facilitate other APEC priorities such as commitments to help avoid another round of impasse in the upcoming World Trade Organization (WTO) ministerial conference in December in Bali. The headline is definitely positive toward APEC. To know furthermore of the information, the study classified the analysis of the headline in the table below. No Headlines Word Choice NP FC Process Ideology 1. Competitive SMEs 'crucial' to APEC's growth Compe-titive SMEs - P Relational process Positive 2. Nusa Dua closed for tourists during APEC Nusa dua - P Relational process Positive 3. Protest in motion amid poor security Protests - P Relational process Negative 4. SBY to have bilateral talks with Obama in Bali SBY - P Verbal process Positive 5. APEC agrees to joint efforts to develop renewable energy APEC - P Material process Negative 6. No game changers at APEC summit No game - P Material process Positive 7. RI hopes for deal on rubber shattered RI - P Mental process Negative 8. Challengers force APEC to adjust Challen-gers - P Material process Positive 9 Giants exert clout at APEC Giants - Material process Negative 10 APEC vows to avoid mishaps APEC - Material process Positive Table 1. Word Choice, Transitivity, and Ideology *Note: NP= (Noun Phrase); FC= (Full Clause) Discussions Table 1 the word choice, transitivity and ideology of the headlines into who is the actor or doer, writing headlines, involving in which process, in the end of the analysis it can conclude that what the ideology inside of headlines. First is classified into who is the doer in that event which can show the subject or the doer regularly appear in headline newspaper. Here are the headlines which actors are APEC, it shows in headline in data 5 and data 10. Data 5: APEC agrees to joint efforts to develop renewable energy Data 6: APEC vows to avoid mishap APEC is classified in proper noun which is abbreviation from Asia Pacific Economy Cooperation. Proper noun is a word which is the name of person (e.g. Lisa, John, Marry, etc), a place (e.g. Surabaya, California, Sydney, etc.), an institution (State University of Surabaya, Oxford University, etc.), etc. And it is written with a Capital Letter wherever its located in a sentence. In these headline, the proper noun APEC refers to the International economy meeting summit. The member of APEC consist of Australia, Canada, Indonesia, Japan, South Korea, Malaysia, New Zealand, Philippines, Singapore, Thailand, United States, Chinese Taipei, Hongkong, China, Mexico, Papua New Guinea, Chile, Peru, Russia, Vietnam. Meanwhile, APEC as the doer or participants above, it is essentially useful to quantify the types of clause and verb processes used and their distribution across sampled newspaper. The table above is clearly that shows the principle difference between the headline: the ratio of noun phrase (NP) headlines to choose containing full clause (FC). All the headlines APEC summit 2013 in Bali are written in full clause, no one of the headline is written in noun phrase. Full clause consist of minimal one subject and one verb. The headline is written in full clause as the aim to give emphasize the actor or the doer who does the action towards the goal, not only states the noun phrase of the doer, the goal or the result that the doer does. Furthermore, classifying into processes that the processes which have four main verb processes across the headline. The process has four type which consist of material process, verbal process, mental process, and relational process. Look at the headlines below: Data 1: Competitive smes 'crucial' to APEC Data 2: Nusa dua closed for tourists during APEC Data 3: Protest in motion amid poor security The example of headlines above is classified in relational process which can show the typically retain the source responsible for the statement. The headlines is written in shorter, punchier headlines, and the omission of be (is, am, are) as the aim to make effectiveness in headline writing is classifies into relational process, process of being in the world abstract relations. According SFL: Transitivity, the abstract relationships generally finds between two participants associated with the process is regarded, however it is different from material process, a participant does not influence the other participant in a physical sense. The omission (is) is classified into relational processes, process of being abstract relations such as have, seem, and be (is), which involve an agent and attributive (e.g. 'You are x'; I have y'). The verbal process is used in this headline: Data 4: SBY to have bilateral talks with Obama in Bali The word talks is classified in verbal processes, a process of saying such as speaking, shouting, or singing. The word "talk" support of (Halliday 1994: 107) that the verbal process expresses the relationship between ideas constructed in human consciousness and the ideas enacted in the form of language. A verbal process is the process of saying, and it exists on the borderline between mental and relational processes. The participants roles associated with verbalization processes are the sayer, the individual who is speaking and that of the target, the addressee to whom the process is directed. This may be added with verbiage, that which is said. The mental process is used in this headline: Data 7: RI hopes for deal on CPO rubber shattered. From the headline in data 7, it can be shown that the headline includes Mental processes. That is the fact that theory from (Halliday, 1994: 117) that Mental processes are "internalized" processes which exists in processes of doing and speaking. The example are such as thinking, dreaming, and deciding. Mental process by encode the meaning of feeling or thinking. Mental process verbs can be subcategorized into three types; Cognition (verbs of thinking, knowing, understanding), Affection (verbs of liking, loving, fearing, heating), and Perception (verbs of seeing, hearing). The word "hopes" includes in dreaming as the article of the text tells that RI has dream or hopes to lift barriers to the trade in Crude Palm Oil (CPO). The material process is used in this headline below: Data 5: APEC agrees to joint efforts to develop renewable energy Data 6: No game changers at APEC summit Data 8: Challenges force APEC to adjust Data 9: Giants exert clout at APEC Data 10: APEC vows to avoid mishap According SFL: Transitivity, the headlines above belongs to the material process, processes of doing in the physical world. Material processes have two inherent participants involved in them. The first of these Actors, which is an obligatory element and expresses the doer of the process. The second is the Goal, which is an optional element and expresses the doer of the process. In addition to these two inherent participant roles, there is an extra element called Circumstance, which provides additional information on the "when, where, how, and why" of the process. Furthermore, the circumstance associated with the process also contribute to an ideological representation of the APEC summit. In the sampled headlines, the circumstance regularly exists in prepositional phrase which can be used to modify both noun and verb phrases, providing extra details on the time, place or the manner in which the action described in the process. They are identified by a preposition (e.g. 'in', 'of', 'on', 'for', 'to', 'with', 'as' etc). The use of preposition in each of these headlines is highly ideological. In each case, the prepositional phrase is underlined: Competitive smes 'crucial' to APEC Challenges force APEC to adjust The reporters or the publication is most often positive toward APEC. The headlines state APEC as the doer which has dominate power which does the actions towards the goal. It can be shown of 10 headline that the headlines writer does not want to cover or hide the subjects or the doers or the actions even the circumstances of the events. Actually, it is the fact that the way of reporting is very ideological since wants the readers to be clear on who is the doer is, the action and the effected entity. The writer wants the readers have the same thinks. Thus, most of the sample headlines have positive ideology towards APEC. Besides APEC, to increase the economy of 21 economies in Asia Pacific, there is Small and Medium Enterprises to unleash economic potential and drive growth. Smes is very useful to the advancement of the ASEAN community and the global community in 2020. Most of all the 21 APEC leaders had proposed bilateral meetings with Susilo Bambang Yudhoyono as the president of Indonesia. APEC was held in Indonesia has positive towards Indonesia so that's way the ideological stance is shown of the headline writer, in this case the editor of The Jakarta Post who represents the ideological stance of the institution. The Jakarta Post newspaper is daily English newspaper in Indonesia has budget of selection news which is showed for world so that people in the world will know Indonesia actually with reading The Jakarta Post newspaper. It is built in 1982 as the collaboration between four Indonesian media under the demanding of minister of information Ali Moertopo and politician Mr. Jusuf Wanandi, who represented the government-backed Golkar newspaper Suara Karya. Minister Moertopo mentioned the possibility of publishing an English-language newspaper of the highest editorial quality. The Jakarta Post newspaper is more than a decade of opening up the economy to the global community but more importantly one that would be able to provide an Indonesian perspective to counter the highly unbalanced Western-dominated global traffic of news and views. CONCLUSION AND SUGGESTION Conclusion The data consist of 10 headlines about news event of APEC. The study finds word choice in headlines that the headlines are written in simple present tense that is shown the immediately past event. The headlines that consist of 10 headlines are written by full clause (FC) form which consist of minimal a subject and a verb. The subject or the doer of the headlines are mostly APEC which can be seen that the focus of news reporting is APEC. From the subject or the doer of headlines, APEC is shown as active doer that has dominance power in APEC news event that APEC summit 2013 in Nusa dua, Bali. The most dominance verbs are mostly infinitive+s with singular subject that consist of such as the verbs talks, efforts, changers, hopes, vows. From the verbs are describe the active action for the power relation in the doer and the goal. Furthermore, the process of the verbs are mostly material process which have two inherent participant involved in them. According SFL: Transitivity material process is process of doing in the physical world. There are some omission in headlines as the aim of the writing of headlines more effective. The circumstance in the headlines are written by noun phrase and verb phrases, supplying extra details on the time, place or the manner in which the action described in the process. They are identified by a preposition (e.g. 'in', 'of', 'on', 'for', 'to', 'with', 'as' etc). The use of preposition in each of these headlines is highly ideological which concluded of the analysis in headlines that the study has positive appreciation, feeling, and judgment with APEC summit 2013 in Bali. APEC is mostly mentioned as the actor or the doer in the headlines that has positive verbs such as vows, talks, hopes, changers. From those verb that is seen dominance power in actor for the goal. Suggestion The study analyzes the headlines in The Jakarta Post newspaper which is as the object of study. The headlines are elaborated based on the word choice features, transitivity, and the end of the analysis can be investigated the ideological distance. It can be shown by the object of sentence in headlines. For the future, the study hopes the deeper investigation to have a more critical analysis and useful for studying critical analysis to be better. REFERENCES Brown, Gillian and Yule, George. 1983. Discourse Analysis. Cambridge: Cambridge University Press Cook, Guy. 1992. Discourse. Oxford: Oxford University Press. Crystal, David. 1997. Dictionary of Linguistics and Phonetics 4th Edition. United Kingdom: Blackwell Publishers. Ltd. Fowler, R. 1991. Critical Linguistics. In: Halmkjaer, K. (ed.), The Linguistic Encyclopedia. London/ New York: Routledge. 89-93. Fairclough, Norman. 1989. Language and Power. Essex: Longman Group Ltd. Fairclough, N, L. 1995a. Critical Discourse Analysis: The Critical Study of Language. Harlow, England: Longman. Fairclough, N, L. 1995b. Media Discourse. London: Edward Arnold. Halliday, M. A. K. 1994. An Intoduction to Functional Grammar. 2nd Edition. London: Edward Arnold. Kirana, Dhinuk Puspita. 2009. Critical Discourse Analysis of the Headlines in The Jakarta PostReporting Invasion in Gaza. Unesa: Unpublished Kress, G. and Hodge, B. 1979. Language as Ideology. London: Routledge. Mills, Sara. Feminist Stylistics. 1995. USA and Canada: Routledge. Pasha, Talaat. (2011). Islamists in The Headlines: Critical Discourse Analysis of The Representation of The Muslim Brotherhood In Egyption Newspapers. The University of Utah. Richardson, E. John. 2007. Analyzing Newspaper. An Approach from Critical Discourse Analysis. New York: Palgrave MacMillan. Taiwo, Rotimi. 2007. Language, Ideology and Power Relation in Nigerian Newspaper Headlines, from(www.noblewords.biz/images/Taiwo2.pdf). Taiwo, Rotimi. 2004. "Speech as Headline in Nigerian Newspaper", in Segun Awonusi and E. A. Babalola, eds The Domestication of English in Nigeria. (Lagos: University of Lagos Press 323-325), from (www.noblewords.biz/images/Taiwo1.pdf) Van Djik, T. A. 1993. Elite Discourse and Racism. Newbury Park, CA: Sage. Van Djik, T. A. 1998. News as Discourse. (Hillsdale, New Jersey: Erlbaum.

Education has the power to provide opportunities for meaningful, personal growth. In this research I usc my own, personal narrative as a means to explore various feelings of accomplishment and disappointment throughout my educational experience. Written reflections from graduate-level courses and a self-written story of my educational experiences, including my role as a teacher, were used for data analysis. These artifacts were coded using NVivo software. Coding revealed four themes: Self-worth and Selfesteem; Freedom through Authenticity; Regret; and Change and Redemption. Discourse, which is a guiding, invisible force, shapes the narrative, or lived experiences, of individuals. Its influence on my narrative was examined. The discursive claim of education is that the main goal of education is about and in the best interests of students. As my experiences in education were not positive and I felt that I did not receive what I needed, I assumed that my narrative countered the discourse. The findings showed that it was not I who countered the discourse, but rather my mental illness. This finding revealed the oppressive force of discourse upon the teachers in that there was not room for mental illness in education. This brings into question the discourse about viewing teachers solely as professionals as opposed to teachers as people. ; SELF-FULFILLMENT THROUGH EDUCATION 2 Acknowledgements I most appreciate Dr. Louise Moulding. Qualitative research is not her thing. I know she did this for me. Dr. DeeDee Mower was the framework and the scaffolding who kept this project steady throughout its construction; however, long before we were aware of DeeDee's expertise, Louise took on this project with me. She remained my chair though she felt, and verbalized, that she was not the best candidate for that role. I cannot think of a better person to have guided me through this project. I do believe that there is no one else with whom I would have rather gone on this journey. She made me feel safe and she made me feel loved. This was a very special project, so I needed a very special person to chair it. Thank you, Dr. Moulding. You helped me change my life. Love is not enough they say. That is why we needed Dr. Mower. She was the shepherd of us sheep lost in the pasture of qualitative research. We often strayed, but she kindly brought us back. She brought her expertise, but she also brought excitement. I was discouraged a few times-more than a few times. DeeDee was always so excited about this project. She saw something I could not see. She saw power in this research beyond what I had ever considered. Her wisdom was indispensable. I have never experienced as much altruism in life as I did in her office as she taught me the language of narrative research. It has always seemed that she was invested as much as I was to this project. I did not spend a lot of time in Dr. Stewaii's office, but it is in her class where my journey began. She allowed me to explore my story within the contexts of her course. My reflections were priceless to me. They were precious. I will continue to appreciate the respect and care Dr. Stewart showed toward my feelings. Her comments were insightful and helped me continue my growth. I felt validated as a person and encouraged to stay on SELF-FULFILLMENT THROUGH EDUCATION my journey of self-discover because of the comments she wrote in the margins of one of my assignments. She made me feel special. 3 In addition, I wi~h to thank Hayley Blevins and Erin Furlong for their support. We went through this program together. They became my very best friends: we had a lot of fun. They loved me, they laughed with me, and they even cried with me. This experience was overwhelming with the many emotions that came with the project. Our friendship became my strength many times. I am fortunate to have met them. I think they are great, and I love them. Thank you also to Weber State University and the M.Ed. program for providing the platform for this research. SELF-FULFILLMENT THROUGH EDUCATION 4 Table of Contents NATURE OF THE PROBLEM . 7 Literature Review . 8 Purpose of Education . 9 Personal Experiences in Education . 12 The Role of Expectations . 1 7 Self-efficacy for Educators . 21 Why Narratives Are Valid in Educational Research . 23 PURPOSE . 29 METHOD . 30 Instruments . 3 0 Procedures . 31 FINDINGS . 35 The Four Major Themes . 35 Self-worth and Self-esteem: Authenticity and Freedom . 36 Regret . 39 Change and Redemption . 40 Conclusions . 43 REFERENCES . 47 APPENDICES . 51 Appendix A: Institutional Review Board Approval Letter . 51 SELF-FULFILLMENT THROUGH EDUCATION 5 List of Figures Figure 1. Coding data for final analysis. This figure shows the interactions of the three research questions in data analysis . 34 Figure 2. Four themes emerged from the overlapping area of the three research questions. The arrows show the interconnectedness of all four . 36 SELF-FULFILLMENT THROUGH EDUCATION 6 Abstract Education has the power to provide opportunities for meaningful, personal growth. In this research I usc my own, personal narrative as a means to explore various feelings of accomplishment and disappointment throughout my educational experience. Written reflections from graduate-level courses and a self-written story of my educational experiences, including my role as a teacher, were used for data analysis. These artifacts were coded using NVivo software. Coding revealed four themes: Self-worth and Self­esteem; Freedom through Authenticity; Regret; and Change and Redemption. Discourse, which is a guiding, invisible force, shapes the narrative, or lived experiences, of individuals. Its influence on my narrative was examined. The discursive claim of education is that the main goal of education is about and in the best interests of students. As my experiences in education were not positive and I felt that I did not receive what I needed, I assumed that my narrative countered the discourse. The findings showed that it was not I who countered the discourse, but rather my mental illness. This finding revealed the oppressive force of discourse upon the teachers in that there was not room for mental illness in education. This brings into question the discourse about viewing teachers solely as professionals as opposed to teachers as people. SELF-FULFILLMENT THROUGH EDUCATION 7 NATURE OF THE PROBLEM The purpose of education today seems to be influenced by economy rather than by humanity. Its extrinsic rewards are favored over its intrinsic power for personal transformation and growth. The earliest colleges were institutions used to prepare its students to become clergy. In the 1700s universities began to offer a breadth of courses that enabled individuals to reflect and reason. Experiences during university studies crossed many subjects. Students were mentored so that they would be able to apply the knowledge from these subjects to their own growth and identity. The goal was to allow individuals a range of opportunities that would engage all parts of their lives, both present and future. The early 1800s marked an initial shift in the view of education that abandoned the emphasis on the learner, his experience, growth, and identity replacing them with what the learner should learn. College attendance became more common and those pressures led to a decrease in the quality of instruction. The educational philosophy concerning the purpose of education is again focused on practical measures and extrinsic gains. This comes at the cost and marginalization of the intrinsic benefits of education. Despite this current situation, education still has power to provide intrinsic benefits. These benefits are still of value independent of the extrinsic benefits and need to be acknowledged and encouraged. The expectation an individual holds as he experiences education enhances or diminishes the potential for education to aid in personal growth and transformation. Thus, students who enter their scholastic endeavors with hopes of becoming a better person or a belief that they will gain a new view of the world are likely to find such things, while SELF-FULFILLMENT THROUGH EDUCATION 8 those who seek only a degree and better employment are likely to overlook and graduate never experiencing the available benefits. Society continually undervalues intrinsic aspects of education, which encourage students to do the same. Education is a lived experience that shapes identity and should be a foundation for a stable view of one's self. However, as students increasingly enter college without the realization of the role education can play in self-views and self-efficacy, they graduate with only a degree, mostly unchanged. Eliminating academic studies that may not be practical or directly applied to the workplace neither produces college graduates who have attributes employers state they look for in candidates nor does it project happiness or satisfaction in their future professional lives. The professional benefits may feel hollow or inadequate because individuals also need a sense of fulfillment. By sharing and discussing the intrinsic benefits of education, expectations of students may shift and graduates may feel a sense of fulfillment and self-pride. Literature Review The contemporary debate about the main role of education in society is not a new idea with such dialogue recorded as far back as the early eighteenth century, before American independence (Spring, 2014). Early colleges resisted focusing on specialized and practical curricula, opting instead to uphold the principle that the student graduate having developed "a balanced character that could fit into any intellectual conversation or gathering" (Spring, 2014, p. 70). However, over time higher education shifted toward specialized curricula that would land graduates in occupations, and ultimately came to care less about the intrinsic benefits of education, such as a sense of fulfillment or SELF-FULFILLMENT THROUGH EDUCATION 9 identity, than the knowledge or skill sets they attain (Hanson, 2014). As this shift continues, the expectations for growth in universities decrease as knowledge and occupational tasks increasingly become, not means to an education, but the "benchmarks and we abandoned the big questions about who our students become" (Hanson, 2014, para. 3). Purpose of Education The marginalization of intrinsic benefits of education existed even in the eighteenth century (Hofstadter, 1955/1995). Higher education, and education in general, has historical foundations in religion. The instruction focused on doctrines and teachings from whatever religion managed the institution. Courses, such as Greek and Latin, were not offered as means for personal growth, but to enable the students who were expected to become clergy or civic leaders to fulfill their responsibilities. In the eighteenth century colleges began to depart from this practice (Spring, 2014). Despite this departure from narrow religious curricula, there were individuals who proposed universities what would exclude "all but the useful and vocational subjects" (McCaughey-Ross & McCaughey, 1980, p. 251) this meant the elimination of classical languages completely, and restricting instruction of science and mathematics to direct applications similar to today. However, these proposals were originally rejected in favor of a far greater breadth of instruction (Spring, 2014). Samuel Johnson was instrumental in these changes when he became the first president of what is now Columbia University in 1754 (Mccaughey-Ross & McCaughey, 1980). In the announcement of the university's opening, Johnson explains the proposed instruction to be: SELF-FULFILLMENT THROUGH EDUCATION 10 . In the learned languages, and in the arts ofreasoning exactly, of writing correctly, and speaking eloquently; and in the arts of numbering and measuring, of surveying and navigation, of geography and history, of husbandry, commerce, and government, and in the knowledge of all nature in the heavens above us, and in the air, water, and earth around us, and the various kinds of meteors, stones, mines, and minerals, plants and animals, and everything useful for the comfort, the convenience and elegance of life, in the chief manufactures relating to any of these things; and finally to from the study of nature to the study of themselves . and everything that contributes to their true happiness, both here and hereafter. (as quoted in Mccaughey-Ross & Mccaughey, 1980, pp. 251-252, emphasis added) Changes at other universities followed: arithmetic became a requirement for college admission; mathematics became required in three of the four years of college instead of one; science equipment such as barometers and microscopes was imported; and readings by Locke, Newton, Copernicus and others were assigned readings (Spring, 2014). A graduate of baccalaureate programs in the 1 gth century was expected and assumed to be one who was balanced and engaged in all the facets of his intellect (Spring, 2014). However, this changed decades later as the demand for education rapidly increased (Spring, 2014). In the haste to respond to the demand for more and more universities, the quality of instruction was ignored (Spring, 2014 ). The proposals to exclude the classics, depth in mathematics and science, and reasoning, which had been rejected in the past, gained favor. The majority of causes were economic since limited content would result in the hiring of fewer faculty, who could then be assigned a maximum amount of courses. But appearances also played a role, as the time-to- SELF-FULFILLMENT THROUGH EDUCATION 11 graduation rate could be more efficient. Not only were instructional concerns ignored, the construction of universities was also poorly planned and poorly organized. The goal of education became simply to provide "every locality with a cheap . institution that would make it possible for the local boys who desired degrees to get them easily" (Hofstadter, 1955/1995, p. 214). In fact one historical researcher pointed out that Often when a college had a building, it had no students. If it had students, frequently it had no building. If it had either, then perhaps it had no money, perhaps no professors; if professors, then no president, if a president, then no professors. (Rudolph, 1962/1990, p. 4 7) Philosophies of education today are similar and with a similar cause. The narrowing of curricula in the early nineteenth century resulted from an increased demand of college attendance. Today there is again an expectation that all children should have the opportunity to attend institutions of higher education. There is also an idea of the "cheap institutions" quoted by Hofstadter (1955/1995) earlier; demands for grants, debt forgiveness (whether federal or through future employer), or other financial aid such as scholarships has been increasing rapidly (Cronin, 1986). Educational achievement is now narrowed to data that can be published and explicitly verbalized. There is little acceptance of alternative forms to demonstrate educational success (Burwood, 2006). It is ironic to learn that the very employers students hope to impress by their resumes, grades, and efficiency of scholastic achievement tend to say they value qualities of diverse and intellectually curious people (Hanson, 2014). The emphasis on test scores, economics, and career and technical readiness is at odds with the attributes employers seek when interviewing candidates for positions. Recognition of the intrinsic benefits of SELF-FULFILLMENT THROUGH EDUCATION 12 education seems to be superficial when accrediting agencies are not known to hold educational institutions accountable for the personal growth of their graduates even when it is explicitly written in the institution's mission statement or objectives (Hanson, 2014). When individuals and universities do cite these benefits they are mentioned only as support to the extrinsic benefits to society such as communicating in occupations, saving the government welfare money, and so forth (Times Education Supplement (TES), 2005). It is now the credential that matters most, not the education or the process (TES, 2005). In both secondary schools and within higher education, grades are inflated and content has been diluted to increase graduation rates with an inattention to student achievement or competence (Carter, 2007; Goos, Gannaway, & Hughes, 2011; Hanson, 2014). Promoting programs that provide only the content of subjects without the reasoning, application, and history of the material has caused some to ask, "What kind of 'graduate' [are] these courses producing?" (Smith, 2003, para. 11). The associated expectations and assumptions surrounding diplomas, certificates, and degrees is that they are symbols of sacrifice, dedication, enlightemnent, and application of traits such as perseverance, but "all too often the piece of paper is confused with the territory that it purports to describe" (Starr-Glass, 2002, p. 224). Therefore, such expectations and assumptions that have accompanied academic progress for hundreds of years are no longer a guaranteed result of educational achievement such as graduation. Personal Experiences in Education The statement, "Education holds a miraculous and transformative power," is an example of intrinsic benefits. It is also the title of a recent report on education (Adkins, 2012). What is interesting about this title is that the great majority of the report is spent SELF-FULFILLMENT THROUGH EDUCATION 13 overviewing the state of American education and its impact on economy, such as salaries and costs per pupil, and touting the monetary advantages of graduating from both college . and high school; the monetary disadvantages of not completing school, and other economic boons from education. Yet, the author, the executive director for the Council of State Governments, titles his work Education Holds a Miraculous and Transformative Power and concludes the piece with an unexpected redirection of thought: While the statistics are telling, for me, education has always been a very personal pursuit. I can still name each of my elementary school teachers . These educators . had a profound impact on my aspirations, my career and my enjoyment of life . I was blessed with dedicated teachers whose passion for learning helped kindle my own pursuit of knowledge . What a miraculous and trans.formative power education holds! (Adkins, 2012, p. 3, emphasis added) There is a natural question as to why an author would spend so much time discussing the extrinsic aspects of education and its role to produce economically viable citizens only to conclude with emotional recollections. It is because education can, and does for many people, provide means for personal growth to transform them into the very best versions of themselves independent of societal and personal affluence (Smith, 2003; TES, 2005). However, it is important to note that in spite of the heartfelt description of his own childhood experience in education, he states that he knows that his daughter is successful because of her test scores with no mention of any personal transformation (Adkins, 2012). Possibly nowhere else in education has this point of personal fulfillment and intrinsic benefits of education been advocated more than in the arts. It is well known that SELF-FULFILLMENT THROUGH EDUCATION 14 funding for such programs in public education has faced cutbacks providing another example of favoring extrinsic aspects of education. Of course, there have been many who fight for the arts to stay, but often these arguments approach the battle from the wrong angle (Koopman, 2005). The justification for the persistence of art curricula has been housed within the tenets that they enhance the traditionally respected subjects such as reading, math, and science, because that is the currency used for influencing law and policymakers. Even when these claims can be supported with research, they tend to be correlational; however, Koopman (2005) contends that justification in relation to math and sciences should not be required. When individuals are self-aware and have created stable identities, they are more likely to stay in college, improve weaknesses (Carter, 2007), and find satisfaction and happiness in the workplace over their lifetimes (Hanson, 2014). When education is free from the oppressive pressure of efficiency and task achievement, it can shape the understanding students have of themselves when they ask "Who am I?" (TES, 2005). Koopman (2005) asserts that the benefit of forming self-identity ought to be adequate to argue the benefits of arts in education and ought to be valued independently of practical and extrinsic educational goals. In a hierarchy of learning, changing as a person is placed at the top (Wood, 2015), yet this type oflearning remains undervalued. This has diminished opportunities for personal growth, which have become a secondary goal of education, if a goal at all. Sandra Smith's (2003) personal story may be helpful to explain the dual and contradictory claims that education is providing both practical and personal gains. Sandra was well aware that college education would prepare her for and provide better SELF-FULFILLMENT THROUGH EDUCATION 15 employment and economic stability. Sandra explained that though she did go to college (being a single-parent and working as a low-wage input clerk) with the hopes of improving her social and economic status, she also wanted to study something she loved, being English literature, "and maybe even to achieve personal transformation along the way" (Smith, para. 5). These expectations shaped her experience. Her university requirements included a breadth of courses before any specialized courses could be taken. Because of these courses, Sandra "discovered a new way for seeing [her]self' and has "never seen [the] world in quite the same way again" (Smith, para. 6). In her writing, Sandra reminisced about courses in sociology, geography, and cultural history. She shared specific content and its transfer to her life, thoughts, feelings, and philosophies. She learned how to develop and communicate ideas, to question the status quo, to gain an active frame of mind in addition to practical skills such as pdoritizing work and developing strategies for success in new situations. At her "traditional university a degree meant much more than the subject in which you majored" (Smith, para. 6). Of course she also learned linguistics, grammar, the history of the English language, and "how to write a whole lot better" (Smith, para. 7). In fact, she got everything she had sought. She did graduate in English, and loved her major, but of the internal changes mentioned in her writing, none of them were in direct relation to that major. Those changes resulted in experiences and learning that were outside of her initial focus; they came because the university requirements held to the historical roots that education has outcomes of educated, well-versed beings not simply graduates with degrees. Upon graduation, however, Sandra concluded that her degree in English would likely not lead to a position that would yield economic independence (Smith, 2003). With SELF-FULFILLMENT THROUGH EDUCATION 16 this concession, she returned to school with the aim of getting vocational training. She quickly found that the attributes which are claimed to be encouraged in schooling­discussion, questions, and creative thought-were not so welcome, instead favoring pre­constructed work skills. In spite of this she found the experience to be positive due to its learning opportunity. Her goal was different from the first; she was not in school to study something she loved or maybe to experience personal transformation. However, her perspective favoring learning as the goal increased her satisfaction and still allowed for personal growth. She did learn skills for the work place, except they were not fully adequate. In a sad irony, Sandra took her up-to-date skill set directly into the workplace only to find that they were not up to date (Smith, 2003). Instead she found that in today's workplaces "there is no time to find your feet or acquire specialist knowledge. You have to hit the ground running" (Smith, para. 10). Design of courses was formed wholly for the needs of business and industry. This relationship between higher education and industry no longer supports educated beings. Rather, it supports the production of what Hanson (2014) terms human capital, viewing students as the currency of American economics. Sandra's story, though, actually provides an example that even this goal of skills-based education is not being met. Sadly, this extrinsic model of education caused Sandra to doubt the value of personal growth and transformation in education. She wondered for a time if her first four years of college had been a waste, eventually concluding: . That it cannot be just about training for the workplace. There's probably something very wrong with a society that is driven by market forces to turn its back on millennia of knowledge and learning in favor of narrow vocational skills. SELF-FULFILLMENT THROUGH EDUCATION . I think that a workplace that has little room for arts/humanities graduates is missing something vital. (Smith, 2003, para. 12) 17 She was correct. Education does not need to be justified in terms of objective and practical measures. Even though not all parts of education are "necessary for subsistence, [they can] crucially . contribute to the fulfillment of one's life" (Koopman, 2005, p. 93). "The question, 'What is [education] good for?' should be answered by the response: '[It is] good for life.' Or, better still, '[It is] good for nothing. [It is] good life itself'" (Koopman, 2005, p. 96). The Role of Expectations The effects of expectations and perspectives on the perceived benefits of obtaining an education were briefly noted in Sandra's story, yet it is an important supporting idea when considering intrinsic benefits. Bruner (1966) has stated that people. are naturally curious with a desire to learn. This desire seems to be innate beginning with infants (Martinez, 2010). As individuals grow, this curiosity becomes more complex as various factors shape the motivations behind the will to learn. Bruner (1966) divides individuals' motivations as either competence-based or achievement-based. Tippen, Lafreniere, and Page (2012) divided motivation into similar divisions of grade-oriented and learning-oriented. Competence-based motivation serves to fulfill the basic need that humans have to use learning to exert control over a situation. This could be analogous to grade-oriented motivation, which leads to efficiency, and, in a way, control of one's educational experience. In contrast, achievement-based motivation does not allow satisfaction to occur due solely to evidence of skill or ability, which evidence could be analogous to a grade, but rather the actual application of that skill or ability. For example, SELF-FULFILLMENT THROUGH EDUCATION it would not be enough to get a grade; one must show how his or her ability to get the grade affected his growth. 18 Achievement-based motivation requires greater self-awareness or metacognition (Tippen et al., 2012) Learning-oriented students were more likely to have a high level of conscientiousness in addition to the characteristics discussed as desirable by employers: self-discipline, independence, intellectual curiosity, creativity, and an openness to experience new opportunities (Tippen et al., 2012). Students who were motivated by learning were also seen to self-impose high academic expectations. The opposite was found for grade-oriented students who displayed conforming and uncreative approaches to learning. Interestingly, neuroticism was highly correlated with grade-oriented students. This may relate to the controlling component of Bruner's competence-based motivation since pressure to control the outcome of grades creates stress when the success, in this case the grade, will be determined by the teacher or professor. Even though this knowledge about motivation has been communicated, a focus on objective and business­ready education persists. As such, there is pressure upon educators to decrease the standard required in order appease those students who refuse to use learning as motivation. Otherwise, such students would perceive their professors as unfair, provide them with poor evaluations, which may directly affect their positions (Goos et al., 2011). As the environment where "students are consumers and grades the currency exchanged for measures of success" (Goos et al, 2011, p. 95) continues to grow, competency-based motivation is encouraged over achievement-based motivation and grade-oriented motivation is encouraged over learning-oriented motivation. For example, in assessing a skill, a teacher may simply accept an explanation or description of what SELF-FULFILLMENT THROUGH EDUCATION 19 must be done, grade-oriented and competency-based, rather than requiring the student to show understanding through action or the creation of a product, learning-oriented or achievement-based. There may be some who contend that the students may already have a grade-orientation when they enroll in college. However, it has been shown that as students spent more time on campus and in classroom settings during their first year of college, they became more work-avoidant (low effort) and grade-oriented (Kowalski, 2007). This can cause educators and students to lose faith in the caliber of the education provided (Carter, 2007; Hanson, 2014; Smith, 2003). Bandura proposed a different idea termed self-efficacy. This is a person's belief that he or she is capable of doing something regardless of his or her actual ability. Bandura (1977) describes four different ways that an individual's self-efficacy can be positively affected: mastery, through repeated success in an experience that required effort or perseverance; vicarious experience, observing others' success and believing "I can do the same"; social persuasion, when others praise and encourage actions voicing their belief of the individual's ability to succeed; and lastly, emotional and physiological states, the effects of a person's physical and mental health, may also alter ones perceptions of ability. I will use Krista's story to illustrate some of these ideas. Krista did not complete high school in spite of loving school and her teachers (Lebrun, 2013). However, for reasons unstated she did not complete high school; she did not finish ninth grade. She did her best to find work in the mall or at restaurants. At one point she shook blueberry bushes as a harvester, which apparently paid a decent wage. Despite the bush-shaking income, life was hard and she was tired. She was tired physically and she was tired of looks and judgments. "Determined to prove to people that SELF-FULFILLMENT THROUGH EDUCATION 20 [she] was more than a blueberry-shaker or a hamburger flipper" (Lebrun, 2013, para. 4) she decided to get her GED. Krista had an expectation that school could change her and improve her life. Just as self-efficacy can be positively influenced, it can also be negatively influenced. Being viewed "with pity or disgust, as if you are worse than the gum stuck to the bottom of [a] shoe" (Lebrun, para. 4) is an example of how self-efficacy can be diminished. This being her experience, Krista began her journey with feelings of uncertainty. This changed through a mentor at the community college she attended. Through her encouragement, Krista earned her GED. In contrast to the negative influences of society, this mentor had "looked at [her] as though [she were] somebody . [and] made her feel like [she] could do anything" (Lebrun, para. 5). This is an example of how social persuasion can increase self-efficacy. Upon completion of her GED, Krista displayed the influence of Bandura' s mastery experience describing her sense of identity and rise in society. Upon reception of her GED, "just like that, [she] was somebody . [she] could do anything" (Lebrun, para. 6-7). Education has that power. It has the power to shape a person's identity and a person's self-image. Krista's example does not end with a GED, however. With new confidence in academic success, stemming from mastery of previous educational success, she returned to community college. Her expectations were unclear, but not undefined: "I had no clue what I wanted to be or what I wanted to do, but I knew I wanted a college diploma to hang next to my GED" (Lebrun, 2013, para. 7). Krista was not operating under an expectation that college would provide her a skill set and a myriad of knowledge to recall. She was not returning to school with the needs of industry in mind. She returned to get what a college diploma is purported to represent-a changed person. Similar to SELF-FULFILLMENT THROUGH EDUCATION 21 Sandra's experience, Krista took courses in multiple areas leading to an associate's degree. Upon graduation she realized that she loved learning. It could be said that Krista was a learning-oriented student. She graduated with a bachelor degree in education, then a master's. With a little social persuasion from the dean of her university she finally earned a Ph.D. She started at a community college in Florida; now she teaches at a community college in Florida, yes, the same one. "I not only got my start at a community college. I got my future" (Lebrun, para. 13). Self-efficacy for Educators Krista's story is insightful and exemplary of the way education can shape a person's personal growth and sense of fulfillment. The GED to PhD experience is not common, but the impact of education is. Self-efficacy for teachers has traditionally been related to teachers' belief that they will be able to elicit desired outcomes from their students (Williams, 2009). That is the traditional meaning of education-the classroom, the students. Interviews with practicing teachers revealed a common theme. Teachers' self-efficacy is most positively affected not through student achievement from their instruction, but rather through personal interactions with their students and the faculty (Hargreaves & Preece, 2014). The literature rarely represents teachers as individuals separate from their professional roles. In review of the research regarding teachers' emotions, Gargante, Monereo, & Meneses (2013) found that " . Teachers' emotions are generated and applied only to specific objectives, such as in their preparation and professional development, in process of educational changes, in teaching situations, or in teachers' professional lives . Although teachers' emotions are clearly identified and labelled . there are few SELF-FULFILLMENT THROUGH EDUCATION 22 classifications to sort [them] into relevant and useful categories in education . Emotions are [mostly in] only two categories, positive and negative emotions. (p. 3) As established earlier in this paper, attending school is a personal and can also be an emotional experience. For teachers in New Zealand who returned to school to update their credentials both were true (Williams, 2009). Over two hundred teachers entering a university program to upgrade teaching credentials participated in a survey examining both personal and professional self-efficacy. Over half of the participants had more than twenty years of teaching experience. Unlike the United States and most of Europe, New Zealand has traditionally only required a certificate program for education, not a baccalaureate degree. Only recently, at the very end of the twentieth century was a degree required. Though it was not a requirement for practicing teachers, many went back to college to attain the degree, which explains the large sample size. Partial credit toward the upgrade, which amounted to approximately two thirds, was awarded to those teachers for the education attained in their initial certification along with work experience. Most of the teachers stated they experienced doubts of success, discomfort or intimidation at the beginning of the program, not only because of the program but also because of the newly-graduated teachers who already had a degree (Williams, 2009). As the program progressed the experienced teachers realized they could be successful. These mastery-experiences positively influenced their self-efficacy. At the end of the program self-efficacy had improved dramatically in both confidence personally and confidence professionally. Closing interviews did not reveal many comments about confidence in their ability to teach. However, "several interviewees spoke of becoming 'a different SELF-FULFILLMENT THROUGH EDUCATION person', having 'an extra spring in my step' . or 'walking through the world with a head held high'" (Williams, 2009, p. 607). One specific teacher was quoted as saying: 23 I always thought I was . quite good in the classroom but academically average . . . I was stunned every time I opened a paper and there was an A . Coming here and doing those papers made me realize . I actually can. I actually have a good academic brain and what a shame it's taken me until my 40s to find out. (p. 607) Through the process of upgrading their credentials, the teachers in New Zealand showed that it is not just the teacher who gained greater self-efficacy, but also the person. Far too often the personal is taken out of educational research forgetting that these experiences have power. Education is not an isolated, sterile environment in which humans exist for the first twenty-five or so years of life. That is why education has such broad implications for personal growth. Education is a process of becoming a new person. Starr-Glass (2002) explained that the woman in his research "is a real person, not just a straw-woman set up for the sake of argument or rhetoric" (p. 221 ). We are all real people. We are not numbers or imaginary visages. We are real and have real emotions. Education has the potential to provide a place to experience them as a means for the growth of self and identity. "A good degree opens the world" (Elmes, 2015, para. 11). Why Narratives Are Valid in Educational Research Education is a part of life. In the United States, this statement more than likely elicits a visualization of a schoolhouse with classrooms filled with desks and tables. This common view of education is provided, shaped, and determined by discourse (Foucault, 1972). Discourse, in qualitative terms, is overarching ideas and frameworks within which SELF-FULFILLMENT THROUGH EDUCATION 24 individual experiences occur. Narratives are the experiences themselves. It is within this relationship that narratives are subjected to the power of the discourse to frame and shape realized experiences. Whether speaking of formal or informal education, learning is a natural part of one's life experience. Learning is believed to occur through a sequence and collection of experiences. "To live is to live in time, from moment to moment, from episode to episode" (Koopman, 2005, p. 93). Learning is a process over time, which varies among individuals. Because education and learning are of an experiential nature, it makes sense to study education in terms of discourse and narratives (Clandinin & Co1melly, 2000). There is no way for an individual to share a story without using narrative. Focuses in U.S. education have shifted more and more toward measuring academic achievement based on statistics and what students know rather than what they become (Hanson, 2014). Narratives have been useful in analyzing language and linguistics (Althusser, 1970/1971; Sartre, 1988) and ethical, moral decisions (McCarthy, 2003). These historical and traditional uses of narrative research will not be examined here. Instead, the more recent application of narrative research in regards to identity and self-fulfillment will be examined. A study of nurses specializing in the emergency department (ED) of hospitals examined certain personality characteristics in relationship to the nurses' practices when treating geriatric patients presenting with cognitive impairment and pain; this sample population is notable as it presents complex needs (Fry, MacGregor, Hyland, Payne, & Chenoweth, 2015). The results support the claim that learning and self-analysis are positively assessed and improved through use of narratives. In the case of these nurses, SELF-FULFILLMENT THROUGH EDUCATION who are in a non-traditional, but still educational environment, it was concluded "confidence and self-efficacy was [sic] developed through the experience of nursing praxis . communication, and interrelationship with patients and caregivers and the wider social and physical environment within the ED" (p. 1627). The results also included nurses' comments during focus groups, which provided insight to the changes that occur over time, context, and experience. It is possible that a person's narrative, or story, can be shared and interpreted differently at one time or in one context in one narrative, but then change in another narrative (Georgakopoulou, 2013). 25 The discourse of nursing praxis did not change resulting in new nursing practices, but rather time and context changed nurses' narratives of self and of nursing praxis, which may no longer fit within discursive nursing practices. It is through the sharing of narratives that the power to employ a dynamic relationship between a person's past self and a person's current self through reflexivity is allowed. Narratives can continue to be defined and interpreted in different ways through time and context. It is because of this that students use narratives to create, develop, and alter their identities as they "think, talk, and tell stories about who [they] are, where [they] have been, and what [they] have done" (Hanson, 2014, para. 7). Engaging in meta-narrative may reveal conflicts between accepted discursive understandings and an individual's narrative. This can be specifically useful to resolve ideas about the ability to be different from and yet the same as others; to maintain a self-view of constancy over time (even a lifetime); and one's place in the world-"Am I acting on the world, or is the world acting on me?" (Bamberg, 2010). In the context of this paper, "Am I constructing my experience(s) in education and therefore SELF-FULFILLMENT THROUGH EDUCATION myself, or is my place in education determined outside of myself?" Bamberg terms this as the "two directions of fit." 26 Because narratives shape a person's identity and discourse shapes narratives, it makes sense that a study and analysis of an individual's narratives ought to be used to understand what education is actually accomplishing in regards to both narratives and educational discourse. This is to say that narratives have inherent power to provide meaningful information about identity and personal growth, particularly meta-narratives. However, this power is constantly ignored in favor of the informative powers of discourse. Koopman (2005) states that "the concept of fulfillment indicates that our experience . need not be that of an external power [such as discourse] to which we are exposed. It suggests how we might optimally realize our temporal existence" (p. 93) through sharing and experiencing narratives to inform discursive traditions and see beyond them. A student's self-view is not objective and is not stagnant. It is inextricably coru1ected to all things he experiences, thinks, and feels. Thus, it follows that education and learning become part of a student's identity, who he is, while also becoming part of his past (Hanson, 2014). It follows, then, that there is information regarding education and learning that can only be recovered and presented through narratives. This information can only be useful when gleaned from authentic, personal narratives. This research, for instance, is based on my personal narrative. As such, I have chosen to write using first-person voice. The discourse of academic writing is well illustrated by Nash (2004) as he explains his cause to liberate academic writing: The denial of the value of the selfs stories in an academic setting is born in the command all of us have heard in school at some time: never use the 'I' in formal SELF-FULFILLMENT THROUGH EDUCATION writing. The 'I', we have been told, is incapable of discovering and dispensing wisdom without the support of the 'them', the certified experts. (p. 54) 27 Using made-up, rhetorical examples does not allow for a discursive analysis, as those will naturally conform to the discourse (Georakopoulou, 2013). However, Bamberg (2010) has indicated that an individual considering hypothetical situations for himself, such as "what ifl had made [this choice]?", may be a safer and more reliable way to explore one's self-identity with greater clarity. This is true because meta-narratives have the ability to consider deviations from or discrepancies in the discourse. There are really two parts to this idea: the ability to view one's possible selves based on hypothetical decisions in the past; and the ability to view one's possible selves in the future based on decisions currently being made. This latter part is quite relevant to this paper as a student's perception of academic achievement is shaped by discourse. Relating back to Bamberg's "two directions of fit" would raise the question as to how a student views himself in regards to education. Is it education to student or student to education? It is known that narratives are not fixed (Bamberg, 2010). One reason is that they are shared for a variety of reasons, which alters what is determined as relevant to be shared. Some examples include trying to get out of an undesirable consequence, consoling another, and teaching or sharing one's understanding with others. Again the dynamic nature of narratives is seen as a person interprets and re-interprets his life at different times. Comparing such narratives can show themes (sameness over time) in a person's life, while also showing changes. Narrative research is of particular importance when viewed in light of the latter as changes in self-identity or life-interpretation can often be unexpected and may not otherwise be noticed as discourse limits what can be SELF-FULFILLMENT THROUGH EDUCATION 28 shared and what will be seen (Dyson & Genishi, 1994). Narrowing the experience of education to charts and graphs of some such variable like graduation rates or time spent in a library does not represent what is actually occurring in a student's life. "Students use narratives to build and maintain a sense of who they are" (Hanson, 2014, para. 23). Considering the narrative nature of a student's education, it only makes sense to incorporate narratives and discourse into the field of educational research. SELF-FULFILLMENT THROUGH EDUCATION 29 PURPOSE The historical timeline of American education has seen changes from narrow religious curriculum, to broad learner-focused curriculum, to today's narrow business-driven curriculum. The current curriculum marginalizes intrinsic benefits of education limiting opportunities for personal development, the formation of self-identity, and new perspectives on life and the world. To promote the self-fulfillment and satisfaction individuals will have in both their personal and professional lives, intrinsic benefits of education must again be valued in their own right not secondarily to extrinsic benefits. The current practice, which devalues the personal components of education, limits and ignores the potential power that individual narratives have to inform discursive practices and beliefs. When the sharing of narratives is consistently censored, prevented, or otherwise limited, unknown and unexpected truths will remain undiscovered. The purpose of this project was to offer a place for me to examine my life: beliefs, philosophies, feelings, self-esteem/self-efficacy, and identity. I am the purpose of this project. I can truly say, "It is all about me." My journey through life is not only different, as all journeys are, but very unique and not very happy. I entered the M.Ed. program at Weber State University with a desire to change. I wanted to find love and meaning in my personal life; I wanted to be happy. The purpose of this project was to reach a place where I could overcome feelings of shame, guilt, and regret as I looked back on the choices I had made, specifically in regards to my education. It is about me, and in a way it is me. I do hope that it will resonate with and aid others. I hope it will build camaraderie and unity among other teachers, but ultimately, the purpose of this project was just as the title says: self-fulfillment through education. SELF-FULFILLMENT THROUGH EDUCATION 30 METHOD Educational discourse stresses the quantifiable and utilitarian aspects of education. This has led to an ignorance regarding the potential for education to provide a platform for individual growth and the lived experience of students. This driving force of education has had direct, negative effects on my life leading to confusion, unhappiness, and eventually resentment toward educational praxis. Because the motive of this project was to sort through my own personal concerns, narrative research was utilized. There have been some persisting concerns about the use of narratives as a methodology in educational research. These are addressed in the previous section titled "Why narratives are valid in educational research" and partly in the literature review. Unaddressed in those sections are concerns regarding personal narrative. Since it has already been established that each individual is shaped by discourse, the validity of findings can be questioned. Operating under the basis that subjectivity has power and provides benefits to educational research, this method is appropriate for use. Instruments Narrative research, by its definition, is based in storytelling. The story then becomes the primary artifact for analysis. It was imperative, therefore, that my story was told. This was accomplished through a written reflection of my educational experiences using a technique known as stream of consciousness (James, 1890). The idea is that thoughts cannot be viewed as isolated or chopped apart; they are always flowing-like a stream. The use of stream of consciousness shows this interior monologue through writing. Structure and grammar are abandoned to allow for an exploration of associated thoughts. In a colloquial sense, it allows, and possibly encourages, the storyteller to go SELF-FULFILLMENT THROUGH EDUCATION 31 off on tangents. Once finished this narrative was not reviewed by me until months later when I coded the data, which allowed for greater objectivity on my analysis. My written narrative provided the bulk of data. In addition, ten other reflective artifacts were used for analysis. These were written as requirements for courses taken in the M.Ed. program. It is important to note that they were not written with the intent to be used or analyzed in any project, which provides greater objectivity of the data. Of the ten, eight artifacts came from an educational psychology course. The professor required her students to design and propose assignments that would be used to assess his or her competence of the material presented in each chapter of the text. In a research methods course in the prior semester, I was first exposed to narrative research during a routine search of literature for an assignment. I initially questioned the validity of the article for publication, but after reading it felt a powerful connection and considered employing it in my own project. Entering the educational psychology course with that consideration, I felt it may be useful to practice writing narrative pieces. For each chapter in our textbook I wrote a reflection of when I felt or identified with the psychological theories presented whether professionally as a teacher, personally as a student, or as an individual. The other two artifacts came from an independent studies course in which I read literary classics, and the other from a curriculum and assessment course. Procedures· NVivo software was used to code the data. This software allows for electronic coding and sorting of written data into categories, including cross-referencing. The narrative and reflective pieces used were uploaded into the software. As I read over the SELF-FULFILLMENT THROUGH EDUCATION 32 sources I created categories and assigned sections of texts to a category. All categories were developed after the coding process began; there were no pre-defined categories. Any length of text could be selected and assigned to one or more categories. Through the use ofNVivo, all original sources remained intact while new pages were created-one for each category-which contained the references from all sources for that category in one place. It was also possible to delete references from within a category, move a reference into a different category, or to keep a reference in that category and add it to a different one at the same time. In other words, coding could be done from within the original source itself or from within a category page. Narrative research allows themes to appear without predefined categories. This avoids the forcing of references into specific categories, which provides greater validity to and confidence in the conclusions. Although the initial coding did not have predefined categories, research questions had been generated months prior. These questions were not used to create categories or guide the coding process. I developed three research questions regarding how the timing of my master's degree, my mental illness, and motivation affected my educational narrative respectively. These questions in themselves would threaten the claim of objectivity of the coding; however, I actually misplaced and forgot these research questions. I was troubled about losing my research questions; but it turned out to be an unintended positive means to improve the strength of my claims. It was under this condition that I coded the original sources without influence from the three research questions: Why were my goals for my education different during my master's degree than those in my public school and undergraduate degree? What SELF-FULFILLMENT THROUGH EDUCATION 33 influence has my mental illness had on my educational experience? How does motivation affect educational experience? When I was writing the narrative piece, which provided the core of data for this project, I felt anxious and an unwillingness to explicitly state anything about mental illness. In fact, at times, I would reword, rephrase, or entirely remove sections of the narrative as I wrote it. I knew it was an integral part of my experience, but also felt as though it should not be present in the writing. As a result, very few references to my illness survived the written telling of my story. Once I began developing research questions, I felt guilty that I was not as forthcoming about that part of the story. Dr. Mower told me that it would be fine and still useful because it might be able to strengthen my case that the discourse prevents the honest expression of my narrative. I felt that I, again, had prevented my project from showing what I believed to be a very impactful part of my narrative. First, I diminished and limited the inclusion of mental illness in my written narrative, and then I forgot to include it in my coding. It was discouraging. Dr. Mower again thought it was just fine and said the bit about the discourse battle. The pep talk was not effective and I remained saddened. This experience will be of importance in the findings section. I was disappointed and honestly felt that my project had been compromised in some way; yet, I continued. As aforementioned, normally in narrative research one would decide which categories to use for continued analysis and allow overarching themes to appear. However, since I had specific research questions, this traditional methodology was adjusted. After identifying which of the many categories ought to be used for further analysis, I created three new categories, one for each of my research questions: Master's, SELF-FULFILLMENT THROUGH EDUCATION 34 Motivation, and Mental Illness (see Figure 1). I reviewed the coded data within each of the original categories and then performed a secondary coding of the data into one (or more) of the three research questions. Any references that did not fit within those three categories were abandoned. I printed the coded data within the three research questions and then performed a tertiary coding. Just as the first coding process, I allowed categories to appear without predetermined ending points. This coding was done by hand. Figure 1. Coding data for final analysis. This figure shows the interactions of the three research questions in data analysis. Only categories that fell within the overlapping area of the three research questions were considered for final analysis. Four categories remained for final analysis: Self-worth and Self-Esteem; Authenticity and Freedom; Regret; and Change and Redemption. It is worth noting that the references within these four categories remained in the data pool after three separate coding procedures. Unlike during the original and secondary coding, the emotional influence and the overall feeling of the references were added to the criteria. Therefore, themes rather than categories will be used to refer to these four groupings. References that were accepted for final analysis were also reviewed as to whether they showed examples of the discourse or a counter-narrative, meaning that my experience opposed the discursive claim. SELF-FULFILLMENT THROUGH EDUCATION 35 FINDINGS Discourse is an idea that has developed an identity. It has power and influence over an individual, a group, or even an entire society or culture. Discourse shapes the experiences of individuals. It is an invisible hand that directs actions, thoughts, words, and beliefs. The personal stories and lived experiences are narratives. The discursive view is that narratives are fiction in themselves, that there is no individuality. Discourse makes the rules and people unknowingly obey. It is this reason that my final analysis includes this section in addition to the research questions. This research brings into the light the reality that what the discourse claims to be may not be at all. In fact the actual realities which are lived and felt every day might be completely the opposite. Though I set out to reveal the discourse and its oppression on narratives, I found that narratives may also perpetuate the discourse not only through conformity but also by agreement. My story illustrates all three of these situations: countering against, conforming to, and agreeing with the discourse. The Four Major Themes Four major themes emerged while looking within the overlapping area of the three research questions. These were: Self-worth and Self-Esteem; Authenticity and Freedom; Regret; and Change and Redemption (see Figure 2). SELF-FULFILLMENT THROUGH EDUCATION 36 Figure 2. Four themes emerged from the overlapping area of the three research questions. The arrows show the interconnectedness of all four. One theme included references about self-worth and self-esteem. Positive references such as "I feel more empowered," were coded together alongside any negative references such as "I did not deserve to have fun." The second theme presented many different feelings that have in common living with authenticity. Although the term authenticity was never mentioned in the data, I often refer to the "real-me." Other references in this theme share my desire "to be free from it all," and resolving feelings of instability. The third of the four themes was regret. Regret was also one of the original categories during the first-order coding of the data. The final theme focused on change and redemption. References included thoughts about change when I wrote," . education has the power to change people . it could change me," as well as references to applicable changes as in my world views or my motivation behind my actions. All four themes were closely intertwined. This finding was not surprising considering this was a single, personal narrative. More than being intertwined the first SELF-FULFILLMENT THROUGH EDUCATION 37 two themes were more akin to a pair. The best term for the relationship is mutually inclusive. The categories are distinctly different but necessarily interactive. I explain this term as analogous to the relationship between twins. Each has his own name, personality, habits, friends, and so on, yet always the relationship with his twin is apparent and powerful. Certainly what one twin does affects and causes changes to the other, but often both operate separately while never operating independently. In the good, in the bad, in the confusing, in the times which would otherwise fracture a relationship forever, twins are together. So also were my feelings of self-worth and my feelings about emotional stability, authenticity, and self-entrapment. The remaining two themes were also closely related and in a similar way. Contrastingly, the relationship between change and redemption and regret was more similar to cause-effect and correlation. More often than with the other pairs, references from these two themes were often found without the other nearby. However, this quote may illustrate how regret can act as an impetus for change: "I want to show the world that I can take all of those regrets and the guilt and the shame and remedy them by living by a different pattern," whereas these quotes show how change can expunge regret: "My master's degree is all about redemption." "It will give me my life and my joy back." Self-worth and Self-esteem: Authenticity and Freedom Living with authenticity, I found, brought relief. My writings mention more than once that I believe that education had the power to change individuals, and I knew that I would need to put myself in a position to take advantage of that. The data showed that I lived with a lot of shame because I was not willing to take that risk. "I could not force myself to be the best version of myself. I held myself back . and I was unhappy and SELF-FULFILLMENT THROUGH EDUCATION 38 unfulfilled." Of the many, many other entries that portray this, the feeling is most appropriately captured in a quote from Great Expectations (Dickens, 1860/1979): "In a word, I was too cowardly to do what I knew to be right, as I had been too cowardly to avoid doing what I knew to be wrong." This trend began in my k-12 experiences. As it continued, "I became more aware of the conflict between my values of growing and . [my] actions." In fact, I received "my bachelor's degree with a lot of regret and disappointment." My master's experience was different because I was willing to be authentic. I decided that I could not sacrifice.myself any longer. This relief is shown as "I am so very proud of myself. I am proud that I am doing it [meaning making education about my personal needs for once,] and I am proud that I am doing it now-earlier than later." As part of my master's program I enrolled in an individual study course. I elected to read classic literature. In part, the motivation of this was to overcome the fear that someone would one day discover, that as smart and educated as I was, I was not well read. I had not had the opportunity in school to read these books, and I had not yet taken it upon myself to procure them from the library or bookstore. These readings yielded far more than overcoming the embarrassment from the deception about not reading a few famous books. In these books I found myself and my identity. "I understand myself more because of this course," I wrote in my final reflection. One book was particularly affecting. A young, innocent man posing for his portrait was introduced in the opening chapter of The Picture of Dorian Gray (Wilde, 2011 ). As Mr. Gray experienced the world, he behaved in dishonest, lustful, and other undesirable manners. Through some magic, never fully explained in the book, the manifestations of these choices never SELF-FULFILLMENT THROUGH EDUCATION 39 showed on his face but rather on his portrait. Likewise he did not age rather his agedness appeared on his portrait. Thus he was able to maintain the appearances of a good, scrupulous man while living quite oppositely. I considered the similarities to my own life: "I feel that I misrepresented myself;"" . No one knew me. Not even my family. I could not share myself with them (referring to anyone, not just my family.)" Reading the book felt like a confession-as ifthe author of the book knew my story. It brought relief, though nothing had changed. I viewed Dorian Gray as myself in fictional form and the portrait as a representation of my soul. Others saw my accomplishments. I saw "a fraud and a man who cut the corners of his education." This book strengthened my resolve for authenticity in my education. "I do not want to look at my portrait and find it ugly and dirty and unbearable to look upon, while I appear so youthful and enviable." Instead of hiding my portrait away in the attic and behind locked doors, as Mr.· Gray did, I found that I was "as open as possible" which led to "a greater connection to humanity." Regret Many references of regret were accompanied by guilt. This was not surprising and those references, though applicable here, were better placed in the first theme of self­worth and self-esteem. What was surprising were the feelings of loss which also accompanied regret. Loss of enjoyment was one common regret, which appeared in the very opening line of my written story: "My biggest regret of my college career was that I never enjoyed it." In another reminiscing thought: "I wish I would have done more in my college career that involved . enjoyment." Yet another: "I wish I would have slowed down and enjoyed youth . "In addition to loss of enjoyment was the loss of self-improvement. This regret often came because "I held myself back." Others were formed SELF-FULFILLMENT THROUGH EDUCATION 40 while "I was frozen in fear," or because "I could do only those things in which success seemed inevitable . " I missed an opportunity to study red pandas in China. "I really wanted to go and it felt right. I had the money," but I did not go. Many of these regrets were due to social pressures. The judgement and approval of others was a deciding factor as to what I would do. "One reason . I never felt fulfilled is because I was accomplishing things to impress and fill up others buckets, not to fill up my own." One of the most interesting issues of my regrets was that I felt I had no power to change them. The feelings of loss expressed with regret came with a sense of permanence. There was a forever loss. In many ways and in various amounts of words, I expressed there are things "I will never get back." I also found that regrets were persistent. With each new regret, the "burden of [my] mistakes" would grow larger. In fact, "mistakes and regrets pile[ed] on [my] body simultaneously." Regrets, it seemed, could be created, but never destroyed. Change and Redemption I was constantly "wait[ing] in fear and hope both to be found out as a fraud . "I convinced myself that if someone were to call me out I would be forced to change. My high school counselor did just that. "I realized that she knew how I was not living up to my greatness and . gave partial effort for appearance only. It was a powerful moment in my life, but one that still did not allow me to change." I think the most interesting finding about change was that there was so little of it for so long. The second theme about authenticity and freedom presented many desires for change. Thus, motivation for change was always present, yet change did not occur. I later wrote about a requested substitution of course requirements in my bachelor's program. Again, the data showed that I was not SELF-FULFILLMENT THROUGH EDUCATION 41 completely open to embracing change. "Part of me hoped that [my advisor] would deny the request, but part of me was ready to fight her if she did." One of the premises within the literature review focused on the shift education has taken in focusing on data and grades, not the student. In my mind, this was the new discourse on education. I would call this the discourse of educational prestige. It was my belief that the discourse of educational prestige is what prevented change and growth. I believed this was the oppressive force, which had prevented my self-fulfillment. There was a great power and a sense of defiance when I wrote that I applied to the master's program "to find myself personally, not professionally." I felt I was proving something to the world when I wrote in bitterness, "This time it is about me." I found out that the discourse of education still maintained a focus on the students' best interests. Through analysis of the data, I learned that the discourse of educational prestige was not a discourse, and it already had a name. Its name was mental illness. For me it came in the fonn of bi-polar and social anxiety disorders. One common finding about change was that I refused "to deviate from the path that I had planned earlier." Once I made a plan, I felt obliged to see that plan true to the end, even after it was clear that it was a bad plan. Mental illness was the invisible force, which silently shaped my narrative to oppose and resist change. Thus, when opportunities came to improve or change, I would not take them. "I felt that I did not deserve [to change] because I had made a mistake in not planning for those opportunities." This was a dominating thought. This was what held me back. It was this logic which made regret permanent. My narrative became a collection of unhappy experiences though the influence of mental illness, not the discourse. Despite that reality, I did change. I did make "it about me." I did "make a difference. A difference SELF-FULFILLMENT THROUGH EDUCATION 42 for me." All of those changes happened, but they did not happen because I overcame the discourse. The reason that my master's experience yielded more rewarding outcomes is not because I was more aware and more empowered to fight the discourse, but rather that I was more aware and more empowered to fight my mental illness. Before my master's degree I viewed education as a means to gain social approval and self-worth, which caused me to take classes and participate in extra-curricular activities "that would be impressive and [make] people love me." This is apparent in the two examples with the high school counselor and college advisor. Contrastingly, I entered the master's program believing that it "could help me deal with my emotional insecurities and other personal chaos." Directly stating my need for emotional support is what made this time around different. "I am here to be healed," I wrote. This does agree with the discourse. Education is power. This theme is also about redemption. I found in the end that redemption is not what was there. Even though, "My master's degree is all about redemption." When I imagined this moment in my story, I wrote, "I will see my own portrait of a man redeemed of errors and a man regained of his confidence and self-worth." I do not think that redemption has taken place. The words speak of redemption, but instead I found healing and forgiveness. "I just want to be at peace," I said. "I want to feel stable." The data showed those wishes were granted. The discourse would claim that these changes in my self-worth, self-esteem, and self-acceptance were socially constructed, that there was no individual force from my narrative, but I know it is different. I felt the battle against the discourse as I pushed SELF-FULFILLMENT THROUGH EDUCATION 43 myself to find a place in the world and in the teaching profession with mental illness. I felt the pressure of the discourse every time I added a bit more of myself to the project. The discourse does influence my life, but it is not the only power that exists in my life. I have my own power to fight the discourse in the times when my experiences no longer agree with the discourse. Conformity is not guaranteed. I do have a voice, and that's what this is. This is my narrative. It is I. Conclusions I found that discourse is not inherently evil. In fact, narratives may very well agree with discourse more often than they do not. Contradicting my expectations, the data did not support that discourse was the oppressive enemy I had villainized it to be at the commencement of this project, or at least not to the severity I assumed. I found, rather, that it was the mental illness that shaped and oppressed my narrative. However, though the discourse did not oppress my narrative directly, it hid from view my mental illness, which prevented me from growth. I was unable to face my mental illness because I was not fully aware of where or what it was. It is in this way that, for me, the discourse was oppressive and was an enemy. One clear example of the role mental illness played in my narrative comes from the paired themes of self-worth and authenticity. In that section I quoted the disappointment and shame that came with the reception of my bachelor's degree. The discursive practices regarding graduation are celebrating, rejoicing, and congratulating. Clearly my experience countered that discourse. I assumed that my nanative was countering that discourse. Reviewing the data I found a quote about how I would feel upon reception of my master's degree: "The acceptance of my degree will in a way be an acceptance of myself." Here, my narrative agreed with the discourse. In light SELF-FULFILLMENT THROUGH EDUCATION 44 of these contradictory experiences, I conclude that it was my mental illness that countered the discourse. Another example was shared under regret. It was the missed opportunity to study abroad in China. I regret not going because it would have been an awesome and rewarding experience, "but in my mind I did not have the time." "I tried to convince myself that I should go and get the experience but every time I thought about taking the trip I felt overwhelmed with all the pressure to get my degree as soon as possible." The discourse on education supports unique, personal, and expansive experiences. In other words, the discourse supported the trip. It was my mental illness that pressured me into living a narrative without a trip to China. Mental illness expects conformity. It shapes narratives and counters discourse. The reason I did not see mental illness in each of these examples is because mental illness has no place within the discourse. In some professions, mental illness is acceptable and even expected. These are often the arts. This is not the case in teaching; even art teachers are held to a different standard when it comes to mental illness than their non-teaching counterparts. I have written that it is the mental illness which counters the discourse. That mental illness is part of me. Mental illness and my narrative are linked. In that way, my narrative does counter the discourse. Because the discourse said mental illness in educators cannot exist, it was difficult to distinguish between the influences of the discourse and the influences of my mental illness. It was difficult for me to find my place in this profession. I knew that I had a mental illness and I knew that I wanted to be the stable, helpful, competent teacher that the discourse advertised teachers to be. I wanted the discourse. I agreed with the discourse. However, I also had a mental SELF-FULFILLMENT THROUGH EDUCATION 45 illness, which meant I could not fully embrace the discourse. This conflict was confusing for me as a student and later as a teacher. It caused me to feel "uneasy and [lack] confidence in myself . for being unable to decide within which arena I belonged." The discourse celebrates differences and individuality. I felt that mental illness was too diverse for celebration: " . Being different and unique is not easy," I explained, "This is especially true when it comes to intellect. It is extremely isolating." There was no room for mental illness, so there was no room for me-or for teachers like me, I suppose. With all of the findings about the oppression of mental illness, I return to the final theme of redemption. Redemption is about being saved. I found there was nothing from which I needed to be saved. The discourse informs us that mental illness is to be hidden and controlled. I believe this discursive influence caused me to feel that I needed redemption from my mental illness. The discourse was wrong. I still feel that there is a necessary battle with my mental illness, yet I also found that the acceptance of my mental illness opened the doors that led to self-fulfillment. Mental illness is not a sin, which requires redemption. Had I continued to hide my mental illness, I would not have gained access to the good in education-the good of the discourse. I now have far fewer regrets, and none that haunt me, because I ensured that I received both satisfaction and growth in my master's program. I found that enjoying life is not regrettable. I found that self­improvement is not regrettable. In the final analysis, as I looked upon my po1irait, I did not find a man redeemed of his errors, but I did find a man regained of his confidence and self-worth. Whether fighting or embracing my mental illness, the data showed that it is only when I accept its existence that I feel at peace. Itis an authentic way to live. I found that being the best is not as good as being the best me. SELF-FULFILLMENT THROUGH EDUCATION 46 Finding that mental illness is what caused much of my frustration and dissatisfaction in education advocates for more narrative research on mental illness in teachers including the narratives of teachers without mental illness. This recommendation echoes the observation in my literature review that there is little research in education from the perspective of the teacher, particularly in separation from instructional strategies and professional duties. Teachers are a major part of the educational system both in effort and in number. 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When looking at the literature surrounding the Iran Hostage Crisis, many scholars focus solely on the events that occurred in Iran leading up to the embassy being taken. This focus tends to paint Iranians as the "bad guys" in all situations. However, there was a large population of Iranian students in the US at the time, and these students had a completely different experience than those often remembered from the nightly news. Few scholars have set out to demonstrate the lives of those Iranian students, but those who have often describe the controversy that surrounded them. Scholars recognize how Iranian students in the US faced discrimination and how the US government was looking to deport them. These scholars tend to look at the lives of students who had it the worst, assuming all Iranian students' lives were atrocious in the US. They do not take into account those who were still welcomed at their universities throughout the crisis, as students disregarded diplomatic tensions and looked at the humans they spent their days with instead. By looking at more universities and more student experiences, a broader picture can be understood about the lives of Iranian students in the US during the crisis. ; Winner of the 2020 Friends of the Kreitzberg Library Award for Outstanding Research in the University Archives category. ; A Diplomatic Fiasco: How Iranian Students in the US were Affected Throughout the Iran Hostage Crisis Faith Privett Professor Boonshoft HI 249 Historical Methods 0800 5 December 2019 3979 Words 2 Not long after Ronald Reagan's inauguration as President of the United States on January 20th, 1981, former President Jimmy Carter was meeting the hostages he tried so desperately to release for 444 days. One of the bleakest moments of United States foreign policy history is the Iranian Hostage Crisis, which lasted from November 4th, 1979 to Reagan's inauguration day. In total, 66 people were taken hostage initially, but 52 were held for the full 444 days. America and the rest of the world watched as the days in captivity kept getting longer and longer, and their hopes conversely dropped. However, those accounts rarely showed the perspectives of the thousands of Iranian students in the US who suffered discrimination, harassment, and questioning throughout the crisis. They were seen as the enemy in a country that is supposed to be the "Land of the Free" and the "Great American Melting Pot." Nevertheless, this was not the case for all students; some were accepted with open arms throughout the crisis, as all so desperately sought world peace. Some students who did not necessarily feel the general American abhorrence were those who attended Norwich University, a private military college in central Vermont. Even though the rest of the country had conflicting views towards Iranian students in the US during the late 1970s, the Iranian Imperial Navy students at Norwich University were welcomed and well respected because of the well-developed program, the shared military experience and respect for authority, and the outward-looking ideals taught by the university, despite the tensions between the US and Iranian governments at the time. When looking at the literature surrounding the Iran Hostage Crisis, many scholars focus solely on the events that occurred in Iran leading up to the embassy being taken. This focus tends to paint Iranians as the "bad guys" in all situations.1 However, there was a large population of Iranian students in the US at the time, and these students had a completely different experience 1 Scott, "Bound for Glory." 3 than those often remembered from the nightly news. Few scholars have set out to demonstrate the lives of those Iranian students, but those who have often describe the controversy that surrounded them.2 Scholars recognize how Iranian students in the US faced discrimination and how the US government was looking to deport them. These scholars tend to look at the lives of students who had it the worst, assuming all Iranian students' lives were atrocious in the US.3 They do not take into account those who were still welcomed at their universities throughout the crisis, as students disregarded diplomatic tensions and looked at the humans they spent their days with instead. By looking at more universities and more student experiences, a broader picture can be understood about the lives of Iranian students in the US during the crisis. The US and Iran have a tumultuous diplomatic relationship that continues to this day, or better put does not continue to this day. The US had an interest in Iran during World War II and later into the start of the Cold War due to the fear of communism spreading and the fact that Iran had copious amounts of oil. In 1953, this came to a head when the leader of Iran, Mohammed Mossadegh, showed some "communist" tendencies that did not support US and British interests. The two countries staged a coup that removed Mossadegh and placed the previous ruler, Muhammed Reza Shah, back into power. This jumpstarted US involvement in Iran through diplomatic means that continued until the overthrow of the Shah in 1979. According to research by Dr. David Patrick Houghton, this involvement consequently may have led to the interest of the revolutionaries to take the hostages in 1979, as they saw the US as a threat to their sovereignty once again.4 2 Shannon, "American-Iranian Alliances." 3 Teague, "Hostages of the Crisis." 4 Houghton, US Foreign Policy and the Iran Hostage Crisis, 58-59. 4 Iranians may also have related the actions of the Shah to US involvement because the US supported him despite his authoritarian tendencies. Dr. Matthew Shannon notes the injustices that took place under the Shah in numerous works. When the Shah came into power, he instilled policies that led to "rapid socioeconomic modernization," but the process in which he did it brings about questions of civil rights and democracy.5 The modernization process that took place in Iran, known as the White Revolution, made the country incredibly western by allowing capitalist practices in land and factory holdings and giving women the right to vote, among other things.6 However, the vote that supposedly put these acts into power was not necessarily ratified by the legislative body of Iran at the time, although the Shah made it look as such.7 By taking away democratic practices such as these, the Shah furthered his cause of becoming an authoritarian ruler without opposition. Along with taking away democratic practices, the Shah also limited expression in Iran, especially for those that may have come out against his reign. Much of this was enforced by SAVAK, or the National Intelligence and Security Organization, who was known for repressing any anti-government sentiments, especially anti-Shah sentiments. Starting in the 1950s, SAVAK was trained in the US by government officials, and their only oversight and command came from the Shah, meaning they did whatever they were told to do by him directly.8 News came out in the 1970s that SAVAK was using torture to suppress anti-government acts within Iran. Military tribunals, which were open to the public for a time, were moved behind closed doors for over a year by the Shah after a defendant showed scars during a tribunal they had obtained from torture by SAVAK.9 These human rights abuses and the fact that 5 Shannon, "American-Iranian Alliances," 662. 6 Shannon, "American-Iranian Alliances," 675. 7 Shannon, Losing Hearts and Minds, 63. 8 Shannon, Losing Hearts and Minds, 25-27. 9 Shannon, "American-Iranian Alliances," 681. 5 SAVAK could be anywhere instilled fear in the hearts of Iranians both at home and abroad, which helped the Shah uphold his authoritarian regime. Besides support for the Shah by the US, Shannon also focuses on how US involvement in Iran from 1953 to 1979 focused highly on education, as many of those who worked in the Iranian government in the early days of the Shah were educated at American universities. The exchange rate of students from Iran to the US to study in college was greater than any other country at the time, with over 50,000 Iranian students enrolled in US universities in the 1979-1980 school year, and in the years following, post-secondary education in Iran was oftentimes structured after American universities.10 The cooperation between the US and Iran regarding education before the Shah's removal helped to modernize the country, which was seen differently by each party involved. Luckily for historians, many of the documents from the era are still preserved in university archives, including those at Norwich University, where upwards of 134 Iranian students were attending in the spring of 1979.11 Numerous student newspaper articles, administrative files, and oral histories tell the stories of Iranian students at Norwich from 1976 to 1980. The President Loring Hart files describe the administrative set up of the program, which was modeled after the program at the Virginia Military Institute (VMI), where Iranian students had been attending for a few years before the program starting at Norwich. Deputy Commander LTC Paul Lafond went down to VMI to review their program in early May 1976, and he detailed a report that helped to eventually flesh out Norwich's Iranian student program. Some of the recommendations Lafond had were that Iranian students should room with American students, not with other Iranian students, because this would help them adapt to American life and learn 10 Hamidreza, "A Follow-Up Study on U.S.-Trained Iranian Faculty Members," 1038-1039. 11 Hart, "The President's Corner," Norwich University Record. 6 English quicker.12 Because of the Corps of Cadets' lifestyle at both VMI and Norwich, other recommendations were made regarding how cadre, or student military leaders, should train the Iranian cadets, as their learning styles were not the same. Lafond recommended that Iranian students respond well to clear orders, but they do not always respond well to negativity or derogatory or vulgar language. They should also be told when something is wrong, as they are oftentimes eager to fix it, but they will not understand if it is not brought to their attention. Lastly, Lafond notes that English proficiency is the biggest issue on campus, and even though the students attended a summer program that focused on English, it was not enough.13 This information was taken into account when designing the Norwich program. The administration designed an eighteen-week summer program that prepared the first fifty Iranian students with classes mainly focused on English, Math, Physical Education, and Naval ROTC, before the start of the school year in August 1976.14 With each year that Iranian students were on campus, more and more were able to attend as they worked out some of the issues with the program, and it became better established. Early on, Iranian students on campus ran across a few issues in their daily lives that highlight some of the changes that Norwich went through from 1976 to 1980 to improve the program. In a Norwich Guidon article published in October 1976, American author Gerard Grimes interviewed "Recruit Mohammad Zerehi from Iran" about what life was like at Norwich and how students could better understand their international counterparts.15 Zerehi noted some of the issues he and his fellow Iranian students were having on campus included English proficiency, adapting to the climate, and the diet. Zerehi asks readers that they do not 12 Lafond to Hart, 7 May 1976. 13 Lafond to Hart, 7 May 1976. 14 "Iranian Students Come to Norwich" Norwich Guidon. 15 Grimes, "Iranian Students at Norwich" Norwich Guidon. 7 discriminate against the Iranian students on the issue of pork, which many chose not to eat, because it is a religious practice.16 Other accounts by Iranian students recognize the issue with pork as well, but that over time, both the students and the school were able to resolve these problems and continue growing.17 Because this was written so early on in the program, it is noticeable that eventually, American and Iranian students got used to each other's practices, which led to their friendship and respect for one another throughout the years. Vital to the descriptions of life at Norwich from 1976-1980 are the oral histories of Iranian cadets Arsalan Namdar and Benjamin Heydary. Both men described what training was like, how they got along with their classmates, struggles they had, and how they eventually had to leave. Namdar described Rook Week as a "Piece of cake" because they had already been through years of more intense training in the Iranian Imperial Navy (IIN).18 Namdar also noted the Iranians "goofed off" at the beginning of training, much to the chagrin of their American classmates. This behavior transitioned once tasks started getting more intense. Another issue they ran into was the fact that their cadre were often younger and more inexperienced than they were, which created difficulties when they would get yelled at and disciplined.19 Heydary described similar feelings towards younger authority figures, but that he often kept his head down and dealt with it due to his humble upbringing.20 Another issue that arose earlier in the Iranian student's time at Norwich was that they often had more money than their American classmates because they were still getting paid their full salaries while attending school. This created a bit of strife between students, as the Iranians were not afraid to spend their money on cars and stereos.21 16 Grimes, "Iranian Students at Norwich" Norwich Guidon. 17 Namdar, interview by Yahm, April 2, 2015, transcript. 18 Namdar, interview by Yahm, April 2, 2015, transcript. 19 Namdar, interview by Yahm, April 2, 2015, transcript. 20 Heydary, interview by Yahm, March 10, 2015, transcript. 21 Namdar, interview by Yahm, April 2, 2015, transcript. 8 Dr. Matthew Shannon also describes the Norwich Iranian Cadets in his book Losing Hearts and Minds. Without saying much, he recognizes that Norwich had one of the largest programs in the US training Iranian Naval officers and that it trained women as well, which was new in the era and especially in the Middle East. He also describes some of the programs at Maine Maritime Academy, The Citadel, the Virginia Military Institute, and the United States Naval Academy. In general, these programs were similar because they were building off of each other's programs; Iranian students studied engineering and business most often while receiving Naval ROTC training and improving their English.22 He finds that Iran sent their naval officers to US military schools because they wanted a standard education, which was difficult when they sent their cadets to numerous other countries to train as Iran did not have an officer training facility at the time. Also, Shannon notes that the US had an interest in training Iranian cadets because of the protection of oil assets in the Middle East.23 The Nixon Doctrine, which was President Nixon's plan to support conflicts in the Pacific through management and materials but not manpower, was also being upheld through the act of training and providing military aid.24 Iranian students throughout the rest of the country were not as lucky as those at Norwich, as protests against them often occurred on college campuses. Will Teague described some of the protests held on college campuses in the South throughout the entire hostage crisis, but mainly in 1979 as the news was fresh in the minds of Americans. Teague documents protests at Lamar University in Beaumont, Texas, the University of Tulsa, the University of North Carolina at Chapel Hill, the University of Arkansas at Fayetteville, and the University of Arkansas at Little Rock. These protests included gatherings of hundreds of students marching against Iranians, 22 Shannon, Losing Hearts and Minds, 105. 23 Shannon, Losing Hearts and Minds, 103. 24 Gannon. "25 July 1969: The Nixon Doctrine." https://www.nixonfoundation.org/2008/07/25-july-1969-the-nixon-doctrine/ [accessed 20 Nov 2019]. 9 burnings of flags and images of Ayatollah Khomeini, and derogatory and threatening signs all directed towards the Iranian students that were on these campuses.25 Newspapers were also an outlet for protest, as correspondence and letters to the editor called Iranian students, "savages, barbarians, bandits, and terrorists."26 However, Teague also notes that Iranian students were writing to newspapers as well, trying to show their side of the issue. Overall, they described their confusion about the event, just as much as American students were confused, but they wanted their fellow students to know the Shah was not whom they thought he was, and because they were not the ones who experienced his reign, they should not be quick to let him into the US.27 Besides the protests against Iranians on college campuses, Iranian students in the US themselves were protesting, for other reasons. The Iranian Student Association in the United States (ISAUS) was a student led-group with chapters around the country that organized protests and lobbied against the Shah's actions. Because they were in the US, they were able to use their freedom of speech rights to express their beliefs, where if they were in Iran, they most likely would not have been able to express their opinions for fear of getting imprisoned. Early on in the history of the ISAUS, their goals were to advocate for more democratic practices in Iran, including freedom of expression. They lobbied the Kennedy administration, specifically Robert Kennedy, to try and influence US foreign policy towards Iran and the Shah's regime.28 After news of SAVAK's torture started coming to the US from new students arriving, the ISAUS switched their tactics and started advocating for bringing to light the crimes against humanity that the Shah and SAVAK were committing. The ISAUS issued "On the Violation of Human Rights in Iran," which outlined the abuses under the Shah and called for the US to stop 25 Teague, "Hostages of the Crisis," 115-116. 26 Teague, "Hostages of the Crisis," 120. 27 Teague, "Hostages of the Crisis," 116-118. 28 Shannon, "American-Iranian Alliances," 672-674. 10 supporting him. They were able to get attention in newspapers around the world, but the US continued to support the Shah due to their prior commitments.29 Protests against the Shah continued throughout the US the entire time he was in power. However, both Namdar and Heydary describe what set Norwich Iranian cadets apart from the rest of the Iranian students in the US at the time. Namdar states, "In later years…Americans and Iranians really became friends based on the values…."30 He goes on to say, "I think Norwich taught me a lot in terms of quality and integrity…experiencing life, and trying hard, and just trying to work with others and be friendly."31 At first, things were difficult for the students because of the language barrier and the fact that the Iranian and American cultures were so different. As Namdar recognizes, through time, both the American and the Iranian cadets learned more about one another and grew to respect the fact that they were different, which improved how they worked together. One can hypothesize that this might have something to do with the military training that all students received at Norwich. The military encourages the fact that soldiers need to work together to produce the best outcome in the field, despite their differences at home, which allowed the Iranian and American cadets to look past their many differences and unite on common ground. President Loring Hart described the impact that the Iranian students had on the American students at Norwich as, "They have brought to all of us broader horizons, and a new awareness…. They have provided a current which has flowed through our campus and our town…, reminding us that our college and our community is indeed a part of the greater scene beyond us."32 This statement describes the worldly perspective that Iranian students brought to the school and how it made Norwich students more aware of others who were not like 29 Shannon, "American-Iranian Alliances," 682-684. 30 Namdar, interview by Yahm, April 2, 2015, transcript. 31 Namdar, interview by Yahm, April 2, 2015, transcript. 32 "The Rest of the Story," Norwich University Record. 11 themselves. Like Heydary states, there were instances of discrimination or derogatory slang terms used against the Iranian students at the beginning of their time at Norwich, but once students got to know each other and the barriers were broken down, they were able to become friends despite their differences.33 After all of the unrest occurring in Iran at the time, 1979 was the icing on top of the cake. The Shah left Iran in early 1979, and Ayatollah Ruhollah Khomeini, a popular religious leader who was incredibly anti-Shah and anti-American and who became an icon for revolutionary voices within Iran while in exile, took power shortly after.34 The entire country was calling for the Shah's return so he could face charges in front of the people he oppressed for so many years. Instead, the Shah sought cancer treatment in the US, which is what most people think caused the hostage situation to occur. A substantial diplomatic issue arose as President Carter considered allowing the Shah into the US, which many Iranians thought was the US harboring their criminal and preventing them from exerting their sovereignty. When the Shah was admitted into the US, the unrest came to a peak, and protesters outside the US embassy in Tehran, Iran, many of which were US-educated students, stormed the embassy and took 66 Americans inside hostage, 52 of which they held for the entirety of the crisis. With so many people protesting the Shah both in the US and Iran, there is much to say about how the media spun the story to make all Iranian's the bad guys in the situation when they faced discrimination in the US themselves. Professor Catherine Scott explained the "captivity narrative" that was portraited throughout the crisis by the media and the government, which convinced the American citizens to hate Iran more than they ever had before. A captivity narrative is best described when a story is portraited in such a way that the victims' actions 33 Heydary, interview by Yahm, March 10, 2015, transcript. 34 Shannon, Losing Hearts and Minds, 70. 12 against the captors are justified because of the actions that were committed against them.35 What she is saying is that the Americans knew they were the victims during the hostage crisis, and they played into it, but they were not willing to take into account the atrocities that they themselves committed beforehand. Retaliation, by any means, was not only justified but also necessary to protect the American people. This only increased the abhorrent treatment by Americans against Iranians because it was for the public good, even if the public included over one hundred thousand Iranians. The fact that the media portraited the US as victims, and the federal government was retaliating against Iranians just made it more acceptable for the everyday Americans to lash out against their Iranian counterparts. Because of the backlash against Iranians by the US public, there was also government backlash as well. President Carter issued Section 214.5, which called for the investigation into Iranian students in the US to ensure that they were abiding by their visas. If they were not, they were to be deported. This turned into somewhat of a witch hunt as Iranian students could be investigated and deported at any point. According to Tinsley Yarbrough, the deportations were supposed to reduce the number of protests in the US against Iranians so they would not get in the way of hostage negotiations.36 However, many people outside of the government sector questioned the constitutionality of the act, including members of the ISAUS, who brought a case forward against Section 214.5 in late 1979. The original ruling on the case by DC District Court Judge Joyce Green was that the students were correct, and the order was unconstitutional due to discrimination.37 The Appeals Court overruled Judge Green's decision because Section 214.5 had to due with foreign affairs, and under the Constitution, the judiciary could not shoot down 35 Scott, "Bound for Glory," 180. 36 Yarbrough, "Federal Alienage Doctrine," 248. 37 Teague, "Hostages of the Crisis," 124-125. 13 any law regarding the handling of foreign affairs by the executive.38 This allowed the deportations to continue without question, and arguably set a precedent that is followed today. While the rest of the country was dealing with Section 214.5, Iranian students at Norwich encountered a different dilemma. Because they were members of the Iranian military, they had different travel visas than Iranian students at other universities around the US. On April 9th, 1980, President Carter issued a deportation order that all, "non-diplomatic and consular officials and employees of Iran in the US leave no later than Friday April 11th."39 This made it clear that the Iranian cadets at Norwich had to leave for good because their visas made them fall under this category. A newspaper article from the Iranian students' departure day describes the fact that President Loring Hart and the administration contacted as many agencies as possible, trying to allow the cadets to remain at school to finish the year, but there were no loopholes they could use as students at the Citadel and VMI also had to leave. The article then goes on to describe the last few days of the Iranian students on campus, their rush to pack and sell their belongings, and the "emotional farewell" that awaited them on April 11th.40 Cadet Kazem Yahyapour stated in an interview on the day he was forced to leave that he wished he could kiss everyone goodbye, and that, "friendships…made at Norwich will never be forgotten."41 The article also says that Cadet Yahyapour hugged Cadet Colonel William Elliott in a "symbolic gesture."42 This symbolic gesture represents the experiences Iranian cadets had at Norwich, and how their time was much different from that of their counterparts at other American universities, as Norwich welcomed 38 Yarbrough, "Federal Alienage Doctrine," 252-253. 39 "Fond Farewell to Iranian Students" Norwich Guidon. 40 "Fond Farewell to Iranian Students" Norwich Guidon. 41 "Fond Farewell to Iranian Students" Norwich Guidon. 42 "Fond Farewell to Iranian Students" Norwich Guidon. 14 these students with open arms despite the hard times in their country, when they could have turned against them as so many others in the US did at the time. Overall, the Norwich program tried incredibly hard to welcome the Iranians into the US by basing their training and education off of other programs in the US and using their misgivings to make their program the best they could be. The values of respect, tolerance, friendship, integrity, and hard work made people from different backgrounds, and even different countries, able to work together instead of hate one another when diplomatic ties between the two countries fell apart. This was not the case in the rest of the United States at the time, when tensions ran high among neighbors, and Iranian students were constantly on edge, wondering when the government was going to send them back to their revolution-torn homeland. Today, diplomatic ties still have not been reestablished, and the situation with Iran created a deeply divided society in which blame was able to be placed on anyone at any time based on where they came from, a sight not unseen throughout history before and since then. However, the precedent set by Norwich students during the crisis could be an example to the rest of the world of how people from different backgrounds can learn to work together when their two countries could not seem to get along. 15 Bibliography Primary Sources Arsalan M. Namdar, interview by Sarah Yahm, April 2, 2015, transcript, Norwich Voices Oral History Project, Norwich University Archives, Kreitzberg Library, Northfield, VT. • Arsalan Namdar was an IIN student at Norwich and faced the issue of deportation in April 1980. His oral history was recorded in 2015, and he looks back on his time at Norwich, as well as his experiences in the US in general and back home in Iran. Benjamin Heydary, interview by Sarah Yahm, Northbridge, MA, March 10, 2015, transcript, Norwich Voices Oral History Project, Norwich University Archives, Kreitzberg Library, Northfield, VT. • Heydary's oral history works alongside Namdar's oral history to describe what was going on at Norwich from 1976 to 1980 when they were both IIN cadets at Norwich. Heydary also explains how he got to Norwich and how he actually went back to do his military service under the Ayatollah before coming to the US. "Degree Status of Deported Iranian Students" Norwich University Record, May 1980. • The article describes a meeting with the Board of Trustees to determine the degree status of those Iranian seniors who were deported but who were supposed to graduate in May or in the summer. It states that they can get their degrees eventually once relations with Iran are restored, which to this day have yet to be formally restored. "Fond Farewell to Iranian Students" Norwich Guidon, May 10, 1980. • In an article written in the Guidon following the deportation of the Iranian students, the author describes the scene in the last few days the students were on campus. They note specifically that the Iranians had to leave because of the Executive Order issued by 16 President Carter on April 9th that all, "non-diplomatic and non-consular officials and employees of Iran in the U.S. leave no later than Friday April 11th." They state the overall good relations that everyone had on campus, even though the rest of the country was deeply divided along the lines of their country of origin. Grimes, Gerard. "Iranian Students at Norwich" Norwich Guidon, October 31, 1976. • A Guidon writer, Gerard Grimes, interviewed an Iranian recruit, Mohammad Zerehi, about his experiences and those of his fellow Iranians during their first year at Norwich. It describes the overall good treatment the students received, although this was before tensions rose too much between Iran and the US. Hart, Loring. "The President's Corner" Norwich University Record, March 1979. • The article describes President Loring Hart's views about the IIN students at Norwich at the time. He mentions how there is currently turmoil in the country, and that he wishes for peace. He also notes how many students are at Norwich and that Iranian women are now enrolled. "Iranian Students Come to Norwich" Norwich Guidon, May 6, 1976. • The article describes the beginning of the program at Norwich after the students arrived and some of their expectations overall, including some of the characteristics of the new students. Report from Deputy Commandant LTC Paul Lafond to President Loring Hart, 7 May 1976. Loring Edward Hart Records, Box 12, Norwich University Archives, Kreitzberg Library, Northfield, VT. • The report states the observations that LTC Lafond made when he went to VMI to go over their Iranian exchange program to see what would work best for Norwich. This 17 bases their program off of the VMI program, based on their mistakes and successes, including how the language barrier made a difference. "The Rest of the Story" Norwich University Record, Winter 2012. http://thenorwichrecord.com/the-rest-of-the-story/ [accessed 20 November 2019]. • This is a story from the alumni newspaper was written long after the Iranian students left campus. However, it takes into account the memories of IIN students of their time at Norwich, departure day, and what it was like going back to Iran. It paints a picture of the Iranian students on campus and when they left. Secondary Sources Chaichian, Mohammed A. "The New Phase of Globalization and Brain Drain: Migration of Educated and Skilled Iranians to the United States." International Journal of Social Economics 39, No. 2 (2012): 18-38. • Dr. Chaichian is a professor of sociology at Mount Mercy University. His article recognizes the "brain drain," which is the emigration of educated individuals that is currently occurring from Iran to other western nations, like the US. He states that this is caused not only by a shift in the internal structure of Iran and its acceptance of western-based education but also the international economic opportunities that are available outside of the country. Gannon, Frank. "25 July 1969: The Nixon Doctrine." https://www.nixonfoundation.org/2008/07/25-july-1969-the-nixon-doctrine/ [accessed 20 Nov 2019]. • This article makes note of President Nixon's words regarding the announcements he made about his plans for Asia, which explains what came to be known as the Nixon 18 Doctrine. He wanted to get away from using manpower and focus more on management and support for countries attempting to fight oppressive or communist regimes than by providing troops. Hamidreza, Arasteh. "A Follow-Up Study on U.S.-Trained Iranian Faculty Members: Satisfactions and Dissatisfactions." College Student Journal 43, No. 4 (Dec 2009): 1037- 1045. • Dr. Hamidreza is a professor of education and psychology at a university in Tehran, Iran, and his study is based on US-educated college faculty in Tehran, giving him access to the information. He notes some of the problems that US-educated faculty have because of the openness of American education and the structured, hierarchal nature of Iranian that do not always agree with each other. However, Iranian higher education is still based on the American system of higher education. Houghton, David Patrick. US Foreign Policy and the Iran Hostage Crisis. New York: Cambridge University Press, 2001. • Dr. Houghton is a professor of National Security Affairs at the US Naval War College and is an expert on US foreign policy. This book goes into depth about the actions taken both in Iran and the US to solve the Iranian Hostage Crisis, while also going into depth about the causes of the crisis from both perspectives. He analyzes how each group, Americans and Iranians, looked at the historical background of the situation and drew upon different events to support their reasoning for their actions during the crisis. The argument is that it was their own experiences that validated their analogies and their actions. The issue of foreign policy is brought up as there was no precedent for this, so 19 they analyze the information that was used as the basis of American and Iranian decisions. Kessel, John H. "The Structures of the Carter White House." American Journal of Political Science 27, No. 3 (Aug 1983): 431-463. • This article is from 1983 and was written shortly after President Carter left office. Professor Kessel was a distinguished scholar at Ohio State, and he interviewed the members of the Carter administration upon their phasing out, getting information straight from the source. He sets up what the Carter administration did, how it changed over time, and how the goals and interests of the President are carried out through his staff. It never uses the words "Iran Hostage Crisis" at all. Mobasher, Mohsen. "Cultural Trauma and Ethnic Identity Formation Among Iranian Immigrants in the United States." American Behavioral Scientist 50, No. 1 (Sept 2006): 100-117. • Dr. Mobasher is a professor of anthropology at the University of Houston. This article recognizes the shift in pride within Iranian immigrants to the United States during and after the crisis, and how it has affected them to this day. Because of their status as both Iranians and as Muslims, American society automatically looks down on them and makes assumptions, which puts them in a position to suppress their heritage and culture. Scott, Catherine V. "Bound for Glory: The Hostage Crisis as Captivity Narrative in Iran." International Studies Quarterly 44, No. 1 (Mar 2000): 177-188. • Scott is a professor of political science at Agnes Scott College. In her article she describes the use of the media to influence the stories coming out of crises, such as the Iran Hostage Crisis, that made America rally behind the hostages and the President as the 20 victims who were fighting brutal and vicious Islamic captors, changing the narrative for years to come. Shannon, Matthew K. "American-Iranian Alliances: International Education, Modernization, and Human Rights During the Pahlavi Era." Diplomatic History 39, No. 4 (Sept 2015): 661- 688. • Professor Shannon is educated at UNC and Temple and teaches history at Emory and Henry College. He also authored Losing Hearts and Minds about Iranian relations. Shannon tells the story of American-Iranian relations that began and ended with the shah. Iranian students in the US tried multiple times to get the US to dump the shah because of his authoritarian tendencies and campaign against human rights, although the US's international policy regarding them eventually failed. Shannon, Matthew K. Losing Hearts and Minds: American Iranian Relations and International Education During the Cold War. Ithaca: Cornell University Press, 2017. • By describing the events of the Iran Hostage Crisis and those that lead up to it, Shannon focuses on the importance of education throughout. He recognizes how the Iranian students that came to the US and went back helped to support the White Revolution and how all Iranian students, in turn, became voices for their country outside of its borders because they could not within. The main argument is that it was the students who inevitably brought about the Iranian Revolution and the actions that came with it due to their activeness in government, including how they used their American educations to further their causes and cause the destruction of US-Iranian relations. 21 • The book actually mentions the military programs at the SMCs that were in place and how they inevitably influenced the educational training aspect of both country's diplomacy towards one another. Teague, Will. "Hostages of the Crisis: Iranian Students in Arkansas, 1979-1981." The Arkansas Historical Quarterly 77, No. 2 (Summer 2018): 113-130. • When writing this journal article, Teague was a doctoral student of history at the University of Arkansas Fayetteville, so he had the access and resources to make a clear argument for examples within the state of Arkansas and its experience with Iranian students. He also uses sources from other universities, mostly throughout the South, which painted a picture of what protests were like and how often they occurred on college campuses with Iranian students. This can be used to compare Norwich to the rest of the country. He also adds some of the challenges that came up with deportation, and how America was trying to decide whether or not it was legal, which can be related to past events like Executive Order 9066 and even today with President Trump's Muslim ban. Yarbrough, Tinsley E. "Federal Alienage Doctrine and the Iranian Student Litigation." Human Rights Quarterly 4, No. 2 (Spring 1982): 243-260. • Tinsley Yarbrough is an expert on the mid-20th century US Supreme Court and has published numerous books and articles on the topic. By relating the Iranian student litigation in 1979 to numerous cases and rulings throughout the 20th century regarding immigration issues, he establishes a precedent for the decisions made that can be brought into question in the modern-day by explaining the arguments of the case against Section 214.5.