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In an extraordinary, but little noticed development in the war in the Ukraine, Vice Admiral Oleksly Neizhpapa, head of Ukraine's Navy, indicated on November 12 that his country had broken the Russian naval blockade of the port of Odessa despite having few capital ships of its own. Through a combination of drones, long-range missiles, and special forces, Ukraine's Navy has driven Russian naval vessels away from Odessa – potentially reopening the port to international trade. This does not mean that Russia's blockade of Ukraine's coastline is completely broken, since Russia can continue to attack merchant ships with long-range missiles or drones, but it certainly raises interesting questions about the future of the naval war in the Black Sea. Among the instruments creatively applied by the Ukrainians are missile strikes against Russian naval ships, most notably with the dramatic sinking of the Moskva in April 2022. In September 2023, Ukraine struck Russia's naval headquarters in Sevastopol in two separate attacks with British-supplied cruise missiles, further complicating Russia's Black Sea naval operations. Last but not least, Ukraine has used special forces with jet skis to mount additional attacks on Russian submarines and naval facilities in Eastern Crimea. According to an October 13 Washington Post report, Ukraine's attacks have caused Russia to move part of its fleet to Novorossiyisk on the eastern side of the Black Sea out of range of Ukraine's weapons.While Ukraine's attacks are significant in and of themselves since they could pave the wave for a resumption of sea-borne trade, perhaps more important is the fundamental challenge these developments pose to cherished notions of sea power and, more generally, the overall purpose of navies that continue to absorb billions of dollars each year in established navies around the world. A paradigm shift in the application of sea power in war may be upon us.Back to the FutureThe Ukrainian approach to the naval war in the Black Sea can be summarized as "Jeune Ecole Meets Anti-Access Area Denial," providing us with a window into the future of naval warfare that may not be fought by aircraft carriers and heavily armed guided missile cruisers. Instead, a new generation of weapons that threaten large surface ships may well be upon us. Jeune Ecole refers to a French naval doctrine that emerged in the late 19th century that sought to take advantage of the new weapon of the day – the torpedo – in which small and numerous boats with this weapon could potentially threaten the large dreadnought battleships for a fraction of the cost of the battleship. In short, it offered a way for a weaker state to take on a stronger state with a larger Navy. Indeed, the U.S. Navy drew upon these ideas in constructing its PT boats in World War II to threaten the more powerful Japanese Navy in the Pacific early in the war. While the Jeune Ecole seemingly disappeared into the dustbin of history in the cataclysmic battles of the Atlantic and Pacific Oceans during World War II, it may be making a comeback in the naval war unfolding in the Black Sea enabled not just by torpedoes but by land-based drones and long-range missiles. The anti-access area denial, or A2AD, phenomenon has been emerging over the last 20 years with the proliferation of anti-ship and long-range ballistic and cruise missiles around the world. The accuracy of these weapons has steadily improved with the construction of sensor-based precision strike data complexes that fuse global positioning data with other information feeds that offer the prospect of hitting mobile targets at sea. The U.S. Navy first noticed this phenomenon in the late 1990s when the Iranians began digging tunnels and revetments along the Bandar Abbas coastline as well as on the islands of the Abu Musa and the Tunbs islands that it seized from the United Arab Emirates in 1971. Both locations provided the Iranians with the capability to interdict shipping routes into and out of the Gulf with land-based weapons. By the end of the 1990s, anti-ship missiles had been stuffed into the well-prepared concrete-reinforced tunnels and were virtually impervious to attack. Sure enough, the Navy realized it could no longer send its aircraft carriers into the Gulf as it had routinely done throughout the 1990s to conduct counter-WMD strike missions over Iraq as well as support Operation Southern Watch. The Iranian tunnels proved a precursor to the much more extensive and formidable Chinese threat from its DF-series of mobile anti-ship missiles that can threaten shipping more than 1000 miles from its coastlines. These missiles far outrange U.S. Navy carrier-launched airplanes. According to the Department of Defense, China is aggressively developing an entire family of new missiles to include hypersonic glide weapons capable of hitting moving ships at extended ranges across the Pacific Ocean. China's arsenal calls into question whether the aircraft carrier has become vulnerable and obsolete – at least as an instrument of power projection against opponents boasting arsenals of long-range missiles.The End of Seapower as We Know It?The broader question needing serious debate and analysis is whether the proliferation of these mobile, long-range missile systems, drones and other weapons represent the end of an era in which established navies inexorably have focused on building fewer and ever more expensive multi-mission ships. For example, according to the Congressional Research Service, the U.S. Navy's latest Constellation class multi-mission frigate now under construction will cost over $1 billion per ship in a projected program that will deliver 20 vessels over the next decade. The exorbitant costs of these vessels represent a powerful constraint on the number that can be bought, even for the United States and its $700 billion-plus annual defense budget. The poster child for high-cost naval vessels is the Ford class aircraft carrier, estimated to cost over $13 billion each for the class of five ships. The implications of the naval war in the Black Sea raise serious questions about whether investment of such staggering amounts of money, not just in the United States but elsewhere, is worth it. If billion or multi-billion-dollar ships can be held at risk (and sunk) by missiles and/or robots that are a fraction of these ships' cost, it suggests that the calculus calling for construction of expensive, multi-mission ships cries out for serious review.***It is unlikely that institutions like the U.S. Navy will absorb the broader lessons from the Ukraine-Russia naval war and willingly give up its cherished systems that have proven their worth in the past. Career paths by entrenched professional officer communities make it nearly impossible, for example, for the Navy to phase out its aircraft carriers – which also have 50-year lifespans when they enter service. Buying new systems that would end or threaten these communities would mean a complete redesign of the naval service. Fundamentally changing the Navy's force structure would mean taking on these entrenched and powerful communities and, perhaps most importantly, would mean changes to the personnel system upon which the Navy and the country depend – not something to be undertaken lightly. Regrettably, Congress also is part of the problem – choosing pork barrel politics to provide jobs in their districts rather than exercising effective oversight and considering new policy and procurement directions unlikely to come from the institution itself. However, preliminary lessons from the Black Sea naval war suggest that established ways of thinking about navies, their purposes, and their vulnerabilities needs serious analysis and soul searching. Paradigm change surrounding the war at sea already may be upon us. Above all, we should seek to avoid a battlefield shock to the system akin to Pearl Harbor that would remind us that we should have paid closer attention all those many years ago when Iranian earth movers started building their concrete reinforced tunnels for anti-ship missiles along shorelines in the Persian Gulf.
ABSTRAK Lingkungan rumah tangga keluarga merupakan tempat pertama kali kita menghadapi persoalan ekonomi. Ketidakpastian ekonomi di satu sisi meningkatkan permintaan akan perencanaan keuangan. Penelitian ini akan berfokus pada mencari tahu faktor-faktor mikro keluarga muslim di Indonesia yang dapat mempengaruhi keputusan investasi khususnya saham. Penelitian ini menerapkan metode kuantitatif dengan instrumen data sekunder Indonesia Family Life Survey (IFLS) gelombang 5. Teknik analisis data yang digunakan adalah analisis regresi probit, teknik analisis yang dilakukan dalam regresi probit meliputi; uji kelayakan model, analisis koefisien determinasi (R2), dan uji hipotesis. Berdasarkan hasil penelitian ditemukan bahwa variabel variabel jumlah keluarga, pinjaman, usia, dan status pernikahan tidak berpengaruh secara signifikan terhadap probabilitas kepemilikan saham. Adapun variabel pendapatan, tingkat pendidikan, jenis kelamin dan financial worship memiliki hubungan positif dan signifikan terhadap probabilitas kepemilikan saham pada keluarga muslim di Indonesia. Diharapkan penelitian ini dapat bermanfaat bagi Otoritas Jasa Keuangan dan Bursa Efek Indonesia sebagai informasi tambahan dan bahan pertimbangan dalam pembenahan kebijakan mengenai peningkatan literasi manajemen keuangan keluarga dan kesejahteraan masyarakat di Indonesia. Kata Kunci: Kepemilikan Saham, Pendapatan, Tingkat Pendidikan, Jumlah Tanggungan Keluarga, Pinjaman, Usia, Jenis Kelamin, Status Pernikahan, Financial Worship. ABSTRACT The family home environment is the first place we face economic problems. Economic uncertainty on the one hand increases the demand for financial planning. This study will focus on finding out the micro factors of Muslim families in Indonesia that can influence investment decisions, especially stocks. This study applies quantitative methods with secondary data instruments Indonesia Family Life Survey (IFLS) wave 5 The data analysis technique used is probit regression analysis, the analysis techniques carried out in probit regression include; model feasibility test, analysis of the coefficient of determination (R2), and hypothesis testing. Based on the results of the study, it was found that the variables of family size, loan, age, and marital status did not significantly influence the probability of stock ownership. The variables of income, education level, gender and financial worship have a positive and significant relationship to the probability of stock ownership in Muslim families in Indonesia. It is hoped that this research can be useful for the Otoritas Jasa Keuangan and the Bursa Efek Indonesia as additional information and consideration in reforming policies regarding increasing literacy in family financial management and community welfare in Indonesia. Keywords: Stock Ownership, Income, Education Level, Number of Dependents in the Family, Loans, Age, Gender, Marital Status, Financial Worship. DAFTAR PUSTAKA Ahmed, H. (2016). Inclusive Islamic financial planning: A conceptual framework. International Journal of Islamic and Middle Eastern Finance and Management, 9(2), 170–180. https://doi.org/10.1108/mf.2008.00934jaa.001 Anshori, M., & Iswati, S. (2009). Metode penelitian kuantitatif, edisi 1. Surabaya: Airlangga University Press. Badan Pengembangan dan Pembinaan Bahasa Kemendikbud RI. (2016). Kamus Besar Bahasa Indonesia. Jakarta: Kemendikbud RI. Badan Pusat Statistik. (n.d.). Jumlah anggota rumah tangga. Retrieved from https://sirusa.bps.go.id/sirusa/index.php/variabel/8096 ______. (2010). Penduduk menurut wilayah dan agama yang dianut Indonesia. Retrieved from https://sp2010.bps.go.id/index.php/site/tabel?tid=321 Bogan, V. L. (2008). Stock market paticipation and the internet. 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ABSTRAKPenelitian ini bertujuan untuk menguji dan menganalisis pengaruh ukuran pemerintah daerah, ketergantungan pemerintah daerah, temuan audit dan opini audit terhadap audit delay pemerintah daerah kabupaten/kota di Indonesia. Penelitian ini merupakan jenis penelitian kuantitatif dengan menggunakan bantuan software IMB SPSS versi 26. Penentuan sampel dilakukan dengan metode purposive sampling sehingga diperoleh sebanyak 488 sampel penelitian. Data penelitian yang digunakan berupa data sekunder yang diperoleh dari laporan keuangan pemerintah daerah yang telah di audit dalam bentuk Laporan Hasil Pemeriksaan yang dikeluarkan oleh BPK. Hasil penelitian menunjukkan bahwa ukuran pemerintah daerah tidak signifikan berpengaruh terhadap audit delay, ketergantungan pemerintah daerah berpengaruh negatif terhadap audit delay, temuan audit berpengaruh positif terhadap audit delay dan opini audit tidak signifikan berpengaruh terhadap audit delay. 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The aim of this article is to show the high level of corruption offences and the ineffectiveness of the existing legal and institutional solutions in the Balkan states, which are part of the Three-Seas initiative. The effectiveness of the regulations in force in these countries deviates from the standards set by the European Union. This has implications for the success of the Three-Seas-Initiative. The current state of affairs is the result of clashing ideas about the membership of Balkan countries in a particular sphere of influence. The services of the Russian Federation (GRU or SWR) play a significant role in maintaining the current status quo. Observation of corruption offences in the Balkans shows that the bodies set up to investigate corruption offences do not have effective powers to prevent, detect and prosecute such offences. An evaluation of the regulations in force in this area shows that they are ineffective. A solution which would ensure that the Balkans meet European standards on preventing and combating corruption could be theimplementation of the institutional model of the Central Anti-Corruption Bureau in force in the Republic of Poland by reforming the Balkan anti-corruption services. ; University of Bialystok, Poland ; PhD student at the Faculty of Law of the University of Białystok (Poland) ; p.zawadzki@uwb.edu.pl ; 69 ; 86 ; 2 ; Act Direcţia Generală Anticorupţie a fost înfiinţată prin Legea nr. 161/2005 privind stabilirea unor măsuri pentru prevenirea şi combaterea corupţiei în cadrul Ministerului Administraţiei şi Internelor ca structură specializată pentru prevenirea şi combaterea corupţiei în rândul personalului Ministerului Administraţiei şi Internelor [The General Anti-Corruption Directorate established by Law No 161/2005 on the establishment of measures to prevent and combat corruption within the Ministry of Administration and Interior as a specialized structure for preventing and combating corruption among the staff of the Ministry of Administration and Interior] (2017, March 20). 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Prometeizm i koncepcja Międzymorza w praktyce polityczno-prawnej oraz dyplomacji II RP [Prometheism and conception of Intermarium in political and legal practice and diplomacy of the Second Polish Republic]. Studia Prawno-Ekonomiczne, 93, 39-41. Retrieved from http://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-3e39621c-587b-4907-aaca-6926185c9c5d/c/Prometeizm_i_koncepcja_Miedzymorza_.pdf. ; Jaszczuk, B.K. (2019, December 31). Bałkany trawione korupcją. Głośne procesy w Chorwacji i Bośni [The Balkans consumed by corruption. Loud trials in Croatia and Bosnia]. Strajk.eu. Retrieved from https://strajk.eu/balkany-trawione-korupcja-glosne-procesy-w-chorwacji-i-bosni/. ; Kamiński, A.Z., & Kamiński, B. (2004). Korupcja rządów. Państwa pokomunistyczne w dobie globalizacji [Corruption of Governments. Post-communist states in the age of globalization]. Warszawa: Instytut Studiów Politycznych PAN, Wydawnictwo TRIO. ; Kobosko, M. (2016, December 16). Michał Kobosko: Koncepcja Trójmorza ma sens [Michal Kobosko: The Three-Seas-Initiative concept makes sense]. Rzeczpospolita.pl. Retrieved from https://www.rp.pl/Publicystyka/312159879-Michal-Kobosko-Koncepcja-Trojmorza-ma-sens.html#ap-1. ; Kuczyński, G. (2019, March 26). Wojna hybrydowa Rosji na Bałkanach Zachodnich. Raport specjalny [Russia's Hybrid Warfare in the Western Balkans. Special Report]. Warszawa: Fundacja Warsaw Institute. Retrieved from https://warsawinstitute.org/pl/wojna-hybrydowa-rosji-na-balkanach-zachodnich/. ; Lewandowski, A. (2009). Ruch Młodej Polski Historia i współczesne reminiscencje [The Young Poland Movement History and Contemporary Reminiscences]. Historia i Polityka, 1(8), 1-16. http://dx.doi.org/10.12775/HiP.2009.002. ; MFA (n.d.). The Three-Seas-Initiative. Retrieved December 21, 2020, from https://www.gov.pl/web/diplomacy/three-seas-initiative. ; Minkina, M. (2012). Wywiad Federacji Rosyjskiej [Intelligence of the Russian Federation]. Siedlce: Wydawnictwo Naukowe UPH. ; Ordonanță de Urgență nr. 43 privind Parchetul Național Anticorupție [Emergency Ordinance No. 43 on the National Anticorruption Prosecutor's Office] (2002, April 4). Monitorul Oficial nr. 244. Retreived from http://legislatie.just.ro/Public/DetaliiDocument/35165. ; Pieńkowski, J. (2020). Antyrządowe protesty w Bułgarii [Anti-government protests in Bulgaria]. Biuletyn PISM, 187(2119). Retrieved from https://www.pism.pl/publikacje/Antyrzadowe_protesty_w_Bulgarii. ; Puljiz, H. (2018, January 24). Korupcija uništava Hrvatsku, ali protiv nje nema borbe [Corruption is destroying Croatia, but there is no fight against it]. Deutsche Welle. Retrieved from https://p.dw.com/p/2rLjs. ; Romania la Raport. Dacă România este sufocată de corupţie, de ce doar 1,3% din cazurile pe rolul justiţiei sunt pentru fapte de corupţie? [Romania in Report. If Romania is suffocated by corruption, why are only 1.3% of cases pending before the judiciary for corruption?] (2010, June 24). Ziarul Financiar. Retrieved from https://www.zf.ro/romania-la-raport/daca-romania-este-sufocata-de-coruptie-de-ce-doar-1-3-din-cazurile-pe-rolul-justitiei-sunt-pentru-fapte-de-corupties-6441861. ; STA (2019, November 6). Corruption a Growing Problem in Slovenia. Total Slovenia News. Retrieved from https://www.total-slovenia-news.com/politics/4908-corruption-a-growing-problem-in-slovenia. ; Targalski. J. (2017). Wywiad rosyjski w Macedonii i sytuacja w krajach bałtyckich. Cz. I. [Russian intelligence in Macedonia and the situation in the Baltics. Part I.]. Śląski Kurier Wnet, 40, 9. Retrieved from https://wnet.fm/kurier/geopolityczny-tygiel-jerzy-targalski-o-wywiadzie-rosyjskim-macedonii-sytuacji-krajach-baltyckich-cz/. ; Transparency International (2018). Corruption Perceptions Index 2018. 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According to modern scientific and philosophical representations, the world is its creation as development. Because of anthroponoospherization, world development appears as a historical and spiritual development. A measure of progressive development are: 1) the completeness of the implementation of legislative tendency (directions) of development, 2) the superiority of the old to new, 3) the increase of consciousness and spiritual factors of development. In the development of society, the historical-spiritual appear to it: 1) degrees, 2) local ways (civilization) actually happen-ideas-development, which are: 1) initial with the stages of anthroposociogenesis, tribal community of collectors and hunters, the clan community of farmers and herders, 2) agrarian society with the stages of the first civilizations of the copper stone age (Ancient Egyptian, Sumerian-Babylonian, Indo, Aegean, Hatto-Smallasian Early Chinese, Ancient American) iron age from the 1st millennium BC of ancient (Middle East, Antique, Ancient Indian and Ancient Chinese) and medieval (Far Eastern, Indian, Austrian, Central Asian, Iranian-Islamic, Eastern Christian and West Christian local civilizations) and so-called industrial society with preindustrialization XVIІІ-mid. ХVІІ century, industrialization the middle of ХVІІ–ХІХ centuries, industrial first half of Twentieth century and, the middle of XX century, the globalization-information stages of development with the corresponding all of them-events-ideas-development. Stages of development are determined by their main direction. Civilizations can be defined as local socio-culturaland organisms that are inherent in the physiognomic unity of distinctive features. In the process of historical development there is a growth of conscious-spiritual factors of development (socio-cultural paradigm), mainly as the implementation of various socio-cultural projects, which prompts the creation of consciously projected, intellectually creative, idea-creative, spiritually-constructed world as it happens-idea- development. Events are actingknowledged as ideas, and ideas are projected as development. All further history of mankind is the deduction and embodiment of consciously-projected ideas. Socio-cultural projects require the realization, and that's why historical development is somehow dejected, and is carried out as some kind of enthusiasm. Religion - faith in God through the cult, what is the act of consciousness (faith) of world creation (God) through its activation in itself (the cult). The historical-spiritual world-development are as follows: 1) the continuation of the world creation, 2) the belief of realization as a kind of locomotive, because of what 3) religious socio-cultural projects of spiritual world transformation are currently the largest. From the New Times monotheism comes into the secular phase of practicing faith. From the seventeenth century humanity passes to industrial ways of development and to the twentieth century. the world economy is formed, world politics and world spirituality that are from the middle of Twentieth century turn into the globalization-informational period of "the inventive future", when any social and cultural projects can be implemented. There is a world civilization as a cathedral unity of national cultures. In the field of religious, there is not immorality, but newly-religions as a God's gradual faith. Innovation faith occurs as: 1) ecumenization, 2) secularization, and 3) new secular dynastic theologians. A peculiar "spiritual evaporation" of globalization processes is the maturation of the so-called universal religion. There can be no universal religion, only a universal faith can be. Universal religion is not a separate religion, but the unity of all religions of the world as its spiritual transformation. Universal religion arises as 1) activation of the creative forces of man, 2) the locomotive of socio-cultural projects that require the faith realization, 3) as a social and cultural project for the spiritual transformation of the world (God's reign, etc.). The unity of all religions in the world is currently the most expressed in theistic evolutionism, which in modern universal evolutionism receives a scientific and philosophical justification, where a new process-creative-centric image of the world for its transformation arises. Secular gradual faith passes into the development of the world, world-wide – the consciousness of the world as its development, which is achieved by the event-idea-development. The world of faith appears in three hypostases: 1) as the unity of all religions of the world as its spiritual transformation, 2) the world is not religion, but faith, and 3) acts consciousness of the world as its development. Concentration of the meanings of spiritual uplift form the so-called spiritual republics (Zion, Shambhala, mountainous Jerusalem, etc.) as our antisocial spiritual homeland. World-development of historical-spiritual appears as an intelligent world development (World building). ; За сучасними науково-філософськими уявленнями світ – це його творення як розвиток. Через антропоноосферизацію світорозвиток постає як історично-духовний розвій. Мірилом поступального розвою виступають: 1) повнота здійснення законотенденцій (спрямованостей) розвитку; 2) перевершення старого новим; 3) збільшення свідомісно-духовних чинників розвою. В історично-духовному розвитку суспільства постають його ступені та локальні способи (цивілізації), власне подіє-ідеє-розвій, якими є: 1)первісне, з етапами антропосоціогенезу, родової общини збирачів і мисливців, родової общини землеробів і скотарів; 2) аграрне суспільство, з етапами перших цивілізацій: міднокам'яного віку (Давньоєгипетської, Шумеро-Вавилонської, Індської, Егейської, Хетто-Малоазійської Ранньокитайської, Давньоамериканської), залізного віку від І тис. до н.е., давніх (Близькосхідної, Античної, Давньоіндійської і Давньокитайської) та середньовічних (Далекосхідної, Індійської, Австричної, Центральноазіатської, Ірано-Ісламської, Східнохристиянської і Західнохристиянської) локальних цивілізацій і т.з. індустріальне суспільство з передіндустріалізаційним (ХVІІ – сер. ХVІІІ ст.), індустріалізаційним (сер. ХVІІ–ХІХ ст.), індустріальним (п.пол. ХХ ст.) та (від сер. ХХ ст.) глобалізаційно-інформаційним етапами розвою з відповідним їм всім подіє-ідеє-розвоєм. Етапи розвитку визначаються їх головним спрямуванням. Цивілізації можуть бути визначені як локальні соціально-культурні організми, яким притаманна фізіогномічна єдність відміннісних рис. У процесі історичного розвитку відбувається зростання свідомісно-духовних чинників розвою (соціально-культурна парадигма), головним чином – як здійснення різних соціально-культурних проектів, через що постає створення свідомісно-проектованого, розумо-творного, ідеє-творного, одухо-твореного світу як його подіє-ідеє-розвою. Події дієусвідомлюються як ідеї, а ідеї проектуються як розвиток. Уся подальша історія людства репрезентована виведенням і втіленням свідомісно-проектованих ідей. Соціально-культурні проекти вимагають відоздійснення, через що історичний розвиток певним чином орелігійнюється, здійснюється як деяке світовірення. Релігія – віра в Бога через культ, чим є дієусвідомлення (віра) світотворення (Бог) через його активізацію в собі (культ). Світорозвій історично-духовний орелігійнюється як 1) продовжене світотворення, 2) віроздійснення як своєрідний локомотив, через те, що 3) релігійні соціально-культурні проекти духовного світоперетворення наразі є найбільшими. Від новочасся єдинобожжя вступає в секулярну фазу практикування віри. Від ХVІІ ст. людство переходить до індустріальних способів розвитку і до ХХ ст. утворюються світова економіка, світова політика і світова духовність, які від сер. ХХ ст. переходять у глобалізаційно-інформаційну добу "винаходжуваного майбутнього", коли можуть бути здійснені будь-які соціально-культурні проекти. Виникає світова цивілізація як соборна єдність національних культур. У галузі релігійній відбувається не обезрелігійнення, а новорелігійнення як дієбожне поступовір'я. Нововір'я відбувається як 1) екуменізація, 2) секуляризація, 3) нове секулярно-динамістичне богословствування. Своєрідним "духовним випаровуванням" глобалізаційних процесів є визрівання т.з. універсальної релігії. Універсальної релігії бути не може, може бути лише універсальна віра. Універсальна релігія не окрема релігія, а єдність усіх релігій світу як його духовного перетворення. Універсальна віра постає як 1) активізація світотворчих сил людини, 2) локомотив соціально-культурних проектів, що вимагають віроздійснення, 3) як соціально-культурний проект духовного перетворення світу (Царство Боже і т.п.). Єдність усіх релігій світу наразі знаходить найбільше вираження в теїстичному еволюціонізмі, який у сучасному універсал-еволюціонізмі отримує науково-філософське обґрунтування, де виникає новий процесуально-творчоцентричний образ світу для його перетворення. Секулярне поступовір'я переходить у розвитковір'я, світовір'я – дієусвідомлення світу як його розбудови, що досягається подіє-ідеє-розвоєм. Світовір'я постає у трьох іпостасях: 1) як єдність усіх релігій світу як його духовного перетворення, 2) світова не релігія, а віра і 3) дієусвідомлення світу як його розбудови. Зосередження розмислів духовних розбудов утворюють т.з. духовні республіки (Сіон, Шамбхалу, "горній Єрусалим" і т.п.) як нашу асоціальну духовну Батьківщину. Світорозвій історично-духовний постає як дієусвідомлювана світорозбудова (Світобуд).
From 18 February to 28 March 2015 Real Estates was a project coordinated by art collective Fugitive Images opening at PEER as a social, discursive and imaginative space around issues of housing and spatial justice in East London through a constantly changing series of exhibitions, screenings, discussions, readings and workshops. 'This project arrives at the end of a seven-year series of collaborative works with our neighbours of the Haggerston Estate. Our work came from within the community, with whom we cultivated other spaces to gather, share and campaign before the estate was demolished. Our neighbourhoods and communities are facing even greater threats from new developments and policies that separate and stratify us. But there are also many that have resisted these forces. In these six-weeks we invite in other communities, speakers and artists related to the housing crisis in London. The project will act as a platform for campaign groups and engaged makers to bring their important work into a different space, to share with us a glimpse of their own long-term projects on key sites. The gallery will host works that connect us, that illuminate, that bring pain to the surface, that inspire tenderness, that reject terrifying social injustices and restore ethical imperatives. The events programme brings together discussions around eviction, displacement and homelessness and their expression through an art that is committed to being made public and shared. This is not for profit, there nothing for sale and all events will be free.' Fugitive Images Fugitive Images are Andrea Luka Zimmerman and David Roberts, a collaborative cultural activist producing agency, with a particular interest in, and commitment to, the social organisation of urban space. The exhibition was an opportunity to extend this collaboration to other communities, campaigners and artists who have made it their life's work to make visible the impacts of eviction, displacement and homelessness on everyday lives. These rooms hosted works and events that connect us, that illuminate, that bring pain to the surface, that inspire tenderness, that voice solidarity. Together we hope to develop a deeper understanding and find strategies to resist terrifying social injustices and restore ethical imperatives. Exhibiting work from: Fugitive Images (Andrea Luka Zimmerman and David Roberts), Tom Hunter, James Mackinnon, Bekki Perriman, Moyra Peralta, Cardboard Citizens, DIG Collective (William Bock, Alberto Duman, Sophie Mason and Mark Morgan), Focus E15 Campaign, Smart Urhoife, UEL Unit 10. Contributions from: Owen Jones, Hackney Digs, Pau Faus, Pau Faus, Silvia Gonzáles-Laá, Xavi Andreu, Aysen Denis, John Smith, Jane Rendell, Beverley Robinson, Aysen Dennis, Richard Baxter, Caterina Sartori, Brandon LaBelle, John Rogers, Jeremy Till, Barry Watts, Ken Loach, Kerry Simmons, Dave Sinclair, Lesley Woodburn, Sarah Kwei, Dave Smith, Paul Heron, Felicity Downing, Adrian Jackson, Marcia Farquhar, David Madden, Lisa McKenzie, Tom Gann, Alberto Duman, Louise Sayarer, Eva Vikstrom, Tom Cordell, Kate Macintosh, Paul Watt, Melissa Butcher, Jon Fitzmaurice, Fuel Poverty Action, Tawanda Nyabango, Jasmin Parsons, Geraldine Dening, Alison Balance, Patrick Langley, Morgan Quaintance, Rab Harling, Sue Lukes, Advisory Service for Squatters, Green and Black Cross, Legal Defence and Monitoring Group, Sweets Way Estate, HASL, Unite Communities, Our West Hendon, Guinness, Skills Network, Radial Housing Network, Dorothy Allan-Pickard, Rastko Novakovic, Steven Ball, Kate Belgrave, Jason Parkinson, Julian Samboma, LCAP, Sibyl Trigg, John Murray, Elisabeth Blanchet, Jane Hearn, Andre Anderson, Raze, Predz UK, Kayden Bell, Jade Snyper, Nathaniel Telemaque, Municipal Dreams, Guillaume Meigneux, Stephen Watts, Lorna Forrester, Elam Forrester, Alison Marchant, Gillian McIver, Emer Mary Morris, Cathy Ward, Nela Milic. --- Programme overview Each week PEER will host a rolling exhibition programme, events and screenings featuring a number of strands. from 7pm – Openings and socials 2-5pm – Class Room, workshops and lectures for students and the public from 6.30pm – Focus, film screenings, talks, readings and actions from 6.30pm – Film screenings 2-5pm – Homeworks – Public talks from key figures/campaigns on housing All of the events are FREE, but it is strongly advised to arrive at least 10 minutes prior to the start time as space is limited and seats will be allocated on a first come first served basis. Weekly Programme: 18 February 7pm, Owen Jones, author, campaigner and Guardian columnist will launch the Real Estates project. Week One 18 to 21 February This week expands on the Estate project by Fugitive Images, featuring material generated from their long-term engage- ment on the Haggerston Estate in collaboration with residents and local practitioners. Key events include an evening with filmmaker John Smith including screenings of Hackney Marshes and Blight, UEL Unit 10 students will hold a seminar on their design and engagement with the Nightingale Estate and talks from the information, support and campaign group Hackney Digs. Week Two 25 to 28 February This week features a large-scale model of the Holly Street Estate (demolished in 2001), a photographic sculpture concieved and designed by artists James Mackinnon and Tom Hunter. Hunter will also exhibiting photographs of Holly Street residents (1997) and his film A Palace for Us (2010). Events include workshops with sound artist Brandon LaBelle and architectural theoretician Jane Rendell, and a talk by architect and Head of Central Saint Martins, Jeremy Till. Film- maker and writer John Rogers (Trews Reports/Drift Report) surveys his ongoing series of videos highlighting housing cam- paigns around London including the New Era Estate, West Hendon, and Save Soho. Week Three 4 to 7 March This week is themed around homelessness. Bekki Perriman's The Doorways Project explores homeless culture through photography and sound, inviting visitors to pay attention to the intimate, sometimes humorous, often disturbing and mostly ignored stories of homeless people. This will be accompanied by photographs by Moyra Peralta and work from Cardboard Citizens which has been making theatre with homeless people for over 20 years, for homeless and non-home- less audiences. Cardboard Citizens is informed and inspired by Augusto Boal's Theatre of the Oppressed, using the arts to provoke debate and rehearse actions. Events include a screening of Ken Loach's Cathy Come Home and talks by performance artist Marcia Farquhar and campaigners Lesley Woodburn and Barry Watt. Week Four 11 to 14 March This week is curated by DIG Collective, formed of William Bock, Alberto Duman, Sophie Mason and Mark Morgan, who came together to interrogate demolition and redevelopment, ritual and nature in Hackney Central. Week Five 18 to 21 March This week is run by Focus E15 Campaign, continuing to build their movement that demands SOCIAL HOUSING, NOT SOCIAL CLEANSING. The week will be a melting pot of ideas and events, exhibiting visual materials and films about their campaign, hosting an eviction resistance workshop, open mic night, discussions and socials. Week Six 25 to 28 March The final week will feature an expanded enquiry from Fugitive Images, including politics and high fashion expressed in the Ghana Must Go bags made by Estate fashion designer Smart Urhiofe. Events include a panel discussion by and on Women, Home and Activism with Lorna & Elam Forrester, Gillian McIver, Lesley Woodburn, Emer Mary Morris, Alison Marchant, Cathy Ward,Aysen Dennis, Nela Milic, and Andrea Luka Zimmerman; a screening of Guillaume Meigneux's HLM – (Slightly Modfied Housing); readings from poet Stephen Watts; and an evening with the Authors of the Estate project contributors – Andre Anderson, Raze, Predz UK, Kayden Bell, Jade Snyper, Nathaniel Telemaque. PEER, LUX, Restless Futures, CSM. Fugitive Images are Andrea Luka Zimmerman and David Roberts, a collaborative cultural activist producing agency, with a particular interest in, and commitment to, the social organisation of urban space.
La discusión sobre la declinación americana ha generado una profusa literatura. Por ejemplo, un libro clásico fue publicado por Paul Kennedy, historiador británico y profesor de la Universidad de Yale. En "TheRise and Fall of the Great Powers" (RamdonHouse, 1987) el autor hace hincapié en la dinámica de "over-expansión" en la que sistemáticamente han caído los imperios y grandes potencias. Por su parte, el notable economista americano MancurOlson escribió un trabajo titulado "TheRise and Decline of Nations: EconomicGrowth, Stagflation and Social Regidities" (Yale UniversityPress, 1982). Olson prosigue en parte su saga de "La lógica de la acción colectiva" (Harvard UniversityPress, 1965) para argumentar que la prosperidad genera sobre-demandas por parte de grupos de interés ineficientes cuyas ineficiencias son subestimadas (racionalmente) por el resto porque se encuentran en una economía que ha sido, y se percibe que seguirá siendo, lo suficientemente productiva como para tolerar esas ineficiencias. Sin embargo, hay un momento en que la suma de ineficiencias y privilegios no puede seguir siendo tolerada por el resto y, paulatinamente, ello comienza a hacer mella en la tasa de innovación y crecimiento. Por otro lado, es también suficientemente amplia la literatura que duda o descree abiertamente de la declinación americana. Por ejemplo, podemos citar a los Profesores Michael Cox y Josef Joffe. Cox ha escrito breves pero profundos artículos (que se encuentran online) como "Powershift and thedeath of thewest? notyet!o "Is United States in Decline-Again? An Essay?".En cuanto a Joffe, acaba de salirsulibro "The Myth of American Decline: Politics, Economics and a Half Century of False Prophecies" (Liveright, 2013). Aquí, es importante destacar que mientras Cox critica a los profetas de la declinación desde una concepción de izquierda o neo marxista, Joffe lo hace desde una concepción conservadora. En una corta y precisa reseña del libro de Joffe, el diario "TheWal Street Journal" sintetiza la visión del autor: "Theauthor's case isbolsteredbythelonghistory of past false alarms. After the 1957 launch of Sputnik, Americans had a full-blown panic attack that they would be buried by the Soviet Union, as Nikita Khrushchev had famously promised. The U.S. was suffering a "crisis in education" along with a "missile gap." Paul Samuelson, the future economics Nobelist, predicted that the Soviet economy would overtake America's sometime around 1984. "Only self-delusion can keep us from admitting our decline to ourselves," a Harvard professor named Henry Kissinger mused in a 1961 book. Similar warnings and premonitions of decline would sound with every passing decade, usually in tandem with the emergence of another contender to the American throne. In 1979, Ezra Vogel, also a Harvard Professor, published "Japan as Number One." It helped inaugurate a decade of awe and hysteria about the country that—according to common belief—would own the 21st century". Por su parte, podemos marcar una tercera línea donde se encuentran autores que remarcan los problemas que enfrenta EE.UU. en el corto-mediano plazo pero que perciben que ello puede ser modificado o, al menos, atenuado. Por ejemplo, desde una perspectiva más académica podemos mencionaral Profesor de Harvard NiallFerguson y su notable saga que va desde "Colossus, theRise and Fall of the American Empire" (Penguin,2004), pasando por "TheAscent of Money: A FinancialHistory of theWorld" (Pinguin, 2008) y "Civilization: Thewest and therest" (Pinguin, 2011) hasta llegar a "The Great Degeneration: HowInstitutionsDecay and Economies Die" (Pinguin, 2012). Los 3 primeros libros citados son notables trabajos. Desde una perspectiva menos académica podemos mencionar al influyente periodista del TheNew York Times, Thomas Friedman. En el libro"That Used to be Us: What Went Wrong with America and How it Can Come Back" (Hachette, 2011), Friedman y Michael Mandelbaummencionanque los 4 desafíoscontemporaneous de los EE.UU. son: "1) How to adapt to globalization, 2) how to adjust to the information technology, 3) how to cope with deficits and debts, 4) how to manage a world of both rising energy consumption and rising climates threats".Sin embargo, es claro que para los autores los EE.UU. están en condiciones de enfrentar esos desafíos. La comparación con el ascenso de Oriente, particularmente China, se encuentra presente, en mayor o menor medida, en todos los trabajos mencionados. La declinación asume el ascenso de uno y la caída relativa de otro. Como mencionamos, eso no es un problema en sí mismo. Sin embargo, lo destacable de este proceso que se ha acelerado en la última década es lo sorprendente del crecimiento chino y lo sorprendente de algunos aspectos de la decadencia americana. Es muy posible que ambas situaciones no permanezcan en el mediano plazo en semejante dimensión. Es decir, es posible que el ascenso chino sea menos vertiginoso en el mediano plazo y es posible que la decadencia americana sea menos vertiginosa de lo que es. Sin embargo, la pregunta es otra: ¿En qué medida lo acontecido ya no supone un cambio estructural en la relación de poder como para relativizar determinadas consecuencias? Así, la declinación como análisis comparado gana relevancia aún cuando la historia contemporánea de los EE.UU. tiene demasiados antecedentes de inminentes procesos de declinación que, como menciona Joffe, no se concretaron: el "momento Sputnik", la crisis del petróleo, el "milagro japonés" y ahora el milagro chino. En verdad, cuando analizamos la declinación americana y estudiamos los indicadores socio-económicos relevantes del desempeño de China y Oriente en los últimos 30 años, estamos principalmente sopesando los desafíos que enfrentan el liberalismo y la sociedad abierta. Es poco importante la salud financiera y empresarial de los EE.UU. y, en cambio, es demasiado importante los desafíos y amenazas que supondrán para los derechos individuales la aparición de un sistema capitalista autoritario que ha generado un inédito bienestar a amplios sectores populares en Oriente, particularmente en China.La declinación posee dos ámbitos geo-políticos (interno y externo). Dentro del ámbito o escenario interno, encontramos dos variables principales: la calidad de la política y la productividad de la economía. Ambas se encuentran, lógicamente, en el actor que supuestamente declina (EE.UU.) y en el o los actores que supuestamente ascienden (China). El éxito contemporáneo de los EE.UU. ha descansado en la interacción virtuosa de ambas variables. La calidad de la política (es decir, la vigencia de pesos y contrapesos) ha contribuido a la productividad de la economía. La posible declinación relativa descansa en la dificultad de mantener una economía altamente productiva frente a una política deficitaria. Por otro lado, la ascendencia china ha reflejado en esta nación una virtuosa interacción entre política y economía. A diferencia de la experiencia americana, el éxito chino ha descansado en una interacción que reflejaba una economía productiva porque había ausencia de pesos y contrapesos. El Politburó del Partido Comunista Chino (PCI) expresa lo opuesto al Shutdown acontecido Washington en las dos primeras semanas de octubre de 2013. Es decir, la eficiencia americana ha descansado en una relación virtuosa entre política y economía. Esta forma de relacionamiento se encuentra en crisis. En cambio, la relación virtuosa entre política y economía china ha alcanzado su apogeo. Sin embargo, una hipótesis es que tanto la dinámica del fracaso americano como la del éxito chino son de corto plazo. Es decir, el nuevo orden emergente (un orden bipolar) sería un orden esencialmente inestable. Por un lado, el propio proceso democrático americano debiese encontrar (aunque no sabemos cuándo) un mecanismo para generar una interacción algo más virtuosa entre política y economía. Por otro lado, el proceso chino se enfrentará (aunque no sabemos cuándo) a las tensiones propias de una economía altamente productiva frente a una política altamente represiva. Si bien hoy sabemos que eso no es inexorable (y que la teoría de la modernización ha quedado acotada) también sabemos que es un arreglo institucional en algún lado, en algún punto, inestable.Sobre el autorUniversidad ORT-Uruguay
Раздел "Международные экономические отношения" ; Внешняя политика КНР направлена на повышение роли Китая в международных вопросах и создание благоприятных условий для развития экономики. Китай неизменно претворяет в жизнь концепцию Дэн Сяопина, придерживается независимой и самостоятельной внешней политики, выступает в защиту территориальной целостности страны и суверенитета. Руководство КНР подчеркивает, что в международной политике Китай направляет усилия на обеспечение мира, не вступает ни в какие союзы и блоки, добивается добрососедских отношений с соседними странами. Между Республикой Беларусь и Китайской Народной Республикой достигнут высокий уровень сотрудничества. КНР является основным политическим и торгово-экономическим партнером Беларуси в Азии. Решающее значение для становления и развития двустороннего политического сотрудничества между Республикой Беларусь и Китайской Народной Республикой сыграло совпадение позиций по широкому кругу международных вопросов и поддержка друг друга в международных организациях. Создана значительная договорно-правовая база двусторонних отношений, охватывающая широкий круг вопросов сотрудничества между Республикой Беларусь и Китайской Народной Республикой. Подписанные договоры, программы и соглашения стали основой для становления, развития и укрепления связей Республики Беларусь и Китайской Народной Республики и обеспечили их стабильное развитие на долгосрочную перспективу. Закрепление в различных документах получило торгово-экономическое, научно-техническое, военное сотрудничество, сотрудничество в сфере образования, культуры. Китай действительно развивается стремительным темпом, что подтверждается различными показателями роста экономики. Характеризуя сложившуюся экономическую ситуацию в Китае, можно выделить следующие моменты: высокий рост инвестиций и экспорта; изменение структуры потребления в сторону строительства жилья, рынка автомобилей, потреблению средств связи; структурные изменения в экономике, связанные с привлечением новейших технологий и улучшение уровня жизни населения. Экономический подъем в Китае из года в год создает реальные предпосылки для успешной работы белорусских субъектов хозяйствования в КНР. Однако сегодня белорусский экспорт практически не заметен на этом перспективном и платежеспособном рынке. Для экспортоориентированной экономики Беларуси подобное состояние дел в торговле с ведущей страной Азии непозволительно. Более того, это происходит на фоне впечатляющих темпов развития Китая. В связи с этим, представляется целесообразным учесть в стратегии сотрудничества с КНР следующие основные моменты: 1) Развитие инфраструктуры торгово-экономических связей: задействования банков и страховых компаний двух стран для совершенствования расчетно-платежных отношений, кредитования поставок сложной машинотехнической продукции и оборудования с длительным циклом изготовления, финансирования инвестиционных проектов; совершенствование структуры транспортных перевозок, внедрение прогрессивных форм таможенного и санитарного контроля; развитие электронной торговли, а также прикладных информационных технологий. 2) Участие Беларуси в программах хозяйственного подъема западных провинций КНР. 3) Развитие прямой торговли с Китаем, без участия посредников, на основе расширения совместной торговой инфраструктуры — выставок, представительств, создания торговых и сервисных сетей. 4) Беларусь и Китай находятся на большом удалении друг от друга, поэтому необходимо развитие электронной торговли. 5) Состояние белорусско-китайской торговли показывает, что необходимо коренное изменение представлений белорусских экспортеров о Китае, как стране производящей высокотехническую продукцию. 6) По-прежнему концентрируя основные усилия на привлечении иностранного капитала, в Китае придают все большее значение инвестированию за рубеж. Правительство разработало специальную стратегию выхода на внешние рынки китайских фирм и предприятий. 7) Для китайских компаний также существуют немалые ниши для укрепления своих позиций на белорусском рынке. В первую очередь, это поставки недорогого и не уступающего западным аналогам оборудования для технической модернизации отечественных производителей, а также бытовой техники и товаров народного потребления в части, дополняющей ассортимент, производимый в Беларуси. В республике разработана стратегическая Программа активизации торгово-экономического сотрудничества с КНР на 2004—2008 гг. В программе отражены мероприятия по увеличению объемов экспорта белорусских предприятий в КНР, развитию товаропроводящей сети, выставочно-ярмарочной деятельности, созданию совместных предприятий (производств) на территории КНР, привлечению китайских инвестиций и финансовой помощи, дальнейшему развитию регионального сотрудничества с провинциями Китая. Реализация Программы позволит выполнить поставленные задачи по увеличению товарооборота между Беларусью и Китаем. = The foreign policy of the People's Republic of China is directed at raising China's role in the international life and creation of favourable conditions for its economic development. China steadily realizes the concept of Deng Xiaoping, adhering to the independent foreign policy policy, advocating territorial integrity and sovereignty. China's leadership emphasizes that in its international politics China supports peace, stays outside all unions and blocs and seeks good neighbourly relations with the bordering countries. The Republic of Belarus and the People's Republic of China can boast a high level of cooperation. China is the main political, trade and economic partner of Belarus in Asia. The decisive role for the formation and evolution of bilateral political cooperation between the Republic of Belarus and the People's Republic of China was played by the agreement in their opinions on a wide range of international issues and mutual support in the international organizations. The countries have established a significant legal treaty base for the bilateral relations involving different aspects of cooperation. The existing treaties, programmes and agreements underlie the formation, development and strengthening of ties between the Republic of Belarus and the People's Republic of China, thus providing their stable development in the long-term. Trade and economic, scientific and engineering, military, educational, cultural cooperation was fixed in various documents. China is indeed developing rapidly and showing various high indeces of economic growth. While characterizing the current economic situation in China, one can point out high investment and export growth, the shift of consumption pattern towards house-building, automobile and communications markets, and structural changes in the economy related to the latest technologies and the growth of standards of living. The economic boom in China from year to year creates real prerequisites for the successful work of Belarusian economic subjects in China. However, Belarusian export is currently almost insignificant on this promising and profitable market. The author states that it is unfitting for Belarus with its export oriented economy to have the existing level of cooperation with this leading Asian state. Moreover, it is happening against the background of impressing economic growth rates in China. In this connection, the author considers it advisable to take into account the following basic aspects when realizing the strategy of cooperation with China: 1) the development of infrastructure of trade and economic relations: involvement of banks and insurance companies of the two countries to improve the relations in the payments sphere, the crediting of deliveries of complex machinery and equipment with a long production cycle, financing of investment projects, the structure of transportation, introduction of new forms of customs and sanitary control, development of e-trade and applied information technologies; 2) participation of Belarus in the programmes of economic upswing of the China western provinces; 3) development of direct trade with China without any mediators on the basis of expansion of joint trade infrastructure: exhibitions, offices, trade and service networks; 4) development of e-trade because of long distance between two states; 5) radical change of awareness of Belarusian exporters about China as a country manufacturing high-tech produce; 6) while focusing its main efforts on attracting foreign capital, China gives ever greater importance to the investment expansion. The government elaborated a special strategy of foreign market entry for the Chinese companies and manufacturers; 7) Chinese companies also enjoy ample opportunities for strengthening their positions on the Belarusian market. Primarily, this is connected with supplying equipment to modernize Belarusian industry, competitive both in prices, which are reasonable, ad quality. Domestic appliances and consumer goods in addition to those produced in Belarus are also sold. The Belarusian strategic Programme of Intensification of Trade and Economic Cooperation with the People's Republic of China in 2004—2008 contains actions to increase the volume of export of Belarusian enterprises to China, to develop commodity distrubution network, exhibitions and fairs, to create of joint ventures on China's territory, to attract Chinese investments and financial aid, and to develop further regional cooperation with Chinese provinces. The Programme implementation will lead to the realization of the tasks on turnover growth between Belarus and China.
DIRECT FEEDBACK STRATEGY IN THE TEACHING OF WRITING Army Vista Casmi Septianik English Education Department, Language and Art Faculty, Surabaya State University. email: armyvistacs@yahoo.co.id Prof. Dr. Susanto, M.Pd. English Education Department, Language and Art Faculty, Surabaya State University. Abstrak Penelitianinibertujuanuntukmendiskripsikanpenerapanstrategi Direct Feedback oleh guru untukmengajarmenulispadasiswakelassepuluh di sekolahmenengahatas Surabaya.Dalam proses pengajaranmenulisini guru menggunakanempattahapdalampenerapanstrategi Direct Feedback. Merekaadalahtahapperencanaan, penyusunan, pengeditan, danhasilakhirterbaru.Padatahapperencanaan, guru memberikanpenjelasandanpengungkapanpendapattentangapa yang akan di lakukandalampelajaranmenuliskepadasiswa. Setelahitu guru memintakepadasiswauntukmerencanakandanmenuliskan ide secarabebas yang berkaitandengan topic teks recount dalampengajaranmenulis. Dalamtahap yang keduayaitupenyusunan, guru memintakepadasiswauntukmengembangkan ide merekakedalamsuatuparagraf.Kemudiansetelahsiswaselesaimengembangkan ide dalamparagraf, guru memintasiswauntukmengkoreksikembalitulisanmerekadengancaradikoreksiolehtemansebangku. Tahap yang ketigaadalahtahapdalampengeditan.Dalamtahapini guru memberikanpengkoreksiandarihasiltulisansiswasetelahmendapatkanpengkoreksianolehtemansebangkudenganmenggunakan Direct Feedback strategibaiksecaralisanatautulisan.Yang teakhiradalahtahaphasilakhirterbaru.Dalamtahapini guru memintasiswauntukmengumpulkanhasilakhirtulisanmerekasetelahmendapatkankoreksidaritemansebangkudan Direct Feedback dari guru dalampertemuanberikutnya. Penelitimenggunakandeskriptifkualitatifdalamdesainpenelitian, karenatujuandaripenelitianiniadalahuntukmenggambarkankegiatan guru selamapelaksanaan Direct Feefbackstrategidalampengajaranmenulis.Penelitihanyamemilihpadasalahsatu guru bahasainggris yang mengajar di sekolahmenengahatas di salahsatukota di Surabaya. Data dalampenelitianinidiperolehdarihasilobservasi yang menggambarkanpenerapan Direct Feedback strategidalambentukpengkoreksiantulisansiswa.Data di analisisuntukmenjawabsemuapertanyaanpenelitian.Penulismenulissemuainformasitentangsegalasesuatu yang terjadiselama proses kegiatanbelajarmengajardalambentukcatatan yang panjang. Hasildanpembahasanadalah, pertamaadalahtahappenerapan Direct Feedback strategihanyaterfokusdalam proses kegiatanbelajarmengajar. Dalamtahapinipenerapan Direct Feedback dibagimenjadiempattahapanyaitutahapperencanaan, penyusunan, pengeditan, danhasilakhirterbaru.Dalampemberian feedback guru menggunakanempatperandalam proses iniyaitu guru sebagaipembacaataupartisipasi, sebagai guru menulisataupenuntun, sebagaiahlitatabahasa, dansebagaipengkoreksi. Dalamtahap yang keduaadalahtahappenerapan Direct Feedback strategiuntukmengkoreksitulisansiswadalambentukkesalahantatabahasa.Dalamsesiini, guru masukdalamtahappengeditandanmelakukanperannyasebagaiahlitatabahasa.Yang ketigaadalahtahappenerapan Direct Feedback strategiuntukmengkoreksitulisansiswadalambentukperbendaharaan kata.Dalamsesiini, guru masukdalamtahappengeditandanmelakukanperannyasebagaipengkoreksi.Padatahapankeempatatauterakhiradalahtahappenerapan Direct Feedback strategiuntukmengkoreksitulisansiswadalambentukpenggunaanparagrafing, pengejaan kata dan capitalization.Dalamsesiini, guru masukdalamtahappengeditandanmelakukanperannyasebagaipengkoreksi. Dari hasil proses kegiatanbelajarmengajarmenulistersebut, penulisdapatmenarikkesimpulanbahwa Direct Feedback strategisesuaiuntuksiswadalamkegiatanbelajarmengajarmenuliskarenadenganstrategiitu guru dapatmembantukesulitansiswasepertimembantumengurangikesalahansiswadalamkegiatanmenulis. Saran bagi guru adalahuntuklebihsadardalampenggunaanwaktudanbagipeneliti lain dapatmelakukanpenelitianserupadalamaspek lain danbisamenggunakanpenambahanpemberian feedback dalamkategorikontendanorganisation. Kata Kunci: Direct Feedbcak, Strategi, KegiatanMenulis. Abstract This study aims to describe the application of the strategy of Direct Feedback by teachers to teach writing to the students in the tenth grade of high school in Surabaya. In the process of teaching writing the teacher uses four stages in the implementation of Direct Feedback strategy. They are planning, drafting , editing , and the latest final versions. In the planning stage, the teacher gives an explanation and brainstorming to the students regarding what they are going to do in writing lessons. After that, the teacher asked the students to plan and write their ideas freely that are related to the topic in teaching writing of recount text. In the second stage, is drafting activity. Here the teacher asked the students to develop their ideas into a paragraph. Then, after the students finished developing their idea into a paragraph, the teacher asked the students to re- writing their work by using peer correction. The third stage is editing. In this stage the teacher gave the students' correction of their work after getting friends correction inpeer correction with the Direct Feedbackstrategy either in orally or in writing. For the last stage is final version. In this stage, the teacher asked the students to submit their final product after getting corrections from their friends and Direct Feedback from the teacherin the next meeting. The researcher used a descriptive qualitative research design, because the purpose of this study is to describe the activities of the teacher during the implementation of the Direct Feefback strategies in teaching of writing. The researcher chooses the one of English teacher who teachesin high school in one of the cities in Surabaya. The data in this study weretaken from the observation that illustrates the application of direct feedback correction strategy in the form of student writing. The data were analyzed descriptively to answer the research questions. The writerwrote all the information about everything that happened during the teaching and learning process in the form of long notes. The results and discussion are, in the first stage of the implementation ofDirect Feedback strategy is only focused in the process of teaching and learning activities. In the implementation of Direct feedback is divided into four stages, they are planning, drafting, editing, and the last final version. In providing feedback the teacher use four roles in this process, they are the teacher as reader or participation, as teacher writing or guide, as a grammarian, and as a evaluator. In the second stage is the implementation stage of the Direct Feedback strategies for correcting students' writing in the form of grammatical errors. In this term the teacher in editing stage and she act her role as grammarian. The third is the implementation stage of the Direct Feedback strategies for correcting students' writing in the form of vocabulary. In this stage the teacher in editing stage and she act her role as evaluator. In the fourth and final stage is the implementation stage of the Direct Feedback strategies for correcting students' writing in the form paragrafing usage , spelling words and capitalization. In this stage the teacher in editing stage and she act her role as evaluator. From those results of the process of teaching-learning in writing, the writercan draw the conclusion that Direct Feedback strategy is appropriate for the of students in learning activities because the teacher can help the student's difficulties such as helping to decrease the students'mistakes in their essays. Suggestions are to the teacher and other researchers. For the teacher has aware to time and for other researchers who will conduct this similar studies but in other aspects they can use the additional corrections of feedback on the content and organization categories. Keywords: Direct Feedback, Strategy, Writing Activities. Introduction In Merrill's Component Display Theory verifies feedback as the most important part in Secondary Presentation feedback may takes place during practice and/or elaboration stages. (Merrill 2002) states that feedback has also been long acknowledged as the most essential form of learner guidance. To confirm further of the important position of feedback, Andrews and Goodson (1980) state that feedback is included in one of the purposes of systematic instructional design that is to improve evaluation process "by means of the designated components and sequence of events, including feedback and revision events, inherent in models of systematic instructional design". In this case, feedback as strategy applied by the teacher is the important position to improve the students evaluation or when teaching learning process during practice and revisions in class. Feedback is also an important component of the formative assessment process. Here, formative assessment gives information to teachers and students about how students' writing relate to classroom learning goals. One of the strategies use by the teacher in giving formative assessment is by using direct feedback. Direct feedback is a strategy which provides feedback to students to help them correct their errors by providing the correct linguistic form or linguistic structure of the target language (Ferris, 2006). This technique requires the teacher to give direct comment or answer to the student when noticing a grammatical mistake made by crossing out an incorrect or unnecessary word, phrase, or morpheme; inserting a missing or expected word, phrase, or morpheme; and by providing the correct linguistic form above or near the erroneous (Ellis, 2008 ; Ferris, 2006). Bitchener et al., (2005) and Ferris (2003) add that Direct feedback is usually given by teachers, upon noticing a grammatical mistake, by providing the correct answer or the expected response above or the linguistic or grammatical error. From those statements, direct feedback can be used by the teacher to help the students' difficulties such as using appropriate, accurate and complete responses, correct spelling and punctuation, ensuring minimum word limit, grammatical accuracy, range of sentence structure, and range of vocabulary in writing activity. Direct feedback as a strategy is appropriate for students in beginner level or in situation when the students get errors in their works that are not easy to do self-correction such as sentence structure and word choice, or it can be useful when the teachers want to direct the student attention to their error patterns that require the student correction. The effectiveness of direct correction has been proven on several previous studies. Chandler (2003) reported the results of her study involving 31 ESL students on the effects of direct and indirect feedback strategies on students' revisions. She found that direct feedback was the best way for producing accurate revisions and preferred by the students as it was the fastest and the easiest way for them to make revisions. Others, the most recent study on the effects of direct corrective feedback involving 52 ESL students in New Zealand was conducted by Bitchener and Knoch (2010) where they compared three different types of direct feedback (direct corrective feedback, written, and oral metalinguistic explanation; direct corrective feedback and written metalinguistic explanation; direct corrective feedback only) with a control group. They found that each treatment group outperformed the control group and there was no significant difference in effectiveness among the variations of direct feedback in the treatment groups. From the above statements, it can be concluded that direct feedback is effective to be used in teaching writing. Although direct feedback is effective to be used, there is a difficulty when the teacher uses it in large class environment. The teacher needs much time to give feedback to the students. Clements et al. (2010) state that direct methods in providing feedback do not tend to have results which are commensurate with the effort needed from the teachers to draw the students' attention to surface errors. From the information above it can happen because the teacher doesn't give students an opportunity to think or to do anything. Therefore to overcome the above problem, the teacher needs to understand the writing steps to avoid time-consuming. Writing should be taught in a specific time in order to enable the students to write an acceptable English composition. Then, in teaching writing, the teacher can focus either on the product of writing or on the writing process itself (Harmer, 2001:257). It means that, the teacher can manage the students written by using three steps before teaching writing because by doing that the teacher can more focus on the product or the process of writing itself. Here there are three steps in writing, they are: In the pre-writing, whilst-writing, and post-writing. In the pre-writing, the teacher asks the students to: select the topic, provide specific amount of time needed to complete their writing task, brainstorm their ideas, and organize their outline. In the whilst-writing, the teacher asks the students to make draft and ask them to submit their work when they finish. In post-writing, the teacher gives the students revision regarding their work. By understanding the preceding steps, the teacher can manage the time during teaching learning activity. In one of the school in Surabaya, there is a teacher who use direct feedback strategy to teach writing. In her result, she finds advantages by using direct feedback as a strategy to teach writing, such as the students get creative, enjoy, and enthusiastic. By this method, the students become creative it is showed when the teacher revises the student's work. The teacher finds that the students frequent to use new words. Moreover, the students feel enjoy when the teacher revise their work without looked nervous. The last, the students are eager to ask and re-write their revision. Although there are several advantages, the teacher does not give further explanation how to use the technique in teaching learning activity. Brookhart (2008) states that giving feedback is crucial aspect in the writing process because it plays a central role in learning this skill. Thus, from the information above, the researcher is interested to conduct research about the use direct feedback strategy to teach writing. From the information above, the most three problematic grammatical errors made by the students are prepositions, text, and past tense verbs (Bitchener et al., 2005; Ellis et al., 2008; Sheen, 2007). Most of the student's mistakes in writing is about grammar. It is the teacher role to use strategy in direct feedback because it will be useful to use it to reduce or help the students' mistakes in writing skill. One topic about student' views toward the teacher feedback on their written errors showed in studies: Chenowith, Day, Chun, &Luppescu (1983); Cohen (1987); Cohen &Cavalcanti (1990); Ferris (1995); Ferris & Roberts (2001); Ferris et al. (2000); Hedgcock&Lefkowitz (1994); Komura (1999); Leki (1991 ); Radecki& Swales (1988); and Rennie (2000). It has consistently reported that students want such error feedback. This is the teacher's advantages, because most of students want such error feedback from the teacher. The teacher can give the students' stages of process writing feedback in revising and editing stages. According to Ferris and Roberts (2001), the most popular type of feedback is underlining with description, followed by direct correction, and underlining is the third. That's kinds of ways make the teacher to get much attention from the students in applying direct feedback strategy in teaching of writing. The phenomena shows that most teachers prefer focus on the product of writing to focus on the process of writing. As a result, the competition that the students write is poor in terms of the overall categories in ESL Composition Profile including content, organization, vocabulary, language use, and mechanics. It occurs since the teacher does not provide guidance through the process of writing and considers writing as a finished piece of competition. In fact, writing is not only the matter of composition as a finished piece of writing, but also the evaluation of the writing process. Therefore, in order to enable the students to write an acceptable English composition, the teacher has better focus on the process approach in which the process of writing is involved. Process approach is considered as the appropriate method to teach writing in which it pays serious attention to the various activities which are believed to promote the development of skilled language use (Nunan, 1991:86). Furthermore, Raimes in Richars (2005:305-509), in principled process approach, the product of writing, accuracy, and grammar are important. It shows that if the teacher focuses on the process of writing when he or she teaches writing, it does not mean that he or she merely focuses on the writing process itself, but also on the quality of the final product. Therefore, the process of writing is considered as the appropriate method to teach writing since it enables the students to write an acceptable English competition. From those, the researcher tends interested to observe this phenomenon by emerging a question that is "to what extent does the teacher apply direct feedback in writing?" The researcher was trying to analyze the activities during the teaching and learning process that using Direct Feedback as strategy. According to those reasons the researcher did a research according to the following research questions To what extent does the teacher apply direct feedback to correct student's grammatical errors in writing? To what extent does the teacher apply direct feedback to correct student's vocabularies in writing? To what extent does the teacher apply direct feedback to correct student's mechanics in writing? This study is conducted to describe only focused on the implementation of Direct Feedback strategy in teaching of writing. Writing is a part of learning process besides listening, speaking, and reading. According to Petty and Jensen (1980:399) writing is an activity that creates ideas or opinions in a composition by using writing convention: it is ideas though, feeling expressed in written way. This is in line with Nunan (2003:88) views that writing is the mental work of inventing ideas, thinking about how to express them into statements and paragraphs that will be clear to the reader. It means that writing is combination of some words to deliver the ideas in written language. Besides that, writing is also a language skill that is used to communicate indirectly. It means that the written language is not used to communicate face to face. According to Broughton et al (1980), writing is different from speaking because it involves an activity that is both private and public. here it means writing is considered a private activity because when the writer write or arrange a composition, he or she works individually, but it is also considered as a public activity because the result of his or her writing is intended for an audience. Others, according to Boughy (1997), writing is considered as a tool for the creation of ideas and the merger of the linguistic system by using it for communicative objectives in an interactive way. From this opinion writing indirectly the successful transmission of ideas from a writer to a reader via text and this exchange of information becomes an effective means to motivate and encourage the development of the students in language skills. Harmer (2007: 325-327) stated that there are four stages in the writing process: they are planning, drafting, editing, and final version. In this study the researcher will use Harmer' concept: Planning In the planning stage the teacher arranges the students to plan their work before making a draft by exploring the ideas and information regarding the topic. Reading and discussing, thinking critically and interpreting, and brainstorming are examples of exploring. Boas (2011) says that planning stage is used for brainstorming ideas which are related to their lives and what they want to write.Moreover, in planning the teacher encourage the students to make an outline that includes thesis statement and supporting ideas which then are developed into an essay. Drafting The second stage is draftingwhere the students develop the outline into a whole essay. In this stage, the teacher asks the students to write anything on their mind to compose the essay in form of the rough draft without thinking the regularity of their writing. Editing The third stage is editing, where the students revise their rough draft. In editing, the teacher encourages the students to revise their draft by considering several aspects, such as: the relevancy between thesis statement and the topic, the topic paragraph should be used in beginning of the paragraph, and the content should relate with the thesis statement. Or also the students can check the content, grammar, vocabulary, mechanics, and so on.Moreover, producing a cohesive another coherent essay is a must and can only be done by enlarging the argument or opinion, and ideas to make an elaborate explanation that is coherent from one to another. Final Version The last one is final version, where the teacher asks the students to compose their draft carefully, find, and edit their grammatical, lexical, and mechanical errors before submitting their work. In this stage, the teacher must ensure the students that their final works are free from previous errors since it can affect the content of their final product. But the students still have chance to rethink what they have written and go back to editing stage or even planning stage. Like Harmer (2012:129) states that writing stages are like writing cycle, if it is necessary to add ideas or edit their writing, we can go back to the previous stage or stages. But if it does not need to edit, the students can do their writing final version. Feedback can be classified according to the following: The performer (the provider) of feedback (teacher, peer, self and CALL Computer Assisted Language Learning), the timing of feedback (delayed and immediate feedback) and the form of feedback (direct and indirect feedback), the method of performance of feedback (oral and written feedback), the concentration on a specific item in feedback (grammar, spelling and etc.), the stage of process writing feedback and the effect of feedback (feedback in revising, editing stages). The purpose of this study will be explained to two types of the teacher's written feedback. Here the types, they are: Direct and Indirect feedback. The first type of the teacher's written feedback is direct feedback. Danny and Randolph & Karen (2010) Altena& Pica (2010) Direct teacher feedback simply means that the teacher provides the students with the correct form of their errors or mistakes whether this feedback is provided orally or written. It shows them what is wrong and how it should be written, but it is clear that it leaves no work for them to do and chance for them to think what the errors and the mistakes are. The second type of the teacher's written feedback is indirect feedback. In this type, there are two types of feedback coded indirect feedback and uncoded indirect feedback. As for the first type "coded indirect feedback", the teacher underlines the errors or mistakes for the students and then the teacher writes the symbol above the targeted error or mistake and then the teacher gives the composition to the student to think what the error is as this symbol helps the student to think. In the second type, the uncoded indirect feedback, the teacher underlines or circles the error or the mistake and the teacher doesn't write the correct answer or any symbols and the student thinks what the error is and corrects. Teacher is one of the sources of feedback. In providing feedback, writing teachers have at least four roles: as a reader or respondent, as a writing teacher or guide, as a grammarian, and as an evaluator. As Keh (1990) and Hedgcock and Leftkowitz (1996) suggest at least four roles that writing teachers play while providing written feedback to students: a reader or respondent, a writing teacher or guide, a grammarian, and an evaluator or judge. For the first roles, is about the teacher as a reader or as a respondent. In this role, the teachers respond to the content and they may show agreement about an idea or content of the text. Teachers may provide positive feedback such as "You made a good point" or "I agree with you" without giving any suggestion or correction. The second is the teacher as a writing teacher or as a guide. That is, teachers may show their concern about certain points or confusing or illogical ideas in students' text. In this case, teachers still maintain their role as a reader by only asking for clarification or expressing concerns and questions about certain points in the text without giving any correction. They may, however, refer students to strategies for revision such as choices of problem solving or providing a possible example. The third is the teacher as a grammarian. The teacher writes comments or corrective feedback with reference to grammatical mistakes and relevant grammatical rules. Teachers may provide a reason as to why a particular grammatical form is not correct or not suitable for a certain context such as choice of tense, use of article, or preposition. In this case, the teacher may also give elaborate explanation of grammatical rules to help students improve their text. As a grammarian, teacher can provide different function and strategies of feedback. One of the functions of feedback is to provide error correction or corrective feedback. Corrective feedback generally aims at addressing grammatical errors on students' writing. In addressing grammatical errors on students' writing, teachers can employ different strategies of providing feedback such as direct feedback strategy. Direct feedback, which is a strategy to help the students correct their errors by providing the correct form of the target language. Teacher feedback can also be provided with explicit corrective comments, that is by not only indicating an error but also providing the correct form with explicit grammatical explanation or linguistic rules of the target language. The last in fourth roles, is the teacher as an evaluator or judge. It is very common that many writing teachers may act only as an evaluator whose main role is to evaluate the quality of students' writing as an end product of a writing process (Arndt, 1992) and grade students' writing based on their evaluation. Discrepancies in findings, or in interpreting these findings, have sparked a debate in the last 15 years on whether corrective feedback is effective or ineffective. The debate was initiated by Truscott (1996) who unalterably holds that feedback, in the form of grammatical error correction, is neither effective nor useful, and even harmful for student learning. Therefore, he suggests that corrective feedback should be abandoned. In contrary, Chandler (2003) and Ferris (1999) argue that corrective feedback is effective and helpful in reducing the errors on students' essays. More recent studies also lend support, providing evidence in favor of corrective feedback Bitchener (2008); Bitchener et al. (2005);Ellis et al. (2008). Based on the findings of their studies, they maintain that teacher corrective feedback is effective and helpful for students in improving grammatical accuracy in writing their essays. From the above informations, it can be concluded that direct feedback is effective to be used in teaching writing. Teaching writing using direct feedback is considered as an important since it gave the teacher chances to increase the students ability in writing by using learned-centered style. Since previous statements have considered that learned-centered style in form of peer or group work is preferred than compositions because it offers interaction and sharing ideas between students. However, before implementing the strategy the teacher should make the process steps before starting applying direct feedback as strategy in teaching writing. The implementation of Direct Feedback strategy in teaching writing recount text should include writing process; they are planning, drafting, editing, and final version Harmer (2007: 325-327). Based on those concept, the implementation of Direct Feedback strategy in teaching writing recount text in the class have some activities to do. They are: The teacher explains the nature of recount text, it start from the purpose, the function, the generic structure, and the language features to the students by some modification by using brandstorming or etc. The teacher also gives example of recount text to the students in order to make the students understand with the teacher's explanation and example of how to make mind mapping. The teacher gives the students some topics to write recount text. The teacher asks the students to make such like mind mapping as the planning stage. The students make mind mapping to write down their ideas they want to write it individually. After the students make mind mapping on their recount text, the teacher asks them to exchange their work in pairs. They can give comments, questions, suggestions, and corrections about the content, organization, vocabulary, language use, and mechanic on their partner mind mapping to compose into recount text draft. Then each student can write their recount text draft based on their friend questions, suggestions, comments, and corrections. The next activity is sharing. In this case, the teacher calls some students randomly one by oneto come forward to show their recount text by writing their text into white board. Therefore, the other students get patient too and also learn which one is not appropriate word, the mechanics, or the content by giving comments orsuggestions. And the most necessary, the teacher givesDirect Feedback to their recount text. Teacher gives direct feedback by giving explicit corrective comments, symbols, or underlining. Ellis et al. (2006) suggest that explicit corrective comments can take two forms: (a) explicit correction in which teacher response clearly indicates what is incorrect and provides the correct form, or (b) metalinguistic feedback which explains grammatical or linguistic rules. Lyster and Ranta (1997) define metalinguistic feedback as "comments, information, or questions related to the well-formedness of the learner's utterance without explicitly providing the correct form" (p. 47). Finally, the students submit their recount text result as the final version to the teacher on the next meeting. METHODS Based on the research problems and the objective of the study, the researcher used descriptive qualitative method. Descriptive qualitative studies simply describe phenomena. Descriptive method describes and interprets what exists.The purpose of this study is to describe to what extent the teacher applies direct feedback to correct student's grammatical errors in writing, to describe to what extent the teacher applies direct feedback to correct student's vocabularies in writing, and to describe to what extent the teacher applies direct feedback to correct student's mechanics in writing. According to Cohen, et al (2007:461), the aims of descriptive qualitative are to describe, to summarize, to prove, to examine the application and to operate the same problems in different contexts. The purpose of this study is to describe the teaching learning process in the form of words not in the form of numbers, because this study is descriptive qualitative. Moreover, Bogdan and Biklen (1992:28) state that the data collected should be in the form of words or pictures rather than numbers. The data in this study described in the form of words, sentences, or paragraphs to describe the implementation, the students' responses, and the students recount writing text result using Direct Feedback strategy in teaching writing recount text.Descriptive qualitative method means that the researcher only goes to the field, finds some data, states research question, collect some data, analyze the data and finally reports it. The data is the problem which is found in the field. The problem means that the condition found in the field is not like the condition expected. The subject of the study is an English teacher who teach in a high school of Surabaya. The researcher chose the subject because one of the teachers had implemented Direct Feedback method in the teaching writing in her class.Cohen, et al (2007:461) states that descriptive qualitative focuses on smaller numbers of people than quantitative research.Therefore, the researcher only chooses an English teacher who teaches English in X-IPA 10 class. The setting of the study was the place where the researcher conducted the study. The researcher was conducting the study at SMAN 15 Surabaya which is located in Jl. Menanggal selatan no. 103 Surabaya, the class of X-IPA-10 year 2013 and 2014. These class consist of 36 students, 16males and 20females. This research conducted in the classroom where the teacher hadusedDirect Feedback strategy in teaching writing recount text. Furthermore, the classroom is provide by facilities which support the learning activivities, such as White board, LCD, AC, Computer, sound, television and a laptop. The students have arranged the chairs and tables well in order to make them study easily. Data is very important for this study because from by using data the researcher knew the result of her study through this data, and the data were answer the research questions. In this study the researcher do not use questionnaire, it is to avoid dishonesty and to anticipate that the subjects would not complete the questions. The data of the study taken from the teaching learning process that done by the teacher who using direct feedback as strategy in teaching writing in the classroom. To get the data, the researcher wrote field notes to observe the teacher's activities when giving direct feedback in the teaching and learning process. The data represented in the post activity of the teacher when giving the students direct feedback while learning in the classroom. There were three kinds of qualitative data to answer the research questions of this study. The first data were the description of teachers' expressions and comments while giving correction about grammatical errors and direct feedback to the students. (1) (1) Teacher : Teacher : Okay, I will check the Savira's text. By the way, for the grammatical errors she did some mistakes. For example: in the first paragraph line 1 "I had a terrible and tiring day last weekend", here (a) it should be omitted. In paragraph one Line 2 "In the morning, I was waking up at 5 a.m. and prayedsubuh", if in the beginning you use waking as a verb so second verb prayed should be using (–ing) to. So it should be praying. Next, in line 5 "we must joined" it should be write "join", because must be followed by Verb1. Last, in line 11 you wrote "my other key" it should be used "the". Next, for Afanin's text. Okay you did same with Safira's text in grammatical errors. For example: you wrote "after that, me and my mother cooked some food for lunch", it should be used we. Then for the sentence "I went to bookstore to boughtsome book", it should be buy because you have use went as your verb. Last for "I do my homework" it should be written did. These data were used to answer the first research question "to what extent does the teacher apply direct feedback to correct student's grammatical errors in writing?". The second data were the description of teachers' expressions and comments while giving correction about vocabularies and direct feedback to the students. (2) (2) Teacher : Teacher : And for vocabulary, it just for the first paragraph line 3 "I accompanied my mother (.)to shop" between my mother and to it should be add "go". For the last paragraph, "InSunday morning" remembers it should be on just like Ataya did before. But, so far I think your word choices were good. And talk about "like yesterday" I think it should be wrote the day before. This is correction for your vocabulary. It is also in sentence "I accompanied my mother to (.) the market" here it should be add go to, and also like we went (.) to the mall" it should be added go. These data were used to answer the second research question "to what extent does the teacher apply direct feedback to correct student's vocabularies in writing?". The third data were the description of teachers' expressions and comments while giving correction about mechanics and direct feedback to the students. (3) (3) Teacher : Teacher : So the last correction is about mechanics. It showed in line 16 "I was watching television" it should be added (a) between watching and television. "I was watching a television". Over all your writing are good Safira. So keeps on this track but you can explore more. Okay, that's very good. Okay then, pay attention to the mention things like "some vegetables, like carrot , tomato, spinach , onion , garlic , ginger , curcuma, and many more and also bought some fish, shrimp, and chicken."Here you have decided space from kind of vegetables itself and others thing. You should write some vegetables, they are likes carrot, tomato, spinach, onion, garlic, ginger, curcuma, etc. We also bought more, such as fish, shrimp, and chicken. And for your mechanics, there are lot mistakes about your punctuation. Such like in the first paragraph "last weekend ( , ) I had a lot of activities". You used comma but you add space after weekend, it should be not space after weekend. Double space is not necessary guys. So the good one is like last weekend, I had a…. Okay, for your right spelling and capitalization are good, but please pay attention about your punctuation and your paragraphing.yah? Is it clear for you guys? These data were used to answer the third research question "to what extent does the teacher apply direct feedback to correct student's mechanics in writing?". The source of data for this study was the teacher who use direct feedback strategy to correct the students mistakes in the teaching and learning process. Data collection technique means how the researcher collects data. In this study the researcher collected the data by conducting observation field notes as a qualitative. Bogdan and Biklen in Moleong (2005: 209) stated field note is written note about what was heard, seen, thought and had been around in order to collect as well as reflect the data in qualitative research. Here, the researcher done non-participant observation. It means that she does not participate directly and influence in the teaching and learning process. The writer wrote all of information about everything that happening during the teaching and learning process in the form of long note. Here is the observation that was done by the teacher: Observation, in this research the researcher used observation field notes. She used this observation because she wanted to find out the application of the teaching and learning process in the classroom of their recount writing. The researcher did this observation by writing and record all of the activities of the teacher and the students while direct feedback is implemented. In this research, all the data obtained through observation field notes were analyzed inductively in order to answer research questions stated in chapter one. After collecting the data then the researcher did the next step, that was analyzed the data. This is the qualitative study thus the data analyzed inductively, in words rather than in numbers. The steps of data analysis have done during the data collection technique: 1) Organized the data during the observation, and then decided what have to be reported. 2) After analyzing the data, the researcher described the data by classifying them into parts based on the problems of the study. 3) The researcher tried to make conclusion. They showed whether the use of direct feedback strategy was suitable or not with the theory. In addition, by analyzing the data obtained, the researcher was written and recorded the teacher activity when direct feedback strategy is applied in the classroom. It included the teacher correction about grammatical errors, vocabularies and mechanics. RESULT AND DISCUSSIONS The result and discussions is the answer of the problems based in introductions. The data were taken through the observation and only focused on the teacher activities during the implementation of Direct Feedback strategy in the teaching and learning process. The Implementation of Direct Feedback Strategy The data were obtained through the observation that was focused in the teachers' activities during the implementation of direct feedback strategy in the teaching and learning process. The implementation of the research was done only in one meeting. The implementation of Direct Feedback strategy method was divided into four stages, they are planning, drafting, editing, and final version. Then in providing feedback, the teacher at least has four roles such as a reader or respondent, as a writing teacher or guide, as a grammarian, and as an evaluator. The observation was conducted on September 30th, 2013. The subject of the study is an English teacher who teaches in a high school of Surabaya. The researcher chose the subject because one of the teacher's had implemented Direct Feedback method in the teaching writing in her class. Therefore, the researcher only chooses an English teacher who teaches English in X-IPA 10 class. Actually there were 36 students in this class, but three students were absent without any reason or information. Therefore, there were 33 students who consist of 16 male's students and 20 female's students in class X-IPA 10. The teacher started the class with opening session, for instance, greeting the students, checking the attendance list, and asking the students to prepare the lesson. The teacher did not introduced the researcher in front of the students, because of the teacher did not need the students to feeling nervous or uncomfortable if she explained about the researcher who want to record the activities in the beginning until the end of the lesson. The Applying of Direct Feedback Strategy to Correct Student's Grammatical Errors in Writing The result from the observation show that the teacher had been explained the student mistakes' about grammar. It showed when the teacher gives feedback with explicit corrective comments; she was not only indicating an error but also providing the correct form with explicit grammatical explanation or linguistic rules of the target language. As Ellis et al. (2006) suggest that explicit corrective comments can take two forms: (a) explicit correction in which teacher response clearly indicates what is incorrect and provides the correct form, or (b) metalinguistic feedback which explains grammatical or linguistic rules. So, here the teacher has applied direct feedback as strategy in writing to correct the student's grammatical errors. In the previous studies that providing explicit corrective comments through explanation of grammatical rules or metalinguistic information is advantageous for students in the long run, that it raises students' grammatical awareness, and engages students in problem-solving activities to discover the correct forms see Bitchener et al (2005), Ellis et al. (2006), Ferris &Hedgcock (2005), Nagata (1997), Varnosfadrani&Basturkmen (2009). The findings of the current study, in line with other previous studies, clearly indicate that teacher corrective feedback is useful and effective in helping ESL/EFL students in reducing their grammatical errors not only in subsequent revisions but also in the new essay. Furthermore, providing teacher corrective feedback in the form of indirect feedback followed by direct feedback accompanied with explicit corrective comments help students correct their grammatical errors more effectively than other feedback strategies, especially compared to direct feedback strategy. By doing so, the students got the essay way to edited or revised their works because they got some corrections and suggestions from their friends in pairs and from the teacher when the teacher gave them direct feedback. Jacobs et al (1997:20) says that the students can share to the other groups in front of the class and the students can edit their recount text writing depend on their friends comments, suggestions, corrections about the content, organization, vocabulary, language use, and mechanic in writing recount text. The Applying of Direct Feedback Strategy to Correct Student's Vocabularies in Writing Based on the result which are gained from the analyzed of data,the teacher had took examples from Safira and Afanin Text's. It showed that the teacher had corrected the students' mistakes' about vocabularies. In vocabulary component, those were two students who considered as write less mistakes in their writing text. As (Ellis, 2008; Ferris, 2006), stated that direct feedback may be done in various ways such as by striking out an incorrect or unnecessary word, phrase, or morpheme; inserting a missing or expected word, phrase, or morpheme; and by providing the correct linguistic form above or near the erroneous form, usually above it or in the margin. It means that, the teacher had correct the students' mistakes by doing some ways to correct their vocabularies, such as by striking out an incorrect or unnecessary word, phrase, or morpheme; and inserting a missing or expected word, phrase, or morpheme. It is been shown when the teacher corrects Safira's text. She corrected her mistakes by inserting a missing word. And from Afanin's text, she gave by striking out an incorrect or unnecessary word like yesterday to be the day before. From the above correction, it is clear that the teacher applied direct feedback strategy to correct the students' vocabularies by using that ways. So that is the essays way to encourage the students to get the motivation because the teacher not only giving them such corrective correction but they also know what else their mistakes by using self-correction in the next time. The Applying of Direct Feedback Strategy to Correct Student's Mechanics in Writing In these criteria, the students had few errors of spelling, capitalization, and paragraphing. It means that the students were occasional errors of spelling, punctuation, capitalization, paragraphing but the meaning was not obscured. From the data analyzed indicate that the teacher correct the students' mistakes in term of the mechanics. After the teacher giving those students text's direct feedback correction, she always asked to the students any question or also suggestion. Based from those results which are gained from analysis of the data, the researcher concluded that the teacher did her implementation of direct feedback strategy method that was divided into four stages, they are planning, drafting, editing, and final version. Also in providing feedback, the teacher at least did her four roles such as a reader or respondent, as a writing teacher or guide, as a grammarian, and as anevaluator. From those, it can be concluded that the teacher had applied Direct Feedback to correct the student's essays that includes three elements; they are grammatical errors, vocabularies, and mechanics. Ideally, the teacher feedback should address to all aspects of student texts such as content, ideas, organization, rhetorical structure, grammar, and mechanics. Because it will consume much time, so the teacher only focused to correct on the students grammatical errors, vocabularies and mechanics. It was supported by Ferris (2003b) notes that teachers' priorities for student writing as well as feedback provision have changed over time from focusing mostly on sentence-level correction as reported in the 1980s Cumming (1985), Kassen (1988), Sommers (1982), Zamel (1985) to more aspects of student writing including ideas, organization, grammar, and mechanics in the 1990s Ferris (1995-1997), Ferris, Pezone, Tade, &Tinti (1997) Kepner (1991), Hedgcock&Lefkowitz (1994). However, providing comprehensive or unfocused feedback on all errors on students' writing can be time-consuming and exhaustive for both teachers and students because it corrects all of the errors in students' work and can be considered extensive Ellis, Sheen, Murakami, & Takashima (2008). By doing these strategy, the teacher had find out that most of the students were did mistakes in the grammatical errors. But, for the vocabularies and mechanics, the students did fewer mistakes in their essays. CONCLUSSION AND SUGGESTION Conclusion In this study, there are two conclusions got from the result of the study that are obtained from the observation, they are: (1) Direct feedback strategy can be used as teaching technique in teaching writing recount text to the tenth grade students of SMAN in Surabaya. The implementation of direct feedback as strategy in teaching writing of recount text divided into four stages, those are: Planning stage, in planning stage the teacher had given brainstorming and arranged the students to plan their work by exploring the ideas and information regarding to the topic. The teacher also had encouraging the students to make an outline that included thesis statement and supporting ideas which were developed into an essay. As Boas (2011) states that planning stage is used for brainstorming ideas which are related to their lives and what they want to write. Drafting stage, in drafting stage the teacher had asked the students to write their ideas into the essay in form of draft. This stage where the students developed the outline into a whole essay. Editing stage, in editing stage before the teacher gave direct feedback; she had corrected the student's essay and let the students to change their works in pairs. Because in this term, the students had a chance to discuss and get comment or suggestion from their partner Jacobs et.al (1997:14). After that, the teacher applied direct feedback strategy by giving some correction from the student's essay one by one in front of the class. Final version stage, in final version the teacher had given the students direct feedback and the students had shared their draft in front of the class. It included feedback from the teacher and from the students; comments or suggestions. Then the teacher let the students had to edit and submit the final version of their recount text on next meeting. (2) The use of Direct Feedback strategy could help the tenth grade students of SMAN in Surabaya in learning writing recount text. It showed from the editing stage, when the teacher applied Direct Feedback to correct the student's essays in front of the class that includes three elements; they were grammatical errors, vocabularies, and mechanics, she found out that most of the students did the same mistakes. It came from the grammatical errors. For the vocabularies and mechanics, the students did fewer mistakes in their essays. The students also were getting enthusiastic when the teacher asked them to write a recount text based on the theme and their own experience, because the students could be more focus in writing recount text than usual (Kagan, 2004). As a result, direct feedback strategy was appropriate for the students in teaching and learning writing. Because the students usually got errors in their works and they were not easy to do self-correction such as sentence structure or word choice. From those, by using direct feedback the teacher could help the student's difficulties such as using appropriate, accurate and complete responses, correct spelling and punctuation, ensuring minimum word limit, grammatical accuracy, range of sentence structure, and range of vocabulary in writing activity. And by using direct feedback the teacher could decreasing the students' mistakes in writing activity. As noted by Cardelle and Corno (1981), the more feedback students receive, the better they understand what they need to do to correct their mistakes. It also prove by Kulhavy (1977) the understanding of why they make mistakes and how to correct such mistakes helps students correct their mistakes and increase their achievement. It means that the student who receives feedback would have information about which parts of their texts need to be corrected and improved. Carless (2006) confirms that students who receive feedback during the writing process have a clearer sense of how well they are performing and what they need to do to improve. As feedback is meant for helping students narrow or close the gap between their actual ability and the desired performance Brookhart (2003). Teachers are responsible for helping students develop their ability to reach their learning goals through teachers' feedback. Suggestion Based on the data interpretation and the previous conclusion, the researcher has some suggestions to the teachers and the other researcher. The researcher constructs her suggestions as follows: (1) The teacher has to minimize the time consuming when she check the attendance the students. It means that the teacher should not call the student's name one by one. (2) In the process of teaching, the teacher should know and understand the students' characteristics. It means that the teacher does not give the students too much explaining or reminding them. (3) The researcher would like to invite next researchers who conduct the similar study to make improvement on this study, such as using the same field but different subjects. It means they can use the other subjects. (4) For the teacher and other researcher, the writer suggest to gives feedback for correct the content and organization. REFERENCES Arndt, V. (1992). Response to writing: Using feedback to inform the writing process. In M. N. Brock and L. Walters (Eds.), Teaching composition around the Pacific Rim: Politics andpedagogy (90-116). Avon, UK: Multingual Matters. Altena, l& Pica, T. (2010). The Relevance of Second Language Acquisition to Written Feedback on Advanced Second Language Writing. Unpublished PhD, University of Pennsylvania.3414220. Bitchener, J. (2008). 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(2013). The Impact of the Direct Teacher Feedback Strategy on the EFL Secondary Stage Students' Writing performance. Mesir: Mansoura University. Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused andunfocused written corrective feedback in an English as a foreign language context.System, 36, 353-371. Ferris, D. (2003b). Responding to writing. In B. Kroll (Ed.), Exploring the dynamics of second language writing, (pp. 119-140). Cambridge, UK: Cambridge University Press. Ferris, D. R. (2004). The "Grammar Correction" debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime…?). Journal of SecondLanguage Writing, 13, 49-62. Ferris, D. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland and F. Hyland (Eds.), Feedback in second language writing: Context and issues (pp. 81-104). Cambridge, UK: Cambridge University Press. Ferris, D. R., & Hedgcock, J. S. (2005). Teaching ESL composition: Purpose, process, and practice (2nd ed.). Mahwah, NJ: Lawrence Erlbaum. Harmer, J. (2007). The Practice of English Language Teaching. Fourth Edition, UK: Cambridge. Jacobs, G. M., Curtis, A., Braine, G., & Huang, S. Y. (1998). Feedback on student writing: Taking the middle path. Journal of Second Language Writing, 7(3), 307-317. Jacobs, H., Zinkgraf, S., Wormuth, D., Hartfiel, V. F., & Hughey, J. (1981). Testing ESLComposition: A practical approach. Rowley, MA: Newbury House. Lee, I. (2003). L2 writing teachers' perspectives, practices and problems regarding errorfeedback. Assessment Writing, 8, 216-237. Keh, C. L. (1990). Feedback in the writing process: A model and methods for implementation.ELT Journal, 44(4), 294-304. Lee, I. (2008). Understanding teachers' written feedback practices in Hong Kong secondaryclassrooms. Journal of Second Language Writing, 17, 69-85. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form incommunicative classrooms. Studies in Second Language Acquisition, 20, 37-66. Merrill, D. M. (1994). Instructional design theory. Englewood Cliffs, NJ: EducationalTechnology Publications. Merrill, D. M. (2002). Instructional strategies and learning styles: Which takes precedence?In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design andtechnology (99-106). Upper Saddle River, NJ: Pearson Education Inc. Nunan, D. (. (2003). Practice English Language Teaching. New York: Mc. Graw Hill Education. Othman, N.B. (2005). Feedback Lesson on Writing Assessment with Four Different Scoring Strategies. Malaysia: Pendidikan Sultan Idris University. Purnawarman, P. 2011. Impacts of Different Types of Teacher Corrective Feedback in Reducing Grammatical Errors on ESL/EFL Students' Writing. Virginia: Polytechnic Institute and State University. Randolph, T & Lea, K. (2010).A study of Teacher Feedback in Small Groups with Weekly Writing Assignments. Unpublished, Ed.D. Dissertation, Trevecca Nazarene University, 3413061. Sujoko. 1989. Error Analysis. Surakarta: Sebelas Maret University Press. Taken from http://www.whitesmoke.com/the-stages-of-writing, Retrived July 26, 2013 at 12.20.p.m.
Das International Social Survey Programme (ISSP) ist ein länderübergreifendes, fortlaufendes Umfrageprogramm, das jährlich Erhebungen zu Themen durchführt, die für die Sozialwissenschaften wichtig sind. Das Programm begann 1984 mit vier Gründungsmitgliedern - Australien, Deutschland, Großbritannien und den Vereinigten Staaten - und ist inzwischen auf fast 50 Mitgliedsländer aus aller Welt angewachsen. Da die Umfragen auf Replikationen ausgelegt sind, können die Daten sowohl für länder- als auch für zeitübergreifende Vergleiche genutzt werden. Jedes ISSP-Modul konzentriert sich auf ein bestimmtes Thema, das in regelmäßigen Zeitabständen wiederholt wird. Details zur Durchführung der nationalen ISSP-Umfragen entnehmen Sie bitte der Dokumentation. Die vorliegende Studie konzentriert sich auf Fragen zu Staatsbürgerschaft und Gesellschaft.
This paper uses survey data from 120 developing countries to compare the role of institutions with firm characteristics at the time of creation of the firm in explaining the size, growth, and productivity of firms over their lifecycle. The study finds that firm-level characteristics have comparable, and sometimes even larger, power than institutional factors in predicting size and growth, but not productivity. In particular, size at birth plays a key role in predicting variation in firm size and growth since birth over the firm lifecycle, whereas country factors dominate in predicting variation in labor productivity over the firm lifecycle. The study also finds that older firms are larger, partly because of the selection of more efficient firms. The findings point to the importance of initial founding conditions in explaining variations in size and growth over the firm lifecycle across countries.
This paper quantifies the misallocation of manufacturing output and factors of production between establishments across Indian districts during 1989-2010. It first distills a number of stylized facts about misallocation in India, and demonstrates the validity of misallocation metrics by connecting them to regulatory changes in India that affected real property. With this background, the study next quantifies the implications and determinants of factor and output misallocation. Although more-productive establishments in India tend to produce more output, factors of production are grossly misallocated. A better allocation of output and factors of production is associated with greater output per worker. Misallocation of land plays a particularly important role in these challenges.
In Africa, women are subjected to discriminatory practices that keep them in a vulnerable situation. Their limited access to land, in a continent where the majority of the population depends on agriculture, reduces their access to credit and their capacity to undertake sustainable economic activities to generate income. They hold only 18 percent of agricultural lands and are not better off in administrations. In Cote d'Ivoire, the woman remains marginalized, with a status that is increasingly weakened today by the socio-political situation. Data from the National Statistics Institute highlight their extreme poverty: 75 percent of rural women are living below the poverty line. And they are often deprived of basic social services. Some socio-cultural factors perpetuate traditions that are harmful to girls and women. This report is the culmination of the process initiated by the World Bank as part of the establishment of its program of strengthening the role of women in Ivorian society. It reports summary proposals from the various consultations held both nationally and regionally. Designed in a participatory and decentralized approach, these consultations have made it possible to gather factual and contextual data on the four (04) themes selected for the workshops, as well as proposals that, if translated into actions, would help develop an action plan. This is, and it must be stressed, a study that has the merit of giving the floor directly to hundreds of Ivorian women from all socio-professional categories to develop themselves a roadmap based on their own daily experiences.
Currently, the world is experiencing great challenges in public health, but it is also experiencing these challenges in finding new formulas for an economic development. The political systems of diverse nations are challenged to find sustainable solutions that meet the expectations of the nations (Zamorano Farías, 2010.)In this issue of the magazine "Politics, Globality and Citizenship", the reader will have access to eleven articles that delve into topics that are essential to find the institutional mechanisms that allow to have a better social coexistence among individuals who are part of a plural society, and also among the nations. They correspond to studies that have been carried out rigorously and with an examination of cases that contribute to a necessary debate in the current Academy.Thereon, it is important to reflect on the concept of a "quality" democracy in which O'Donnell, Vargas and Iazzetta (2004) established that there are some essential elements that allow us to speak of a democracy with content. This concept is made up, among other things, by the conduct of free elections, by a true independence of the media, by having acceptable indices in matters of equity, by the fact that the population has access to extensive social security and because the majorities and minorities are represented.For that very reason, it is important that institutions can become an effective mechanism that can enable those ideals for a quality democracy to become an everyday reality. According to a study made by Tusell (2015), some of the factors that are inherently related to the quality of democracy are accountability and the rule of law.In general terms, this is one of the main concepts that concern us in this issue: the correct functioning of public powers is key in the consolidation of any democratic regime and, in particular, in preserving fundamental freedoms (Barreda, 2010.)Regarding mediation, there is a qualitative study by Roberto Guerrero Vega, from the Polytechnic University of Nicaragua, who proposes a model for evaluating the quality of the mediation service in Mexico. It is necessary to highlight that these investigations like the ones made by Guerrero Vega are the ones that contribute to establish the bases for an improvement in the resolution of controversies, the same ones that contribute to generate a better social coexistence. Precisely on the topic of well-being, is that Francisco Gorjón Gómez, from the Autonomous University of Nuevo León (Mexico), presents us a study that corroborates the presence of mediation as an instrument to achieve collective well-being. Regarding the legal analysis, the inquiries of Yahaira Berenice Martínez-Pérez, Brenda Judith Sauceda-Villeda and María Salomé Moreno-Rodríguez from the Autonomous University of Nuevo León (Mexico) are presented, who argue in favor of a legal reform that could protect the most vulnerable sectors. In addition, there is the participation of Jose Luis Leal Espinosa, from the Autonomous University of Coahuila (Mexico), who also argues strongly about the need to specify institutional mechanisms that guarantee the entitlement to information.In educational matters, we have the outstanding participations of Fabio Orlando Cruz Paez and Oswaldo Vanegas Florez from the University of Cundinamarca (Colombia) and the case of Fernando Cárdenas Cabello from the CIFE University Center (Mexico), who explain to us about the technological surveillance process and its impact on the organizational culture of a prestigious Colombian university in the first case, while in the second case, it is examined the adequacy of industrial policy 4.0 in the transition from one government to another, based on the analysis of the National Development Plan. Also, the researchers from the Universidad de la Costa, Grays Nuñez Ríos, Kadry García Mendoza, Judith Castillo Martelo and Nevis Niño-Jiménez carry out a study on a community intervention on how citizens can be motivated to participate in activities that contribute to the peace. In geopolitical matters, this issue has two notable products: The analysis of the relationship of the Pacific Alliance, which is made up by Mexico, Peru, Chile and Colombia, with the People's Republic of China, carried out by Flavio Rafael González-Ayala, a researcher from the Autonomous University of San Luis Potosí (Mexico.) The reader can also consult the inter-institutional research made by José María Ramos García (El Colegio de la Frontera Norte, Mexico), Carlos Barrachina Lisón (Anáhuac University, México) and Jimmy Emmanuel Ramos (Autonomous University of Baja California), who ponder the challenges from the southern border of Mexico, regarding its importance in its relationship with the United States.Finally, this issue has notable international contributions on current issues and also an introspection of the evolution of a political party that has been fundamental to Spanish democracy: The commitment to disseminate research projects on current issues of the magazine Politics, Globality and Citizenship is reflected in them, as well as those that contain a timely historical review.In relation to the subject, and with validity, we can find the work of Juan Sebastián Sánchez Gómez (University if Los Andes, Colombia), who has exposed the case of the state of exception decreed in Colombia from the coronavirus pandemic. In the case of Borja García-Vázquez (Autonomous University of Nuevo León), an extensive tour of the Spanish Socialist Workers' Party (PSOE) is made, from a year before the death of Francisco Franco, up to the year of his first electoral defeat at ta national level, after holding power for 14 consecutive years. In summary, Fascicle 6 (12) has articles written by prestigious researchers, from also outstanding educational centers, which reflect on fundamental topics that reinforce the current lines of research in the field of geopolitics, mediation, the rule of law and educational policy. Therefore, our intention is to contribute to the permanent exchange in quality research, which is why we hope that the scholars who have consulted this edition can find information that is useful to them in their own investigations. ; En la actualidad, el mundo vive grandes desafíos en materia de salud pública, pero también de encontrar nuevas fórmulas de desarrollo económico. Los sistemas políticos de naciones diversas tienen el reto de encontrar soluciones sostenibles que cumplan con las expectativas de las naciones (Zamorano Farías, 2010).En el presente número de la revista "Política, Globalidad y Ciudadanía", el lector tendrá acceso a once artículos que profundizan sobre temas que son indispensables para encontrar los mecanismos institucionales que permitan una mejor convivencia social entre los individuos que forman parte de una sociedad plural y también entre las naciones. Corresponden a estudios que se han realizado de manera rigurosa y con una examinación de casos que contribuyen a un necesario debate en la academia actual.Al respecto, resulta importante reflexionar sobre el concepto de una democracia de "calidad" en la que O'Donnell, Vargas y Iazzetta (2004) establecieron que existen algunos elementos esenciales que nos permiten hablar de una democracia con contenido. Este concepto, se compone entre otras cosas, por la celebración de elecciones libres, por una verdadera independencia de los medios de comunicación, por contar con índices aceptables en materia de equidad, por el hecho de que la población tenga acceso a una amplia seguridad social y porque las mayorías y minorías se encuentren representadas.Por esa misma razón, es importante que las instituciones puedan convertirse en un mecanismo eficaz que pueda hacer posible que esos ideales de una democracia de calidad se conviertan en una realidad cotidiana. De acuerdo con un estudio de Tusell (2015), algunos de los factores que se encuentran inherentemente relacionados con la calidad de la democracia son la rendición de cuentas y el estado de derecho.En términos generales, este es uno de los principales conceptos que nos concierne en la presente edición: el funcionamiento correcto de los poderes públicos resulta clave en la consolidación de cualquier régimen democrático y en particular, en el de preservar las libertades fundamentales (Barreda, 2010).En materia de mediación, se cuenta con un estudio cualitativo por parte de Roberto Guerrero Vega, de la Universidad Politécnica de Nicaragua, quien propone un modelo de evaluación de la calidad al servicio de mediación en México. Es necesario resaltar que son investigaciones como las de Guerrero Vega, las que contribuyen a fijar las bases de una mejoría en la resolución de controversias, las mismas que contribuyen a generar una mejor convivencia social. Precisamente sobre el tema del bienestar, es que Francisco Gorjón Gómez, de la Universidad Autónoma de Nuevo León (México), nos presenta un trabajo que permite corroborar la presencia de la mediación como un instrumento para lograr el bienestar colectivo.En cuanto al análisis jurídico, se presentan las indagaciones de Yahaira Berenice Martínez-Pérez, Brenda Judith Sauceda-Villeda y María Salomé Moreno-Rodríguez de la Universidad Autónoma de Nuevo León (México), quienes argumentan a favor de una reforma jurídica que protega a los sectores más vulnerables. Además se cuenta con la participación de Jose Luis Leal Espinosa, de la Universidad Autónoma de Coahuila (México), quien también argumenta de manera sólida en torno a la necesidad de concretar mecanismos institucionales que garanticen el derecho a la información.En materia educativa, contamos con las destacadas participaciones de Fabio Orlando Cruz Paez y Oswaldo Vanegas Florez de la Universidad de Cundinamarca (Colombia) y el caso de Fernando Cárdenas Cabello del Centro Universitario CIFE (México), quienes nos exponen sobre el proceso de vigilancia tecnológica y su incidencia en la cultura organizacional de una prestigiada universidad colombiana en el primer caso, mientras que en el segundo se examina la adecuación de la política industrial 4.0 en la transición de un gobierno a otro, basado en el análisis del Plan Nacional de Desarrollo. También los investigadores de la Universidad de la Costa, Greys Nuñez Ríos, Kadry García Mendoza, Judith Castillo Martelo y Nevis Niño-Jiménez quienes realizan un estudio sobre una intervención comunitaria de cómo se puede motivar a los ciudadanos a participar en actividades que contribuyan a la paz. En materia geopolítica, esta edición cuenta con dos productos notables: El análisis de la relación de la Alianza del Pacífico, que conforma México, Perú, Chile y Colombia, con la República Popular China, que realiza el investigador de la Universidad Autónoma de San Luis Potosí (México), Flavio Rafael González-Ayala. El lector también puede consultar la investigación interinstitucional de José María Ramos García (El Colegio de la Frontera Norte, México), Carlos Barrachina Lisón (Universidad Anáhuac, México) y Jimmy Emmanuel Ramos (Universidad Autónoma de Baja California), quienes ponderan sobre los retos de la frontera sur de México, en cuanto a su importancia en su relación con Estados Unidos.Por último, la edición cuenta con contribuciones internacionales notables sobre temas actuales y también, de una introspección de la evolución de un partido político que ha sido fundamental para la democracia española: En ellos se encuentra reflejado el compromiso de la revista Política, Globalidad y Ciudadanía de difundir proyectos de investigación de temas vigentes, así como aquellos que contienen una oportuna revisión histórica.En lo relacionado al tema se encuentra con una vigencia oportuna, el trabajo de Juan Sebastián Sánchez Gómez (Universidad de los Andes, Colombia) quien expone el caso del estado de excepción decretado en Colombia a partir de la pandemia de coronavirus. En el caso de Borja García-Vázquez (Universidad Autónoma de Nuevo León), se realiza un amplio recorrido del Partido Socialista Obrero Español (PSOE), desde un año antes de la muerte de Francisco Franco, al año de su primera derrota electoral a nivel nacional, después de detentar el poder por 14 años consecutivos.En síntesis, el fascículo 6(12) cuenta con artículos de investigadores de prestigio, de centros educativos también destacados, que reflexionan de temas fundamentales que refuezan las líneas de investigación vigentes en materia de geopolítica, mediación, estado de derecho y política educativa. Por lo tanto nuestra intención es contribuir al intercambio permanente en materia de investigación de calidad, es por esto que esperamos que los académicos que consulten esta edición puedan encontrar información que les sea de utilidad en sus propias indagaciones.
Muutto on merkittävä tapahtuma yksittäisen ihmisen elämässä. Muutto on myös keskeinen ilmiö alueellisen kehityksen edistäjänä tai estäjänä. Yhteiskunnallisten vaikutustensa vuoksi erilaiset muuttoaallot ovat puhuttaneet poliitikkoja, tiedotusvälineitä ja tutkijoita jo vuosikymmenten ajan. Erityisenä huolen kohteena on usein ollut nuorten muuttaminen kaupunkeihin, pois syrjäisiltä seuduilta. Muuttoliike kohti keskeisiä kaupunkialueita on nähty alueellisen kehityksen taholta negatiivisena ilmiönä. Muutto ei kuitenkaan näyttäydy kaikille negatiivisessa valossa. Yksittäisen ihmisen kohdalla muuttaminen voi liittyä oman elämän suunnitteluun ja persoonan kehitykseen. Nuorten osalta muutto saattaa näyttäytyä positiivisena elementtinä, joka kuuluu keskeisesti itsensä kehittämiseen ja myönteiseen tulevaisuuteen. Tarkastelen väitöskirjatyössäni nuorten muuttoinnokkuutta syrjäisillä alueilla. Tutkimuksen tarkoituksena oli selvittää kuinka korkea muuttoinnokkuus on Barentsin alueella asuvien tutkimukseen osallistuneiden nuorten keskuudessa. Työn toisena keskeisenä tehtävänä oli etsiä niitä tekijöitä, jotka vaikuttavat näiden nuorten muuttoinnokkuuteen. Tutkimus olettaa, että nuorten muuttoinnokkuuden taustalla eivät ole pelkästään työ- ja koulutusmahdollisuuksiin liittyvät seikat, vaan muuttoinnokkuuden taustalla vaikuttavat myös laajempi paikallisen asuinympäristön mahdollisuusrakenne, sosiaaliset suhteet sekä nuorten yksilölliset tulevaisuuden odotukset. Tulokset osoittavat, että muuttoinnokkuus on vallitseva piirre tutkimukseen osallistuneiden nuorten keskuudessa. Valtaosa vastaajista (74 %) oli suunnitellut muuttoa pois kotiseudultaan. Eri maita vertailtaessa, tuli ilmi, että muuttoinnokkuus on korkein suomalaisten (81 %) ja ruotsalaisten (82 %) vastaajien keskuudessa. Venäjä ja Norja muodostavat toisen ryhmän, noin 67 % näiden maiden kaikista vastaajista suunnitteli muuttoa. Muuttoinnokkuus oli korkein, noin 82 %, sellaisten vastaajien keskuudessa, jotka asuivat kylissä tai kuntakeskuksissa. Kaikista alhaisin muuttoinnokkuus, 59 %, löytyi suurissa kaupungeissa asuneiden vastaajien keskuudesta. Tulosten perusteella voidaan havaita, että nuorten muuttoinnokkuus ei välttämättä ole pelkästään syrjäisiä seutuja leimaava ilmiö. Keskeiset syyt tutkimukseen osallistuneiden nuorten muuttoinnokkuuden takana liittyivät yksilön toiveiden ja kolmen keskeisen paikan komponentin, sijainnillisuuden, paikallisuuden ja paikkatunteen, yhteensopimattomuuteen. Työn tulokset osoittavat, että asuinpaikan sijainnillisuus ja paikallinen mahdollisuusrakenne olivat tärkeitä tekijöitä muuttoinnokkuuden ja vastaajien henkisen asenteen muodostumisessa suhteessa syrjä- ja kaupunkiseuduista muodostettuihin mielikuviin. Keskeisen sijainnin omaavien kaupunkiseutujen houkuttelevuus ja oletettu mahdollisuuksien kirjo näyttää vaikuttaneen tutkimukseen vastanneiden nuorten muuttoinnokkuuteen, kotipaikkasuhteeseen sekä heidän käsityksiinsä paikallisista mahdollisuuksista, henkilökohtaisesta menestymisestä ja oman elämän suunnittelusta tulevaisuudessa. Tutkimuksen nuoret tuntuivat ajattelevan, että avointen mahdollisuuksien kenttä on jossain muualla kuin heidän kotiseudullaan, vaikka tosiasiassa heidän kotipaikkansa voisivatkin tarjota heille erilaisia mahdollisuuksia edes jossain määrin. Vaatimus laajasta mahdollisuuksien kirjosta tuli esille erityisesti tutkimukseen osallistuneiden nuorten ajatuksissa koulutuksesta, työllistymisestä ja uranäkymistä. Työn tulokset myös osoittavat, että vastaajien muuttoinnokkuus oli osittain seurausta heidän näkemyksestään, jonka mukaan heidän kotiseudullaan ei ole myönteistä tulevaisuutta. Paikallisuus, asuinpaikan sosiaalinen ulottuvuus, oli läsnä tässä tutkimuksessa vastaajien sukulaisten, ystävien ja seurustelukumppanien kautta. Tällä tavoin paikallisuus ankkuroitui vastaajien pohdiskeluihin maantieteellisistä etäisyyksistä ja henkilökohtaisesta tulevaisuudesta. Läheisyys sukulaisten ja ystävien kanssa osoittautui sekä henkisesti että maantieteellisesti tärkeäksi tutkimukseen osallistuneille nuorille. Pitkät välimatkat läheisten ihmisten kanssa nähtiin epämiellyttävänä tilanteena. Tutkimukseen osallistuneiden nuorten muuttoinnokkuutta näytti nostavan se, että jotkut sukulaiset ja ehkä suurin osa ikätovereista oli jo muuttanut pois tai osa heistä suunnitteli muuttoa. Vastaajien oli vaikea ylläpitää suhteita ja paikallisia sosiaalisia verkostoja silloin, kun ikätoverit ja läheiset ihmiset muuttavat tai suunnittelevat muuttoa. Tutkimukseen vastanneilla nuorilla oli vähemmän mahdollisuuksia, tai tahtoa, kiinnittyä paikalliseen sosiaaliseen verkostoon silloin, kun muutto tuntui olevan kovin vallitseva ilmiö omassa sosiaalisessa piirissä. Muuttoinnokkuus on myös seurausta tutkimukseen vastanneiden nuorten tekemästä kotiseutunsa piirteisiin ja ominaisuuksiin liittyvästä kustannus-hyötyanalyysistä. Tämä perustuu paikkatunteeseen, eli niihin kokemuksiin ja tietoihin, joita yksilöllä on omasta asuinympäristöstään, mutta toisaalta myös siihen tietoon, jota hänellä on liittyen muihin, kaukaisiinkin, paikkoihin. Tämän arviointiprosessin aikana yksilö vertailee omaa asuinympäristöään ja asuinpaikkaansa muihin paikkoihin ja alueisiin, joko realistisesti tai mielikuvituksen tasolla. Yksilön suhde paikkaan muodostuu tämän prosessin aikana perustuen paikkakokemukseen, asuinympäristön piirteisiin, historialliseen tietoisuuteen ja tulevaisuudennäkymiin sekä faktatietoon tai mielikuvituksellisiin ajatuksiin muista paikoista. Tutkimukseen osallistuneiden nuorten muuttoinnokkuus voidaan nähdä myös yksilöllisen paikkasuhteen ilmentymänä. Näyttää siltä, että muutosta oli tullut osa tutkimukseen vastanneiden nuorten yksilöllistä, hyvään elämään tähtäävää, elämänsuunnitelmaa. Kunkin vastaajan muuttoinnokkuus perustuu henkilökohtaiseen näkökulmaan sekä haluttuun ja joskus jopa väistämättömään kehitysprosessiin. Yksilöllinen usko ja näkemys muuton kannattavuuteen kiteytyivät henkilökohtaisten ja paikallisten toimintamahdollisuuksien leikkauspisteessä. Voidaankin sanoa, että tämän tutkimuksen nuorten keskuudessa muuttoinnokkuus oli seurausta yksilön asuinympäristöönsä kohdistamasta arviointiprosessista sekä epätasapainosta paikallisen todellisuuden ja jokseenkin kuvitteellisten paikkamielikuvien välillä. Tutkimuksen keskeiset teoreettiset teemat olivat elämänpolitiikka, individualismi, tulevaisuusorientaatio, paikkakiinnittyneisyys ja muuttoon vaikuttavat perustekijät. Näiden lisäksi tutkimuskysymykset ja aineiston analyysi pohjautuivat kolmeen paikan komponenttiin: sijainnillisuuteen, paikallisuuteen ja paikkatunteeseen. Sijainnillisuus viittaa tässä työssä paikan suhteelliseen sijaintiin ja siihen liittyviin tekijöihin, kuten esimerkiksi alueelliseen työnjakoon, työ- ja opiskelumahdollisuuksiin. Paikallisuus puolestaan viittaa sosiaaliseen vuorovaikutukseen ja niihin mahdollisuuksiin, joiden perusteella yksilön sosiaaliset suhteet muodostuvat. Paikkatunne viittaa yksilön sisäiseen tuntemukseen paikasta, tarkoittaen paikkakiinnittyneisyyttä ja paikallisia jokapäiväisiä käytäntöjä, jotka sitovat ihmiset asuinympäristöönsä. Barentsin alueella tämä merkitsee pohjoisuuden tulkintaa ja kokemista: perifeerisyyttä, ankaraa ilmastoa, traditionaalista ja paikallisesti värittynyttä kulttuuria, mutta myös sukupolvien ketjua sekä tiettyihin paikkoihin kiinnittyviä tunteita herättäviä ja tärkeitä kokemuksia. Tutkimusalueena oli Barentsin alue, joka koostuu Suomen, Ruotsin, Norjan ja Venäjän pohjoisosista. Barentsin aluetta ja täten myös tutkimuksen kontekstia luonnehtivat pohjoinen ja perifeerinen sijainti. Tutkimus perustui kyselyaineistoon. Kyselyyn vastasi yhteensä 1627 nuorta. Kyselyyn vastanneet nuoret olivat tutkimusajankohtana 14-30-vuotiaita ja asuivat Barentsin alueella. Aineiston keruu toteutettiin koulukyselynä neljällä eri koulutustasolla: peruskoulussa, lukiossa, ammatillisissa oppilaitoksissa sekä yliopistossa. ; This doctoral thesis explores the migration alacrity of young people in peripheral areas. The main objective of the study is to investigate, firstly, how high migration alacrity is among young people in the Barents Region, and secondly, what factors affect young people s migration alacrity. I then consider how these factors affect migration alacrity. The context of the study is the Barents region, which includes 13 counties in northern parts of four different countries: Finland, Norway, Sweden and Russia. The Barents Region is characterised by its northern and peripheral location. This study is based on empirical data that was collected among young people living in different living environments within this region, in response to both structured and open-ended questions. The data was collected by means of a school survey conducted among students (N=1627) in four different levels of education: comprehensive schools, upper secondary schools, vocational institutes and universities. The age of the respondents varied between 14 and 30 years old. The theoretical frame of reference for this research is built on themes that are closely connected to important factors in the investigation of the migration plans of young people living in remote and peripheral areas. The central theoretical themes in this research are: life politics, individualism, future orientations, place attachment and basic factors affecting on migration. My research questions and data analysis are based on three components of place: location, locale and sense of place (Agnew 1993). Location here refers to those factors of certain places which affect the people living there on an external level. These factors may be, e.g., division of labour, possibilities for work and education, local systems of material production and distribution networks. Locale, in turn, refers to the settings in which social relations are constituted . For the individual, locale means the setting for personal social relations and both formal and institutional relations and activities, i.e. face to face society. Sense of place, in turn, is the internal component of place, referring to place attachment and local everyday practises which bind people to their living environment. In the Barents Region this may mean both representation and experiences of northerness: peripheriality, harsh climate, traditionally and locally guided culture, but also a chain of generations and emotional and meaningful experiences connected to certain places. The results imply that migration alacrity is a dominant feature among young people involved in this study. The majority of the respondents, 74 %, have migration plans. On the country level, the strongest desire to migrate can be found among Finnish and Swedish respondents. In Finland 81 % of all respondents plan to move out of their region; in Sweden, 82 %. Russia and Norway join at a lower level; about 67 % of those surveyed from each of these countries have migration plans. On the county level, the highest migration alacrity, over 80 %, was found among respondents from Lapland, Murmansk County and Norrbotten. The lowest migration willingness can be found among respondents from Republic of Karelia. Migration readiness is highest, about 82 %, among those respondents who live in villages or in municipal centres. The lowest migration alacrity was found in big cities; with only 59 % of respondents there have plans for migration. It can be argued on the basis of the results of this study that the fundamental idea behind and reasons for migration alacrity are the correspondence between individual wishes and the three essential components of place: location, locale and sense of place. Results suggest that location and local opportunity structure play an important part in the origin of a mental attitude concerning relations between remote and urban areas, in which urban areas are seen as being in a stronger position compared to peripheral areas. This has an impact on young people s relation to their home places, and their comprehension of local opportunity structure and their possibilities to make successful use of personal life politics. Thus respondents tendencies to migrate are tied to their beliefs concerning their home district and what their home district is (not) able to offer them. Migration alacrity of survey respondents is thus partly a consequence of their belief that their home district has no future. One aspect of this is a belief among these young people that somewhere else than in their home localities there is a diversity of open possibilities which they do not see for themselves in their home locales; even though, at least to some extent, those possibilities might really be there. The issue of providing ample possibilities has to do with the most important issues in the lives of the respondents: education, employment and career prospects. Locale, the social environment of the living place, was present in this study in the form of respondents relatives, friends and romantic partners. In this way locale was anchored to considerations of geographical distances and personal future orientation. Closeness to relatives and friends appeared to be important for young people involved in this study not only psychologically, but also geographically; long distances between oneself and important persons were not seen as a preferable situation. As part of outward migration, young people are escaping from the area together with their relationships and their social capital. It will be harder to maintain relationships and local social networks in the situation in which some relatives, and perhaps most peers, have moved away or are planning migration. Thus young people involved in this study have less possibilities, or will, to seize on the idea of integrating themselves into the locale. High migration alacrity also means that social capital is becoming even more exposed to erosion due to future depopulation. Furthermore, migration alacrity is a consequence of respondents evaluating their home territory in terms a cost/benefit analysis. This is based on the sense of place experiences and knowledge the person has of his/her own living environment, together with information that has been gathered regarding places further away. During the evaluation process, the person is comparing his/her own contemporary living environment and place of residence with other places and areas, either on a realistic level or an imaginary level. Relation to the place is constructed during this process on the basis of place experience and features of the living environment, as well as on knowledge of the history and the future prospects of one s own living place and knowledge or imaginary ideas of other places. Migration alacrity can also be seen as a spatial implication of individualism. Migration is based on an individual point of view; a desired and sometimes even inevitable developmental process. In an individualistic society an individual, unique life plan is highly valued. It seems that migration has become part of an individual life plan, which is aiming towards the good life. Individual belief in the profitability of migration is crystallised at the intersection of personal performance structure (Groß 2005) and local opportunity structure. A high personal performance structure may increase belief in this profitability and thus increase migration alacrity. On the other hand, a will to build a higher personal performance structure may be a driving force of migration alacrity. To summarise, respondents migration alacrity is a consequence of an individual valuation process, and a consequence of unbalance between the local reality and a somewhat imaginary outside world.