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After months of will-they-won't-they speculation, the Xi Jinping-Joe Biden summit in San Francisco next week is on. Unless of course some black swan should spoil the diplomatic inertia drawing the two leaders together.After jumping the hosting queue to take on the convening duties for this year's Asia-Pacific Economic Cooperation Economic Leaders' Meeting, the U.S. has now guaranteed that its own agenda for the summit — supply chain resilience, digital trade, connectivity, small and medium-sized enterprises, climate change and sustainability — will be well and truly overshadowed by the focus on the face-to-face between the two most powerful leaders in the world. The sideline session will be the main event.In the world of "omnicrisis" — in particular, the Ukraine conflict and the Israel-Hamas war and siege of Gaza, and the global challenge of climate change — China and the U.S. have to be in communication, settled into a working rivalry based on the Biden administration's "three Cs" framework of cooperation, competition and confrontation. Washington and Beijing are both an indispensable partner and an inevitable adversary — they can and will clash, even in a manner reminiscent of the brinkmanship of the Cold War, but for global stability, peace and environmental sustainability, they must work together on critical international crises, or at least talk about them. A China-U.S. war, which strategists in both countries have spent countless hours gaming out, would be a meaningless contest, with no winner, only losers and unfathomable collateral damage.Biden and Xi could have met in September at the G20 summit in Delhi, but Xi was a no-show — possibly to avoid a visit to India, the geopolitical belle-of-the-ball with which China has a bubbling border dispute. More likely he needed instead to attend to urgent domestic matters such as China's weak economy and troubles with two disappeared ministers who were eventually sacked. The Chinese have remained officially non-committal about Xi's attendance at APEC too, but Foreign Minister Wang Yi's two-day October visit to Washington, capped by an hour-long encounter with Biden at the White House, has apparently confirmed the appointment.Both sides appear willing to keep the tête-à-tête on track. For one thing, the stream of high-level contacts since Secretary of State Antony Blinken went to Beijing in June, a visit postponed by the "spy balloon" brouhaha, has continued unabated. Treasury Secretary Janet Yellen was in China shortly after, followed by Biden's climate envoy John Kerry. Commerce chief Gina Raimondo, the administration's point person on economic sanctions and trade restrictions, arrived in August. There have been telling cameo appearances, too. In July, centenarian Henry Kissinger flew in to be celebrated as an "old friend" by the Chinese leadership including Xi. In October, Senate Majority Leader Chuck Schumer led a bipartisan congressional delegation to Beijing, meeting Xi two days after the surprise attack on Israel by Hamas terrorists. Later in the month, California Governor Gavin Newsom breezed through China on a tour pointedly focused on climate change. Widely regarded as a presidential hopeful, Newsom was the first American governor to visit China in over four years and the first to be received by Xi in over six years. Signs that China is eager for the Biden-Xi meeting to go ahead and for the two countries to put their relationship on a more productive footing have been discernible. Wang Yi has been meeting for hours of talks with both Blinken and Biden national security adviser Jake Sullivan at different venues around the world. Besides receiving American officials in Beijing, China has reciprocated with visits to the U.S. by Commerce Minister Wang Wentao in May, Wang Yi at the end of October, and on the eve of the APEC meeting Vice Premier He Lifeng, Yellen's counterpart. But possibly the most significant re-engagement move so far was the resumption of defense contacts at the end of October when Chinese and American officials met briefly at a multilateral security forum in Beijing. The U.S. had been trying to restart military-to-military talks which China cut off after then-Speaker of the House Nancy Pelosi visited Taiwan in August 2022. American Defense Secretary Lloyd Austin had reached out to his counterpart Li Shangfu, also a U.S.-sanctioned individual, requesting a meeting on the sidelines of a conference in Singapore in June, but was refused. Li was removed from his position on October 24. Austin has requested a meeting with his yet-unnamed counterpart at an ASEAN defense ministers gathering in Jakarta on November 16. Where does all this put the China-U.S. relationship? There is little expectation that the Biden-Xi meeting will yield any significant outcome. When they met in Bali in November 2022, the two had discussed "guardrails" to prevent the contentious relationship from deteriorating into conflict. Some of those preventive mechanisms are now in place. The two governments launched working groups on economic and financial issues in September, with the former meeting for the first time by video conference on October 24. Both groups are supposed to convene again when Yellen and He confer in San Francisco on November 9-10.The diplomatic exchange between China and the U.S. is arguably the highest and broadest since the eighth and final round of the bilateral Strategic and Economic Dialogue (S&ED) in 2016. The S&ED was a series of senior-level discussions launched in a limited format during the George W. Bush administration and expanded in 2009 by Barack Obama. While the two nations are not yet back to that level of engagement, the launch of mechanisms for regular consultations goes against the persistent narrative of utter negativity. To be sure, the two sides may be talking at cross purposes, merely airing grievances. China is seeking relief or at least a pause from all the sanctions and exclusions, particularly on advanced technology transfer and financial flows. The U.S., however, is unlikely to comply, especially with the 2024 election campaign already underway. One of Beijing's demands for Xi's presence in San Francisco is for Washington to refrain from announcing fresh trade restrictions before, during or soon after the Biden meeting. Other complications are on the horizon. Some regional analysts argue that Beijing will want to challenge Washington at this geopolitically fraught time. But the Chinese are no less stretched diplomatically and, more to the point, are facing serious economic challenges at home. The Taiwan presidential election in January will surely be preceded and followed by the mainland's customary military menacing. Washington's drift away from its traditional ambiguity on defending the island is the biggest irritant in China-U.S. relations. Actions by both China and the Philippines in the South China Sea have raised fears of a conflict that could draw in the U.S., which has a mutual defense treaty with Manila. Meanwhile, Hong Kong is planning on passing more security laws in the first half of 2024. As the U.S. elections approach, the political rhetoric and policy making in Washington are likely to get more performative and provocative.This is not (yet) a G2 world, but Xi and Biden could capture imaginations by together engineering a diplomatic masterstroke in San Francisco if they were to announce a trio of cooperative projects: first, a joint effort to convene relevant parties to resolve the Israel-Hamas war and set a pathway to a two-state solution to the Israeli-Palestinian conflict; second, a collaborative initiative to bring peace to Ukraine; and third, an agreement to catalyze countries to increase commitments at the UN Climate Change Conference (COP28) in Dubai in December. And while they are at it, they should endorse rebounding post-pandemic bilateral cultural and educational exchange (Washington can reinstate the Fulbright program with Hong Kong and the mainland), renew the U.S.-China science and technology agreement set to expire early next year, and reboot China's program to loan pandas to American zoos. An impossibility? Optimists in these dire times should dare to dream.

This book investigates the less-explored dimensions of how industries in different Indian subnational spaces or states have responded to the growing phenomenon of internationalization. What factors have influenced firms participating in global business? Have state (both central and provincial) policies acted as catalyst for local firms? Not only does this study delve into these issues; it also painstakingly develops a comprehensive database that remains unique in the absence of reliable official statistics on this subject to date. Efforts have been made to establish a reasonably consistent dataset for the period 1990-2008 derived from the CMIE-PROWESS database. Care has been taken to condense the data and classify it by sector, location, size and ownership. The study delineates export patterns by firm and state and explores factors influencing export decisions according to sector, size and location. A further interesting aspect is the book's critical examination of industrial and trade promotion policies at the state/regional level that might have contributed to or hindered exporting by firms. The states considered for detailed policy discussions are highly diverse and include Gujarat, Odisha and Karnataka. To address the glaring absence of literature on the role of subnational factors in enterprises' export performance, a preliminary state-by-state analysis of the spatial determinants of firms' export activities is also provided. Jaya Prakash Pradhanis an associate professor at the Centre for Studies in Economics Planning, School of Social Sciences, Central University of Gujarat, India. He has earlier served on the faculties of the Central University of Karnataka (Gulbarga), Sardar Patel Institute of Economic Social Research (Ahmedabad), the Institute for Studies in Industrial Development (New Delhi), the Gujarat Institute of Development Research (Ahmadabad), and has worked as a consultant to the Research and Information System for Developing Countries (New Delhi). He obtained his M.Phil. and Ph.D. degrees from the Jawaharlal Nehru University, New Delhi. He is a recipient of UGC Research Award (2014-16) and at present undertaking a study on the linkages between quality of inward FDI and development.He has been involved in research studies for the United Nations Conference on Trade and Development (UNCTAD), Geneva; Department of Scientific and Industrial Research under the Ministry of Science and Technology (Government of India); and Indian Council for Social Science Research under the Ministry of Human Resource Development (Government of India).He is the author of Indian Multinationals in the World Economy: Implications for Development(Bookwell Publisher, New Delhi, 2008); co-editor of The Rise of Indian Multinationals: Perspectives on Indian Outward Foreign Direct Investment(Palgrave Macmillan, New York, 2010) and Industrialization, Economic Reforms and Regional Development: Essays in Honour of Professor Ashok Mathur(Shipra Publication, New Delhi, 2005); and co-author of Transnationalization of Indian Pharmaceutical SMEs(Bookwell Publisher, New Delhi, 2008).Keshab Dasis a professor at the Gujarat Institute of Development Research, Ahmedabad, India. He holds M.Phil. (Applied Economics) and Ph.D. (Economics) degrees from the Jawaharlal Nehru University, New Delhi through the Centre for Development Studies, Trivandrum. He is a recipient of the VKRV Rao Prize in Social Sciences (Economics). He holds a bachelor's degree in Journalism and Mass Communications from the Berhampur University, Orissa.He has been a visiting researcher or faculty at the University of Insubria, Varese, Italy; International Institute of Social Studies (ISS), The Hague, Netherlands; University of Manchester, Manchester, UK; Institute of Developing Economies, Chiba, Japan; CNRS-REGARDS, Bordeaux, France; Maison des Sciences de l'Homme (MSH), Paris, France; and Institute of Development Studies at the University of Sussex, Brighton, UK. He has undertaken CNRS Research Missions to the Netherlands and Italy and CNRS-British Academy Research Mission to the United Kingdom concerning issues on SME competitiveness and regional development in Asian developing countries.He has undertaken research studies sponsored by various Indian Government Ministries (Industry; Science and Technology; Rural Development; Human Resource Development; and Environment and Forests); Planning Commission; Government of Gujarat; International Commission of Jurists; UNICEF; UNIDO; ILO; Ford Foundation; University of Sussex; French Ministry of Research; IWMI-Tata Water Policy Program; Centre for Environment Education; Swiss Agency for Development and Cooperation; Economic Research Institute for ASEAN and East Asia (ERIA), Bangkok; International Development Research Centre (IDRC), Canada; National Agency for Research on AIDS and Viral Hepatitis (ANRS), Paris, France; Economic and Social Research Council (ESRC), UK and Social Sciences and Humanities Research Council of Canada.He has authored/co-authored/edited the following books: Globalization and Standards: Issues and Challenges in Indian Business (Springer, New Delhi, 2014); Small and Medium Enterprise (SME) Competitiveness: Issues and Initiatives(Gujarat Industrial Development Corporation, Gandhinagar, 2011); Micro and Small Enterprises in India: The Era of Reforms(Routledge, New Delhi, 2011); Policy and Status Paper on Cluster Development in India(Foundation for MSME Clusters, New Delhi, 2007); Indian Industrial Clusters(Ashgate, Aldershot, UK, 2005); The Growth and Transformation of Small Firms in India(Oxford University Press, New Delhi, 2001); and Peasant Economy and the Sugar Cooperative: A Study of the Aska Region in Orissa(CDS, Trivandrum, 1993).Published extensively, his research concerns issues in regional development, industrialization, small firm development, industrial clusters, informal sector, labor and basic infrastructure in both rural and urban areas.

Relations between the Philippines and northern Australia date back to the early years of European settlement. Filipinos made a significant contribution to the development of north Australia throughout the nineteenth century, while a small number of Australians were involved in commerce in the Philippines. In north Australia, where some Filipinos intermarried with Aboriginal people and European settlers, this heritage is reflected in the incidence of Filipino names in present-day northern communities. In more recent years the Northern Territory, and to a lesser extent northern communities in Western Australia and Queensland, have come to see their futures inextricably linked to developments in the countries to their immediate north, particularly Indonesia and the Philippines, and have sought increasingly to strengthen social, cultural and sporting, as well as commercial, ties. For Australians, some commonalities of language, predominant religion, Western cultural experience, and democratic traditions have contributed to making the Philippines especially attractive as a place to visit and to do business with; for Filipinos, Australia has been seen since the 1970s as a desirable destination for migration and, increasingly, as a source of education and training. Over the past decade, trade between Australia and the Philippines has grown substantially, if from a low base, and the Philippines has become the fourth largest recipient of Australian. development assistance. For north Australia, trade with the Philippines is still small, and dominated by live cattle exports to the Philippines. This is in large part due to the small market and relatively low level of manufacturing activity which north Australia represents, but the infrequency and high cost of shipping and lack of direct air links are also major inhibiting factors. Nevertheless, the possibilities for expanded trade and investment flows, particularly through the provision of services and through joint ventures in small and medium-sized enterprises, appear to be considerable. With the issue of expanded commercial relations primarily in mind, and with a delegation from the Northern Territory about to visit the Philippines in conjunction with Australia's 'All the Best from Australia' presentation in Manila, a workshop on 'North Australia-Philippines Relations' was held at the Australian National University's North Australia Research Unit on 25 September 1998, in association with the Northern Territory University's Centre for Southeast Asian Studies and the NT International Business Council. The workshop followed an earlier conference on 'Government-Business Relations Between Eastern Indonesia and the Northern Territory'. This volume is an outcome of the September 1998 workshop. An opening chapter by Philippines Minister and Consul General in Australia, Edwin Bael, provides an overview of relations between Australia and the Philippines, with particular reference to north Australia and the southern Philippine island of Mindanao (regions which share an interest in the development of the Brunei/ Indonesia! Malaysia/Philippines-East ASEAN Growth Area (BIMP-EAGA). Subsequent chapters by Dennis Shoesmith, R.J. May, and William Brummitt and Frances Perkins (the latter from the Department of Foreign Mfairs and Trade's East Asia Analytical Unit) review, respectively, the historical context of north Australia-Philippines relations and the political and economic contexts of the Philippines. Relations between the Northern Territory and the Philippines are surveyed in the chapter by Ian Watts, from the NT Department of Asian Relations, Trade and Industry (DART!). Darwin-resident businessman Pascual Tantengco then presents the viewpoint of a Filipino businessman operating in north Australia, while papers by Michael Kilgariff (of the NT International Business Council), William Cordingley, Steve Ellison, Chris Healey and Kym Handberg discuss various aspects of north Australian business and academic relations with the Philippines, including the live cattle trade, which has maintained its importance in the Australia-Philippines relationship notwithstanding the effects of the Asian financial crisis (which have severely affected the trade between Australia and Indonesia). Further chapters survey the role and functions of the Australia-Philippines Business Council, the principal features of trade relations between Australia and the Philipines, and the main components of Australia's development assistance programme in the Philippines. Finally, The Philippines Honorary Consul General for the Northern Territory, Robert Matthewson, provides an overview of the workshop proceedings and suggests some possible lines of future development. Collectively, the various papers give some indication of the extent and dynamics of north Australia-Philippines relations and point to the possibilities of a much more detailed study of the relationship. In organizing the workshop and bringing this volume to publication, I am indebted to my longstanding Filipinist NTU colleague, Dennis Shoesmith, and to the encouragement and support received from NARU director Christine Fletcher and NARU staff Janet Sincock, Melissa Sue and Paula Fennel; DARTI officers Ian Watts, Patrick Markwick-Smith, John McCue and Steve Sanderson; director of DFAT's Northern Territory office, Keith Gardiner(who presented the Brurmnitt and Perkins paper in the absence of the author) and Ross Ainsworth, of the Northern Territory Livestock Exporters Association, who was unable to attend the workshop due to commitments in the Philippines. Bill Cordingley, of Meat and Livestock Australia, though not present at the workshop, provided a paper at very short notice, and Aurora Quinn, of the Office of Ethnic Affairs, Department of the Chief Minister, Darwin, kindly agreed to the reproduction of sections of her 'Background on Philippines-born Territorians'. In Canberra, Claire Smith and Allison Ley carried the burden of converting a collection of written and recorded presentations into a publication, with characteristic efficiency.

AGREEMENT SHEET This is to certify that the Journal with the title "AN ANALYSIS OF ENGLISH TEXTBOOK FOR FIRST GRADERS OF SENIOR HIGH SCHOOL "BAHASA INGGRIS UNTUK SMA/MA DAN SMK/MAK KELAS X" PUBLISHED BY PUTRA NUGRAHA AND USED IN SMAN 18 SURABAYA BASED ON BASIC COMPETENCES OF CURRICULUM 2013" written by ABU DARRIN (NIM.102084005) has been thoroughly checked and fulfilled the requirements for Yudisium. Surabaya, January 2014 Advisor Drs. Fahri, M.A. NIP. 19640819 199003 1 003 AN ANALYSIS OF ENGLISH TEXTBOOK FOR FIRST GRADERS OF SENIOR HIGH SCHOOL "BAHASA INGGRIS UNTUK SMA/MA DAN SMK/MAK KELAS X" PUBLISHED BY PUTRA NUGRAHA AND USED IN SMAN 18 SURABAYA BASED ON BASIC COMPETENCES OF CURRICULUM 2013 Abu Darrin English Education Department, Language and Art Faculty, Surabaya State University Email: abudarrin92@gmail.com Drs. Fahri, M.A. English Education Department, Language and Art Faculty, Surabaya State University. Email: fahri@unesa.ac.id Abstrak Kurikulum adalah sebuah alat untuk mengontrol implementasi dari pendidikan di semua negara tidak terkecuali Indonesia. Di tahun 2013, pemerintah Indonesia telah menerbitkan kurikulum yang baru yaitu kurikulum 2013. Kurikulum ini diklaim dapat meningkatkan kualitas pendidikan di Indonesia. Berkaitan dengan pentingnya hal tersebut, kesesuain antara materi di dalam buku pelajaran dengan kompetensi dasar di dalam kurikulum 2013 juga sangatlah penting. Hal ini juga didukung oleh fakta bahwa kebanyakan guru menggunakan buku pelajaran sebagai sumber utama pengajaran di dalam kelas karena pelatihan guru tentang kurikulum baru ini masih minim sekali. Penelitian ini dilakukan untuk mengetahui apakah komtensi dasar di dalam buku pelajaran dengan judul "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" yang diterbitkan oleh Putra Nugraha sesuai dengan kompetensi dasar yang tercantum di dalam silabus bahasa inggris kurikulum 2013. Selain itu, penelitian ini juga dilakukan untuk mengetaui dan mendeskripsikan materi-materi apa saja di dalam buku pelajaran tersebut diatas yang sesuai dengan kompetensi dasar di dalam silabus kurikulum 2013. Dengan menggunakan konsep deskriptif kualitatif, penelitian ini menggunakan field notes yang diadaptasi dari garis besar evaluasi buku pelajaran di dalam BSNP (Badan Standar Nasional Pendidikan). Materi di dalam buku pelajaran ini dianggap sesui apabila telah memenuhi indikator materi urutan dari kompetensi dasar kurikulum 2013. Dari hasil penelitian, dapat diketahui bahwa semua kompetensi dasar di dalam buku pelajaran sesuai dengan kompetensi dasar di dalam silabus kurikulum 2013. Selain itu, diketahui juga bahwa kebanyak materi di dalam buku pelajaran tersebut tidak sesuai dengan kompetensi dasar di dalam silabus kurikulum 2013. Materi yang sesuai antara lain adalan materi di dalam bab 1, 2, 3, 5 dan 7. Ketidaksesuain tersebut kebanyakan disebabkan oleh ketidaksesuaian urutan materi di dalam buku pelajaran dengan kompetensi dasar kurikulum 2013.Kata Kunci: Buku Pelajaran Bahasa Inggris, Kompetensi Dasar kurikulum 2013, kesesuaian. Abstract Curriculum is a tool to control the implementation of education in the country including Indonesia. In 2013, the Indonesian government has issued a new curriculum, namely, curriculum 2013. It is claimed as improving the education in Indonesia. Since it is very important, the conformity between the materials in the textbook to the 2013 English basic competence is also taking a vital role in implementing this new curriculum. It is supported by the fact that mostly the teachers uses textbook to deliver the material in the class because they are not well introduced yet to it. This research is conducted to figure out whether the basic competences in the textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha conform to the basic competences in the syllabus of English curriculum 2013 or not. Besides, this also figure out whether the materials in the textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha conform to the basic competences in the syllabus of English curriculum 2013 or not. By employing the concept of descriptive qualitative study, this research uses the field notes which are adapted from BSNP textbook evaluation guideline as the research instrument. The textbook is claimed as representing the basic competence of the syllabus in the curriculum if the materials completely conform to the basic competences and its sequence. The results of this study show that all of the basic competences in the textbook conform to the basic competences for first graders of Senior High School in the first semester syllabus of English curriculum 2013. Besides, it also shows that most of the materials in the textbook do not conform to the basic competences in the syllabus of English curriculum 2013. Few of the relevant materials are there in chapter 1, 2, 3, 5 and 7. In addition, most of the inconformity of the materials in the textbook is because they are not in the right sequence as mentioned in the Syllabus of English curriculum 2013. Key Words: English textbook, 2013 English basic competences, conformity. INTRODUCTION Students of all ages are learning to speak English all around the world (Harmer 2007). That is the evidence of the fact that English is the most popular International language used in the world. This language is used as a tool to transfer many kind of information from the others language. It is used to communicate importantly when the people do not know the certain unpopular international or even non international language. For the example; Indonesian that would like to communicate with Japanese, in case, both of them cannot speak Indonesian or Japanese, they can use English. It is rationally because English is the popular international language that mostly used by the people around the world both, in target language community or even in somewhere it is one of the main languages of culture or commerce. Target-language community is a place where English is used as the national language- e.g. Britain, Canada, New Zealand, etc. besides, India, Pakistan, Nigeria are the example of the countries where English is one of the main languages of culture and commerce (Harmer 2007). Those examples show us that English has widely used almost all around the world referring to the fact that the origin of English is from Germany. Besides, people can take a look on the point of view of education field and work field. English as a subject taught in school and college deals with the student's understanding and use of language (Guth 1973). Furthermore, the transfer of information and knowledge has been easily accessed whenever and wherever, seems there is not any limitation of time and place anymore. As the example, people can easily get the information from social media or internet. As long as they could use English to communicate, they could keep in touch with whoever or whatever around the world. As the concrete example, the student could use international references in doing their project or research. Moreover, it is not surprising news anymore knowing the transfer of the students around the world. According to the fact, it seems like not enough to study in the country for the specific purposes of certain people. They would rather choose to continue their study abroad than in their own country. This opportunity leads to make the use of English being more and more important than the other foreign language. Looking to another point of view, the use of English essentially spreads widely in the international business sector, so much so that English has become the standard language of world business (Yoneda 2008). Relating to the development of some international development, the use of English is also getting more important. For the example is the implementation of ASEAN Economic Community (AEC) in 2014. This agreement among ASEAN countries about free economic market in ASEAN open a new opportunity for every people in ASEAN countries to work in certain country in ASEAN (Community 2008). This also shows us that the role of English is very fundamental according to the fact that the countries in ASEAN have their own language. English as international language relates the people of ASEAN to communicate each other, so that there are not any difficulties anymore in term of communication of those different language countries. In addition, we can easily find the requirements of job field in our country that requires English whether written or oral skill to fulfill. In this circumstance, English also take a great importance in human social life even though it is not in English-native speaker country. Those great importance of English in daily life of the society and its prospect in the future lead the governance to put English as a major material begin in junior high school and senior high school. As the higher continuant education, senior high school has a significant role to build the extensive foundation of the student competence of English after the very basic level in elementary and junior high school. In this level, English is delivered more seriously and being a component of the syllabus of curriculum in Indonesia as stated in constitution of Indonesia number 68 2013. This curriculum has been launched in 2013. It has been used and being implemented in certain school all around Indonesia starts from the first class of junior and also senior high school. This curriculum was built based on two major challenges. Those are internal and external challenges (Permendikbud 2013a). The internal challenge is that the human resources of Indonesia are getting large and large. As the response of the government, the curriculum 2013 was build to increase the competence of the people itself. Furthermore, the global change and development are acting as the external challenge that encourages the development and the existence of curriculum 2013. The curriculum 2013 actually is developed from standard-based curriculum and competence based curriculum, that is why, the difference between this curriculum and the previous curriculum can be clearly seen from the format of the curriculum itself. In the other hand, textbook is getting a great role in education related with the implementation of the curriculum (Permendikbud 2013b). It is also supported by the fact that nowadays, there is a change of education paradigm. Begin with teacher as a center in learning in the class to the students as the center in the class. That is why, textbook as the main source of knowledge which is stated in the curriculum besides the teacher is holding a fundamental role in the education. A little bit different with the previous curriculum, especially in English object, the curriculum 2013 uses thematic approach. Based on the English textbook published by Putra Nugraha entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X", there is not any skill dividing such as in the English textbook of the previous curriculum. The skill such as listening, reading, writing and speaking are no longer used to divide the competences in the textbook. It uses the thematic approach that integrates those kinds of skill to be one competence. Those differences lead the researcher to figure out a problem, does the content of the textbook really conform to the content of the syllabus of curriculum 2013?. In addition, this textbook is published in 2013 and used in SMAN 18 Surabaya. It is the only one which is found in the field. Even though the English curriculum 2013 has been implemented, only SMAN 18 Surabaya that uses the English textbook to deliver the English material. The gap exists in the previous study also supports the researcher to conduct the research to answer the question. There are a lot of researches about textbook analysis of previous curriculum textbook such as a research conducted by the graduate of state University of Surabaya. The title is "An Analysis of Listening Material of English Textbook Entitled Get Along With English for Vocational High School Grade X Based on 2006 English Standard Competence" (Widiyawati 2012). This descriptive qualitative research is conducted to evaluate the book in the point of listening skill competence based on the 2006 English Standard Based Competence. The researcher take the Listening skill as the competence to be evaluated in the book because, in fact the book was made based on curriculum 2006 that still uses skill competence to divide the material in the book. Another one is a research conducted by Meta Chairani (2011) the graduate of Muria Kudus University entitled "The Analysis of English Textbook based on Competence Based Curriculum (CBC) for The First Year of Senior High School Published by Penerbit Erlangga and PT. Intan Pariwara. This research also analyzes the textbook of previous curriculum that is Competence Based Curriculum (CBC). So far, none of the researchers conduct a research of the textbook of curriculum 2013 that has been implemented since 2013. Recognizing this gap and urgency that it is a must for the content of the English textbook to conform with the Syllabus of the curriculum 2013, the researcher is supported to conduct this research. In addition, the researcher will use the instrument based on Badan Nasional Standart Pendidikan (BSNP) with also referring to another theory. This is to check the conformity between the basic competences in the syllabus of curriculum 2013 and the basic competences in the textbook and also the conformity between the materials in the English textbook to the basic competences in the syllabus of curriculum 2013. Based on the background and the reason above, it shows that conformity between the book and the basic competence is an urgent and important thing in the implementation of curriculum 2013. Based on the Background above, the researcher decide to research questions of this study are: How is the conformity between the basic competences in the English textbook for first graders of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha and the basic competences in the syllabus of curriculum 2013? And How is the conformity between the materials in the English textbook for first graders of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha and the basic competences in the syllabus of curriculum 2013? The result of this study is expected to give more information and input to the teacher in using the English textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X". It is expected to give them a brief overview of the textbook, so that they would know the appropriate use of it, whether they have to add some material of the syllabus that does not exist in the textbook or even skip some contents in the textbook that does not included in the syllabus of curriculum 2013. Furthermore, this research is also introduced to the writer and the editor of the textbook in order to give them input and guideline in making the next English textbook which is more relevant to the curriculum 2013. In addition, the researcher focuses on the English textbook for the first grade of senior high school entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" used in SMAN 18 Surabaya only to check the conformity of it to the basic competences of the syllabus of curriculum 2013. REVIEW LITERATURE Curriculum is a set of planning and setting of the objectives, contents, and the material of the teaching and learning process that is used as a guideline in realization of the teaching to achieve the goal of the certain education (UU No. 20 Th. 2003 Tentang Sistem Pendidikan Nasional). Besides, Tanner (1980) defined curriculum as "the planned and guided learning experiences and intended outcomes, formulated through the systematic reconstruction of knowledge and experiences under the auspices of the school, for the learners' continuous and willful growth in personal social competence". It is used to develop and increase the even distribution of education. Every country usually has each own standard of the curriculum because it is related with the development of the country itself. Besides, it also depends on the students' needs in the each country. Since it depends on the students needs the curriculum always having the improvement time by time. It is caused by the global change that occur influence the needs of the learner. In case of English curriculum, there have been some changes or improvement of it in Indonesia. The changes are stated as follows: Old style, Grammar Translation Based Curriculum (1945), New Style, Audio Lingual Based Curriculum (1958), Revision, Audio Lingual Based Curriculum (1975), Structure Based Curriculum (1984), Communicative Based Curriculum (1994), Competency Based Curriculum (2004), Unit Level in Education Curriculum (2006) and Integrated English Curriculum (2013). The most recent curriculum is curriculum 2013 that has been launched in 2013. The English curriculum in it is no longer using skill as the point to divide the competence. It is integrated and thematic. Furthermore, Curriculum 2013 has been launched by the ministry of education and culture of Indonesia in more than 6000 schools all around Indonesia. This is the next step of the ministry of education and culture after holding some process- target teacher and instructor teacher training about curriculum 2013 (Sutiana 2013). Actually, the main substance of curriculum 2013 is the review of internal factors as a demand of education that refers to the 8 national education standards. Those include the management standard, expense standard, infrastructure standard, teacher standard, content standard, assessment standard and the competence standard of the alumnus. The other internal challenges are related with the development of Indonesia from the citizen productive age point of view (in 2020-2035 the productive age is abundant). Besides, the external challenge is also taking a role, the demand of the globalization that comes up with certain goals to achieve through future competence. Those are; communication competence, critical thinking competence, the competency to see the moral values of the problem, ready to work and the ability to live in global society, and etc (Permendikbud 2013a). So far, the global challenge in the society, especially in the future of work field that soon will be globalized, is the basic philosophical framework of this curriculum beside the past and the current condition of Indonesia. Those three values of point of view are taken to build the strength of the mental thinking of Indonesian to face the globalization above. Since the implementation of this curriculum is step by step, it is implemented in the first grade of junior high school. Based on the basic framework of this curriculum from the ministry of education and culture of Indonesia the description of English curriculum is something like the explanation as follows (Sutiana 2013). As stated in the constitution, there is a significant change in this curriculum 2013. That is the graduate standard competence or "standart kompetensi lulusan (SKL)" that related with all of the subjects. It means that the implementation of all subjects must refer to the standard. In the other side, the graduate standard competence itself is depending on the student's needs in the future that focusing on the balance soft skills and hard skills. Furthermore, the main competence is related with the basic competence that exists in every subject. In addition, the text distributing that will be the content in the linguistic material are:Interpersonal Text, Private expression such as greeting and the responds, leave taking and the responds, thanks giving and the responds, and apologizing and the responds; Transactional Text, asking and giving the information about the fact and feeling and also offering things and service; Special Functional Text, such as: name label, List (list of thing in one group), instruction, sign or traffic light, warning sign and song; Public Functional Text, such as: names of the day, month, time in a day, time in form of number, dates and years, self introduction, names of animal, things and public building, the characteristic of human, animal and things. The attitude/action/function of human/animal/things. Descriptive (human, things, and animal); Conversation Topic: related with human self and the social and natural environment around the house and school. Teaching process in curriculum 2013 using scientific approach, through some steps of the process: observing: the student read/watch/listen to the examples of texts that is being learned from many kind of sources, directly/ or using a recording that concerning to the social function, text structure, linguistic element or the delivery format or the writer; asking : through questions from the teacher, the students are asking many things based on the topic/ teaching material, such as social function, expression and text structure and etc; Exploration/ experiment : reading/watching/ listening the other examples of the text they learn; associating/analyzing : in an under control group work, the students are learning to mention the social function, expression and text structure, linguistic element, and the writing format of the type of text they learn. The feedback from the teacher and students in every result of group work are delivered. The last is, communicating: reading, listening, presenting/publishing/ speaking/reading the text they learn. In the other hand, 2006 English curriculum is unit level in education curriculum (KTSP). In this curriculum, each school in Indonesia has each own authority to develop the material based on the students' needs (Nahrowi 2013). Furthermore, this curriculum also concern on the skills as the point to deliver the competences in English such as listening, speaking, reading, and writing. It is completely different with the curriculum 2013. The government standardizes the curriculum as the same one for every school. It means that there is not any differences for every school in Indonesia, in fact, the condition of schools are different each other. Besides, the curriculum 2006 divides the competences into several point based on the skills. Then, The curriculum 2013 is integrated (Nahrowi 2013). This difference of course is included as a significant difference that also could significantly differentiate the previous textbook of the curriculum to the textbook of curriculum 2013. The textbook of curriculum 2013 is no longer divided based on the skill competence, but it is divided based on the theme as shown in the textbook of curriculum 2013 published by Putra Nugraha entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X". Textbook is used as a main guideline in language teaching especially where the teacher is least capable to deliver the material, but the fact said that not all the textbook can reflect the materials well (Williams 1983). This situation of also happens in Indonesia where the EFL classrooms are applied. Furthermore, the existence of the textbook also causes some questions. What the textbook actually is, what advantages of disadvantages of the textbook are, how to create the textbook, how to evaluate it, and also, the most important is, what the relationship between the textbook and the curriculum actually is. Textbook generally is a book contains some material of certain subject to learn by the students in the school. It is used as a main component to deliver the material framework designed in the curriculum. They may deliver the foundation for the content of the lessons, the balance of skills taught and the types of language practice the students take part in. In other hand, the textbook may provide primarily to supplement the teacher's instruction (Richards 2013). Besides, sauvignon (1983) stated that textbook contains a collection of written or oral texts with accompanying explanations that are selected and sequenced for the learners as cited in the previous study (Widiyawati 2012). As the definition above, we can see that actually, textbook can varies based on the language teaching stakeholders. It can adapt the curriculum, the teacher needs, and also the students' needs. That is why, we can find a different textbook used in a different schools. This chosen textbook is used as a basic guideline in teaching and learning process. It is stack because the teacher should follows the curriculum framework designed by the government beside they could adjust their needs. This textbook is very helpful because it contains the material instruction for the teacher that also can support the students to learn by themselves whenever and wherever they want. The material instructions usually could be varied as the curriculum framework. It could be in form of oral or written text, sounds for listening in form of CD that is very practice to use. The existence of the textbook is very crucial in language teaching. It has so many advantages to support the language learning and teaching process, but as the creation of human being, it also has some disadvantages. As the evidence, the textbook evaluation and its revision always applied time by time. The advantages and the advantages of the commercial textbook also depends on the how they are used and the contextual factors and the advantages are stated as (Richards 2013): It is providing structure and a syllabus for a program. Without textbooks a program may have no central core and learners may not receive the material as stated in the syllabus that has been systematically planned and developed by the government; It is helping standardize instruction. The textbook helps the government to implement the even distribution of the education by the similarity of the material taught in each school or even in each class; It is maintaining quality. If a good textbook is used, students are exposed to a tried and tested, that are based on certain pointed learning principles, and that are skipped appropriately; It is providing a variety of learning resources. Textbooks are usually accompanied by workbooks, CDs and cassettes, videos, CD ROMs, and comprehensive teaching guides, providing great resource for teachers and learners; It is efficient. The textbook save teachers' time, enabling teachers to devote time to teaching rather than material's delivering; It is providing effective language models and input. Textbooks can provide supports for non-native teachers and who may not be able to produce accurate language input on their own; They can train teachers. It can be a medium of initial teacher training or a limited teaching experience teacher; It is usually appealing. Commercial textbooks usually have high standards of design and production and hence are appealing to learners and teachers. Contradictory to that, the potential negative effects of the use of textbooks are: It may contain inauthentic language. Textbooks in some cases present inauthentic language since texts, dialogs and other aspects of content tend to be specially written to incorporate teaching points and are often not representing real language use; It may distort content. Textbooks often deliver an idealized view of the world or fail to represent real issues. In order to make fail represented view of material, controversial topics are avoided; It may not reflect students' needs. Textbook are produced in mass amount. That is why; usually the textbook doesn't match the certain needs of the students; It can deskill teachers. If the teacher just use the textbook as an over dominant centered, it can de skill the teacher. It occurs when the teacher is not having improvement in experiencing the class; It is expensive. Commercial textbook that is usually expensive can burden the students in low financial level; Those advantages and advantages gives the redline review for the teacher. If the disadvantages side of the textbook takes a dominant position in the class. The alternative action should be taken, such as adding some materials if there are some of them do not exist in the textbook and etc. Furthermore, what does differentiate the previous textbook curriculum and the textbook of curriculum 2013 especially in language teaching is the approach. The previous curriculum divide each skill competences in the material delivery, but, significantly different to that, the curriculum 2013 use an integrated approach that divide the material into several theme. This is considered more effective in language teaching just like the idea of Oxford (2001) that stated, the integrated approach in foreign language teaching must focus on the integration of language elements like vocabulary, pronunciation and the structure that support the language skill (sundayana 2013). Those two significance differences lead to the textbook construction difference. The textbook of previous curriculum uses the skill in dividing the material in the textbook, they divide listening, speaking, reading, and writing in every material. For the example, descriptive text teaching that is delivered by listening to the descriptive text sound, descriptive speech, descriptive reading, and descriptive writing. Different to that, based on the curriculum 2013framework that has been explained above, the textbook of English curriculum 2013 is constructed by referring to the basic competence in the syllabus. It is constructed as an integrated language material that integrates all language skill such as listening, speaking, reading, and writing into one thematic material. For the example, the language teaching in the first grade of senior high school with the theme "I am going to…". In this theme the material is given to lead the students to explore their language skill. By this theme, the teacher indirectly teaches listening, speaking, reading, and writing in the same time. In condition where there it is lack of trained Teacher, textbook has a vital position in language teaching (Williams 1983). This statement also strengthens the urgency of a well evaluated textbook because of the importance of the existence of textbook itself in the language teaching. The criteria of evaluating the textbook is also take a big role in defining and evaluating the textbook for the betterment of the language teaching. The criteria to build the instrument should be relevant and based on the trusted sources. Since it is important, this evaluation of the textbook should be done especially for the stakeholder of the teacher. The teacher could be given some practices in evaluating the textbook in order to figure out whether the organization of materials is consistent with the objectives of given English curriculum (Williams 1983). The statement of this English education scientist indirectly also shows us that the consistency between the objectives of given English curriculum and the organization of materials is holding an important urgency in the English language teaching. This could be the foundation in making an instrument to define an appropriate textbook based on the curriculum. Besides, there is a valid instrument for evaluating the textbook, including English textbook for senior high school. This instrument that is made by BSNP (Badan Standard Nasional Pendidikan) contains some components of textbook which are arranged based on characteristic of English learning and the criteria of English textbook development (Widiyawati 2012) . The textbook evaluation instrument made by BSNP consists of three main components; the feasibility of the content of the evaluated textbook, the feasibility of the language use of the evaluated textbook, and the feasibility of the presentation of the evaluated textbook. Furthermore, there are sub-components for each component of this evaluation instrument (BSNP 2007), they are: the feasibility of the content of the evaluated textbook; The feasibility of the language use of the evaluated textbook; the feasibility of the presentation of the evaluated textbook. Curriculum is a fundamental substance in the educational system. It drives how the education would look like and it controls the whole unit of education. For the betterment of education in Indonesia for example, the governance does not just revise improve the front liner of education here is the teacher, the facility, and the maintenance but also, the regular revision of curriculum. This fact leads us to understand that the basic change of education improvement is led by the curriculum. In addition, the recent curriculum has taken a serious focus on the equality of education. The equality of education support the potential talent (Rajakumar 2006). It is also reflected by this new policy of education that equal all the material for all school implemented with the standardized standard competence. This basic competence is the main reflection of the curriculum 2013 itself. All of the material guidelines are stated in this standard competence. Furthermore, as the competition of this new curriculum implementation, the teacher mostly uses the textbook as the main material in English teaching. It is caused by the less trained teacher that wants to give the most appropriate material based on the curriculum. Moreover, the well trained teacher uses the textbook as well as the main guideline based on many kind of reason. This idea is strengthen by the language researcher that stated "They can be given practice in analyzing textbooks in order to find out whether the organization of materials is consistent with the objectives of a given English language curriculum" (Williams 1983). Form this view, it can be seen that the role of appropriate textbook of curriculum 2013 is very fundamental and indirectly it also shows that their relationship is very close and can't be divided each other. There have been some previous studies about the textbook analysis, and some of them found that in certain point, there are irrelevancies between the textbook and the goals of English teaching as included in the curriculum. Those findings are clearly proves that the textbook used by school as a teaching guideline has a possibility to have the irrelevancy between the curriculum and the materials in the textbook itself. As the first example, a research conducted by a graduate of State University of Surabaya have found that there are some speaking indicators that are not covered in each unit of the textbook entitled " Mandiri: Practice your English Competence". For example, two indicators of basic competence 2.4 in Chapter 3; and two indicators of basic competence 2.3 in Chapter 6 (Xingli 2013). The second research is also conducted by the graduate of State University of Surabaya. Several text in the textbook entitled "kumpulan kegiatan siswa Bahasa Inggris" designed by Surabaya MGMP team have not fulfilled yet the requirement of the generic structures and the linguistic features yet as stated in 2004 English Curriculum (Sari 2007). Then, the last example of research is conducted by Meta Chairani, the undergraduate of Muria Kudus University (UMK) entitled "The Analysis of English textbook Based on Competence based Curriculum (CBC) for the First Year of Senior Higfh School Published by penerbit Erlangga and PT. Intan Pariwara. Different with the two previous research example, this research was comparing two different textbook to know which one is more appropriate to the curriculum. The result of this study is both of the textbook are fairly good, but only the book of PT. Intan Pariwara entitled "Bahasa Inggris Kelas 1 SMU" was appropriate in content and evaluation to cover the objective of Competence Based Curriculum (Chairani 2011). So far, based on the examples of researches above, it has been clearly found that there are some irrelevance between the textbook and the curriculum starts from Competence Based Curriculum (CBC) that was implemented since 2004 to 2006, and the Unit Level of Education Curriculum (KTSP) that was implemented in 2006 to 2013. This kind of evidences shows us that there is a big possibility of the textbook published by the Government that does not match with the curriculum in certain point. Of course, it is included the textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha as a guideline to implement the Curriculum 2013. This is the main reason why the researcher would like to conduct this study. RESEARCH METHODOLOGY Research Design This study is designed to answer the research question as stated in the Chapter I. It focuses on analyzing the conformity of the material in English textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha to the basic competencies in the syllabus of curriculum 2013. This English textbook is used by SMAN 18 Surabaya in the first year of curriculum 2013 implementation. Based on the objectives and the aim of the study above, this research is designed to analyze the English textbook that has been a phenomenon. Until nowadays, there is not any legal curriculum 2013 English textbook for senior high school published by the government. Since this study is descriptive qualitative research, the analysis of the study is presented in form of words rather than numbers without any statistical calculation (Fraenkel JR & Wallen, NE 1990; McMillan (as cited in Widiyawati 2012). Besides, this study is also documentary analysis research in which it describes the data gotten from the research instrument in detail and deeply. Object of the Study The Subject of this study is the English textbook for the first graders of Senior High School entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha. It was published in 2013. The materials in the textbook are organized in form of chapter in which the four skills of English such as Listening, Speaking, Reading, and writing are integrated to be one thematic chapter. There are seven chapters that cover one semester material, they are: I Live in Semarang, Wow! You Look So Pretty! , Are You Ok? , I'm Going to…, Congratulations, Simple Past Tense and Simple Present Perfect Tense, Descriptive Text. As stated above, those themes provide integrated English materials that also integrate the four skills of English. Data of the Study The data of this study are all of the English learning material presented in this textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha that covers one semester program of the first grade. The data are in the form of dialogues, passages, monologues, tasks, activities, instructions, tables, and etc. The textbook that is being analyzed contains seven chapters that are elaborated into 64 pages. Research Instruments As a device to collect the data, the research instrument is very important. It is a device to collect the data from the object of the study. As a descriptive qualitative study, the data of this study are in form of words rather than numbers in which the researcher is the main instrument. The main role of the researcher as the instrument in this study is profoundly to collect and analyze the data as deep as possible. However, the researcher cannot work alone. The researcher is assisted by the other research instruments; here is the field note. Others contrast field notes with data, defining field notes more along the lines of Field note is a daily input made in a field journal to record thoughts, impressions, initial ideas, working hypotheses, issues to pursue and so on. Besides, it is also everything collected in the fieldwork —the fieldwork journal, transcripts of conversations and interviews, photographs, audiotapes and videotapes, copies of documents, and artifacts (Schwandt 2007). In this study, the field note is used help the researcher to record the verbal data of the object of the study and verify the conformity of the materials in the textbook and the basic competences of curriculum 2013. The field notes are in form of table which contain the analyzed data and also the evidence of the materials. The first table of field note contains basic competences in the syllabus of curriculum 2013, basic competence in the analyzed textbook and relevant or irrelevant column. Besides, the second table of field note contains basic competences of curriculum 2013, main materials based on the Syllabus of English curriculum 2013, relevant or irrelevant column and the evidence of materials. Data Collection Technique In this study, the technique to collect the data is document analysis based on the checklist. The analysis deals with the conformity between the English learning material and the 2013 English basic competencies. There are two steps that use two tables in this study. The first is the researcher checks the conformity between the basic competences in the textbook to the basic competences in the syllabus of English curriculum 2013. The second is the researcher checks the conformity between the English materials in the textbook to the basic competences of English curriculum 2013. While it is done, the verbal data is also written in the field notes. After those two steps, the researcher collects the data and the result from the instrument table, after that, those data are analyzed and elaborated. Data Analysis Technique Since the English material in the textbook are integrated, the researcher directly describe the results of the study without any skill dividing in form of words rather than numbers. In addition, there are two steps in this study analysis. The first is describing conformity between the basic competences in the analyzed textbook and the basic competences in the syllabus of curriculum 2013. The second is describing the conformity between the materials in the textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha English and the basic competences in the 2013 English curriculum. RESULTS AND DISCUSSION The results of this study are divided into two parts. The first is describing the conformity field note of the basic competences in the textbook for the first grade of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" to the Basic competences in the syllabus of curriculum 2013. The second is describing the conformity field note of the content in the textbook for first graders of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" to the Basic competences in the syllabus of curriculum 2013. The Conformity of the English Basic competences in the textbook to the English Basic Competences in the Syllabus of C urriculum 2013 This part of the results aims to describe the conformity of the basic competences in the textbook for first grader of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" to the basic competences in the syllabus of curriculum 2013. This part is describing the example of field note of Chapter 1 and 2 analyses in which it is described into words to be more specifically explained. The Conformity of the Basic Competences in the Textbook Chapter 1 to the Basic Competences in the Syllabus No. Basic Competence in the Syllabus of Curriculum 2013 Basic Competences in the textbook Conformity 1. 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar. 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar. relevant 2. 2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi transaksional dengan guru dan teman. 2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi transaksional dengan guru dan teman. relevant 3. 3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks penggunaannya. 3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks penggunaannya. relevant 4. 4.1 Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. 4.1 Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. relevant As can be seen above, all of the Basic competences in chapter 1 are relevant to what they are stated in the syllabus of English curriculum 2013. The basic competences are stated in the beginning of the chapter in the textbook. They are Basic Competences 1.1, 2.2, 3.1 and 4.1. The evidence of this analysis is a picture taken from the analyzed textbook as follows: The Basic Competences in Chapter 1 of the Textbook The picture above shows some basic competences in chapter 1 of the textbook. The basic competences in the textbook above conform to the basic competences in the syllabus as shown in table 4.1. The Conformity of the Basic Competences in the Textbook Chapter 2 to the Basic Competences in the Syllabus No. Basic Competence in the Syllabus of Curriculum 2013 Basic Competences in the textbook Conformity 1. 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar. 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar. relevant 2. 2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasi interpersonal dengan guru dan teman. 2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasi interpersonal dengan guru dan teman. relevant 3. 3.2. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memuji bersayap serta responnya, sesuai dengan konteks penggunaannya 3.3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memuji bersayap serta responnya, sesuai dengan konteks penggunaannya. relevant 4. 4.2. Menyusun teks lisan dan tulis untuk mengucapkan dan merespon pujian bersayap, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. 4.2 Menyusun teks lisan dan tulis untuk mengucapkan dan merespon pujian bersayap, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. relevant Besides, the Filed note above also shows that all of the Basic competences in the chapter 2 are relevant to what they are stated in the syllabus of English curriculum 2013. The basic competences are stated in the beginning of the chapter in the textbook. They are Basic Competences 1.1, 2.1, 3.2 and 4.2. The evidence of this analysis is a picture taken from the analyzed textbook as follows: The Basic Competences in Chapter 2 of the Textbook The picture above shows some basic competences in chapter 2 of the textbook. It can be seen that the basic competences in the textbook above conform to the basic competences in the syllabus as shown in table 4.2. Overall, the study results that all of the basic competences in the textbook for first graders of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" conforms to the basic competences in the syllabus of English Curriculum 2013 (see appendix 1). The conformity of the Materials in the Textbook to the Basic Competences in the Syllabus The textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra nugraha are claimed as representing the English Curriculum 2013. This book uses thematic and integrated material in delivering four English skills. Since it is integrated, no more skill dividing found in this book. The thematic and integrated material are delivered into seven chapters, they are: I Live in Semarang, Wow! You Look So Pretty, Are You Ok?, I'm Going to…, Congratulations, Simple Past Tense and Simple Present Perfect Tense and Descriptive Text. This part of the study explains and describes the result of the instrument to figure out whether or not materials in the English textbook for first graders of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" conforms to the Basic competences in the Syllabus of Curriculum 2013. The data collection uses table of conformity (see Appendix 2) and the descriptions are divided chapter per chapter. The table analysis of the first and second chapter is presented as the example below: The Conformity of Materials in Chapter 1 to the Basic Competences in the Syllabus NO. Basic Competences in the Syllabus Main Materials Based on the Syllabus Conformity Evidence 1. 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar 2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi transaksional dengan guru dan teman. 3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks penggunaannya. 4.1. Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. Simple spoken text to explain self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. irrelevant Simple spoken text to ask about self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. irrelevant Simple spoken text to respond self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. irrelevant Simple written text to explain self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. relevant Simple written text to ask about self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. irrelevant Simple written text to respond self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. irrelevant The table above shows that most of the materials in the textbook do not conform to the basic competences in the syllabus of Curriculum 2013. There is only one material in chapter 1 of the textbook that conform to the basic competences in the syllabus. It is as seen in the picture below. Simple Written Text of self Introduction The picture above shows a simple written text of introduction taken from the analyzed textbook. It conforms to the fourth main material in chapter 1 that represents the basic competences in the syllabus of curriculum 2013. The main material in chapter 1 is Simple written text to explain self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. The simple written text of introduction above fulfills the social function, text structure and linguistic element. The text above reflects the social function in which the students are hoped to get into a relationship among others. The text structures are reflected in form of expressions such as "My name is Arai", and "I am a student in Gemilang senior School". The last is linguistic element is reflected by the topic about family and brotherhood relationship, hobbies, occupation and the text is using simple present tense. The Conformity of Materials in Chapter 2 to the Basic Competences in the Syllabus NO. Basic Competences in the Syllabus Main Materials Based on the Syllabus Conformity Evidence 1. 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar. 2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasi interpersonal dengan guru dan teman. 3.2. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memuji bersayap serta responnya, sesuai dengan konteks penggunaannya. 4.2.&nb

Maritime piracy is still one of the most interesting manifestations of human activity by reason of the fact that it has, directly or indirectly, a number of points of contact between different problems of social, religious, political, economical and, of course, historical matter. Specifically, South-east Asia is a great example of how history, politics and religion are strongly and crucially imbued with the maritime banditry phenomenology. During the era of great maritime political entities exercising dominion along the Malay and Indonesian coasts, predation assumed character of endemicity going to fit firmly within the society, politics and economy networks. Inside Zhu Pan Zhi, the reports of the Song Dynasty about the barbarian peoples, is it possible to read about the piracy in the Great Southern Ocean (Nanyang) «the foreign ships were often attacked by pirates. The captives were the favourite of pirates, one captive can sell for 2 liang or 3 liang gold, the piracy prevents the merchants from visiting the ports» . Of great interest it is also the description of piracy in waters near Singapore (Temasek) and south of the straits that, in 1349, appeared in these terms: «The Dragon-teeth Strait (longyamen) is between the two hills of Temasek barbarians, which look like dragon's teeth'. Through the centre runs a waterway. The fields are barren and rice harvest is poor. The climate is hot with heavy rain in April and May. The inhabitants are addicted to piracy […] when junks sail to the European Ocean (Indian Ocean), the local barbarians allow them to pass unmolested, but when the junks reach the Auspicious Strait (Jilimen) on their return voyages, some 200-300 pirate prahus (boats) will put out to attack the junks for several days, the crew of junks have to fight with their arms and setting up cloth screen as a protection against arrows. Sometimes, the junks are fortunate enough to escape with a favouring wind; otherwise, the crews are butchered and the merchandise becomes pirates' booty» . As can be seen from the text, also the physical elements (water, poor soil, distress sea routes, monsoon climate) play an important role in explaining the aforementioned endemicity of pirate phenomenon: in one of the most relevant work by Anthony Reid, a supporter of the Braudelian method of historical investigation, it is reported that few major areas of the world have been so deeply marked by nature such as South-east Asia, going to emphasize the importance of geography in the study of human activities. During the first part of my research, a question to which I have tried to answer was to understand the extent to which individuals, who are placed in a given geographical and historical context, act in a manner consistent with that particular geo-cultural system and how, external elements in that system, can help to change the perspective of action; in essence, I have tried to study how and to what extent India, China and Europe (Western Culture) have affected the history of the indigenous population of South-east Asia and the Straits of Malacca and Singapore in particular. The constitution of the great European colonial empires stretched from the Malacca Straits to the South China Sea, marked the beginning of a progressive modification process of maritime piracy both in terms of objectives to be achieved and also procedures to be followed; Nicholas Tarling lucidly points out in this regard "the old empires decayed, but were not replaced, and with their boundaries marauding communities appared, led by the adveturous Sharifs, or deprived aristocracies, or hungry chiefs" . The main ethnic groups who practiced piracy, the Riau-Lingga Malay, Bugis and Dayak of East Malaysia and Brunei, and Ilanun Balangingi from the southern Philippines and the Sulu sea, became corsairs in the pay of the colonial authorities and all those princes or sultans deprived of their possessions. However, alongside the politically motivated piracy, continued to resist a kind of maritime banditry conducted by fishing associations, outcasts or Chinese immigrants and so-called nomads people of the sea (Orang Laut), clanic and personalistic in nature whose cultural substrate was made up of bonds of friendship, kinship and blood. The remarkable fact is that the two types of piracy are not mutually exclusive but, on the contrary, represented the two faces of a coin and it was not unusual for pirates and corsairs to exchange roles when political or economic contingencies were changed. Interesting in this regard it was been the reading and examination of archival documents found at the National Archives in London (The National Archives) showing exchanges of correspondence and minute of some of the leading authorities of the British Straits Settlements between the first and second half of the nineteenth century. A set of letters that, given its enormous historical and political significance I decided to bring entirely, contains the correspondence (1863-67) between the Straits Settlements Governor Orfeur Cavenagh, Abu Bakar ibn Temenggong Daing Ibrahim Temenggong of Johor and Inche Wan Ahmed, exiled prince of Pahang become rebellious and pirate. Proceeding with the analysis of the phenomenon and given the interest of the international community for the sea routes passing into the Straits of Malacca and Singapore, the next questions concerned what was the real impact of piracy on maritime trade, what costs in human and social terms it produced, which law enforcement measures riparian states and foreign countries (in colonial and post-colonial age) have come into force; in addition to these I had tried to understand who is the pirate, what are the main reasons for his actions, what is the connection, if does exist, between piracy, terrorism and organized crime. In this direction, starting from the definitions of piracy given by the International Maritime Organization and the International Maritime Bureau, I examined most of the international conventions and regional agreements in which the issue of maritime security and cooperation between states and supranational bodies is addressed, placing special attention to the rules and clauses contained in the treaties able to activate those mechanisms for cooperation and burden sharing (burden-sharing) indispensable to the solution or, more realistically, the containment of the problem. Of great relevance to this line of analysis it has proved useful the socio-anthropological approach by Carolin Liss on the links between maritime banditry, criminal syndicates and terrorist groups (criminal syndicate) and the statistical and methodological approach by Karsten von Hoesslin focused on quantity, quality and type of assaults committed at sea. Concluded the second part of the thesis, I went to compare what is written in both historical and contemporary perspective to understand what kind of conclusion emerged from the results of my research; I asked myself, therefore, a further question: taking as a fixed point the thought of Braudel and Reid, following the method of analysis of Liss and Hoesslin, examine the archival documents and translations of ancient texts on the subject (the Sejarah Melayu and Suma Oriental of Tome Pires), given the availability (more or less declared) from South-east Asian newly established states (post-independence) to cooperation and given the interest of third actors in the straits, is it conceivable and correct to sustain now, in the first half of the new millennium, the possibility of a modification of the ancient customs and traditions and entrenched rivalry between neighboring countries on the basis of a new collective consciousness directed to a harmonious resolution, conveyed by a general law, of the phenomenon of maritime piracy? Or are we facing with a false hub of history, with a point that falsely or inappropriately is considered the turnaround from a tradition that has its roots in the coastal kingdoms of the sixth century and which is the sub-cultural layer of those population who have made the sea their source of wealth and power? To say it once again with Braudel, has the longue durée history undergone a change of route or will it repeat and renew her cycle again and again, sweetened by new technological tools and new forms of politics and economics? And if a change is in place, why now and how does it happen? Will history repeat itself? To give an answer, as thoroughly as possible, to this question I tried to define some of those steps that the countries of ASEAN should follow in order to effectively combat maritime piracy, terrorism widespread locally and organized crime; what could be the milestones in the process of construction of a shared legal system able to provide answers to many of the legal issues including the lack of a common legislation on maritime security. The watchword in the near future will have to be 'mutual legal assistance' in view of the implementation, in national legal corpora, of all those rules necessary to give effect to the directions contained in international conventions. Eventually, I propose a different and further reading of all those theories that track in failure or in the great inefficiency of coordinating policies in the field of maritime safety, the proliferation of piracy. Though I substantially agree with some of those interpretations, two points are critical and deserves attention: the lack of a proper historical and historiographical perspective of analysis and what I have called the axiom of the ultimate solution.

(JAKARTA, INDONESIA) — Soon after voting ended in the world's fourth-largest country and third-largest democracy, Prabowo Subianto is claiming a knock-out blow winning more than half the vote and the necessary number of provinces to eliminate both his challengers.According to unofficial tallies, which have been historically accurate, Prabowo has garnered 58% of the vote in today's contest. The official count will not be announced until mid-March and his opponents have yet to concede defeat.Nevertheless, highly popular incumbent president Joko Widodo (Jokowi)'s backing for the former special forces commander, and active undermining of his own party's candidate Ganjar Pranowo, is a big reason for the ostensibly lopsided result. But the famously temperamental Prabowo's clever rebranding as a cute and cuddly grandpa seems to have helped quite a bit, too.Arriving in Jakarta just as the three-day "quiet period" was beginning spared me all the raucousness of the election campaigning. But the billboards of the three candidates — Anies Baswedan, Ganjar Pranowo, and Prabowo — were prominently plastered across the city. The few everyday folk I spoke to seemed to favor the former general. A young hotel housekeeper told me she voted for Prabowo (as did almost all her friends and family) as he was "a strong leader, and honest." Reports here speak of the youth vote as being a big factor in the result. Much of the U.S. commentary has pointed out that Prabowo was once banned from entering the U.S. for his links to a military unit accused of human rights atrocities. To that the feisty general might say: get over it. After all, the United States was forced to lift the ban on his entry after Jokowi — after beating Prabowo in a bitterly-fought election in 2019 — invited him to become his defense minister. Now that Prabowo is likely to become president, such musings are chiefly academic. While my interlocutors in town seemed worried about democratic backsliding in the country (and this has been apparently underway for a couple of years), relatively few voters appear swayed by this concern. And in an increasingly multipolar world, Washington is less able to influence how other countries choose their leaders, and tell them how they should govern. For his part, as president Jokowi has focused relentlessly on economic growth and domestic issues, though he also skillfully steered Indonesia's G20 presidency in the turbulent wake of the Ukraine war. Under him Indonesia has not only prospered, but also put into place a tough industrial policy, including limiting or banning the export of certain valuable natural resources, such as nickel. This encourages these resources to be processed in-country, which helps grow and sustain economically valuable industries that require these resources, such as electric vehicle parts, thereby diversifying and strengthening the Indonesian economy.The European Union has responded by taking him to the WTO, and the United States has not been exactly enthusiastic on these "downstreaming" policies. But China has played ball, building ore-processing plants in the country. Beijing has also built shiny new infrastructure, most prominently a new "Whoosh" bullet train from Jakarta to Bandung.Meanwhile, Jakarta has not expressly taken sides in the U..S-China tussle. This is hardly surprising. Non-alignment (or bebas dan aktif — free and active — as the Indonesians call it in Bahasa) is a core Indonesian grand strategy principle. Indonesia was a foundational contributor to the idea of non-alignment in the Global South, with the famous 1955 Bandung conference being held there. Even under the authoritarian leader Suharto, who tilted toward the United States, Indonesia maintained strong relations with arch-communist Vietnam. Though China was shunned by Suharto — and the Chinese-Indonesian minority treated poorly — it all seems in the rear-view mirror in today's Indonesia. China is Indonesia's biggest trade partner and among its biggest investors. Hoardings commemorating the Chinese new year are visible in parts of the city and the community is much better integrated than in the past. Furthermore, when it comes to Russia, Indonesian social media has been rife with sympathy with Moscow on the Ukraine war. What will Prabowo's foreign policy be like? His past record indicates that the ex-general is much more a strong-willed, if volatile, pragmatist than an ideologue. Today, this means a continuation of Jokowi's policy record of economic growth and the development of domestic industry and infrastructure. Thus business-friendly relations with Beijing, as also attempts to attract more American investment and trade, will continue.Prabowo is also far more exposed in his youth to the world than was Jokowi when he was sworn in. The former general has lived in Europe and Singapore and was trained by the U.S. military. Which means that Indonesia under him could be somewhat more vocal on regional and international issues than it has been. Recall Prabowo's bold play on a Ukraine peace plan at the United Nations last year. Nevertheless, unless Washington makes a big deal of past human rights issues (unlikely), there are opportunities for incremental strengthening of ties. Military exercises between the two have been on an upswing lately. Indonesia has also softened its earlier opposition to AUKUS and refrained from joining BRICS, partly keeping relations with Washington in mind.Trade relations are something to watch however, with Washington's new focus on imposing labor standards on its major trading partners. This is not always welcome in Global South capitals which see lower labor costs as a comparative advantage. Unlike the United States these days, Indonesia is also very comfortable with trade integration. It was the most important ASEAN member leading the RCEP process and continues to lead in shaping the implementation of the world's largest trade agreement. Should there be a Republican in the White House next year, issues such as trade deficits could loom large. Indonesia also seeks a critical minerals agreement with the United States and hopes to benefit from the Inflation Reduction Act's clean energy subsidies, but it will be a long haul to get there.As long as Washington understands that Indonesia is committed to a non-aligned rise, there is much scope to deepen ties. Indonesians see their relations with other major powers as being defined on their own merits and not as a byproduct of any other relationship. That ought to be a good basis for moving forward.

Novel species of fungi described in this study include those from various countries as follows: Angola, Gnomoniopsis angolensis and Pseudopithomyces angolensis on unknown host plants. Australia, Dothiora corymbiae on Corymbia citriodora, Neoeucasphaeria eucalypti (incl. Neoeucasphaeria gen. nov.)on Eucalyptus sp., Fumagopsis stellae on Eucalyptus sp., Fusculina eucalyptorum (incl. Fusculinaceae fam. nov.) on Eucalyptus socialis, Harknessia corymbiicola on Corymbia maculata, Neocelosporium eucalypti (incl. Neocelosporium gen. nov., Neocelosporiaceae fam. nov. and Neocelosporiales ord. nov.) on Eucalyptus cyanophylla, Neophaeomoniella corymbiae on Corymbia citriodora, Neophaeomoniella eucalyptigena on Eucalyptus pilularis, Pseudoplagiostoma corymbiicola on Corymbia citriodora, Teratosphaeria gracilis on Eucalyptus gracilis, Zasmidium corymbiae on Corymbia citriodora. Brazil, Calonectria hemileiae on pustules of Hemileia vastatrix formed on leaves of Coffea arabica, Calvatia caatinguensis on soil, Cercospora solani-betacei on Solanum betaceum, Clathrus natalensis on soil, Diaporthe poincianellae on Poincianella pyramidalis, Geastrum piquiriunense on soil, Geosmithia carolliae on wing of Carollia perspicillata, Henningsia resupinata on wood, Penicillium guaibinense from soil, Periconia caespitosa from leaf litter, Pseudocercospora styracina on Styrax sp., Simplicillium filiforme as endophyte from Citrullus lanatus, Thozetella pindobacuensis on leaf litter, Xenosonderhenia coussapoae on Coussapoa floccosa. ; Canary Islands (Spain), Orbilia amarilla on Euphorbia canariensis. Cape Verde Islands, Xylodon jacobaeus on Eucalyptus camaldulensis. Chile, Colletotrichum arboricola on Fuchsia magellanica. Costa Rica, Lasiosphaeria miniovina ontreebranch. Ecuador, Ganoderma chocoense ontreetrunk. France, Neofitzroyomyces nerii (incl. Neofitzroyomyces gen. nov.) on Nerium oleander. Ghana, Castanediella tereticornis on Eucalyptus tereticornis, Falcocladium africanum on Eucalyptus brassiana, Rachicladosporium corymbiae on Corymbia citriodora. Hungary, Entoloma silvae-frondosae in Carpinus betulus-Pinus sylvestris mixedforest. Iran, Pseudopyricularia persiana on Cyperus sp. Italy, Inocybe roseascens onsoilinmixedforest. Laos, Ophiocordyceps houaynhangensis on Coleoptera larva. Malaysia, Monilochaetes melastomae on Melastoma sp. Mexico, Absidia terrestris fromsoil. Netherlands, Acaulium pannemaniae, Conioscypha boutwelliae, Fusicolla septimanifiniscientiae, Gibellulopsis simonii, Lasionectria hilhorstii, Lectera nordwiniana, Leptodiscella rintelii, Parasarocladium debruynii and Sarocladium dejongiae (incl. Sarocladiaceae fam. nov.) fromsoil. New Zealand, Gnomoniopsis rosae on Rosa sp. and Neodevriesia metrosideri on Metrosideros sp. Puerto Rico, Neodevriesia coccolobae on Coccoloba uvifera, Neodevriesia tabebuiae and Alfaria tabebuiae on Tabebuia chrysantha . Russia, Amanita paludosa on bogged soil in mixed deciduous forest, Entoloma tiliae in forest of Tilia × europaea, Kwoniella endophytica on Pyrus communis. ; South Africa, Coniella diospyri on Diospyros mespiliformis, Neomelanconiella combreti (incl. Neomelanconiellaceae fam. nov. and Neomelanconiella gen. nov.)on Combretum sp., Polyphialoseptoria natalensis on unidentified plant host, Pseudorobillarda bolusanthi on Bolusanthus speciosus, Thelonectria pelargonii on Pelargonium sp. Spain, Vermiculariopsiella lauracearum and Anungitopsis lauri on Laurus novocanariensis, Geosmithia xerotolerans from a darkened wall of a house, Pseudopenidiella gallaica on leaf litter. Thailand, Corynespora thailandica on wood, Lareunionomyces loeiensis on leaf litter, Neocochlearomyces chromolaenae (incl. Neocochlearomyces gen. nov.) on Chromolaena odorata, Neomyrmecridium septatum (incl. Neomyrmecridium gen. nov .), Pararamichloridium caricicola on Carex sp., Xenodactylaria thailandica (incl. Xenodactylariaceae fam. nov. and Xenodactylaria gen. nov.), Neomyrmecridium asiaticum and Cymostachys thailandica fromunidentifiedvine. USA, Carolinigaster bonitoi (incl. Carolinigaster gen. nov.)fromsoil, Penicillium fortuitum from house dust, Phaeotheca shathenatiana (incl. Phaeothecaceae fam. nov.) from twig and cone litter, Pythium wohlseniorum from stream water, Superstratomyces tardicrescens from human eye, Talaromyces iowaense from officeair. Vietnam, Fistulinella olivaceoalba onsoil. Morphological and culture characteristics along with DNA barcodes are provided Novel species of fungi described in this study include those from various countries as follows: Angola, Gnomoniopsis angolensis and Pseudopithomyces angolensis on unknown host plants. Australia, Dothiora corymbiae on Corymbia citriodora, Neoeucasphaeria eucalypti (incl. Neoeucasphaeria gen. nov.)on Eucalyptus sp., Fumagopsis stellae on Eucalyptus sp., Fusculina eucalyptorum (incl. Fusculinaceae fam. nov.) on Eucalyptus socialis, Harknessia corymbiicola on Corymbia maculata, Neocelosporium eucalypti (incl. Neocelosporium gen. nov., Neocelosporiaceae fam. nov. and Neocelosporiales ord. nov.) on Eucalyptus cyanophylla, Neophaeomoniella corymbiae on Corymbia citriodora, Neophaeomoniella eucalyptigena on Eucalyptus pilularis, Pseudoplagiostoma corymbiicola on Corymbia citriodora, Teratosphaeria gracilis on Eucalyptus gracilis, Zasmidium corymbiae on Corymbia citriodora. Brazil, Calonectria hemileiae on pustules of Hemileia vastatrix formed on leaves of Coffea arabica, Calvatia caatinguensis on soil, Cercospora solani-betacei on Solanum betaceum, Clathrus natalensis on soil, Diaporthe poincianellae on Poincianella pyramidalis, Geastrum piquiriunense on soil, Geosmithia carolliae on wing of Carollia perspicillata, Henningsia resupinata on wood, Penicillium guaibinense from soil, Periconia caespitosa from leaf litter, Pseudocercospora styracina on Styrax sp., Simplicillium filiforme as endophyte from Citrullus lanatus, Thozetella pindobacuensis on leaf litter, Xenosonderhenia coussapoae on Coussapoa floccosa. ; Canary Islands (Spain), Orbilia amarilla on Euphorbia canariensis. Cape Verde Islands, Xylodon jacobaeus on Eucalyptus camaldulensis. Chile, Colletotrichum arboricola on Fuchsia magellanica. Costa Rica, Lasiosphaeria miniovina ontreebranch. Ecuador, Ganoderma chocoense ontreetrunk. France, Neofitzroyomyces nerii (incl. Neofitzroyomyces gen. nov.) on Nerium oleander. Ghana, Castanediella tereticornis on Eucalyptus tereticornis, Falcocladium africanum on Eucalyptus brassiana, Rachicladosporium corymbiae on Corymbia citriodora. Hungary, Entoloma silvae-frondosae in Carpinus betulus-Pinus sylvestris mixedforest. Iran, Pseudopyricularia persiana on Cyperus sp. Italy, Inocybe roseascens onsoilinmixedforest. Laos, Ophiocordyceps houaynhangensis on Coleoptera larva. Malaysia, Monilochaetes melastomae on Melastoma sp. Mexico, Absidia terrestris fromsoil. Netherlands, Acaulium pannemaniae, Conioscypha boutwelliae, Fusicolla septimanifiniscientiae, Gibellulopsis simonii, Lasionectria hilhorstii, Lectera nordwiniana, Leptodiscella rintelii, Parasarocladium debruynii and Sarocladium dejongiae (incl. Sarocladiaceae fam. nov.) fromsoil. New Zealand, Gnomoniopsis rosae on Rosa sp. and Neodevriesia metrosideri on Metrosideros sp. Puerto Rico, Neodevriesia coccolobae on Coccoloba uvifera, Neodevriesia tabebuiae and Alfaria tabebuiae on Tabebuia chrysantha. ; Russia, Amanita paludosa on bogged soil in mixed deciduous forest, Entoloma tiliae in forest of Tilia × europaea, Kwoniella endophytica on Pyrus communis. South Africa, Coniella diospyri on Diospyros mespiliformis, Neomelanconiella combreti (incl. Neomelanconiellaceae fam. nov. and Neomelanconiella gen. nov.)on Combretum sp., Polyphialoseptoria natalensis on unidentified plant host, Pseudorobillarda bolusanthi on Bolusanthus speciosus, Thelonectria pelargonii on Pelargonium sp. Spain, Vermiculariopsiella lauracearum and Anungitopsis lauri on Laurus novocanariensis, Geosmithia xerotolerans from a darkened wall of a house, Pseudopenidiella gallaica on leaf litter. Thailand, Corynespora thailandica on wood, Lareunionomyces loeiensis on leaf litter, Neocochlearomyces chromolaenae (incl. Neocochlearomyces gen. nov.) on Chromolaena odorata, Neomyrmecridium septatum (incl. Neomyrmecridium gen. nov .), Pararamichloridium caricicola on Carex sp., Xenodactylaria thailandica (incl. Xenodactylariaceae fam. nov. and Xenodactylaria gen. nov.), Neomyrmecridium asiaticum and Cymostachys thailandica fromunidentifiedvine. USA, Carolinigaster bonitoi (incl. Carolinigaster gen. nov.)fromsoil, Penicillium fortuitum from house dust, Phaeotheca shathenatiana (incl. Phaeothecaceae fam. nov.) from twig and cone litter, Pythium wohlseniorum from stream water, Superstratomyces tardicrescens from human eye, Talaromyces iowaense from officeair. Vietnam, Fistulinella olivaceoalba onsoil. Morphological and culture characteristics along with DNA barcodes are provided. ; Tatiana M. Bulyonkova and colleagues are grateful to Dr Rodham Tulloss for his patient guidance and help, and to Dr Torbjørn Borgen Lindhardt for his invaluable advice. Thays G.L. Oliveira, Maria T.C. Felipe, Jadson D.P. Bezerra and Oliane M. C. Magalhães acknowledge financial support and/or scholarships from the CAPES (Finance Code 001), CNPq and FACEPE. Aline O.B. da Cunha, Alexandre R. Machado, Eder Barbier, Enrico Bernard and Cristina M. Souza-Motta acknowledge financial support and/or scholarships from the CAPES (Finance Code 001), CNPq, FACEPE, CECAV and ICMBio from Brazil. Rejane M.F. da Silva and colleagues express their gratitude to the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) for a scholarship to Rejane M.F. da Silva and to the Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) for a research fellowships and/or financial support to Gladstone A. da Silva, Cristina M. Souza-Motta, José L. Bezerra and Rafael J.V. de Oliveira (Processes 458622/2014-1 and 312186/2016-9). Olinto L. Pereira, Vanessa P. Abreu, Jackeline P. Andrade and colleagues would like to thank the CNPq, CAPES and FAPEMIG for financial support. The study of Olga V. Morozova was carried out within the framework of a research project of the Komarov Botanical Institute RAS 'Herbarium funds of the BIN RAS' (АААА-А18-118022090078-2) with the support of the molecular work by the Russian Foundation for the Basic Research (project no. 15-29-02622). Anna M. Glushakova and Aleksey V. Kachalkin were supported by the Russian Foundation for Basic Research (RFBR), project no. 16-04-00624a. Janet Jennifer Luangsa-ard and colleagues were supported by 'The Promotion Project on Science, Technology and Innovation Collaboration with ASEAN Member Countries under the Office of International Cooperation, MOSTThailand'. They would also like to thank Ms Duangkaew Chongkachornphong, Ms Papawee Nupason (International Cooperation Section, BIOTEC) and Ms Bakeo Souvannalath (Director of Biotechnology Division, Biotechnology and Ecology Institute, BEI) for their kind cooperation. Javier Fernández-López and colleagues are grateful to Marian Glenn for checking the text, and were supported by DGICT projects CGL2012-35559 and CGL2015-67459-P. ; Javier Fernández-López was also supported by Predoctoral Grants (BES- 2013-066429) from the Ministerio de Economía y Competitividad (Spain). Maria E. Ordoñez and colleagues acknowledge Pontificia Universidad Católica del Ecuador for financial support for project M13415. Taimy Cantillo is thankful to PEC-PG/CAPES for the PhD grant (proc. 12636134/2014) (Finance Code 001) and to the International Association for Plant Taxonomy (IAPT) for the Research Grant. Luis F.P. Gusmão is grateful to CNPq for Grant support (Proc. 303062/2014-2). Hugo Madrid was partially funded by Comisión Nacional de Investigación Científica y Tecnológica (CONICYT), Fondo Nacional de Desarrollo Científico y Tecnológico (FONDECYT), Chile, project no. 11140562. Tor Erik Brandrud, Bálint Dima, Machiel E. Noordeloos and Egil Bendiksen thank the financial support of the Norwegian Taxonomy Initiative, with funding from the Norwegian Biodiversity Information Centre (NBIC) ; The Austrian Entoloma material (by Irmgard Krisai-Greilhuber) was sequenced within ABOL, subproject HRSFM University of Vienna, supported by the Austrian Federal Ministry of Education, Science and Research. Adriene M. Soares and colleagues would like to thank the Instituto Chico Mendes de Conservação da Biodiversidade (ICMBio) and the Instituto Brasileiro de Meio Ambiente (IBAMA) for support during field trips and R.L.M. Alvarenga for the figures. They also acknowledge CAPES for the Ph.D. scholarship of Adriene M. Soares, and CNPq (307601/2015-3), CAPES (CAPES-SIU 008/13), and FACEPE (APQ-0375-2.03/15) for financial support. Angus J. Carnegie acknowledges support from the Forestry Corporation of NSW, and David Sargeant for assistance with site photos. Adel Pordel and colleagues thank the University of Tehran for financial support. Luis Quijada acknowledges support from 'Fundación Ramón Areces'. Robert W. Barreto and colleagues thank the World Coffee Research/Texas Agrilife for financial support, as well as the Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Sara Salcedo-Sarmiento was supported by the 'Programa de Estudante-Convênio de Pós-Graduação' (PEC-PG) from CAPES. The research of Cobus M. Visagie and Keith A. Seifert was supported by grants from the Alfred P. Sloan Foundation Program on the Microbiology of the Built Environment. Blaise A. Darvaux acknowledges Keith A. Seifert for help with identification, Nicholas Mauriello for validating the Latin name, Mauricia Lawrence and Meagan Tillotson for help with material preparation. We are grateful to Gavin Phillips, Seed Bank Officer, Australian Botanic Garden, Mt Annan for field assistance and identification of plant species collected in New South Wales, Australia. Collection of specimens from Mungo National Park was supported by the ABRS Bush Blitz program, a partnership between the Australian Government, BHP and Earthwatch Australia. The National Geographic Okavango Wilderness Project is acknowledged for assistance and funding to J. Roux for material collected in Angola. ; Peer reviewed

ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh karakteristik Islamic corporate governance terhadap kinerja bank syariah di Indonesia dan Malaysia. Dengan menggunakan regresi data panel 28 bank syariah di Indonesia dan Malaysia periode 2013-2019, penelitian ini menemukan adanya pengaruh Islamic corporate governance (ICG) secara simultan terhadap kinerja bank syariah. Hasil estimasi dengan dan tanpa variabel kontrol menunjukkan hanya variabel tingkat pendidikan Dewan Pengawas Syariah (DPS) yang konsisten memiliki pengaruh negatif signifikan terhadap kinerja bank syariah. Dengan menambahkan variabel kontrol, hasil penelitian menunjukkan bahwa variabel gender diversity dan frekuensi rapat DPS masing-masing berpengaruh positif dan negatif terhadap kinerja bank syariah. Hasil penelitian ini memberikan wawasan bagi regulator untuk dapat meningkatkan kinerja bank syariah melalui praktik ICG. Kata Kunci: Bank syariah, Dewan Pengawas Syariah, Indonesia, Islamic corporate governance, Kinerja bank, Malaysia. ABSTRACTThis study aims to determine the impact of Islamic corporate governance characteristics on the performance of Islamic banks in Indonesia and Malaysia. By using panel data regression of 28 Islamic banks in Indonesia and Malaysia for the 2013-2019 period, this study found the simultaneous influence of Islamic corporate governance (ICG) characteristics on the performance of Islamic banks. The results with and without control variables show that only the Sharia Supervisory Board (SSB) education level consistently has a significant negative effect on the performance of Islamic banks. By adding the control variable, the results show that the gender diversity variable and the frequency of SSB meetings have a positive and negative effect on the performance of Islamic banks, respectively. 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Introduction: After the Second World War, the political and economical block that today we call European Union started when six countries sought to ensure the peace among them. Belgium, France, Germany, Italy, Luxemburg and the Netherlands put their heavy industries under a common management, with the Coal and Steel Treaty, so no one could build weapons or develop its war industry without the others knowing it. This experience led to the Treaty of Rome in 1957 and 50 years later the ideas of people, goods and service freedoms continue spreading around, and the European Union has become one of the best examples of economical, political and cultural integration, and a reference around the world to encourage other regions to group. Therefore, among others, the Latin America Free Trade Association (LAFTA) appeared in 1960, the Association of Southeast Asian Nations (ASEAN), in 1967; the North American Free Trade Area (NAFTA), in 1991; and the Common Market for Eastern and Southern Africa (COMESA) in 1993. In the case of South America , in spite of their good intentions, the huge asymmetries between LAFTA members caused the apparition of sub-regional blocs: the Andeans Community (CAN) founded in 1969, and now grouping Bolivia, Colombia, Ecuador, and Peru; and the Southern Common Market (MERCOSUR) founded in 1991, between Argentina, Brazil, Paraguay and Uruguay. Nowadays, after more than 40 years of integration processes, there are still strong problems inside both sub-regional blocs. CAN Member States have several diplomatic discussions regarding their political models; and Peru, Ecuador and Colombia have or are negotiating independent Free Trade Agreements with external blocs, including USA and the EU. In the other side, MERCOSUR's main players -Argentina and Brazil- have commercial disputes at the World Trade Organization, surrounding their own sub-regional bodies . Nevertheless, these two sub-regional associations were the basis for the South American Community of Nations (CSN on Spanish) in 2004, and from that point, the present attempt to unify South-America: the South American Union of Nations (UNASUR, 2008), with the participation of Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, Guyana, Paraguay, Peru, Surinam, Uruguay and Venezuela. The integration levels in political and economical affairs in this latter group are expected to change the way international relations will be conduit in the future of South-America. This new regional bloc has an extension of 17 658 Km² and 383 million inhabitants (2007) . With a general GDP of $2348 953 (2007) and a GDP per capita of $6126 (2007), it is one of the regions with more perspectives of development, but it is also one of the regions with the highest degrees of economic asymmetry. While in 2007 Chile, Venezuela and Brazil had a GDP per capita (2007) of $9865, $8601 and $6819, there were other countries like Paraguay and Bolivia, with a GDP per capita (2007) of $1669 and $1342. These asymmetries have leaded to strong disagreements between South American countries during previous integration process. An example that just pooling economies is not the whole solution for development is the case of Paraguay, in the middle of MERCOSUR and with barely a quarter of the MERCOSUR's GDP $6642 (2007). 'Integration' will not always mean international governmental organizations where Member States have decided to transfer competitions and empowerment of supranational institutions; in this Master Thesis, the South American integration processes will be defined as '(...)the creation and maintenance of intense and diverse patrons of interaction between previously autonomous units.' Furthermore, 'Integration' in the context of the South American reality included two concepts: 'Regionalism' and 'Regionalization'. The first is related to the wave of thinking, the interaction projects and the political initiatives (the processes) and the second, to the institutions or the agreements that represent the integration (the result). This Master Thesis tries to be oriented to describe the processes more than the institutions or the agreements; nevertheless, it is not possible to present the first without the second and vice versa. What kind of integration can be expected in South America? What kind of goals, challenges and success can South-American Nations find in their way to a social, political and economical integration? Whereas the EU is -since its very beginning- a supranational initiative, South American regional and sub-regional blocs are characterised for being mostly, the result of intergovernmental agreements. Will this difference be determinant in the integration processes? In this thesis of Master in European Studies, the South American integration -processes and institutions- will be review under the framework of six dimensions that give the EU its character of integrated regional bloc and are advocated to deep the South America Integration. Three of them related to structural bodies: executive, judicial and legislative; and the other three related to the policies that defines a Union: Monetary Policy, Foreign and Security Policy; and, Social and Development Policy. In order to do not miss the main emphasis, the description and analysis of the executive supranational body will be deeper than the corresponding to judicial and legislative bodies and the three common policies. In addition, two cases of the South American Integration will be modeled, to present the best possible scenarios to foster the integration. By the comparison of the structures and policies, and by the scenario modeling; this Master Thesis attempts to demonstrate that the lack of supranational authority and law enforcement power will play a determinant role in the success or failure in the South American integration process. The analysis in this thesis can be divided in two sections, the descriptive part and the analysis of Case Study. The information for the descriptive part is mostly from published books, research papers, journals and case studies, the information for the Case Study comes mostly from News and Newspaper articles. The technique used in the analysis of the Case Studies is the Theory Game: a shared-decision model with two players that have different priorities for the same decision. The methodology for that is described more widely in section 4.1 Fundamentals of Game Theory. This Master Thesis presents the South American integration as a whole, and the UNASUR as the present meeting point of the Andean Community and MERCOSUR. Therefore, wherever South American Integration is mentioned, it is not limited to UNASUR, CAN or MERCOSUR analysis, because they coexist and overlap each other at the same time. Instead, time framework and integration approaches are considerations that need to be undeniably included. To write about the integration processes in South America is to review almost 40 years of history and political agreements and disagreements of twelve countries and the influence that they received from external factors, like Central-, North America and Europe. Nowadays, the remaining sub-regional blocs face the opportunity to pool agreements in a new attempt, together with the risk of breaking-off of the Treaties, by the influence of external agreements of Member States with third parties around the world. For reasons of space, and to focus in the present regional integration process, those external agreements, like the NAFTA or the negotiations between the CAN and the EU, and their influence in the South American regional integration process are not going to be covered in this Master Thesis. That does not mean that their influence is negligible, rather than that, in some cases, like the Free Trade Agreements between the USA and Colombia, or Peru, it means the risk of the end of the CAN as a sub-regional economic bloc. In addition, a commercial developments analysis of the South American integration process requires a separate review of each commercial category and each bilateral agreement and therefore, a deeper description of those topics is not included. Other issues that are not going to be covered in this Master Thesis are those integration processes or commercial agreements that are not part or do not lead to the South American Union of Nations, like the 'Bolivarian Alternative for Our Americas' (on Spanish ALBA) or the 'Commercial Agreement of the Peoples' (on Spanish TCP). Their own dynamic and priorities are quite interesting; nevertheless going deeper in these issues could mean to reduce attention in the main topics of this Master Thesis. This Master Thesis uses study cases to describe two facets of the South American Integration process under the Two-Person Model of the Game Theory. The model used in this Master Thesis is characterised for the intersection of two players with mutual influence and different priorities. Game Theory is a useful analysis tool with many applications in mathematics, economics and political fields; nevertheless, as a model, it is a simplification of the reality and therefore, some details like the simplicity of its initial assumptions, the deep of the analysis, outsider players and feedback, are limited, further details of these limitations are presented in section 4.2. The analysis of a play of a Game, under the Game Theory can also be made by a mathematical approach. That mathematical approach is not going to be considered in this Master Thesis in order to keep the focus in the integration process.Inhaltsverzeichnis:Table of Content: Dedicatory and Acknowledgementsii Abstractiii List of Contentsiv List of Tablesv List of Figuresvi List of Acronymsvii I.INTRODUCTION1 1.1Introduction2 1.2Methodology4 1.3Remarks4 II.SOUTH AMERICAN INTEGRATION FRAMEWORK DEVELOPMENT6 2.1Political Framework Development towards the South-American Union of Nations7 III.SOUTH AMERICAN INTEGRATION UNDER THE EU FRAMEWORK26 3.1'New Regionalism' and the functional approach of South American integration.27 3.2South American- and EU- Integration Structures and Policies34 3.2.1A Supranational Executive Body37 3.2.2Supranational judicial functions41 3.2.3Supranational legislative functions43 3.2.4Common Currency and Supranational Monetary Institution46 3.2.5A Common Foreign and Security Policy47 3.2.6A Common Social and Development Policy48 IV.GAME THEORY AND SOUTH AMERICAN INTEGRATION CASE STUDIES50 4.1Game Theory51 4.1.1Fundamentals of Game Theory51 4.1.2Limitations of Game Theory54 4.2Case Studies55 4.2.1Case Study 1: Political Integration, the creation of the South American Energy Council (2007)55 4.2.2Case 2: Economical Integration, the Ecuadorian safeguards settlement (2009)62 V.CONCLUSIONS AND FINAL COMMENTS67 REFERENCES71 APPENDIXES Appendix A: South American figures78 Appendix B: Game Theory Glossary82 Appendix C: Combined priorities84 DISCLAIM89Textprobe:Text Sample: Chapter 3.2.1, A Supranational Executive Body: Regarding the legal order, Supranationalism means that sovereign states agree to abide by norms which are adopted at a higher level of organization. In the case of the European Union, Supranationalism is not referred to the transfer of sovereignty; it is only the transfer of the power to exercise that sovereignty. Together with that, the supremacy of the Community law and the principle of direct effect present that the legal system of the Community has a federal nature. Thence, a Supranational Institution has competences to exercise powers that belong to sovereign States. In addition, the exercise of this power should be in line with the principles of proportionality, i.e. No action shall go beyond that it is necessary; and subsidiarity, i.e. In competences that Supranational Institution shares with Member States, it does intervene only if the objective of the action cannot be achieved by the Member State. The interaction between national governments and EU Institutions, together with the freedom to act according to those competences, is the basis for the adoption of the EU rules. Beyond the legal order, Supranationalism may be employed in decision-making, monitoring and enforcement. Supranationalism can also be divided in decisional (pooling sovereignty) and normative (delegation of power). Decisional Supranationalism is referred to those decisions taken by voting procedures other than unanimity, and when governments decided to act either jointly or not at all. Normative Supranationalism refers to the delegation of power to autonomous institutions that are created by the Member States. Therefore, a Supranational Executive Body will be an Institution with the right to adopt normative decisions directly based on the Treaties, with the autonomy to execute those decisions, and without the need of approval by the Member States. Supranational actors contribute to the integration by different means and reasons. Moravscik presented that pooling or delegation in the EU, are means to assure that other governments will accept agreed legislation or enforcement in issue-areas, where joint gains are high and distributional conflicts are moderate, and where there is uncertainty about future decisions. Other contribution of supranational bodies to integration process is that they might reduce the transaction costs by institutionalizing the integrative dynamic and negotiating procedure; and, it may assist national governments in issues area in which there are reasonably clear added benefits working according to the rules, but with predictable temptations to chat in response to short-term pressures. In addition, supranational institutions bring mutual confidence; smaller countries, which want their interests taken in account, especially in multinational scenarios where there is not veto power, can relay in the impartiality of supranational actors, instead of intergovernmental decision-making procedures, where the most powerful Member States shape the process. Probably the best example of the contribution of a Supranational Executive Body to Regional Integration is in Competition Policy: The Commission received decision powers in the sphere of state aid, based on the EEC Treaty provisions, due to the necessity of an impartial and independent body to apply agreed rules to face national pressures. One of the earliest Community Regulations fixed the modalities by which the Commission would exercise that power directly to ensure that undertakings respected antitrust rules. A supranational executive body can also shape the process and foster the integration. An example is the development of the European Monetary Union (EMU). Monetary union was neither the uncontested solution to economic problems, nor an easily obtainable response to German reunification. Nevertheless, Commission officials successfully disseminated the notion that EMU altogether provided a coherent solution to the problems created by financial globalization and the end of the Cold War; furthermore, they were leading actors in the sudden proliferation of governmental initiatives in France, Italy and German in favour of the EMU. By doing that, they fostered solid political momentum behind an originally lukewarm and unfocused demand for monetary integration. There are several reasons and examples of the benefits of a Supranational Executive Body; nevertheless, South American Nations still working with Intergovernmental Structures. During the negotiations for the UNASUR Constitutive Treaty, its former General Secretary, Rodrigo Borja, presented a proposal for the authority and competences of UNASUR. In that document, member states, '(...) in exchange of the economical, political and geopolitical advantages that a common order can offer; agreed in the limitation of some of their sovereign faculties and will form the Union with common decision and executive multinational bodies'. The proposal was not accepted and finally, was part of the reasons of Borja's resignation. While in the case of the EU, the presence of a Supranational Executive Body is one of the strongest driving forces of the integration process, in the South American context, there is not yet a political will to pool sovereignty. Solón, pro-tempore General Secretary of UNASUR from 2006 to 2008, affirms 'Nobody doubts that in the future it will be necessary to move to supranational authorities (...) but today they want an agreement where everybody shall count with the other to have a meeting point'. Behind that attitude, the reasons that can be drawn are the political will of member states, driven by governments or national monopolies, which do not want to lose control over the process and the stagnation of the over-institutionalism in the past (Central America Common Market and the CAN). The stagnation of over-institutionalism drives member states to appeal to external bodies in the dispute settlement, continuing the weakening of the idea of a supranational body; the political will of member states, or its absence, could be explained for the existence of strong national political elites, allowed for the late trade liberalizations of national monopolies. Rajagopal refers to studies of how MERCOSUR member states have been primarily driven by domestic political considerations when they have furthered the integration process. This it could lead to conclude that they are not likely to develop the kind of supranational governance institutions present in the European Union; as policy elites in MERCOSUR, member states desire to maintain a great deal of domestic policy autonomy. In addition of its intergovernmental character, the faculties of the UNASUR Secretariat as Executive body are restricted by its small budget of 3 million US$/year, much more limited than the 5,4 million US$/year of the CAN General Secretariat ; and by the denial of the proposal of pooling the executive bodies of CAN and MERCOSUR. Another issue to consider is that the feasibility for South American countries to pool sovereignty or to delegate power varies from one Member State to another, according to their own constitutive and legal framework. In some cases, Constitutional texts are quite clear in stimulating regional integration and stressing the prevalence of regional law, like the Venezuelan Constitution that allows to 'confer on supranational organisations (...) the exercise of the powers necessary to carry out these integration processes (...)'(Art. 153, Venezuelan Constitution 1999). The Colombian external relations 'are based on national sovereignty (...) and on recognition of the principles of international law accepted by Colombia' and 'The State shall promote economic, social and political integration with other nations(…)', (Art. 19 and Art. 227, Colombian Constitution 1991). There are, however, other Member States whit Constitutions that needs amendment to pool sovereignty; like the Bolivian Constitutions which states 'The public authorities may not delegate the powers conferred on them by this Constitution, or confer on the executive branch powers other than those expressly conferred on them by it' (Art. 30, Bolivian Constitution). Therefore, the creation of a supranational executive body could not be totally accepted until the totality of the national Constitutions were in line with it. In addition to the considerations presented above, Chapter IV presents two Case Study based on the Game Theory to demonstrate the strong influence of an executive body with supranational competences in the integration process. Nevertheless, it is likely to expect that present integration structures will remain tied to intergovernmental political intentions, and the integration process will loose the benefits of a Supranational Executive Body.

The paper attempted to assess the domestic and export market performance and prospects of Philippines cocochemicals. The Philippines holds the distinction of having the first oleochemical business venture in the ASEAN region. As of CY 2000, there were 18 manufacturers of cocochemicals registeres with the BOI with an aggregate production capacity of 678,301 mt. However, only 15 plants with a combined production capacity of 504,501 mt. were operating as of this year. Apart from the manufacturers of cocochemicals, there were two palm-based oleochemical manufacturers registered with the BOI in the same year. These were the Zambosur Oil Refinery Corporation and the Vegeoil Philippines, Inc. was operating in the year 2000. The industry is composed of the oleochemical producers of fatty alcohol, fatty acids, methyl esters, and glycerine as the by-product; and the surfactant or oleochemicals derivatives-producers involved in the manufacture of alcohol sulfates, alkyl phosphates, amines, distearates, etc.The oleochemicls derivative-producers source their raw materials from the basic oleochemicals producers. Thirteen Luzon-based plants accounted for 68.39 percent of the total oleochemical production capacity (504,501 mt.) in the year 2000. Two Mindanao-based plants captured 31,49 percent of the aggregate olechemical production capacity. Meanwhile, there was only one operating plant in the Visayas region and this firm represented a miniscule share of only 0.12 percent of the total registered capacity nationwide. The major players in the oleochemical industry in the Philippines are the United Cocochemicals, Inc. which registeres a 23.14 percent share of the total registered capacity nationwide and Pilipinas Kao, Inc. with 21.74 percent share. The United coco chemicals Inc., and Pilipinas Kao, inc. dominated in Luzon and Mindanao, respectively. Primo oleochemicals, inc. ranked third among the operating plants nationwide with 10.26 percent share while Procter and Gamble Phils., ranked fourth with 8.62 percent share. Cocochemicals production in the Philippines exhibited an erratic trend from 1989 to 1995. Since crude coconut oil is the feedstock or raw material in cocochemical production in the Philippines, cocochemical production in the country was influenced to a large extent by the availability of the price o crude coconut oil. However, the supply and price of crude coconut oil in the Philippines are highly unstable due to year-to-year weather variability. cocochemical production was found to be inversely related to the price of crude-coconut oil. Despite the fluctuating trend in cocochemical production, cocochemical production rose markedly from 71,799 mt in 1989 to 116,326 mt in 1995, or by 62 percent. Despite the lack of updated data on cocochemical production from 1996 to 2000, it is expected that the trend in cocochemical production in recent years will follow the trend in the domestic price of crude coconut oil and the quantity of availability crude coconut oil in the same period From 16,955 mt in 1989, domestic consumption of cocochemicals in copra terms increased markedly to 28,817 mt in 1995, or by 67 percent. on the average, domestic consumption of cocochemicals grew an an average of 52.3 percent per year during the period 1989-1995 could be attributed to the implementation of Executive Order (E.O.) 259 in 1989. The said executive order required the substitution of petroleum-based hard alkyl benzene, a non-biodegradable chemical used in the manufacture of soap detergents, with coco-fatty alcohol sulfate, which is biodegradable. An examination of the average annual cocochemical production vis-a-vis consumption during the period 1989-1995 showed that 34.2 percent was consumed by the domestic market. Several industries in the country utilize cocochemicals to manufacture soaps, shampoo, hair rinse, cosmetics, household detergents, textile/industrial detergents, agrichemicals toiletries (e.g. deodorants, bath oils, toothpastes and synthetic perfumes), polyyurethane, tobacco, base material in paints, explosive, propellants and pharmaceuticals. Currently, about 90 percent of domestic cocochemical consumption went to detergents compared to 59 percent in 1989. The increase in the percentage share of the househol detergent industries could be attributed to the passage of E.O. 259. It is expected that the domestic market potential of cocochemicals in great due to its wide application in local manufacturing industries and the growing end-use markets as a result of the country's increasing population and the real income per capital. The country's population increased as an average of 2.4 percent annually from 1990-1999 while the average annual growth rate in real income per capita was 1.01 percent. Real income per capita is a measure of the purchasing power of each individual consumer. Hence, a projected rise in consumers' purchasing power will allow increased purchase beyond the essentials of food, clothing, and shelter into personal care products, soap, detergents, and other products which rely on cocochemicals, Among the end-use markets, major growth areas will be in the soap and detergent market and the personal care product market. The demand for drugs, lubricants, and motor oil which use oleochemicals as inputs is also projected to continue growing. The Philippine oleochemical industry is largely export-oriented. An average of 65.2 percent of the total cocochemical production in the country during the period 1989-1995 was exported. The major cocochemicals exported by the Philippines as fatty alcohol, fatty acid, and methyl ester. other cocochemical exports include refined glycerine, crude glycerine, alkanolamide, and coco acid oil. During the nine-year period under review, the Philippines generally did not perform well in exporting cocochemicals as evidenced by the negative growth rate in the aggregate volume of exports of all types of cocochemicals (-1.2%/year). This could be largely attributed to the significant decline in the volume of methyl ester exports and to a lesser degree to the drop in the volume of exports of alkanolamide, coco acid oil, and crude glycerine. However, despite the negative trend in the aggregate export volume of all types of cocochemicals, overall export receipts generated grew by an average of 10.2 percent per year due to the rising export prices of cocochemicals (9%/year). Among the cocochemical exports of the Philippines, fatty alcohol, fatty acid, and refined glycerine appear to have bright export market prospects as evident from the increase in the number of foreign buyers and the positive trend in export volume, value and price of these cocochemicals. Oleochemical firms forecast that the world demand for natural oleochemicals will grow at 3-4 percent per year due to the world population growth and increased standards of living. The main markets of natural oleochemicals in the world will cntinue to be the United states, Europe and Japan, partly due to the high level of environmental awareness or conciuousness in these countries. For Philippine oleochemicals, the emerging major market is the people's Republic of china. Moreover, the demand for fatty alcohols to be used in the production of surfactants for the laundry and detergent industries in the United States, the People's Republic of China and Taiwan is projected to continue increasing. Considering that the demand for personal care products in Japan, the United States, and Europe is also growing, this, in turn, will increase the demand for fatty amines and derivatives has strong growth, partly due to the growing use in "ultra" liquid detergents and in hair-conditioning products and shampoos. The demand for fatty alcohol is also projected to increase because of the development of new uses of natural fatty alcohols such as the production of alkyl polyglucoside. On the other hand, there are indications that China will show strong growth in fatty acid demand and capacity in the coming applications. Drugs and personal care are by far the most important end-use markets especially in the United States , Western Europe, and Japan, followed by tobacco/triacetin in the United states and Western Europe, Glycerine is also used in manufacturing polyether polyols, alkyd resins, cellophane, explosives and food, among others. Despite the favorable market prospects of oleochemicals in the Philippines is confronted with the following problems which might constrain in the country from capturing a bigger share in the world market for oleochemicals; (1) stagnant coconut production and low coconut productivity; (2) high price of coconut oil and stiff competition with palm kernel oil-based oleochemicals from Malaysia and Indonesia; (3) price competitiveness of ethylene-based synthetic alcohols; (4) new competition coming from rapessed oil and cuphea as a feedstock in olechemicals production due to biotechnological development; (5) negative effects of trade liberaization ; and (6) smuggling of detergents. The future of the local oleochemical industry hinges on the reliability of coconut supply and the price competitiveness of coconut oil vis-a-vis palm kernel oil and ethylene. Unless coconut production is increased and prices of coconut oil are competitive, the country's cocochemical industry will face a bleak future. Given threat facing the local cocochemical industry from palm kernel-based olechemical industries in Malaysia and Indonesia and from synthetic capacities, concerted efforts of both the philippine government and the private sector in undertaking a large-scale replanting program in the country are urgently needed. To be globally conpetitive in the world oleochemical market, the Philippines should not only be cost-efficient in copra/coconut oil production. but in oleochemical manufacturing as well. To expand the domestic and export markets of locally manufactured cocochemicals, researches aimed at developing new uses of cocochemicals must also be accorded priority in terms of budgetary allocation by local research funding institutions.

ABSTRAK Penelitian ini bertujuan untuk menganalisis pengaruh diversifikasi pembiayaan dengan beberapa kontrol variabel baik variabel internal bank maupun variabel eksternal terhadap NPF BPRS di Indonesia. Faktor internal terdiri dari aset, CAR, pembiayaan, efisiensi operasi, sedangkan variabel eksternal adalah kondisi ekonomi makro yaitu output domestik dan tingkat inflasi. Penelitian ini menggunakan data time series, bulan Januari 2010 sampai Desember 2019. Penelitian ini menggunakan metode Autoregressive Distributed Lag model (ARDL). Berdasarkan hasil uji kointegrasi terdapat hubungan jangka panjang dalam penelitian ini. Penelitian ini menunjukkan bahwa diversifikasi menyebabkan NPF yang tinggi. Selain itu, peningkatan CAR dan Inflasi menyebabkan meningkatkan NPF pada BPRS di Indonesia. Pembiayaan yang diproksi dengan rasio pembiayaan terhadap total aset menunjukkan pengaruh yang negatif terhadap NPF. Implikasi bagi BPRS yakni BPRS diharapkan lebih pada konsentrasi pembiayaan pada sektor tertentu karena akan mengurangi risiko pembiayaan bermasalah pada BPRS. selain itu BPRS dalam melakukan pembiayaan perlu menerapkan prinsip kehati-hatian agar dapat meningkatkan profitabilitas dan mengurangi pembiayaan bermasalah. kemudian bagi pemerintah diharapkan terus menjaga kondisi ekonomi sehingga dapat mengurangi risiko pembiayaan bermasalah. Kata Kunci: NPF, Diversifikasi, Pembiayaan, Inflasi, ARDL. ABSTRACT This research aims to analyze the effect of financing diversification with some variable controls on both internal bank variables and external variables to NPF of BPRS in Indonesia. Internal factors consist of assets, CAR, financing, operating efficiency. While external variables are macroeconomic conditions, i.e., domestic output and inflation rate. This study uses time-series data, from January 2010 to December 2019. The study used the Autoregressive Distributed Lag Model (ARDL) method. Based on the cointegration test results, this study has a long-term relationship. This research shows that diversification leads to high NPF. In addition, the increase in CAR and Inflation led to an increase in NPF of BPRS in Indonesia. Projected financing with a ratio of financing to total assets negatively influences NPF. The implication for BPRS is that BPRS should focus on financing in specific segments because it will reduce the risk of non-performing financing. BPRS also needs to apply the prudential principle to increase profitability and reduce non-performing financing. In addition, the government must also maintain a stable economic condition to reduce the risk of non-performing financing. Keywords: NPF, Diversification, Financing, Inflation, ARDL. DAFTAR PUSTAKA Abidin, Z., Rumbaf, A. S., Iqbal, M., & Prabantarikso, R. M. (2020). Determinants of credit risk diversification in Indonesian banking industry. 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