Search results

Not Available ; The land resource inventory of Abbagiri Tanda-2 microwatershed was conducted using village cadastral maps and IRS satellite imagery on 1:7920 scale. The false colour composites of IRS imagery were interpreted for physiography and these physiographic delineations were used as base for mapping soils. The soils were studied in several transects and a soil map was prepared with phases of soil series as mapping units. Random checks were made all over the area outside the transects to confirm and validate the soil map unit boundaries. The soil map shows the geographic distribution and extent, characteristics, classification, behavior and use potentials of the soils in the microwatershed. The present study covers an area of 644 ha in Koppal taluk and district, Karnataka. The climate is semiarid and categorized as drought - prone with an average annual rainfall of 662 mm, of which about 424 mm is received during south –west monsoon, 161 mm during north-east and the remaining 77 mm during the rest of the year. An area of 88 per cent is covered by soils, 10 per cent rock outcrops, 2 per cent is by water bodies and 150 cm).  About 3 per cent area in the microwatershed has sandy soils, 54 per cent soils are loamy and 31 per cent clayey soils at the surface  About 14 per cent area has non-gravelly (200 mm/m) in available water capacity.  About 9 per cent in the microwatershed has nearly level (0-1% slope) lands, 74 per cent has very gently sloping (1-3% slope) lands and 5 per cent area is gently sloping (3-5% slope).  An area of about 68 per cent is moderately (e2) eroded and 20 per cent area is slightly (e1) eroded.  An area of about 15 per cent soils are strongly acid (pH 5.0-5.5), an area of about 37 per cent soils are moderately acid (pH 5.5-6.0), an area of about 18 per cent soils are slightly acid (pH 6.0-6.5) in soil reaction and an area of 17 per cent is neutral (pH 6.5-7.3).  The Electrical Conductivity (EC) of the soils in the entire area of the microwatershed is dominantly 0.75%) in 72 per cent area.  Available phosphorus is medium (23-57 kg/ha) in an area 18 per cent and high (>57 kg/ha) in an area of 70 per cent.  About 29 per cent is low (145 kg/ha) in available potassium, 51 per cent is medium (145-337 kg/ha) and 9 per cent is high (>337 kg/ha).  Available sulphur is low (4.5 ppm) in the entire area of the microwatershed.  Available zinc is deficient (0.6 ppm) in 83 per cent area.  Available copper and manganese are sufficient in all the soils.  The land suitability for 28 major crops grown in the microwatershed were assessed and the areas that are highly suitable (S1) and moderately suitable (S2) are given below. It is however to be noted that a given soil may be suitable for various crops but what specific crop to be grown may be decided by the farmer looking to his capacity to invest on various inputs, marketing infrastructure, market price and finally the demand and supply position. Land suitability for various crops in the microwatershed Crop Suitability Area in ha (%) Crop Suitability Area in ha (%) Highly suitable (S1) Moderately suitable (S2) Highly suitable (S1) Moderately suitable (S2) Sorghum 27 (4) 103(16) Pomegranate - 271(42) Maize 23 (4) 97 (17) Guava - 253 (39) Bajra 23 (4) 356 (55) Jackfruit - 253 (39) Groundnut - 417 (65) Jamun - 266 (41) Sunflower 4 (<1) 83 (13) Musambi 4 (<1) 265(41) Cotton 4 (<1) 123(19) Lime 4 (<1) 285 (44) Red gram - 70 (10) Cashew - 246 (38) Bengalgram 61 (9) 108 (17) Custard apple 9 (1) 503 (78) Chilli - 96 (17) Amla 4 (<1) 508 (79) Tomato 23 (4) 73 (11) Tamarind - 38 (6) Drumstick - 166 (26) Marigold - 129 (20) Mulberry - 400 (62) Chrysanthemum - 129 (20) Mango - - Jasmine - 92 (14) Sapota - 233 (36) Crossandra - 92 (14)  Apart from the individual crop suitability, a proposed crop plan has been prepared for the 7 identified LMUs by considering only the highly and moderately suitable lands for different crops and cropping systems with food, fodder, fibre and other horticulture crops.  Maintaining soil-health is vital for crop production and conserve soil and land resource base for maintaining ecological balance and to mitigate climate change. For this, several ameliorative measures have been suggested for these problematic soils like saline/alkali, highly eroded, sandy soils etc.,  Soil and water conservation treatment plan has been prepared that would help in identifying the sites to be treated and also the type of structures required.  As part of the greening programme, several tree species have been suggested to be planted in marginal and submarginal lands, field bunds and also in the hillocks, mounds and ridges. That would help in supplementing the farm income, provide fodder and fuel, and generate lot of biomass which in turn would help in maintaining the ecological balance and contribute to mitigating the climate change. SILENT FINDINGS OF THE STUDY  The results indicated that among 35 famers 11 (22.45%) were marginal farmers, 14 (31.82 %) were small farmers, 9 (20.45 %) were semi medium farmers and 5 (11.36 %) was medium farmer. Apart from these 5 landless farmers were also interviewed for the survey.  The data indicated that there were 98 (52.69%) men and 88 (47.31%) were women among the sampled households. The average family size of marginal farmers was 4, small farmer was 4, semi medium farmer was 5, medium farmers were 3 and for landless farmers it was 4.  The data indicated that 32 (17.20 %) people were in 0-15 years of age, 81 (43.55%) were in 16-35 years of age, 59 (31.72 %) were in 36-60 years of age and 14 (7.53 %) were above 61 years of age.  The results indicated that the Abbagiri Tanda-2 had 33.87 per cent illiterates, 1.61 per cent functional literates, 23.12 per cent of them had primary school education, 10.75 per cent of them had middle school education, 14.52 per cent of them had high school education, 5.91 per cent of them had PUC education, 0.54 per cent of them had ITI, 1.08 per cent them had Diploma education, 4.84 per cent of them had degree education and 3.76 per cent of them had other education. The results indicated that, 81.82 per cent of households practicing agriculture and 9.09 per cent of the household heads were general labours.  The results indicated that agriculture was the major occupation for 56.45 per cent of the household members, 2.15 per cent were agricultural labourers, 5.91 per cent were general labours, 1.61 percent were in government service, 2.15 per cent of them were in private sector, 0.54 per cent of them were trade and business, 20.43 per cent of them were students and 2.69 per cent were housewives. In case of landless households 50 per cent were general labours, 5 per cent were in private service and 35 per cent were students. In case of marginal farmers 71.79 per cent were agriculturist, 2.56 percent were agricultural labour and general labour and 17.95 per cent were students. In case of small farmers, 62.07 per cent of the household members were practicing agriculture and 20.69 per cent of them were students. In case of semi medium farmers 58.54 per cent of the household members were practicing agriculture and 21.95 per cent of them were students. In case of medium farmers, 60.71 per cent of the household members were performing agriculture.  The results showed that 4.30 per cent of them participated in self help groups, 1.08 per cent of them participated in user group and 94.62 per cent of them have not participated in any local institutions. Landless and medium farmers were found to have no participation in any local institutions. Marginal, small farmers and semi medium farmers were found to participate in one or the other local institutions. 2  The results indicated that 68.18 per cent of the households possess Katcha house. 100 percent of the landless farmers possess Katcha house.  The results showed that 68.18 per cent of the households possess TV, 36.36 per cent of the households possess Mixer grinder, 22.73 per cent of the households possess bicycle, 43.18 per cent of the households possess motor cycle, 77.27 per cent of the households possess mobile phones and 2.27 per cent of the households possess refrigerator.  The results showed that the average value of television was Rs.4800, mixer grinder was Rs.1400, refrigerator Rs.15000, bicycle Rs.1727, motor cycle was Rs.30350 and mobile phone was Rs.1220.  The results showed that, about 15.91 per cent of the households possess bullock cart, 27.27 per cent of them possess plough, 2.27 per cent of the households possess sprayer, 9.09 per cent of the households possess tractor, 20.45 per cent of the households possess sprayer, 15.91 per cent of the households possess sprinkler, 50 per cent of the households possess weeder, 6.82 per cent of the households possess harvester, 2.27 per cent of the households possess thresher and 11.36 per cent of the households possess chaff cutter.  The results show that the average value of plough was Rs.1318, the average value of bullock cart was Rs. 17000, the average value of power tiller Rs. 100000, the average value of tractor Rs. 300000, the average value of sprinkler Rs.3192, the average value of was sprayer Rs.2409, the average value of weeder Rs. 72, the average value of harvester Rs.4662 and the average value of chaff cutter Rs.3000.  The results indicated that, 31.82 per cent of the households possess bullocks, 11.36 per cent of the households possess local cow, 6.82 per cent of the households possess buffalo and 2.27 per cent of the households possess sheep and goat respectively. In case of marginal farmers, 27.27 per cent of the households possess bullock. In case of small farmers, 42.86 per cent of households possess bullock, 14.29 per cent possess local cow and buffalo and 7.14 per cent possess sheep and goat respectively. In case of semi medium farmers, 44.44 per cent of the households possess bullock, 11.11 per cent possess local cow and buffalo correspondingly. In medium farmers 20 per cent of the households possess bullock and 40 per cent of the households possess local cow.  The results indicated that, average own labour men available in the micro-watershed was 1.53, average own labour (women) available was 1.26, average hired labour (men) available was 11 and average hired labour (women) available was 11.82. In case of marginal farmers, average own labour men available was 1.36, average own labour (women) was 1.09, average hired labour (men) was 6 and average hired labour (women) available was 6. In case of small farmers, average own labour men available was 1.46, average own labour (women) was 1.08, average hired labour 3 (men) was 10.23 and average hired labour (women) available was 12.38. In case of semi medium farmers, average own labour men available was 1.88, average own labour (women) was 1.63, average hired labour (men) was 19.38 and average hired labour (women) available was 20. In medium farmers average own labour men available was 1.50, average own labour (women) was 2, average hired labour (men) was 10 and average hired labour (women) available was 7.50.  The results indicated that77.27 per cent of the household opined that hired labour was adequate About 100 per cent of the marginal farmers, 92.86 per cent of small, 88.89 per cent of semi medium and 40 per cent of the medium farmers have opined that the hired labour was adequate.  The results indicated that, 2 person was migrated from micro-watershed that belonged to small and semi medium farmer category. Total migration in the microwatershed was only 1.08 per cent. The results indicated that, people have migrated on an average of 375 Kms and average duration was 6.50 months. Small farmers have migrated 150 kms and on an average for 6months and semi medium farmers have migrated 600 kms and on an average for 7 months. The results indicated that, job/work was the only reason for migration for all the migrants.  The results indicated that, households of the Abbagiri Tanda-2 micro-watershed possess 21.53 ha (40.38 %) of dry land and 31.79 ha (59.62%) of irrigated land. Marginal farmers possess 7.83 ha (95.08%) of dry land and 0.40 ha (4.92%) of irrigated land. Small farmers possess 11.27 ha (69.10%) of dry land and 5.04 ha (30.90 %) of irrigated land. Semi medium farmers possess 2.43 ha (16.18%) of dry land and 12.58 ha (83.82 %) of irrigated land. Medium farmers possess 13.76 ha (100%) of irrigated land.  The results indicated that, the average value of dry land was Rs. 264642.86 and average value of irrigated was Rs. 380532.21. In case of marginal famers, the average land value was Rs. 370372.28 for dry land and Rs. 741000 for irrigated land. In case of small famers, the average land value was Rs. 221643.93 for dry land Rs. 713643.66 for irrigated land. In case of semi medium famers, the average land value was Rs. 123500 for dry land and Rs. 389414.42 for irrigated land. In case of medium famers, the average land value was Rs. 239735.29 for irrigated land.  The results indicated that, there were 21 functioning and 12 defunctioning bore wells in the micro watershed. The results indicated that, there was only 1 functioning open well in the micro watershed.  The results indicated that, bore well was the major irrigation source for 47.73 per cent of the farmers and open well was source of irrigation source for 2.27 per cent of the farmers. The results indicated that, marginal farmers having 0.81 per cent of irrigated land. In case of small farmers there were 5.17 ha of irrigated land, semi 4 medium farmers were having 15.08 ha of irrigated land and medium farmers were having 11.34 ha of irrigated land.  The results indicated that, farmers have grown Bajra (12.61 ha), Bengal gram (0.91 ha), Chilly (0.81 ha), Ground nut (1.62 ha), Kanakambara (0.40 ha), Maize (21.16 ha), Navane (3.24 ha), Paddy (0.81 ha), Papaya (1.67 ha) and Tomato (0.87 ha) in kharif season and Bengal gram (1.21 ha), Ground nut (1.74 ha), Paddy (0.81 ha) and Red gram (1.46 ha) in Rabi season. Marginal farmers have grown Maize, Bajra, Navane and Kanakambara. Small farmers have grown Bajra, Maize, Navane, Tomato, Water melon and Groundnut. Semi medium farmers have grown Bajra, Bengal Gram, Chilly, Groundnut, Maize, Paddy and Papaya. Medium farmers have grown Groundnut and Maize.  The results indicated that, the cropping intensity in Abbagiri Tanda-2 microwatershed was found to be 95.82 per cent. In case of Marginal farmers, small farmers and medium farmers it was 100 per cent and in case of semi medium farmers it was 87.26 per cent.  The results indicated that, 61.36 per cent of the households have bank account and savings respectively. Landless farmers 80 percent of them possess both bank account and savings. 81.82 per cent of marginal farmers possess both bank account and savings correspondingly. Small farmers possess 71.43 per cent of both bank account and savings and medium category of farmers possess 44.44 per cent of bank account and also savings in that order.  The results indicated that, 80 per cent of landless, 81.82 per cent of marginal, 14.29 per cent of small and 44.44 per cent semi medium have borrowed credit from different sources. The results indicated that, 20.83 per cent have availed loan in Commercial bank, 50 per cent of the households availed loan in Grameena bank, 45.83 per cent have availed loan from money lender and 12.50 per cent have availed loan from SHGs/CBOs.  The results indicated that, landless, marginal, small and semi medium have availed Rs. 26,250, Rs. 50,000, Rs. 177,000, and Rs. 137,500 respectively. Overall average credit amount availed by households in the micro-watershed is 97,666.67.  The results indicated that, 93.75 per cent of the households have borrowed loan for agriculture production and 6.25 per cent of the households have borrowed loan for Social functions like marriage. The results indicated that, agriculture production, bore well/irrigation related equipments, construction-house, construction-cattle shed, household consumption and other reasons were the main purpose for which marginal, small farmers, semi medium farmers borrowed loan. 33.33 per cent of the household's barrowed loan for agriculture production, 8.33 per cent of the household's barrowed loan for Bore well/irrigation related equipments, 5 Construction-house, Construction-cattle shed respectively and 25 per cent of them took loan for household consumption.  The data regarding the repayment status of credit borrowed from institutional sources by households in Abbagiri Tanda-2 showed that 47.06 per cent of the households partially their loan and 52.94 per cent of the households have unpaid their loan. Results indicated that 64.29 per cent of the households have repaid their private credit partially, 21.43 percent of the households have unpaid their loan and 7.14 per cent of them fully paid their loan.  The results indicated that, the total cost of cultivation for bajra was Rs. 12086.76. The gross income realized by the farmers was Rs. 26429.00. The net income from bajra cultivation was Rs. 14342.24, thus the benefit cost ratio was found to be 1:2.19. The results indicated that, the total cost of cultivation for maize was Rs. 16778.52. The gross income realized by the farmers was Rs. 31106.06. The net income from maize cultivation was Rs.14327.53, and the income generated from red gram was Rs.1613.22, thus the benefit cost ratio was found to be 1:1.85.  The results indicated that, the total cost of cultivation for navane was Rs. 11950.89. The gross income realized by the farmers was Rs. 26799.50. The net income from navane cultivation was Rs. 14848.61. Thus the benefit cost ratio was found to be 1:2.24. The results indicated that, the total cost of cultivation for crossandra was Rs. 54865.08. The gross income realized by the farmers was Rs. 173888.00. The net income from crossandra cultivation was Rs.119022.92. Thus the benefit cost ratio was found to be 1:3.17.  The results indicated that, the total cost of cultivation for bengalgram was Rs. 32635.87. The gross income realized by the farmers was Rs. 76962.18. The net income from bengalgram cultivation was Rs. 44326.31. Thus the benefit cost ratio was found to be 1:2.36. The results indicated that, the total cost of cultivation for groundnut was Rs. 42105.75. The gross income realized by the farmers was Rs. 70296.94. The net income from groundnut cultivation was Rs. 28191.18. Thus the benefit cost ratio was found to be 1:1.67.  The results indicated that, the total cost of cultivation for chilly was Rs. 49859.57. The gross income realized by the farmers was Rs. 222300.00. The net income from chilly cultivation was Rs. 172440.43. Thus the benefit cost ratio was found to be 1:4.46. The results indicated that, the total cost of cultivation for paddy was Rs. 50482.00. The gross income realized by the farmers was Rs. 81510.00. The net income from paddy cultivation was Rs. 31028.00. Thus the benefit cost ratio was found to be 1:1.61.  The results indicated that, the total cost of cultivation for redgram was Rs. 13048.22. The gross income realized by the farmers was Rs. 32933.33. The net income from redgram cultivation was Rs. 19885.12. Thus the benefit cost ratio was found to be 6 1:2.52. The results indicated that, the total cost of cultivation for Papaya was Rs. 44258.18. The gross income realized by the farmers was Rs. 575534.00. The net income from Papaya cultivation was Rs. 531275.82. Thus the benefit cost ratio was found to be 1:13.0.  The results indicated that, the total cost of cultivation for Tomato was Rs. 24942.81. The gross income realized by the farmers was Rs.111150.00. The net income from Tomato cultivation was Rs. 86207.19. Thus the benefit cost ratio was found to be 1:4.46. The results indicated that, the total cost of cultivation for Watermelon was Rs. 32084.97. The gross income realized by the farmers was Rs. 526018.50. The net income from Watermelon cultivation was Rs. 493933.52. Thus the benefit cost ratio was found to be 1:16.39.  The results indicated that, 27.27 per cent of the households opined that dry fodder was adequate, 2.27 per cent of the households opined that dry fodder was inadequate also the data revealed that 22.73 per cent of the farmers opined that green fodder is adequate.  The results indicated that, Bajra, Bengal Gram, Chilly, Groundnut, Maize, Navane, Paddy, Papaya, Red Gram, Tomato, Water Melon and Kanakambara flower sold to the extent of 100 per cent.  The results indicated that the average income from service/salary was Rs. 10500, business Rs. 12727.27, wage Rs. 22340.91, agriculture Rs. 89061.36, dairy farm Rs. 1409.09 and goat farming was Rs. 454.55.  The results indicated that the average expenditure from service/salary was Rs. 340.91, business Rs. 4818.18, wage Rs. 8204.55, agriculture Rs. 52295.45, dairy farm Rs. 795.45 and goat farming was Rs. 386.36.The overall on an average expenditure was Rs.18800.  The results indicate that, sampled households have grown 36 coconut trees and 224 mango trees in their field.  The results indicated that, 40.91 per cent of the households are interested in growing horticultural crops which include 81.82 per cent marginal farmers, 35.71 per cent small farmers and 44.44 per cent semi medium farmers.  The results indicate that, households have planted 3 Teak and Eucalyptus trees in field respectively, also grown 108 neem tree and 1 tamarind tree in the field.  The results indicated that for 38.64 per cent of the households were dependent on government subsidy for land development. Similarly for the dependency was for irrigation facility 36.36 percent, 29.55 percent for improved crop production and only 2.27 per cent for improved livestock management.  The results indicated that, Bajra, Bengal Gram, Chilly, Groundnut, Maize, Navane, Paddy, Papaya, Red Gram, Tomato, Water Melon and Kanakambara flower sold to the extent of 100 per cent. 7  The results indicated that, 31.82 percent of the households have sold their produce to local/village merchants, 52.27 percent of the households sold their produce in regulated markets and 22.73 per cent of the households sold their produce to agents/traders.  The results indicated that 77.27 per cent of the households have used tractor as a mode of transport and 29.55 per cent have used cart.  The results indicated that, 54.55 per cent of the households have shown interest in soil testing i.e. 90.91 per cent of marginal farmers, 71.43 per cent of small farmers and 44.44 per cent of semi medium farmers have shown interest in soil testing.  The results indicated that, 22.73 per cent of the households have adopted field bunding, 54.55 per cent of the households have adopted summer ploughing and 9.09 per cent of the households have adopted dead furrow, mulching, contour cultivation and combination of deep and shallow root crops respectively. The results indicated that 15.91 per cent of the soil conservation structures are constructed by the government and another 2.27 per cent is constructed by other organization.  The results indicated that, 100 per cent of the households who adopted field bunding opined that 100 per cent of the bunds required full replacement.  The results indicated that, 72. 73 percent used fire wood as a source of fuel, 25 percent of the households used LPG and 2.27 per cents of the households used Kerosene as a source of fuel.  The results indicated that, piped supply was the source for drinking water for 63.64 per cent of the households, 25 per cent of the households were using bore well and 2.27 per cent of the households were using open well as a source of drinking water.  The results indicated that, electricity was the major source of light which was found to be 97.73 per cent and only 2.27 per cent of the people were using kerosene as a source of light.  The results indicated that, 50 per cent of the households possess sanitary toilet i.e. 40 per cent of landless, 63.64 per cent of marginal, 50 per cent of small, 44.44 per cent of semi medium and 40 per cent of medium had sanitary toilet facility.  The results indicated that, 93.18 per cent of the sampled households possessed BPL card and 6.82 per cent of the sampled households not possessed BPL card.  The results indicated that, 50 per cent of the households participated in NREGA programme which included 100 per cent of the landless, 45.45 percent of the marginal, 21.43 per cent of the small, 66.67 per cent of the semi medium and 60 percent of the medium farmers.  The results indicated that, cereals, pulses, oilseeds, vegetables, fruits, milk, egg and meat were adequate for 100 per cent, 79.55 per cent, 34.09, 25 per cent, 2.27 per cent, 93.18 per cent, 84.09 per cent and 11.36 per cent of the households respectively. 8  The results indicated that, pulses were inadequate for 20.45 per cent, oilseeds were inadequate for 61.36 per cent, vegetables were inadequate for 75 per cent, fruits were inadequate for 63.64 per cent, milk was inadequate 2.27 per cent, eggs were inadequate for 4.55 per cent and meat was inadequate for 65.91 per cent of the households.  The data regarding farming constraints experienced by households in Abbagiri Tanda -2 micro-watershed is presented in Table 60. The results indicated that, Lower fertility status of the soil was the constraint experienced by 45.45 per cent of the households, wild animal menace on farm field (77.27%), frequent incidence of pest and diseases (75%), inadequacy of irrigation water (52.27%), high cost of Fertilizers and plant protection chemicals (68.18%), high rate of interest on credit (54.55%), low price for the agricultural commodities (56.82%), lack of marketing facilities in the area (59.09%), inadequate extension services (54.55%), lack of transport for safe transport of the agricultural produce to the market (56.82%), less rainfall (36.36%) and Source of Agri-technology information(Newspaper /TV/Mobile) (6.82). ; Watershed Development Department, Government of Karnataka (World Bank Funded) Sujala –III Project

Not Available ; The land resource inventory of Hire Shindhogi microwatershed was conducted using village cadastral maps and IRS satellite imagery on 1:7920 scale. The false colour composites of IRS imagery were interpreted for physiography and these physiographic delineations were used as base for mapping soils. The soils were studied in several transects and a soil map was prepared with phases of soil series as mapping units. Random checks were made all over the area outside the transects to confirm and validate the soil map unit boundaries. The soil map shows the geographic distribution and extent, characteristics, classification, behavior and use potentials of the soils in the microwatershed. The present study covers an area of 526 ha in Koppal taluk and district, Karnataka. The climate is semiarid and categorized as drought - prone with an average annual rainfall of 662 mm, of which about 424 mm is received during south–west monsoon, 161 mm during north-east and the remaining 77 mm during the rest of the year. An area of about 83 per cent is covered by soils and 17 per cent by habitation and water bodies, settlements and others. The salient findings from the land resource inventory are summarized briefly below.  The soils belong to 9 soil series and 16 soil phases (management units) and 5 land management units.  The length of crop growing period is 200 mm/m) in available water capacity.  An area of about 18 per cent has nearly level (0-1%) and 65 per cent area has very gently sloping (1-3%) lands.  An area of about 44 per cent has soils that are slightly eroded (e1) and 39 per cent moderately eroded (e2) lands.  An area of about 9.0) in soil reaction.  The Electrical Conductivity (EC) of the soils is non-saline (0.75%) in 32 per cent area of the soils.  Available phosphorus is medium (23-57 kg/ha) in entire area of about 83 per cent in the microwatershed.  About 2 per cent of the soils are medium (145-337 kg/ha) and 81 per cent soils are high (>337 kg/ha) in available potassium content.  Available sulphur is high (>320 ppm) in the entire area of the microwatershed.  Available boron is low (0.5 ppm) in about 48 per cent area and 35 per cent are medium (0.5-1.0 ppm).  Available iron is sufficient (>4.5 ppm) in 81 per cent and deficient (0.6 ppm) in about 60 per cent area.  Available manganese and copper are sufficient in all the soils.  The land suitability for 31 major agricultural and horticultural crops grown in the microwatershed were assessed and the areas that are highly suitable (S1) and moderately suitable (S2) are given below. It is however to be noted that a given soil may be suitable for various crops but what specific crop to be grown may be decided by the farmer looking to his capacity to invest on various inputs, marketing infrastructure, market price and finally the demand and supply position. Land suitability for various crops in the microwatershed Crop Suitability Area in ha (%) Crop Suitability Area in ha (%) Highly suitable (S1) Moderately suitable (S2) Highly suitable (S1) Moderately suitable (S2) Sorghum 70 (13) 283 (54) Sapota 18 (3) - Maize 1 (<1) 351 (67) Pomegranate 18 (3) 335 (64) Bajra 18 (3) 334 (64) Musambi 70 (13) 283 (54) Groundnut 17 (3) 57 (11) Lime 70 (13) 283 (54) Sunflower 70 (13) 283 (54) Amla 18 (3) 391 (74) Red gram 18 (3) 272 (52) Cashew 17 (3) 1 (<1) Bengalgram 52 (10) 301 (57) Jackfruit 18 (3) - Cotton 70 (13) 283 (54) Jamun 18 (3) 272 (52) Chilli 18 (3) - Custard apple 70 (13) 338 (64) Tomato 18 (3) - Tamarind 18 (3) 273 (52) Brinjal - 410 (78) Mulberry 18 (3) 207 (39) Onion - 75 (14) Marigold 18 (3) 334 (64) Bhendi - 410 (78) Chrysanthemum 18 (3) 334 (64) Drumstick 18 (3) 392 (74) Jasmine 18 (3) - Mango 18 (3) - Crossandra 18 (3) 79 (15) Guava 17 (3) 1 (<1)  Apart from the individual crop suitability, a proposed crop plan has been prepared for the 5 identified LMUs by considering only the highly and moderately suitable lands for different crops and cropping systems with food, fodder, fibre and other horticulture crops that helps in maintaining productivity and ecological balance in the microwatershed.  Maintaining soil-health is vital for crop production and conserve soil and land resource base for maintaining ecological balance and to mitigate climate change. For this, several ameliorative measures have been suggested for these problematic soils like saline/alkali, highly eroded, sandy soils etc.  Soil and water conservation treatment plan has been prepared that would help in identifying the sites to be treated and also the type of structures required.  As part of the greening programme, several tree species have been suggested to be planted in marginal and submarginal lands, field bunds and also in the hillocks, mounds and ridges. That would help in supplementing the farm income, provide fodder and fuel, and generate lot of biomass which in turn would help in maintaining the ecological balance and contribute to mitigating the climate change. SALIENT FEATURES OF THE SURVEY  The results indicated that 38 farmers were sampled in Hire Shindhogi micro watershed among them 7 (18.42 %) were marginal farmers, 10 (26.32%) were small farmers, 11 (28.95 %) were semi medium farmers and 5 (13.16%) were medium farmers. Apart from these 5 (13.16%) landless farmers were also interviewed for the survey.  The data indicated that there were 96 (51.06%) men and 92 (48.94%) were women among the sampled households. The average family size of marginal farmers was 5, small farmer was 5, semi medium farmer was 5, medium farmers were 6 and for landless farmers it was 4.  The data indicated that 43 (22.87%) people were in 0-15 years of age, 73 (38.83%) were in 16-35 years of age, 55 (29.26 %) were in 36-60 years of age and 17 (9.04%) were above 61 years of age.  The results indicated that the Hire Shindhogi had 31.38 per cent illiterates, 1.06 per cent functional literates, 33.51 per cent of them had primary school education, 5.32 per cent of them had middle school education, 13.30 per cent of them had high school education, 7.45 per cent of them had PUC education, 0.53 per cent of them had ITI, 1.60 per cent of them had degree education and 5.32 per cent of them had other education.  The results indicate that, 84.21 per cent of households practicing agriculture, 5.26 per cent of the household heads were agricultural labourers and 2.63 per cent of the household heads were doing private service.  The results indicate that agriculture was the major occupation for 45.21 per cent of the household members, 21.28 per cent were agricultural labourers, 0.53 percent were in government service, 2.13 per cent of them were in private sector, 22.34 per cent of them were students and 0.53 per cent were housewives. In case of landless households 30 per cent were agricultural labourers, 5 per cent were private services and 40 per cent were students. In case of marginal farmers 50 per cent were agriculturist, 21.88 percent were agricultural labour and 25 per cent were students. In case of small farmers, 54.35 per cent of the household members were practicing agriculture and 17.39 per cent of them were students. In case of semi medium farmers 45.61 per cent of the household members were practicing agriculture and 19.30 per cent of them were students. In case of medium farmers, 48.48 per cent of the household members were performing agriculture, 18.18 per cent of them were agricultural labour and 21.21 per cent of them were students.  The results showed that 1.06 per cent of them participated in Sthree Shakthi Sangha, 0.53 per cent of them participated in user group and 98.40 per cent of them have not participated in any local institutions. Landless, small and medium farmers were found to have no participation in any local institutions. Marginal and semi medium farmers were found to participate in one or the other local institutions. 2  The results indicated that 73.68 per cent of the households possess Katcha house, 7.89 per cent of them possess Pucca house and 21.05 per cent of them possess Semi Pacca house. 100 percent of the landless farmers possess Katcha house.  The results showed that 5.26 per cent of the households possess radio, 76.32 per cent of the households possess TV, 7.89 per cent of the households possess DVD, 42.11 per cent of the households possess Mixer grinder, 44.74 per cent of the households possess bicycle, 26.32 per cent of the households possess motor cycle, 5.26 per cent of the households possess auto, 2.63 per cent of the households possess car and 78.95 per cent of the households possess mobile phones.  The results showed that the average value of radio was Rs.400, average value of television was Rs.4968, the average value of DVD/VCD Player was Rs.2333, mixer grinder was Rs.2381, Auto was Rs.42500, bicycle Rs.1323, motor cycle was Rs.33150, Car was Rs. 250000 and mobile phone was Rs.1266.  The results showed that about 23.68 per cent of the households possess plough, 28.95 per cent of them possess bullock cart, 2.63 cent of the households possess seed/fertilizer drill, 10.53 cent of the households possess tractor, 23.68 per cent of the households possess sprayer, 36.84 per cent of them possess weeder, 5.26 per cent of them were possess chaff cutter and 2.63 per cent of the households possess JCB/Hitachi.  The results showed that the average value of plough was Rs.1655, the average value of bullock cart was Rs. 21072, the average value of seed/Fertilizer drill Rs. 15000, the average value of tractor Rs. 375000, the average value of sprayer was Rs.2655, the average value of weeder Rs. 69, the average value of chaff cutter Rs.1800, the average value of JCB Rs.1000000 and the average value of duster was Rs. 8000.  The results indicated that, 31.58 per cent of the households possess bullocks, 26.32 per cent of the households possess local cow and 2.63 per cent of the households possess crossbred cow and buffalo respectively.  The data showed that, in case of marginal farmers, 33.33 per cent of the households possess bullock and 50 per cent of the households possess local cow. In case of small farmers, 20 per cent of households possess bullock and local cow and 10 per cent possess buffalo. In case of semi medium farmers, 54.55 per cent of the households possess bullock, 18.18 per cent possess local cow and 9.09 per cent possess buffalo. In medium farmers, 20 per cent of the households possess bullock and 60 per cent possess local cow.  The results indicated that, average own labour men available in the micro watershed was 2, average own labour (women) available was 1.64, average hired labour (men) available was 5.03 and average hired labour (women) available was 5.36.  The results indicated that, in case of marginal farmers, average own labour men available was 1.71, average own labour (women) was 1.29, average hired labour (men) was 4.57 and average hired labour (women) available was 5.43. In case of 3 small farmers, average own labour men available was 1.90, average own labour (women) was 1.80, average hired labour (men) was 4.50 and average hired labour (women) available was 4. In case of semi medium farmers, average own labour men available was 1.82, average own labour (women) was 1.55, average hired labour (men) was 6.27 and average hired labour (women) available was 7.09. In medium farmers average own labour men available was 3, average own labour (women) was 2, average hired labour (men) was 4 and average hired labour (women) available was 4.20.  The results indicated that, 65.79 per cent of the household opined that hired labour was adequate and 21.05 per cent of the household opined that hired labour was inadequate. About 71.43 per cent of the marginal farmers, 80 per cent of small, 63.64 per cent of semi medium and 100 per cent of the medium have opined that the hired labour was adequate and 28.57 per cent marginal farmers, 20 per cent of small farmers and 36.36 per cent of semi medium farmers were opined that hired labour was inadequate.  The results indicated that, 1 person was migrated from micro watershed that belonged to medium farmer category. Total migration in the micro watershed was only 0.53 per cent.  The results indicated that, people have migrated on an average of 390 Kms and average duration was 12 months. I.e. medium farmers have migrated 390 kms and on an average for 12 months.  The results indicated that, job/work was the only reason for migration for all the migrants.  The results indicated that, improved quality of the life and construction of house were the positive consequences of migration.  The results indicated that, households of the Hire Shindhogi micro watershed possess 36.16 ha (64.11%) of dry land and 20.24 ha (35.89%) of irrigated land. Marginal farmers possess 4.21 ha (90.43 %) of dry land and 0.45 ha (9.57%) of irrigated land. Small farmers possess 9.25 ha (84.04%) of dry land and 1.76 ha (15.96 %) of irrigated land. Semi medium farmers possess 15.01 ha (63.53%) of dry land and 8.62 ha (36.47 %) of irrigated land. Medium farmers possess 7.69 ha (44.93%) of dry land and 9.43 ha (55.07 %) of irrigated land.  The results indicated that, the average value of dry land was Rs. 343378.10 and average value of irrigated was Rs. 409856.06. In case of marginal famers, the average land value was Rs. 510625 for dry land and 1122727.25 for irrigated land. In case of small famers, the average land value was Rs. 434,356.96 for dry land Rs. 512,211.99 for irrigated land. In case of semi medium famers, the average land value was Rs. 246,467.10for dry land and Rs. 406,059.19 for irrigated land. In case of medium famers, the average land value was Rs. 331500 for dry land and the average land value was Rs. 360,583.94 for irrigated land. 4  The results indicated that, there were 11 functioning and 10 defunctioning bore wells in the micro watershed.  The results indicated that, bore well was the major irrigation source for 28.95 per cent of the farmers.  The results indicated that on an average the depth of the bore well was 31.25 meters.  The results indicated that, in case of marginal farmers there was 0. 45 ha of irrigated land, in case of small farmers there was 1.85 ha of irrigated land, semi medium farmers were having 7.81 ha of irrigated land and medium farmers were having 15.62 ha of irrigated land. On an average there were 25.72 ha of irrigated land.  The results indicated that, farmers have grown Bajra (6.89 ha), Banana (0.71 ha), Bengal gram (2.85 ha), Chilly (0.45 ha), Cotton (1.01 ha), Green gram (0.83 ha), Sorghum (1.62 ha), Maize (8.12 ha), Onion (0.93 ha), Red gram (4.45 ha), Sugandaraja (0.40 ha) and Sunflower (9.51 ha) in kharif season and Bajra (0.81 ha), Bengal gram (3.29 ha), Cotton (1.21 ha), Maize (5.09 ha), Sunflower (1.23 ha) and Sorghum (16.28 ha) in Rabi season.  Data showed that, marginal farmers have grown Bengal Gram, chilly, bajra, cotton, Maize and Sorghum. Small farmers have grown Bajra, Green gram, Maize, Red Gram, Sunflower, Sorghum and Bengal Gram. Semi medium farmers have grown Bajra, Banana, Cotton, Bengalgram, Maize, Redgram, Sugandaraja, Sunflower and Sorghum. Medium farmers have grown Bajra, Bengal gram, Sorghum, Maize, onion, Red gram and Sunflower.  The results indicated that, the cropping intensity in Hire Shindhogi micro watershed was found to be 76.82 per cent. In case of Marginal farmers it was 87.10 per cent, for small farmers it was 100 per cent, in case of semi medium farmers it was 78.94 per cent and medium farmers had cropping intensity of 61.78 per cent.  The results indicated that, only 10.53 per cent of the households have bank account and savings respectively. Among marginal farmers 28.57 percent of them possess both bank account and savings respectively. Small farmers possess 9.09 per cent of both bank account and savings correspondingly and medium farmers possess 20 of bank account and savings in that order.  The results indicated that 28.57 per cent marginal farmers, 9.09 per cent of semi medium farmers and 20 per cent of medium farmers have borrowed credit from different sources.  The results indicated that, 50 per cent of the households have availed loan from Grameena bank and Commercial bank respectively.  The results indicated that marginal farmers have availed Rs. 27500, semi medium farmers have availed Rs. 55000 and medium farmers have availed Rs.100000. Overall average credit amount availed by households in the micro watershed is 52500. 5  The results indicated that, 100 per cent of the households have borrowed loan for agriculture production from institutional source.  The results indicated that, agriculture production was the main purpose for which semi medium farmers have borrowed loan from private credit.  The results indicated that 100 per cent of the households have unpaid their institutional loan.  Results indicated 50 percent of the households have unpaid their loan and 50 percent of the households have fully paid their private credit.  The results indicated that 25 per cent of the households were opined that they were forced to sell the produce at low price to repay loan in time and 75 per cent of households were not given any opinion on institutional source of credit.  The results indicated that 50 per cent of the households were opined that the rate of interest was high in non-institutional credit and 50 per cent of households were not given any opinion on non-institutional source of credit.  The results indicated that, the total cost of cultivation for bajra was Rs. 23881.74. The gross income realized by the farmers was Rs. 22503.93. The net income from bajra cultivation was Rs. -1377.81, thus the benefit cost ratio was found to be 1:0.94.  The results indicated that, the total cost of cultivation for maize was Rs. 30364.35. The gross income realized by the farmers was Rs. 32931.72. The net income from maize cultivation was Rs.6626.43, thus the benefit cost ratio was found to be 1:1.08.  The results indicated that, the total cost of cultivation for sorghum was Rs. 18449.10. The gross income realized by the farmers was Rs. 27728.81. The net income from sorghum cultivation was Rs. 9279.71. Thus the benefit cost ratio was found to be 1:1.5.  The results indicated that, the total cost of cultivation for bengalgram was Rs. 29334.18. The gross income realized by the farmers was Rs. 48503.01. The net income from bengalgram cultivation was Rs. 19168.83. Thus the benefit cost ratio was found to be 1:1.65.  The results indicated that, the total cost of cultivation for redgram was Rs. 32495.55. The gross income realized by the farmers was Rs. 30698.57. The net income from redgram cultivation was Rs. -1796.98. Thus the benefit cost ratio was found to be 1:0.94.  The results indicated that, the total cost of cultivation for cotton was Rs. 63323.50. The gross income realized by the farmers was Rs. 50427.06. The net income from cotton cultivation was Rs. -12896.44. Thus the benefit cost ratio was found to be 1:0.8. 6  The results indicated that, the total cost of cultivation for Onion was Rs. 34570.60. The gross income realized by the farmers was Rs. 34515.28. The net income from Onion cultivation was Rs. 55.32. Thus the benefit cost ratio was found to be 1:1.0.  The results indicated that, the total cost of cultivation for Sunflower was Rs. 28043.53. The gross income realized by the farmers was Rs. 73693.85. The net income from Sunflower cultivation was Rs. 45650.32. Thus the benefit cost ratio was found to be 1:2.63.  The results indicated that, the total cost of cultivation for Banana was Rs. 25564.87. The gross income realized by the farmers was Rs. 105858.The net income from Banana cultivation was Rs. 80293.13. Thus the benefit cost ratio was found to be 1:3.41.  The results indicated that, the total cost of cultivation for Chilly was Rs. 69680.27. The gross income realized by the farmers was Rs. 75447.27. The net income from Chilly cultivation was Rs. 5767. Thus the benefit cost ratio was found to be 1:1.08.  The results indicated that, the total cost of cultivation for Green gram was Rs. 26706.19. The gross income realized by the farmers was Rs. 72900.97. The net income from Green gram cultivation was Rs. 46194.78. Thus the benefit cost ratio was found to be 1:2.73.  The results indicated that, 39.47 per cent of the households opined that dry fodder was adequate and 7.89 per cent of the households opined that dry fodder was inadequate also the data revealed that 39.47 per cent of the farmers opined that green fodder is adequate and 7.89 per cent of the farmers opined that green fodder is inadequate.  The results indicated that the average income from service/salary was Rs. 8578.95, business Rs. 5157.89, wage Rs. 4368.42, agriculture Rs. 53161.32 and non farm income Rs. 6842.11and dairy farm Rs. 5018.42.  The results indicated that the average expenditure from service/salary was Rs. 2289.47, business Rs. 2631.58, wage Rs. 1552.63, agriculture Rs. 31,815.79 and dairy farm Rs. 1921.05.  The results indicated that, sampled households have grown 53 coconut trees, 20 lemon trees and 1 mango tree in their field and also grown 1 coconut tree in back yard.  The results indicated that, 2.63 per cent of the households are interested in growing horticultural crops which include 14.29 per cent marginal farmers.  The results indicated that, households have planted 90 Neem, 8 Banyan trees and 2 people trees in their field and also grown 27 Neem tree in the backyard.  The results indicated that for 2.63 per cent of the households were dependent on government subsidy for irrigation facility and 5.26 percent of the households were have their own fund for additional investment. 7  The results indicated that, Bajra, Chilly, Green gram Cotton and Onion were sold to the extent of 100 per cent. Banana, Bengal gram, Sorghum, Maize, Red gram and Sunflower were sold to the extent of 72 per cent, 96.30 per cent, 98.36 per cent, 85.30 per cent, 91.67 per cent and 95.19 per cent respectively.  The results indicated that, 65.79 percent of the households have sold their produce to agents/ traders, 34.21 percent of the households sold their produce in local/village merchant, 31.58 percent of the households sold their produce to regulated market and 7.89 percent of the households sold their produce to cooperative marketing society and contract marketing arrangement respectively.  The results indicated that 57.89 per cent of the households have used cart as a mode of transport, 71.05 per cent have used tractor and 2.63 per cent have used Bus and Truck respectively. 5.26 households have used head load as a mode of transport.  The results indicated that, 5.26 per cent of the households have experienced the soil and water erosion problems i.e. 14.29 percent of marginal farmers and 9.09 percent of semi medium farmers.  The results indicated that only 5.26 per cent of the households have showed interest in soil testing i.e. 14.29 per cent of marginal farmers and 9.09 per cent of semi medium farmers have showed interest in soil testing.  The results indicated that, 5.26 per cent of the households have adopted field bunding which includes 14.29 per cent of marginal and 9.09 per cent of semi medium farmers. Farm pond was adopted by 2.63 per cent of the households i.e. 9.09 per cent of the semi medium farmers.  The results indicated that, 100 per cent of the households who adopted farm pond opined that farm ponds are good, 50 per cent opined that field bunds are good and another 50 per cent of the households have opined that field bunds are slightly damaged.  The results indicated that 5.26 per cent of soil conservation structure is constructed by farmers on their own and 2.63 per cent of the soil conservation structures are constructed by the farmer's organization.  The results indicated that, 84.21 percent used fire wood, 10.53 percent of the households used LPG and 2.63 percent of the households used Biogas as a source of fuel.  The results indicated that, piped supply was the major source for drinking water for 50 per cent, 31.58 per cent of households used bore well water and 15.79 per cent of households used bore well water.  The results indicated that, electricity was the major source of light for 97.37 per cent of the households in micro watershed.  The results indicated that, 34.21 per cent of the households possess sanitary toilet i.e. 60 per cent of landless, 14.29 per cent of marginal, 50 per cent of small, 18.18 per cent of semi medium and 40 per cent of medium had sanitary toilet facility. 8  The results indicated that, 81.58 per cent of the sampled households possessed BPL card, 7.89 per cent of the sample households possess APL card and 7.89 per cent of the households have not possessed BPL card.  The results indicated that, 34.21 per cent of the households participated in NREGA programme which included 100 per cent of the landless, 28.57 percent of the marginal, 30 per cent of the small, 9.09 per cent of the semi medium and 40 percent of the medium farmers.  The results indicated that, cereals, pulses, oilseeds, vegetables, fruits, milk, Egg and meat were adequate for 89.47 percent, 39.47 percent, 18.42 percent, 47.37 percent, 42.11 percent, 55.26 percent, 31.58 percent, and 13.16 percent of the households respectively.  The results indicated that, cereals, pulses, oilseeds, vegetables, fruits, milk, egg and meat were inadequate for 7.89 per cent, 57.89 per cent, 50 per cent, 28.95 per cent, 34.21 per cent, 28.95 per cent, 44.74 per cent and 52.63 per cent of the households respectively.  The results indicated that, Lower fertility status of the soil was the constraint experienced by 15.79 per cent of the households, wild animal menace on farm field (39.47%), frequent incidence of pest and diseases (34.21%), inadequacy of irrigation water (18.42%), high cost of Fertilizers and plant protection chemicals (36.84%), high rate of interest on credit (47.37%), low price for the agricultural commodities (18.42%), lack of marketing facilities in the area (31.58%), inadequate extension services (5.26%), lack of transport for safe transport of the agricultural produce to the market (60.53%), less rainfall (89.47%) and Source of Agritechnology information(Newspaper/TV/Mobile) (57.89). ; Watershed Development Department, Government of Karnataka (World Bank Funded) Sujala –III Project

Not Available ; The land resource inventory of Bisarahalli-2 microwatershed was conducted using village cadastral maps and IRS satellite imagery on 1:7920 scale. The false colour composites of IRS imagery were interpreted for physiography and these physiographic delineations were used as base for mapping soils. The soils were studied in several transects and a soil map was prepared with phases of soil series as mapping units. Random checks were made all over the area outside the transects to confirm and validate the soil map unit boundaries. The soil map shows the geographic distribution and extent, characteristics, classification, behavior and use potentials of the soils in the Microwatershed. The present study covers an area of 531 ha in Koppal taluk and district, Karnataka. The climate is semiarid and categorized as drought - prone with an average annual rainfall of 662 mm, of which about 424 mm is received during south –west monsoon, 161 mm during north-east and the remaining 77 mm during the rest of the year. An area of about 99 per cent is covered by soil and 1 per cent by water body. The salient findings from the land resource inventory are summarized briefly below  The soils belong to 21 soil series and 30 soil phases (management units) and 7 land management units.  The length of crop growing period is 150cm) soils.  About 35 per cent loamy (sandy loam and sandy clay loam) and 64 per cent has clayey (sandy clay and clay) soils at the surface.  About 71 per cent of the area has non-gravelly (200mm/m) in available water capacity.  An area of about 1 per cent has nearly level (0-1%) lands and 98 per cent has very gently sloping (1-3%) lands.  An area of about 19 per cent is slightly eroded (e1) and 80 per cent is moderately eroded (e2) lands.  An area of about 3 per cent is slightly acidic (pH 6.0-6.5), 18 per cent is neutral (pH 6.5-7.3), 32 per cent is slightly alkaline (pH 7.3-7.8), 24 per cent is moderately alkaline (pH 7.8-8.4), 22 per cent is strongly alkaline (pH 8.4-9.0) and 9.00) in reaction.  The Electrical Conductivity (EC) of the soils are non saline (0.75%) in 89 per cent area of the soils.  Available phosphorus is medium (23-57 kg/ha) in entire area of the microwatershed.  Available potassium is medium (145-337 kg/ha) in 48 per cent and high (>337 kg/ha) in 51 per cent of the soils.  Available sulphur is medium (10-20 ppm) in 1per cent and high (>20 ppm) in 98 per cent area of the soils.  Available boron is low (4.5 ppm) in the entire area.  Available zinc is deficient (<0.6 ppm) in the entire area of the microwatershed.  Available manganese and copper are sufficient in the entire area.  The land suitability for 31 major agricultural and horticultural crops grown in the microwatershed was assessed and the areas that are highly suitable (class S1) and moderately suitable (class S2) are given below. It is however to be noted that a given soil may be suitable for various crops but what specific crop to be grown may be decided by the farmer looking to his capacity to invest on various inputs, marketing infrastructure, market price, and finally the demand and supply position. Land suitability for various crops in the microwatershed Crop Suitability Area in ha (%) Crop Suitability Area in ha (%) Highly suitable (S1) Moderately suitable (S2) Highly suitable (S1) Moderately suitable (S2) Sorghum 62(12) 275(52) Sapota 27(5) 93(18) Maize 27(5) 310(59) Pomegranate 27(5) 196(37) Bajra 66(12) 332(63) Musambi 32(6) 191(35) Groundnut 5(1) 358(67) Lime 32(6) 191(35) Sunflower 32(6) 159(30) Amla 66(13) 439(82) Redgram 27(5) 100(19) Cashew - 97(18) Bengal gram 16(3) 321(60) Jackfruit 27(5) 93(18) Cotton 43(8) 293(55) Jamun 27(5) 99(19) Chilli 61(11) 155(30) Custard apple 82(16) 422(79) Tomato 61(11) 155(30) Tamarind 27(5) 28(5) Brinjal 40(7) 339(65) Mulberry 27(5) 315(59) Onion 5(1) 254(48) Marigold 27(5) 310(58) Bhendi 5(1) 375(71) Chrysanthemum 27(5) 310(58) Drumstick 27(5) 271(50) Jasmine 27(5) 207(39) Mango 27(5) - Crossandra 27(5) 253(49) Guava - 119(22) Apart from the individual crop suitability, a proposed crop plan has been prepared for the 7 identified LMUs by considering only the highly and moderately suitable lands for different crops and cropping systems with food, fodder, fibre and other horticulture crops.  Maintaining soil-health is vital for crop production and conserve soil and land resource base for maintaining ecological balance and to mitigate climate change. For this, several ameliorative measures have been suggested to these problematic soils like saline/alkali, highly eroded, sandy soils etc.,  Soil and water conservation and drainage line treatment plan has been prepared that would help in identifying the sites to be treated and also the type of structures required.  As part of the greening programme, several tree species have been suggested to be planted in marginal and submarginal lands, field bunds and also in the hillocks, mounds and ridges. That would help in supplementing the farm income, provide fodder and fuel, and generate lot of biomass which in turn would help in maintaining the ecological balance and contribute to mitigating the climate change. SALIENT FINDINGS OF THE STUDY  The results indicated that 35 farmers were sampled in Bisrahalli-2 micro watershed among them 6 (17.14%) were marginal farmers, 12 (34.29 %) were small farmers, 8 (22.86 %) were semi medium farmers, 7 (20%) were medium farmers and 2(5.71%) landless farmers were also interviewed for the survey.  The data indicated that there were 190 population households were there in the studied micro watershed. Among them 97 (51.05%) men and 93 (48.95 %) were women. The average family size of landless was 5, marginal farmer was 4, small farmer was 5, semi medium farmer was 7 and medium farmer was 6. On an average the family size was 5.  The data indicated that 39 (20.53%) people were in 0-15 years of age, 87 (45.79 %) were in 16-35 years of age, 47 (24.74 %) were in 36-60 years of age and 17 (8.95 %) were above 61 years of age.  The results indicated that the Bisrahalli-2 had 28.95 per cent illiterates, 24.74 per cent of them had primary school education, 5.26 per cent of them had middle school, 15.79 per cent them had high school education, 7.37 per cent of them had PUC education, 2.63 per cent of them had ITI education, 3.68 per cent of them had degree education, 1.05 per cent of them had masters education and 10.53 per cent them had others.  The results indicated that, 82.86 per cent of households practicing agriculture, 5.71 per cent of the household heads were housewives and 2.86 per cent of the household heads were in government service and in trade & business respectively.  The results indicated that agriculture was the major occupation for 30 per cent of the household members, 35.26 per cent were agricultural labourers, 2.63 per cent government service and private sector, 0.53 per cent of them were trade and business, 17.37 per cent of them were students, 7.89 per cent of them were children and 2.11 per cent were housewives. In case of landless households 20 per cent were doing agriculture, 40 per cent of them were agricultural labour and 30 per cent were students. In case of marginal farmers 34.62 per cent were agriculturist, 46.15 percent was in agricultural labour and 15.38 per cent were students. In case of small farmers 33.33 per cent of them were agriculturist, 31.58 percent were in agricultural labour and 19.30 per cent of them were students. In case of semi medium farmers 30.19 per cent of the family members were agriculturist, 32.08 per cent of them were agricultural labour and 13.21 per cent of them were students. In case of medium farmers 25 per cent of the family members were agriculturist, 36.36 per cent of them were in agricultural labour and 18.18 per cent of them were students.  The results showed that 1.05 per cent of them participated in Sthree Shakthi Sangha, 0.53 per cent of them participated in Raitha Sangha and 98.42 per cent of them have not participated in any local institutions. Landless and medium farmers were found to 2 have no participation in any local institutions. Marginal, small and semi medium farmers were found to participate in one or the other local institutions.  The results indicated that 65.71 per cent of the households possess Katcha house, 22.86 per cent of the households possess Pucca house and 14.29 per cent of the households possess Semi Pacca house. 100 percent of the landless and marginal farmers possess Katcha house.  The results showed that, 2.86 per cent of the households possess radio, 80 per cent of the households possess TV, 14.29 per cent of the households possess DVD/VCD Player, 40 per cent of the households possess Mixer grinder, 68.57 per cent of the households possess bicycle, 34.29 per cent of the households possess motor cycle, 2.86 per cent of the households possess both Auto and tempo, 8.57 per cent of the households possess Car/Four Wheeler and 88.57 per cent of the households possess mobile phones.  The results showed that the average value of radio was Rs.1000, television was Rs. 5123, DVD/VCD Player was Rs. 2200, mixer grinder was Rs.2030, bicycle was Rs.2503, motor cycle was Rs.27642, Auto was Rs. 300000, Tempo was Rs.500000, car was Rs.333333 and mobile phone was Rs.1346.  The results indicated that about 17.14 per cent of the households possess bullock cart, 22.86 per cent of them possess plough, 2.86 per cent of the households possess power tiller, 14.29 per cent of the households possess tractor, 11.43 per cent of the households possess sprayer, 2.86 per cent of the households possess sprinkler, 28.57 per cent of the households possess weeder and 2.86 per cent of the households possess chaff cutter.  The results showed that the average value of bullock cart was Rs.21166; the average value of plough was Rs. 2812, the average value of power tiller was Rs. 200000, the average value of tractor was Rs. 460000, the average value of sprayer was Rs. 1825, the average value of sprinkler was Rs. 2000, the average value of weeder was Rs. 90 and the average value of chaff cutter was Rs. 1600.  The results indicated that, 20 per cent of the households possess bullocks, 22.86 per cent of the households possess local cow, 2.86 per cent of the households possess crossbred cow and 8.57 per cent of the households possess sheep.  In case of marginal farmers, 16.67 per cent of the households possess local cow and sheep respectively. In case of small farmers, 8.33 per cent of households possess bullock, 16.67 per cent possess local cow and sheep respectively. In case of semi medium farmers, 50 per cent of the households possess bullock and 37.50 per cent of the households possess local cow and 28.57 medium farmers possess both bullock and local cow respectively and 14.29 per cent of them possess crossbred cow.  The results indicated that, average own labour men available in the micro watershed was 2.09, average own labour (women) available was 1.52, average hired labour (men) available was 4.19 and average hired labour (women) available was 3.28. 3  In case of marginal farmers, average own labour men available was 1.33, average own labour (women) was also 1.67, average hired labour (men) was 3 and average hired labour (women) available was 3.17. In case of small farmers, average own labour men available was 2, average own labour (women) was 1.42, average hired labour (men) was 4 and average hired labour (women) available was 2.92. In case of semi medium farmers, average own labour men available was 2.25, average own labour (women) was 1.75, average hired labour (men) was 3.86 and average hired labour (women) available was 3. In medium farmers average own labour men available was 2.71 average own labour (women) was 1.29, average hired labour (men) was 5.86 and average hired labour (women) available was 4.29.  The results indicated that, 45.71 per cent of the household opined equally that the hired labour was adequate and hired labour was inadequate respectively.  The results indicated that, 1 person was migrated from micro-watershed that belonged to small farmer category. Total migration in the micro-watershed was only 0.53 per cent.  The results indicated that, people have migrated on an average of 650 Kms and average duration was 12 months. Small farmers have migrated 650 kms and on an average for 12 months.  The results indicated that, job/work was the only reason for migration for all the migrants.  The results indicate that, Construction of house was the major positive consequences of migration for 100 per cent of the persons who migrated from the micro watershed.  The results indicate that, 100 per cent of the migrated persons opined that there health hazards was the negative consequences of migration.  The results indicated that, households of the Bisrahalli-2 micro watershed possess 48.72 ha (77.13%) of dry land and 14.45 ha (22.87 %) of irrigated land. Marginal farmers possess 3.24 ha (100 %) of dry land. Small farmers possess 14.96 ha (91.35 %) of dry land and 1.42 ha (8.65 %) of irrigated land. Semi medium farmers possess 11.04 ha (70.89 %) of dry land and 4.53 ha (29.11 %) of irrigated land. Medium farmers possess 19.49 ha (69.63%) of dry land and 8.50 ha (30.37%) irrigated land.  The results indicated that, the average value of dry land was Rs. 262,613.17 and average value of irrigated was Rs. 404,747.90. In case of marginal famers, the average land value was Rs. 540,312.50 for dry land. In case of small famers, the average land value was Rs. 327,373.55 for dry land Rs. 705,714.29 for irrigated land. In case of semi medium famers, the average land value was Rs. 303,428.68 for dry land and Rs. 573,392.85 for irrigated land. In case of medium famers, the average land value was Rs. 143,634.47 for dry land and Rs. 264,642.86 for irrigated land.  The results indicated that, there were 13 functioning bore wells and 11 defunctioning bore wells in the micro watershed. 4  The results indicated that, bore well was the major irrigation source for 37.14 per cent of the farmers.  The results indicated that on an average the depth of the bore well was 27.01 meters.  The results indicated that, in case of small farmers there was 2.63 ha of irrigated land, in case of semi medium farmers there was 4.57 ha of irrigated land and medium farmers were having 8.91 ha of irrigated land. On an average there were 16.11 ha of irrigated land.  The results indicated that, farmers have grown bajra (4.45 ha), Bengal gram (3.64 ha), cotton (1.21 ha), sorghum (5.26 ha), maize (27.02 ha), red gram (0.61 ha) and sunflower (6.88 ha) in kharif season. Farmers also grown bajra (10.99 ha), Bengal gram (3.64 ha) and maize (3.64 ha) in Rabi season. Marginal farmers have grown maize and bajra. Small farmers have grown bajra, cotton, maize, red gram and sunflower. Semi medium farmers have grown bajra, Bengal gram, sorghum, maize and sunflower. Medium farmers have grown Bengal gram, sorghum, maize and sunflower.  The results indicated that, the cropping intensity in Bisrahalli-2 micro watershed was found to be 79.87 per cent. In case of marginal farmers it was 100 per cent, in small farmers it was 76.35, in semi medium farmers it was 78.31 and in medium farmers it was 80.88 per cent.  The results indicated that, 11.43 per cent of the households have bank account and 8.57 per cent of the households have savings. Among marginal farmers 33.33 percent of them possess bank account and 16.67 per cent of the households have savings. 8.33 per cent of small farmers possess both bank account and savings correspondingly. Medium farmers possess 14.29 per cent of both bank account and savings respectively.  The results indicated that, 16.67 per cent of marginal, 8.33 per cent of small and 14.29 per cent of medium farmers have borrowed credit from different sources.  The results indicated that, 66.67 per cent have availed loan in commercial bank and 33.33 per cent have availed loan in cooperative bank.  The results indicated that, marginal, small and medium have availed Rs.162000, Rs. 100000 and Rs. 305000 respectively. Overall average credit amount availed by households in the micro watershed is 199000.  The results indicated that, 100 per cent of the households have borrowed loan for agriculture production.  The results indicated that, 100 per cent of the household's barrowed private credit for household consumption.  Results indicated that 33.33 per cent of the households have repaid their institutional credit partially, 33.33 per cent of them were unpaid their loan and 33.33 per cent of them were fully paid their loan.  Results indicated that 100 per cent of the households have unpaid their private credit. 5  The results indicated that 66.66 per cent of the households were opined that easy accessibility of credit and 33.34 per cent of the households were opined that loan amount was adequate to fulfill the requirement.  The results indicated that, 50 per cent of the households were opined that higher rate of interest and 50 per cent of the households were opined that they were forced to sell the produce at low price to repay loan in time.  The results indicated that, the total cost of cultivation for bajra was Rs. 40736.58. The gross income realized by the farmers was Rs. 12830.39. The net income from bajra cultivation was Rs. -27906.19, thus the benefit cost ratio was found to be 1:0.31.  The results indicated that, the total cost of cultivation for maize was Rs. 30806.84. The gross income realized by the farmers was Rs. 24111.70. The net income from maize cultivation was Rs. -6695.14. Thus the benefit cost ratio was found to be 1:0.78.  The results indicated that, the total cost of cultivation for Sorghum was Rs. 17401.03. The gross income realized by the farmers was Rs. 24763.72. The net income from Sorghum cultivation was Rs. 7362.69. Thus the benefit cost ratio was found to be 1:1.42.  The results indicated that, the total cost of cultivation for cotton was Rs. 59633.56. The gross income realized by the farmers was Rs. 46312.50. The net income from cotton cultivation was Rs. -13321.06. Thus the benefit cost ratio was found to be 1:0.78.  The results indicated that, the total cost of cultivation for Bengal gram was Rs. 33952.88. The gross income realized by the farmers was Rs. 39204.59. The net income from Bengal gram cultivation was Rs. 5251.71. Thus the benefit cost ratio was found to be 1:1.15.  The results indicated that, the total cost of cultivation for Sunflower was Rs. 44382.42. The gross income realized by the farmers was Rs. 33152.89. The net income from Sunflower cultivation was Rs. -11229.53. Thus the benefit cost ratio was found to be 1:0.75.  The results indicated that, the total cost of cultivation for Red gram was Rs. 42805.27. The gross income realized by the farmers was Rs. 37050.00. The net income from Red gram cultivation was Rs. -5755.27. Thus the benefit cost ratio was found to be 1:0.87.  The results indicated that, 17.14 per cent of the households opined that dry fodder was adequate and 25.71 per cent of the households opined that dry fodder was inadequate. Similarly 40 per cent of the households opined that green fodder was adequate and 8.57 per cent of the households opined that green fodder was inadequate.  The results indicated that, in landless farmers, the average income from wage was Rs. 22500. In marginal farmers the average income from service/salary was Rs.4000, business was Rs.8333.33, wage was Rs.5833.33, agriculture was Rs.22916.67 and non farm income was Rs.21166.67. In small farmers the average income from 6 service/salary was Rs.11333.33, business was Rs.7333.33, wage was Rs.2000, agriculture was Rs.49933.33, non farm income was Rs.7750 and dairy farm was Rs.1500. In semi medium farmers the average income from service/salary was Rs.12000, wage was Rs.3750, agriculture was Rs.38750, non farm income was Rs.21875 and dairy farm was Rs.2330. In medium farmers the average income from service/salary was Rs.65714.29, business was Rs.9285.71, agriculture was Rs.169285.71, non farm income was Rs.17571.43 and dairy farm was Rs.5331.43. On an average, the average income from the service/ salary was Rs.20457.14, business was Rs.5800, wage was Rs.3828.57, agriculture was Rs.63762.86, non farm income was Rs.14800 and dairy farm was Rs. 2113.14.  The results indicated that, in landless farmers, the average expenditure from wage was Rs. 30000, in marginal farmers the average expenditure from service/salary was Rs.600, business was Rs.27000, wage was Rs.25000, agriculture was Rs.12833.33 and non farm income was Rs.3000. In case of small farmers the average expenditure from service/salary was Rs.25000, business was Rs.19500, wage was Rs.1333.33, agriculture was Rs.29000 and dairy farm was Rs.4250. In case of semi medium farmers the average expenditure from service/salary was Rs.20000, wage was Rs.1000, agriculture was Rs.23000, non farm income was Rs.2750 and dairy farm was Rs.2333.33.In case of medium farmers the average expenditure from service/salary was Rs.50000, business was Rs. 25000, agriculture was Rs.69500, non farm income was Rs.10000 and dairy farm was Rs.7500.  The results indicated that, sampled households have grown 16 coconut trees in their field and also planted 4 coconut and 2 mango trees in their back yard.  The results indicated that, households have planted 39 Neem, 1 tamarind, 1 acacia and 10 banyan trees in their field and also planted 3 neem and 1 peeple trees in their back yard.  The results indicate that, households have an average investment capacity of Rs.1142.26 for land development and Rs.1428.57 in irrigation facility. Marginal households have an average investment capacity of Rs.329.67 for land development. Small farm households have an average investment capacity Rs.166.75 for land development. Medium households have an average investment capacity of Rs. 5142.86 for land development and Rs. 7142.86 for irrigation facility.  The results indicated that for 14.29 per cent of the households were dependent on own funds for land development and 5.71 per cent of the households were depend on loan from bank for irrigation facility.  The results indicated that, Bajra, Bengal gram, cotton, maize and red gram crops were sold to the extent of 100 per cent. Sorghum and sunflower were sold to the extent of 80.13 per cent and 72.58 per cent respectively. Average price obtained by bajra was Rs.1288.33/q, Bengal gram was Rs.3690/q, cotton was Rs.3750/q, sorghum was 7 Rs.1500/q, maize was Rs.1160.87/q, Red gram was Rs.4500/q and sunflower was Rs.2120/q.  The results indicated that, 51.43 percent of the households have sold their produce to agent/traders, 17.14 percent of the households have sold their produce to local/village merchant, 62.86 percent of the households sold their produce in regulated markets, 28.53 percent of the households sold their produce in cooperative marketing society and 8.57 percent of the households sold their produce in contract marketing arrangement.  The results indicated that 8.57 per cent of the households have used head load as a mode of transport, 25.71 per cent of them have used cart, 120 per cent have used tractor and 14.29 per cent have used truck as a mode of transport.  The results indicated that, 17.14 per cent of the households have experienced the soil and water erosion problems i.e. 33.33 percent of marginal farmers, 16.67 per cent of small farmers, 12.50 per cent of semi medium farmers and 14.29 percent of medium farmers.  The results indicated that, 22.86 per cent of the households have shown interest in soil testing including 66.67 per cent of marginal farmers, 16.67 per cent of small farmers, 12.50 per cent of semi medium farmers and 14.29 per cent of medium farmers.  The results indicated that, 17.14 per cent of the households have adopted field bunding which includes 16.67 per cent of marginal, 8.33 per cent of small farmers and 57.14 per cent of medium farmers.  The results indicated that, 100 per cent of the households who adopted field bunding opined that bunds are good.  The results indicated that 14.29 per cent of soil conservation structure is constructed by own and 2.86 per cent is constructed by farmers organization.  The results indicated that, 88.57 percent used fire wood as a source of fuel and 11.43 percent of the households used LPG.  The results indicated that, piped supply was the source of drinking water for 28.57 per cent, 48.57 per cent of them were using bore well, 20 per cent of the households were depend on open well and 2.86 per cents of the households were using canal/nala for drinking water.  The results indicated that, electricity was the major source of light for 100 per cent of the households.  The results indicated that, 60 per cent of the households possess sanitary toilet i.e. 100 per cent of landless, 66.67 per cent of marginal, 75 per cent of small, 62.50 per cent of semi medium and 14.29 per cent of medium had sanitary toilet facility.  The results indicated that, 82.86 per cent of the sampled households possessed BPL card, 11.43 per cent of the sampled households have possessed APL card and 5.71 per cent of the sampled households have not possessed BPL card. 8  The results indicated that, 48.57 per cent of the households participated in NREGA programme which included 100 per cent of the landless, 66.67 percent of the marginal, 41.67 per cent of the small, 50 per cent of the semi medium and 28.57 percent of the medium farmers.  The results indicated that, cereals, pulses, oilseeds, vegetables, fruits , milk, egg and meat were adequate for 100 per cent, 37.14 per cent, 8.57 per cent, 40 per cent, 40 per cent, 45.71 per cent, 34.29 per cent and 5.71 per cent respectively.  The results indicated that, pulses, oilseed, vegetables, fruits, milk, egg and meat were inadequate for 60 per cent, 48.57 per cent, 8.57 per cent, 17.14 per cent, 34.29 per cent, 51.43 per cent and 45.71 per cent respectively.  The results indicated that oilseed were market surplus for 40 per cent of the households, vegetables were market surplus for 51.43 per cent, fruits were market surplus for 40 per cent and milk was market surplus for 2.86 per cent of the households.  The results indicated that, Lower fertility status of the soil was the constraint experienced by 22.86 per cent of the households, wild animal menace on farm field was experienced by 17.14 per cent of the households, frequent incidence of pest and diseases was experienced by 85.71 per cent of the farmers, inadequacy of irrigation water was experienced by 14.29 per cent of the households, high cost of Fertilizers and plant protection chemicals was experienced by 40 per cent of the farmers, high rate of interest on credit was experienced by 14.29 per cent of the farmers, low price for the agricultural commodities was experienced by 22.86 per cent of the farmers, lack of marketing facilities in the area was experienced 91.43 per cent of the households, lack of transport for safe transport of the agricultural produce to the market was experienced by less rainfall was experienced by 97.14 per cent of the farmers and source of Agri technology information was experienced by 74.29 per cent of the farmers. ; Watershed Development Department, Government of Karnataka (World Bank Funded) Sujala –III Project

Euroopan unioni ja sen jäsenvaltiot ovat tuoneet viime vuosina toistuvasti esiin, että eurooppalainen tiedepolitiikka on yhteydessä taloudelliseen kasvuun. Eurooppalaisten kansallisvaltioiden intressissä onkin nykyään noudattaa sellaisia tiedepoliittisia malleja ja käytäntöjä, jotka edesauttavat niiden taloudellista kasvua ja kukoistusta. Tässä kehityksessä erityisen kiinnostavaa on, että valtiot ympäri Eurooppaa ovat omaksuneet keskenään samankaltaisia tiedepoliittisia ajatusmalleja, käytäntöjä ja politiikkoja, vaikka niiden taloudelliset tilanteet ja rakenteet ovat erilaisia. Kyseessä on maailmanlaajuinen trendi. Tiede ja tieto ovat lukuisten Euroopan unionin strategioiden ytimessä ja niillä nähdään olevat erityinen rooli eurooppalaisen menestyksen ja kilpailukyvyn kehityksessä. Euroopan unioni yhtyy siis globaaleihin tiedepoliittisiin diskursseihin ja siirtyy muualla aiemmin käyttöönotettuihin malleihin, vaikka EU on omanlaisensa verrattuna muihin maanosiin ja poliittisiin liittoutumiin. Eurooppalaista tiedepolitiikkaa koskeva usein rationaalisiin selitysmalleihin pohjautuva tutkimus ei pysty täysin selittämään tätä ilmiötä. Ensinnä funktionaaliset selitysmallit eivät kykene selittämään yhdenmukaista ja samanaikaista eurooppalaista poliittisten diskurssien ja valintojen kehitystä. Taloudelliselta rakenteeltaan ja kooltaan erilaiset yhteiskunnat kohtaavat erilaisia haasteita. Jos poliittiset valinnat vastaisivat yhteiskuntien yksilöllisiä tarpeita, olisi todennäköistä, että ratkaisut, mieltymykset ja toimenpiteet eroaisivat toisistaan. Toisaalta rationaaliset selitysmallit, jotka lähtevät siitä oletuksesta, että valtiot tekevät laskelmoituja valintoja kansallisten intressiensä pohjalta, eivät perustu todellisuuteen. Jos perustuisivat, kansalliset toimijat noudattaisivat työssään niitä päätöksiä, joita heidän päätöksentekijänsä ovat kansallisten intressien pohjalta tehneet. Käytännössä kuitenkin yksi merkittävimmistä eurooppalaisen tiedepolitiikan tavoitteista eli tutkimusrahoituksen yhdentyminen, jota Euroopan jäsenvaltioiden valtionpäämiehet ovat ajaneet yhdessä 2000-luvun alusta asti, ei ole toteutunut. Kansalliset tutkimuksen rahoittajat eivät siis ole toteuttaneet niitä tavoitteita, jotka heidän omat päätöksentekijänsä ovat eurooppalaisella tasolla asettaneet. Näin ollen näkemys huolellisen laskelmoinnin pohjalta tehdystä kansallisiin intresseihin perustuvasta suoraviivaisesti täytäntöönpanoon etenevästä päätöksenteosta voidaan kyseenalaistaa. Rationalistinen selitysmalli ennustaa, että kokemus aiemmista toimenpiteistä ohjaa päätöksiä tulevaisuudessa. Kun yhteiseurooppalainen tutkimusrahoitus on jäänyt vähäiseksi, myös sen mukanaan tuoma ennakoitu taloudellinen hyöty on jäänyt toteutumatta. Tästä huolimatta Euroopan jäsenvaltioiden halukkuus ottaa osaa tiedepoliittisiin yhteistyömuotoihin ei ole vähentynyt. Tämä havainto osoittaa, että rationaalinen, materiaalisiin ja taloudellisiin hyötyihin keskittyvä laskelmointi ei täysin selitä kansallisten osapuolten halukkuutta osallistua eurooppalaiseen tutkimusrahoitusyhteistyöhön. Koska tiedepoliittinen yhteistyö perustuu vapaaehtoisuuteen, eikä Euroopan unionilla ole välineitä pakottaa jäsenvaltioitaan toimimaan yhdenmukaisin tavoin, ei ilmiötä voida selittää pakolla. Tarvitaan siis uudenlaisia tapoja ymmärtää, miksi jäsenvaltiot käyttävät politiikoissaan yhdenmukaisia tiedepoliittisia diskursseja, ja miksi kansalliset toimijat ottavat niin innokkaasti osaa eurooppalaiseen tutkimusrahoitusyhteistyöhön sen epäonnistumisista huolimatta. Tässä väitöskirjassa näihin mysteereihin esitetään kulttuurisosiologiseen näkökulmaan pohjautuva selitys. Kansallisvaltiot, kansalliset poliittiset toimijat ja tutkimusrahoituksen toimihenkilöt nähdään kulttuurisia käsikirjoituksia noudattavina toimijoina, jotka sulautuvat sekä heitä ympäröiviin että heidät rakentaviin sosiaalisiin rakenteisiin. Tämä ymmärrys, josta osa on globaalisti jaettua maailmankulttuuria, sekä rajoittaa että mahdollistaa heidän toimintansa. Se tarjoaa heille joukon tärkeitä institutionaalisia sääntöjä, käsikirjoituksia ja periaatteita, joita heidän tulee noudattaa saavuttaakseen ja säilyttääkseen oma yhteiskunnallinen asemansa. Käsikirjoitusten olemassaolo auttaa selittämään, miksi poliittiset mallit, ideat ja diskurssit leviävät tuottaen ylikansallista yhdenmukaisuutta, kun rationaaliset selitysmallit eivät siihen kykene. Sosiaalisesti jaettujen käyttäytymismallien ja käsikirjoitusten esiintuominen on tyypillistä erityisesti maailmanyhteiskunnantutkijoille ja sosiologiseen institutionalismiin perustuvalle tutkimukselle. Tämäkin tutkimus pohjautuu näihin perinteisiin, mutta esittää niihin täsmennyksen tuottamalla entistä tarkempaa tietoa siitä, miten paikalliset toimijat motivoivat toimintansa itselleen ja muille. Tutkimus vastaa kysymykseen analysoimalla, miten kansalliset toimitsijat identifioivat itsensä ja miten heidän tekemänsä identiteettityö tarjoaa tarkemman selityksen prosessille, joka maailmanyhteiskunnantutkimuksen makroperspektiivistä näyttää mukautumiselta. Tutkimuksen tuottamien tulosten valossa tarkoituksettomalta näyttäytyvä mukautuminen eli konformismi onkin itse asiassa identiteettikategorioihin yhteydessä olevaa päämäärätietoista, intresseihin perustuvaa toimintaa. Samalla tutkimuksessa osoitetaan, miten paikallisten toimijoiden identiteettityö mahdollistaa globalisaation, ideoiden ylikansallisen leviämisen ja paikallisten politiikkojen harmonisaation. Tutkimuksessa käsitellään glokalisaation teemaa tähdentäen sitä, miten globaali ja lokaali kietoutuvat toisiinsa. Tutkimuksessa etsitään vastauksia kolmeen kysymykseen: 1) miksi globaali politiikan kieli tulee kotoutetuksi, omaksutuksi ja kehitetyksi paikallisella tasolla, ja mikä on identiteettityön rooli tässä prosessissa, 2) mikä on identiteettityön rooli kansallisten toimijoiden eurooppalaisessa tiedepoliittisessa yhteistyössä ja etenkin sen toteuttamisessa, ja 3) kuinka identiteettityö muokkaa globaaleja politiikan virtauksia ja johtaa siihen, etteivät päätökset johda aina vastaaviin toimenpiteisiin (ns. irtikytkeminen, "decoupling"). Näiden kysymysten empiirinen tutkimus alkaa tietotalousdiskurssin ja tietoyhteiskuntakäsitteen paikallisen käytön analyysilla. Analyysin avulla havainnollistetaan, miten näitä globaaleja ja eurooppalaista tiedepolitiikkaa 1990-luvun puolivälistä hallinneita ajatusmalleja käytetään rakentamaan oikeanlaista yhteiskunnallista toimijuutta Suomessa. Toiseksi tutkimuksessa tuotetaan analyyttinen luokittelu identiteettikategorioista, joita tutkimusrahoittajien edustajat käyttävät työskennellessään ERA-NET:eissa (ERA-NET on EU:n ERA-politiikkaan liittyvä tutkimusrahoittajien yhteistyö- ja rahoitusmuoto). Samalla tutkimuksessa analysoidaan kyseisiin identiteettiluokkiin liittyvät intressit ja esitetään, keitä nämä toimijat edustavat ja mitkä ovat heidän motivaationsa ottaa osaa eurooppalaiseen tiedepoliittiseen yhteistyöhön. Näiden kahden empiirisen analyysin avulla vastataan lopulta kysymykseen, miten on mahdollista, että ERA-NET-yhteistyö jatkuu, vaikka se ei ole saavuttanut eurooppalaisia tavoitteitaan. Kolmanneksi työssä käsitellään empiirisesti sitä, miten identiteettityö näkyy tutkimusrahoituksen ammattilaisten kuvauksissa omasta työstään ja miten se vaikuttaa yhteiseurooppalaisten tutkimusrahoituskäytäntöjen muotoutumiseen ERA-NET:eissa. Tutkimuksessa käytetyt laadulliset tutkimusmenetelmät pohjautuvat erityisesti diskursiiviseen institutionalismiin ja sosiaaliseen identiteettiteoriaan. Diskursiivisen institutionalismin näkökulmasta tutkitaan kansallisten toimijoiden motiiveja käyttää maailmanlaajuisesti leviäviä ideoita, diskursseja ja muoti-ilmauksia. Lisäksi tarkastellaan, miten kansalliset toimijat hyötyvät heitä rakentavien, heidän toimintansa mahdollistavien ja sitä ohjaavien sosiaalisten ja institutionaalisten käsikirjoitusten käyttämisestä. Työssä tutkitaan sekä diskurssien sisältöä että niihin liittyvää interaktiivista toimintaa. Näin ollen tuodaan esiin institutionaalisen toiminnan kaksi eri puolta: tavat, joilla toimijat uudelleentuottavat ja ylläpitävät instituutioita hyödyntäen "taka-alan käsitteellisiä kykyjään" sekä tavat, joilla he kykenevät muuttamaan näitä instituutioita käyttämällä "etualan institutionaalisia kykyjään". Samalla avataan mahdollisuus tutkia globalisaation toimijatasoa, etenkin paikallisen ja maailmanlaajuisen vuorovaikutuksen prosessia, joka muokkaa globalisaatiota sen edetessä. Sosiaalisen identiteettiteorian pohjalta keskitytään puolestaan toimijoiden sosiaalisiin identiteettikategorioihin: keitä toimijat ovat ja mikä on heille järkeenkäypää eri tilanteissa. Kategoriat informoivat toimijoita käytettävissä olevista diskursseista ja siitä, miten ne rajaavat heidän toimintamahdollisuuksiaan. Lisäksi kategoriat tuovat mukanaan käsityksen jaetusta minuudesta, minkä vuoksi niihin viitataan muodossa "me" sen sijaan, että puhuttaisiin "minästä". Identiteettien muodostamista tutkimusrahoittajien edustajien työssä tutkitaan lingvistisen analyysin keinoin, etenkin kiinnittämällä huomiota siihen, miten he käyttävät puheessaan persoonapronomineja. Luokat "me" ja "he" tuovat esiin, miten he rakentavat itsensä ja identiteettinsä suhteessa ympäröivään sosiaaliseen rakenteeseen: mitä identiteetit ovat, mitä eurooppalaiseen tutkimusrahoitusyhteistyöhön liittyviä intressejä niihin sisältyy ja missä kontekstissa identiteettejä käytetään ja vaihdetaan. Lisäksi työssä tutkitaan retorisen, narratiivisen ja diskurssianalyysin keinoin, mitä toimijat tekevät käyttäessään ja rakentaessaan tiettyjä identiteettejä tietyissä konteksteissa. Menetelmiä käytetään siis analysoitaessa ERA-NET-toimijoiden puhetta, mutta erityisen keskeisessä asemassa ne ovat analysoitaessa politiikkadokumentteja. Esimerkiksi julkishallinnossa käytetyn tietotalousdiskurssin paikantamiseksi käytetään hyväksi sen erityispiirteitä kuten siihen sisältyviä käsitteitä. Kun diskurssi on paikannettu, käytetään narratiivisen ja retorisen analyysin keinoja sen tutkimiseksi, miten ja mitä varten diskurssia käytetään. Tutkimuksen aineisto koostuu politiikkadokumenteista ja haastatteluista. Dokumenttiaineisto koostuu kolmesta osiosta: 1) tietotaloutta sekä tieto- ja informaatioyhteiskuntaa käsittelevistä Euroopan unionin, OECD:n, G8:n ja Suomen valtionhallinnon julkisista asiakirjoista ajanjaksolla 1995–2005, 2) suomalaisten ministeriöiden vuosien 2006 ja 2010 tulevaisuuskatsauksista, joissa ministeriöt esittävät toimialansa keskeisimmät lyhyen ja keskipitkän aikavälin haasteet ja toimintavaihtoehdot, ja 3) kolmen ERA-NET:in sisäisestä dokumentoinnista koskien niiden yhteiseurooppalaisia rahoitushakuja 2000-luvun jälkimmäisellä puoliskolla. Toinen aineiston osa koostuu eri maiden ja eri ERA-NET:tien edustajien haastatteluista. Haastateltavat henkilöt edustavat tutkimusohjelmien omistajia – tyypillisesti ministeriöitä tai alueellisia viranomaisia, jotka avaavat tutkimusohjelmia – sekä tutkimusohjelmien hallinnoijia kuten tutkimusneuvostoja ja muita tutkimusta rahoittavia virastoja. Tutkimukseen haastateltiin vuosina 2009– 2012 kahtakymmentä ERA-NET-edustajaa kahdeksasta maasta, yhdestätoista organisaatiosta ja kymmenestä ERA-NET:istä. Haastattelut rakentuivat temaattisesti ERA-NET:tejä, niissä työskentelyä sekä eurooppalaista ja kansainvälistä tutkimusrahoitusjärjestelmää koskevien kysymysten ympärille. Tutkimuksen tulokset osoittavat, että paikalliset toimijat käyttävät ja muokkaavat maailmanlaajuista, globaalia politiikan kieltä, koska se tarjoaa hyödyllisiä välineitä toimijan omaan identiteettityöhön. Esimerkiksi käsite "tietoyhteiskunta", joka on osa tietotalousdiskurssia, tarjoaa suomalaisille ministeriöille sosiaalisesti vakuuttavan mutta joustavan työkalun, jolla ne kykenevät uudistamaan omaa poliittista ja yhteiskunnallista asemaansa Suomessa. Käsitteen ylikansallinen tunnettuus tuo sille sosiaalista vakuuttavuutta, jolloin siitä muodostuu resurssi, jota ministeriöt pystyvät käyttämään hyväkseen rakentaessaan ja kommunikoidessaan omaa kansallista ja yhteiskunnallista tärkeyttään. Lisäksi tutkimus osoittaa, että tutkimusrahoitusorganisaatiot käyttävät eurooppalaista tiedepoliittista yhteistyötä välineenä oman identiteettinsä rakennusprosessissa. Tutkimuksen mukaan identiteettityö selittää myös osaltaan, miksi ERA-NET-yhteistyö voi jatkua, vaikka se ei ole saavuttanut tiettyjä materiaalisia päätavoitteitaan. Nykytoimijoiden tulee kyetä esittämään itsensä rationaalisina, kehittyneinä ja kansainvälisinä pelaajina ja ERA-NET:it ovat hyödyllisiä keinoja tämän tavoitteen toteuttamisessa. Osallistuminen trendikkäimpiin, vakuuttavimpiin ja poliittisesti tuettuihin kansainvälisen yhteistyön muotoihin on merkki siitä, että toimija on kansainvälinen ja rationaalinen. Osallistuminen on näin ollen itsessään sosiaalisesti palkitsevaa. Tutkimuksessa osoitetaan, että toimijoiden jatkuva identiteettityö muokkaa politiikkatoimenpiteiden leviämistä niin, että se tuottaa paikallista harmonisaatiota täydellisen yhdenmukaistumisen sijaan. Identiteettityö siis muokkaa prosessia, jolla maailmanlaajuiset ideat saavat paikallisen muotonsa ja ohjaa muutosta kohti glokalisaatiota. Identiteettityö ja useiden identiteettikategorioiden samanaikainen käyttäminen mahdollistaa, että toimijat käyttävät yhtäaikaisesti useita institutionaalisia resurssilähteitä rakentaen niistä luovasti uudenlaisia ymmärryksiä. Esimerkiksi edustajien mahdollisuus vaihtaa maailmanlaajuisesta identiteetistä paikalliseen ja takaisin mahdollistaa sen, että he tulkitsevat globaaleja ideoita paikallisesta näkökulmasta ja venyttävät niihin sisältyviä periaatteita niin, että ne sopivat yhteen paikallisten realiteettien kanssa. Näin ollen he luovat globaaleista malleista glokaaleja todellisuuksia. Nämä todellisuudet sisältävät sekä globaaleja että paikallisia elementtejä, minkä vuoksi identiteettityö johtaa melko samanaikaiseen globaalien ideoiden leviämisprosessiin kuitenkin niin, että paikalliset lopputulokset eroavat jonkin verran toisistaan. Identiteettityö myös mahdollistaa tavoitteiden ja toimenpiteiden irtikytkemisen. Sen ansiosta toimijoilla on mahdollisuus noudattaa useita institutionaalisia sääntöjä samaan aikaan. Tämä institutionaalisten identiteettien repertuaari ja niiden luova käyttö saattaa johtaa yhtäältä hankaluuksiin, mutta toisaalta myös mahdollistaa pakenemisen vaikeista tilanteista sosiaalisesti hyväksytyillä tavoilla. Kun tietyt institutionaaliset vaatimukset käyvät liian hankaliksi toteuttaa, edustajat pystyvät ottamaan käyttöön toisen identiteettikategorian ja hyödyntämään siihen sisältyviä sääntöjä sosiaalisesti hyväksyttynä keinona tilanteen kiertämiseksi. Tämä tulos avaa uuden, aktiivista intressipohjaista toimijuutta korostavan näkökulman tilanteisiin, joissa päätökset ja toimenpiteet eivät vastaa toisiaan. Tästä näkökulmasta käsin toiminnan irtikytkentä ei ole niinkään irtisanoutumista tietyn normin mukaisen käytännön toteuttamisesta vaan tilannekohtaista vaihtamista toisiin normeihin, jotka ovat yhtä lailla sosiaalisesti hyväksyttyjä, perusteltuja ja tärkeitä. Yhdessä tutkimuksen tulokset havainnollistavat, miten kansallinen ja eurooppalainen poliittinen toiminta saavat läheisesti vaikutteita maailmanlaajuisesti leviävistä ja ajallisesti muuttuvista ideoista ja käsikirjoituksista. Koska näin on, poliittisten päättäjien ja toimijoiden toimia ja perusteita ei voida täysin ymmärtää ottamatta tätä kulttuurisesti rakentunutta ulottuvuutta huomioon. Kansainvälisen poliittisen toiminnan tutkimuksen täytyykin kiinnittää entistä tarkemmin huomiota omiin analyyttisiin kansallista ja globaalia käsitteleviin kategorioihinsa. Jos tutkija itsestään selvästi olettaa, että valtiot ovat tärkeimpiä kansallisen ja kansainvälisen säätelyn ja hallinnan toimijoita, hän saattaa jättää huomaamatta laajemmat rakenteet, jotka rakentavat kyseiset kansallisvaltiot ja kansalliset mieltymykset, ohjaten siten kansallista hallintaa. Toisaalta tutkija, joka keskittyy pelkästään ylikansallisiin rakenteisiin, saattaa tulla siihen hätiköityyn johtopäätökseen, että kansallisvaltio olisi katoamassa tai että se ei ole kansainvälisen yhteistyön tai hallinnan merkittävä toimija. Tässä väitöskirjatyössä kehitetty väite sijoittuu näiden kahden ääripään väliin. Sen metodologinen kanta on, että on mahdollista – ja itse asiassa analyyttisesti kaikkein hedelmällisintä – ymmärtää kansallisvaltiot poliittisesti erillisinä, mutta samalla maailmanlaajuisina rakenteina. Tutkimuksen väite on, että globalisaatio ei vain tapahdu – ihmiset institutionaalisina toimijoina tuottavat sen. Kansainvälisesti toimivina, ylikansallisesti rakentuneina organisaatioiden ja professioiden edustajina nämä aktiiviset toimijat ovat saaneet osakseen tehtäviä ja vastuita, joissa heillä on mahdollisuus luoda, omaksua, ottaa käyttöön, muokata ja levittää maailmankulttuurisia käsikirjoituksia. Nimenomaan tämä globaalin ja lokaalin välimaastoon sijoittuva toiminta tuottaa kansallisten politiikkojen synkronisaatiota, ja sitä myöten sitä, mikä ymmärretään globalisaatioksi. Muutos ei välttämättä ole sataprosenttisen yhdenmukainen, mutta ajallisesti yhteneväinen ja huomattava. Tämä muutos tulee ja menee aaltomaisina trendeinä – yksi pyyhkäisee läpi maailman heiketäkseen hiljalleen, minkä jälkeen tulee toinen kulkeakseen ylikansallisen matkansa ja niin edelleen. Synkronisesti jatkuvasti liikkeessä olevat ja muuttuvat valtioiden politiikat muodostavat yhdessä merkille pantavan yksikön, joka muodostuu yhteydessä olevista mutta silti erillisistä toimijoista. ; The European Union and its member states have articulated a close link between the development of Euro¬pean science policy and national economic growth. It is indeed in the manifest interest of European nation-states to implement science-policy models and practices that help their domestic economies grow and prosper. In this connection, it is interesting, however, that separate nation states, regardless of the evident economic differences between them, have ended up adopting similar science-policy practices, ideas, and policies. In addition, this is true beyond intra European Union level. Strong science and knowledge lie at the heart of several key strategies of the union and are thought of as contributing specifically to Europe's economic prosperity and competitiveness. Yet the European Union seems to fall in line with discourses and models that are globally shared and have already been implemented elsewhere, despite Europe's substantial differences from other continents and political alliances. Existing European science-policy literature, based on rationally oriented explanatory models, is not able to explain this phenomenon fully. Firstly, the concordant and concomitant policy discourses used and choices made throughout Europe cannot be explained by functional arguments. Differently structured economies and those of different sizes are likely to differ in the challenges they face, and if policy choices were based on their respective needs, the similarities currently discernible among nation-states in their decisions, preferences, and actions would be unlikely. Secondly, rational arguments based on an assumption that calculative action stems from national interests have an uphill battle vis-à-vis the reality. If they were valid, careful decisions made by national actors would be followed by consequent actions. In reality, contrastingly, one of the ultimate goals for cooperative European research-policy activities, Europe-wide integration of research funding, which has been strongly endorsed by the European heads of state since 2000, has not materialized: national actors in charge of research funding have not reached the goals their own chief public representatives have set. Hence, one may question whether the decision was carefully planned beforehand and attention then redirected to execution. Furthermore, the aforementioned rationalist argument would predict that experience from earlier actions would steer later decisions. While the failure of European integration of research funding is abundantly apparent, meaning that, for instance, financial gains through common research funding have not been achieved, nation-states' enthusiasm to participate in European research-policy activities has not declined accordingly. This finding indicates that rational calculation cannot explain why national actors are keen to take part in common research-funding initiatives. It points instead to there being other motivations for the national agents' participation in European research-funding activities than executing carefully calculated decisions and pursuing nationally relevant financial and material goals. Also, because nation-states' participation in this policy field is based on voluntary activity, and coercive power imposed from the direction of the European Union towards its member states hence cannot explain the uniformity of national behavior with respect to science policy either, there is an obvious need for a new, more pertinent explanation to the puzzle of why the Member States apply a uniform science-policy discourse and national actors are so keen on taking part in European research-funding activities despite some of the main political, European objectives not being reached. The dissertation presents a sociologically and culturally oriented viewpoint for explaining the aforementioned mysteries. Nation-states, national policy actors, and national research-policy agents are understood as culturally scripted actors embedded in social structures surrounding and constructing them. This cultural understanding, some of which is globally shared and creates a world culture, both constrains and enables these actors, and it supplies them with more and less profound institutional rules, scripts, and principles, which they need to follow in order to gain and maintain their socially admitted positions. The existence of this kind of behavior pattern – highlighted by world society scholars and based on the school of sociological institutionalism – is able to explain why common policy models, ideas, and discourses spread and yield conformity across the field of nation-states when rationalistic explanations fail. The dissertation goes further, introducing a contribution to world society theory by specifying in more detail how local policy actors position themselves and motivate their endeavors for themselves as well as others. For such a purpose, in-depth analysis is devoted to how national actors bearing agency on behalf of a nation-state identify themselves and how such identifications and identity work demystify what may seem conformism but is, in fact, best explained as pursuit of interests as long as these agents' identity categories are taken into account. What may from a bird's-eye view seem to be mindless conformism is really articulation of different interests, attached to multiple identity categories. Therefore, the work examines how identity work makes globalization, trans¬national spreading of ideas, and the synchronization of local policy choices possible. In the course of this analysis, it addresses the theme of glocalization, signifying that the global and the local are intertwined. Answers are sought for three questions: Why does global policy language become domesticated, adopted, and cultivated on local level, and what is the role of identity work in the process; what is the role of identity work in facilitating European science-policy cooperation among national agents; and how does identity work shape the form of global policy diffusion and enable decoupling? To investigate these questions empirically, firstly the local use of the knowledge-based economy discourse and the term "information society" are analyzed. Consequently, attention is turned to how these global key ideas framing European science policy since the mid-1990s are utilized in the process of creating "proper" national actorhood in Finland. Secondly an analytical classification of the identity categories used by research-funding professionals working in ERA-NETs (ERA-related research-funding instruments) is constructed, and the indicated interests attached to each identity category are analyzed for purposes of disentangling who the agents represent and what their motivations are for participating in European research-policy cooperation. Then, informed by these two steps, an empirical answer is formulated as to how it is possible that the ERA-NET cooperation continues even though it does not lead to meeting of its pan-European objectives. Thirdly, the work empirically examines how identity work is manifested in research-funding professionals' description of their work and how it affects the process of formation of actual co-European research-funding practices in ERA-NETs. The dissertation concentrates on local agentic actors' motivations, rationales, and social realities, alongside linguistic and behavioral strategies that contribute to policy harmonization and lead to worldwide spreading of ideas and concepts. For these purposes, qualitative analysis methods have been used, with discursive institutionalism and social identity theory drawn on especially. From the standpoint of discursive institutionalism, national agents' motives for using globally spreading ideas, discourses, and catchwords are studied, as are ways in which they benefit from these and from the underlying social and institutional scripts that construct, enable, and steer towards such behavior. In the process, both the substantive content of the discourses and the interactive process involved are studied, for bringing out two sides of institutional behavior: the ways in which agents re-create and maintain institutions by means of their "background ideational abilities" and ways in which they are able to change those institutions by using the "foreground institutional abilities." At the same time, the actor level of globalization is opened for analysis, especially the process of local–global interaction that shapes the globalization process as it proceeds. Concurrently, agents' social identity categories – who they are and what makes sense to them in various situations – are examined. These categories inform the agents about the discourses they take part in, which restrict their choices as they are used. Furthermore, these identifications reflect shared conceptions of a collective self and therefore make such identities about "we" more than "I." This identity-building in research funders' work is examined mainly via methodological tools provided by linguistic analysis, especially in relation to the ways they use personal pronouns in their speech. The categories "we" and "they" shed light on how these agents construct themselves and their identities within a social structure they experience around them, what those identities are exactly, what interests are attached to them in regard to the European research-funding cooperation, and in which context these identities are used and switched. In addition, employing multiple measurement techniques, from rhetorical, narrative, and discourse analysis, illuminates what is done through actions such as using, or constructing, a particular identity in a certain context. These techniques are presented throughout the dissertation in the analysis of ERA-NET agents' talk, but their particular importance is highlighted in the context of policy documents. For example, to situate a particular discourse, such as that of the knowledge-based economy, some of its distinctive characteristics (especially concepts it encompasses) are used, to locate its use. After the discourse is identified and located in text, narrative and rhetorical analysis are applied, allowing one to say more about how and for what purposes it is used. The dataset for the research consists of policy documents and interviews. The document form data consist of the European Union, OECD, G8, and Finnish public policy documents from 1995–2005 dealing with the knowledge-based economy and the knowledge and information society; the Finnish government ministries' "future reviews" from 2006 and 2010 (in which they describe the most central short- and mid-term challenges and action alternatives in their respective policy fields); and internal documentation of three distinct ERA-NETs that were active in the latter half of the previous decade, pertaining to their research-funding calls and how they were conducted. The other part of the dataset consists of interviews with ERA-NET agents in several countries and ERA-NETs. The participants interviewed were individuals representing research program owners – typically ministries or regional authorities defining research programs – or program managers such as research councils or other research-funding agencies managing research programs. In total, 20 ERA-NET agents, from eight nation-states, 11 distinct organizations, and 10 individual ERA-NETs, were interviewed, in 2009–2012. The interviews were constructed around thematic questions all having to do with the ERA-NET, European, international funding system and working in ERA-NETs. The results of the research show that global policy language is embodied in adoption and adaptation at local level because it serves as a useful instrument in the actors' identity work. For instance, the "information society" concept, which is part of the knowledge-based economy discourse, provides Finnish ministries with a socially convincing yet flexible affordance to reaffirmation of their social and political importance in Finland. Its roots as a renowned international catchphrase lend the concept social assertiveness, rendering it a resource that ministries can fruitfully employ in making their claims about how important they are in the national state. Furthermore, the research illustrates that European science-policy cooperation is used as a vehicle for positive identity construction by national research-funding organizations. It brings forth how the studied ERA-NET cooperation can continue even if it has not reached some of its main, material, goals because in the current era actors have a need to be portrayed as rational, advanced, international players. The ERA-NETs act as a useful tool for reaching this goal. Participation in the trendiest, most convincing and politically supported forms of international cooperation is in itself a sign that an actor is acting internationally and rationally; hence, participation is socially rewarding. The ongoing identity work also shapes the form of policy diffusion in ways that lead to harmonization yet not isomorphism. It affects the process through which global ideas gain form on the local level and steers it in the direction of glocalization. Identity work manifests itself in situations in which agents define themselves, and their sending organizations, as being certain kinds of actors or belonging to a certain "we" group. It also entails situations in which agents switch among these identity categories continuously in order to take new subject positions and communicate associated interests or institutional restrictions. This identity work and simultaneous use of several identity categories enables agents to draw on different institutional sources creatively and to construct new kinds of understandings. For example, agents' opportunity to switch back and forth between global and local identity categories enables them to interpret global ideas from local viewpoints, stretch the boundaries of global principles to fit local features, and hence construct glocalized realities. These realities include both global and local elements for which identity work leads to relatively simultaneous diffusion of global ideas, yet the outcomes are locally distinctive. At the same time, identity work enables decoupling by offering agents opportunities to follow various institutional rules at the same time. This institutional identity repertoire may lead to difficult situations but also enables agents to construct socially acceptable approaches for escaping awkward situations strategically. When certain institutional requirements turn out to be situationally too difficult to meet, agents are able to activate other identity categories and use attached scripts as a socially acceptable way to escape the situation. This finding opens a new window for understanding the process of decoupling from the standpoint of agentic actorhood. From this perspective, decoupling is not so much an act of discontinuity with the stated norm as a timely conversion to other norms, just as socially acceptable and hence important, that can be used to justify the turn in action. Together these results indicate that policymaking, both European and national, is largely informed by globally circulating and timely changing ideas and scripts. Therefore, policy actors' and policy-makers' actions or motivations cannot be fully understood without consideration of this culturally constructed reality. In addition, it shows that research on international policymaking must take a closer look at its own analytical categories of national and global. If one readily assumes that states are the central pillars of regulation and governance within and across national borders, and such an assumption steers the research design, it creates a real risk of the research failing to recognize larger structures that construct nation-states and national preferences and that thereby steer states' governance. A researcher who, on the other hand, concentrates exclusively on transnational structures may come to the ill-judged conclusion that the nation-state has come to an end or is not in any way a relevant actor in international cooperation or governance. The argument developed for the dissertation is positioned between these two extremes. Its methodological stance is that it is possible and, in fact, analytically most fruitful to understand a nation-state as a politically separate entity but at the same time a global construction. The research also highlights that globalization does not just happen; it is institutional agents, people, that produce globalization. As internationally operating and transnationally constructed representatives of organizations and professions, these agents have gained functions and responsibilities for which they are allowed to create, adopt, enact, shape, and globally spread world cultural scripts. It is particularly this activity, positioned between the global and local, that is leading to synchronization of national policies and, in this, what is often considered to be globalization. The change may not be a hundred percent isomorphic, but it is temporarily consistent and noticeable. It comes and goes in wavelike trends. One trend sweeps across the world only to weaken gradually, after which ebbing another is born, which in its turn flows over the globe, and so on. Synchronically constantly moving and turning, nation-states constitute a recognizable unit that consists clearly of interdependent, not independent, actors.

Profundizar en el concepto de aula supone desvelar el papel que este contexto desempeña en el proceso de enseñanza-aprendizaje. El aula es el punto de mira de la institución educativa, descrita como el lugar deseable en el que se produce conocimiento. Hemos de decir que de su concepto se extraen diferentes "lentes" para entender los procesos que ocurren en ella, así como las características que mejor la definen. El aula, como espado en el que se ha de reconocer, valorar y respetar a todos los escolares, supone prestar atención a lo que se enseña y al modo de enseñarlo, a la forma de "llegar" al alumnado. Al mismo tiempo, ha de atender a la estructura espacial y material, a la configuración de los tiempos y al tipo de relaciones personales mantenidas. El aula, como espacio de intercambio e interacción entre todos los agentes implicados en la educación (familia, estudiantes, profesorado, asociaciones.), ha de plantear estrategias y acciones donde todos se sientan miembros y partícipes de ese escenario, de ahí, que el aula es algo más que el espacio físico. Por tanto, al definirla en base a criterios de interacción, de relaciones sociales, nos está abriendo el camino hacia la construcción de un aula como espacio de diálogo, democrático y social. Espacio, en definitiva, abierto al mundo, a la realidad social y cultural de un determinado contexto. Por tanto, la finalidad de la tesis doctoral se centra en analizar y comprender las variables que intervienen en ¡a acción educativa en el aula, desde un enfoque interactivo y sistemático, encaminado a la formulación de propuestas que favorezcan la mejora de la cíase, mediante planteamientos innovadores, acordes y adaptados a una sociedad que evoluciona avivadamente, así como a las demandas que la infancia de hoy reclama La estructura del trabajo se presenta siguiendo el esquema clásico para las investigaciones del corpus educativo. La primera parte de la Tesis Doctora!, Marco Teórico, ha desempeñado la función de establecer las bases teórico- conceptuales sobre las que se asienta la Tesis Doctoral, y el Estudio Empírico (Capítulos 1-5). La segunda parte profundiza en el estudio empírico (Capítulos 6-12), en el que se presenta la investigación realizada en torno al análisis que intervienen en la acción educativa, desde una perspectiva integrada. En el primer capítulo, denominado, ¿Qué es eso que llamamos aula? Análisis desde el punto de vista conceptual. Tiene como finalidad abordar el campo semántico-etimológico del concepto "aula". Desde este marco referencial, seleccionamos y señalamos algunas acepciones que nos aportan diversos autores a io largo de las últimas décadas. Remarcamos las características más significativas de cada una de ellas, estableciendo, a su vez, comparaciones que nos guíen hacia una clasificación conceptual sujeta a diversas categorías: desde el aula como espacio físico, como grupo humano, como un lugar donde el estudiante aprende a ser y a vivir, entre otros. En último lugar, y en base a las diferentes aportaciones analizadas, indicaremos qué es para nosotros el "aula". El segundo capítulo, Desafíos y Encrucijadas en el contexto del aula en la sociedad actual, selecciona e identifica algunos de los desafíos y encrucijadas que, a nuestro juicio, contribuyen al debate de los nuevos enfoques a adoptar con el fin de transformar y mejorar la acción educativa en el aula, en la sociedad actual. Entre los retos que registramos destacan la revalorización del trabajo coiaborativo entre profesionales desde la perspectiva del liderazgo compartido o distribuido, las competencias clave y saberes fundamentales en la educación del siglo XXI (icurrículum integrado), el impacto de las TIC en el ámbito escolar, otorgando un carácter significativo al papel del estudiante y del docente, a las características que subyacen en los nuevos entornos comunicativos y las estrategias y herramientas que permiten formar personas cada vez más autónomas para el aprendizaje permanente en colaboración. Por otra parte, nos centramos en un nuevo concepto de infancia, en la participación de la comunidad educativa y, finalmente, la diversidad en el aula desde la filosofía de la inclusión escolar (voz de los estudiantes). El tercer capítulo hace referencia a la perspectiva del cambio educativo y su incidencia en las aulas: dónde el cambio no llega, dónde el cambio se vive y se siente. Analizamos, en este capítulo, la perspectiva del cambio educativo y su incidencia en las aulas. Desde un marco general, profundizamos en el significado de la gramática del cambio educativo, sentando las bases para esclarecer su conceptualización, así como algunas consideraciones relevantes a tener en cuenta. A tenor de las transformaciones emergentes en una sociedad compleja, se necesitan nuevas respuestas en la práctica educativa, así optamos por reflexionar y cuestionar los elementos que favorecen otra educación posible y necesaria, desde las últimas investigaciones acaecidas en el panorama educativo, presentando algunas experiencias de éxito a nivel nacional e internacional. En la otra cara de la moneda, vislumbrarnos la visión más estática del cambio y la mejora educativa, profundizando en las barreras que frenan y obstaculizan la sostenibilidad de ias experiencias innovadoras. Para, finalmente, detenernos en uno de los principales agentes del cambio para la mejora de la clase, los docentes. Estrategias como la Formación en Centros y las Comunidades Profesionales de Aprendizaje constituyen una vía y camino adecuado para el diagnóstico, análisis, reflexión, valoración de las necesidades y reorientación de las prácticas profesionales que inciden de manera directa en la posibilidad del cambio educacional desde el propio centro. En el cuarto capítulo, describiendo los elementos que conforman un paisaje llamado aula: "estructura académica". Nos detenemos en la estructura académica como elemento relevante y significativo para el análisis de la acción educativa. En él abordamos dos cuestiones clave: ¿qué enseñar? y ¿cómo enseñar? de manera interrelacionada. En primer lugar, nos planteamos la revisión/estudio del Currículum desde un enfoque o perspectiva integrada. Desechamos la ¡dea de la enseñanza de unos contenidos inconexos y alejados de las transformaciones emergentes en la sociedad, transmitidos oralmente y presentados en compartimentos estancos, apostando por la integración curricular en torno a una "perspectiva democrática". Se requiere que el currículum se plasme en un texto que contemple la complejidad de los fines de la educación y desarrollar una acción holística capaz de despertar en los escolares procesos que sean propicios para alcanzar esa finalidad. Desde esta idea presentamos algunas experiencias educativas que plantean el abordaje de los contenidos de modo innovador; entre ellos se encuentran: partir de lo que sabe el escolar, globalización curricular, fomentar el trabajo en equipo o aprendizaje cooperativo, la creación de espacios de diálogo, la inclusión de talleres, rincones y grupos interactivos. En segundo lugar, damos respuesta a la segunda cuestión, ¿cómo enseñar?, o lo que es lo mismo, profundizamos en la dinámica de enseñanza. La revisión de la literatura se concentra en estudiar las actividades de enseñanza-aprendizaje y, finalmente, en la evaluación formativa. El último capítulo que da forma al cuerpo teórico, lleva por nombre ¿Cómo nos organizamos? Configuración del espacio, del tiempo escolar y la planificación de los recursos en las aulas. En primer lugar, realizamos un balance normativo-legislativo que versará sobre la importancia adquirida a lo largo de la historia de la educación la configuración de los espacios en los centros escolares, como un elemento y eje fundamental en el aprendizaje del alumnado, posteriormente, indagaremos en su relevancia para la educación, así como el marco semántico- conceptual por el cual movernos, sin olvidarnos de algunas recomendaciones para una organización espacial integrada en los retos y desafíos de la educación del siglo XXI, en la línea de conseguir el cambio educativo. En segundo lugar, abordamos su organización, en base a un breve análisis en torno a los materiales curriculares. Partiremos de su definición, marcaremos sus fundones dentro del proceso de enseñanza-aprendizaje, posteriormente, justificaremos su importancia, para finalizar con algunos criterios para el empleo de los materiales en el aula. En último lugar, profundizaremos en la problemática del tiempo escolar, una variable muy presente en la vida de las personas y que de algún modo nos incita a plantear otra forma de organizar el mismo. Tras el análisis bibliográfico, fase del trabajo en la que se ha incidido en las variables que intervienen en la dinámica del aula, con una exploración de su campo semántico, así como en cuestiones que atañen al concepto de cambio educativo, con el análisis de experiencias de innovación singulares en el panorama nacional e internacional, cuya mejora de la acción educativa es una realidad, entre otros asuntos, proseguimos al planteamiento de este capítulo: Diseño General de la Investigación: Estudio Integrado. En esta investigación se ha perseguido alcanzar los propósitos mediante la puesta en práctica de un estudio combinado-integrado de las dos metodologías, cuantitativa y cualitativa. La obtención de datos y de información a través de la combinación de ambas metodologías ha permitido fomentar la riqueza de los resultados. Inicialmente, en este capítulo profundizamos en las razones y el origen de la investigación, seguidamente, detallamos los problemas, la finalidad, así como los objetivos del estudio, sintetizados y organizados en una tabla de categorías. A su vez, incidimos en la opción metodológica escogida que otorga sentido al estudio integrado, combinando los paradigmas cuantitativo y cualitativo, en los tres estudios que componen el mismo. El primero de ellos, el extensivo, analiza las concepciones que diversos docentes de la provincia de Huelva tienen sobre las diferentes categorías que forman parte del cuestionario administrado. El segundo, nos centramos y sumergimos en la cotidianeidad del aula de dos centros educativos. A través de dos estudios de caso conocemos cómo funciona el aula desde planteamientos que se pueden considerar como innovadores. Finalmente, el último estudio, denominado biográfico, nos permite observar, mediante la voz de dos docentes, cómo viven y sienten el aula, remitiéndonos a la narración de sus propias historias de vida. Estos estudios se abordan paralelamente en capítulos posteriores, desde aquí tan sólo señalamos algunas cuestiones teóricas clave que nos permiten comprender cada uno de ellos. Finalmente, deparamos en los principios (triangulación, enfoque progresivo, confidencialidad y revisión por los interesados) que acompañan al estudio y en las cuestiones éticas para ei desarrollo de ¡a investigación, desde un enfoque general y particular para cada uno de los estudios. El siguiente capítulo, se centra en la descripción del Diseño General delEstudio Extensivo. Para su diseño, en primer lugar, recogemos el marco conceptual y terminológico del cuestionario. Asimismo, una vez consideradas sus características más representativas, especificamos la población y la muestra del estudio extensivo. En tercer lugar, ahondamos en el proceso de elaboración del cuestionario, ligado a este apartado, aunque en diferentes secciones, nos encontramos los pasos esenciales para su elaboración: formato y estructura del cuestionario, elección de las preguntas del cuestionario y descripción de las preguntas del cuestionario. Ya construido el instrumento, el siguiente paso consiste en la presentación y administración del cuestionario. En este espacio, especificamos el proceso que seguimos desde su elaboración hasta la recogida de los cuestionarios en los centros educativos. Finalmente, concluimos con el análisis y tratamiento de la información; a la par que con unas consideraciones finales. El corazón de nuestra investigación palpita con la necesidad de encontrar estímulos y mecanismos que nos permitan conocerlo y describirlo para seguir su propio biorritmo. La razón de ser del estudio intensivo radica en comprender una determinada realidad social, cultural, educativa, sumergirnos y abrir los entresijos del microcosmos educativo. La acción educativa sólo es posible estudiarla si tenemos acceso a su campo y, por ello, recurrimos al estudio de casos, un método con raíces asentadas dentro del corpus de la investigación educativa. El capítulo del Diseño Genera! del Estudio Intensivo, se inicia con una revisión conceptual del estudio de casos dentro del enfoque de investigación cualitativa, conduciéndonos, de una forma exhaustiva, a la justificación metodológica de nuestro estudio. En segundo lugar, describimos el proceso seguido en el estudio de casos, con el desarrollo de cada una de sus fases. Basándonos en las aportaciones de Martínez Bonafé (1988:46), determinamos que las fases de nuestro estudio fueran: (a) fase inicia! o preactiva, en la que especificamos los criterios de elección de los casos y el papel de la investigadora, (b) fase interactiva, en la que describimos cómo se llevó a cabo el acceso al campo y el proceso de negociación, así como la estructura conceptual del estudio y ios instrumentos de recogida de información, (c) fase fina! o postactiva, en la que señalamos cómo se realizó el análisis de los datos y la redacción y elaboración del informe final. Finalmente, el capítulo concluye con un epílogo en el que se señalan los aspectos más representativos del estudio. Probablemente el interés por develar aspectos no visibles que atañen a la práctica educativa en el aula, nos suscitó la posibilidad de anexar en nuestro estudio las Historias de vida para conocer, investigar y analizar diferentes categorías de las experiencias de vida de las personas, hechos, acontecimientos, así como períodos históricos, que han asumido un importante peso en la trayectoria escolar, formativa y personal, de las docentes participantes en el estudio. En este capítulo, dedicado al Diseño Genera! del Estudio Subjetivo, tratamos de aproximarnos de manera epidérmica, en primer lugar a cuestiones que atañen a lo puramente conceptual, una aproximación a la investigación biográfico-narrativa y, como técnica insignia a la Historia de vida (campo semántico, relevancia en el campo de la educación a través de historias de maestros y de maestras, entre otras). En segundo lugar, exponemos la selección y representación de las mismas en nuestra investigación, otorgando espacio a las consideraciones teórico-metodológicas, marcando el trabajo de campo que se llevó a cabo (desde la recogida de evidencias y datos biográficos, centrándonos en la entrevista biográfica, así como en otras cuestiones de suma importancia). Rnalmente, dibujamos el rostro de la protagonista para marcar el inicio y la antesala de su propia Historia de vida como eje para entender su práctica cotidiana en el aula, incluyendo la construcción de Biogramas y la detección de incidentes críticos que ilustran un antes y un después en la forma de ser docente. Los capítulos siguientes se destinan al análisis de los resultados de los tres estudios que componen la investigación. Así, el capítulo noveno describe los resultados del Estudio Extensivo, de carácter exploratorio y enfocado a indagar en las concepciones de los docentes respecto a las variables que forman parte de la acción educativa. El capítulo décimo, describe el segundo estudio de la investigación, consistente en dos estudios de caso en la etapa de Educación Infantil y Educación Primaria de docentes que promueven una enseñanza alternativa e innovadora. Finalmente, el capítulo onceavo, muestra los resultados del tercer estudio, dedicado a la reconstrucción de la Historia de Vida de la docente del caso 1, como forma de comprender como mayor profundidad la acción educativa desde la exploración de la trayectoria personal y profesional de la docente. Cada capítulo finaliza con una serie de conclusiones parciales respecto al análisis abordado y en torno a las categorías y propósitos de ia investigación. Seguidamente, el capítulo doce, recoge las conclusiones de la investigación, además de detallar los límites y las perspectivas de investigación. ; To deepen the concept of classroom supposed to reveal the role that context plays in the teaching-learning process. The classroom is the focus of the school, described as a desirable place in which knowledge is produced. We must say that from its concept are extracted different "lenses" to understand the processes occurring in it, and the characteristics that best define it.The classroom, as a space wherescholastic must be recognized, valued and respected, presume to pay attention to what is taught and how to teach it. At the same time, it must meet the spatial structure and material, the time distribution and the type of relationships maintained. The classroom as a forum for exchange and interaction between all those involved in education (family, students, faculty, associations .), must propose strategies and actions where all feel members and participants of that scenario, hence, the classroom is more than a physical space. Therefore, when it is defined based on criteria of interaction, social relations, we are paving the way for the construction of a classroom as a space for dialogue, democratic and social. The aim of the thesis is to analyze and understand the variables involved in the educational activities in the classroom, from an interactive and systematic approach, focused in formulating proposals that promote the improvement of the class, through innovative approaches, suitable and adapted to a changing society as well as to the claims that children today claim. The structure of the work is presented following the classic pattern for the educational research corpus. The first part of the doctoral thesis, Theoretical Framework, has played the role of setting up theoretical concepts on which the doctoral thesis is based and also the empirical study (Chapters 1-5). The second part explores the empirical study (Chapters 6-12), where the research about the analysis involved in educational activities, an integrated perspective is presented. In the first chapter, entitled, What is this thing called class? Analysis from the conceptual point of view,it aims to address the semantic and etymological field of the "class" concept. From this frame of reference, we select and point out some meanings that give us many authors over the last few decades. We emphasize the most significant of each characteristics, by providing, in turn, comparisons to guide us toward a conceptual classification linked to several categories: from the classroom as a physical space , as a human group , as a place where students learn to be and to live among others. Finally, and based on the different contributions analyzed, we will indicate what is for us the "classroom". The second chapter, Challenges and Crossroads in the classroom context in today's society, selects and identifies some of the challenges and crossroads, that, in our view, contribute to the discussion of new approaches to adopt in order to transform and improve the action education in the classroom, in today's society. Among the challenges we include,stand out the reevaluation of collaborative work among professionals from the perspective of shared or distributed leadership, the key skills and fundamental knowledge in the XXI century education (curriculum integrated), the impact of ICT in schools, giving a significant character to the role of students and teachers, the characteristics underlying the new communication environments and strategies and tools thatallow to preparepeople able to self-learn in collaboration with others. Moreover, we focus on a new concept of childhood, in the participation of the educational community and, finally, in the diversity in the classroom from the philosophy of the school inclusion (voiced by students). The third chapter refers to the perspective of educational change and its impact in the classroom: where the change does not arrive, where the change is lived and felt. We analyze in this chapter the perspective of educational change and its impact in the classroom. From a general framework, we deepen in the meaning of the grammar of educational change, laying the groundwork to clarify its conceptualization, as well as some important considerations to keep in mind. Under the emerging transformations in a complex society, new answers in educational practice are needed, so we chose to reflect and question the elements favoring another possible and necessary education from the latest research occurred in the educational landscape, presenting some experiences success at national and international level. On the other side of the coin, we catch sight of the static vision of change and educational improvement, deepening the barriers that hinder and hamper the sustainability of innovative experiences. To finally stop at one of the main agents of the change to improve the class, the teachers. Strategies such as Training Centers and Professional Learning Communities are a way and proper way for diagnosis, analysis, reflection, needs assessment and reorientation of professional practices that have a direct impact on the ability of educational change from the own center. In the fourth chapter, describing the elements of a landscapecalled class: "academic structure". We stop at the academic structure as relevant and meaningful for the analysis of educational action item. In it we address two key issues: what to teach? And how to teach? in an interrelated way. First, we consider the revision / study of the curriculum from an integrated perspective. We reject the idea of a disjointed teaching content and away from emerging transformations in society, orally transmitted and presented in silos, betting on the curricular integration around a "democratic perspective". It requires that the curriculum is translated into a text that addresses the complexity of the purposes of education and to develop a holistic action capable of awakening in school processes that are conducive to achieve that purpose. From this idea we present some educational experiences that address the content in innovative ways; among them they are: Starting point should be the knowledge of the scholastic, curriculum globalization, promoting teamwork and cooperative learning, creating spaces for dialogue, including workshops, nooks and interactive groups. Secondly, we respond to the second question, how to teach? or what is the same, we delve into the dynamics of teaching. The review of the literature focuses on studying the teaching-learning activities and, finally, in the formative evaluation. The last chapter that forms the theoretical body, is called How do we organize? Layout of the space and time of the school and the resources planning in the classroom. First, we perform a regulatory-legislative balance that will focus on the importance gained over the history of education settings spaces in schools, and as a cornerstone element in student learning, then we will investigate its relevance for education and semantic- conceptual framework by which to move, not forgetting some recommendations for one special organization integrated in the challenges of education in the XXI century, in the line to get the educational change. Secondly, we address its organization, based on a brief analysis on the curricular materials. We will depart from its definition, we will mark their functions within the teaching-learning process, later we willjustify its importance, ending with some criteria for the use of materials in the classroom. Lastly, we will delve into the issue of school time, a variable present in the lives of people and that somehow encourages us to propose another way of organizing it. After the bibliographical analysis, phase of work which has stressed the variables involved in the dynamics of the classroom, with an exploration of the semantic field as well as on matters pertaining to the concept of educational change, with the analysis of experiences in singular innovation in the national and international scene, which improvement of educational action is a reality, among other issues, we continue to approach this chapter: Genera! Research Design: Integrated Study. In this research it has been pursued to achieve the purposes by the implementation of one study, integrated-combined of the two methodologies, quantitative and qualitative. Obtaining data and information through the combination of the two methodologies has helped to foster the wealth of results. Initially, in this chapter we delve into the reasons and the origin of the research, then, we detail the problems, the purpose and objectives of the study, summarized and organized in a table of categories. At the same time, we stress the methodological option chosen that gives meaning to the integrated study, combining quantitative and qualitative paradigms, in all three studies that comprise it. The first one, the extensive one analyzes the conceptions that various teachers in the province of Huelva have on the different categories that are part of the administered questionnaire. Second, we focus and dive into the everyday classroom of two schools. Through two case studies classroom we know how it works from approaches that can be considered as innovative. Finally, the last study, called biographical, allows us to see, through the voices of two teachers, how they live and feel the classroom, by referring to the narrative of their own life stories. These studies are discussed in parallel in later chapters, we note here only some key theoretical issues that help us to understand each one. Finally, we came across on the principles (triangulation, progressive approach, confidentiality and review by the envolved) accompanying the study and ethical issues for the development of research, from a general and particular for each of the studies focus. The next chapter focuses on the description of Design General of extensive study. For its design, first, we collect the conceptual framework and terminology of the questionnaire. Also, once are considered the most representative features, we specify the population and sample of the extensive study. Third, we delve into the process of developing the questionnaire, linked to this section, although in different sections, we find the essential steps for processing: format and structure of the questionnaire, choice of the questionnaire and describing questions of the questionnaire. Oncethe instrument is built, the following step is the filing and administration of the questionnaire. In this area, we specify the process we follow from development to the collection of the questionnaires in schools. Finally, we conclude with the analysis and processing of information; on par with some final considerations. Chapter General Intensive Design Studio, begins with a conceptual review of case studies within the qualitative research approach, leading, in a comprehensive way, the methodological justification of our study. Second, we describe the process followed in the case study, with the development of each of its phases. Based on input from Bonafé Martinez (1988:46), we determined that the phases of our study were: (a) initial or pre-active phase, which specify the criteria for selection of cases and the role of the researcher, (b) interactive phase in which we describe how you carried out the access to the field and the negotiation process and the conceptual structure of the study and the instruments for collecting information, (c) final stage or postactive, in which we noted how the data analysis and drafting and the final report was made. Finally, the chapter concludes with an epilogue in which the most representative aspects of the study are indicated. Probably the interest in revealing visible aspects regarding educational practice in the classroom, raised the possibility of annexing in our study life stories to know, investigate and analyze different categories of the life experiences of people, facts, events and historical periods, that have assumed an important role in the school, training and personal career of the teachers participating in the study. In this chapter, dedicated to Genera! Subjective Design Studio, we try to approach epidermal way, firstly to matters pertaining to the purely conceptual, an approach to the biographical-narrative research and technical badge as a life history (semantic field, relevant in the field of education through stories of teachers and teachers, among others). Secondly, we present the selection and representation of these in our research, giving space to the theoretical and methodological considerations, marking the fieldwork that took place (from the collection of evidence and biographical data, focusing on the biographical interview as well as other critical issues). Finally, we draw the face of the protagonist to mark the beginning and the prelude to his own life story as a hub to understand their daily practice in the classroom, including the construction of Biograms and detection of critical incidents that illustrate a before and after in the way of being a teacher. The following chapters are devoted to the analysis of the results of the three studies that make up the research. Thus, the ninth chapter describes the results of the extensive study, exploratory and focused to investigate the teachers' conceptions about the variables that are part of the educational action. The tenth chapter describes the second research study consisting of two case studies in pre-primary and primary education teachers that promote alternative and innovative teaching. Finally, the eleventh chapter shows the results of the third study, devoted to the reconstruction of the Life History of the teaching of case 1, as a way to further understand how the educational action through the exploration of personal and professional trajectory of the teacher. Each chapter ends with a series of partial conclusions regarding the analysis and addressed around categories and research purposes. Next, chapter twelve, contains the findings of the investigation, as well as detailing the limits and research perspectives.

Yukarı Dicle bölgesi, Güneydoğu Anadolu dağ sistemi içerisinde önemli bir alanı temsil etmekte olup, söz konusu özellik Mezopotamya çukur bölgesini hem kuzey hem de doğu Anadolu alanlarına bağlayan bir rol oynamasına imkan sağlayan coğrafi konumu ile ilişkilidir. Dicle nehrinin yukarı çığırında son otuz yılda gerçekleştirilen arkeolojik araştırmalar sayesinde, yerel bir kültürel sistemin tanımlanmasını sağlayacak yeni önemli göstergelere ek olarak, gerek bölge içerisinde gerekse ötesinde zamandizinsel ayrımlar ve eşzamanlılıklara açıklık getirmekte kullanılabilecek kapsamlı bir veri bütüncesi de elde edilmiştir. Bu kitap, Erken ve Orta Tunç Çağı'nın son kısmına ilişkin yakın dönemde yürütülen arkeolojik etkinliklerin sonuçlarını araştırmayı amaçlamaktadır. Yayımlanan verilerin ayrıntılı bir çözümlemesinden başlayarak yerleşkeler, stratigrafi, mimari, çanak çömlekler, bölgesel bağlantılar ve zamandizine ilişkin temel konular ele alınmıştır. Ṭūr ʿAbdīn tepelerinin kuzeyinde, yüksek Güneydoğu Torosların eteklerinde yer alan Yukarı Dicle bölgesi, arkeolojik bulgular açısından tutarlı ve uyumlu bir görüntü çizmektedir. Yürütülen araştırma ve kazılar, vadideki kayda değer bir yerleşim döneminin, ufak boyutlu yerleşimlerin Dicle taşkın ovası kenarındaki akarsu taraçalarında ve ana akarsu kolları boyunca kurulma eğilimi içerisinde oldukları M.Ö. III. binyılın sonu ile M.Ö. II. binyılın ilk yarısı arasında tarihlendirilmesi gerektiğini belgelemektedir. Bunların çoğu, iri yapılar ya da yapı bütünleri ile komşu bölgelerdeki eşzamanlı seramik geleneklerinden farklı nitelikteki yerel bir seramik topluluğu tarafından karakterize edilmektedir. Ağırlıklı olarak kırmızı-kahverengi astarlı ve boyalı çömleklerden oluşan seramik topluluğu, yerel sistemin tanımlanması ve Yukarı Dicle bölgesindeki sahalararası kültürel bağlantıların belirlenmesi açısından önem taşımaktadır. Alanda ele geçirdiğimiz buluntuların büyük kısmını teşkil eden çanak çömlek parçalarının yaygın olarak yer alışı, halihazırda araştırmaların temelini oluşturmalarını sağlamaktadır. Özellikle son dönemdeki araştırmaların üzerinde yoğunlaştığı Yukarı Dicle bölgesinde ele geçirilen çanak çömlekler, diğer buluntu kategorileri ve alandaki varlıklarına kıyasla, yalnızca farklı katman bağlamları dahilinde değil aynı zamanda henüz kazılmamış alanların yüzeylerinde de dikkat çekici nitelikte olup; bu belirgin coğrafi alandaki maddi üretimin belirleyici özelliklerini saptamak ve Yukarı Dicle bölgesindeki kültürel gelişimi daha geniş bir yelpazede yorumlayabilmek adına en güvenilir araçlardan biri olma özelliğine sahiptir. Coğrafi ve tarihi nitelikli kısa önsöz hariç (Bölüm 1), kitabın esas içeriğini bölgede yürütülan arkeolojik araştırmalar ve çözümlemeleri olusturmaktadır (Bölüm 2 & 4). İkinci bölümün konusu, araştırılan alanlar ve kazılan verleşimler olup (Bölüm 2); söz konusu alanlar, bugün itibarıyla sahip olduğumuz arkeolojik bilgilerin en üst seviyesine ışık tutmaktadır. Bu konuda bir diğer önemli katkı sunan Hirbermerdon Tepe'deki kazılar kitabın üçüncü bölümünün ana konusunu teşkil etmekte ve yerleşim evreleri ve ilgili çömlek buluntularını (3.4) da içeren arkeolojik bağlam (3.2) üzerine çoğunluğu yayımlanmamış akla yatkın önermelerde de bulunulmaktadır. Çanak çömlek parçalarının gerek teknolojik gerekse biçimsel açıdan sınıflandırılması (3.3) ile, alandaki varlıklarının mekansal ve zamansal devamlılık özellikleri ve çanak çömlek çeşitlerinin analizine geniş yer ayrılmıştır. Ayrıca temel küçük buluntular da gerek bölgesel gerekse zamandizinsel çerçeve açısından yorumlanmış ve ilgili ögelerle birlikte değerlendirilmiştir (3.5). Seramik buluntularının ayrıntılı bir analizini gerçekleştirebilmek adına yararlandığımız temel bilgi kaynağı Hirbemerdon Tepe höyüğünde gün ışığına çıkarılan yapılar bütünü olmakla birlikte, yerleşimde açılan sondajlardan elde edilen bulgulardan da yararlanılmıştır. Dicle nehrinin sağ kıyısında yer alan Hirbermerdon Tepe'de gerçekleştirilen ilk kazı dönemi (2005-2007), yararlı arkeolojik verileri göz önüne sermenin ötesinde, çoğunluğu M.Ö II. binyılın ilk kısmına tarihlendirilen bol miktarda çanak çömlek buluntusu ve buluntu elde edilmesini de sağlamıştır. Farklı katmanlara ait yeni veriler sunan Hirbermerdon Tepe, böylece Yukarı Dicle vadisinin kültürel profilini belirlemek adına önemli bir katkıda bulunmaktadır. Kazılar, her biri form ve teknolojik özellikleri sayesinde belirlenen üç ana seramik evresi sıralamasını gün ışığına çıkarmıştır (3.6). Yaklaşık olarak Erken Tunç Çağı'nın sonlarına, yani Erken Tunç Çağı III-IV'e (Erken Cezire III-V'in sonu) tarihlendirilen erken evre (1. Evre), kırmızı-kahverengi boya astarlı çanak çömlekler (RBWW) ve koyu turuncu ağızlı çanaklar (DROB) tarafından; Orta Tunç Çağı'na tarihlendirilen orta evre (2. Evre), çoğunlukla kırmızı-kahverengi boya astarlı çanak çömlekler ve şerit boyama çömlekler (band painted ware) tarafından karakterize edilmektedir. Son evre ise (3. Evre) Orta Tunç Çağı ile kırmızı-kahverengi boya astarlı çömleklerden oluşan karmaşık bir repertuvarı gözler önüne sermekte ve Geç Tunç Çağı'na tarihlendirilen Habur ile Nuzi çömlek parçalarını da içermektedir. Hirbemerdon'da Geç Tunç Çağı'na ait kırmızı-kahverengi boya astarlı çömlek bulunup bulunmadığı henüz kesinlik kazanmamıştır. Seramik repertuvarının teknolojik ve biçimsel özellikleri kapsamında tartışılması ve bölgesel bir bağlama yerleştirilmesine ayrıca bir bölüm ayrılmış (3.7) olup; yerel seramik sistemi ile komşu bölgelerdekiler arasındaki ilişkinin altını çizebilmek adına, eldeki veriler diğer sit alanları ve bölgelerden elde edilenlerle karşılaştırılmıştır. Bölümün sonunda ise, bölgesel dönemlendirmeye ilişkin yorumlar yer almakta ve repertuvar için bir tarihlendirme önerisi sunulmaktadır. Bölüm 4, Yukarı Dicle bölgesindeki yerleşim düzeninin gelişimi, yapılar ile elde edilen çanak çömlekler ve önemli küçük buluntulara ilişkin bazı genel yorumlar sunmaktadır. Halihazırda yayımlanmış ve mevcut veriler ile Hirbemerdon Tepe'den elde edilen bulgulara dayanan bu araştırmanın sonuçlarına göre, yerel Orta Tunç Çağı kültürünün yükselişinin M.Ö. III. ile II. binyıl arasındaki geçiş dönemine tarihlendirilmesi gerekmektedir. Yukarı Dicle topluluklarının en etkin oldukları dönemin ise M.Ö. 19. ile 17. yüzyıllar arasına tarihlendirilmesi gerekmekte olup, söz konusu dönem kırmızı kahverengi astarlı/ boyalı çömleklerin ana üretim dönemiyle örtüşmektedir. Yukarı Dicle bölgesine özgü ortak bir seramik repertuvarı tespit edilebilmekte ve özellikle kırmızı-kahverengi boya astarlı çömlekler (RBWW), kırmızı-kahverengi perdahlı çömlekler (RBBW), koyu turuncu ağızlı çanaklar (DROB/DROW) ve çömleğin yüzünü tamamen ya da kısmen örtmek ve dekore etmek amacıyla kullanılan kırmızı-kahverengi astarların karakterize ettiği şerit boyama çömleklerin (BD) varlığı dikkat çekmektedir. Çömlek şekillerinin münferit parçalarını ile paralellik gösteren unsurlara Anadolu ve Suriye'deki Yukarı Fırat bölgesi, Belih Vadisi, Yukarı Habur ve Kuzey Irak düzlük arazileri ve bazen yüksek Anadolu arazilerini de içine alan yaygın bir coğrafyada rastlanmak olsa da, çanak çömleklerin maruz kaldığı yüzey işlemlerinin kendine özgü yerel bir özellik taşıması nedeniyle Dicle vadisi kültürünün belirgin bir ifadesi olarak kabul edilmesi gerekmektedir. Kırmızı-kahverengi astarlı ve boyalı çömleklerin hayli yüksek bir yüzdeye sahip oluşu, Güneydoğu Toros sıradağları ile Van dağ sırasının güneybatısında yer alan Ṭūr ʿAbdīn yüksek arazileri arasında yerel geleneğe yakından bağlı kalmış kendine özgü bir seramik bölgesinin varlığını ileri sürer niteliktedir. Kırmızı-kahverengi çömlekler (DROB/DROW, RBWW, BD), Dicle nehri bölgesindeki aynı imalat geleneğinin ürünleridir. Büyük olasılıkla koyu turuncu ağızlı çanaklar (DROB) M.Ö. II. binyılın başlarında bazı sınırlı istisnalar hariç kullanımdan kalkmış olduğu halde, kırmızı-kahverengi boya astarlı çömlekler (RBWW) ise Orta Tunç Çağı'nın tamamı boyunca ve muhtemelen Geç Tunç Çağı'nın başlarına kadar var olmaya devam etmiştir. Dicle çanak çömlek seçkisi, Fırat bölgesinden Cezire'ye kadar uzanan farklı akımlardan etkilenmiş olup; etkileşimin bazı dönemlerle oldukça yoğun, bazen ise daha seyrek nitelikte olduğu belirlenmiştir. Sonuç kısmını teşkil eden Bölüm 5'te ise, türdeşliğin Dicle Bölgesi'ndeki maddi kültür bağlamında toplumsal ve kültürel değeri araştırılmakta ve belki de siyasi oluşumlarla ilintili bir genel örgütlenmenin varlığına ilişkin görüşler ileri sürülmektedir. Kırmızı-kahverengi seramik tarafından karakterize edilen sit alanları, Erken ve Orta Tunç Çağı arasındaki kültürel devamlılığa dair kanıtlar sunmaktadır. Verilerden hareketle, yerel toplumsal ve siyasi düzenin bir noktada değişime uğradığı ve çok işlevli yapılar barındıran küçük yerleşkeler etrafında odaklanan yeni bir yerleşim düzenine geçildiği ve bu değişimin başta kırmızı-kahverengi boya astarlı çömlekler (RBWW) ve koyu turuncu ağızlı çanaklar (DROB) olmak üzere, kırmızı-kahverengi çömlek gruplarının üretildiği yerleşim alanlarının gelişimiyle özdeşleştirilebileceği varsayımında bulunmak mümkündür. Erken Tunç Çağı dönemine dair fazla bir yorumda bulunmak mümkün değildir. M.Ö III. binyılın ikinci yarısına ait ya da son yüzyıllarına tarihlendirilen buluntular ve katmanlar, birkaç sit alanında gün ışığına çıkartılmasına rağmen, hiçbiri açık bir stratigrafik sıralama ya da nispeten bütünlüklü bir bağlamlar topluluğu sunmamaktadır. Kalıntılar, bir sonraki dönem olan Orta Tunç Çağı'ndakilere kıyasla cılız kalmakta ve sit alanının kenar noktalarında yer almaktadır. Vadi bu dönemde önemli yerleşimlerden neredeyse tamamen yoksun olup, bunun nedeni muhtemelen yerleşim düzeninin Orta Tunç Çağı'ndakinden hayli farklı ve/veya arkeolojik açıdan kolayca tespit edilemez nitelikte oluşudur. Bazı sit alanlarından oldukça seyrek bulgular elde edilmiş (gömütler, duvar ve zeminlerin bazı bölümleri, çanak çömlek parçaları), fakat bugün itibarıyla kayda değer herhangi bir katmana rastlanmamıştır. Gel gelelim ince katmanların kısa ve aralıklı yerleşim dönemlerine işaret etmesi mümkündür. Elbette bazı ana höyüklerin altında henüz gün ışığına çıkartılmamış kayde değer M. Ö III. binyıl yerleşimlerinin yer alma olasılığı bulunmakla birlikte, henüz bu yönde somut herhangi bir kanıt ele geçirilmemiş, Pornak ve Pir Hüseyin'deki olası geniş yerleşke buluntuları da nehir boyunca ilerleyen vadi bağlamında neredeyse fark edilmeyecek kadar ufak yerleşkelerden ibaret kırsal bir arazi şeklinde beliren genel görüntüyü değiştirecek nitelikte değildir. Muhtemelen M.Ö III. ile II. binyıl arasında geçiş döneminde vadideki yerleşke ve topluluklar, yerleşim alanlarının artması suretiyle bir yeniden yapılanma süreci yaşamış; söz konusu süreç, Yukarı Dicle bölgesinde yaşayan gerek yerleşik gerekse yerel toplumun parçası olan hareketli grupların toplumsal karmaşıklığının gelişmesini tetikleyen ve bu sayede topluluklar arasında yeni etkileşim, kontrol ve idare yöntemleri meydana getiren, niteliği henüz belirsiz fakat önemli bazı değişiklikleri takiben hayata geçmiştir. Bu dönemde, muhtemelen M.Ö III. binyıl sosyopolitik düzeninin belirgin özelliği olan gevşek köy örgütlenmelerine kıyasla daha karmaşık bir toplumsal yapı geliştirilmiştir. Örneğin Giricano, Salat Tepe, Hirbemerdon Tepe'de bulunan ve Orta Tunç Çağı'na tarihlendirilen yapılara ve birleşik mimari komplekslere ait bölümler ile benzer mimari özellikler taşıyan Kavuşan ve Üçtepe kalıntıları, muhtemelen üretim kaynakları üzerinde belirli denetim yöntemlerinin uygulandığı bir toplum planlaması düzenine ya da yerel ekonomik yaşantı yapılanmasına işaret etmekle birlikte, merkezi bir güce biat edildiğini ima etmek için yeterli bir karmaşıklık seviyesinde olmadığı görülmektedir. Yapı ve buluntular elit bir sınıfın varlığını doğrulamamakta olup, yerel ekonomi yönetimini mütevazı ölçekte organize eden ufak toplulukların varlığını ortaya koymaktadır. Söz konusu sitler arasında bir hiyerarşi olduğunu iddia etmeye yetecek bulguya sahip olmamamıza rağmen, eşgüdüm bağlamında önemli bir rol üstlendiklerini ve toplulukları kendilerine çeken, üretilen ürünlerin işlendiği, hayvancılık, tarım, avcılık ve dağlar arası ticaretten elde edilen malların depolandığı ve aynı zamanda toplumsal ve dini nitelikli eylemlerin gerçekleştirildiği önemli birer merkez teşkil ettikleri görülmektedir. Yerleşim yoğunluğundaki artış, yöreye özgü grupların sosyoekonomik anlamdaki yeniden yapılanmasının göstergesi olarak kabul edilebilir. Bu yenilenme süreci, ticari bir ağın kurulmasına ve/veya temel geçim etkinlikleri arasındaki dengede meydana gelen bir değişime ya da bölgeye yeni toplulukların gelişi gibi diğer dış etkenlere de bağlantılandırılabilir. Aynı şekilde önemli olabilecek bir başka faktör ise, aynı grup veya kabile içerisindeki iki farklı kesim, diğer bir deyişle yerleşikler (çoğunlukla çiftçi) ve seyyar (yaylacı çobanlar ve göçebeler) arasındaki ilişkinin değişmesi ve bu sayede bütünleşik bir ekonomi ile genişlemiş bir sosyo-politik düzenin gelişmesine neden olmasıdır. Şimdilik yerli toplumun gelişiminin olası nedenleri üzerine tahmin yürütmekle yetinmek zorundayız. Söz konusu iki kesim, yani aynı grup ya da kabile içerisindeki yerleşikler ve seyyarlar arasındaki ilişki ve bu ilişkinin yol açtığı bütünleşik bir ekonomi ile genişlemiş bir sosyopolitik düzenin gelişmesi olguları, Yukarı Dicle bölgesinde M.Ö III. binyılda hayat bulan yeni bir toplum yapısının temellerini teşkil etmekteydi. Daha karmaşık bir süreci basite indirgemek suretiyle zihnimizde bir senaryo canlandırmak gerekirse, bu bölgede yaşadıkları antik metinler ve modern araştırmalarca doğrulanan göçebe ya da yarı göçebe çoban gruplarının farklı gerekçelerle tarımsal etkinlikler ve köy yaşantısına geçmeye karar verdiklerini ve bu amaçla dağlar, vadiler ve stepler arasında önceleri yüzyıllar boyunca mevsimlik göç ve yaylacılık çerçevesinde yararlandıkları alanlardan birine yerleşmeyi seçtiklerini; grubun diğer kısmının ise sürülerle geleneksel rotaları izleyerek ilerledikleri ve yerleşik topluluklarla etkileşime devam ettiklerini düşünmek mümkündür. Eldeki mevcut yazılı belgeler yetersiz olup, güney şehir devletleriyle etkileşim ve ticaret ağlarına katılım yöntemlerinin belirlenmesine henüz imkan sağlamamaktadır. Yerel toplulukların sosyal ve ekonomik yapılarının yeniden düzenlenmesi olgusu Orta Tunç Çağı toplumlarının belirgin bir özelliği olarak öne çıkmakta; nitekim söz konusu toplumların önce M.Ö II. binyıl ve takiben M.Ö I. binyıl boyunca yerel niteliklerine sıkıca bağlı kaldıkları ya da güney imparatorluklarının sabit sömürgeleştirme girişimleri ve baskılarına rağmen, zaman zaman Anadolu'nun doğusuna yöneldikleri görülmektedir. Bu durumun toplumsal ve tarihsel değerinin önemli çıkarımlarından birine, yerel toplumun farklı unsurları ve üyelerinin bu arkeolojik arazi kapsamında üstlendikleri roller üzerinden ulaşmak mümkündür. Oluşturduğumuz taslak doğru ise, M.Ö III. binyıla tarihlendirilen sitlerin azlığı ya da başka bir ifadeyle bu yerleşim alanlarının sınırlı görünürlükte oluşlarının, dengesiz bir yerleşme düzenine işaret ediyor olabilir. Zira nüfusun büyük bir kısmı, bölge şartlarına en iyi uyum gösterme yöntemi olarak seyyar, yarı göçmen ya da göçmen bir yaşam tarzını tercih etmiştir. Yukarı Dicle vadisi örneğinde ise, sistemin karmaşıklaşması ve yerel toplumdaki dönüşümün tetiklenmesinde ticaret ağlarının mı yoksa yerel gruplar arasındaki belki de Akkadların bölgedeki etkilerini artırmaları sonucu doğan dinamiklerin mi etkili olduğunu sorgulamamız mümkündür. Vadi, maddi kültürü ve özellikle de çanak çömlek geleneği açısından kendisini çevreleyen diğer bölgelerden ayrılan bir niteliğe sahiptir. Aslında Dicle kültürünün kendine has ve özel konumu, birçok yüzyıl boyunca metinsel herhangi bir ize rastlanmaması, Mezopotamyalıların bölgeyi kontrol altına almakta yaşadıkları zorluklar ve maddi kalıntıların özellikleri, bu alanın iyi tanımlanmış ve belirgin bir kültürel ve belki de siyasi oluşuma ev sahipliği yaptığını düşündürmekte ve bunun bağlantılı olarak, kırmızı-kahverengi seramiklerin varlığı ile karakterize edilen yerleşkelerin gelişiminden de anlaşıldığı üzere, M.Ö III. binyılda gerçekleşen değişimlere de yön verdiği ihtimalini güçlendirmektedir. Yukarı Dicle'deki kazılarda gün ışığına çıkartılan kalıntıların Hurri medeniyetinin doğrudan bir ifadesi olarak kabul edilip edilemeyeceği ise, şimdilik ilginç fakat metinsel kanıtların yokluğunda ispat edilemeyecek bir varsayımın ötesine geçememektedir. Ancak Yukarı Dicle bölgesinde yakın dönemde yürütülen araştırmalar, M.Ö. III. binyılın sonu ile M.Ö. II. binyılın başı arasında Anadolu'nun güneydoğusunda yaşayan ve Antik Yakın Doğu'nun tarihsel arka planı kapsamında henüz tam anlamıyla belirlenememiş de olsa önemli bir rol oynayan toplulukların daha iyi tanımlanabilmeleri adına yeni ve önemli bazı kanıtlar elde edilmesini sağlamıştır. ; La regione attraversata dal corso superiore del fiume Tigri, in Turchia sud-orientale, è stata per molto tempo un'area poco conosciuta dal punto di vista archeologico. L'intensificarsi delle ricerche sul campo, a partire dagli anni novanta del secolo scorso, ha prodotto le evidenze su cui basare una prima ricostruzione della storia dell'insediamento e della cultura materiale di questi territori, tra le alte terre anatolico-orientali e le pianure mesopotamiche. I risultati degli scavi e le ricognizioni indicano che tra la fine del Bronzo Antico e l'inizio del Bronzo Medio giunge a maturazione un processo di trasformazione e riorganizzazione delle comunità locali. La comparsa di ampi complessi architettonici ed edifici in siti di medio-piccole dimensioni, caratterizzati da un particolare repertorio di oggetti e da ceramiche rosso-brune, potrebbe nascondere la formazione di realtà socio-politiche più strutturate rispetto a quelle del periodo precedente ed essere espressione di quel mondo khurrita che avrebbe avuto proprio nella regione del Tigri, secondo le ricostruzioni storiche, una delle zone di insediamento principale. ; The Upper Tigris region represents an important area within the mountainous system of south-eastern Anatolia and its relevance is related to its geographical position that plays a role in connecting the Mesopotamian lowlands to both northern and eastern Anatolian areas. Archaeological researches carried out during the last thirty years along the upper course of the Tigris river have provided new important evidence for the definition of a local cultural horizon and a large corpus of data that may be used to clarify chronological divisions and synchronism within the region itself and beyond. The aim of this book is to investigate the results of the recent archaeological activities concerning the final part of the Early and the Middle Bronze Age. Starting from a detailed analysis of the published data, central issues concerning settlements, stratigraphy, architecture, pottery, regional links, and chronology have been treated. The region of the Upper Tigris river, north of the Ṭūr ʿAbdīn hills and at the foot of the high south-eastern Anatolian mountains, show a coherent picture in terms of archaeological evidence. Surveys and excavations have documented that an important occupational period of the valley should be dated back to the end of the 3rd and the first half of the 2nd millennium BC, when mainly small sized settlements tend to be established on the river terraces on the edge of the Tigris floodplain and along the main river tributaries. Many of them are characterized by large buildings or architectural complexes and the presence of a typical ceramic assemblage which appears to be distinct from the other contemporaneous ceramic traditions of the neighbouring regions. The assemblage of pottery, mainly red-brown slipped and painted wares, is important for the definition of a local horizon and for the identification of intersite cultural connections in the upper Tigris region. The ubiquity of pots sherds, essentially representing the bulk of what we found in the field, make them currently the basis of this investigation. In the particular case of the Upper Tigris, area of recent investigation, the pottery is remarkable when compared with other categories of finds and their presence, not only in stratified contexts but also on the surface of non-excavated sites, makes one of the most reliable tools for characterizing the material production of this specific geographical area and interpreting wider features of the cultural development in the Upper Tigris. A part a brief geographical and historical introduction (Chapter 1), the core of the book is represented by the results of the archaeological researches in the region and their analysis (Chapters 2 and 4). Surveyed areas and the excavated sites are the subjects of the second chapter (Chapter 2) that provides also the current state of the art for our archaeological knowledge. An important contribution is offered by the excavations at Hirbemerdon Tepe and to this site is dedicated the Chapter 3 where is reasoned argument of the archaeological context (3.2) with its phases of occupation and associated pottery (3.4), mainly unpublished. Much space is given to the classification of pottery sherds (3.3) both in technological and morphological terms and the analysis of spatial and diachronic occurrence of wares and types. Also main small findings are interpreted and contextualized in the regional and chronological frameworks (3.5). Our primary source of information for a detailed analysis of the pottery is the architectural complex, discovered on the mound of Hirbemerdon Tepe but also the evidence from other soundings opened on the site. The first excavations campaigns (2005-2007) carried out at Hirbermerdon Tepe, on the right bank of Tigris river, yielded good archaeological contexts and a conspicuous amount of pottery and artefacts mainly dating back to the first part of the 2nd millennium BC. Providing a new set of stratified data, Hirbemerdon Tepe offers an important contribution to defining the cultural profile of the Upper Tigris valley area. The excavations provided us with a sequence of three main ceramic phases, each individuated by morphological and technological attributes (3.6). The early phase (Fase 1), dating to the end of the Early Bronze Age, approximately to Early Bronze Age III-IV (end of Early Jazirah III-V), is characterized by the presence of an early version of RBWW and DROB; the middle phase (Fase 2), dated to the Middle Bronze Age, is characterized mainly by RBWW and band painted ware. The last phase (Fase 3) comprises a mixed assemblage with RBWW types of MBA date and others in common ware together with some Khabur and Nuzi sherds of Late Bronze Age date. It is not ascertained that at Hirbemerdon exists RBWW of LBA date. A section is dedicated to discuss the pottery repertoire, its technological and morphological characteristics, and in the regional context (3.7), comparing data with those from other sites and regions in order to underline the relationship between the local ceramic horizon and those of the neighbours. The end of the chapter concerns remarks on the regional periodization and propose a date for the repertoire. Chapter 4 offers general remarks about the settlement developments, architecture, pottery and significative small finds recovered in the Upper Tigris region. According to the results of this study, based on the published data currently available and the evidence from Hirbemerdon Tepe, the rise of the local Middle Bronze Age culture has to be dated to the passage between the 3rd and the 2nd millennium. The floruit of the Upper Tigris communities has to be dated to the period between the 19th and 17th centuries that coincides with the main phase of production of the red-brown slipped/painted pottery. A common pottery horizon is widely recognizable in the Upper Tigris region, marked specifically by the presence of categories known as Red Brown Wash Ware (RBWW), Red Brown Burnished Ware (RBBW), Dark Rimmed Orange Bowls/Ware (DROB/DROW) and Band Painted Ware (BD) which are characterized by a layer of red/brown slips used to cover, entirely or partially, the surface of the pot and to decorate it. Parallels of single components of the pottery shape are geographically widespread, encompassing the Upper Euphrates in Anatolia and Syria, the Balikh area, the Upper Khabur and the northern Iraqi lowlands, sometimes the Anatolian highlands, but the particular surface treatment is a specific local characteristic and has to be considered as a distinctive expression of the Tigris valley culture. The high percentage of red-brown slipped and painted wares suggests that a proper ceramic region existed between the South-Eastern Taurus fringes and the Ṭūr ʿAbdīn uplands, south-west of the Van mountain system, resting firmly within a local tradition. Red-brown wares (DROB/DROW, RBWW, BD) are products of the same manufacturing tradition, centred on the Tigris river area. It is likely that the DROB were out of use at the beginning of 2nd millennium, a part some marginal exceptions, whereas the RBWW continued for the entire span of the Middle Bronze Age and probably until the beginning of the Late Bronze Age. The Tigris pottery assemblage experienced the effects of different influxes, from the Euphrates area and to the Jazirah, with a period of major interaction and others of less intensive contacts. In conclusion, Chapter 5 explores the social and cultural value of the homogeneity in material culture within the Tigris region, suggesting the existence of a communal organization maybe connected with political entities. The sites characterised by red-brown wares represent evidence of cultural continuity between the Early and Middle Bronze Ages. It may be assumed that at a certain point a transformation of the local social and political system occurres, with the conversion to a new settlement pattern organized around little sites with multifunctional buildings and this change is also identified by the growth of settled sites producing red-brown pottery, like DROBs and principally RBWW. Not much can be said as regards the end of the Early Bronze Age period. Findings and strata of the second half of 3rd millennium or dating to the last centuries have been exposed at few sites but none provides a clear stratigraphic sequence or fairly well articulated contexts. In general, the remains are poor compared with those of the following Middle Bronze Age and cover marginal areas of the site. The valley was almost devoid of significant settlements during this period, probably because the settlement pattern was substantially different from the Middle Bronze Age pattern and/or not easily recognizable archeologically. Some sites produced very sparse evidence (tombs, portion of walls and floors, pot-sherds) but no substantial layers have been found up to now. In fact the thin layers could indicate brief and intermittent periods of occupation. Of course there might have been considerable 3rd millennium sites not yet excavated beneath some of the major and important mounds but as yet there is no evidence for them and the possible finding of large settlements in Pornak and Pir Hüseyin do not change the general picture of a rural landscape with evanescent presence of very small sites, as for the valley along the river. Probably during the passage between the 3rd and 2nd millennium there was a reorganization of settlements and populations in the valley with an increase of settled sites, after important but unclear changes in the whole region that stimulated the growth of the social complexity among the groups inhabiting the Upper Tigris, both sedentary and mobile segments of local society, producing new forms of interaction between the communities, control and management of the resources. In this period a social structure more complex than loose village organizations that probably characterized the sociopolitical landscape of the 3rd millennium was developed. The portions of buildings and composite architectural complexes, dating to the Middle Bronze Age, found for example at Giricano, Salat Tepe, Hirbemerdon Tepe, but also the remains of Kavuşan and Üçtepe showing similar architectural features, suggest a community planning with the possible existence of a form of control over productive resources or organization of the local economic life, but not a level of complexity implying the subordination to a centralizing power. Architecture and artifacts do not confirm the presence of elites but indicate small communities organizing the management of local economy on a modest scale. We do not have elements to recognize a hierarchy between these sites yet but it seems that these played a role of coordination and were centers of attraction for populations; for processing products and storing commodities coming from herds, agriculture, hunting and intermountain trade as well as for communal and ritual performances. The growing of settlement density can be considered as an indicator of a socio-economic reorganization of indigenous groups. This regenerative process can be linked to the establishment of a commercial network and/or to a change in the balance between main subsistence activities or to other external stimuli as the arrival of newcomers. Not less important could have been the changing relation between the two segments, settled (mainly farmers) and mobile (transhumant shepherds and nomads) of the same group or tribe, developing an integrated economy and an enlarged socio-political system, At present we can only speculate about what the development of the indigenous society holds. The relation between these two segments, settled and mobile of the same group or tribe, developing an integrated economy and an enlarged socio-political system, was at the base of a new society inaugurated at the end of the 3rd millennium in the Upper Tigris. It is possible to imagine a scenario, simplifying a more complex process, where groups of shepherds, nomadic or semi-nomadic, who have lived in this area as ancient texts and modern studies confirm, decided to convert to agricultural activities and village life, for different motives, settling in one of the areas that for centuries they had used during the seasonal migrations and transhumance between mountains, valleys and steppes; whereas the other part of the group continued to bring herds along traditional routes interacting with the sedentary communities. The available textual documentation is meager and does not permit to establish yet the modalities of interaction with the southern city states as well as the involvement within commercial circuits. This new organization of the social and economic structure of the local community is a trait of the Middle Bronze Age society that in the course of the 2nd millennium and then during the 1st millennium, will keep firmly a local character or will be occasionally oriented towards eastern Anatolia in spite of the pressure and attempts at stable colonization by southern empires. An important implication of social and historical significance is involved in the role assumed by the different components and members of the local society in this archaeological landscape. If this outline is correct, the scarcity of sites dated to the 3rd millennium or otherwise, the low visibility of these settlements, might point to unstable occupation: a mobile, semi-nomadic or nomadic style of life was for most of the population the best adaptation to the surrounding regional environment. We can question if in the case of the Upper Tigris river valley it has been the trade network to generate the rise of complexity or dynamics internal to local groups (maybe stimulated after the Akkadians established their influence over the region) have had been more effective to prompt the transformation of local society. The valley represents a distinct unit from the surrounding regions with regard to its material culture and particularly its pottery tradition. Actually, the particular setting of Tigris culture, the lack of textual records for several centuries, the difficulties met by Mesopotamians to control these territories, and the characteristics of the material remains could suggest that the area was a place of a well-defined cultural and maybe political entity and resulting in the changes at the end of 3rd millennium that we can recognize in the growth of the settlements characterized by the presence of red-brown ceramics. If the archaeological remains emerged through the excavation in the Upper Tigris have to be considered direct expression of the Khurrian world is at the moment an intriguing hypothesis that in absence of textual evidence cannot be demonstrated. However the results of the recent research in the Upper Tigris provide new fundamental evidence for a better definition of the communities inhabiting the south-eastern Anatolia between the end of 3rd and the beginning of 2nd mill. BC that played an important, yet poorly defined role within the historical scenario of the Ancient Near East.

ERROR ANALYSIS OF SPOKEN RECOUNT TEXT MADE BY THE EIGHTH GRADERS OF BILINGUAL CLASS AT SMP NEGERI 1 BABAT Muhammad Anwar Habibi English Language Education, Language and Arts Faculty, Surabaya State University anwarhabibi@rocketmail.com Esti Kurniasih, S.Pd., M.Pd. English Language Education, Language and Arts Faculty, Surabaya State University Abstrak Kemampuan berbiara siswa merupakan kemampuan yang alami. Pada satu sisi, siswa mampu menggunakan ilmu kebahasaan mereka dengan berbciara. Pada sisi yang lain, celah dari ilmu kebahasaan yang rendah akan terlihat dari bahasa lisan mereka yang didefinisikan sebagai kesalahan siswa atau Error. Untuk itu, bahasa lisan siswa bisa dijadikan sebagi tolok ukur yang tepat dalam mengukur kemampuan berbahasa mereka. Analisa kesalahan berbahasa siswa adalah salah satu metode yang berarti untuk mengisi celah ilmu kebahasaan siswa. Selanjutnya melalui evaluasi kesalahan berbahasa yang suah mereka buat, mereka mampu meningkatkan kecakapan berbahasa mereka secara bertahap. Studi deskriptif kualitatif ini bertujuan untuk menganalisa dan menjelaskan sebab dari macam-macam error yang telah dibuat oleh subjek penelitian ini dalam teks lisan berbentuk recount. Peneliti menggunakan klasifikasi kesalahan yang diusulkan oleh Hendrickson (1983) dan sebab kesalahan dari James dalam Ellis (2005). Peneliti juga menggunakan teori analisa data kualitaif yang diusulkan oleh Ary et al (2010). Untuk memperoleh data, peneliti merekam dan menuliskan teks lisan siswa berbentuk recount. Dari keseluruhan teks lisan siswa berbentuk recount ditemukan banyak kesalahan yang pada umumnya terjadi pada morphology dan phonology. Peneliti juga menemukan kesalahan yang terjadi pada lexicon dan syntax namun jarang terjadi. Dari keseluruhan kesalahan dalam morphology kebanyakan terjadi pada tense markers dan plural markers. Misanalysis dalam tata bahasa dan kurangnya kesadaran siswa untuk menggunakan tata bahasa yang baik dan benar dalam bahasa lisan merupakan sebab utama dari kesalahan-kesalahan siswa dalam teks lisan berbentuk recount mereka. Kata Kunci: analisa kesalahan, ketrampilan berbicara, teks recount, kelas bilingual, siswa kelas 8. Abstract Students' spoken language is natural. On one hand, through the spoken language the students are going to be able to implement any language knowledge that they have learned. On the other hand, spoken language also provides the students' gaps concern with lack of language knowledge that is referred as an error. Therefore, the students' spoken language could be viewed as an exact object to measure their language ability. Analyzing the errors in learner's language is a significant method to fill the students' gaps. Then they are capable of enhancing their language aptitude through errors evaluation. This descriptive qualitative study is chiefly aimed to analyze the types and causes of errors that were made by the subject of this study on their spoken recount text. In this errors analysis of the students' spoken recount text, error classification by Hendrickson (1983) and causes of error by James in Ellis (2005) are implemented to analyze and describe the errors and their causes. The spoken language data bring the researcher into recording and transcribing the students' spoken recount text before analysis takes place to gain the data of this error analysis study. Theory of qualitative data proposed by Ary (2010) is implemented in analyzing the data of this study. The researcher found very many errors from the entire spoken recount texts. The errors are mostly occurred in morphology, then phonology. Lexicon and syntax are rarely occurred in the students' spoken recount text. Morphological errors mostly occur in tense and plural markers. Misanalysis of the structure rules and lack of consciousness of applying them in oral communication mostly caused those errors occurred. Key words: error analysis, speaking skill, recount text, bilingual class, eighth graders. INTRODUCTION The very heart of using foreign language is able to speak the foreign language (Luoma, 2004). English has been included into the Indonesian education curriculum and taught since Elementary School level and recently young learners are also introduced to English in early age such as in Preschool class. The spoken form has been regarded as the primary form of language (Vachek, 1973 in Hughes, 2002). In fact, oral or written language produced by learners (Ellis, 2005:4) has the same purpose that is as means of communication. In addition, the main point of producing a language is that the speakers or the writers can extend any information they want to share using the senses they have. Learning language and constructing learner strategies (Wenden et al, 1987) are executed by the children through the instruction of the teacher inside the classroom as the continuation of childhood developmental phase in constructing language. Language learners will be curious about the language they are learning (McKay, 2006), so they are willing to accept any feedback that will upgrade their language knowledge. Then they will get into the evaluation part of learning language and the students will be able to use words and phrases fluently without very much conscious thought (Harmer, 2007). It seems rather peculiar to evaluate the students' oral language by showing the errors they have made rather than the right one (Ellis, 1997). Students' oral language is produced by the students naturally as the language features they have learned. Showing the error then noticing the right one will help the students to revise the students' misunderstanding about a certain language feature then their language learning could develop gradually over the time. Yet, to show the students' errors should be extended by the teacher as wise as possible. Ellis (1997) defines the error as reflection of learner's knowledge and it occurs because the learner does not know the correct one. Lack of language knowledge such as pronunciation, accents, words use, vocabulary, and structure can be addressed to the students because of their error occurred. Therefore, they will learn this language knowledge gradually over the time. It means that the students will get their errors at the early moment of learning a new knowledge of a language lesson. Referring to the new lesson of the students in formal language learning level, recount and descriptive text are the new genres text for the 8th graders as in the Basic Competence of Junior High School students in speaking skill of the Badan Standar Nasional Pendidikan (BSNP), 2006. Giving information and sharing an account of what happened is the definition of the recount as the typical genre of Derewianka, 1992 in McKay, 2006. Giving and sharing an account of what happened to each of the students would be a fair topic of this error analysis study. Because, they will tell what in their mind using the represent words, phrase, and sentence rather than describing something because, they are going to have opportunities to cheat their friends' words and it will limit their language knowledge. The spoken recount will refer to one of the genre texts for the 8th graders of Junior High School but it will be extended in the form of oral language not in written form. Based on the Basic Competence of Junior High School students in speaking skill of the BSNP, 2006 recount text is one of the genre texts that should be learned by the 8th graders as a new lesson because it is oriented in the first semester and they do not learn this text at the previous grade. Therefore, the new thing for the students will turn up the error of producing oral language. Therefore, they will be able to evaluate and revise their errors by knowing the errors they have made which are going to be the main data of this spoken recount text analysis study. The students will learn such text in the next semester. Thus, it is important to strengthen their language feature of recount text as oral language foundation. Different skill was analyzed in this study than others that differentiate the following error analysis study. Related to error analysis study, Prastiwi (2013) conducted a written error analysis of the eight graders on the problems of students' competence in writing recount text in terms of its content and organization. In addition, the result of this study is that the content and organization of recount composition written by the 8th graders was categorized into average level. Therefore, this error analysis study is different from others error analysis studies that are mostly conducted in analyzing written language of the students. This error analysis study is chiefly aimed to analyze the errors and their causes that are found in spoken recount text made by the 8th graders of bilingual class at SMP Negeri 1 Babat. The students or the error maker will obtain more luck from this error analysis study because they will know and realize the error they have made when they are learning a new material. Being shown the error they have made sometimes will be brought up next to their mind so that they will be aware of having the similar errors. They will be noticeable about the language features as well and it will possibly help the students to self-correct the errors they have made (Ellis, 1997). Teacher is another one who will obtain the luck from this study; the errors known will be the reflection of some aspects of the teacher that they could be attributed to. For example, the teaching method, practice frequency, pronunciation, production, etc. He or she will know the measurement of the speaking skill mastered by the students from the errors they have made. The teacher will know which material should be emphasized in language teaching activity to cover the errors of the students in speaking skill particularly in spoken recount and recount text. METHOD In this study, the researcher used descriptive qualitative research. The researcher tried to describe and explain the students' spoken recount error objectively and naturally as it existed. The data which are described by the researcher were taken from the students' spoken recount text made by the 8th graders of bilingual class at SMP Negeri 1 Babat. The data of this study are in the form of words. Therefore, the researcher applied qualitative method where qualitative data are in the form of words or picture rather than numbers and statistics (Ary, 2010). The steps underwent by the researcher are collecting the students' spoken recount data then transcribing them into written words. After that, the researcher organized and analyzed the error made by the students. Finally, the researcher extended the error analysis study of the spoken recount in the form of words as the result of this study. In addition, there was no any treatment given to the subjects of this study. The subjects of this study are the 8th graders of bilingual class at SMP Negeri 1 Babat and the researcher chose the A cluster. The researcher chose the 8th graders because they are learning recount text particularly in the first semester and will be continued to the next semester so this grade is the appropriate one to be the subjects of this study. Therefore, the researcher would like to know the errors that usually occur in students' speaking. Ellis (2005) stated that the primary data of oral analysis are the recording of talk. The transcripts of the recording are not the data, but rather a representation of the data. However, the transcript and the recordings should be used together during the analysis. Data of this study are the errors which are found in the students' speaking performance and the motives of the students for doing those errors. In analyzing the students' spoken recount text, the researcher used the theory of Hendrickson (1983). The data source of this error analysis study is the spoken recount text performance made by the bilingual class of the 8th graders at SMP Negeri 1 Babat and the representation of the primary data are the transcript of the spoken recount text recording. The research instruments in this study were used to gain the answer of the research questions. In this study, the researcher used two instruments. The primary instrument used in qualitative research is the researcher himself (Ary, 2010). In fact, the researcher conducted the research, collected data until analyzed the data of the study by himself. So the researcher is the primary instrument of this study that is used to answer the first and second research question. To support the primary instrument gained the data, the researcher used a recording as a tool of instrument because the form of the primary data is in the form of audio recording. Audio recording is now widely used to show the language use occur naturally (Ellis et al, 2005). There are three principle methods of collecting sample, they are: (1). Pencil and paper; (2). Audio recording; (3). Video recording (Ellis et al, 2005). In this study, the researcher used the audio recording because the data of this study are in the form of spoken data. Therefore, the first step done by the researcher was recording the spoken recount text made by the bilingual class of the 8th graders at SMP Negeri 1 Babat. After recording the students' spoken recount text, the researcher transcribed the recording into written transcription to ease the researcher in analyzing the students' spoken recount text to find the type of errors. The recording perhaps eases an analysis to go back to the oral performance repeatedly. It helps to ensure that the transcription is detailed and accurate (Ellis et al, 2005). The next step is analyzing the students' spoken recount text through their transcription. The theory of Hendrickson (1983) was used to classify the students' errors found in their spoken performance. By classifying the categories of errors, the researcher will be able to construct the open questionnaire that was used to know the motives of the students for doing those errors. Then the researcher described the data systematically to get the best understanding based on the research questions. There are some theories which define the stages of qualitative data analysis, for instance, Cresswell (2007), Marshall and Roshman (2006), Maxwell (2005), Wolcott (1994), and Ary (2010). Moreover, they have different stages that should be done by the qualitative researcher in analyzing data. In this study, the researcher applied the theory of qualitative data analysis by Ary et al (2010) that consists of familiarizing-organizing, coding-reducing, and interpreting-representing. Familiarizing and organizing is the first stage of analyzing data of this study. In this study, the researcher familiarized himself with the data (Ary, 2010). Listening repeatedly is one way to familiarize with the data because the data of this study are in the form of spoken data. To ease the researcher, he made the transcription of the recording. After being familiar with the data, the researcher organized the data so that the researcher is capable of analyzing the data through the next stage. The second stage is coding and reducing. Coding itself is not to sum but to break apart the data (Ary, 2010). In this stage, the researcher coded the students' spoken recount transcriptions to separate the data based on the coding. In addition, this was used to ease the researcher in analyzing the error of each student's spoken transcription. After being coded and analyzed in detail based on the theory used, the data were then coded in larger coding. The large code is the part where the students' spoken transcription put into three codes based on the content and the errors found. Excellent, good, and poor are the codes used to divide the data into large group and each group will be represented by certain data to be presented in the finding and discussion part. In this stage, unfortunately the researcher did not reduce any data that had been collected because the researcher intentionally analyzed all the students' spoken recount text transcription. The last stage is interpreting and representing. Ary (2010) stated that interpretation is about emerging the meaning, telling whatever it exists, providing an explanation and developing the reasonable explanations. To interpret the data, the researcher used the theory of error analysis as the set of rule so that the researcher is able to interpret them in detail. In addition, this interpretation will be understandable by the availability of the visual representation of the data. The researcher used the table to explain the errors found in detail and chart to show the percentage of the error frequencies or amount. RESULT AND DISCUSSION After recording the spoken recount text then the researcher transcribed them into words with normal orthography supported with codes that are used to represent the data representation as it is existed. In analyzing the data, the researcher implemented familiarizing-organizing and coding-reducing theory of qualitative data analysis by Ari et al (2010). In this chapter, the researcher implemented the interpreting-representing stage of this theory. The entire errors that are found by the researcher occurred in each error linguistic proposed by Hendrickson (1983). After classifying the errors, the researcher found that the local errors found mostly occurred in morphology, phonology, syntax, and lexicon. While the global errors found by the researcher mostly occurred in lexicon, syntax, and morphology. In addition, the researcher did not find any global errors that occurred in phonology. Type of errors Number of local errors Number of global errors Lexicon 55 5 Syntax 63 2 Morphology 150 1 Phonology 95 - Total 363 8 Interlingual errors are caused by the mother tongue interference in learning either second or foreign language. This interference probably gives not only positive but also negative effects that is commonly called transfer. Ellis (1997) stated that facilitation given by the first language in learning second language is positive transfer. While negative transfer is the first language role as the source of errors. In this study, the researcher found so many negative transfer cases where most of the entire students' spoken recount texts were composed and spoken by applying the first language structure rather than the English structure. Interlingual errors in this study occurred in lexicon, syntax, morphology and phonology in particular as the speech of the language learner that contains the characteristic of transfer in its pronunciation and intonation pattern. The errors that were caused by interlingual are mostly occurred in morphology, phonology, syntax and lexicon. To be exact, the entire errors found in spoken recount text made by the subject of this study are assumed as interlingual errors. As Ellis (1997) stated that transfer is common in second language learners' speech. The second major in explaining errors is intralingual. This major reflects the universal process of learning strategy applied by the learners (Ellis, 1997). The intralingual consists of false analogy, misanalysis, incomplete rule application, exploiting redundancy, overlooking co-occurrence restriction, and system-simplification (James, 1998 in Ellis, 1997). Each error made by the students may have more than one cause (Tarone, 2009). Therefore, the researcher found some errors that have more than one cause that will increase the number of cause of error than the errors itself. The researcher found fewer errors that are caused by the intralingual errors than others that are caused by interlingual. These because of the phonological errors are completely caused by interlingual. An error made by the students that is caused by the system-simplification is rarely occurred among the whole of errors. The cause of this error occurs is when the students simplified the rule of the system in English to communicate rather than use the complete one. In false analogy or a kind of overgeneralization error that are caused by the students' false analogy is higher than system simplification. This false analogy mostly occurs in incorrect chosen words where the speaker or the subject thought it was correct. For example, the subject prefers to use long to show the distance rather than far. Literally, those words have different meaning, but the subject's analogy call it same or similar. The subjects also overgeneralized forms that they have found to be easy to learn and process (Ellis, 1997). The use of 'eated' in the place of 'ate', for instance. The errors of overlooking co-occurrence are in same level as the false analogy errors. The errors caused by overlooking occur in inappropriate words chosen who have similar meaning with others but have different collocation. For example, one of the subjects used 'fourteen p.m.' in place of 'two p.m.'. The researcher found higher errors that are caused by incomplete rule application than the previous ones. Incomplete rule application occurs in inappropriate rules applied by the students. They prefer to restructure the grammatical systems with their own as Ellis (1997) stated that restructuring grammatical rules is prevalent in second language acquisition. Word order errors are mostly caused by the incomplete rule application where the students mentioned the part of speech component of a sentence, but they arranged it in the wrong arrangement that trespassing the grammatical rules of English language in particular. From the entire errors caused by incomplete rule application are mostly occurred in word order. Errors that are caused by exploiting redundancy often occurred in students' spoken recount text. James in Ellis (1997) stated that exploiting redundancy is leaving the grammatical features that do not contribute to the meaning of an utterance, for example, omitting –s in verbs of third person singular. The same case also occurs in plural markers and possessive adjectives errors where most of the students leave the –s in plural markers and –'s in possessive adjective. Learners find difficulties of speaking in full sentences so they often leave the words. In second language acquisition, this case is called propositional simplification that happens in the early second language learner speech (Ellis, 1997). Most of errors found in students' spoken recount text are caused by misanalysis. The errors that are caused by misanalysis mostly occurred in verbs and tense markers. The presence, absence, and inappropriateness of verbs are the consideration of the verb errors that are caused by misanalysis. While inappropriate form of verbs is the consideration of the tense marker errors, for example, the use of present participle verb in past tense verb. CONCLUSION AND SUGGESTIONS Conclusion The researcher found that the entire bilingual students made errors in their spoken recount text. From entire spoken recount texts made by each student of bilingual class, the errors are mostly occurred in morphology, phonology, syntax, and lexicon. The errors of lexicon are mostly occurred in verbs, noun, and adverb. And errors of adjective are rarely occurred. Therefore, from the whole errors of lexicon are mostly occurred in preposition, possessive adjective, articles, word order. Moreover, errors in syntactic class, modals, conjunction, and demonstrative adjective are rarely occurred. The errors of phonology occurred in mispronunciation entirely. Moreover, most of errors found by the researcher occurred in morphology and tense markers are dominants than plural and negative markers. The causes of the errors made by the students were concerned in the second research question of this study. The researcher found that errors made by the bilingual students are dominantly caused by the interlingual errors or the mother tongue interference. The researcher also found fewer errors that are caused by the intralingual errors than interlingual. System simplification rarely caused the production of errors found in intralingual. False analogy and overlooking co-occurrence caused errors production more than system simplification. In addition, the entire errors are mostly caused by misanalysis, exploiting redundancy, and incomplete rule application. Based on the result of this error analysis on the spoken recount text made by the bilingual students, the researcher concluded that the students' speaking ability is weak. It is reflected from the number of errors found by the researcher. On one hand, the advanced number of errors that is caused by the interlingual errors is possible because English language in the students' point of view is a foreign language that is implemented as the medium language in teaching and learning activity in bilingual class. Moreover, they should be aware of the interlingual errors so that they are not in fossilization (Ellis, 1997). In fact, the descending of students' consciousness and awareness in implementing grammatical rules in spoken language to turn up the readers' comprehension toward the content of the spoken recount text affected the errors production in their spoken language. Suggestions After conducting an error analysis on the students' spoken recount text and resulting the finding as above, the researcher suggests not only the teacher but also the students. In fact, the students made very many errors in their spoken recount then the teacher should evaluate the errors found so that the students are able to learn from their errors. From the teacher's evaluation, the students will be able to develop their language capability gradually, especially in speaking ability. The teacher should also emphasize the material where the errors occurred, it could be in the form of review or discussion. Moreover, the teacher should motivate the students to be aware of the grammar rules in speaking and to have self-consciousness in practicing English. Meanwhile, the researcher suggests the students to be able to learn the errors that they have made so that they could enhance their own language ability gradually. Then they also should raise their awareness and consciousness in implementing grammar rules in communication as well to turn up the readers' comprehension, on behalf of bilingual class tittle that requires them so that they are able to use English and Bahasa as means of oral and written communication. REFERENCES Ary, D., Jacobs, L. C., & Sorensen, C. K. (2010). Introduction to Research inEducation (8 ed.). Wadsworth: Cengage Learning. Beeby, C. E. (1979). Indonesian Education, an Experiment in Assessment. Willington: Oxford University Press. Brown, G., & Yule, G. (1983). Teaching the Spoken Language. New York: Cambridge University Press. Brown, H. D. (2000). Principles of Language Learning and Teaching (4 ed.). White Plains: Longman. Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press. Ellis, R. (2008). The Study of Second Language Acquisition (2 ed.). New York: Oxford University Press. Ellis, R., & Barkhuizen, G. (2005). Analysing Learner Language. Chennai: Oxford University Press. Harashima, H. D. (2006). An Error Analysis of the Speech of an Experienced Japanase Learner of English. (6), 37-58. Harmer, J. (2007a). How to Teach English. Harlow: Pearson. Harmer, J. (2007b). The Practice of English Language Teaching (4 ed.). Harlow: Pearson. Hendrickson, J. (1983). Error Analysis and Error Correction in Language Teaching. Tanglin: Seamo Regional Language Center. Hughes, R. (2002). Teaching and Researching Speaking. Harlow: Pearson Education. James, C. (1998). Errors in Language Learning and Use Exploring Error Analysis. Harlow: Longman. Kemendiknas. (2006). Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah. Jakarta: Badan Standar Nasional Pendidikan. Luoma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press. McKay, P. (2006). Assessing Young Language Learners. Cambridge: Cambridge University Press. Prastiwi, A. (2013). A Study of Content and Organization Produced by the Eight Grade Students of SMP Negeri 1 Kudu Jombang in Writing Recount Text. Bachelor Degree, State University of Surabaya, Surabaya. Ramli, D. (2013). An Analysis on Students' Errors in Writing Recount Text. Research Journal. Richard, J. C. (1974). Error Analysis: perspective on second langauge acquisition. London: Longman. Santrock, W.J. (2008). Psikologi Pendidikan (2 ed.). Jakarta: Kencana. Schrampfer, A. B. (1991). Undertsanding and Using English Grammar (3 ed.). New York: Pearson Education. Secretariat, L. (2012). Engaging in and Exploring Recount Writing. Adelaide: Government of South Australia. Sobur, Alex. (2011). Psikologi Umum Dalam Lintasan Sejarah. Bandung: Pustaka Setia. Tarone, E., Swierzbin, B. (2009). Exploring Learner Language Oxford: Oxford University Press. Wenden, A., & Rubin, J. (1987). Learner Strategies in Language Learning. Hemel Hempstead: Prentice Hall International. Zakiah, N. (2012). Grammatical Error Analysis in Recount Text Made by the Eight Graders of SMP Negeri 1 Mojosari. Bachelor Degree, State University of Surabaya, Surabaya.

Ashland, Oregon is a smart little community nestled in the foothills of the Siskiyou Mountains about 20 minutes north of the California border. Home to Southern Oregon University and host to the yearly Shakespeare Festival, Ashland is one of those places both progressive and picturesque that often occupies a top spot on waiting-room magazines' "Best Small Towns" or "Best Places to Retire" lists. It's got a walkable business district with cozy fine-dining bistros, new-age book shops and old-school hotels. It's got the requisite breathtaking views—Oregon's famed firs snake up and down steep, mist-laden hills to the east and west. It's got equal parts West-Coast hippie charm and urbane artiness, but it still retains the ruddy feel of the Northwest wilderness. Less well-known is the fact that Ashland is home to the Church of the Holy Light of the Queen, the unofficial base in the United States for a growing alternative religion called Santo Daime. With origins in the Brazilian Amazon, Santo Daime would attract little attention if not for one fact: worshipers drink ayahuasca, an imported jungle brew that contains dimethyltryptamine, or DMT, a highly potent hallucinogen. DMT can cause intense dissociation—the feeling that you've left your body—and everything from excruciating horror to intense euphoria. It's often associated with the near-death experience; some scientists postulate that the human brain contains otherwise dormant amounts of the psychedelic compound, and it releases that cache when your mind thinks it's done for. Ayahuasca contains DMT and is used widely by various shamans and tribes in the Amazon, where it's known as yage, hoasca, or La Purga ("the purge"). Santo Daime's followers, the Daimestas, refer to ayahuasca as Daime Tea, and they drink it as their one and only sacrament. The DMT-packed tea is the cornerstone of their religion and all church functions. DMT is also listed by the U.S. DEA as a Schedule-I substance, the department's strictest classification. Ashland's Church of the Holy Light of the Queen was founded by Padrinho ("Godfather" in Portuguese) Jonathan Goldman, an ebullient yet laid-back former Boston acupuncturist with a working-class, midwestern Jewish upbringing and a lifelong intuition for battling the status quo. Goldman, his family and his church have been under fire from the DEA since the church formed and started hosting underground Santo Daime rituals in Ashland in 1993. Police stormed Goldman's house in a 1999 raid, and they arrested him and effectively shut down the church. He responded by filing a lawsuit against the federal government, seeking a religious freedom exemption from the Controlled Substances Act. Nine years later, Ashland's Daimestas prevailed in an Oregon district court, and they've been drinking Daime Tea with impunity since March 2009. Daime Tea is an entheogen—a substance meant purely for spiritual and psychotherapeutic purposes. The Daimestas say it's something everyone should be allowed to have. They believe it grants direct access to the divine and can lead to life-changing insights and sustained happiness. I wondered, is there any real spiritual healing going on here, or are the Daimestas just futzing around with an acute psychedelic for kicks? Just who are these people anyway, and do they believe there's a real connection between God and drugs? After learning of these strange folks, I had to take a trip to Ashland to find out the answers. *** The way Santo Daime's doctrine works is simple: the religion is open to anyone who shows interest. So one day last fall I wrote to Goldman and asked if I could come to Ashland and observe the church's members doing whatever it is they do. It was weeks before I heard back. Goldman informed me that he would be open to a story, but under one condition: I had to attend a church service, which he called a "work." And not as an observer. As a participant. He instructed me to set up an interview with someone named John Seligman, a fellow Daime expert and the chief screener of new church applicants. Seligman sent me a Goldman-penned introduction to the Daime, a blank medical waiver and a note scheduling my interview for early January. I read the airy introduction, scratched my head and called Goldman for some basic background. He said the work would involve a kind of dancing that puts participants in a trance state of "active meditation." Add in the Daime Tea, which he called a "super-powerful, altering, natural substance," and you've got a shortcut—a very intense, demanding shortcut—to profound spiritual vision. "What the Daime offers is a direct experience that is only reserved for mystics," Goldman said. That sounded alright, but I wanted some objective information on the strange psychedelic brew I was about to swallow. Not surprisingly, dredging up coherent accounts about ayahuasca isn't easy. And, as with most substances of its ilk, user experience varies wildly from person to person. Take The Yage Letters, for instance, a tortuous, fragmented tale about Burroughs' and Ginsberg's frustrating quests for the drink in South and Central America. Ginsberg wrote of a pleasant (if bizarre) first ayahuasca experience, where he peered "at a mystery" through a "big black hole of God-Nose." His next trip, however, was all vomiting and horrifying snake hallucinations. "I was frightened," he complained, "and simply lay there with wave after wave of death-fear rolling over me till I could hardly stand it." And his final summation of ayahuasca doesn't quite read like a ringing endorsement: "I am afraid of some real madness, a Changed Universe permanently changed." By the time January came around, I had decided the short version was twofold: the Daime would be very intense and demanding yet simple and beautiful. And I might puke my guts out. So I headed north through the flatlands and into the mountains on Interstate 5. The sun shone through the thickly misty sky like an incandescent silver dollar, and I wondered if I might soon be tripping with the angels, talking to God and driving back home as a mystic. *** My orientation was set for the morning of the work. It was a damp, snowy Saturday when I arrived at the church's headquarters, a nondescript, street-level office space at the end of a short commercial strip. I knocked on a door marked with a Star of David festooned with birds and circles and a glowing, double-beamed cross in the center. Seligman appeared and beckoned me in, instructing me to take off my shoes. He looked a little disheveled, sporting ragged, paint-splattered pants and a day or two of stubble on his face, with eyebrows like miniature scouring pads and a chunk of gray tufts protruding from either side of his head. Other than the strangeness of his eerie calm and a clear, steady look in his eye—qualities I later noticed were present in all the Daimestas I would meet—he struck me as a pretty benign guy. "Welcome, Alex," he said. We shook hands and sat down on folding chairs at an altar shaped like a six-pointed star. A certain degree of anonymity is important to the Daimestas, so rather than engaging me in a lot of small talk, Seligman merely closed his eyes. We sat for a few minutes in silent meditation. Then, Seligman opened his heavy-lidded eyes and in a half-whispered tone declared the room we were sitting in a "sacred space." In a slow, considered way, Seligman began by explaining the basics. This particular work would be an important one, a celebration of Three Kings Day, which sounded familiar to me from having grown up Catholic (although all I remembered was that it had something to do with Christmas). For this work, we'd be singing the entirety of a 128-song hymnbook in Portuguese and dancing for up to 12 hours. And every two hours, we'd be drinking another swig of Daime Tea. Once the work started, Seligman said, what I could expect and what would be expected of me would include the following: maintaining vibrational cohesiveness and harmony through music and dancing. holding the current. creating a bridge. allowing celestial energies to come down through the altar metaphorically and actually. and holding a sacred communion both private and communal with divine guides. What the hell was this man talking about? Seligman's soothing voice and nebulous syntax only amplified my anxiety. I was starting to feel pretty awkward. As his exposition on something about divine entities ground to a halt, I was thinking about weaseling out. Maybe I could fail the interview. "Having strangers come in—it doesn't distract from the energy, the current, at all?" I asked in a loud, abrupt voice. Seligman smiled calmly and watched me squirm. I wasn't getting away that easily. "There are no visitors," he said. "Everybody's a participant." He explained to me that all are guaranteed a protective and nurturing environment, a container to process the unpredictable and often demanding revelations brought forth by drinking Daime Tea. The container provides the proper setting, as I imagined Timothy Leary might put it, for the revelations, which may send me on a brutal ride through latent emotional traumas and truths. "Throwing up may be part of that," Seligman said. "What we allow—this container that we create—is to process it. There's an invitation. It's not expected of you, but if it comes up, we are holding space for you to move through that. We invite you to cry. We are there to help." Really? I was about to spend twelve hours in the divine container with a bunch of caterwauling strangers, feet sore, sobbing, puking, and high on DMT the whole time? "About the tea," I said, trying to maintain a tone of composure. "What if it's not working out for me and I'm having a bad time of it after the first drink? Could I skip the next go-round?" "The answer is yes," Seligman replied. "But the answer is also no." It would all be up to the divine guides. "If you feel like you're gonna die," he assured me, "sit back down, close your eyes and breathe." To stall the onset of total panic, I focused on picking out and memorizing the practical rules Seligman was laying out. If I wanted to get out of the dancing line and go sit down or vomit, I should do so only between hymns. If I wanted to go outside and "take a leak or commune with a tree," I had to let a guardian at the door know about it. I was not to cross my arms or legs at any time during the work. And I had to dress in all white. That sounded eerily cultish to me. I looked down at my unwashed, cream-colored jeans. "These alright?" I asked. Seligman scoffed and shook his head. "They're dirty. It's important that you be clean." He grabbed a pencil and drew me a map to the local paint store, where I could get a nice, crisp, brilliantly colorless pair of painter's pants—ones pleasing to the divine guides, who might otherwise be bummed if I didn't show up looking as pure as a virgin bride on her wedding day. He handed me the map and a packet with more rules, guidelines and a massive list of drugs, medications and foods to avoid. I sat down at a desk and for the second time filled out the medical waiver, a three-page affair that I had of course forgotten to bring with me. I was not taking any antidepressants. Check. Never been hospitalized for psychological problems. Check. "Is there anything else about your physical or emotional status of which we should be made aware?" I guess not. I signed my name at the bottom of the last page, indemnifying the church from any nausea, diarrhea or "mental changes" I might suffer as a result of the work, and I promised to take full personal responsibility for "whatever may occur, anticipated or unanticipated." And with that, my orientation was complete. "I'm very glad you came," Seligman said. He stuck my papers into a file and sent me out the door. *** Later that day, I met my sponsor, Maleko Dawnchild, at his ex-girlfriend's parents' house, where he was living temporarily. It was a comfortable, normal suburban two-story on an Ashland cul-de-sac. Dawnchild answered the door shirtless and in loose-fitting pajama pants. I had caught him in the middle of a stretching session. "This is gonna be a good work," he said, wide-eyed and smiling. As Dawnchild limbered up on a yoga mat in the middle of the living room, he told me about how he first discovered the Daime in Hawaii—he went there after tiring of his hard-partying life as a model in Los Angeles. Then he got up and ran to the kitchen, where he slammed a kale smoothie. He sprinted upstairs to change and descended in a snappy white suit with a gold star pinned on the lapel. We were ready for the work. Dawnchild and I drove about 10 miles outside of town and navigated a winding, unpaved path through the wilderness until we finally made it to our destination. It was Goldman's hillside property, on which he had built a salão, a round, domed building where the church's works are held. It was nestled in the woods right behind Goldman's house. Men in white suits and black ties emerged from cars with women wearing tiara-like crowns and long, white dresses with green strips of fabric that formed a "y" across their chests. They looked like girl scouts. People of all ages kept arriving, hugging each other and saying hello, until the salão was almost full, with almost 60 white-clad worshipers crammed into the building. Then all of us lined up three rows deep around an altar just like the one in Seligman's office, men on one side and women on the other. Goldman arrived to begin the service with armloads of Daime Tea in big jugs. We said a couple Hail Marys and Our Fathers. Then, just as I had every week for years when I was a Catholic schoolboy, I got in line for the sacrament. Except this time, it wasn't the communion wafer and sip of wine I was waiting for. It was Daime Tea. As I watched Daimestas who were in line in front of me walk past with empty double-shot-sized glasses and scrunched-up faces, I desperately forced thoughts of Jonestown out of my mind. It was my turn. I approached the guardian, who was holding a glass at eye level and gazing at the mahogany broth inside. He offered it to me. I took the glass, closed my eyes and gulped down the tea. It was thick and boasted major overtones of chewing tobacco, licorice, Listerine and dirt. I felt a mild wave of calm—but that was it. Everyone returned to formation around the altar, and thus began the work. We opened our hymnbooks and started to sing the hinarios, hymns written by Afro-Portuguese rubber plantation worker Raimundo Irineu Serra, who founded Santo Daime in the 1930s. The songs were about God, heartbreak and happiness. Men with shakers kept the rhythm. Everyone sang, and I mumbled and stepped on my feet in the back row until I finally picked up on it, shuffling three steps to the left, pivoting, and shuffling three steps to the right. This went on for a good hour and a half, with pauses between songs during which Goldman would incant various thanksgivings ("Viva Santo Daime!"). The whole crowd would respond with a hearty "Viva!" Then it was time to drink tea again. Seligman was distributing the stuff this time, and he looked like a new man—cleaned up, freshly shaven and impressive in his crispy whites. He handed me the glass. "You startin' to feel it yet?" he asked me, winking. I nodded and downed the bitter brew. This seemed to be the effective dose, the one that really put us "in the power," as the Daimestas say—I would just say it got us fucked up. A few people got out of the dancing line to sit down and puke into plastic bowls, while guardians stood watch and cleaned up after them. Dawnchild, my sponsor, made shooing sounds, swayed like a gymnast warming up for floor exercises and snatched invisible flies out of the air. One woman sat on the floor with a sheet over her head and began to cry, and another went outside to wail and run around in the darkness. Goldman, reminiscent of Bill Murray in one of his younger, more charismatic roles, listed from side to side and bellowed out the hymns just a bit louder than anyone else. I looked up at the streamers and tinsel that stretched from the skylight at the top of the salão to the edges of the walls, and half the ceiling began to overlap with the other. I could feel the loud resonance of the acapella hymns, and I marveled at this whole room full of people moving in unison. It was at this point that I understood the appeal of this religion: it is primal rather than modern. It follows no dogma, nor does it promote proselytizing. It's based on simplicity, rhythm and synchronicity—just add drugs and music. The tea is basically fuel to keep people focused on singing and dancing as the primary activity, but they're also allowed to remove themselves for moments of personal therapy and expression while guardians keep an eye on them to ensure their safety. I glanced at the hymnbook in my hand and noticed that we were only about a quarter of the way through it, and I had one more realization: Santo Daime requires the sort of discipline that your average recreational drug enthusiast or thrill-seeker simply wouldn't have the patience to stick with. They don't call it a "work" for nothing. *** Jonathan Goldman is proud of what he's created. "I knew we would be involved in creating a legal sanction for the Daime to operate in the U.S.," he says. "We planned it from the beginning." It's the afternoon after the work, and Goldman is at home in a state of relaxed glory. Surrounded by countless indoor plants and an exhaustive array of icons from most major world religions, he reclines on a leather couch facing a massive picture window that frames a killer view of the Siskiyou Mountains. Padrinho Goldman considers himself a representative of the Daime ("the masters of the astral," he calls it), not to mention a shaman, a healer and a master of ceremonies. He says that when he established the Church of the Holy Light of the Queen in Ashland in 1993, he had a feeling he was going to "liberate the Daime." What Goldman didn't plan was what happened in 1999, when he received a shipment of Daime Tea that had been traced by federal authorities. When the tea arrived, so did Ashland police. They held guns on his family, ransacked his house and took him to jail. Goldman fought back, hiring a team of lawyers to sue the U.S. Department of Justice under President George W. Bush. The ten-year legal battle culminated in a March 2009 ruling by U.S. District Judge Owen Panner, who found that the government had indeed overreacted, substantially burdening the church's sincere exercise of its religion, and that the Department of Justice had failed to prove that the Controlled Substances Act should apply to these harmless, if somewhat out-there, Diamestas. And almost as if to fulfill the Padrinho's prophesy, Panner gave the church a pass under the Religious Freedom Restoration Act. It was an exceptionally rare exemption granted also to Native Americans for their use of peyote and more recently upheld (with some restrictions) by the U.S. Supreme Court for New Mexico's União do Vegetal (UDV), another Brazil-based, ayahuasca-sipping sect. The DEA's people aren't happy about Judge Panner's ruling, and the department is scrutinizing the church yet again. Goldman says the officials he's been dealing with don't think any district court judge has the power to grant exemptions to anyone for schedule-I substances. DEA Associate Chief Council Karen Richardson refused to comment on "ongoing litigation," but she confirmed in a letter that the department has indeed appealed Panner's decision in the Ninth Circuit Court. And a call to DEA spokesman Chris Jakim yielded little more than proof that Jakim knows how to do his job—the only information he'd offer in regards to the church specifically or ayahuasca in general was a reiteration of the DEA's party-line on schedule-I drugs. He said that DMT is not accepted for use by anyone in the medical field and that there's a high risk in the use of ayahuasca as medicine, as it's not done under professional supervision. In a way, Jakim has a point: The Diamestas aren't a bunch of doctors or psychiatrists. And for a lot of people, drinking ayahuasca is a psychotherapeutic procedure done in an attempt to heal some very serious psychic wounds. In fact, that was the context through which Goldman himself first discovered Daime Tea at the end of 1987; never a particularly spiritual man, he had been struggling for years with issues of guilt, self-hatred and repression, he says. Nothing was really working. He was miserable. His heart, he says, was a "stone peach pit." Then Goldman's psychotherapist took him and a group of former clients to Brazil. "He told me that if I went," Goldman says, "I'd have the equivalent of ten years of psychotherapy and ten years of meditation in one month by drinking this weird tea. I was like, 'Good deal. Let's go.'" Did it work? "Without Daime I'd be dead," Goldman says, "and if not dead, I'd be miserable, sick, neurotic, crazy, divorced, alone." He trails off before telling of his first psychoactive-aided healing. "We were dancing and singing all night," he says, "and I felt so sick and nauseous the whole time. Because of all this repression I had, I had so much to clean. And I was really arrogant and I was really controlling and I was slippery and I was smart so I could avoid the really deep stuff in me—and the Daime didn't allow any of that. It was the first force I met that was smarter, quicker, way more knowledgeable and way more wise than I was. So I was impressed." It is that very impressive promise of spiritual deep-cleaning that brings many to the fold. A number of Daimestas claim to have cured—or at least greatly alleviated—their addictions and neuroses by drinking Daime Tea, sometimes after only one session. And while the little medical research that's been done on ayahuasca drinkers seems to support their claims, the Daimestas at the church have no real way of knowing whether or not their inductees will benefit from the stuff or be driven mad by it; they rely largely on the honor system to drum out anyone for whom ayahuasca would be "inappropriate." "Their screenings are relatively superficial," UCLA Professor of Psychiatry Dr. Charles M. Grob says of Santo Daime. "These churches are not that thorough." In 1996, Grob studied Brazilian followers of UDV, whose adherents call ayahuasca "hoasca." In his report, "Human Psychopharmacology of Hoasca," he concludes that for members who had entered the UDV with issues ranging from alcoholism to depression, all disorders had indeed remitted without recurrence. Churchgoers were emphatic that they had undergone radical transformations of behavior and attitudes and that they were able to use ayahuasca to "eliminate their chronic anger, resentment, aggression and alienation," according to the report. But only in the proper context, and only for the right people. "With ayahuasca," Grob says, "you have a powerful means by which to achieve a transpersonal experience. But only if you do adequate screening and control conditions." Driving out to the woods to do something akin to an acid test in an attempt to overcome serious psychological troubles may be a dicey proposition. For instance, Grob says, if an ayahuasca neophyte has a latent, unknown family history of schizophrenia, he or she may have an "untoward reaction" to the DMT. That could mean anything from intense hallucinations to outright psychotic breaks. And if any aspiring Daimestas are less than forthcoming during the interview and don't disclose to Seligman that they're taking antidepressants, after quaffing the tea they may find themselves suffering from serotonin syndrome. That happens when the monoamine oxidase inhibitor (MAOI), the other active ingredient in the ayahuasca, interacts with the selective serotonin reuptake inhibitor (SSRI) component of the depression medication. Serotonin syndrome can lead to tremors, high fever and even death. "It's a medical crisis when it occurs," Grob says. These possibilities are ostensibly what's keeping the DEA sniffing around the church. But Goldman remains confident that the church's screening process and its guardian system provide the essential safeguards to ensure that a good time is had by all. He has a feeling the Diamestas will emerge victorious against any appeals. After all, there seems to be a demand for what he's offering. "Things have changed a lot," Goldman says of the time since the ruling. "Operating freely is a big deal, and our mission is starting to grow." Last year's 12-hour Three Kings Day work had drawn only about 30 worshipers. This year, Goldman says, the number had more than doubled. As for my own spiritual experience with DMT—it was alright. I may not have gotten lasting satisfaction or fulfillment from my first time drinking Daime Tea. I didn't throw up, see snakes or have a conversation with Christ. But I certainly enjoyed myself in the moment. I also gained an understanding of how spirituality can coexist in a very simple way with what is for all intents and purposes an intoxicant, and how that sensation can be so meaningful for so many people. Unless the DEA gets its way, more curious seekers like me will continue to make the pilgrimage to Goldman's church for a completely unique spiritual experience—and the Daimestas will be shouting "Viva!" with open arms for years to come.

MAY, 1900. ocThe Qettysbur Mercury CONTENTS Voices Around College 69 The Ivove of Nature as Por-trayed by Milton's Poetry 70 College Songs 79 Seen Through a Glass 80 A Reverie 83 Autobiography of a Silver Dollar 85 A College Friendship 90 Editor's Desk 93 Is Power in Debate Declining. 95 College L,ife Involves More than the Acquisition of Knowledge 100 Exchanges.'. 101 FAVOR THOSE WHO FAVOR US. For Fine- Printing go to Tk Jo E. Wilt Wgtiii M©«e CARLISLE ST. GETTYSBURG, PA. C. B. Kitzmiller Dealer in Hats, Caps, Boots and . Douglas Shoes GETTYSBURG, PA. 11 ELLIOTT Dealer In Hats, Caps, Shoes and. Gents' Furnishing Goods Corner Center Square and Carlisle Street GETTYSBURG, PA. EDGAR 5. MARTIN, ^CIGARS AND SMOKERS' ARTICLES. %}*** tj*^ \>^* Chambersburg St., Gettysburg. Like to learn Spanish ? An easy Ian- f guage to learn. " / HossfeXd's Spanish Method. Self-teaching. $1.00 / / Suanish-English,Engli8h-SpanishDiction'y, El.00 ' / /y Hossfeld's Italian Method, Self-teaching. 41.00 / jT Italian-English, English-Italian Dictionary. 81.00 / ' S Hossfeld's German Method. Self-teaching. $1.00 S/ S s German-English,Enplish-GermanDictionary.s%2.Q0 / / Hossfeld's French Method. Self-teaching. $1.00 f/ ' / French-English, English-French Dictionary. $2.00 /, X Brooks'1st Latin Book. £0 ct«. / * Latin-English, English-Latin Dictionary. $3.00 / / Brooks' 1st Greek Lessons. fiO cts. / Greek-English, English-Greek Dictionary, $3.00 // Literal Translation! of the ClassicB—Latin, /y Qxeek, German, French. Eighty-five volume*, X sold separately, 60 eta. each. Sendfor list. *S ELTTDS & NOBLE, Publishers •/ I4-S-1S-14 Cooper Inrtituto N.Y.City / SchooVbooJcs ofall pub-lishers at one store. orsome other language? i .THE. GETTYSBURG MERCURY. VOI,. IX. GETTYSBURG, PA., MAY, 1900. No. 3 VOICES AROUND COLLEGE. HEARD BY AN OLD GKAD. Bursts of merry laughter through the open doors As we pass reflective down the corridors— Sunny-faced Allegro, genius of the scene, Satisfy our wonder; say, what can this mean ? With spirits light and jolly We scatter melancholy, Helping our genial task with mirth and fun ; Fair wisdom seems the sweeter And toilsome hours are fleeter, And every trouble's ended ere it's half begun. Shouts for victor athletes on the level field, Cheers for strong endeavor on our ears have pealed ; Stout and agile fellows on this classic ground, Why profane these precincts with such boisterous sound ? With spirits strong and jolly We rout old melancholy, And help our genial task with sport and game ; Fair wisdom seems the sweeter, Her triumphs are completer, When bounding health and vigor thrill the frame, i Strains of music quiver on the evening air, All the sweet inventions aiding song are there ; Saint Cecilia tell us, hast thou chosen this Academic garden for thy bower of bliss ? With hearts attuned and jolly We banish melancholy, And mix our genial task with glee and song ; Fair wisdom seems the sweeter, Her cup with joy repleter, When her gentle sister Music fares along. 7° THE GETTYSBURG MERCURY. Hail, indulgent Mother, crowned with glorious years, This our boyish tumult thy loved name endears ! In the busy future oft shall Fancy deem That she hears it echo softly in her dream. With hearts aglow and jolly We scoff at melancholy ; Our genial task proceeds with mirth and cheer ; As Alma Mater listens, Her eye with feeling glistens, And her blessing falls upon her children dear. THE LOVE OF NATURE AS PORTRAYED BY MILTON'S POETRY. ROBERT D. CLARE, '00—GRAEF PRIZE ESSAY. " T TE who would not be frustrated in his hope to write well ■*• hereafter in laudable things ought himself to be a true poem." Thus wrote the youthful Milton as he stood upon the threshold of that wonderful career of literary activity, which not only made his age one of peculiar interest in the development of English literature, but also gave to our language at least one of its noblest masterpieces of poetic art. A poet is one who is himself a true poem. This definition might well stand for all ages as the highest and most beautiful conception of the real follower of the poetic art. It would not, however, possess for all the same meaning, inasmuch as it also involves a second definition of the poet's art, and its rightful province, about which there is a decided difference of opinion. In order that it may serve our present purpose, we must consider it in the light of what we know of the character and convictions of its author. To Milton the writing of poetry was a prophetic office, to be exercised by none save the most godly and consecrated. The true poet must, above all, be in perfect harmony with his poetry —"not presuming to sing high praises of heroic men or famous cities, unless he have in himself the experience and practice of all that is-praiseworthy." According to Milton, the three great con-stituents of the poetical nature were knowledge, virtue and reli-gion. Anyone not recognizing these constituents was not worthy the dignity of the office. It is to his conscientious adherence to this standard, probably more than to any other cause, that most of the adverse criticism which has been passed upon his poetry is i^Ml 7 THE GETTYSBURG MERCURY. 71 due. Some of his critics have been pleased to find fault with his treatment of natural phenomena on the grounds that it lacks fidelity, and does not conform to the generally accepted poetical standards. Were poetry what many of our later writers seem to think it is, merely an interpretation of natural phenomena, these criticisms would be in part just; but hi the realm of poetry there must be liberty both in the selecting of themes, and in the treat-ment of the same. Milton's non-conformance to general rules should not expose him to criticism. Poetry deals primarily with man and nature. The higher life, however, encompassing both man and nature, adds another object—God. Milton recognized this last object as constituting the most important of these three poetical entities. It was to none other than the Omnipotent himself that he looked for his greatest theme, as well as his inspiration. It was to his wondrous dealings with man, the second entity, that he looked for the sub-ject- matter for his great masterpiece. It was to nature that he looked for illustration, ornamentation and a suitable setting. In thus subordinating nature, Milton did not under-estimate its importance in the poetic art; but he rather exalted to an ex-ceptionally high degree the importance of the other two entities. Anftther explanation of this seeming neglect of nature may be found in the fact that Milton was not a man who could be content with worshiping or glorifying his Creator by a laudation of his works in verse, but, in true Puritan faith and simplicity, desired rather to draw near and commune with Him face to face. Iyet us now consider the second thought involved in the defini-tion, " A poet is one who is himself a true poem." According to Milton's conception, poetry is largely subjective. The agency of nature is by no means eliminated, but rather is limited to the implanting in the mind of the first forms for the imagination. Thus furnished with material drawn from nature's great store-house, the mind can create for itself not only landscapes of sur-passing beauty, but also worlds and starry systems. It is this subjective element which gives to Milton's poetry its most char-acteristic qualities. In the later years of our poet's life, when his sight failed him, and he was left with nothing but a fertile mind and a strong imaginative faculty, this element is particularly ap-parent in his writings. However, at no period of his literary activity was he disregardful of nature's teachings, or lacking in a 72 THE GETTYSBURG MERCURY. due appreciation of all her varied phenomena, as has sometimes been asserted. It must be borne in mind that Milton was a man of books, not a man of the field. Although open to impressions from the world of nature, he was not a naturalist, closely observ-ing for the sake of classification all natural phenomena. " He was not concerned to register the phenomena and facts of nature, but to convey the impressions they made upon a sensitive soul. The external forms of things are to be presented to us as trans-formed through the heart and mind of the poet."—Pattiso?i. We are now able to examine with some degree of intelligence and appreciation the works of this great poet, with a view to de-termining in a more or less perfect manner the character and ex-tent of his love for nature. For our present purpose a few quotations from his best productions must suffice, although the subject merits the most careful, deliberate and painstaking study. Were we to confine ourselves to a study of Milton's earlier poems, the most likely conclusion for us to reach with reference to the criticisms to which we have already referred, would be that they are entirely groundless. Throughout this splendid collec-tion of sonnets and weightier poems there is displayed a most exquisite taste for the beauties and charms of nature. To the devout mind of our poet, nature was the glorious handiwork of the almighty Creator, and contained many of his wonderful secrets. Regarding her in this light, he could not fail to be im-pressed by her subtle influences. However, as we have before implied, he was never guilty of worshiping nature to the neglect of the great First Cause—the divine Creator—Who was back of her. By Milton, nature was regarded as the poet's ever-ready and helpful handmaid. "Willingly," to quote from Emerson, "does she follow his steps with the rose and the violet, and bend her lines of grandeur and grace to the decoration of her darling child. Only let his thoughts be of equal scope, and the frame will suit the picture. A virtuous man is in unison with her works, and makes the central figure of the visible sphere. Homer, Pindar, Socrates, Phocian, associate themselves fitly in our memory with the whole geography and climate of Greece. The visible heavens and earth sympathize with Jesus. And in common life, whoso-ever has seen a person of powerful character and happy genius, will have remarked how easily he took all things along with him THE GETTYSBURG MERCURY. 73 —the persons, the opinions and the day—and nature became an-cillary to a man." To treat the great body of Milton's poetry in any save a very general way would be entirely beyond the scope and purpose of this essay; hence, we shall confine ourselves for the present to a brief consideration of only a few of the works of each of the two periods of poetic activity which we recognize in Milton's life. To the former period, extending from about 1625 to 1640, belong most of his shorter poems, among which special mention should be made of L/Allegro, II Peuseroso, Arcades, Comus, L,ycidas, and a number of sonnets. To the latter period, extending from about 1660 to the year of his death, 1674, belong Paradise L,ost, Paradise Regained and Samson Agonistes. Of the earlier poems, the companion pieces, 1,'Allegro and II Penseroso, L,ycidas and Comus, are richest in their natural beauty and freshness, although these qualities are by no means wanting in the other poems of the period, as may be seen from these beau-tiful lines from '' On a May Morning :'' " Now the bright morning- star, day's harbinger, Comes dancing- from the east; and leads with her The flowery May, who from her green lap throws The yellow cowslip and the pale primrose." We may search throughout the whole realm of poetry and find nothing to surpass 1/Allegro and II Penseroso in choice and faithful description of the many charms of country life. Although the poems are the expressions of opposite moods, they both fur-nish us with idealized rural scenes. Note the richness of natural description in these lines from I/Allegro : —" Right against the eastern gate, Where the great sun begins his state, Robed in flames and amber light, The clouds in thousand liveries dight; While the ploughman, near at hand, Whistles o'er the furrowed land, And the milkmaid singeth blithe, And the mower whets his scythe, And every shepherd tells his tale Under the hawthorn in the dale." That Milton was not impressed only by the great and magnifi-cent in nature is attested by many passages in his works. In II Penseroso not only the feathered songsters, but even the busy lit-tle bees, are included in his thought. ■ 74 THE GETTYSBURG MERCURY. " Sweet bird, that shunn'st the noise of folly, Most musical, most melancholy ! Thee, chantress, oft the woods among I woo, to hear thy even song'." * * * * * * * —" Hide me from day's garish eye, While the bee with honeyed thigh, That at her flowery work doth sing, And the waters murmuring, "With such consort as they keep, Entice the dewy-feathered sleep." In Lyridas, that superb creation of poetic art, we find the author, in his deep grief over the loss of his friend, giving life to the forms and forces of nature, and holding sad converse with them. "Yet once more, O ye laurels, and once more, Ye myrtles brown, with ivy never sere, I come to pluck your berries harsh and crude, And with forced fingers rude Shatter your leaves before the mellowing year." When he reverts to his boyhood companionship with Lycidas we find that it is inseparably associated with wild, free nature. " For we were nursed upon the self-same hill, Fed the same flock, by fountain, shade and rill; Together both, ere the high lawns appeared, Under the opening eyelids of the morn." As he proceeds in his plaintive song he fancies that not only the sorrowing shepherd—who is in fact himself—but nature, too, is lamenting over the loss of I,ycidas. "Thee, shepherd, thee, the woods and desert caves, With wild thyme and the gadding vine o'ergrown, And all their echoes mourn." In the whole range of pastoral poetry no more beautiful and lofty, yet exquisitely delicate, lines can be found than the follow-ing : " Ye valleys low, where the mild whispers use Of shades, and wanton winds, and gushing brooks, On whose fresh lap the swart star sparely looks, Throw hither all your quaint enamelled eyes, That on the green turf suck the honeyed showers, And purple all the ground with vernal flowers, Bring the rathe primrose that forsaken dies, The tufted crow-toe and the pale jessamine, The white pink and the pansy streaked with jet, THE GETTYSBURG MERCURY. 75 The glowing violet. The musk-rose, and the well-attired woodbine, With cowslips wan, that hang the pensive head, And every flower that sad embroidery wears, Bid amaranthus all his beauty shed, And daffodils fill their cups with tears, To strew the laureate hearse where Lycid lies." The sweet mournfulness with which the poem begins is sus-tained to the end. In this poem Milton reached the very acme of his genius. It is in this production that he reveals his true poetic nature, and it is for this reason that we have dwelt upon it at such great length. Of the remaining poems of this earlier period we shall say but little, having presented Lycidas as the representative work of Milton's genius at this period of his life. Although the Comus, as well as several of the other shorter poems and sonnets, abound in natural richness, time and space forbid a treatment of them in this essay. We now turn to the latter period of Milton's poetic activity— the period which gave to us that wonderful epic, Paradise I_ost. It is with ithis poem that we are chiefly concerned at present. Paradise Regained and Samson Agouistes, grand as they are, do not represent our poet at his best, having been written at the close of a life that had long before been cast into darkness—a darkness springing not only from destroyed vision, but also from increasing sorrow and disappointment. The question arises : What can be said of Milton's love for nature as portrayed in Paradise L,ost; was it diminished in in-tensity or different in character ? Before answering, let us con-sider certain circumstances which are inseparably connected with a proper treatment of this question. Milton was now an old man; years of domestic trials and political strife had left upon him their evil effects ; moreover, he was now blind. Conditions such as these surely are not conducive to poetical activity. Neverthe-less, Milton still had before him his great life's work, and would never rest'satisfied till it was accomplished. Paradise I A REVERIE. CHAS. W. WEISER, '01. I. There's a beauty in the spring-time, When the first warm rays beat down From the bright, blue sky in Heaven, Giving- life to all around ; When but here and there is seen Float a white and fleecy cloud, Like a dove the messag-e bringing:— "God is wisdom, God is love." II. When the trees in all their splendor Now are robed in living green; When the woods now crowned with glory Glimmer in the morning sheen ; As we tread with heart so blithesome Through each leafy, shady bower, In pursuit of fairest nature, Sauntering after rarest flower, We drink in her grandest blessing— Glorious sunshine, purest air. And in stumbling o'er the rock-beds, By the side of rippling stream, Suddenly there bursts upon us Charming, bright, and glorious scene. In the middle of the forest Basks a meadow in the sun, And down thro' its grassy pastures, 84 THE GETTYSBURG MERCURY. Waters fresh do gently run. On we saunter o'er the meadow Gently plucking- tender flowers, Finding there the grass—the blue-eyed- And the pretty yellow-star Looking upward in the sunlight, Pointing- upward to the sky. III. As the sparkling mountain torrent Flows into the muddy river, And the waters, swiftly flowing Soon are blended into one; So the scented breeze of springtime Soon is blended with the summer. Yes, the busy, humming summer With its fields of rip'ning- grain, And its clattering-, rattling reaper, With its band of busy men, With its red'ning, rip'ning- cherries Hanging- tempting on the trees, With its apples in the orchard, And the clover, and the bees. All are busy, all are bustling, Gathering- in a bounteous store, While the earth is full of blessing-s, Ere the harvest-time is o'er. IV. From the ants, the bees, the harvest, We may learn a lesson true :— The work is great, the time is short, In which we have to do. The moments lost, the time ill-spent Shall never come again ; But our deeds shall yield a harvest Which will give us joy or pain. V. Slowly creeping- in its course, Southward moves the summer's sun, Quietly o'er the mountain sneaking, With his sting-, Jack Frost has come. Soon the leaves are turned to crimson, And the fruit to golden brown, Nuts are ripened, quickly gathered, As they fall upon the ground. Fruit is plucked and corn is garnered, THE GETTYSBURG MERCURY. Everything- is gathered in, Leaves are falling, winds are blowing, And the winter now begins. VI. Wind is howling, snow is falling1, Fire's crackling loud within, Corn is popping, apples roasting, Merry chatter, laugh and din. All are snug and warm to-night While the earth is decked with white. 85 od style and at less cost than you can obtain same elsewhere. They are located among the mountains but their work is metropolitan. You can be convinced of this if you give them the opportunity. Mt. Holly Stationery and Printing Co. *SPRINGS, PA. H. S. BENNER, .DEALER IN. Groceries, Notions, Queensware, Glassware, Etc, Tobacco and Ggars. Yl CHAMBERSBURG ST. WE RECOMMEND THESE BUSINESS MEN. Pitzer House, (Temperance) JNO. E. PITZER, Prop. Rates $1.00 to $1.25 per day. Battlefield a specialty. Dinner and ride to all points of interest,including the tb ree days* fipht, $1.25. No. 127 Main Street. MUMPER & BENDER Furniture Cabinet Making, Picture Frames Beds, Springs, Mattresses, Etc. Baltimore St., GETTYSBURG, PA. You will find a full line of Pure Drugs and Fine Sta- People's Drug Store Prescriptions a Specialty. .GO TO. fjotel (Bettysburg, Barker Sfyop. Centre Square. B. M. SEFTON J. A. TAWNEY_^ Is ready to furnish Clubs and Bread, Rolls, Etc. At short notice and reasonable rates. Washington & Middle Sts., Gettysburg. XWYT. Tr*. rLnAnJ-LnHDJKT1, Successor to 8imoil j. Codori Dealer in Beef, Pork, Lamb, Veal, Sausage. Special rates to Clubs. York St., GETTYSBURG. Davib Croxd, Dealer in $'me (groceries anb Hotions «^c4Jork Street. .GO TO. CHAS. E. BARBEHENN, Barber In the Eagle Hotel, Cor. Main and Washing-ton Sts. YOHN BROS. Agents for the Keystone State, Waldo, Washbum, Groupner & Meyer. Highest Grade Mandolins, Guitars, Banjos, Mandollas and Mandocellos. Headquarters for Phonographs, Graphophones and supplies. Trimmings of every description. All sheet music one-half off. Large discounts on Books and studies. 326 Market St., Harrisburg, Pa. in-mmum n FAVOR THOSE WHO FAVOR US. Spalding's OFFICIAL Athletic Goods Officially adopted by the leading Colleges, Schools and Athletic Clubs of the Country. Every requisite ior Baseball, Football, Golf, Tennis, Athlet-ics, Gymnasium. Spalding's Offi-cial League Ball is the Official Ball of the Na-tional League and all the lead-ing college asso-ciations Handsome cata-logue of Athletic Sports free to any address. Spalding's Baseball Guide for 1900,10 cts. A. Q. SPALDING & BROS. New York Chicago ROWE. YOUR GROCER Carries Pull Line of Groceries, Canned Goods, Etc, Best Coal Oil and Brooms at most Reasonable Prices. OPPOSITE COLLEO.E CAMPUS. S. J. CODORL *# Druggists* Dealer in Drugs, Medicines, Toilet Articles, J> Stationery, Blank Books, Amateur Pho-tographic Supplies, Etc., Etc. BALTIMORE ST. R. H. CULP PAPER HANGER, Second Square, York Street. COLLEGE EMBLEMS. EMIL ZOTHE, ENGRAVER, DESIGNER AND MANUFACTURING JEWELER. 19 S. NINTH ST. PHILADELPHIA, PA. SPECIALTIES: Masonic Marks, Society Badges, College Buttons, Pius, Scarf Pins, Stick Pins and Athletic Prizes. All Goods ordered through A. N. Beau. To Repair Broken Arti-cles use Major's Cement Remember MAJOR'S RUBBER CEMENT, MAJOR'S LEATHER CEMENT. Meneely Bell Co. TROY, N. Y. MANUFACTURERS OF SUPERIOR BELLS The 2000 pound bell now ringing in the tower of Pennsylvania Col-lege was manufactured at this foundry. PATRONIZE OUR ADVERTISERS. The Pleased Customer Is not a stranger in our establish-ment— he's right at honie, you'll see him when you call. We have the materials to please fastidious men. J. D. LIPPY, Merchant Tailor 39 Chambersburg- St., Gettysburg-, Pa. G. E. SPANGLER, Dealer in Pianos, Organs, Music, Musical Instruments, Strings, Etc. YORK STREET, 1ST SQUARE. GETTYSBURG. L. D. Miller, GROCER Confectioner and Fruiterer. Ice Cream and Oysters in Season. 19 Main St. GETTYSBURG City Hotel Main St. Gettysburg. Jt Free 'Bus to and from all Trains Thirty seconds' walk from either depot Dinner with drive over field with four or more, $1.35 Rates $1.50 to $2.00 per day John E. Hughes, Prop. Capitol Cit£ Cafe Cor. Fourth and Market Sts. HARR1SBURG, PA. First-Class Rooms Furnished. Special Rates to Private Parties. Open Day and Night. European Plan. Eunch of All Kinds to Order at the Restaurant. ALDINGER'S CAPITOL CITY CAFE. POPULAR PRICES. CALL ON F. Mark Bream, The Carlisle Street Grocer Who always has on hand a full line of Fine Groceries. .Photographer. No. 3 Main St., OETTYSBURa, PENNA. Our new effects in Portraiture are equal to photos made anywhere, and at any price. I PATRONIZE OUR ADVERTISERS Kay$_eo, 140-142 Woodward Avenue DETROIT, MICH. Send for Catalogue and Price List. Manufacturers of High Grade Fraternity Emblems Fraternity Jewelry Fraternity Novelties Fraternity Stationary Fraternity Invitations Fraternity Announcements Fraternity Programs Special Designs on Application. MOTEL GETTYSBURG LIVERY GETTYSBURG, PA. LONG & HOLTZWORTN, Proprietors Apply at Office in the Motel for First-Class Guides and Teams THE BATTEFIELD A SPECIALTY TLhc Bolton Market Square Ibarrfeburg, ©a. Large and Convenient Sample Rooms. Passenger and Baggage Elevator. Electric Cars to and from Depot. Electric Light and Steam Heat. J. M. & M. S. BUTTERWORTH, Proprietors Special Rates for Commer-cial Men "EZ 1ST IMMER CUT ET WAS ZU WISSEN." These are the words of Goethe, the great German poet, and are as true in our day as when uttered. In these times of defective vision it is good to know something about eyes. A great deal has been learned about the value of glasses and their application since Goethe lived. Spectacle wearers have increased by thousands, while at the same time, persons losing their eyesight, have been greatly diminished. If your eyes trouble you in any way let me fell you the cause. Examination free and prices reasonable. We grind all our own lenses and fit the best lenses (no matter what anyone else has charged you) for $2.50 per pair and as cheap as SO cents per pair, or duplicate a broken lens if we have one-half or more of the old one, at a reasonable charge, returning same day received. .E. L. EGOLF. 807 and 809 North Third Street, HARRISBURG, PA. PATRONIZE OUR ADVERTISERS. ^entpol JJotel, ELIAS FISSEL, Prop. (Formerly of Globe Hotel) Baltimore Street, Gettysburg, Pa. Two doors from Court House. MODERN IMPROVEMENTS. Steam Heat, Electric Light and Call Bells all through the House. Closets and Bath Rooms on. Ever}- Floor. Sefton & Flem-ming's Ifivery is connected with this Hotel. Good Teams and Competent Guides for the Battlefield. Charges Moderate, Satisfaction Guaranteed. Rates $1.50 Per Day. GET A SKATE ON And send all your Soiled Einen to the Gettysburg Steam Laundry R. R. LONG, Prop. R. A. WONDERS, Corner Cigar Parlors. A full line of Cigars, Tobacco, Pipes, Etc. Scott's Corner, Opp. Eagle Hotel. GETTYSBURG, PA. y. Try My Choice Line of C High-Grade Chocolates L at 40c per lb. Always fresh at (a CHAS. H. McCLEARY J £ CarllsleSt.,OppositeW.M.R.R. 3 ^ Also Foreign and Domestic Fruits '/' Always on Hand. JOHN M. MINNIQH, Gonfeetionery, lee, -andIee Create Oysters Stewed and Fried. No. 17 BALTIMORE ST. BARBER SHOP@@ CHARLES C. SEFTON, Proprietor. .Baltimore Street. The place for Students to go. Only First-class Tonsorial Work. LIVERY ATTACHED. ESTABLISHED 1876 PENROSE MYERS, Watchmaker and Jeweler Gettysburg Souvenir Spoons, Col-lege Souvenir Spoons. NO. 10 BALTIMORE ST., GETTYSBURG, PENNA. L. t\. ALLEAVAH Manufacturers1 Agent and Jobber of Hardware, Oils, Paints and Queensware. GETTYSBURG, PA. The Only Jobbing House in Adams County.

Memoria de Tesis doctoral presentada por Guillermo Asín Prieto, para obtener el doctorado (Mención en Ingeniería Eléctrica, Electrónica y de Automatización) por la Universidad Carlos III de Madrid (UC3M), realizada bajo la dirección de Juan Camilo Moreno Sastoche y José Luis Pons Rovira .-- 186 páginas. ; This doctoral thesis presents, after reviewing human gait, the main pathologies and conditions that affect it, and the different rehabilitation approaches with the corresponding neurophysiological implications, the research journey that leads to the development of the rehabilitation robotic tool, and the therapies that have been designed, within the framework of the European projects BioMot: Smart Wearable Robots with Bioinspired Sensory-Motor Skills and HANK: European advanced exoskeleton for rehabilitation of Acquired Brain Damage (ABD) and/or spinal cord injury's patients, and tested under the umbrella of the European project ASTONISH: Advancing Smart Optical Imaging and Sensing for Health and the national project ASSOCIATE: A comprehensive and wearable robotics based approach to the rehabilitation and assistance to people with stroke and spinal cord injury. Initially human gait is presented, characterizing it according to its stance and swing phases, and the spatiotemporal, kinetic and kinematic parameters, without neglecting the physiological parameters; followed by a review of the main pathologies or conditions that affect human gait: spinal cord injury, cerebral palsy, traumatic brain injury, neuromuscular impairments, osteoarticular diseases, aging, and stroke or cerebrovascular accident. Next, the robotic tool that is developed in this thesis is framed in the context of rehabilitation for stroke, based on its use in this widespread pathology, as it affects 13.7 million people every year, since there are about 80 million survivors, affecting all age ranges. In addition, 80 % of people affected by a stroke find also compromised their motor abilities, motivating the need to develop tools focused on the rehabilitation and recovery, as far as possible, of the independence lost due to the disease, with gait as a fundamental component of that independence. After reviewing gait and the characteristics of the pathology, an explanatory review is given for the three phases of therapy for gait rehabilitation: T1) preparatory training based on mobilization of the lower limb joints; T2) gait recovery; and T3) improvement of gait with the aim of recovering mobility for activities of daily living. This classification of the therapy phases is presented to frame the work of this thesis in phases T1 and T2. Motor recovery is based on motor learning, and thus, I provide a brief introduction to it, exposing its relationship with neuroplasticity, and establishing that, in order to enhance all types of learning, it is essential to establish a challenge, i.e., an acceptable difficulty, not only making the training less monotonous, but also enhancing retention. Motor learning, like all kinds of learning, requires the occurrence of neural plasticity. Neural plasticity can be described by these four factors: 1) evolution of neuronal representation for movements that require skill, which were latent before the injury; and recruitment of healthy areas that were used before the injury occurred, when the difficulty of the task was greater; 2) greater excitability of neurons and more efficiency of synaptic connections; 3) morphological changes associated with long-term potentiation and depression (LTP and LTD) phenomena; and 4) adaptation of cortical, subcortical and spinal networks that still function to the learned movement. There are different non-invasive methods that allow the evaluation of neuroplastic changes (Hoffman reflex, F-wave, motor evoked potentials, etc.), and since in this thesis the motor evoked potentials (MEPs) have been assessed, transcranial magnetic stimulation (TMS) is presented as the technique used to evoke potentials in the motor cortex associated with the muscle or muscles whose excitability is being evaluated, collected by means of superficial electromyography. The TMS technique allows to observe changes in corticospinal excitability before and after a treatment that potentially induces motor learning, being able also to evaluate if these changes are related to the treatment, as well as allowing to observe if they are long-lasting. In the literature review chapter, the differences between traditional rehabilitation approaches, and those robotic technology-aided are also introduced, showing that there is no clear winner in such a battle, but showing the advantage of robot-aided approaches, as they allow objectively measuring and help characterizing the recovery process. Once the robotic technology has been introduced as a rehabilitation technology, exoskeletons are presented as the most appropriate robotic technology involved in rehabilitative approaches for gait, and a review of the relevant existing devices, with their characteristics and limitations, is given to show the motivation of this work. The limitations presented by current devices are: they use pre-recorded patterns; they do not have visual feedback systems, or their feedback systems are too simple, not presenting the potential of a video game: entertainment and adherence to the treatment, allowing the difficulty to be modified. Some, on the other hand, are so complex that they demand a high cognitive effort for patients, or are even complex to configure and command, leading to the abandonment of the technology by both patients and therapists. In addition, most of them lack the ability to introduce randomness in the treatment, potentially leading to boredom of the patient, and ultimately abandonment of the therapy. Last but not least, the tasks are not adapted along the treatment to the capacities and the recovery of the subject. Therefore, the tool proposed in this thesis consists of the integration of a robotic ankle fixed to a platform, with a visual feedback comprised of a video game designed to train movements in the sagittal plane of the ankle: dorsiflexion and plantarflexion; with the subject sitting. The tool is capable of generating controlled torque patterns that disturb the trajectory followed by the subject, increasing the difficulty to collect the items on the screen. In addition, the magnitude of these disturbances depends on the performance during the task, increasing the difficulty when the performance is rising, managing to impose a continuous challenge, enhancing the adherence to the treatment as well as its effectiveness to promote the retention of what has been learned. After presenting the review of the literature, I present the development of the rehabilitation tool, describing the journey from the test of the control algorithms, to the development of the video game and design of the experimental protocol, through the adaptation of the control to the compliant actuator on which the tool is based, or tests first on a test bench and then with healthy subjects wearing the device. The first study presents the application of a bioinspired algorithm for autonomous learning, used in bipeds (providing them with the ability to learn to walk without prior knowledge of the task nor the environment, only knowing some points of the angular trajectory), to a six degrees of freedom actuated exoskeleton, with rigid actuators, in the sagittal plane, corresponding to the three main joints of the lower limb, i.e., hip, knee and ankle. This adaptation of the algorithm allows to modulate the rigidity of a rigid actuator with a simple implementation. The term tacit adaptability (TAd) was coined to refer to this control strategy. The third study extends the results to subjects on a treadmill, showing that the algorithm allows to absorb the deviations that the subject may have on the trajectory imposed by the controller of the robot. These studies have demonstrated the use of TAd with a position controller. For the development of the tool, its use is also tested with a torque controller, in order to modulate the amplitude of the applied torque. Then, the following chapter shows two protocols applicable to the T2 phase, just before starting free overground gait rehabilitation. The same robotic tool is used, varying the angle at which the subject's leg rests, to be used standing up. This study aims to explore the application of torque controllers to the rehabilitation robotic tool. In the first training, the robot applies a torque downwards, during the time equivalent to the swing phase, to force the subject to make a higher dorsiflexion torque to be able to follow a natural ankle angular trajectory profile. At the end of the training, during the final 15-20 % of time, the torque is removed. It is observed that the subjects have a greater dorsiflexion when the effect is removed, as well as a minor activation of the dorsiflexor muscles (in the absence of the force to be compensated), and tend to normalize the patterns over time. We also observe that when the torque downwards is removed, there is a trend to anticipate the maximum dorsiflexion peak angle in the swing phase, a trend that tends to disappear over time. In the second training, the robot exerts a torque upwards, similar to that exerted by the ground in the stance phase (ground reaction force), but at a lower magnitude, throughout the training. A lower activation is observed in the gastrocnemius medialis (plantarflexor muscle) than during a free walking over ground. This indicates that the reduced force made by the robot is similar to that experienced when wearing a body weight support. Next, the development of the visual feedback based on a video game is presented. The game consists of a gyrocopter whose position on the vertical axis can be modified by means of the dorsi and plantarflexion of the instrumented ankle (the horizontal axis advances automatically). The aim of the game is to collect the gas bottles that appear on the screen, following the optimal trajectory between bottles. The following study, whose objective is to demonstrate the feasibility of using the tool integrated by the robotic ankle fixed to the platform and the rehabilitation video game, prior to applying the TAd, exposes that applying a training without modulating, and modulating progressively and with a simple rule, the maximum torque applied by the robot, learning is promoted in healthy subjects, being greater the learning with the modulated approaches. Once the viability of the tool to promote motor learning in healthy subjects has been proven, the adaptation of TAd to MACCEPA, with a torque controller, is presented, giving rise to what we have dubbed as haptic adaptive feedback (HAF). This paradigm makes use of the performance in the task to modulate the maximum amplitude of the torque exerted by the robot, depending on the capabilities of the subject. In this way, the concept of challenge is maintained, without excessively exceeding the subject's capabilities, and adapting to the improvements in the execution of the task. The last study I present, corresponding to the development phase, presents the results when testing the feasibility of the final protocol with a healthy individual. For five consecutive days, the subject received a training with the robotic ankle consisting of playing the video game designed to encourage motor learning. We observed that the subject learned throughout the days, showing a significant reduction in the error when following the best trajectory between bottles, as well as a significant increase in the score, understood as the number of collected bottles. The study shows that the protocol is capable of generating learning in a healthy subject. The following chapter shows an extension of the previous study to a sample of ten healthy subjects, applicable to the T1 therapy phase. The subjects trained for three consecutive days. In addition, corticospinal excitability was recorded by means of TMS, focused on the tibialis anterior muscle, before starting the training on the first day, just after the training on the third (and last) day, 30 minutes later to see if the effects were maintained along time (LTP-like), and 24 hours after, to see long-lasting effects. An increase in both score and error was observed throughout the days. Likewise, a significant increase in the corticospinal excitability of the tibialis anterior was obtained, but not in the other two registered muscles: soleus (as a muscle involved in the task) and rectus femoris (as a proximal muscle, and, therefore, not involved in the task of dorsi/plantarflexion). The lack of significant changes in the soleus may be due to the fact that being a muscle whose action is in favor of gravity, it has been less potentiated. Another possible reason is that, because the tibialis anterior receives a higher density of corticospinal projections than the rest of the lower limb muscles, it needs a lower intensity to be recruited compared to the soleus. We extended this study in a case study with a pathological subject to test the feasibility of applying the protocol with patients. To do this, we modified the torque profile exerted by the robot so that it only forced dorsiflexion, preventing the patient from having to compensate for a movement of the robot downwards, focusing on training the dorsiflexor muscles. We observed a significant increase in the score in the task of the video game, as well as a significant decrease in the error, throughout the five days of the experiment. In the case of the patient, clinical scales were also recorded, observing improvements in resistance, speed, distance and transition time to standing position. Finally, the range of motion and speed of dorsi/plantarflexion were also recorded by means of an ad-hoc designed test, in which the subject was asked to move the foot up and down as quickly as possible to vertically move an onscreen ball to the limits of the screen. These metrics also shown improvements throughout the treatment. Nonetheless, these positive results cannot be extrapolated to the population of pathological subjects, as the effects of our training cannot be isolated from the rest of the patient's daily therapy; but it is concluded that it is a viable training for use in clinical scenarios. ; Esta tesis doctoral presenta, tras repasar la marcha humana, las principales patologías y condiciones que la afectan, y los distintos enfoques de rehabilitación con la correspondiente implicación neurofisiológica, el camino de investigación que desemboca en la herramienta robótica de rehabilitación y las terapias que se han desarrollado en el marco de los proyectos europeos BioMot: Smart Wearable Robots with Bioinspired Sensory-Motor Skills y HANK: European advanced exoskeleton for rehabilitation of Acquired Brain Damage (ABD) and/or spinal cord injury's patients, y probado bajo el paraguas del proyecto europeo ASTONISH: Advancing Smart Optical Imaging and Sensing for Health y el proyecto nacional ASSOCIATE: A comprehensive and wearable robotics based approach to the rehabilitation and assistance to people with stroke and spinal cord injury. Inicialmente se presenta la marcha humana, caracterizándola en arreglo a sus fases de apoyo y balanceo, y a los parámetros espaciotemporales, cinéticos y cinemáticos, sin dejar de lado los parámetros fisiológicos; para pasar a mostrar un repaso por las principales patologías o condiciones que afectan la marcha humana: lesión medular, parálisis cerebral, lesión cerebral traumática, deficiencias neuromusculares, enfermedades osteoarticulares, envejecimiento, e ictus o accidente cerebrovascular. A continuación, se enmarca la herramienta robótica que se desarrolla en esta tesis, en la rehabilitación para el ictus, fundamentando su uso en esta extendida patología debido a que afecta a 13,7 millones de personas cada a˜no, y a que hay unos 80 millones de supervivientes, afectando a todos los rangos de edad. Además, el 80 % de las personas afectadas por un accidente cerebrovascular ven asimismo comprometida su capacidad motora, motivando la necesidad de desarrollar herramientas enfocadas en la rehabilitación y recuperación, hasta donde sea posible, de la independencia perdida por motivo de la enfermedad, con la marcha como componente fundamental de esa independencia. Después de dar un repaso por la marcha y las características de la patología, se da un repaso explicativo por las tres fases de la terapia para rehabilitación de la marcha: T1) entrenamiento preparatorio basado en movilización de las articulaciones del miembro inferior; T2) recuperación de la marcha; y T3) mejora de la marcha con el objetivo de recuperar la movilidad para las actividades de la vida diaria. Se presenta esta clasificación de las fases para enmarcar el trabajo de esta tesis en las fases T1 y T2. Debido a que la recuperación motora se basa en el aprendizaje motor, se da una breve introducción al mismo exponiendo su relación con la neuroplasticidad, y estableciendo que, para potenciar todo tipo de aprendizaje, es capital establecer un reto, esto es, una dificultad asumible, y que no sólo hace que la tarea de entrenamiento sea menos monótona, sino que además potencia el proceso de retención del aprendizaje. El aprendizaje motor, como todo aprendizaje, para poder tener lugar, requiere que haya plasticidad neuronal. La plasticidad neuronal se puede describir por medio de estos cuatro factores: 1) evolución de la representación neuronal para movimientos que requieren habilidad, que estaban latentes antes de la lesión; y reclutamiento de áreas sanas y que se usaban antes de que la lesión ocurriera, cuando la dificultad de la tarea era mayor; 2) mayor excitabilidad de las neuronas y m´as eficacia de la conexión sináptica; 3) cambios morfológicos asociados a los fenómenos de potenciación y depresión a largo plazo (LTP y LTD de sus siglas en inglés, long term potentiation y long term depression respectivamente); y 4) adaptación de las redes corticales, subcorticales y espinales que aún funcionan al movimiento aprendido. Hay distintos métodos no invasivos que permiten evaluar los cambios neuroplásticos (reflejo de Hoffman, onda F, potenciales motores evocados, etc), y dado que en esta tesis se han usado los potenciales motores evocados(MEPs, de sus siglas en inglés, motor evoked potentials), se presenta la estimulación magnética transcraneal (TMS, de sus siglas en inglés, transcranial magnetic stimulation), como la técnica utilizada para evocar en la corteza motora asociada al músculo o a los músculos, cuya excitabilidad corticoespinal se desea evaluar, un potencial motor, recogido por medio de electromiografía superficial. La técnica de TMS permite observar cambios en la excitabilidad corticoespinal antes y después de un tratamiento que potencialmente induzca un aprendizaje motor, para poder evaluar si estos cambios están relacionados con el tratamiento, as´ı como permitiendo observar si son duraderos en el tiempo. En el capítulo de la revisión de la literatura se introducen también las diferencias entre los enfoques clásicos de rehabilitación, y los ayudados por las tecnologías robóticas, mostrando que no hay un claro ganador en tal batalla, pero manifestando la ventaja de la tecnología al permitir medir de manera objetiva y ayudar a caracterizar el proceso de recuperación. Una vez introducida la tecnología robótica como tecnología para la rehabilitación, se presentan los exoesqueletos como la tecnología robótica más adecuada implicada en los enfoques rehabilitadores para la marcha, y se da un repaso por los dispositivos existentes, con sus características y limitaciones, para mostrar la motivación de este trabajo. Las limitaciones que presentan los dispositivos actuales relevantes son que: utilizan patrones pre-grabados; no tienen sistemas de retroalimentación visual, o sus sistemas de retroalimentación son demasiados simples, no presentando el potencial de un video juego: entretenimiento y adherencia al tratamiento, permitiendo modificar la dificultad. Algunos, por otro lado, son tan complejos que demandan un esfuerzo cognitivo difícil para los pacientes, o incluso son complejos de configurar y comandar, llevando al abandono de la tecnología tanto por parte de pacientes como por parte de terapeutas. Además, la mayoría de ellos carecen de la capacidad de introducir aleatoriedad en el tratamiento, potencialmente desembocando en el aburrimiento del paciente, y en el abandono de la terapia en última instancia. Por último, pero no por ello menos importante, las tareas que proponen no se adaptan a lo largo del entrenamiento a las capacidades y recuperación del sujeto. Por ello, la herramienta que se propone en esta tesis consta de la integración de un tobillo robótico fijado a una plataforma, con una retroalimentación visual por medio de un video juego diseñado para entrenar los movimientos en el plano sagital del tobillo: dorsiflexión y plantarflexión; con el sujeto sentado. La herramienta es capaz de generar patrones de par controlados que perturban las trayectorias seguidas por el sujeto, dificultando la tarea de recoger los ítems en pantalla. Además, la magnitud de estas perturbaciones depende del rendimiento durante la tarea, incrementando la dificultad cuando el rendimiento va mejorando, consiguiendo imponer un reto continuo, potenciando la adherencia al tratamiento así como su eficacia para fomentar la retención de lo aprendido. Tras exponer la revisión de la literatura, se presenta el desarrollo de la herramienta de rehabilitación, recorriendo el camino desde la prueba de los algoritmos de control, hasta el desarrollo del video juego y diseño del protocolo experimental, pasando por la adecuación del control al actuador compliant en que se basa la herramienta, o las pruebas primero en banco de pruebas y después con sujetos sanos vistiendo el dispositivo. El primer estudio que se presenta consiste en aplicar un algoritmo, bioinspirado, de aprendizaje autónomo, utilizado en b´ıpedos (los cuales presentan la capacidad de aprender a caminar sin conocimiento previo de la tarea ni del entorno, únicamente conociendo algunos puntos de la trayectoria angular a realizar por las articulaciones), a un exoesqueleto con seis grados de libertad actuados, con actuadores rígidos, en el plano sagital, correspondiendo con las tres principales articulaciones del miembro inferior, esto es, cadera, rodilla y tobillo. Esta adaptación del algoritmo permite modular la rigidez de un actuador rígido con una implementación sencilla. Se acuñó el término adaptabilidad tácita (TAd, de sus siglas en inglés, tacit adaptability) para referirse a esta estrategia de control. El segundo estudio que se presenta tiene como objetivo aplicar el TAd a un actuador compliant: el MACCEPA (de sus siglas en inglés, mechanically adjustable compliance and controllable equilibrium position actuator). El MACCEPA es un actuador basado en un elemento elástico en serie, cuya pre-compresión puede variarse, ofreciendo distintos grados de rigidez. La ventaja de este actuador es que permite aplicar un control de par sin necesidad de un complejo sensor de par, conociendo la constante del elemento elástico y las posiciones del motor y del ángulo articular del sujeto. En el estudio, se presenta adaptación del TAd al MACCEPA, en el banco de pruebas, mostrando que, mediante este algoritmo, y sin modificar la pre-compresión del elemento elástico, se puede modular la rigidez del actuador tanto en condiciones estáticas como dinámicas, demostrando que el control puede adaptarse a las capacidades del sujeto, de manera automática y autónoma. El tercer estudio extiende los resultados a sujetos sobre la cinta de marcha, mostrando que el algoritmo permite absorber las desviaciones que pueda tener el sujeto sobre la trayectoria impuesta por el control del robot. Estos estudios han demostrado el uso del TAd con un control de posición. Para el desarrollo de la herramienta, se prueba también su uso con un control de par, para poder modular la magnitud del par aplicado. El siguiente capítulo muestra dos protocolos aplicables a la fase T2, justo antes de empezar un entrenamiento de marcha libre. Se utiliza la misma herramienta robótica, variando el ángulo en que reposa la pierna del sujeto, para poder ser utilizado en bipedestación. Este estudio tiene como objetivo explorar los controladores de par con la herramienta de rehabilitación robótica propuesta. El primero de los entrenamientos consiste en que el robot aplica un par negativo (hacia el suelo), durante el tiempo equivalente a la fase de balanceo, para forzar a que el sujeto haga un par de dorsiflexion superior al habitual para poder seguir una trayectoria angular de tobillo natural en caminata. Al final del entrenamiento, durante el 15 - 20 % final del tiempo, se quita el par negativo. Se observa que los sujetos tienen una dorsiflexión mayor al quitar el efecto, así como una activación menor de los músculos dorsiflexores (en ausencia de la fuerza a compensar), y tienden a normalizar los patrones a lo largo del tiempo. Observamos también que cuando se deja de aplicar el par, hay una tendencia a anticiparse al efectuar el pico máximo de dorsiflexión en la fase de balanceo, tendencia que va desapareciendo con el tiempo. En el segundo entrenamiento, el robot ejerce un par positivo, similar al ejercido por el suelo en la fase de apoyo, pero de una magnitud inferior, durante todo el entrenamiento. Se observa una activación inferior en el gastrocnemio medial (músculo plantarflexor) que durante una caminata normal sobre suelo. Esto indica que la fuerza reducida efectuada por el robot es similar a una caminata con un sistema de suspensión del peso. A continuación, se presenta el desarrollo de la realimentación visual a modo de videojuego. El juego consiste en un autogiro cuya posición en el eje vertical puede modificarse por medio de la dorsi y plantarflexión del tobillo instrumentado (el eje horizontal avanza de manera automática). El objetivo es recoger las botellas de gasolina que aparecen en la pantalla, siguiendo la trayectoria óptima entre botellas. El siguiente estudio, cuyo objetivo es demostrar la viabilidad de uso de la herramienta integrada por tobillo robótico fijado a la plataforma y el videojuego de rehabilitación, previo a aplicar el TAd, expone que aplicando un entrenamiento sin modular de ninguna manera, y modulando de manera progresiva y con una regla simple, el máximo par aplicado por el robot, se promueve aprendizaje en sujetos sanos, siendo mayor con los enfoques modulados. Una vez probada la viabilidad de la herramienta para fomentar el aprendizaje motor en sujetos sanos, se presenta la adaptación del TAd al MACCEPA, esta vez controlado en par, dando lugar a lo que hemos bautizado como retroalimentación adaptativa háptica (HAF, de sus siglas en inglés, haptic adaptive feedback). Este paradigma hace uso del rendimiento en la tarea para modular la máxima amplitud del par efectuado por el robot en cada momento en función de las capacidades del sujeto. De esta manera, se mantiene el concepto de reto, sin sobrepasar en exceso las capacidades del sujeto, y adecuándose según se producen mejoras en la ejecución de la tarea. El último estudio presentado, correspondiente a la fase de desarrollo, presenta los resultados a la hora de probar la viabilidad del protocolo final con un sujeto sano. A lo largo de cinco d´ıas consecutivos, el sujeto recibío el entrenamiento con el tobillo robótico consistente en jugar al videojuego diseñado para fomentar el aprendizaje motor. Se observó que el sujeto aprendía a lo largo de los días, mostrando reducción significativa en el error a la hora de seguir la mejor trayectoria entre botellas, así como aumento significativo en la puntuación, entendida como número de botellas recogidas. El estudio demuestra que el protocolo es capaz de generar aprendizaje en un sujeto sano. El siguiente capítulo muestra una ampliación del estudio previo a una muestra de diez sujetos sanos, aplicable a la fase de terapia T1. Los sujetos entrenaron a lo largo de tres días consecutivos. Además, se registró la excitabilidad corticoespinal por medio de TMS, enfocado en el tibial anterior, antes de empezar el entrenamiento el primer día, justo después del entrenamiento del tercer (y ´ultimo) día, media hora después para ver si los efectos se mantenían con el tiempo, y 24 horas después, para ver efectos a largo plazo. Se observó, a lo largo de los días, un incremento tanto en puntuación como en error. Así mismo, se obtuvo un incremento significativo en la excitabilidad corticoespinal del tibial anterior, pero no así de los otros dos músculos registrados: sóleo (como músculo involucrado en la tarea) y recto femoral (como músculo proximal, y, por tanto, no involucrado en la tarea de dorsi/plantarflexión). La falta de cambios significativos en el sóleo puede deberse a que al ser un músculo cuya acción es a favor de la gravedad, se haya visto menos potenciado. Otra posible razón es que, debido a que el tibial anterior recibe una mayor densidad de proyecciones corticoespinales que el resto de músculos del miembro inferior, necesite una intensidad inferior para ser reclutado en comparación con el sóleo. Se extendió este estudio con un caso de estudio con un sujeto patológico para probar la viabilidad de aplicación del protocolo con pacientes. Para ello, se modificó el par realizado por el robot para que sólo forzase dorsiflexión, evitando que el paciente tuviera que compensar un movimiento del robot hacia abajo, centrado en entrenar los músculos dorsiflexores. Se observó un incremento significativo en la puntuación en la tarea del videojuego, así como un decremento significativo del error, a lo largo de los cinco días de experimento. En el caso del paciente se registraron también escalas clínicas, observando mejoras en resistencia, velocidad, distancia recorrida y tiempo de transición a bipedestación. Por ´ultimo, también se registró el rango de movimiento y velocidad de dorsi/plantarflexión por medio de un test dise˜nado ad-hoc, en el que se pidío al sujeto que moviera el pie arriba y abajo lo más rápido posible para tocar con una bolita los extremos verticales de la pantalla. Se observó una mejora en esta métrica a lo largo del tratamiento. Aunque se ven mejoras, no puede extrapolarse este resultado a la población de sujetos patológicos, así como no se pueden aislar los efectos del juego del resto de la terapia diaria del paciente; pero se concluye que es un entrenamiento viable para su uso en entornos clínicos. ; The research presented in this thesis has been funded by the Commission of the European Union under the BioMot project - Smart Wearable Robots with Bioinspired Sensory-Motor Skills (Grant Agreement number IFP7-ICT - 611695); under HANK Project - European advanced exoskeleton for rehabilitation of Acquired Brain Damage (ABD) and/or spinal cord injury's patients (Grant Agreements number H2020-EU.2. - PRIORITY 'Industrial leadership' and H2020-EU.3. - PRIORITY 'Societal challenges' - 699796); also under the ASTONISH Project - Advancing Smart Optical Imaging and Sensing for Health (Grant Agreement number H2020-EU.2.1.1.7. - ECSEL - 692470); with financial support of Spanish Ministry of Economy and Competitiveness (MINECO) under the ASSOCIATE project - A comprehensive and wearable robotics based approach to the rehabilitation and assistance to people with stroke and spinal cord injury (Grant Agreement number 799158449-58449-45-514); and with grant RYC-2014-16613, also by Spanish Ministry of Economy and Competitiveness.

A STUDY ON THE RELEVANCE OF MATERIALS IN ENGLISH TEXTBOOK "BRIGHT" FOR SEVENTH GRADERS OF JUNIOR HIGH SCHOOL PUBLISHED BY ERLANGGA TO 2013 CURRICULUM Halimatul Kamila English Study Program, FBS, Surabaya State University halimatulkamila@gmail.com Ririn Pusparini, S.Pd., M.Pd. Lecturer of English Study Program, FBS, Surabaya State University rrn.puspa@gmail.com Abstract The Indonesia government has developed English standard competence which is stated in curriculum as the standard of teaching and learning English process. According to the curriculum, material is one of the important factors for determining the success of the teaching and learning process. The material which is usually used is in the form of textbook. Textbook must be in line with the components stated in curriculum. Although there are many textbooks that are claimed as a suitable material for 2013 Curriculum, it is not a guarantee that the textbook is relevant to the standard competences of the curriculum. An analysis to a textbook is needed, moreover after the new curriculum was launched. Based on the background of the case above, this study is conducted: 1) to analyze the relevance of the materials with the cognitive aspects which are contained in the 2013 English Standard Competence, 2) to analyze the relevance of the materials with the psychomotor aspects which are contained in the 2013 English Standard Competence. This study was designed in descriptive qualitative research because the object of the study was a documented book. Moreover, as the data was in the form of words and documents, so the data were analysed qualitatively. The instrument used to collect the data is observation in the form of checklists. After being analyzed, it is found that some of the materials are not relevant with the cognitive and psychomotor aspects which are contained in the 2013 English Standard Competence. However, there are more materials which relevant with with the 2013 English Standard Competence than the materials which not. Thus, it can be concluded that the materials in this textbook are quite relevant with 2013 curriculum, especially with the cognitive and the psychomotor aspects. Therefore, this textbook is appropriate with the 2013 curriculum and suitable to be used in order to help the teaching and learning process in the classroom. Keywords: analysis, relevance, materials, textbook, the 2013 Curriculum. Abstrak Pemerintah Indonesia telah mengembangkan standar kompetensi Bahasa Inggris yang disampaikan dalam kurikulum sebagai acuan dalam proses belajar mengajar. Berdasarkan kurikulum, bahan pelajaran adalah saah satu faktor penting untuk menentukan suksesnya proses belajar mengajar. Bahan pelajaran yang umum digunakan adalah buku teks. Buku teks yang digunakan harus sesuai dengan komponen-komponen yang disampaikan dalam kurikulum. Meski banyak buku teks yang telah dinyatakan sebagai bahan pelajaran yang sesuai dengan Kurikulum 2013, tidak menjadi jaminan bahwa buku teks tersebut relevan dengan standar kompetensi dalam kurikulum. Analisis terhadap buku teks sangat dibutuhkan, terutama setelah diluncurkannya kurikulum baru. Berdasarkan latar belakang tersebut, penelitian ini dilaksanakan: 1) untuk menganalisis kecocokan antara bahan pelajaran dalam buku teks "Bright" dengan aspek kognitif yang terdapat dalam Standar Kompetensi Bahasa Inggris 2013, 2) untuk menganalisis kecocokan antara bahan pelajaran dalam buku teks "Bright" dengan aspek psikomotor yang terdapat dalam Standar Kompetensi Bahasa Inggris 2013. Metode penelitian yang digunakan adalah deskriptif kualitatif karena objek yang menjadi bahan penelitian adalah buku. Selain itu, data penelitian dianalisis secara kualitatif karena data yang digunakan dalam penelitian ini berbentuk dokumen. Instrumen yang digunakan dalam penelitian ini adalah observasi dalam bentuk checklists. Setelah dianalisis, ditemukan bahwa beberapa bahan pelajaran di dalam buku teks tidak relevan dengan aspek kognitif dan psikomotor yang terdapat dalam Standar Kompetensi Bahasa Inggris 2013. Akan tetapi, lebih banyak bahan pelajaran yang sesuai dengan Standar Kompetensi Bahasa Inggris 2013 daripada yang tidak sesuai. Jadi, dapat disimpulkan bahwa bahan pelajaran dalam buku teks ini cukup relevan dengan kurikulum 2013, terutama dengan aspek kognitif dan psikomotor. Oleh karena itu, buku teks ini sesuai dengan kurikulum 2013 dan layak digunakan untuk membantu proses belajar mengajar di dalam kelas. Kata Kunci: analisis, relevansi, bahan pelajaran, buku teks, kurikulum 2013. INTRODUCTION English plays a very important role as a means of communication. It is because English is an international language that can be used for international communication. Knowing that English as an international language is necessary in facing globalization, English as a foreign language is being taught and learnt in many countries, included in Indonesia. As the main foreign language in this country, English has become a compulsory subject in Junior High School until Senior High School. Indonesia government has implemented English into the academic curriculum. The government has developed English standard competence which is stated in curriculum as the standard of teaching and learning English process. Curriculum is made based on the Indonesian learners' need and is developed to achieve the certain aim of education. Because of the development of the human needs, especially in education field, the Indonesian government always trying to make a better standard for teaching and learning process. As stated by Nunan (2003:5) that "For many years, the goal of language pedagogy was to find the right method." That is why, Indonesian government especially the National education department develops a new curriculum as the new standard for teaching and learning process. Recently, by Peraturan Pemerintah 32/2013, the educational system of Indonesia has launched Kurikulum 2013. Kurikulum 2013 is a school based curriculum, it is an operational curriculum which is constructed, developed, and implemented by each education unit (school). The purpose of the 2013 Curriculum is to draw up the next generations of Indonesia to be a religious, productive, creative, and innovative citizen who could contribute for the social life in the Indonesia and social life in all over the world (Permendikbud Nomor 68 Tahun 2013). The English standard competences in 2013 Curriculum are conducted in particular purposes, they are: the purpose of affective aspects, cognitive aspects, and psychomotor aspects (Amri, 2013:39). Affective is the aspect which related to emotion, feeling and attitude. Cognitive is the aspect which related to knowledge. While psychomotor aspect is related to motor skill. According to the curriculum, material is also important in creating a good teaching and learning process. Material is one of the factors for determining the success of the teaching and learning process. The material which is usually used is in the form of textbook. In fact, mostly Indonesian teachers use textbook in delivering the material. Textbook is one of the learning materials that can be used by teacher and students in order to help the teaching and learning process in the classroom (Tomlinson, 2003). Textbook is an important component in the process of teaching and learning. It is because textbook can be a main resource for the teachers in guiding them in the teaching and learning activity. Textbook must be in line with the components stated in curriculum. However, selecting a textbook is not an easy job for the teachers. They should be careful in choosing an appropriate textbook, it is a textbook which supports the implementation of the curriculum. As Byrd (2001) says, textbook evaluation should be viewed in terms of the relevance between the textbook and the curriculum. Although there are many textbooks that are claimed as a suitable material for 2013 Curriculum, it is not a guarantee that the textbook is relevant to the standard competences of the curriculum. Based on the explanation above, textbook analysis is one of the efforts that can be done in determining whether a textbook is appropriate with the curriculum or not. An analysis to a textbook is still needed, moreover after the new curriculum was launched. Thus, this study was conducted to analyse the materials in English textbook for seventh graders entitled "Bright" published by Erlangga. In this study, the researcher wanted to find out the relevance of the materials in the textbook to the 2013 English Standard Competence. Based on the elaboration above, the objectives of this study are formulated as follow: 1. To analyse the relevance of the materials with the cognitive aspects which are contained in the 2013 English Standard Competence. 2. To analyse the relevance of the materials with the psychomotor aspects which are contained in the 2013 English Standard Competence. Curriculum Teaching and learning process in a school is performed based on the curriculum. The curriculum is designed by the government, so that everyone could get same experience in education (Ali, 2009:1). The Indonesian government defines curriculum as a set of plan and systematization of aims, contents, materials as the guidance in the process of teaching and learning to achieve the certain goal (Permendikbud Nomor 68 Tahun 2013). According to Ali (2009:15), curriculum has a strong influence in the process of teaching and learning. The curriculum as the plan for learning contains of some aspects and purposes which are related to the teaching and learning activity. In the curriculum, also contain the objectives of the study which should be achieved by the learners. Therefore, the good teaching and learning process should be performed based on the curriculum. Oliver (1977:329) states that as the product of the thinking and action of human beings, curriculum should be improved. As the ideas of people change, as people's actions change, so does curriculum. Curriculum is developed based on the objectives and the learners' need. Therefore, the Indonesian government can change and improve the curriculum, if the previous curriculum is not suitable with the objectives and Indonesian learners' need. Recently, by Peraturan Pemerintah 32/2013, the educational system of Indonesia has launched Kurikulum 2013. The 2013 Curriculum The 2013 Curriculum is a school based curriculum, it is an operational curriculum which is constructed, developed, and implemented by each education unit (school) since 2013. The 2013 Curriculum is legalized by Ministry of National Education in 2013. The 2013 Curriculum contains of the plan for teaching and learning process, the rules of objectives and materials, and the method used in the process of teaching and learning (Permendikbud Nomor 68 Tahun 2013). The 2013 Curriculum is designed in three aspects, they are: affective, cognitive, and psychomotor. Affective aspects encourage students to; accept, perform, appreciate, and inspire. Cognitive aspects encourage students to; comprehend, apply, analyse, and evaluate. While psychomotor aspects encourage students to; observe, ask, try, find reasons, present, and compose (Permendikbud Nomor 65 Tahun 2013). The learning stages that are emphasized in the 2013 Curriculum are: 1) observing; the students collect the information, 2) questioning; the students are stimulated to question how the phenomena happen, 3) experimenting; the students try to apply the knowledge through some practice given by the teacher, 4) associating; the students try to relate the phenomena to the previous knowledge, and 5) communicating; the students tell others about their finding. The 2013 English Standard Competence contains some English basic competences which cover all of the English materials. According to the 2013 Curriculum, English Standard Competence contains two kinds of competences, they are: core competences and basic competences. Core competence is divided into four objectives. The first and second objectives emphasize on affective domain. The third objectives emphasize on cognitive domain, and the forth objectives emphasize on psychomotor domain. Each of the core competence is divided into basic competences which are used as a guideline in developing learning materials (Permendikbud Nomor 68 Tahun 2013). The Three Domains of Learning According to Krathwohl, Bloom and Masia (1973), objectives of study could be placed in one of three major domains, they are: cognitive, affective, and psychomotor. Bloom et al. (1956) in Ali (2009:78-81) explains about those three domains as follows: Cognitive Cognitive domain related to the learner's thinking. This objective emphasizes remembering or reproducing something which has been learned. Cognitive objectives vary from simple recall of material learned to highly original and creative ways of combining and synthesizing new ideas and materials. Bloom et al. (1956) states the learning level of cognitive domain, they are: knowledge, comprehension, application, analysis, synthesis, and evaluation. Anderson (2001) revises the cognitive domain in the learning taxonomy and made some changes. The most prominent changes are: 1) the names in the six categories from noun to verb forms, and 2) slightly rearranging them. The revised cognitive domain are: remembering, understanding, applying, analysing, evaluating, and creating. Affective Affective domain related to the learner's attitude. This objective emphasizes a feeling, an emotion, or a degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex. Krathwohl et al. (1973) mentions the affective domain as: receive, respond, value, organise or conceptualize values, and internalize or characterise values. Psychomotor Psychomotor domain related to the learner's skill. This objective emphasizes some muscular or motor skill, some manipulation of material and objects, or some acts which requires a neuromuscular co-ordination. Dave (1975) mentions the psychomotor domain as: imitation, manipulation, precision, articulation, and naturalization. Textbook Textbook is an important component in the process of teaching and learning. It is because textbook can be a main resource for the teachers in guiding them in the teaching and learning activity. However, selecting a textbook is not an easy job for the teachers. They should be careful in choosing an appropriate textbook. Byrd (2001) explains the criteria that should be used in evaluating and choosing a good textbook. They are: 1. The fit between the material and the curriculum Curriculum is a guidance of teaching and learning process, including the purposes of the program and the teaching procedures. Therefore, the fit between the material and the curriculum would help the students to achieve the goal of the program. 2. The fit between the material and the students Textbook is used by the students. Therefore, the materials should be fit with the students' needs, so that they can learn the materials effectively. 3. The fit between the material and the teacher Textbook is used by the teacher. Therefore, the materials in the textbook should help the teacher in organizing the process of teaching and learning effectively. Textbook is often used in schools, and schools follow the curriculum designed by the government to guide the teachers in developing the objectives of teaching and learning activities. Therefore, Tarigan and Tarigan (1990:22) add that a good textbook should be relevant with the curriculum. Textbook is very important in supporting teaching and learning process. Therefore, a textbook must be in line with the components stated in the curriculum. The materials in the textbook should be designed based on the competences stated in curriculum. A textbook should support the curriculum to achieve the instructional objectives. A textbook should support the three domains that become the objectives of the 2013 English Standard Competence, they are: cognitive, affective, and psychomotor. RESEARCH METHOD This research is concerned in analysing the relevance of materials in the English textbook entitled "Bright" published by Erlangga to the 2013 Curriculum. Whether the textbook presents the purposes of the 2013 English standard competence or not. Since this study dealt with analysis of the content of textbook especially the materials, the data were analysed qualitatively, without any statistical calculation. As Ary et al. (2010:424) states that qualitative researcher deals with data that are in the form of words or pictures rather than numbers and statistics. Moreover, as the data was in the form of words and documents, so the data were analysed qualitatively. The data of this study is an English textbook entitled "Bright" for seventh graders of Junior High School published by Erlangga. The data are in the form of documented materials existing in the textbook. The materials are divided into some activities. The data were analysed in order to answer the research problems stated in Chapter I. There are several instruments which were needed to collect the data. According to Ary et al. (2010:421), the primary instrument used for collecting the data in qualitative research is the researcher him- or herself, often collecting the data through direct observation or interviews. So, the first instrument for this study is the researcher herself, and the second instrument is observation in the form of checklists. They are two kinds of checklist that were applied to answer the research questions. First, the checklist used to analyse the relevance of the materials with the cognitive aspects which are contained in the 2013 English Standard Competence. Second, the checklist used to analyse the relevance of the materials with the psychomotor aspects which are contained in the 2013 English Standard Competence. The technique used to collect the data in this study was by conducting an observation. The observation dealt with all of the materials in the textbook and the relevance of it based on 2013 Curriculum. The researcher observed the data by using observation checklist. The observation was done through several steps. First, the researcher determined the textbook which is going to be analysed. Second, the researcher read and observed the materials of the textbook carefully. Third, the researcher compared the materials in the textbook with the 2013 English Standard Competence using checklist in order to know the relevance between the materials on the textbook to the 2013 English Standard Competence. The last, the researcher collected the data then analysed them. The data of this study were collected from English textbook entitled "Bright" for seventh graders of Junior High School published by Erlangga. In analysing the data, some steps were taken, they are: The researcher analysed the relevance of the materials with the cognitive aspects which are contained in the 2013 English Standard Competence. The researcher analysed the relevance of the materials with the psychomotor aspects which are contained in the 2013 English Standard Competence. The researcher described and elaborated the findings of the analysis. The researcher determined the conclusion. RESULT AND DISCUSSION The Presentation of the textbook entitled "Bright" "Bright" is an English textbook designed for seventh graders of junior high school. This textbook also designed to support the process of teaching and learning and it is developed for the compatibility to the 2013 English Standard Competence. "Bright" is printed in 196 pages. These pages are added with the preface, table of contents, feature of the textbook, mini dictionary, appendix, bibliography, and spaces for students' notes. In total, there are 204 pages printed on this textbook. There are eight units presented in this textbook. In the first semester, the students will learn unit 1 to unit 4; and the rest of it will be taught for the next semester. On each unit, the textbook provides fun corner and reflection table. In the fun corner, the authors give riddle question. For the reflection table, the students could use it after learning each unit as the reflection what they are good at, what they are ok at, and what they are bad at. Furthermore, for each unit in this book is divided into two parts: Listening and Speaking Activities and Reading and Writing activities. The first part focuses on listening and speaking skills. The latter part focuses in reading and writing. Expressions, grammar, explanations, and specific vocabularies that the students need for each activity and the students need to know are introduced and presented at the beginning of the activities, so that the students could understand the materials better. The Relevance of the materials in the textbook entitled "Bright" with the 2013 English Standard Competences Here are the tables to present the final result of the analysis to check the relevance of the materials in this textbook with the 2013 English Standard Competence. The researcher analysed the relevance of the materials based on the third and fourth basic competences. The Relevance of the Materials with the Cognitive Aspects Table 1. The Conformity of Textbook Materials to the Third Basic Competence The Relevance The Third Basic Competence Relevant Sub-basic competence 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.3.1, 3.3.2, 3.3.3, 3.3.4, 3.3.5, 3.4.2, 3.5.2, 3.6.1, 3.6.2 Partly relevant Sub-basic competence 3.1.2, and 3.4.1 Not relevant Sub-basic competence 3.5.1, and 3.5.3 According to the table above, it can be seen that there are some materials which are relevant, partly relevant, and not relevant with the third sub-basic competence. The materials which relevant with the sub-basic competence are be able to fulfil the purposes of the topic, language features, and social functions that are intended to be achieve by the students. While the materials which not relevant the sub-basic competence are not be able to fulfil all of the purposes of the topic, language features, and social functions that are stated in the third sub-basic competence. There are two materials which partly relevant with the third sub-basic competence, they are: the 3.2.1 and 3.4.1 sub-basic competence. The 3.1.2 sub-basic competence is comprehending social functions, text structures, and language features in leave taking expressions and the responses according to the contexts. Leave taking expression is becoming one part of the greeting material and not being explained in-depth. Only few examples of leave taking expression occur in the table of greeting and the responses. There are not exercises for the leave taking expression, so that the social functions cannot be achieved. Thus, the materials are partly relevant with the 3.1.2 sub-basic competence. The textbook does have material of personal informtion that is stated in the 3.4.1 sub-basic competence. The goal of the competence is the students will be able to comprehend social functions, text structures, and language features from spoken text to mention personal information, while the material of personal information in the textbook is presented in the form of written texts and examples. Therefore, the materials are partly relevant with the 3.1.2 sub-basic competence. The Relevance of the Materials with the Psychomotor Aspects Table 1. The Conformity of Textbook Materials to the Fourth Basic Competence The Relevance The Fourth Basic Competence Relevant Sub-basic competence 4.1.1, 4.1.3, 4.1.4, 4.2.1, 4.3.1, 4.3.2, 4.3.3, 4.3.4, 4.3.5, 4.4.2, 4.5.2, 4.6.2, 4.7.2 Partly relevant Sub-basic competence 4.1.2, 4.4.1, 4.5.1, 4.7.1 Not relevant Sub-basic competence 4.2.2, 4.6.1, 4.6.3 According to the table above, it can be seen that there are some materials which are relevant, partly relevant, and not relevant with the fourth sub-basic competence. The materials which relevant with the sub-basic competence are be able to fulfil the indicators that are intended to be done by the students. While the materials which not relevant the fourth sub-basic competence are not be able to fulfil all of the indicators that are stated in the fourth sub-basic competence. There are four materials which partly relevant with the fourth sub-basic competence, they are: the 4.1.2, 4.4.1, 4.5.1, and 4.7.1 sub-basic competence. The textbook does have material of personal informtion that is stated in the 4.1.2 sub-basic competence. The goal of the competence is the students will be able to constructing spoken text in the form of leave taking with the appropriate social functions, text structures, and language features according to the contexts. However, the material of leave taking expression in this textbook is becoming one part with the greeting material. So the leave taking material is not being explained in-depth. Thus, there is no exercise that could help the students to achieve the goal of 4.1.2 sub-basic competence. Therefore, the materials in the textbook are partly relevant with the sub-basic competence. The goal of the sub-basic competence 4.4.1 is the students will be able to comprehend the meaning of spoken information. While the exercise and the example of personal information in the textbook is in the form written text. Therefore, the indicators cannot be fulfilled and the materials in the textbook are partly relevant with the sub-basic competence. The goal of the sub-basic competence 4.5.1 is the students will be able to construct spoken text for mentioning personal information with the appropriate social functions, text structures, and language features according to the contexts. The textbook does have material of personal information in unit 1. While the exercise of personal information in the textbook is intended to make students be able to construct personal information in the form written text. Therefore, the indicators cannot be fulfilled and the materials in the textbook are partly relevant with the sub-basic competence. The textbook contains of the sub-basic competence 4.7.1. The purpose of the materials is to construct written text in the form of labels with the appropriate language features according to the contexts.This textbook provide exercises about labels. However, there is no activity that aims students to construct their own labels. The materials cannot fulfil the indicators stated. Thus, this textbook does not provide activity to construct written labels. Therefore, the material in the textbook is not relevant with the sub-basic competence and the materials in the textbook are partly relevant with the sub-basic competence. CONCLUSIONS AND SUGGESTIONS Conclusions This study is intended to analyse the relevance of materials in English textbook for seventh graders entitled "Bright" published by Erlangga to the 2013 English Standard Competence. The researcher analysed the materials relevance to the cognitive and the psychomotor domains. From the analysis, it can be concluded that the English textbook "Bright" is quite relevant with the 2013 English Standard Competence. The materials in the textbook are quite relevant with the cognitive aspects which are contained in the 2013 English Standard Competence. According to the tables presented in the chapter four, the third basic competences which objectives emphasize on cognitive domain are quite relevant with the 2013 English Standard Competence. There are sixteen tables for the third basic competences. There are twelve tables which show the materials are relevant with the basic competences, these materials could fulfil objectives of the main topics, language features, and social functions stated. There are two tables which show the materials partly relevant with the basic competences, these materials could only fulfil one objective or two objectives stated. There are only two tables that show the materials are not relevant with the competences stated, these materials cannot fulfil all of the objectives. The forth basic competences which objectives emphasize on psychomotor domain are also quite relevant with the 2013 English Standard Competence. There are eighteen tables for the fourth basic competences. There are eleven tables which show the materials are relevant with the basic competences, these materials could fulfil all of the indicators. There are four tables which show the materials partly relevant with the basic competences, these materials occur in the textbook but cannot fulfil the indicators stated. There are only three tables that shows the materials are not relevant with the basic competences stated in the 2013 curriculum, these materials do not occur in the textbook. According to the elaboration above, the materials in this textbook are quite relevant with 2013 curriculum, especially with the cognitive and the psychomotor aspects. There are more materials which relevant with the 2013 English Standard Competence than the materials which not. Therefore, this textbook is appropriate with the 2013 curriculum and suitable to be used in order to help the teaching and learning process in the classroom. Suggestions After finishing this research, the researcher would like to give suggestion for the teacher, the textbook writer, and the next researcher. The first suggestion is for the teachers, the teachers should be careful and selective in choosing the textbook to be used in helping them in the teaching and learning activities. They should choose textbooks that contain materials appropriate with the curriculum. The selected textbook should support the curriculum to achieve the instructional objectives. For the textbook writers, they have to follow certain criteria in developing the materials. The materials should be in line with the English Standard Competence stated in the curriculum. Moreover, the materials should be able to fulfil all of the indicators, the objective of the main topics, the objective of the language features, and the objective of the social functions related to the competences. Thus, the textbook will be relevant with the curriculum and appropriate to be used by teachers and students. For the next researcher, they can conduct the study which is intended to analyse the relevance of the materials of the same textbook to the 2013 curriculum and focuses on the activities that intended to be taught in the second semester. Otherwise, the next researcher can study other textbook with the different grade of the study and analyse the relevance of the materials to the 2013 curriculum. REFERENCES Ali, Muhammad. 2009. Pengembangan Kurikulum di Sekolah. Bandung: Sinar Baru Algensindo. Amri, Sofan. 2013. Pengembangan dan Model Pembelajaran dalam Kurikulum 2013. Jakarta: Prestasi Pustaka Publisher. Anderson, Lorin W. & Krathwohl, David R. 2001. A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom's Taxonomy. New York: Longman Publishing. Ary, Donald. et al. 2010. Introduction to Research in Education. Canada: Wadsworth, Cengage Learning. Bloom B. S. 1956. Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Byrd. 2001. Textbook: Evaluation for Selection and Analysis for Implementation. In M. Celce-Murcia (Eds.), Teaching English as a Second or Foreign Language (3rd ed., pp. 415-427). US: Heinle & Heinle. Dave, R. H. 1975. Developing and Writing Behavioral Objectives. (R. J. Armstrong, ed.). Tucson, Arizona: Educational Innovators Press. Kementrian Pendidikan dan Kebudayaan. 2013. Kurikulum 2013: Kompetensi Dasar Sekolah Menengah Pertama (SMP)/ Madrasah Tsanawiyah (MTs). Jakarta: Mendikbud. Krathwohl, D. R., Bloom, B. S., and Masia, B. B. 1973. Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. London: Longman Group Ltd. Nunan, David. 2003. Practical English Language Teaching. Singapore: McGraw Hill. Oliver, Albert. I. 1977. Curriculum Improvement: A Guide to Problems, Priciples, and Process, Second Edition. New York: Harper and Row, Publishers. Tarigan, H. G and Tarigan, D. 1990. Telaah Buku Teks Bahasa Indonesia. Bandung: Angkasa. Tomlinson, Brian. 2003. Developing Materials for Language Teaching. London: Continuum.

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

Transcript of an oral history interview with Robert G. Minnis, conducted by Jennifer Payne on 4 October 2013, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Robert Minnis graduated from Norwich University in 1963; the bulk of his interview focuses on Minnis' military career in the U.S. Army as well as his later employment and family life. ; Robert Minnis, NU 1963, Oral History Interview October 4th, 2013 Sullivan Museum and History Center Interviewed by Jennifer Payne JENNIFER PAYNE: We can start. This is Jennifer Payne with the Norwich Voices Oral History Project and today's date is October 4th, 2013. I am here with Robert Bob Minnis, Class of '63. Thank you very much for doing this. ROBERT MINNIS: You're welcome. JP: So, did you have a nickname? RM: The yearbook said it was Minnie but I don't remember that. JP: You don't remember. RM: I was called probably other things but Minnie was the name that's in the book. So, I'll go by that. JP: How did you choose Norwich? RM: Senior year in high school, I was ill for the whole month of January and basically almost the day before I graduated class, I was still taking final exams and everything. I got accepted to Northeastern as a conditional student provided I went to summer school. I decided I just busted my gut for four months. I wasn't going to do that. Arrangements were made through my father and I think it was the high school football coach. Anyway, they got me convinced to go to Bridgeton Academy, which was a prep school in Bridgeton, Maine, for a year. I did that. While I was there, I think it was one of the dorm counselors suggested Norwich University maybe as a place to go. I came up here and visited and like it and applied and got accepted. Started in 1959, September, August, September class. JP: Where are you from? RM: I grew up in Weymouth, Massachusetts on South Shore, just south of Boston. JP: When were you born? RM: 1940, but that's classified. JP: Oh. Okay. RM: I tell people I was born before World War II and they kind of look at me. JP: When you came to Norwich, what was your rook experience like? RM: Really, I don't remember a whole lot of it. I was in the I Company, in Alumni Hall, on the second floor. I remember the squad leader, Corporal Zagars, who had quite a reputation, I guess. He was kind of different, not like a lot of the other squad leaders and sometimes he was very nice and other times, he was just mean. At least, we thought he was. Other than that, I don't - other things we used to as freshman, running here and there, squaring corners and that type stuff, I guess. Hasn't probably changed a whole lot but I don't have any specific memories of freshman year, other than the fact that the academic schedule that I had was pre-engineering. I had had in high school and prep school and by the time I got here, I didn't have to spend a whole lot of time studying, so I could go out to the movies two times a week. I was out to the movies two times a week. Basically, I was involved in the rifle team, the drill team, and any extracurricular activity I could get involved in just to help pass time and keep the upper classmen out of my life. JP: Wow. Drill team is a challenge. RM: We had a lot of fun. In fact, probably the best part was, my sophomore year, we got to march in President Kennedy's inauguration parade. JP: You're in that photo. RM: I'm in that photo, front rank or second rank anyway. We had to get dress blues for that. That's the first time dress blues came to Norwich. Originally, it was just going to be the drill team, which was maybe twenty-four members and, I guess, some other people said, "Hey. Why can't I go?" Anybody that had a set of dress blues and wasn't on academic probation, I guess, got to go. We went down there. Took a bus trip down. It was Greyhound, Vermont Transit Bus Line, which I think was a subsidiary of Greyhound. We ended up going down there. We got to D.C. and it was snowing. The bus drivers had no problem with the snow because they drove in it all the time. There were cars all over the place. We stayed at Fort Meade in the barracks that didn't have any heat. You want to talk about, Harry Chebookjian, I think, could probably tell you a few stories about that. But anyway, they finally got the heat going. The next day we went into D.C. and stood in some back street same place for hours it seems in the freezing cold waiting to go on. During the night, apparently they, the Army took all the engineers and anybody around there. They just swept the street clean. Pennsylvania Avenue was bone dry and no snow. Around the capital, I stepped in a puddle of water and it never wet my sock because it was so cold, it froze before I got there. And after that, the parade, we went back, turned our rifles in, and they turned us loose for, I forget, a couple hours. They told us we had to meet the buses at nine o'clock or whatever it was to take us back to Fort Meade. Stayed there overnight and the next day, headed back to school. JP: Do you remember what you did in D.C.? Where you went? RM: Basically walked around, looking at sites. Of course, we had the dress blue uniforms that had the gold stripe on the hat, so we used to see how many West Pointers we could get to salute us. Because they had the funny uniform. To them, a gold stripe was a salute so we obliged. JP: That's great. RM: I don't how long. We walked around D.C. for a couple hours and I don't remember where we went. Just kind of around the parks and the Mall and that type stuff. The dress blues, I still have. When I graduated, they converted them over to the Army. I still can get in them. JP: That's amazing. RM: A little tight, button-wise. I wouldn't want to do any rifle drill with them on but they do fit. JP: That's great. What else do you remember about your Norwich experience? RM: Well, my sophomore year, I was a squad leader in, I think it was A Company. Yeah. Bobby Blake was my roommate and a couple weeks after that, I was transferred over to the military police section. I roomed with Tom Dillard. Basically, any time there was a function on post that they needed a student traffic directions and escort and this and that, I did that for the whole year. We went to Middlebury or Vermont? One of the football games we went to, the captain was in charge of the MPs. We get up there. As soon as the game was over, he says, "Get rid of your whites," which was a hat cover and a scarf. He says, "Get out of here because you don't want to be known as…" We all bounced in the car. There was a bunch of us. I forget what transportation it was and left very quickly because there was a little bit of rivalry between us. JP: Was that the game where Middlebury won by the fifth down? RM: I don't remember the details. It may have been. Maybe that's what caused the commotion afterwards. I don't know. I don't remember. It's just too long. It was fifty-two years ago, or three years ago, over fifty. JP: You talked about General Harmon's car. What was the story? RM: Was the football game. It was sophomore year. I was in the MPs and we stood around the, the press box and Harmon, General Harmon and General I.D. White was sitting there. They were usually raising hell, like they always did, telling stories and swearing at this and that. We had male cheerleaders at the time. They were pointing out the various problems and things that they weren't doing right. So anyway, they're getting ready, I think it was for the opening ceremony. The tank [Unintelligible] came up. It was on the left side of the bleachers, facing the field. The General's car was in the way. So he said, "Move my, Corporal, come. Move my car." Okay. So, I get in it and I couldn't find the starter. It was one of those cars. It was buried underneath the pedal and I didn't know better. My roommate, Tom Dillard, was aware of this and I said, "Tom." He told me where it was so I got the car started. I moved it out of the way. Then, the tank came and fired the round. It did what it had to do. I was there for a couple minutes looking all over the place for the starter button. It didn't work with the key or anything. I remember, he used to come to the mess hall and occasionally tell a story or two. Probably can't be repeated in most company. Freshmen week, Parents' Weekend, they'd always serve steak. We never got it but they always had it on Parents' Weekend. He'd come in and he'd talk to them. Basically, he'd say, "If you don't like this place, you can get the hell out of it." He was a good old guy. He was a lot of fun to be with. He always stuck up for the Corps. If there was a problem in Northfield or Montpelier or wherever it was, I guess the story was where he'd send the tanks or the Corps or somebody in to rescue the people that go in trouble. He didn't take any B.S. from the townies. I guess he's got his own legacy and story. I also read his book afterwards, "Battle Commander," I think. He was a colorful guy. In fact, when we were going through, looking for picture for the reunion, there's a picture of me and General Harmon onstage that I guess is [Unintelligible] the Army. I couldn't remember what the thing was. So I sent it into Nate Palmer, who was the secretary of the reunion committee. He says, "That was graduation and you." Okay. There was nothing written on the back of the photo. I just had a mental blank as to what the picture was. Other than that, Harmon was a colorful character. I can't remember any other stories. I'm sure there's several. JP: So, your major was? RM: I started off mechanical engineer and changed over to sophomore year to engineering management and that was my degree, engineering management. I don't think they have it here now or maybe they call it something different but for a long time, it dropped out of the curriculum. Basically it was the basic engineering courses, Chemistry, Physics, Math, and then, Economics and English added on to it. It was kind of a mix. JP: Business and engineering. RM: Yeah. Right. It was kind of the happy road between the two of them. It worked well because I liked the construction part of it. When I was active duty, that's what I did. JP: What did you do after graduation? RM: I got immediate commission and I reported ninety days after commissioning. I had a summer job for ten weeks and a week on either end of it. I worked for a neighbor's dad basically just to kill time because I knew I was going to the Service. Then, the day came, I reported in to Fort Belvoir, went to the Basic Officer's Course. The day we signed out, President Kennedy was assassinated. JP: Oh my. RM: So, I ultimately decided, "Get out of D.C. because you don't want to get stuck down here." I went home. I watched all the proceedings on television. I got to Europe a couple weeks after that, was the middle of December. The people over in France in the bars were still buying free drinks. You couldn't buy a drink, in honor of President Kennedy. I got to march in his parade. After graduation from college here, my roommate, Jim Andrews, his dad had a place in the Cape, Camp Edwards, which was an Air Force base. His dad had a house there. When Kennedy flew in to Hyannis, the airplane was parked at Edwards Air Force Base. When I went to Jim's cottage that day, there was a bunch of people there. They were introducing me. They were the crew that flew on Air Force One. So we're getting ready to leave. They say, "Hey. You want to see Air Force One?" I got an escorted tour of Air Force One. We drove up and the guard was saying, recognized the driver of the jeep. "Nah," he said, walked up. There was one guard, I think, one or two guards out there. Walked up. Got a tour of the plane for, went all the way to the back. JP: Wow. RM: I sat in the, picked up the telephone, called my folks and said, "Hey! Guess where I am?" JP: Did you really? RM: Got a package of cigarettes and a book of matches and I forget what else they gave you. Yeah, so I got the tour of Kennedy's airplane. It was a 707. A couple weeks later, I was down at Fort Belvoir. JP: Doing? RM: It was a Basic Officer's Course. JP: Where did you go from there? RM: I had orders to France as a bachelor. I was supposed to be in for two years. People are trying to woo you with all this, "Sign up for three years. You can go take your family to it." I wasn't married, so I didn't care. I liked France. It sounded good to me, so I was going. I did have a little French in high school which was, I figure, maybe some help. We went, landed, we took off from Dix, no, McGuire Air Force Base in Canadian airplane. When I walked out of the airplane, the tail was open. That's how they're putting in the luggage. I go flying across the Atlantic Ocean and pray that the tail won't open up. We landed in France, in Paris, and I was supposed to get off there. There was two other people in the airplane going to the same outfit I was. The Air Force saw that I was supposed to be assigned to Phalsbourg, France, which was up on the German border. They said, "No. You stay on the airplane." I was one of the last people off because I was sitting in the back. They said, "No." [Unintelligible] "Already taken care of. We put it back on the airplane. Just go back and sit down." I said, "What do I do when I get to Germany?" They said, "Well, go to the tower and they'll get you a ride and take you in to France." About a couple hours later, it was dark by this time. Landed at Rhine-Main and they got this poor E-1 airman out of bed some place. He'd look as though he'd been ridden hard. He was awake enough to drive us and he drove down, went into France. Crossed the border. They waved us on through because it was a military vehicle. They dropped me off at the orderly room where the company, it was already eight or nine o'clock at night, and everybody says, "Where were you? They've been looking all over for you." Because they thought I was coming in to Paris. They made a few telephone calls and told the battalion commander that I had arrived. They recalled all the vehicles. The next morning I got up, put on a set of fatigues and went to work. JP: Your job was? RM: I was a platoon leader in the construction battalion. I had my own little mini-construction company. I had five dump trucks, a crane, air compressor, trailers, forty people including carpenters, masons, electricians, plumbers, heavy equipment operators. I often thought if I could retire from the army, I wouldn't need to retire with pay. Just give me the construction platoon that I had. And all kinds of tools, you know. You need tools and it came in a box I had probably. JP: What did you build? RM: First thing I had to build was four pre-fab metal buildings for ammunition storage for the Air Force. That was at Phalsbourg, where I was stationed. After that, they got sent to Reims Air Force Base in France. They were doing an asphalt project there and I was told to go study it because I was going to do an asphalt project in Chateraux in the Loire Valley. So, I went down there a few weeks ahead of time and designed an asphalt mix and got all the pieces and parts I needed. I ordered the amount of gravel and the right quantities and sizes. Then they sent me an asphalt plant from like a twenty truck convoy. They assembled it, put it together, we started making asphalt, and we repaired the runways and the shattered roof of the C141 aircraft that was coming in to the inventory. Had to replace some concrete and over pave it. JP: Wow. RM: There was also a French aircraft repair company there. They were repairing Air Force 101s and 100 jets. Those guys used to take off all the time and buzz my equipment operators that were driving on the field. After I was there for eight, nine months, the battalion commander called an officer's call for New Year's Eve. Because we were stationed all over the place at separate places, we had to get, we collected TDY to go to the battalion commander's officer's call. So, I went to the Etain Air Force Base, where the battalion commander was. Platoon sergeant took my platoon and the rest of the equipment and went back to Phalsbourg. We married up, I think it was the Second or Third of January, when I got back. After that, summer in the Loire Valley was beautiful, wine country, gorgeous weather, all the chateaus. Then, I went back to Germany, back to France. That time, de Gaulle threw the American forces out. I went PCS to Germany with the unit but because I had two year obligation, I had to extend for a year to go with the unit. When I extended, I was able to go France. Otherwise, they would have sent me back and given me TDY or stuck me someplace for two or three months. We got to Phalsbourg, I mean, to [Unintelligible] and set up shop there. We were there for almost a whole year. A couple projects, we had to build ammunition storage facilities and the great, big, huge butler buildings for the pre-fab equipment that the Army had stationed over there. They'd fly the people over, put them in the new trucks and tanks and stuff if they ever had a problem with the Russians. Then, in, was it June or July of '66, I got orders to Vietnam as a captain. I was still a First Lieutenant so I got promoted. On the way back, they sent me to Fort Belvoir to a Facility Management course. When I got to Vietnam, the typical story was engineer lieutenants, you don't stay in the repo depot very long. You get hauled off to someplace else. I was in the replacement company for six or seven days. One day, a lieutenant colonel and an Army major, WAC, showed up in a fancy black sedan and said, "Come with us." And I went to Saigon, where I was in the facility of engineers, planned a construction order of materials, coordinate, and all of that stuff. Making sure the painters didn't go in and paint the wall before the carpenters went in, tore a hole, and put a doorway in. I was getting ready to come home and I had one last time as duty officer, which was on the 28th, that was the night of TET, '68. I was the duty officer on Headquarters Area Command, not very far from Tan Son Nhut Air Force Base. JP: Oh my. What was that like? RM: Busy. JP: Really? RM: Yeah. There was a sergeant there. He, about midnight, come in and woke me up, got me out of the chair. I was sitting in the back office and said, "Sir, I think you better come out there and see what's going on." He was so nervous because he only had three days left in country. He couldn't hear me, telephone shaking so bad, he had to set it on the table. So I spent the rest of the night, answering telephone calls, trying to coordinate this and that, writing the duty officer's log. The biggest thing, the relief called, was trying to get into the embassy, was getting shot at by the MPs that were in there. I finally get a hold of them. I said, "You guys are asking for ammunition." I said, "There's a truck outside with ammunition. Just don't keep shooting at it." I guess they got their ammunition all right. The rest of the staff showed up fairly early in the morning. By eleven o'clock, I'd finished writing all the stuff that I remembered on the report. They said, "Okay. You can go. So, I left. Went and got my jeep. Went across the street and got something to eat. Then, headed back to the compound because facility was on the other side of Saigon in the Cholon section. I was going over there and there was actually nobody in the street. The Vietnam, Saigon was never, never deserted. Even at midnight, there was thousands of people. Anyway, I'm in convoy with three APCs and I crossed each other at thirty-five miles an hour. Neither one of us slowed down or anything. I just went back to the compound, turned in my jeep, turned in my weapon, and then went back to BOQ and got a couple hours sleep because I hadn't gotten much that night. Then, went back to the office and started doing facilities work again, taking fuel for the generators and all the BOQs and water to the mess halls and fixing what we could. The thousand-member workforce that we had disappeared. It was something like three or four officers and, I don't know, ten to twelve NCOs that did the work for that week, did emergency repairs, not routine stuff. Then, about three weeks after that, I went home. JP: Wow. Heck of a note to go out on. RM: Yeah. It was nice to leave. From there, I went back to the Advanced Course at Fort Belvoir. When I graduated from that, there was supposed to be a very short turnaround for engineers, for any officer going back to Vietnam. To kill time, I taught Demolition Mine Warfare, down at the engineer school for a few months. And then, one day, I got a call to report to the headquarters, personnel section. They told me I was going to become the post-chemical officer. Because the day before, the chemical officer that was there was getting out of the service and they didn't have a replacement. The fact that I'd been to a chemical school in Germany three years, four years before that, I was the most qualified guy on post. I went, over my objection, but they said, "Forget that." I took the job and I went in there and just basically sat back and let the NCOs run the place. I ran cover for them. A year later, I was on orders to go back to Vietnam and all I had to do was pick up my 201 file and my personnel records, finance records. I got a call from my mother saying, "People at assignments branch are looking for you," because they thought I was home on leave. I call them and they said, "Guess what, Captain? You're not going to Vietnam!" Oh, ho, ho. Yeah. You date the President's daughter, you might get a chance to get out of it. Anyway, I went over. I told my boss, [Unintelligible] I said, "Hey. Guess what? Somebody's playing a joke on me. Yeah. I'm not going to Vietnam." He made a few phone calls. He says, "That's right. You're not going to Vietnam." I got to stay another whole year at Fort Bellvoir. JP: Wow. RM: When I eventually did go back to Vietnam, in Christmas of '70, Christmas of '70, New Year's Eve '71, I got sent to a place called Phan Thiet [??], the construction battalion. I was the company commander there for three months and then I was the, we built roads, bridges, that type stuff. Ran our own asphalt plant. Then, I became the operations officer for the unit there. I stayed there until December, early December '71, when they had already started letting people out of Vietnam. I got an early drop by a week and they let me come home early. JP: By a week. RM: By a week. From there, I was supposed to be assigned to, what was it, Army Materiel? No. I was supposed to be assigned to Fort Belvoir. I went into Fort Belvoir and this snotty little attendant, basically Army Readiness Region 1. He says, "When you get here, we'll take care of it." I says, "What am I going to be doing?" He says, "I don't know. Worry about that when you get here." I go over to assignment and say, "I don't want to go there. You got anything else?" They sent me to Army Materiel Command as a project officer. I was there for three years almost. Yeah. That's where I was when we got married. Three years and after I got married, I was going to buy a house. I couldn't find an apartment for my dog. So, we ended up buying a house. They told me I was going to be, "You have to call me to get out of this place." Six months later, they send me orders to [Unintelligible] region, up at Fort Devens. I said, "Hey. You told me." "Well. Sorry. Priority is the Army." I rented the house out and ten years later, when I retired, we went back to it. After I went to Devens for three years, I went to Fort Richardson, Alaska for three years. Then, Fort Leavenworth for three years. That's where I ended my career. JP: How many years were you in, total? RM: Twenty years, one month, and twenty-three days. JP: But who's counting? RM: Yeah, but who's counting? JP: That's amazing. RM: Yeah. The day I signed in the Advanced Course was the day Martin Luther King was assassinated. JP: Wow. RM: We didn't go to downtown D.C. for several weeks. JP: No. RM: That was basically it. After I retired, I got a job with the United Services Automobile Association as a facilities specialist working at their office in Reston, Virginia. About a year and a half to two years later, my boss was offered a retirement under accelerated retirement package, which he took. I got promoted into his job. Moved the office from Merrifield, Virginia to Reston, Virginia. Built a second building and ultimately, retired as the Director of Facilities and Services. JP: Wow. RM: In fact, I was in charge of mail room, mess hall, security, facilities. There was probably something else. That was the person that worked in the Aramark office under the Aramark contract as the bookkeeper. JP: And that is your wife, who's here? RM: Yes. For three years, we ate lunch together. JP: That's sweet. RM: U.S.A.A. moved the officer from Reston, Virginia. They closed it. They offered me a job in Norfolk, Virginia. I said, "No. I don't want that." The kids told me I could go if I want to but they were going to stay behind. They had a place that they could stay, the neighbor across the street. I said, "No. I'll take an early retirement, a retirement." The day I moved into the building, it snowed and the day I left, it snowed. I kicked around for a little bit of time, working on a job. In fact, I went at work. After I left U.S.A.A., I went back at work for Aramark as an hourly employee, washing dishes, serving food, preparing food, cash register. I did anything and everything they needed. I worked there for about three months. When they closed the building, we had a farewell party. I was third from last out of the building. I was one of the first people in. Fourteen years of time was first and last. Then, I kicked around for a few months, working for Home Depot and places like that. I got a call from a friend of mine that was in the facility management business. He said, "George Washington University is looking for a facilities person. You might want to do down and talk to them. I went down and talked to them, Monday or Tuesday. Was hired that week. Went to work the following week. They sent me out to Loudoun, Virginia where the campus was. PSINet had owned the building. Had gone bankrupt. GW had bought it and had leased it back to PSINet. PSINet wasn't clearing the building like they were supposed to. So, they sent me out. They said, "Throw them out." I threw them out. Locked the door. Changed the locks and they never came back. I was out there for eight years before they told me my job was going to be transferred from Virginia down to district. I told my boss, I said, "I'll come down here for meeting but I'm not coming down here every day to work." I said, "I'll just tell you right now. Sometime this year, I'm going to retire and I'll tell you two weeks before the day I walk out." That's exactly what I did. We knew we were coming down to Virginia. Both my girls went to UVA. They were both working at UVA and both living in the Charlottesville area. We decided, "Let's go down there where they are." We bought the house. I retired. We moved the stuff down from the house in Virginia. We've been in Charlottesville for three and a half years. JP: Wow. This is the house you bought for the dog? RM: Yes. [MRS. ROBERT MINNIS]: No. RM: Wait. No. [MM]: That was when we first married. The dog was a Labrador retriever, seventy five pounds. Most apartments only let twenty to thirty pounds so we had to buy a house. RM: And the dog went with us the whole time we were in the service and even moved down to Virginia with us when we retired. He ended up with hip dysplasia, cancer problems and we had to – [MM]: He was fifteen. The house we first bought when we were married, we rented it out for ten years. We came back when he retired from the Army and we occupied it for three years, but then we sold it when his company moved out to Reston, Virginia. RM: I got tired of commuting. [MM]: We had twenty four years in that house before we moved down to Charlottesville, Virginia area. UVA is the University of Virginia, which you're always saying all these spots that you were stationed in, but if you're not in the military, you wouldn't know necessarily [Unintelligible]. Not everybody would know. JP: This class, I'll tell you. I know places in Vietnam I didn't a week ago. RM: Phan Thiet, that's where I was stationed in 1971, just a little village town on the coast. Had gorgeous white beaches. You'd die for a white beach like that, white beach sand. It was supposedly the nuc mong capital of the world. Do you know what nuc mong is? JP: No. RM: They take fish and they boil the fish all in crocs and they let it rot. They drain off the fluid and that's like vitamins, fish oil, vitamin stuff. It stinks. There was a story about one guy, came back from Vietnam. He was Special Forces. He had a bottle of this stuff. The customs agent said, "Open it." He said, "No. You don't want me to do that." The guy insisted so he opened the thing up and they almost had to evacuate the terminal. I was there a whole year, building roads, bridges, ran a construction project, asphalt plant, rock quarry, fleets of dump trucks, and everything else. It was basically a little construction company. Whisky Mountain was the site that we stayed at. Gorgeous sunsets. [Unintelligible] you could watch the sun go down over the hills. It was beautiful. Anyway, that was it. JP: Wow. What advice would you give to a rook today on how to survive and thrive the way you have? RM: Oh boy. Hundreds of people have done it before you. You're not the only one that thought about leaving or getting out or whatever the case may be. Just stick with it. Rely on your classmates and hang in there. It all usually works out. JP: What would your life had been like if you hadn't gone to Norwich? RM: Don't know. JP: You don't know. RM: I haven't the foggiest idea what it would be. I don't even know what I would have done for a job. When I got into the Army, I liked it. They take pretty good care of you. I got to travel a lot of places around the world, England, Austria. Every trip to Vietnam was four airplane rides. It was a different route. I got to Hawaii one time for forty-five minute refueling stop. I hit the Philippines, Guam, Wake, Taiwan, Japan. If there was a landing field in the Pacific, I was probably on it for some period of time. The last trip, coming back, I went through Alaska in December in a short sleeve, khaki shirt. It was something like twenty below zero. JP: Oh my. RM: It was a quick trip from the airplane to the terminal. I greeted the polar bear that was there and went back and saw him three years later. They have a great big, huge, Alaskan Kodiak bear stuffed in the lobby of the airport lobby. It was one of the biggest ones on record that somebody killed. We went back to Alaska, the station up there for three years. Saw the airport. The bear was there. [MM]: The Aleutian Islands. RM: I made it to Attu, which is the end of the Aleutian Islands. [Unintelligible] a little bit of travelling. JP: A little bit. [MM]: Salmon fishing. Gold panning. RM: That was in Alaska. Drove almost every kind of military vehicle that was in the inventory up to the time I retired, including a lot of construction equipment. JP: Oh, wow. Cranes, everything. Wow. RM: Yep. I had a paver, ran one of those, rollers. I had a crane operator who was a Native American. He could do things to that crane that most people can't even do with their hands. He'd pick something up. He'd drop exactly, you'd tell him you want it right here. That's exactly where it went. It was all just smooth, fluid motion. The guy, it was unbelievable. JP: Wow. RM: Anyway, that's my story. JP: Is there anything else you'd like to add? Any – RM: Nothing that I can think of right now. [MM]: Come back in ten years. (Laughs.) JP: Thank you. RM: You're welcome. Glad I could. Hopefully, it will benefit somebody and they'll get some history out of it. While I was in the Corp, we never did cover that too much, my sophomore year, I went to the MPs and that's where General Harmon and I met. In the meantime, I was in drill team and I was on the rifle team. The rifle team travelled all over New England. They didn't have vans in those days so we got to drive our own cars, so we got paid mileage for it. We'd put three or four guys in a car. The drill team, where did we go? Other than the inauguration parade, Lexington, Concord, and several other places around here. There's also a plaque up in Jackman from the Lexington/Concord parade, commemorating thirty-five years of participation. I didn't realize they'd done it that often. [Unintelligible] I don't think I'll tell the story about the panty raid. JP: Do you have a story about the panty raid? RM: No. I didn't. After the – [MM]: I wouldn't give names. RM: After the dinner, I left and came back here. JP: After the – RM: After the party, yeah. JP: General Burchhar [??] RM: I don't remember what the general's name was. He was a lieutenant general. I know that. He had a few too many, from what I remember. Anyway, I come back here and I started hearing all these things and people started drifting in. The TAC officers were running around here, trying to figure out what's going on and catch people. I basically tried to keep them away from the people that were coming in. It was an interesting night. There was a lot of people that ended up with a few tours and a few demerits because of that. While I was here, I only walked one tour. JP: Really? RM: Only one. JP: One tour. RM: Yep. My squad leader, freshman year, I get almost to, it was in spring time, he said, "Minnis, I don't think you've had too many demerits and tours." I said, "No. I haven't, sir." He said, "Well, you get one now." I had to march one. JP: Because you didn't have one? RM: Well, I think twelve was the cutoff. He gave me a couple to make it thirteen for some stupid reason. I don't even remember what it is. Yeah. I walked one. Other than that, I can't think of anything else, unless you got something specific. JP: I heard a story about General Harmon and somebody and a honey wagon, a manure spreader. Did you hear about that story? RM: No. It may have been before my time. I don't recall that. No. Maybe just ask around. It sounds interesting. JP: Yes. Apparently, somebody took manure spreader where his car normally parked and – RM: Nobody owned up to it. JP: Nobody knew what to do, but he knew what to do. He walked through it and then stamped his feet clean and said, "Sir, gentlemen, I expect you to follow me." RM: That sounds like Ernie. He used to stand up, I don't know what, I think it was in the mess hall [Unintelligible]. There used to be a raised platform that the cadet officers sat on. He'd come in there periodically and tell you, you'd see about this much of him over the platform edge. He was kind of short. Well-respected, but anyway, that's all I got. JP: Oh. Thank you so much. Really appreciate it. RM: Yeah. [MM]: [Unintelligible] to talk about? RM: The National Model Railroad Association, it took me almost fifteen years to get the certificate, from the time I started to the time I finished. Even when I was in the service, I used to build models and put them in boxes and store them in trunks and stuff. It wasn't until, when I was in Alaska, we met, there was a modular group up there. I got to know them and several people. In fact, there's an adjacent story to that. There was several people in the military that used to participate in it. We decided we'd form a club between the Air Force and the Army up there in Alaska. We built some modules. We were just getting ready to put scenic and track and stuff on them and everybody got orders. They all left. I was the last one to leave so I ended up with all the modules. I took them to Fort Leonard Wood and packed them away in a shed for three years. Then when I retired, I moved here and the president of the division in D.C., Potomac division, asked me one day. He says, "I hear you've got modules." I said, "Yeah. I do." I told him what I had. He said, "Would you be interested in showing them at the Children's Museum in D.C.?" I said, "Sure." We got together. There was six of us. We took the modules and put scenery and track on them. We went down to the Children's Museum in D.C. and displayed there before Christmas. Then, a little later on after the first of the year, I got a call from Fairfax Station Train Museum. It's the actual station that the Southern Railroad had and they've got pictures of that station in use in the Civil War. It was used as for wounded, both North and South. Clara Barton started the Red Cross in that vicinity. She was one of the people that worked the wounded there, helped them. This guy calls me up and says, "In December, we want to have a train show, as a fundraiser. Are you interested in participating?" I said, "Yes." I've already done twenty-three of them. [MM]: In the same location. RM: Same location. The Southern Railroad sold the station to a group of interested people for a buck, but the provision was that they had to move it. They disassembled it, moved it up, acquired a piece of land, had the high school, trade school in Fairfax County rebuild it, board for board, put it all back together again. Replaced the bad stuff and that type of thing. Every single December, first weekend of December since, I don't know, twenty-four years' worth this year, they have a train show. They set up and they show the display inside, a Lionel display, a Gauge One which is bigger than Lionel. Then, there's an S Scale rail. They have a caboose outside that the N Scale people set up in. The people with the G Gauge, which are the garden stuff, the stuff that runs outside set up underneath around [Unintelligible] A couple years, it snowed. They put snow plows on the engines and cleared the track. JP: Really? RM: Yeah. After I retired and moved down here, I gave up the membership. [MM]: Down here means to central Virginia. You're up in Vermont right now. RM: When I retired from D.C. and moved to Virginia, Charlottesville, I said, "I want" – because I basically started this group – "I want the right to come back every Christmas show for as long as I want to do it. I reserve three spaces in the set up." They said, "Okay." The first week in December, Saturday morning, I pack up and drive up, two and half, three hours and set up. Come back Sunday afternoon. In fact, one year, the public was there and the display – The power went out. This guy, Clem Clemmons, who was basically retired Air Force, said, "What are you running?" I said, "Six volt D.C." He says, "I got a battery in my Packard outside that's six volt D.C." He ran an extension cord out, wrapped some wires around the terminals and wires around the other end and we ran trains in the darkened room with only the red light and the caboose. JP: That must have been magical. RM: He even wrote an article in a national magazine about it. JP: Wow. RM: It's three o'clock. I think that's it for now. JP: Thank you. RM: You're welcome. JP: That was amazing. [End of interview.]

Burnout, Zeitarbeit, Digital Natives - dies sind längst keine bloßen Schlagwörter mehr, sondern eine Wirklichkeit, die Führungskräfte täglich vor neue Herausforderungen stellt. Denn wenn Fachkräfte kaum zu finden sind, Teams nur auf Zeit bestehen und Mitarbeiter und Chefs stärkerem Druck denn je ausgesetzt sind, helfen die alten Rezepte nicht mehr weiter. Unternehmerin und Leadership-Expertin Maren Lehky zeigt anhand vieler Beispiele, mit welchen Strategien Sie diesen Veränderungen als Manager souverän begegnen. Dies ist das Handbuch für eine neue Generation von Führungskräften.

Issue 13.4 of the Review for Religious, 1954. ; Review for Religious JULY 15, 1954 Religious and Modern Needs . . Jordan Aumann Mindfulness . ¢. A. Herbsf Duns Scofus . Berard Vogt Aposfolic School . Slster M. Ange~ic]a Apparitions and Revelations . .~ugustlne G. Ellard Spirlfual Opiates . Joseph P. Fisher Saints in No-Man's Land . George Syrne =~uestions and Answers Beatifications, 1951-1952 Communications Book Reviews¯ NUMBER 4 RI VII:::W FOR RI::LIGIOUS VOLUME XIII JULY, 1954 NUMBER CONTENTS RELIGIOUS LIFE AND MODERN NEEDS--3ordatt Aumann, O.P. 169 MARIAN YEAR PLAY . 178 OUR CONTRIBUTORS . 178 MINDFULNESS~. A. Herbst, S.3 . 179 COMMUNICATIONS . ' . " . . 183 DUNS SCOTUS, DEFENDER OF THE IMMACULATE CONCEP-TION-- Berard Vogt, O,F.M . 184 THE APOSTOLIC SCHOOL--Sister M. Angeli¢ia, C.S.J . 187 SACRA VIRGINITAS . . . 192 OUR ADDRESSES . 192 APPARITIONS AND REVELATIONS: SOME CLASSIFICATIONS-- Augustine G. Ellard, S.J . 193 BEATIFICATIONS, 1951-1952 . 205 SPIRITUAL OPIATES-~Joseph P. Fisher, S.J . 207" TO ALL THE SAINTS IN NO-MAN'S LAND~George Byrne, S.3. 211 NEW CONGREGATIONS . 216 CONGRESS IN BUENOS AIRES . 217 COMMENTARY ON LITTLE OFFICE . . ' . 217 QUESTIONS AND ANSWERS-- 22. Advice for Mystic . . 218 23. The Occasional Confessor . 219 24. Approval for Revised Customary . 219 25. Licit Disposition of Income . 219 BOOK REVIEWS-- Kateri of the Mohawks; The All-Present God; The Holy Spirit in the Christian Life; Through Him, with Him, and in Him . 220 BOOK ANNOUNCEMENTS . 223 BOOKLETS AND PAMPHLETS . 224 NOTICE FOR PUBLISHERS . ¯ . 224 REVIEW FOR RELIGIOUS, July, 1954, Vol. XIII, No. 4. Published bi-monthly: 3anhary, March, May,duly, September, and November at the College Press, 606 Harrison Street, Topeka, Kansas, by St. Mary's College, St. Marys, Kansas, with ecclesiastical approbation. Entered as second class matter January 15, 1942, at the Post Office, under the act of March 3, 1879. Editorial Board: Augustine G. Ellard, S.J., Adam C. Ellis, S.J. Gerald Kelly, S.J., Francis N. Korth, S.3. Copyright, 1954, by Adam C. Eilis, S.J. Permission is hereby granted for quota-tions of reasonable length, provided due credit be given this review and the author. Subscription price: 3 dollars a year; 50 cents a copy. Printed in U. S. A. Before writing to us, please consult notice on inside back cover. Religious Life and Modern Needs Jordan Aumann, O.P. THE General Congress On the States of Perfection, held at Rome in 1950 under the auspices of the Sacred Congregation of Religious and with the approval of Pope Pius XIi, brought to the attention of the Catholic ~orld the keen interest and paternal solicitude of the Supreme Pontiff for the condition of religious life in the modern~ world. The Congress, however, was not an unex-pected and isolated event; rather it was the culmination of a. well-laid i01an for the renewal of the primitive spirit in religious insti-tutes. As early as June, 1939, th~ Holy Father addressed 'an allocution to the members of the Gene'ral Chapter of the Friars Minor and urged them to striv~ earnestly to ,recapture the spirit of their Seraph'ic Father. Since that time, both the Holy Father and the Sacred Con-gregation of Religious have repeatedly admonished religious to re-new their interior spirit and adapt themselves to the urgent ne"eds of the presefit day. With the publication of the Acta et Documenta of the 1950 Congress, religious superiors have a handy guide for the fulfillment of the Pope's desires.1 The volume contains theological and can-onical treatises on the state of perfection as well ~.as many practical suggestioris for the adaptation and renewal that are'requested b,y the Holy See. The .Mind bf the Church ' Between 193~ and 1950, in'allocut-ions and letters to the Fran-ciscans, Jesuits, Redemptorists, Dominicans, and CanonS of St. Au-gustine, the Holy Father has stressed the need for certain adjust-ments in religious institutes in view of the conditions of modern life and for a revival of the spirit of the founders in the various in-stitutes, s, The Pontiff realizes all too keenly that in encouraging an ! !Cf. Acta et Documenta: Congressus General(s de Statibus Perfectionis, published in 1952 by Pia Sbciet;i San Paolo, Via Beato Pio X, Rome, Italy. sin an apostolic letter to the Society of Jesus on June 26, 1944, the Pope warned against the "heresy of action." In a letter to the Master General of the Domini- ¯ cans on July 16, 1946, he urged the Friars Preachers to hold fast to She regular life, monastic observances, assiduous study of sacred truth, and solemn recithtion of the Divine Office, warning them not to make a constant practice or custom of that whi'ch is only a laudable exception. ' 169 JORDAN AUMANN Review for Religious adaptation of the religious life and a return to the primitive'spirit of the founders, he is issuing a bold challenge to all religious insti-tutes. For that reason he has repeatedly warned that none of the essential elements of r'eligious life and spirit can be changed or jetti-soned, but only the accidentals and the techniques of the apos~tolat~. In his address to the Congress. on the States of' Perfectiori,3 Cardinal Piazza outlined the program of .ad,aptation and renewal and gave a precise expression of the intentions of the Holy Father this impor'tant matter. The central theme'of the Congress. w~is an accommodata renooatio, that is, a renewal of the primitive'spirit Of religious institutes adapted to the needs of the pr.esent day. Conse-quently, changes are to be made on two levels. First and most im-portant, there must be in every religious institute a return to the spirit that animated the founder and earliest members of that insti-tute. Secondly, adaptations and accommodations must be made in regard to the apostolate of each religious institute. Cardinal Piazza insisted that every religious institute should be a living continuation of the mind and spirit of its founder, for the , religious.life is ever actual and vital. If there is danger that this spirit is languishing in any institute, let that institute reform its structure, renew its directive organs, and refashion the means to end to fit the needs of the da3}. Yet, all this must be done with the approval of proper ecclesiastical authority. The best and most efficacious renewal of the spiril~ of any r~- ligious institute is a ~return to the spirit of the founder, an exact ob-' servance of the constitutions of that institute, and a promotion of common life and fraternal cha,rity. The dilemma proposed by the Cardinal can be expressed ver'y briefly: "Renew your spirit or die." But even in the midst of renewal and adaptation, major superiors Will avoid the shoals of extreme conservatism and a mania for nov-' elty. When it c~mes to the ques~i~on of adaptation in an3] religio~.s institute, the need is particularl~r felt in the field of the apostolate. Nevertheless, the urgency of the times ,demands an_d justifies an ad-justment in the accidental structure of the internal life of l~he ihsti-tute as well. Certain thing~ do not admit of a change without' the destruction of the institute. Such things belong to the substanfi~ii ele- 3Noti~ that the Congress was purposely designated as a congress on the states'of perfection in order to include the members of various secular institutes. "While not religious in a juridical sense, the members of secular institutes, since'they live un-der vow, nevertheless belong to the state of perfection. July, 1954 RELIGIOUS LIFE AND MODERN NEEDS ment; for example, the juridical personality, the essence of thevows, the special' scope and characteristic spirit of the institute, and the ¯ common laws of religious life as found in the Code of Canon Law. But in regard to the methods and techniques used in the field Of the apostolate, great.adaptation is possible and desirable. If.the modern religious is not making contact with souls, if his schedule of life is at variance with that of the people to whom he is sent to min-ister, or if he is not as expert in his field of activity as are the laymen working in the same field, then'adjustments are surely in order. But at thi~ point religious superiors are reminded of the admonition of Pope Pius XII in his apostolic exhortation, Menti Nostrae, that new forms and methods in the apostolate must always be under the care and vigilance ot~ the bishops. For it is a regulation of canon law (cans. 456, 500, 630) that whenever religious are charged with the care Sf souls, they are subject to the local ordinary in that re-spect. In other words,' it is the mind of'the Pope that religious or-ders be bound by profound loyalty and obedience to: .the. Holy See and the'hierarchy. Adaptation, not Mitigation Solne religious may be tempted to welcome any change or adap-tation as a mitigation of the primitive spirit and regular observance. Both the Holy Father and representatives of the Sacred'Congrega-tion of Religious have warned that such is not the intention of the ¯ Ho!y See. In :a stirring address to the 1950 Congress, Father R. Lombardi, S.J., stated that if the needs of the time are great, so also is the need for truly religious men and women. The Church today needs religious who are animated by true charity and detachment from the things of the world, and we should expect to find many such.religious in the various institutes.' Unfortunately, we some-times find that those very men and women who have publicly bound themselves to the serious obligation of striving after perfec-tion under the vows are content to do the very minimum that is re-quired or, what is worse, they turn back again,to the very things they have voluntarily surrendered. "The times also require, said Father Lombardi, religious supe-riors who will have the leade~rship and courage to revive the spirit of the foun.ders in their own institute or province. No adaptation or renewal can come .from belo.w; it must come from those who .before God are res.ponsib!e in a large measure for the religious observance and p.e?sonal holiness of their subjects. Cofisequently, superiors have a difficult task. They are not entrus'ted with the mere enforcement. 171~. JORDAN AUMANN Reuieu~ [or Religious of an inflexible law; they must understand the needs of the times, the talents and weaknesses of their subjects, and the spirit ~f their religious institute. The superior must in every instance stri~re to act in the same way that the founder would act were he alive today. Consequently, the revival of the primitive spirit and an 'adapta-tion to present-day needs can in no sense be understgod or inter-preted as an excuse for the m~tigation of the rules and practices, of religiousllife. The Holy See has insisted that the spirit of the insti-tute, its proper e'nd and scope, and all that is requ!red for the pres-ervation of its spirit and end must be carefully safeguarded and pre-served. The renovation must be inteinal and spiritual. To think that a mere change in the legislation of a religious in-stitute will effect this renovation is as dangerous as it is erroneous. Such an attitude, stated Bishop Ancel of Lyons, is an implicit be-lief in a kind of materialism which holds that mere structural modi-fications suffice to provide the desired renovatioh. The real purpose, of the renovation is to, revivify the primitive spirit of the institute and to help the members strive more successfully after Christian,per-fection. .Only fervent religious can stand an adaptation and only strong religious can live for any length of time under dispensations. But, the Bishop continued, the desired renovation and adaptation will not come about merely by having superiors insist on the literal ob-servance of the constitutions. We must at no time lose sight of the two elements contained in the present program: revi'val of the primi-tive spirit of the institute and an adaptation to the requirements of the apostolate. Interior Life and the Apostolate No religious institute exists primarily for the apostolate or for any particular work. in, the Church. The Basis of the religious'life is the profession of vows which are used as instruments in attaining the perfection of charity. The primary purpose of the religious in-stitute is the sanctification of its members. Consequently, the true vocation and goal of the individual religious is to strive to become a .saint and the primary function of the religious superior is to assist and guide subjects to'sanctity, especially by fostering observance of the constitutions of th'e institute. This point is all important for a correct understanding'and evaluation of the religious life.4 4Cf. the,, definition of the religious state in canon 487, the statement of the purpose of religiou~ life in canon 488. and the enumeration of the obligations of religious superiors in canons 592-95. ~ 172 , JuI~,1954 RELIGIOUS LIFE AND MODERN NEEDS But Christian perfection and sanctity consist primarily in char-ity, which is an interior perfection. To this end, the con~tltutions of religious institutes prescribe an external conduct and mode of life that will lead religious more readily to the perfection of charity. Thus, the constitutions of 'the Dominican.Order explicitly state that the four essential means for attaining Dominican sanctity are the regular life, monastic observances, the study of sacred truth, and the solemn recita.tion of the Divine Office and that none of these means may be substantially altered. If the constitutions of a religious institute have received the ap-probation of the Holy See,it is because they have been judged fitting means- to the attainment of evangelical perfecuon. It follows, there-fore, that whatever touches upon the essence of the vows and the substantial elements of the regular life cannot be modified or changed without destroying-the religious life as it is juridically de-fined by the Church. Moreover, no religious subject or superior is free to abandon permanently any of these substantial elements of the constitutions of his institute,s In addition to those elements that pertain to the very essence of religious life, the constitutions contain particular legislation for the preseryation of xhe spirit and aim of the institute. In this 'respect also there are things that cannot be changed without destroying the distinctive spirit and character of the religious institute. Thus, liturgical prayer is characteristic of Benedictine life, the assidu6us study of sacred truth is the mark of the Friar Preacher,. and p.o,v,- -erty is the dominant note in Franciscan life. ~ The above elements pertain to the interior life of the members of a religious institute and are directed to the attainment of pe'rfec-tion. For that reason they are of primary importance. But the Church also 'approves of a mission or apostolate for each religious in~itute, with the understanding, however, that the ~hurch may subsequently restrict or enlarge the scope of the apostolate without destroying the nature and spirit of the' institute itself. For the ~apos-t61ate is and always remains a secondary element in the religious 5The religious under vows has promised obedience to the constitutions as expressed and commanded by his superior, but the religious superior does not have unlimited power in giving commands. He must abide by the limitations placed on his au-thority by those same constitutions. The subject has vowed to obey what is-in the constitutions; the superior may not gratuitously abolish any prescriptions in the constitutions nor may he demand more of the subject than the constitutions themselves demand. ¯ 173 JORDAN AUMANN Review for Religious life; the first and most important function of any religious institute is the sanctification of its members.6 From what has been said, it follows that success in the aposto-late as a preacher, teacher, writer, or social worker is not a necessary. indication of the holiness and worth of a religious. Success in these activities may just as ~asily be the result of purely natural talent, ambition, pride, or t~e love of financial gain. A religious is not a good religious except through the observance of the constitutions which he vowed to use as a pattern and guide in his struggle for holiness. Indeed, even that does not suffice, for the observance of rules is of no value for sanctification unless motivated in some way by the love of God. The energy consumed in the labors df the apostolate, the hours spent in the classroom, pulpit, or sickroom, the inconvenience of traveling from one mission to another--none of these is the sole criterion of the value' and worth of a religious. For it is not the work that makes us holy, but the love with which we do it. This does not mean that the activity of the apostolate need ever be an obstacle to deep spirituality or even to the observance of one's constitutions. The admonitions of the Holy Father are very clear on this point. The present Pontiff encourages modern religious to strive with all their hearts to become apostles in the true sense of the word. And surely, such great founders as St. Francis, St. Dominic, and' St. Ignatius have shown us that exhausting labors are com-patible with profound sanctity. What was the secret of their suc-cess? It was due in no small measure to the fact that they never ceased to be great lovers of God and souls and .men of prayer.7 6In the ancient religious orders there was a much closer relationship between the aim or scope of the institut~ and the spirit of the institute, so that in some cases it may be difficult to change the aim of the institute without destroying the peculiar character of the institute itself. This is especially true of the older contemplative and mixed orders. The same situation does not hold true in regard to the modern active institutes. Nevertheless the same principle applies to all forms of religious" life: the work of the apostolate should proceed from a deep interior life. 7What is to be done when the individual religious judges that excessive activity is harmful to his growth in sanctity? Objectively, the answer is simple: the first obligation of the religious is to sanctify himself; the primary function of the su-perior is to help his subjects grow in holiness. But if the superior insists that the activity be continued, what can the subject do but obey, trusting to find a way to use excessive work as an instrument of sanctification and letting the superior an-swer to God if there be any culpability in such a situation? In an allocution to the Discalced Carmelites in September, 1951, the Holy Father warned superiors that they are not to be infected with a machine-age mentality so that they treat their subjects like so many machines and lose sight of the human personality. 174 dul~ , 1954 RELIGIOUS LIFE AND MODERN NEEDS. Once it has been seen that the primary purpose of th~ re.ligious life is the sanctification of,its members° and that the apos~olat( should rightly prdceed from a deep interior life, it should bk evident that there is no contradiction or paradox in the directives that have beenissued from the Holy See. The first task is the revival of~ the primitiye spirit of religious institutes and a concerted effort to bring all religious back to regular observance and th~ common life. Then, the major superiors, following the directives of the Holy" See, will make suitable adaptations of that revitalized religious life to the needs of modern Christians. In some cases the adaptations may take unexpected turns. It may mean that this or that religious institute will find it necessary to abandon parishes in areas where there is no longer a shortage of diocesan clergy; others will realize that they have drifted into all manner of apostolic works, good in themselves, but outside the scope of the institute and the aim of the founder; still others will discover that they have almost completely aban-doned the principal work which was entrusted to them by the Church. It is at this point that couragequs superiors will be needed, for there is a strong temptation to succumb to passive disobedience to the Hol.y See. As Cardinal Piazza pointed out in his discourse at the 1950 Congress, if religious do not live their constitutions as conscientiously as possible and hold themselves to .the aim and work of their institute, there is no longer any distinction among religious institutes and, therefore, no reason for their existence as dist'inct groups or societies. Points for Adaptation In the various allocutions, letters, speeches, and written reports published in the Acta et Documenta of the Congress on the States of Perfection, certain points have been stressed in regard to the desired ad~aptations of religious life to modern needs. While allowing for different circumstances in various countries and religious institutes~ there are general lines which such adaptations should follow. More-over, all adaptations should be visualized and planned against,the background of the Pope's admonition that proper ecclesiastical " channels are to be observed. Observations on the cloister are to be found in Sponsa Christi as well as other documents~ that have been issued,by the Holy~ See. There is no indication that an attempt is being made to abandon the cloister; rather, the cloister is to be safeguarded even when reli-gious institutes assume some form of the apostolate that brings.the 175 ,JORDAN AUMANN Review [or Religious members into close contact with the world. It is still true that the world is to be kept out of the cloister as much as possible and that the religious are to leave the cloister only~ to bring the things of God to the world. The Holy Fat~er has urged many times that religious should make use of modern inventions in the work of' the apostolate and that they should equal and even surpass lay people in the same areas of work. But work for the sake of work or work done for a purely natural motive has never been advocated. If the apostolate is un-dertaken with such an attitude, it can be as much an obstacle to the perfection of the religious as any other impediment to spiritual growth. Much less should the works of the apostolate be measured or' motivated by purely monetary values. The apostle is such by reason of his love of God, his. commission by the ,Church, and his zeal for souls. As to the religious habit (and this principally affects .women religious), the Pope advised the teaching religious in September, 1951: "The religious habit: choose it in such a way that it becomes the expression of inward naturalness, of simplicity and spiritual modesty." Many congregations have been prompt to obey this suggestion of the Pope and have refashibned habits and veils that were unsanitary, uncomfortable, and a source ,of amazement to the laity. At various times the Hdly Father has stressed the importance if the common life and urged that superiors be truly paternal (or ma- ~ternal). The religious life should be a family life and the superiors~ should respect the individual personalities of their subjects while the subjects hold each other in truly fraternal affection. So ~losely is the common life linked with the vows and regular observance that it can be said to be the very foundation of religious spirit and dis-cipline. Consequently, anything that militates against the common life--such as personal income, excessive individualism, prolonged absences from the cloister, or unreasonable dispensations from com-munity exercises--should be eliminated as much as possible. Lastly, the very Constitutions tha~ regulate the life of an institute may at times be in need of adaptation. In his address to teaching religious the Ho~ly Father observed: "Followed in letter and in spirit,-your constitutions, too, facilitate and bring the Sister all she .needs and must do in our time to be a good teacher and educator. ¯ . .' It is possible that some details of the school schedules, certain 176 duly, 1954 ° RELIGIOUS LIFE AND MODERN NEEDS regulations--simple applications of .the Rule---certain customs which were, perhaps, in harmony with past conditions but Which today merely hinder educational work, must be adapted to new cir-cu'mstances. Let superiors and general chapters proceed in this mat-ter conscientiously, with foresight, prudence, and courage, and, where the case demands, let them not fail to submit the proposed changes to t~he competent eccles{astical authorities."_ American Adaptations It may seem that the directives and suggestions of the Holy See have little application in the United States, since from the very be-ginning there has been an'adaptation of religious life to the needs of the times. However, we shall undoubtedly find, after an honest self-examination, that we have been somewhat remiss in regard to the second aspect of the quest'ion: the renewal of the primitive reli-gious spirit and the subsequent deepening of the interigr life. Th'ree dangers or excesses especially threaten the religious life in the United States: naturalism, the loss of the spirit of mortification, and ex-cessive activity. In a country where there are many demands on the religious in the field of the apostolate and where there is no long-standing tra-dition of a Catholic" culture, it is understandable that naturalism may quite easily pervade the religious life. If the religious observ-ances and customs seem foreign or artificial to ~he American tem-perament and if the religious habit itself is gradually looked upon as an academic gown or judge's robe, to be worn only for certain functions, the religi6us may readily lose sight of the meaning of re-ligious life. Only a serious attempt to live the regular life and to actualize the spirit of his institute will make the religious con. stantly aware of his distinct state. Only a deepening interior life and super-naturai motivation will preserve the religious from the taint of naturalism. The loss of the spirit of mortification may be due in large part to the fact that many religious live under a permanent dispen-sation from the penances and mortifications prescribed by their con-stitutions, as well as the fact that the standard of life in the United States is noticeably higher than that of other countries. Whatever be the cause, there is no doubt that the universal teaching of spir-itual writers on the necessity of mortification in the spiritual life has never lost its value. Here again, a more scrupulous observhnce of the constitutions and a revival of the primitive sp_irit of the religious 177 JORDAN AUMANN : institute will go a long, way to check the inroads of mitigatibn and laxity. "Sufficient has already been said concerning the true role of action and t~e apostolate in the religious and spiritual life. It remains merely to observe that religious who are overburdened with many external activities can har'dly hope to be scholar~, writers, or stu-dents; religious who return to the cloister in a state of nervous ex-haustion are rarely in a mood that is conducive to prayer, medita-tion, or the common life; and religious who live only for the works of the apostolate are in danger of drying up at the source and of missing the real purpose of their religious profession: to strive for personal sanctity. The HQIy Father has imposed upon religious the twofold task of reviving the primitive spirit of their founders and of adapting re-ligious life and work to the needs of the Church today. It is a chal-lenge to religious to live as perfectly as possible the life which they have voluntarily embraced. If the task is accepted and the challenge is answered, we shall undoubtedly begin, to raise up saints for our times. MARIAN YEAR PLAY Counted as Mine is a play of three acts, six scenes, with a modern-dress cho-rus, suitable for performance by high school and college students or by little the-atre groups and parish drama clubs: It is the story of Our Lady of Guadalupe, the Hope of America. Written by a Poor Clare, the author of the play, Candle in Umbria, and of the book of poems, Whom I Hao'e Looed. $1.00 per copy. Order from: Rev. Mother M. Immaculata, P.C., Poor Clare Monastery of Our Lady of Guadalupe, Route 1, Box 285-C, Roswell, New Mexico. OUR CONTRIBUTORS JORDAN AUMANN teaches at the College of Saint Teresa, Winona, Minnesota, and is the literary editor of the Cross and Crown Series of Spirituality. C.A. HERBST is a spiritual director and teacher at the Jesuit Juniorate at Florissant, Missouri. 'BERARD VOGT, of Christ the King Seminary, St. Bonaventure, New York, is a leading authority on the teaching of the great Franciscan theologian, John Duns Scotus. SISTER M. ANGELICIA is professor of psychology and edu-cation at Marymount College, Salina, Kansas. AUGUSTINE G. ELLARD is a mem-ber of our editorial board. GEORGE BYRNE is professor of ascetical theology at Milltown Park, Dublin, Ireland. JOSEPH P. FISHER is master of novices at Flo-rissant, Missouri. 178 , /V indt:ulness C. A. Herl~st, S.J. ROUTINE can be a blight in the religious life. It can be like the rust of which Our Lord spoke, which consumes, or like the thief that breaks through and steals, treasures of potential merit for eternal life. We want to give our life to God whole-heartedly. That is what a religious is supposed to do. They espe-cially are called religious, says St. Thomas, "who dedicate their whole life to the divine service, withdrawing themselves from worldly affairs" (II-II, q. 81, a. !. ad 5). We want to real-ize our ?eligious life, to make it real, to make it religious life. Oh, yes, we go through each day of our life in religion according to the order of the day from the time we rise in the morning till we go to bed at night. We do our work and are obedient and all that, but how much of all this is mech~inical! We just go through the motions often, whereas in a life dedicated to God our aim ought to be to put our whole heart, as much as possible, into each of our actions. When we pronounce our vows, we make our religious profes-sion. We profess publicly and solemnly to lead a religious life. That is our way of life now. We profess to practice the virtues of ¯ religious living in°a striking expert way. We are professionals. We follow the profession of religion, and religion is the virtue by which we render God due worship and reverence. We are supposed to be perfectionists at that. Nothing but the best is good enough for us. That is what everybody expects of one who'follows a profession, who'claims to be expert in his specialty. A doctor of medicine is supposed and expected to be first-rate in his' line. He is expected to have the best technique, to keep up on the most up-to-date medical practices and procedures, to know his field thoroughly, to read the most recent medical journals, to consult with other specialists. Woe to the medical man who fails in any of these things! His sloth or carelessness or neglect will soon bring him into ill repute in a pro-fession where the standards are so high. He may lose his patients and will be forced to drop out of his profession. Religious are professionals. They profess to give their whole attention to the practices of the religious life, a life lived in com-mon under a rule in the practice of poverty, chastity, and obedi-ence, }~n which they are obliged to tend to perfection. In order to 179 C. A. HERBST Reoiew for Religious maintain the high standards of our profession we must be raindful of our obligations. To practice poverty properly, we must be mind-ful of poverty~ We are mindful of our vow of poverty when we frequently call to mind that we have a vow of poverty. So it is good to renew our vow often. We should do this especiall~ when we are called upon to practice it. After all, we take the vow in order to practice the virtue. As we are so often told, anyone can take a vow; but practicing it carefully is a different matter. T.he b~st way to be mindful of poverty is to wish to experience at times some of its effects; or, better, to see to it that we actually do experience them. I want to get along without things. I do not want what I do not need. And, since our poverty consists rather in dependence than in penur% I want to get permission for thifigs, I am eager to ask permission for things. When I doubt whether I need permissign or not, I get it anyway because I want to feel the effects of poverty. When I ask.permisSion for things I say, "I vow poverty to my Blessed Savior." I want what He had. I want to feel it as He did. I want to be mindful that being rich He became poor for our sakes, that through His poverty I might be rich (cf. II Cor. 8:9). Nor do I want to "stick" to things. If I have some little thing I very much like and feel attached to, I get permission to give it away. If'we are mindful of a thing, we think of it often.' If we are mindful of a thing, we love it. "Where your freasure is there is your heart also," Our Lord said. When I am mindful of chastity, I love it, I treasure it. When we loveand treasure a" tiling, we are very careful of it. We take no chances on having it soiled or on losing it. As a virgin soul in love with the Son of God and the Son of Mary, I treasure chastity, I love chastity, I jealously guard chas-tity, I am careful of chastity, I am mindful of this wonderful virtue so lovingly enshrined in my vow and 'often say, "I vow chastity to my Blessed Savior." "I want what You had," I say to Him. So We are very circumspect about persons, places, and things. When we are mindful of chastity, we are not scrupulous but just careful in our dealings with others, of where we go and what we do and hear and see. It__ is foolish to look for trouble. There are many temptations we need not have, should not have, dare not have. If we are careless in what we see and read, try to hear everything, let the sensuous and pleasure-loving world in through all the avenues of our se,nses, and are always seeking the comfortable and avoiding the disagreeable, we are not mindful of the defenses of chastity. We 180 dul~], 1954 " , MINDFULNESS practice mortification of the senses and shun worldliness in order to guard the outworks of this beautiful and delicate virtue. When I keep the rules of modesty, I am mindful of chastity. When I mor-tify my eyes, my ears, and my affections, I prove that I love the purity of Christ. When often during each day, in practicing these little mortifications, I say, "I vow chastity to my Blessed Savior," I am mindful of my determination to lead a virgin life. I am mindful of my vow of obedience when, on being told to do a thing I do it and pray, "I vow obedience to my Blessed Savior." Obedience of execution--that is, doing externally what I am told to do--is obedience of the first degree; but I am not satisfied with that. If I am truly mindful of obedience, I want to pass to a higher de-gree. I not only do what I am told but want to do it, will what the superior wills because that is God's ~will for me. I'line up my will with that of the superior because in doing that I am conforming my will to God's will. That is love: the union of two wills. I am still more mindful of obedience if I try to see things the superior's way, conform my mind° and judgment to his way of thinking. This is the third and highest degree of obedience; sometimes called "blind" obedience, it is not really blind at all but rather very keen-visioned and enlightened. When I am thoroughly mindful of obedience, I obey not only faithfully and willingly and lovingly but with joy. The perfect and infinitely lovable model of obedience is Jesus at Nazareth. With what joy this loving Child must have obeyed Joseph and Mary! One can scarcely imagine anything like reluctance or sourness in Our Lord's obedience. The atmosphere was filled with gladness in that wonderful home. And so it should be in ours; and that not only in the practice of obedience, but of poverty and chastity too. What gives me the greatest consolation in my religious life is that, when I "do what the superior says, follow carefully the order of the day and the prescriptions of the rule and the customs of the house, etc., I am most certainly doing God's will. I just cannot make a mistake in being perfectly obedient. Should an official in the house, or the local superior, or the highest superior for that matter, make a mistake, I myself am doing God's will by obeying in everything save sin. I show that I am mindful.of obedience by doing lovingly and joy-fully for God whatever I am directed to do. To be mindful of poverty, chastity, and obedience: to expressly renew my vows and prayerfully and carefully bring my actions under them and so practice the virtues they enshrine: this indeed is a 18"1 C. A~ HERBST Review for Religious bl~ssed mindfulness. To be mindful, too, that I am profssional, that in the service of God I am following the highest of professions here on this earth, will b~ing my religious life to its "highest vi[ality. There are some other things, too, of which I should be mindful in order that I may lead a vigorous and highly meritorious religious life. Purity of intention--frequently, fervently, lo4ingly re-offer-ing to.God all my works and prayers' and joys and sufferings for the salvation and sanctification of myself and others, in adoration, reparation, thanksgiving, and petition--is one of the chief general means to perfection. To say frequently, fervently, thoughtfully, lovingly, "All for 3esus through Mary," or "Glory be to the Father, and to the Son, and to the Holy Ghost," is to turn all our good or indifferent actions into the pure gold of merit for eternal life and to win for souls graces beyond measure. Mindfulness too of the presence of God is a wonderful, easy, joyous, consoling, and elevating practice. The Old Testament seems to have emphasized the idea of God present near and around us; the law of love brought by Christ Our Lord emphasizes God within us. "If any man love me, he will keep my word, and my Father will love him, and we will come to him, and will make our abode with him" (3ohn 14:23). God, the Most Holy Trinity, lives in my soul as in His temple, as in His shrine. How the pray-erful, lingering, loving thought of this presence rejoices and elevates the soul! And He lives not in my soul only, but in my body. "Know you not that your members are the temple of the Holy Ghost, w, ho is in you, whom y6u have from God; and you are not your own?" (I Cor. 6:19). "Know you not that you are the temple of God, and that the Spirit of God dwelleth in you? But if any man violate the temple of God, him shall God destroy. For the temple of God is holy, which you are" (I cor. 3:16-17). "Not my will but thine be done" was Our Lord's repeated prayer in the Garden of Olives. He is but praying here as He taught us all to pray in the perfect prayer, the Our Father. To be mindful of this under the aspect of abandonment to God's holy will in the duty of the present moment will bring great peace and joy into the heart of a religious. No one, I think, has ever presented this in finer fashion than Father de Caussade in his book Abandonment to Di-vine Providence. "The present moment is the ambassador of God to declare His mandates. The heart listens and pronounces its 'fiat.' . . . No soul can be truly nourished, fortified, purified, en-riched, and sanctified except in fulfilling the duties of the present 182 dult!, 19 5 4 COMMUNICATIONS moment. What more would you have? As in this you can find all good, why seek it elsewhere?° Do you kno.w better than God? As He ordains it thus why do you desire it differently? Can His good-ness and wisdom be deceived? When you find something to be in accordance with this divine wisdom and goodness ought you not to conclude that it must needs be excellent?" (I, i, 5 and 7.) Finally, there is mindfulness of the greatest of all the virtues, charity. "And the greatest of these is charity." "Love one an-other." This is the new commandment which the Divine Son brought down to Us from the bosom of our Father. This is the law of love. We should be mindful especially of Christ in our breth-ren. See Him there and love Him there. "What you do to these the least of m~rb r/ethren you do unto me." If we were mindful of this there would be an end to harsh and uncharitable attitudes of mind toward others and to rash judgments. Uncharitable talk and criticism would be no more, nor jealousy, nor faultfinding, nor deeds that wound the soul. Mindfulness of Christ in our brethren is most important in a religious family. It makes a heaven of a re-ligious house. "Little children, love one another." ommun{catdons Reverend Fathers : In the November, 1952, number of REVIEW FOR RELIGIOUS I read a communication by Sister M. Immaculata, P.C. (Abbess). I was forcibly struck by this statement. "It is not what enriches us but what effaces us that leads to union with God" (p. 314). This very sentence has ever been and continues to be a positive mental and spiritual stimulus in my spiritual life. It has helped me more than any sermon or conference to conquer pride, especially pride of am-bition. It smoothed many a rough place for me. When pride as-serted itself and all was in a turmoil, this sentence proved to be a sacramental by calming my spirit and restoring peace. I hereby wish to express my grateful appreciation to Sister M. Immaculatao P.C.--TEACHING SISTER. 183 Duns Scot:us, Det:encler ot: t:he Jmmaculal:e Concepl:ion Berard Vogt, O.F.M. JOHN DUNS SCOTUS was born in Scotland in 1266. He entered the Franciscan Order at an early age and pursued his studies at Oxford. One of the more eminent theologians of the thirteenth century, he taught with great distinction both at Ox-ford and at Paris. He was called to Cologne in the summer of 1308 and died there unexpectedly in November of the same year. Duns Scotus is the leader of the Franciscan school of philosophy and theology. It is a historical fact .that popular Catholic tradition for centuries inclined towards belief in the doctrine of the Immaculate Concep-tion, as is evident from the introduction of a special feas~ of the Im-maculate Conception into the liturgy of the Church and from the gradual spread of the feast throughout Christendom. But the the-ologians and Doctors of the Church hesitated to ascribe this beauti-ful privilege to Mary because they found it impossible to solve cer-tain inherent difficulties, until Scotus appeared upon the scene and offered his p~e-redemption solution which p~epared the way for and ultimately was incorporated into the solemn dogmatic definition of the Immaculate Conception. The central difficulty was the Pauline teaching concerning the' need of universal redemption, found in the Epistle of St. Paul to the Romans: "Through one man sin entered the world, and through sin death, and thus death has passed into all men, because all have sinned." Duns Scotus made two important contributions to the contro-v'~ rsy. Admitting that Mary as a descendant of Adam stood in need of redemption because of the sin of Adam, he offered a novel solution to the subtle difficulties which had for so long baffled theo-logians by introducing into the solution of the problem the idea of pre-redempti6n and a distinction between order of nature and order of time. ' The views of the theologians may be stated generally by quoting the following passsage from the Summa of St. Thomas: "If tBe soul ot~ the Blessed Virgin had never been defiled by original sin, I84 gulg, J954 $ DuNSSCOTUS this Would derogate from the dignity of Christ according to which He is the Redeemer of all mankind. It may be said, therefore, that under Christ, who as universal Savior needed not to be saved Him-self, the Blessed Virgin enjoyed the highest, measure of purity. For Christ in no wise contracted original sin, but was holy in His ~¢ery conception . The Blessed Virgin, however, did contract original sin, but was cleansed therefrom before birth." (III, q. 27, a. 2, ad 2.) The Subtle Doctor answers this argument as follows: on the contrary, in defending Mary's prerogative of the Immaculate Con-ception, I am in fact attributing a more exalted and perfect role of redeemer to Christ, inasmuch as redeeming grace Which preserves from original sin is g,reater than that which merely-purifies from sin incurred. Christ was Mary's Redeemer and Mediator more per-fectly by preservative redemption. By preserving Mary from original sin in view of the foreseen merits of His sacrifice .on Calvary, Christ not merely redeemed her, but pre-redeemed her. This implies far greater grace and a far greater excellency of redemption. Scotus thus laid to rest the century-old objections derived from the Pauline doctrine concerning the need of universal redemp-tion, found al?eady with St. Augustine, St. Anselm, and St. Ber-nard, and later with the scholastic doctors. Rightly understood the doctrine of the Immaculate Conception will not offer any difficulty pre~centing Mary's noble prerogative. The need of incurring orig-inal sin, and equally the need of universal redemption by Christ, was not denied by Scotus. Nor did he claim that Mary as a daughter of Adam escaped this universal law. Mary was a d~lughter of Adam, he explained, before she was an adopted daughter of God. Therefore she was subject to original sin and in need of redemption. As a child of A'dam, she would in the ordinary course of events and according to the ordinary course of nature have incurred Adam's debt like other men. But in the order of time God could give her sanctifying, grace at the very moment of her conception. In this way Mary, though a child of Adam in the order of nature, would be made a child of God by the infusion of grace"before original sin could take effect in her soul. Inasmuch as generation precedes sanctification, Mary was a daughter of Adam before she became an adopted daughter of God. Therefore, she must have been in need of redemption, because sub-ject to original sin. But though in the order of our thoughts our 185 BER!kRD VOGT minds may dwell on Mary---conceived first as a daughter of Adam and then sanctified as a daughter of God, this does not imply a pri-ority of time which would demand in the soul of Mary" two succes-sive states, one of sin and the other of grace. There is only in her at the first moment of her existence a twofold relation: that of a daughter of Adam, for which she was indebted to her. human gen-eration, subject to the common law and establishing the debt of sin; and that of a daughter of God, which she owes to the privileged sanctification which protected her from the consequences of the common law find extinguished in her the debt of sin by a special ap-plication of the foreseen merits of the Savior. The Subtle Doctor sums up his views thus: "Mary, then, needed redemption more than anyone else. She needed redemption so much the more, the greater the good conferred upon her. Since perfect innocence is a greater good than remission of sin after a fall, a greater good was conferred upon her (by her Divine Son) by pre-serving her from original sin, than if she had been purified after-wards. Neither was it necessary on that account that Christ should have first suffered, because Abraham was purified from orig-inal sin which was in his person by virtue of the foreseen Passion of Christ." (Rep. III, dist 3, Qu. I, n. 8; ed. Vives xxiii, p. 264.) Duns Scotus exercised enduring powerful influence on the devel-opment and eventual dogmatic proclamation of the doctrine of the, Immaculate Conception. By his historic defense with its luminous definitions and distinctions, e.g., his pre-redemption theory and his suggestion of a distinction between the order of nature and the order of time, the Subtle Doctor cleared the dogmatic ground and greatly contributed to a final victorious solution. Cardinal Merry del Val in a letter to Fr. P. Pauwels, July 4, 1904, says of Scotus that he carried the torch of Mary's non-for-feiture of grace as on the crest of a wave to its ultimate triumph. ABOUT FRAUDS Some people who want to get money without effort are wont to request gifts and Mass stipends in the names of certain priests and missionaries. The victims, real or intended, are often sisters. Some priests whose names have been used in this way suggest that all such requests be refused unless those making the requests. can furnish positive identification. Similarly, we might again call attention to the fact that no one is authorized to solicit subscriptions for this REVIEW, 186 The Apos!:olic School Sister M. Angelicia, C.S.J. AT A GENERAL CHAPTER conducted at the Nazareth Motherhouse of the Sisters of Saint doseph of Concordia, Kansas, in dune, 1953, it was decided that an approach should be made toward the organization of a school for aspirants to the religious life which would be in connection with the mother-house. A committee was appointed to investigate the possibilities of such an organization. The first step taken by the committee was to locate convents or motherhouses to which were attached such schools for aspirants. As indicated in the Catholic Directory, there were sixty-eight mother-houses having schools similar to the type which the community had in mind. For the purpose of gathering information relative to the new project a questionnaire was formulated and was sent to each of these sixty-eight motherhouses. Fifty-seven, or approxi-mately eighty-four per cent, of the questionnaires were returned. The information received was both interesting and enlightening. The questionnaire, together with a digest of the answers, is given at the conclusion of this article. Before taking further steps in the organization of this school, we consulted the local ordinary, the Most Reverend Frank A. Thill, D.D., Bishop of Salina. The project met with his whole-hearted approval, as will be seen later in his letter to the priests of his diocese, as well as in those addressed to parents and their chil-dren. Moreover, since our congregation is a papal institute, and since our constitutions state explicitly that no new works are to be added without the permission of the Holy See, the mother general inquired from an official source whether the permission of the Sacred Congregation of Religious would be needed. She was informed that, in view of the remarks made by Father Arcadio Larraona, Secretary of the Sacred Congregation of Religious, at the 1952 meeting of superiors general in Rome, special permission of the Holy See was not needed for starting this school. A resum~ of Father Larraona's remarks has been made public. Since its contents were very helpful to us, and since it seems to be of vital importance to anyone planning to organize a school for aspi-rants, we quote this resum6 in full: 187 SISTER M. ANGELICIA Review for Religious "Apostolic schools are of comparatively recent origin, the .earli-est of them dating from about the middle of the last century. They have now become increasingly common in religious communities of women, as they are the general practice in communities of men. The Holy See has issued practically no legislation on the organization of such apostolic schools. The S. Congregation is patiently awaiting the guidance of experience. "These apostolic schools are not permitted by the S. Congrega-tion for cloistered nuns, or for religious whose lives closely approxi-mate to that of cloistered nuns. This is not.a real law of the Holy See, but rather a guiding norm, based on Rome's desire to avoid any semblance of pressure when there is question of a vocation calling for such special qualities as those required by the contemplative life. "The S. Congregation regards apostolic schools as internal schools of a religious community. This point is of canonical im-portance in determining the degree of freedom to be allowed the community in the organization and administration of these schools: a) those which do not require any actual signs of vocation to the religious life: b) those which demand at least the seeds of vocation to the religious life; c) those which require signs of a vocation to a specific type of religious life. "In any case, the organization and rules of an apostolic school should not lose sight of the fact that the girls in them are young. The atmosphere as far as possible, shoul~l be that of a family. The apostolic schools should not be turned into a noviciate in miniature. There should be nothir;g to interfere with the full freedom of the candidates in the final determination of their vocation. The pro-gram of studies should not be so highly specialized as to make ad-justment to a different type of life outside difficult. Teach the girls, first of all, to live good Christian lives. No asceticism at ,the expense of the moral law. Avoid~ whatever might even remotely result in deformation of the natural qualities and virtues of the candidates.''I With encouragement coming from every .direction, especially from our bishop, for the opening of an apostolic school by the Sisters of Saint 3oseph, it was thought best to begin,to make it known to the public. Publicity concerning the school appeared in many Catholic papers. The two most important announcements 1Cf. Acta et Documenta Congressu~ lnternationalig Superiorissarurn "Generalium, 1952, p. 274. These remarks on apostolic schoq!s form one part of Father Lar-raona's "Concluding Instructions addressed to the Reverend Mothers General," on the last day of their meeting in Rome, September 11-13, 1952. 188 Jul~,1954 THI~ APOSTOLIC SCHOOL were those ap1~aring in the diocesan Catholic Register. The first of these, entitled "Apostolic School to be Opened in Concordia in 1954," appeared in the November 1'5, 1953, issue of the Catholic Register. Excerpts from this article are as follows: "Concordia.--In the fall of 1954 the Sisters of Saint Joseph will open an Apostolic School in connection with their Mother-house in Concordia. "This preparatory school is intended for young girl's who show signs of a religious vocatio,n and who wish to join th~ Congregation of the Sisters of. Saint Joseph when circumstances permit. It is especially for those aspirants to the religious life who have not the opportunity of attending a Catholic h~gh school or who are placed in circumstances detrimental to a religious vocation. "The mode of life at the preparatory or Apostolic School will be practically the same as that of resident,students at an academy. The young women will follow the regular high school course as prescribed by the State Department of Education. All the advan-tages of the regular high school course will be available to the stu-dents in the Apostolic School . "Work in the classroom will be regularly and agreeably inter-rupted by daily indoor and outdoor recreational activities. The girls of this school will be allowed to return to their families during the summer vacation as Well as Thanksgiving, Christmas, and Easter vacations. "Those interested, .or who desire further information, may write to the Mother General, Nazareth Motherhouse, Concordia, Kansas." Bishop Thill .not only gave his whole-hearted support to the organization of an a~ostolic school but he asked that each parish in the Salina diocese finance the monthly board and tuition fee at the new apostolic school for any deserving girl whose parents could not afford the sum. His Excellency announced simultaneously that he was prepared to accept personal financial responsibility for ten such girls in the school of the Sisters of the Congregation of Saint Joseph of Concordia. Excerpts from the Bishop's letter concerning the school are as follows: "Rev, erend dear Fathers, Venerable Religious, Parents and Chil-dren : ' "Because I simply do not believe there is any such thing as a Divine vocation to embrace the, wrong vocation, I am concerned in a very vital and humane way with the establishment of the new 189 SISTER M. ANGELICIA Reoiew [or Religious Apostolic School by our Sisters of the Congregation of St. 3oseph of Concordia. I have been a priest too long, and a Chancellor and ¯ a Bishop, to be able to see anything desirable or even tolerable in the crushing frustrations and black unhappiness that burden so many men and women in our modern world. "In other words, I want to see the largest possible number of girls in this diocese given the opportunity to spend the critical years of their l~ves in an atmosphere that will help them to put first things first . It does not matter if the girls who enroll become religious sisters or not. Many of them will; but those who don't will have a first-class Catholic high school education, fitting them for places of trust and leadership in the parishes from which they come . "The openin~ of this school will certainly be good news to the pastors of the diocese. I recommend its purpose and its needs to the consideration of all our priests, and I hope they will agree with me in thinking it worthy of our enthusiastic and generous sup-port . "In conclusion, may I say to all of you, priests, people and children, that today's struggle is not primarily and exclusively a struggle against anything at all including even the struggle against bad tendencies and sin. It is, more fundamentally still, a struggle for something. Indeed, it is a struggle to be something, to be another Christ, possessed by the torrent of His life and of His love that alone can save the world. " As this paper is being, written the applications ot: aspirants to the apostolic school are coming in in a very satisfactory manner. If these applications continue they should gealize an enrollment of at least thirty students or aspirants to the religious life when the school opens in September, 1954. The Questionnaire and Replies I. DO. YOU MAINTAIN A PREPARATORY. SCHOOL FOR THE RELI-GIOUS LIFE? Yes, 50; No, 6; in former years, 1. ¯ 3. WHAT IS THE NAME OF YOUR SCHOOL? It is called: ' (A) A Juniorate, 13. (B) A.School for Aspirants, 26. ¯.(C) A Preparatory School, 9. ¯ . . (D). Others? Scholasticate, 1. ¯ Candidature, 1. 190 HOW LONG 'INKS IT BEEN ORGANIZED? Average, 23 years. duly, 1954 THE APOSTOLIC SCHOOL. 4. DO YOU FAVOR SUCH A SCHOOL? YES, 48; NO, 2. IF "YES" GIVE THE MOST OUTSTANDING ADVANTAGES.The most com-mon answers were: (A) "Prepares for the religious life." (B) "Fosters vocations." (C) "Gives members to our community." (D) "Gives a more solid foundation for future religious life." (E) "Our best vocations come from the juniorate." (F) "Because of the great percentage of vocations resulting." (G) "It gives girls a chance to study their vocations in surroundings con-ducive to spiritual life." 5. APPROXIMATELY W~AT PERCENTAGE OF ASPIRANTS BECOME RELIGIOUS? Average, 54%: range, 7% to 100%. 6. WHAT EDUCATIONAL LEVEL DO YOU ADMIT GIRLS? (A) First year high school, 41. (B) Second year high school, 21. (C) Third year high school, 26. (D) Fourth year high school, 26. 7. WHAT IS THE LONGEST TIME THE ASPIRANT IS KEPT BEFORE ENTERING THE POSTULATE? (A) One year, 2. (B) Two years, 4. (C) Three years, 14. (D) Three and one-half years, 7. (E) Four years, 19. 8. WHAT COURSE OF STUDY DO THE ASPIRANTS PURSUE? (A) "The regular high school course," 18. (B) ".College preparatory," 5. (C) "Classical Course," 2. (D) "Academic," 19. (E) "Academic and Commerce," 1. 9. ARE THERE REQUIRED SPIRITUAL EXERCISES? IF SO, OF WHAT DO THEY CONSIST? (A) "Daily attendance at Mass," 50. (B) "Rosary in common," 21. (C) "Spiritual reading," 24. (D) "Morning and night prayers in common," 21. (E) "Meditation," 18. (F) "Vespers," 6. (G) "Attendance at Benediction," 8. 10. HOW MUCH TIME IS GIVEN TO RECREATION? Average number of hours, 2~. WHAT TYPE OF RECREATION IS FOLLOWED? (A) "Indoor and outdoor sports," 44. (B) "S~tuare dancing," 24. (C). "Singing," 24. (D) "Dramatics," I0. (E) "Needlework, card-playing, etc." SISTER M. ANGELICIA 12. 13. WHAT FEE ISCHARGED FOR THE SCHOOL YEAR? $133.93 is the average yearly fee. The fee for one year ranged from ten dollars to four hun-dred dollars. IS THE TUITION FEE REFUNDED IN CASE THE ASPIRANT EN-TERS THE COMMUNITY? YES, 1; NO, 49. ARE INCIDENTAL EXPENSES 'MAINTAINED BY THE ASPIRANT'S FAMILY?. YES, 44; NO, 6. 14. 15. 16. 17. 18. DO THE ASPIRANTS SPEND VACATION PERIODS AT HOME? YES, 43; NO, 2: "PART TIME," 1. (A) Christmas, 41. (B) Easter, 23. (C) Thanksgiving, 21. (D) Summer, 33. ARE ASPIRANTS EXPECTED TO FOLLOW ANY SPECIAL, PRO-GRAM DURING VACATION, PERIODS? IF SO, WHAT? YES, 15; NO, 31. See question 9 for suggested program. ARE VISITS OF RELATIVES RESTRICTED? YES, 39: NO, 7; IF RESTRICTED, EXPLAIN. NO ws~tmg permitted during Lent and Ad-vent in majority of cases. The first Sunday of the month is suggested for visiting friends and relatives. DO YOU HAVE REGULATIONS FOR CORRESPONDENCE? YES, 43: NO, 5; NO ANSWER, 2. ESO THE ASPIRANTS WEAR UNIFORMS? YES, 49; NO. I. SACRA VIRGINITAS According to a news announcement in The Register, the encyclical Sacra Vir-ginitas, which Pope Plus XII issued on March 25, 1954, is now available in pam-phlet form, complete with footnotes, from the NCWC Publications O~ce, 1312 Massachusetts Avenue, Washington 5, D.C. OUR ADDRESSES We have three different addresses. It would help considerably if all who com-municate with us would note them: 1. Business communications, such as subscriptions, renewals, etc., should be sent to: REVIEW FOR REL!GIOUS, 606 Harrison St., Topeka, Kansas. 2. Boobs for review should be sent to: book Review Editor, REVIEW,FOR RE-LIGIOUS, West Baden College, West Baden Springs, Indiana. 3. All other editorial communications, such as ma.nuscripts, questions, letters for publication, etc., should be sent to: The Editors, REVIEW FOR RELIGIOUS, St. Mary's College, St. Marys.' Kansas. 1'92 Apparitions and Revelations: Some Classit:ications Augustine G. Ellard, S.3. IN A PREVIOUS discussion some el~mentary suggestions were offered as to what attitudes one should take toward private ap-paritions and revelations, whether one's own or those reported of others (REVIEW FOR' RELIGIOUS° XIII [3anuary, 1954], 3-12). Now it is proposed to recall some of the descriptive classifications of such 6ccurrences that help one to think more intelligently and clearly'about them. ~[. DEFINITIONS AND DIVISIONS In an apparition a person or object is presented before, the con-sciousness of somebody at a time and place at which that presence is naturally inexplicable. For example, at the baptism of Christ a dove symbolizing the Spirit of God was seen descending from above and lighting upon Him (Matthew 3:16-17; 3ohn 1:32-34). On the same occasion a voice from heaven was heard proclaiming, "This is My beloved Son, in whom I am well pleased.''1 In a revelation in the proper sense God communicates some truth to one I~y way of speech. He does not manifest to one the objective truth itself, as He would in infused knowledge. He does express His ideas on it and thus let one know His mind about it.Of course it is also possible for the Blessed Virgin or an angel or a saint from h.eaven to speak to one. Evidently such an occurrence would be more than natural. Speech need not necessarily be in words; equivalent signs are con-sidered amply sufficient. Apparitions are in some way seen, revelations heard. Either may take place without the other. But they do come together so often that it is logical to treat them both at the same time. When, for instance, Bernadette Soubirous saw the beautiful maiden at Lourdes, she also heard the words, "I am the Immaculate Conception!" 1. Apparitions: Oculqr, In~aginati~e, Intellectual Probably the commonest classification of apparitions is that based upon the faculties involved. Some visions are external, sen, ]New Testament quotations in this article are taken from the translation made by Francis Aloysius Spencer, O.P. (New York: Macmillan, 1943). : 193 AUGUSTINE G. ELLARD Review for Religious ;sible, perceptible to the eyes, ocular. In this case an exterior objective reality of some sort outside of one is simply and literally seen. Thus, for example, Constantine is said to have beheld a cross in the sk~, with the inscriptiori, "In this sign shalt thou conquer!" When many people together perceive an apparition, the presumption is that it is external and really activates the eyes. Such were the appear-ances of Christ after the Resurrection; such also was the vision of the multitude at Fatima. Other apparitions take place in the interior senses and are termed imaginative. They are not imagina~ry, like hallucinations, but real and true in their own way, which, however may be misap-prehended. When one sees something, an image of it is produced not only upon the retina of the eyes but also in the interior faculty that psychologists call the imagination. God could easily bring about such a likeness without there being any corresponding exterior ob-ject present. Nor, if it should be of divine origin, would there be an hallucination and deception. It would convey to the mind in a merely internal way some truth intended by God. The vision granted to St. Peter and recounted in Acts 10:9-16 seems to be of this type. Peter "fell into an ecstasy; and he beheld heaven opened, and a kind of vessel descending, as it were, a great sheet ldt down by the four corners to the earth, in which were all kinds of quadrupeds and reptiles of the land, and birds of the sky." As is evident from the whole story, the apostle learned from this symbolic representa-tion in his imagination that he was to admit Gentiles as well as Jews into the Chur4b. In practice it may be very difficult to differentiate between ocular and imaginative visions, but if they are true and of divine origin it may be of only theoretical interest whether they be the one or the other. A third form of apparition is purely intellectua!~ Some person or. object is presented directly to the seer's intelligence, without the mediation of the eyes or the interior senses. This sort of vision is like that whereby an angel would see things, and therefore it is de: cidedly superhuman. It is also quite an indescribable experien~ce, except ~of course remotely and analogously. Of a vision of this kind St. Teresa wrote: "Jesus Christ seemed to be by my side continu-ally, and as this vision was not imaginary, I saw no form"--that is, it was not represented in her imagination--( Life, Ch. 27 : -Peers's translation, I, 170). 194 dulg, 1954 APPARITIONS AND REVELATIONS 2'. On "'Seeing" God . : ¯ ¯ The great mystics often speak of "seeing" God, as well as of having visions of lesser persons or objects. Hence an immense dif-ference must be noticed between visions that have as their object the Creator Himself, in whatever sense He is said to be seen, and created persons or things. There is all the distinction between having to do with the infinite God Himself or with some finite creature. Mystics "see" God in at least two senses. At times their infused contempla-tive knowledge of Him, which is usually obscure and general, be-comes relatively so clear and definite thht they feel it must be described as "vision" rather than, for instance, as contact. Of con-templative vision St. Thomas writes: "In contemplation God is seen through the medium which is the light of wisdom elevating the mind to perceive divine things, though not so that the divine essence itself be immediately seen" (De Veritate, XVIII, 4). In addition to this and as a particular favor in some cases contemplatives are granted special manifestations of God, or of Some of the divine at-tributes, or of the Blessed Trinity, and these they speak of as "visions of God." Thus Blessed Angela of Foligno, a great Italian mystic of the thirteenth century, describes such visions: "When the most high God cometh unto the rational soul, it is at times given her to see Him, and she seeth Him within her, without any bodily form,and she seeth Him more clearly'than one mortal man can see another; for the eyes of the soul behold¯ a fulness, spiritual not bod-ily, about which I can say nothing at all, for words and imagina-tion fail me. Moreover in this vision the s6ul is delighted with un-utterable'delight, and then she looketh at nothing else save that alone; for this it is that filleth the soul beyond all that can be reck-oned." (Visions and Instructions: ch. 52; apud Poulain, The Graces of Interior Pra~ler, p. 267.) - '. .: 3. Reoelatfons: Auu'cular, [magi'f~ative, Intellectaa[ '" ,o.Like apparitions, revelations or locutions fail into three grou.'ps; according to the faculty to wlqich they are ~mmediately addressed. Some of them include r&l external ~unds'and ate perceivM b) the ~ear. An e.xample from the New Testament is that' of,.tl-ie utterance described in. John 12:28-30. . In a-'talk ~to:~the'.p~ople_ of. Jerusalem shortly before .His: :death Jesus 'said'; ' "'Father;" save Me from. this hour!, But for thi~ very ptirpose.:.I ,came.io this : hour. Father, gl.orify Thy-name! There::came:.theret~bre.a::.Voic'e,:~out of-'heaven., !k,have 'both glorified it,. and. wil.! glorif'.y;:it~:!again.' Thecrowd,, ac~ 195 Review [or Religious cordingly, who stood by and heard it, said that it had thundered. Others said, 'An angel has spoken to Him.' Jesus addressed them and said, 'This voice has not come for My sake, but for yours.' " Other revelations are directed straight to the interior senses and are termed imaginative. In normal communic~ations between "human persons there is a double threefold process. In the speaker there is first of all thought, then formulation of it in words in the phantasy or imagination, and lastly utterance of it with the vocal orgahs. In the hearer the correspohding steps occur in the reverse order: audi-tory perception, representation in the" phantasy, and finally under-standing in the mind. When G6d, or an angel, communicates His ideas, He can skip the first act in the bearer's process and address Him~lf directly to the imagination. This is very~ probably what happened to St. Joseph when an angel of the Lord appeared to him "in a dream-vision, saying, 'Arise and take the Child and His mother, and fly to Egypt, and remain there until I tell thee; for Herod is about to hunt for the Child to destroy Him' " (Matthew 2:13). A spirit, whether divine or angelic, can also impart ideasI directly to one's intelligent:e, and thus we have purely intellectual lodutions and auditions. Lucie Chlistine (a distinguished French mystic, a woman of social position and the mother of several children: whose personal notes, written only for her director, were published under this pseudonym after her'death in 1908), says of a certain intellec-tual communication of this nature that she received: "Whilst at prayer this kind God deigned to fi!l my soul with His light and said to me interiorly: 'I myself am the glory.' . . ; The divine words. ,carry with them an ineffable unction by which the soul recognizes in some manner the voice of God. Moreover, they impress them-. selves forcibly upon the soul and operate what they utter. I had ob-served this before I read about it. These interior accents cannot bear any comparison to those words which sometimes are formed ~y the imagination." (Spiritual Journal of Lucie Christine, pp. 24-25.) 4. Special Terminology 9f St. dohn of the Cross St. John of the Cross has a classification of supernatural "lwords" and a peculiar terminology, for them that are original. Since his divisions and his ways of naming them are very often re-fer~ ed to, one .who wishes to be well-informed in the field should know them. With respect to "supernatural locutions, which are apt to come to the spirits of spiritual persons without the intervention" 196 duly, 1954 APPARITIONS AND REVELATIONS of any b~dily sense," he writes: "These, although they are of many kinds, may,. I believe, all be reduced to three, namely, successive, for-mal, and substantial" (Ascent of Mr. Carmel, II, 18; Peers's trans-lation, I, 208): "Successive words" are not really language coming from another person, as St. ,John himself explains in what immedi-atel~ follows; they are nothing more than words formed by certain people in the depths of their own personality while in a state of pro-found recollection. In.such utterances one is rather speaking to one-self. "Formal words" do come from somebody el'se, and outside of periods of recollection as well as within them. St. John adduces the example of the archangel Gabriel who spoke to the prophet Daniel about the coming of the Messiah. "O Daniel, [ am now come forth to teach thee, and that thou mightest undersand . Seventy weeks are shortened upon thy people, and upon thy holy city, that trans-gression may be finished, and sin have an end . and everlasting justice may be brought; and vision and prophecy may be fulfilled; and the saint of saints may be anointed . " (Daniel, 9:20-27.) "Substantial words" are those that promptly and vigorously effect jtist what they express; thus, for instance, if one were overwhelmed with fear and God should say, "Fear thou not!" one "would at once be con.scious of great fortitude and tranquillity" (Op. cir., I, 219) . 5. Reoelations: Public and Pr~'oate Of all the distinctions to be made between revelations the most important by all means i~ that beween public and private revela-tions. Public revelation is that which was made long ago, meant 'for mankind generally, and entrtisted to the Church.It is a primary purpose of the Church to guard, interpret, and proclaim to all the truths of this revelation. It originally came into the world from God through the prophets and especially through Christ and the Apostl'es. All other revelations are termed private., even though in par-ticular respects they may take on a very popular character. " They are indeed messages from God, or at least from some sacred person. They hre not addressed directly to the Church as such, and they never :become a part of the deposit of faith. One could not accept them ~ith "divine and Catholic faith." Certain apparitions and revelations of the Blessed Virgin cutting in the nineteenth and twentieth centuries have attained con- ~iderable importance in the 'life of the Church. The use of. the 197 AUGUSTINE G. ELLARD Reoiew for Religious Miraculous Medal goes" b~ack,: tb.'i'fii~i~earahces.~of' the Mother° of' G'6d . to-SiSt&~Catherine Labour& of the Daughters of Charity, in the year 1830 at ¯Paris. Everybody knows about Lourdes, and now also Fatima. Another case that became famous in France, but is less well known generally, is that of La Salette. Near La Salette, in eastern France, in the year 1846, two children, Melanie Calvat, a girl of fifteen, and Maximin Giraud, a boy of eleven, affirmed that they had seen "a beautiful lady" while engaged in watching some cows near a stream. They received a message from her to be con-veyed to all the lady's people. It inculcated the necessity of doing penance and of leading a good Christian life. Also each of the chil-dren was entrusted with a special secret. Eventually these secrets were transmitted to Pope Pius IX. Over this vision there raged for a considerable time a great controversy. Finally, after careful in-vestigation, it was officially approved in 1851 by the Bishop of the Diocese of Grenoble. On .the occasion of the centennial celebration it received a certain papal confirmation in a letter sent by Pope Pius XII to the Superior General of the Institute of the Missionaries of La Salette. II. FATHER STAEHLIN'S OBSERVATIONS Not lohg ago the Spanish Jesuit, Father Carlos Maria Staehlin, published in Razon y Fe (1949, vol. 139, pp. 443-464; 546-562: vol. 140, pp. 71-98) the results of an elaborate study of apparitions and revelations as they have taken place in the history of the Church during the last 150 years. 1. The Two Currents First of all, Father Staehlin points out that in this record two currents of apparitions and revelations are to be distinguished: the m~jsticaland the non-ro~lsticali The first current is observ~ible in men and women who were favored with the central phenom~hon of mysticism, that is, infused contemplation. Typically this line is exemplified in the saints, or at least in very hMy. persons of mature .age. In these people, there-fore, were to be found both a sup.erior form of mental prayer and a high degree of virtue. At times, and in some cases only, to increase their ¯intimacy with God they were .granted apparitions of various sacred persons or things. Re'velations given in connection with such apparitions are of course private, and .may also be:.,calied particular. In'th~ lives:of: the saints there occurs also at/other kind of revelation that may be termed social. It is meant mor~ for the. good of nu- 1'98 du1~,1954 APPARITIONS AND REVELATIONS merous other persons than for the advantage of the individual re-cipient. The .communications concerning the Sacred Heart made to St. Margaret Mary and those of the Blessed Virgin at Lourdes ex-emplify this social type of private revelation. 2. Apparitions to non-M~tstics The second general current comprises those cases in which the persons favored with visions are nbt mystics. Oftentimes they are children. These visions reported by non-mystics seem to be sea- ;onal, tending to occu'r in the spring and summer months, between March and October. The recipients are usually uneducated'persons; nearly always wbmen or children, and girls-~rathe~'than 'boys.When a man sees a vision he is .apt to-be in the "company of a woman;-ahd kbe sees more than he does. If the,seers be~children, one or-mbre of them often enough'has a ~ather who drinks heavily. There seems to be a certain" tendency for these apparitions to follow the la~sical type of Saint Bernadette-or the more recent pattern set by the chil-dren at Fatima. In a few cases the effect upon the religious life of the community or even of the Church has been very great: but as a rule, no matter how great the excitement at first may be, the total result is not impressive. Manifestations in which Christ appears are more often within doors, whereas those of the Blessed Virgin are more frequently ob-served in the open air. Since the time when devotion to the Sacred Heart became widespread apparitions in which Our Lord figures tend to focus upon His heart. Strangely enough, when the place is in the vicinity of the Blessed Sacrament there is usually no connec-tion between it and the apparition. The appearances of the Blessed Virgin taking place outdoors do not generally present themselves abruptly: they are introduced by some sound or sight that does not naturally fit in with the circ.umstances, but attracts attention and prepares for what is to come. ~° 3. Zones and Periods "" Looking over lists of apparitions that have been reported one can easily discern certain zones, or parts of the world, and periods of time, in which they are especially numerous. Staehlin refers to one zone, without however naming it, °embracing some twenty villages, in which there was, as it were, an epidemic outbreak of visions. In Belgium in the single year 1933 there was a comparatively large number of them; Staehlin lists the places and dates for eighteen, and says that the enumeration is far from complete. 199 AUGUSTINE G. ELLARD Reoieto for Religiou.s 4. Constellations It is also noticeable that apparitions tend to occur in constella-tions, that is, in groups with a certain unity of place, time, and sub-ject- matter. Numerous minor occurrences of this kind cluster around one that is of major importance and renown. Thus a full critical account of the origins of Lourdes would chronicle many visionaries and visions besides St. Bernadette and her experiences. She is the one whose claims have been approved, both by the Church officially and by the common assent of the faithful, and she is the only one who was canonized for her virtues. But there were other persons who reported having seen apparitions at about the same time and place. For the names of some of those who Said that they had had such visions and the places and times at which they occurred, see Staehlin, volume 139, pp. 555-56. It is said that at Fatima also there were other apparitions beside~ those to the three little shep-herds. 5. Multiplication Multiplication is another mark that Staehlin observes in his study of apparitions. Once a particular vision is recorded in the literature it is apt to be repeated. The following is an example. In Agreda, Spain, in the seventeenth century there was a Franciscan ab-bess named Maria de Jesus. Continuing the work begun by the famed visionary St. Bridget of Sweden, namely, completing the Gospel accounts from private revelations, Maria wrote the celebrated and highly controversial book called The Mystical City of God. It is a history of the life of the Blessed Virgin. .Because of its ques-tionable character the process for her beatification which had been begun was discontinued. Mother Maria recounts in great detail this incident from the passion. When Jesus had been fastened to the cross and the soldiers wished to clinch the nails, they were about to turn Him and the cross over, thus leaving Him with His face on the ground. His mother, unable to bear the thought of that additional cruelty and indignity, most earnestly besought the Eternal Father not to permit it. Accordingly He sent angels at once who supported the overturned Jesus and cross in the air above the rocky ground while the executioners hammered back the nails (Part II, Bk VI, .Chapter XXII, n. 1386). In the next century, after Mother Maria's work had become widely diffused among the. devout nuns in the convents of Spain, Sister Joan of the I.nca.~.n.~tion, of .,t.he Discalced Augustinians in 2OO July/, 1954 APPARITIONS AND REVELATIONS Murcia, had a strikingly similar vision, reported in very much the ~ame way. In our century Sister 3osefa Menendez, of the Spanish Religious of the Sacred Heart, whose book Christ's Appeal for Love i~ making her increasingly well-known just at present, also saw in a vision and reports exactly the same incident. (For the original wording in all three cases, see Razon y Fe, 1949, vol. 139, pp. 559- 560). - 6. Four Patterns It is not difficult to observe that even those apparitions which seem original or at leas.t have no particular connection in time or place tend to follow certain definite patterns. Of these Father Staeh-lin distinguishes four: namely the reformatory type, the pastoral, the innovating, and lastly one representing the passion of Christ. The first two, the reformatory and the pastoral, inasmuch as they involve prophecies regarding the future, may be termed apocalyptic. The third and fourth, introducing something new or somehow reproducing the Passion, are of a .more devout form. Apparitions falling into the reformatory pattern may be de-signed to change either religious or political conditions. In times of stress and strain in Church or state there is wont to be an excess of them. A typical apparition seeking reform in religious matters would first point out the tragedies and calamities that afflict the Church. Then the cause would be indicated, for example, the faults of the clergy and religious men and women. An exhortation would follow urging them to do. perian~e and again take up the fervent pursuit ~of virtue. Finally the happy results would be depicted in glowing colors. ~The Church and civil society are al.ways laboring under great evils or dangers of them; some reformatory movements are always in progress; some of .the troubles disappear in time; and in a few respects at least there is positive change for the better. If the prediction is not completely verified, one can invariably say either that not enough effort toward penance and amendment was made or that the rest of the prophecy is still to be fulfilled. The pasoral pattern of apparitions is the one with which we are all most familiar. Popular devout literature and th~ conversations of pious people thrive on it. Such appearances, which are said to be very numerous, tend to conform to this broad scheme: some chil-dren, playing outdoors, unexpectedly notice a sight or sound that att~rac.ts or directs their attention. Abov.e the branches of a tree or in a.~;clearj,g they notice a white feminine figure, they are addressed by 20,1: AUGUSTINE G. ELLARD . Reoiew for Religious it, am:l finallyo.tbey are invited to return to' the site on subsequent days. Soone~ or later the figure makes itself.known as the Blessed Virgin, and eventually she manifests some secret or other to the young seers. Sheoften requests that a shrine be erected there and promises a miracle to give divine assurance for everything. There is a message that is to be made public (an example, therefore, of a revelation that is private, but with a social purpose): the good should do penance and pray more for mankind. At last somethi.ng takes place which is in.terpr~ted as the miracle. Evidently the ap-paritions at Lourdes. and Fatima fire outstan, ding examples and models of this pattern. These two are also among the very, very few that have been approved and that have achieved importance. Scores, if not hundreds, of others, have created only a local or a passing stir among the people. _New devotions' are usually the object of the next, the inno-vating, type of visions. In her attitude toward these the Church is likely to be much more severe and critical, and the reason is that novel forms of religious practice very often imply notions that are wrong or dangerou.s°to the faith. In 1937 a decree against certain n6velties was issued b~" the Holy Office. "Everybody knows that such new forms of Worship and devotion, sometimes ridiculous, very often a useless imitation of similar devotions already legiti-mately established, or even a corruption of them, are. multiplled from day to day and widely propagated among the faithful in sev-eral places, especially in these latter times, to the great surprise and bitter reproach of non-Catholics" (Acta Apostolicae Sedis, XXIX, 305). It is easy for certain devout souls to feel inspired to insti-tute, say, a new scapular or a nea, v ~et of Fridays or Saturdays in honor of the~'r favorite celestial"patron. Apparitions of the fourth pattern represent the passion and crucifixion of Christ. Some of the seers who witness them are stig-matics. Anyone somewhat conversant with devotional literature will know of examples. A notable recent case is that of St. Gemma Galgani (1878;1903). So much for the observations of Father Staehlin. III. NEGATIVE TYPES 1. Diabolical Apparitions Besides apparitions or revelations from the mansions of heaven, there are of course others that come from the dungeons of the nether regions. In gent~ine cases these are really and truly supernatural in, 202 July, 1954 APPARITIONS AND REVELATIONS the sense of being beyond the possibilities of visible nature. The lives of the saints contain many instances, and therefore the sanctity of the human person concerned is no proof that his or her super-normal experiences are all good. Of these appearances some are at once and clearly diabolical; they are generally of a terrifying naturd. Others seem at first to be holy and conducive to piety, but they are always deceptive, and sooner or later manifest indications of the evil tendencies that they subserve. At'a certain period in his life and at hours when he should have been studying, St. Ignatius used to ex-perience visions that seemed to make for devotion and prayer,/but eventually he noticed that it was always at the wrong time and place, and he concluded that what he was seeing was a temptation rather than a grace, and really something designed to distract him from God's work. Besides_preternatural appearances that emanate from the evil spirits there are others also which are in reality natural, but mistakenly attributed to evil spirits. 2. Hallucinations and Illusions A distinction relevant to apparitions and revelations that is hu-miliating and unpleasant for subjects, but nevertheless of prime practical importance for their directors and everybody else who has anything to do with them, is that between authentic and apparent manifestations of the supernatural, or, in other words, between the really miraculous and hallucinations or illusions. In hallucinatio.ns one judges that he sees or hears something that is simply non-existent; there is not even a good foundation for the mistaken per-ception. Illusions are false interpretations of something that is true and objective; for example, a man suffering from delirium tremens sees a stick and takes it to be a snake. Th~se aberrations .of tile mind can in some cases have a very close resemblance to truthful judg-ments. A perfectly balanced person may be deceived in a particular case, and the most acute discerner of spirits may find it exceedingly difficult to make the appropriate distinctions with assurance. Hence the great necessity of exercising extreme precaution in pronouncing upon any occurrence that has the semblance of the supernatura~l. Not long ago a certain French doctor and psychologist wrote a study of "interior words." It was based par.ticularly upon. a num-ber of books published in recent years 'arid purporting to give pri-vate divine revelations or locutions. Of his whole investigation he gives the general conclusion as follows: "These reflections, suth as they are, allow us to see in many cases of 'interior words' a natural 2O3 AUGUSTINE G. ELLARD Review [or Religious psychological mechanism, independent (inasmuch as it is a process) of'the religious character of their content: a mechanism of projec-tion, of compensation, of mental dialogue expressed in language. The classical criteria~ conformity to the teaching of the Church, sanctity of life, quality of charity, submission to the magisterium of the Church, are evidently indispensable. It seems to me that they are not sufficient. Is it not proper to consider as well whether a natural ex'planation cannot account for them, in whole or in i0art?" (Vie Spirituelle, Supplement, May 1953, 165-175; Dr. Suzy Rousset, " 'Paroles interieures'--remarques'psychologiques.P"e)r-haps, therefore, modern psychologists and psychiatrists capnoint out the precise mechanisms and processes which explain the fact, long ago noticed by SL. 3ohn of the Cross, that a devout person may seem. to hear God speaking to him interiorly, whereas in reality the person is talking to himself through his subconsciousness. The distinguished contemporary Carmelite authority in "spir-itual theology,"' Father Gabriel of St. Mary Magdalen, has made a special study of visions and revelations, and published the results in a work devoted exclusively to that subject, Visions and Revelations in the Spiritual Life (1950). Toward the end of this work he em-phasizes the point that the old rules for the discernment of spirits do indeed indicate whether a movement of soul or what .seems to be an interior locution is good or bad and whether it is ultimately from the divine spirit or the diabolical spirit, but they do not enable one to judge that, if it be from God, it proceeds from Him preter-naturally rather than naturally. What appears in consciousness as a divine locution may be from God and may be a great grace, but, from these rules alone, we are n6t justified in concluding that it comes from Him in the special way characteristic of revelations in the proper sense. "In the present state of the psychological sciences, in view of data which may be reasonably expected, it must be main-tained that the mechanism of the interior voice may sometimes be natural. Unless we succeed in disproving this hypothesis, we can-not cor~clude that God has certainly intervened" (p. 119). A devout soul can write a whole book, all of it most excellent spiritual doc-trine and seemingly dictated to the writer by God h'imself. It can be most conducive to one's advance in sanctity, or to that of others. Nevertheless the whole product may be really due tO the processes of nature and grace, and may not require any miraculous intervention from God. ,204 duly, 1954 BEATIFICATIONS, 1951 -I 952 3. Fraudulent Reports In addition to genuine apparitions there are some that are simply fraudulent. A person may gain notice and admiration and perhaps even many other advantages by acquiring the reputation of being in direct and supernatural communication with the powers of heaven. Moreover prestige and profit may accrue to places where appari-tions have been reported, and men seeing the commercial possibili-ties may, in good or bad faith, help promote the popular interest and excitement. A subsequent paper will consider certain practical problems that arise when one has become, or at least seems to have become, the re-cipient of apparitions and revelations, and also when one reads about those that are said to have been granted to other persons¯ E eatit:icatlons, 1951-1952 Pope Pi~s X, who was solemnly canonized, May 29. 1954, was born in 1835, died in 1914. He was the first Pope since St. Pius V (died, 1572: beatified, 1671: canonized, 1710) to be raised to the honors of the altar. An account of the pontificate of Pius X, as well as a table of important dates, was published in the May, 1954, number of the REVIEW (pp. 114-24). This account, written by the Archbishop of Madurai, was first published shortly after the beatifi-cation of Pius X, which took place on June 3, 1951. On the occa-sion of the beatification, Pope Pius XII said of his blessed predeces-sor .' "Through his person and through his work God wished to pre-pare His Church for the new and arduous tasks that awaited bet in the troublous future; to prepare in time a Church at one in doctrine, firm in discipline, et~icient in her pastors; a generous laity, a people well instructed: a youth sar~ctified from its first years; a Christian conscience alert to the proble, ms of social life. "If today the Church ofI God, so far from retreating before the forces that would 'destroy all spiritual values, suffers and fights, and through dlvlne help advances and redeems, it is due in great part to the far-seeing action and the holiness of Plus X. Today it has be-come clear thSt his whole pontificate was directed according to a divine plan of love and redemption, to prepare souls for the very 205 BEATIFICATIONS, 1951 - 1.952 struggles we are facing, and to ensure victory for us and for the fu-ture." The foregoing translation is taken from The Clerg~t Monthlt.t, XVI (duly, 1952), 227. We are indebted to the same publication for the following accounts of others who were beatified in 1951; also of those beatified in 1952. Blessed Atberic Cresc[telli: born, 1863: died, 1900; beatified, Feb. 18, 1951. Of the Foreign Missions of Milan. He was cruelly martyred during the Boxer rising after twelve years of self-sacrificing work in the China mission. In his case, as in other cases, the Holy Father remarked, "Martyrdom is but the cr6wning of an entire life of daily heroism and of continual compliance with the will of God." Blessed Francis Anton{ Fasani: born, 1681; died, 1742; beati-fied, April 15, 1951. A Franciscan Conventual priest. He spent thirty-five years in his native town of Lucera, 'teaching the young friars and then governing the convent and the province of his order, combining with these offices an intense apostolic and charitable ac-tivity. He liked to recall his humble origin, and among the poor who crowded the door of the convent for their daily bowl of soup, with filial respect and love he acknowledged his mother, "the poor Isabella." Blessed Joseph Diaz Sanjurjo, O.P., and tuaent~l-four coropan-ions. Beatified, April 29, 1951. In Tonkin, during the bloody persecution of 1856-1862 under Tu-Duc, thousands of Christians were cruelly tortured and put to death. One group of four was beati-fied by Pius X on April 15, 1906. The cause of another 1,288 was introduced in 1917; and from among these a first group of 25 has now been beatified: 2 bishops (Spanish Dominicans), 4 native priests (2 Dominicans and 2 Tertiaries of St. Dominic), and .19 Christians of every class of society. Blessed Placide Viel: born, 1815; died, 1877; beatified, May 6, 1951. One is deeply struck, said the Holy Father on the occasion of her beatification, by "the contrast between the temperament, the character, the antecedents of this little peasant girl--shy, awkward, without instruction, without the least experience of life in the world --and her career of exceptional, not to say unique, activity." Out of seemingly unpromising material God's grace fashioned an out-standing personality. Placide Viel was the daughter of a Norman farmer. When eighteen, she joined the young and struggling Congregation of the (Contin.ued on Page 214) 206 Spirit:ual Opia!:es Joseph P. Fisher, S.J. TWO of the most fundament.al and most consol!ng truths of the spiritual life are that the will of God is man s peace and that the providence of God is most loving. Practical acceptance and living out of these truths has brought and will bring many to holi-ness. There can be no sanctity where a person has no "devotion" to the will of God and little trust in divine providence. While all this is true, there is another side to the question, as there is to mbst questions. And this "other side of the question" has some impor-tant relevance to both the private and social lives of religious. Wrong understanding of these great truths can bring about great personal and great public harm. The pagan Lucretius in that terrible line, "so great a mass of evils has religion been able to foist upon ~nan-kind," fixed in a few words the awful effect of religion gone bad. Perhaps it would be well to listen to a pagan, ancient or modern, present his picture of a Christian and the will of God. -Thus then would our pagan speak: "If Christians live according to the faith that is in them, for them the will of God is the end of life. In all things great and small a Christian must love and do God's will and bear patiently whatever God allows to come into his life. If he is sick, that is God's will and he must bear sickness patiently and even gladly if possible. If there is a drought and the crops fail, that too is God's will and a true Christian must bear it without complaint. If in God's providence a man has been born into a poor family, that is for his best and he should worship the strange ways of divine provi-dence. If a working man cannot find employment, that is God's will and he must submit humbly--remembering that God cares for the birds of the air and the lilies of the field. If taxes are high and there is much corruption in government and unequal distribution of wealth, God has permitted these things, and His will must be rev-erenced. If the children are starving and the wife is sick and there is no opportunity for work, God has seen fit to allow that and man must meekly accept His will." Truly religion thus pictured is the opium of the people. Man~s urge for ~elf-preservation, for the advancement of his family, for his well-being in this life is stifled. He is made the pawn of priests, 207 JOSEPH [9. FISHER Review for Religious he is made a slave of inaction. Religion;has bound him hand and foot and made him a completely useless citizen of the state. We may now imagine an objector adapting the above picture to fit a religio,us more directly. To a religious God's will is especially dear. It should be his meat and drink. Only by complete aban-donment to the divine will can he lead his life as he should and reach' sanctity. Heshould hav~ ~o desire of his own but should will only what God wills. When he has come to such conformity, then only will he have true peace. So when sickness comes, em-brace it patiently, eagerly. It is a dear possession. Hold on to it as to a loving gift from God. Become a victim of the divine good pleasure. When failure comes, do not run from it; it is God's will and hence a blessing. When you are misunderstood, called to task unjustly, do not complain; this is God's will. Adhere to it. No matter what comes into your life, ~t is God's will. Be satisfied with it and it will sanctify you. The consequence of carrying out the foregoing "ideal" to its logical conclusion would be this: a sick religious holds on to his sickness as the will of God and does not try to rid himself of it; a struggling religious sees impending fdilure coming and welcomes it as God's will; a sincere religious finds himself the subject of petty persecution and, convinced it is God's will that he bear it, does so, when it is driving him to distraction. Even if the ordinary Catholic and ordinary religious do not see the speculative answer to the difficulty just proposed, in practice they solve it for the most part themselves. But it would be well if they understood the theory too. Certainly it is God's will that a Christia~i accept with patient resignation his lot as a poor man, the sickness of his children and wife, the lack of employment and such-like hardship. That is one thing. But it is quite another to give the impression that he may not and even ought not do something about righting the situation. To speak as if the .will of God ends with patience and resignation under adverse circumstances is to make something of a caricature of the divine will. It may be presumed that God wants something done about an unjust condition. If unscrupulous men have by their c~imes forced a man into an unjust condition, far fr(~m its being true that he ought to be content to re-main in such a condition, the man may be bound in conscience to do what he can to right the wrong. The truth then is this: in such cases a man has to accept with patience and resignation the existing condition as at least permitted by God, but he has to work with en- 208 Julq, 1954 SPIRITUAL OPIATES ergy to bring about the just order which God primarily wills. So the mark of the true Christian is not to accept willy-nilly whatever untoward event the providence of God allows to befall him, and to rest there; but rather, even while conformed to the divine will, calmly to set about bettering the situation when that can be done. There is plenty of room for the practical application of this prin-ciple in our modern world, where there are many cases of unjust and inhuman living conditions that call for reform. As for the religi6us, certainly he ought to hold the will of God dear. And certainly he ought to become as conformed as possible to the Will of God. But he ought to know what is and what is not the will of God. God's will is not necessarily that he remain sick if he becomes sick. When he is sick, of course he ought to see in this illness God's will and endure it patiently, but he also ought to realize that it may be God's will that he use some means to insure recovery. If he has a rule--as most religious have--to the effect that he should take proper care of his health, then this would indi-cate God's will in the matter. And certainly superiors consider it understood that their subjects do what they reasonably can to pre-serve their b~alth and to retrieve it as far as possible when it is lost. This again is an expression of God's will. The same principle holds in the case of failure and blame. A good religious accepts in a spirit of resignation such trials permitted by God but it is often clear that the same divin~ will wants the re-ligious to do something about rising from the failure or removing the blame. One's vocational-ideal is the surest means of diagnosing, so to speak, the divine will in any particular matter. What my vocation demands of me, that for me is clearly God's will. It hardly has to be pointed out that the conception of divine providence implied in the objection given above is faulty. There are plenty of people who think of the providence of God as a guarantee of an easy way through life here on earth. One will be able to live, 'they dream, as the birds of the air and the lilies of the field. God's providence will ward off financial difficulties, sickness, death of the young--all th~ hard things of life that test a man's belief and hope in God. To see their mistake, these people need only to consider. God's plan for human life, rather than their own imaginings as to what it is to be. A frequently repeated illustration will make the point clear. A provident father is not one who gives his child all he asks or all the child thinks is for his good. Children, even older children, frequently have a very poor idea about what serves' their 2O9 aosi~p~t p. Fis~ true good. A young child might want to play with a sharp, shiny knife, but no one would consider the father good who gave in to the child, no matter what kind of squall was raised. Children used to dislike school. Even though they raised a fuss and said their parents and teachers were cruel, a good father, foreseeing their needs be~ter than they, would insist that they continue their schooling. Tb'e father knows the end in mind and he knows the means to the end. And frequently the best means are the most repellent to the young. In this, grown men and women are often like children. God their Father knows better than they the end of human life and the best means to get there. Frequently these means look very harsh to God's children, but our good Father does not let this deter Him from doing what is really best for His sons and daughters. God wants our true good more than we do ourselves and He knows what it is and how to obtain it. Trust in His directing and loving providence is the only proper attitude on our part. God's providence over men is, therefore, not apampering provi-dence. Rather it is strong and it demands strength. We are taught this in the life of Our Lord when He was tempted by the devil, first to a distrust of divine providence--"command that these stones be made bread": and then to a rash and presumptuous demand 'on providence--"throw thyself down." Our Lord's answer to Satan teaches us the proper balance in,our attitude toward divine provi-dence: "Not by bread alone does man live"--man's end is not temporal but eternal: God provides what eventually best leads to our eternal happiness. Hence we must trust that all things work unto good for those who love God. "Thou shalt not tempt the Lord thy God"--we should not presume on divine providence according to our own ideas of what is good for us. Such presumption would surely lead to disappointm.ent and distrust and at first to lack of private enterprise and then to trust of self alone. Only, therefore, when the Catholic doctrine on the will of God and providence is misunderstood and exaggerated does it make spir-itual opiates of these truths. Religious obviously in their own lives and in their dealings with externs should be mindful of these very consoling doctrines, but mindful in such a way that they do not give a basis to critics for the charge that the doctrines stifle the true life of man. Rather they should evidence by their lives that these great truths are springs of life more abundant. 210 To All t:he Saint:s in No-Man's Land George Byrne, S.J. W~E CANNOT imagine a bishop in our days addressing a letter to "All the saints that are in Chicago"! St. Paul would" have done it; indeed, be might more reasonably have ex-pected to find them in Chicago than in pagan Rome "delivered up to shameful affections." Yet to us the word "saints" suggests a no-man's land, reached by hardy explorers and possessing a climate of rarefied atmosphere, which only men of superhuman constitution can breathe. Doesn't the Church reserve the title for her heroes and look for miracles to confirm her choice? There must be a misunderstanding somewhere. Either St. Paul was using a little flattery, like the politician appealing to the "keen intelligence" of a stupid crowd, or we have failed to grasp his meaning. We may at once admit our failure: flattery was not a Pauline weapon. He knew what man .was: but he had a clear vision of what man should, and could, be: "To all that are at Rome ¯ . . called to be saints." On the one hand St. Paul might quarrel with our title, in "No- Man's Land," insisting that it should be "Every-Man's Land"; on the other hand, he could accept it, as true to his own words to the Ephesians: "He chose us in him before the foundation of the world that we should be holy and unspotted in His sight in charity." The choice was made in "No-Man's Land." It was made in God's kingdom: "In the Father's house of many mansions"; in the climate of "pure love," an atmosphere truly so devoid of all breath of dis-ordered self-love that no man could live there if not strengthened by a power more than human: "for man shall not see Me [God] and live." Plato and Lo~e Not one of us would say to a friend, "You are unlovable, as you are incapable of love." Does any young couple, pledging a love "till death do us part," think for a moment that they do not know what it is to love? Yet the divorce courts are a sad witness to their ignorance. Love is a beautiful thing, a strong thing. It is not pas-sion, a fitful outburst to grasp for self the pleasure of a passing urge. ,211 GEORGE BYRNE Reoieto t~or Religious "Love is as strong ag dearth . . . many waters cannot quench love." In spite of his cold intellectual outlook, Plato did not fail to see the elevating power of love, even amongst his crude pagan gods. In his Symposium (197) he, wrote: "He whom love touches walks not in darkness . . . Love set in order the empire of the gods--the love of beauty, as is evident, for with deformity Love has no concern. In days of old, as I said, dreadful, deeds were done among the gods, for they were ruled b.y Necessity, but now since the birth of Love, and from Love of the beautiful, has sprung every good in heaven and earth. Therefore, Phaedrus, I say of Love that He is the fairest and best in himself, and the cause of what is fairest and best in all othe~ things . . . He is our lord, who sends cou, rtesy and sends away discourtesy, who gives kindness ever and never gives unkindness; the friend of the good, the wonder of the wise, the amazement of the gods; desired by those who have no part in him; parent of delicacy, luxury, desire, soft-ness, grace, regardful of the good, regardless of the evil . . . glory of god and men, leader best and brightest, in whose footsteps let every man follow, sweetly singing in his honour and joining in that sweet strain with which Love charms the souls of gods and men." As we .read the words of the tSagan philosopher, we approve. We can even fancy that a fold of Love's mantle rests on us. Even "those who have no part in him," as Plato said, desire him. No one is willing to admit that Love has no message for him, or that Love's message is Utopian! Sainthood and Love Why, then. is the call to "Sainthood" treated.as if it were a call to Starland, where ordinary mortals cannot dwell? It is so treated: we have only to suggest that Tdm or Harry, down the street, are, "holy," to draw a smile, in which Tom and Harrywould be the first' sharers. Yet they would be the first to resent being called un- Christian, or being taxed with lovelessness. They, and those who, with them, call themselves "ordinary Christians" forget that' a call to."ordinary" Christian life is not the Master's call. "Be ye perfect,~ as your heavenly Father is perfect," is addressed to all. The re-ligious life is called a "state of perfection" because, on the negative side, many obstacles found in the world are removed; and, above all, on the positive side, every means is at our disposal "to develop the supernatural life in our souls. The great variety of religious congregations in the Church is determined by the nature of the 212 dul~t, 1954 To SAINTS IN NO-MAN'S LAND work to be accomplished for the Kingdom of God and the different talents of the workers. But all religious.congregations pu~ love, true charity, in the foreground. In the words of St. Ignatius, "the interior law of charity and love" must be the animating principle of every religious constitution. Without the inner working of the Holy Spirit of Love, - external rules couldlead only to formalism. In God's creative plan, Iove and sainthood are identified. Let us repeat St. Paul's text: "He chose us in him [i.e., in Christ] before the foundation of the world, that we should be holy and unspotted in His sight in charity.". St. John puts it more emphatically: "Every one that loveth is born of God, and knoweth God. He that loveth not, knoweth not God: for God is charity." "'Love IS His Meaning" In one of the mo~t beautiful books written, Revelations of Divine Love, Juliana of Norwich, tells us that the afiswer to her query of the meaning of all was: "Wouldst thou witten the Lord's meaning in this thing? Wit it well: Love was his meaning. Who shewed it to thee? Love. What shewed He thee? Love. Where-fore shewed it He? For Love. What shewed He thee? Love. Wherefore shewed it He? For Love. : . .And I saw full surely in this and in all, that ere God mhde us He loved us.~ .In this love our' life is everlasting. In our making we had a beginning; but the love wherein He made us was in Him from without beginning: in which love we have our beginning." Our earliest catechism lesson taught us that we are made to the "image of God." Perhaps the lessons passed all too quickly to "duty" as the rule of life. There were the commandments--only ten; but, as we turned the pages, the details grew; and our young lives seemed hemmed in by a solid hedge of "don'ts." A doctor of the law captiously .asked Christ: "Which is the great command-ment?" He little expected the answer: there is really only one-- Love, reaching to heaven, and pouring itself out on earth. The greatness of man is being an image of God; the image of God is in his soul. In what ultimately is greatness of soul found? St. Jerome aptly drew the distinction between philosophy and re-ligion. "Plato," he said, "located the soul of man in the head; Christ located it in the heart." In a word w~e have the difference between the "clever" man and the "saint." Few can be outstanding as philosophers; there is no limit'to growth in love. The.Immacu-late Mother mounted the hill of Calvary with Mary Magdalen; the_ 213 ' BEATIFICATIONS, 19 5 1 - 1 9 5 2 Review/:or Religious peniten't thief confessed, with St. John, that God is Love. At first sight it might seem that the type of sanctity is different in different religious institutes: for example, that a Carmelite recluse has little in common with a nursing, or teaching, sister. This view is clea~ly superficial. Their duties are different, but for all, love is the soul of their sanctity; and they may happily kneel side by side at the altar rail to receive into their hearts the Heart of Love. To be truly religious and not to love is unthinkable. BEATIFICATIONS, 19S1-1952 (Continued from Page 206) Sisters of the Christian Schools and was trained by the holy foun-dress, St. Marie Madeleine Postel (canonized in 1925). With prophetic insight the foundress recognized the latent gifts of the young religious and made her the assistant general at. the age of twenty-five. Six years later, when the foundress died (1846), Placide was elected to succeed her. For thirty years she governed this institute with remarkable efficiency--a most able organizer, a gifted educationist, a religious superior of fine tact and heroic pa-tience and humility. Blessed Julian Maunoir, S.d.: born, 1606 ; died 1683 ; beatified, May 20, 1951. "The Apostle of Brittany." During forty-two years he preached popular missions t~hroughout Brittany, at that time spiritually very neglected, and trained numerous priests for the same work. His incredible labors resulted in a deep religious trans-formation of that country. His life and work, said Pope Pius XII, are a lesson of optimism. His remarkable missionary methods are worth s{udying even today (teamwork, instruction.s and sermons, songs and pictures, processions, retreats for the elite.). Blessed Marie Th&&e Couderc: born, 1805 ; died, ~1885 ; beati-fied, Nov. 4, 1951. ~A slmple peasant girl, she became,the foun-dress of the Institute of the Cenacle (1827)~, whose aim is to give the Spiritual Exercises to women of every class. Through a series of misunderstandings, she was deposed from her office of superior and spent the last fifty years of her life in obscurity, heroic humility, and patience. In 1952 the Cenacle had 2,000 members in Europe and America. Blessed Rosa Venerini: born, 1656; died, 1728; beatified, May 4, 1952. As a girl she gathered poor children to teach them their 214 BEATIFICATIONS, 1951 - 195 2 prayers and Christian doctrine and thus gradually came to found the institute of Maestre Pfe, which today has some fifty establish-ments in Italy and North America. At first her work was regarded, as an innovation and met with man}, obstacles. One objection Rosa and her companions had to face was that women had no right to teach Christian doctrine, since it was to men that Christ had said, "He who heareth you, heareth me." Blessed Raffaela Porras (Raffaela-Maria of the Sacred Heart): born, 1850; died, 1925; beatified, May 18, 1952. Together with. her elder sister Dolores she founded in Madrid the Handmaids of the Sacred Heart. At forty-three she was prevailed upon by her critics to retire from the government of her institute as incapable; the opposi-tion party was led by her own sister, who succeeded her as superior general. She spent the rest of her life, 32 years, in obscurity and suffering: painful but fruitful years. Her institute at present counts fifty-six houses in Europe, America, and Japan. Blessed Marfa-Bertflla Boscardfn: born, 1888; died, 1922; be- "atified, dune 8, 1952. Born of poor Italian farmers and seemingly little gifted, she was a real Cinderella at home, at school, and after-wards in the Institute of the Sisters of St. Dorothea, which sh~ joined at seventeen. But she revealed herself a most devoted and skillful nurse and for most of her religious life she worked in the hospital of .Treviso, where she spent herself in the care of the sick and (during the first World War) of the wounded soldiers. Though suffering herself from a serious disease, she continued her service till obedience obliged her to undergo an operation: but it was too late and she died at the age of thirty-four. Often misjudged by her superiors, she w, as venerated by doctors and patients, and the cause of her beatification was taken up soon after her death. She was extraordinarily humble, the catechism was her favorite book, and the way she chose to follow was the most ordinary way, the via dei card (cart road), as she put it. She prayed that she might "rather die than do a single action in order to b,e seen." Anthon~t-MarV Pucci: born, 1819; died, 1892; beatified, June 22, 1952. He was moved by his devotion to Mary to jbin the Or-der of Servites. After his ordination he was sent to Viareggio in Tuscany where he worked first as curate for three years, and then as parish priest for 46 years, till his death. In this office he showed himself really "another Christ"; in him, the Holy Father said, "~e can contemplate an authentic image of the divine Redeemer." 215 NEW CONGREGATIONS Review for Religious "The Gospel teaches that there is a powerful grace of sanctifica-tion for priests, Obtained by the merits and prayer of Jesus Christ. Did He not ask the Father, in His sacerdotal prayer (JolSn 17: 17- 19) to sanctify them in the truth, as he was offering Himself as a 'victim in a sacrifice for them? The grace of the Catholic priesthood has, since nearly twenty centuries, produced incomparable fruits in every country of the world, and tl~e number of Saints endowed with the priestly character is constantly.growing . . . There is nothing greater on earth tban a holy priest." Blessed Anthony-Mary is for all priests "a luminous example in the exercise of the sacred ministry." His whole life was a sermon "because there was perfect agreement between his words and his ac-tions."' His self-devotion to his flock--in teaching Christian doc-trine,, spending long hours in the confessional, guiding ~he young,' and especially in helping the sick during a terrible cholera epidemic --was admirable and conquered all hearts, thougb it was a time of strong anticlericalism. But he "was not content with his own indi-vidual action"; he became a precursor of modern Catholic Action by establishing associations for every category of his parishioners-- children and adolescents, men and women--whom he imbued with his own zeal. He also founded the Institute of the Servants of Mary, a nursery of catechists and teachers. He started societies of St. Vincent de Paul (which were still new at that time), and open-ed the first seaside hor~e for poor sickly children. New Congregat:ions The Sisters, Home Visitor.s 0'f Mary.have the special apostolate of convert work among Negroes. This community was organized four years ago in Detroit under,the patronage of Edward Cardinal ~Mooney. The sisters teach religion to boys and girls who attend the public schools and to adults; they also conduct recreational pro-grams, plan clinics, conduct classes in home making and home nursing, and carry out other social . service activities. Their mother house is at 356 Arden Park, Detroit 2, Michigan. .The habit is a simple navy blue dress, coat, and hit in present-day style. , The Sons of Mary, Health of the Sick will specialize in medical and catechetical work for the missions and will train many of the 216 dul~ , 1954 NEW CONGREGATIONS Catholic natives to be nurse-catechists. This congregation of brothers was founded by Father Edward F. Gareschd. The novitiate was established at Sylva Maria, Framingham, Massachusetts, with the encouragement and help of. Archbishop Cushing. The habit is of dark blue with a dark blue cord around the waist; a rosary with white beads hangs.from~ the cord. Not exactly new-is the congregation of Dominican Rural Mis-sionaries. This institute was f~unded in France and was affiliated with the Dominican Order in 1932. At that time they numbered 20. They'now number 427, with 69 houses (65 in France, 1 in Switzerland, 1 in Canada, and 2 in the United States). The houses in this country are in Louisiana, ~where tile first was opened in 1951. The sisters are dedicated,to the spiritual welfare of the people of the rural areas, especially within the framework of the parish, and without distinction of race, color, or creed. Further information about this congregation may be obtained from Mother Marie St. Paul, O.P., Convent of the Epiphany, Gross Tete, Louisiana. CONGRESS IN BUENOS AIRES An international congress on the states of perfection was held in Buenos Aires, March 3-11, 1954. The Sacred Congregation of Religious convoked the co~gress and sent a delegation headed by its secretary, Father Arcadio Larraona, C.M.F. The Cardinal Archbishop of Buenos Aires, Dr. Santiago L. Copello, presided at the ~ongress; Father Larraona was its general director. Since the congress' was on the ':states of perfection,~' it included not only religious but also others who are dedicated to the quest of evangelical perfection, such as members of secular insti-tutes. There were representatives from Argentina, Bolivia, Chile, Paraguay, and Uruguay. COMMENTARY ON LITTLE OFFICE ~ Father John J. Kugler, S.D.B. is the author of A Commenta(y on the New Little Ottice. The book contains parallel columns of the new Latin version of the Psalms and an English translation; also verse-by-verse notes on the Psalms, and a liturgical explanation of each hour. This book should be very helpful to reli-gious who are using the Little Office with the new version of the. Psalms. It should be noted, however, that this is not the new edition of the Little Office which was described by Father Ellis in a recent article (REVIEW FOR RELIGIOUS, XIII [May~ 1954], 149). Father Kugler's book refers to the standard edition of the Little Office with the new version of the Psalms. The price of the book is $2.00. It may be obtained from: Salesiana Publishers, 202 Union Ave., Pater-son 2, N.J. 217 uesffons Answers --22- Have you any advice for a nun who thinks that God has begun to fa-vor her with mvstical graces and who cannot find any priest to direct If it be simply impossible to get direction from some competent person, read something that is to the point. Probably the best brief., treatise in English is the relevant part of Tanquerey, The Spiritual Life, pp. 637-740. An excellent work on prayer is Lehodey, The Wags of Mental Prager. Much the most thorough-going book on the direction ~'f mystics is Poulain, The Graces of Interior Prager (enlarged edition, 1950). This last book would hardly be suitable for self-direction for many people with less education; they would find it overwhelming and confusing, rather tfian enlightening and helpful. All the general principles of Catholic asceticism apply to mys-tics; in fact, they apply to them more fully and strictly. Souls fa-vored by God with greater graces should be more eager to love Him with all their hearts, to keep all the divine precepts and counsels, to be quite mortified, observant, zealous, and so on with all the virtues. If the Holy Spirit seems to be inviting one to a simpler, more passive, form of prayer, ~nd if, all things considered, it appears to be more promising than any other that one-could Eursue, then" one should give oneself up to