In this era of startling developments in the medical field there remains a serious worry about the hazardous potential of various by products which if not properly addressed can lead to consequences of immense public concern. Hospitals and other health care facilities generate waste products which are evidently hazardous to all those exposed to its potentially harmful effects. Need for effective legislation ensuring its safe disposal is supposed to be an integral part of any country's health related policy. This issue is of special importance in developing countries like Pakistan which in spite of framing various regulations for safeguarding public health, seem to overlook its actual implementation. The result unfortunately is the price wehave to pay not only in terms of rampant spread of crippling infections but a significant spending of health budget on combating epidemics which could easily have been avoided through effective waste disposal measures in the first place. Waste classified under the heading 'bio-hazardous' includes any infectious or potentially infectious material which can be injurious or harmful to humans and other living organisms. Amongst the many potential sources are the hospitals or other health delivery centres which are ironically supposed to be the centres of infection control and treatment. Whilst working in these setups, health care workers such as doctors, nurses, paramedical staff and sanitation workers are actually the ones most exposed and vulnerable to these challenges. Biomedical waste may broadly be classified into Infectious and toxic waste. Infectious waste includes sharps, blood, body fluids and tissues etcwhile substances such as radioactive material and by-products of certain drugs qualify as toxic waste. Furthermore health institutions also have to cater for general municipal waste such as carton boxes, paper and plastics. The World Health Organisation has its own general classification of hospital waste divided into almost eight categories of which almost 15% (10% infectious and 5% toxic) is estimated to be of a hazardous nature while the remaining 85% is general non hazardous content.1A recent study from Faisalabad, Pakistan has estimated hospital waste generation around 1 to 1.5 kg / bed /day for public sector hospitals in the region,2while figures quoted from neighbouring India are approximately 0.5 to 2 KG / hospital bed /day.3 Elsewhere in the world variable daily hospital waste production has been observed ranging from as low as 0.14 to 0.49 kg /day in Korea4 and 0.26 to 0.89 kg/day in Greece5to as high as 2.1 to 3.83 kg/day in Turkey6 and 0.84 to 5.8 kg/day in Tanzania.7Ill effects of improper management of hospital waste can manifest as nosocomial infections or occupational hazards such as needle stick injuries. Pathogens or spores can be borne either through the oro-faecal or respiratory routes in addition to direct inoculation through contact with infected needles or sharps. Environmental pollution can result from improper burning of toxic material leading to emission of dioxins, particulate matter or furans into the air. The habitat can also be affected by illegal dumping and landfills or washing up of medical waste released into the sea or river. Potential organisms implicated in diseases secondary to mismanagement of hospital waste disposal include salmonella, cholera, shigella, helminths, strep pneumonia, measles, tuberculosis, herpesvirus, anthrax, meningitis, HIV, hepatitis and candida etc. These infections can cause a considerable strain on the overall health and finances of the community or individuals affected. The basic principal of Public health management i.e 'prevention is better than cure' cannot be more stressed in this scenario as compared to any other health challenge. Health facilities must have a clear policy on hazardous waste management. To ensure a safe environment hospitals need to adopt and implement international and local systems of waste disposal. Hospital waste management plan entails policy and procedures addressing waste generation, accumulation, handling, transportation, storage, treatment and disposal. Waste needs to be collected in marked containers usually colour coded and leak proof. Segregation at source is of vital importance. The standard practice in many countries is the Basic Three Bin System ie to segregate the waste into RED bags/ boxes for sharps, YELLOW bags for biological waste and BLUE or BLACK ones for general/ municipal waste. All hospital staff needs to be trained in the concept of putting the right waste in relevant containers/ bags. They need to know that more than anything else this practice is vital for their own safety. The message can be reinforced through appropriate labelling on the bins and having posters with simple delineations to avoid mixing of different waste types. Sharps essentially should be kept in rigid, leak and puncture-resistant containers which are tightly lidded and labelled. Regular training sessions for nurses and cleaning staff can be organised as they are the personnel who are more likely to deal with waste disposition at the level of their respective departments. Next of course is transportation of waste products to the storage or disposal. Sanitary staff and janitors must be aware of the basic concepts of waste handling and should wear protective clothing, masks and gloves etc, besides ensuring regular practice of disinfection and sterilization techniques.8Special trolleys or vehicles exclusively designed and reserved for biomedical waste and operated by trained individuals should be used for transportation to the dumping or treatment site. Biomedical waste treatment whether on site or off site is a specialised entity involving use of chemicals and equipment intended for curtailing the hazardous potential of the material at hand. Thermal treatment via incinerators, not only results in combustion of organic substances but the final product in the form of non-toxicash is only 10 to 15% of the original solid mass of waste material fed to the machine. Dedicated autoclaves and microwaves can also be used for the purpose of disinfection. Chemicals such as bleach, sodium hydroxides, chlorine dioxide and sodiumhypochlorite are also effective disinfectants having specialised indications. Countries around the world have their own regulations for waste management. United Kingdom practices strict observance of Environmental protection act 1990, Waste managementlicensing regulations 1994 and Hazardous waste regulations 2005 making it one of thesafest countries in terms of hazardous waste disposal. Similar regulations specific for each state have been adopted in United States following passage of the Medical Waste tracking act 1988. In Pakistan, every hospital must comply with the Waste Management Rules 2005 (Environment Protection Act 1997), though actual compliance is far from satisfactory. It is high time that the government and responsible community organisations shape up to seriously tackle the issue of bio hazardous waste management through enforcement of effective policies and standard operating procedures for safeguarding the health and lives of the public in general and health workers in particular. Outbreaks, defined as excess cases of a particular disease or illness which outweighs the response capabilities, have the capacity to overwhelm health care facilities and need timely response and attention to details in order to avoid potentially disastrous sequelae . In this day and age when improvement in public health practices have significantly curtailed outbreak of various diseases, certain viral illnesses continue to make headlines. One of the notable vector borne infectious disease affecting significant portions of south east Asia in the early part of twenty first century is 'Dengue fever'. Dreaded as it is by those suffering from the illness, a lot of the hysteria created is secondary to a lack of education and understanding of the nature of the disease and at times a result of disinformation campaign for vested interests by certain political and media sections.'Dengue' in fact is a Spanish word, assumed to have originated from the Swahili phrase -ka dinga peppo -which describes the disease as being caused by evil spirit. 1 Over the course of time it has been called 'breakbone fever', 'bilious vomiting fever', 'break heart fever', 'dandy fever', 'la dengue' and 'Phillipine, Thai and Singapore hemorrhagic fever' Whilst the first reported case referring to dengue fever as a water poison spread by flying insects, exists in the Chinese medical encyclopedia from Jin Dynasty (265-420 AD), the disease is believed to have disseminated from Africa with the spread of the primary vector, aedes egypti, in the 15th to 19th century as a result of globalisation of slave trade 45In 80% of the patients affected by this condition the presentation is rather insidious and at best characterized by mild fever. The classical 'Dengue fever' present in about 5% of the cases is characterized by high temperature, body aches, vomiting and at times a skin rash. The disease may regresses in two to seven days. However inrare instances (<5%) it may develop into more serious conditions such as Dengue hemorrhagic fever whereby the platelet count is significantly reduced leading to bleeding tendencies and may even culminate in a more life threatening presentation i.e Dengue shock syndrome.6To understand the actual dynamics of Dengue epidemic it is important to understand the mode of its spread in affected areas. Aedes mosquito (significantly Aedes Egypti) acts a vector for this disease. Early morning and evening times7 are favoured by these mosquitos to feed on their prey. There is some evidence that the disease may be transmitted via blood products and organ donation. 8 Moreover vertical transmission (mother to child) has also been reported 9Diagnostic investigations include blood antigen detection through NS-I or nucleic acid detection via PCR. IO Cell cultures and specific serology may also be used for confirming the underlying disease. Whilst sporadic and endemic cases are part of routine medical practice and may not raise any alarm bells, outbreaks certainly need mobilization of appropriate resources for effective control. Needless to say 'prevention is better than cure' and should be the primary target of the health authorities in devising strategies for disease control.The WHO recommended 'Integrated Vector control programme', lays stress on social mobilisation and strengthening of public health bodies, coherent response of health and related departments and effective capacity building of relevant personnel and organisations as well as the community at risk. For Aedes Egypti the primary control revolves around eliminating its habitats such as open sources of water. In a local perspective in our city Peshawar, venue of the recent dengue epidemic, it may be seen in the form of incidental reservoirs such as receptacles and tyres dumped in open areas such as roof tops with rain water accumulating in them and provtdjng excellent breeding habitats, Larvicidal and insecticides may be added to more permanent sources such as watertanks and farm lands. There is not much of a role for spraying with organophosphorous agents which is at times resorted to for public consumption. Public education is the key to any effective strategy which must highlight the need for wearing clothing that fully covers the skin, avoiding unnecessary early morning and evening exposure to vector agents, application of insect repellents and use of mosquito nets. It is also important not to panic if affliction with the disease is suspected as in a vast majority of instances it is a self limiting illness without any long term harmful effects and needs simple conservative management like antipyretics and analgesics.An important consideration for responsible authorities in a dengue epidemic is to ensure that maximum management facilities for simple cases are provided at the community level through primary and secondary health care facilities and that the tertiary care hospitals are not inundated with all sort of patients demanding consultation. These later facilities should be reserved for those patients who end up with any complications or more severe manifestation of the disease.Research is underway to develop an ideal vaccine for Dengue fever. In 2016, a vaccine by the name 'Dengvaxia' was marketed in Phillipines and Indonesia. However with development of new serotypes of the virus, its efficacy has been somewhat compromised.As for treatment , there are no specific antiviral drugs. Management is symptomatic revolving mainly around oral and intravenous hydration. Paracetamol (Acetaminophen) is used for fever as compared to NSAIDS such as Ibuprophen infusion as well as blood and platelet transfusion.Data to date shows that slightly more than twenty three thousand people have been diagnosed with dengue over the past three months ie August to October there is a lower risk of bleeding with the former. Those with more severe form of the disease may need Dextran 2017, in Peshawar, Pakistan with around fourteen thousand needing admission and about sixty nine recorded deaths. The mortality is well within the acceptable international standards of less than 1% for the disease. In the backdrop of all the debate surrounding the current epidemic, one can infer that such outbreaks are best addressed with effective planningwell ahead of the time before the disease threatens to spiral out of control. Simple measures such as covering water storage facilities, using larvicidals where practical, use of insect repellents, mosquito nets and avoiding unnecessary exposure can offerthe best protection. Public health messages via print and electronic media can help educate people in affected areas and allay any anxiety building up from a fear of developing life threatening complications. Health department must mobilise all its resources to ensure local management of diagnosed patients with simple dengue fever and facilitate hospital admission only for those suffering from more severe form of the disease. Moreover the media hype into such situations needs to be addressed through constant updates and discouraging any negative politicking on the issue. To sum up Dengue fever is not really an affliction to be dreaded provided it is viewed and managed in the right perspective.
Bei den Daten handelt es sich um Indikatoren aus den World Values Surveys (Wellen 1-6), die auf Länderebene aggregiert wurden.
Themen: Index Emanzipatorischer Werte (Emancipative Values Index, EVI); Index Emanzipatorischer Werte Kurzversion basierend auf den Komponenten reproductive choice (Reproduktionsentscheidungen) und gender equality (Gleichberechtigung); Komponente reproductive choice (Akzeptanz von Homosexualität, Scheidung und Abtreibung); Komponente Sprache (Priorität auf Redefreiheit und die Stimme der Menschen in nationalen und lokalen Angelegenheiten); Komponente gender equality (Unterstützung für die Gleichberechtigung von Frauen in den Bereichen Beruf, Bildung und Politik); Autonomiekomponente (Unabhängigkeit, Phantasie statt Gehorsam als geschätzte Eigenschaft von Kindern); Index säkularer Werte (Secular Values Index; SVI); Index säkularer Werte Kurzversion basierend auf den Komponenten disbelief (Ungläubigkeit, Zweifel) und defiance (Trotzhaltung, Renitenz); Komponente Ungläubigkeit (schwacher Glaube an Religiosität und wenig religiöse Praxis); Komponente Renitenz (geringer Nationalstolz, geringer Respekt vor Autoritäten und geringe Konformität mit elterlichen Erwartungen); Komponente Skepsis (geringes Vertrauen in die Polizei, Behörden und Gerichte); Komponente Relativismus (nur leichte Ablehnung von Bestechung, Steuerhinterziehung und Gebührenbetrug); Social movement activities (Beteiligung an Petitionen, Boykotten und Demonstrationen); Verknüpfung mit Informationsquellen (Nutzung von Internet, E-Mail und PC); wahrgenommene Stimulation: durchschnittliche Wahrnehmung der täglichen Aufgaben als kreativ, kognitiv und autonom; kognitive Mobilisierung; individuelle Befähigung (individual empowerment); Index zur Temperatur und Wasserversorgung (Cool Water Index); liberales Demokratieverständnis: freie Wahlen, Bürgerrechte und Gleichberechtigung; illiberales Demokratieverständnis: militärische Intervention; religiöse Autorität, Arbeitslosengeld; aufgeklärtes Demokratieverständnis; wahrgenommener Grad der Demokratisierung im eigenen Land; demokratisches Bestreben: Wunsch, in einem demokratisch regierten Land zu leben; Mobilisierungspotential für Demokratie; wahrgenommene Fairness anderer Menschen; Vertrauen: allgemeines Vertrauen; Vertrauen in Familie, Bekannte und Nachbarn; Vertrauen in Unbekannte und Menschen mit anderer Nationalität und Religion; unspezifisches und generalisiertes Vertrauen; Aktivitäten in zivilen Organisationen (z.B. Freizeit, Kirche, Parteien, etc.); Zufriedenheit mit der finanziellen Situation des Haushalts; Selbsteinschätzung des Gesundheitszustands; Fähigkeit zur Gestaltung des eigenen Lebens; Glück; Lebenszufriedenheit; Kampfbereitschaft für das eigene Land im Falle eines Krieges.
Zusätzlich verkodet wurde: für alle Länder: Nummer; Jahr, Name; Erhebungsjahr; Erhebungswelle; Kulturzone; Filterdummy für die letzte Welle je Land; numerischer Ländercode; 3-Buchstaben-Ländercode; Ländercode Weltbank; Index demokratische Rechte 1996 bis 2006; Index Bürgerrechte 1995 bis 2005; Index ehrliche Regierung 1996 bis 2006; Index wirksame Demokratie 1996 bis 2006; Index ehrliche Demokratie; Index Loyalitäts-Normen: Vertrauen in den öffentlichen Dienst, Polizei und Armee; Index Protest-Normen: Beteiligung an Demonstrationen, Boykotten, Petitionen.
Publisher's version (útgefin grein). ; Quantifying the genetic correlation between cancers can provide important insights into the mechanisms driving cancer etiology. Using genome-wide association study summary statistics across six cancer types based on a total of 296,215 cases and 301,319 controls of European ancestry, here we estimate the pair-wise genetic correlations between breast, colorectal, head/neck, lung, ovary and prostate cancer, and between cancers and 38 other diseases. We observed statistically significant genetic correlations between lung and head/neck cancer (rg = 0.57, p = 4.6 × 10−8), breast and ovarian cancer (rg = 0.24, p = 7 × 10−5), breast and lung cancer (rg = 0.18, p =1.5 × 10−6) and breast and colorectal cancer (rg = 0.15, p = 1.1 × 10−4). We also found that multiple cancers are genetically correlated with non-cancer traits including smoking, psychiatric diseases and metabolic characteristics. Functional enrichment analysis revealed a significant excess contribution of conserved and regulatory regions to cancer heritability. Our comprehensive analysis of cross-cancer heritability suggests that solid tumors arising across tissues share in part a common germline genetic basis. ; The authors in this manuscript were working on behalf of BCAC, CCFR, CIMBA, CORECT, GECCO, OCAC, PRACTICAL, CRUK, BPC3, CAPS, PEGASUS, TRICL-ILCCO, ABCTB, APCB, BCFR, CONSIT TEAM, EMBRACE, GC-HBOC, GEMO, HEBON, kConFab/AOCS Mod SQuaD, and SWE-BRCA. The breast cancer genome-wide association analyses: BCAC is funded by Cancer Research UK [C1287/A16563, C1287/A10118], the European Union's Horizon 2020 Research and Innovation Programme (grant numbers 634935 and 633784 for BRIDGES and B-CAST, respectively), and by the European Community's Seventh Framework Programme under grant agreement number 223175 (grant number HEALTH-F2-2009-223175) (COGS). The EU Horizon 2020 Research and Innovation Programme funding source had no role in study design, data collection, data analysis, data interpretation, or writing of the report. Genotyping of the OncoArray was funded by the NIH Grant U19 CA148065, and Cancer UK Grant C1287/A16563 and the PERSPECTIVE project supported by the Government of Canada through Genome Canada and the Canadian Institutes of Health Research (grant GPH-129344) and, the Ministère de l'Économie, Science et Innovation du Québec through Genome Québec and the PSR-SIIRI-701 grant, and the Quebec Breast Cancer Foundation. Funding for the iCOGS infrastructure came from: the European Community's Seventh Framework Programme under grant agreement n° 223175 (HEALTH-F2-2009-223175) (COGS), Cancer Research UK (C1287/A10118, C1287/A10710, C12292/A11174, C1281/A12014, C5047/A8384, C5047/A15007, C5047/A10692, C8197/A16565), the National Institutes of Health (CA128978), and Post-Cancer GWAS initiative (1U19 CA148537, 1U19 CA148065, and 1U19 CA148112—the GAME-ON initiative), the Department of Defence (W81XWH-10-1-0341), the Canadian Institutes of Health Research (CIHR) for the CIHR Team in Familial Risks of Breast Cancer, and Komen Foundation for the Cure, the Breast Cancer Research Foundation, and the Ovarian Cancer Research Fund. The DRIVE Consortium was funded by U19 CA148065. The Australian Breast Cancer Family Study (ABCFS) was supported by grant UM1 CA164920 from the National Cancer Institute (USA). The content of this manuscript does not necessarily reflect the views or policies of the National Cancer Institute or any of the collaborating centers in the Breast Cancer Family Registry (BCFR), nor does mention of trade names, commercial products, or organizations imply endorsement by the USA Government or the BCFR. The ABCFS was also supported by the National Health and Medical Research Council of Australia, the New South Wales Cancer Council, the Victorian Health Promotion Foundation (Australia), and the Victorian Breast Cancer Research Consortium. J.L.H. is a National Health and Medical Research Council (NHMRC) Senior Principal Research Fellow. M.C.S. is a NHMRC Senior Research Fellow. The ABCS study was supported by the Dutch Cancer Society [grants NKI 2007-3839; 2009 4363]. The Australian Breast Cancer Tissue Bank (ABCTB) is generously supported by the National Health and Medical Research Council of Australia, The Cancer Institute NSW and the National Breast Cancer Foundation. The ACP study is funded by the Breast Cancer Research Trust, UK. The AHS study is supported by the intramural research program of the National Institutes of Health, the National Cancer Institute (grant number Z01-CP010119), and the National Institute of Environmental Health Sciences (grant number Z01-ES049030). The work of the BBCC was partly funded by ELAN-Fond of the University Hospital of Erlangen. The BBCS is funded by Cancer Research UK and Breast Cancer Now and acknowledges NHS funding to the NIHR Biomedical Research Centre, and the National Cancer Research Network (NCRN). The BCEES was funded by the National Health and Medical Research Council, Australia and the Cancer Council Western Australia and acknowledges funding from the National Breast Cancer Foundation (JS). For the BCFR-NY, BCFR-PA, and BCFR-UT this work was supported by grant UM1 CA164920 from the National Cancer Institute. The content of this manuscript does not necessarily reflect the views or policies of the National Cancer Institute or any of the collaborating centers in the Breast Cancer Family Registry (BCFR), nor does mention of trade names, commercial products, or organizations imply endorsement by the US Government or the BCFR. For BIGGS, ES is supported by NIHR Comprehensive Biomedical Research Centre, Guy's & St. Thomas' NHS Foundation Trust in partnership with King's College London, United Kingdom. IT is supported by the Oxford Biomedical Research Centre. BOCS is supported by funds from Cancer Research UK (C8620/A8372/A15106) and the Institute of Cancer Research (UK). BOCS acknowledges NHS funding to the Royal Marsden/Institute of Cancer Research NIHR Specialist Cancer Biomedical Research Centre. The BREast Oncology GAlician Network (BREOGAN) is funded by Acción Estratégica de Salud del Instituto de Salud Carlos III FIS PI12/02125/Cofinanciado FEDER; Acción Estratégica de Salud del Instituto de Salud Carlos III FIS Intrasalud (PI13/01136); Programa Grupos Emergentes, Cancer Genetics Unit, Instituto de Investigacion Biomedica Galicia Sur. Xerencia de Xestion Integrada de Vigo-SERGAS, Instituto de Salud Carlos III, Spain; Grant 10CSA012E, Consellería de Industria Programa Sectorial de Investigación Aplicada, PEME I + D e I + D Suma del Plan Gallego de Investigación, Desarrollo e Innovación Tecnológica de la Consellería de Industria de la Xunta de Galicia, Spain; Grant EC11-192. Fomento de la Investigación Clínica Independiente, Ministerio de Sanidad, Servicios Sociales e Igualdad, Spain; and Grant FEDER-Innterconecta. Ministerio de Economia y Competitividad, Xunta de Galicia, Spain. The BSUCH study was supported by the Dietmar-Hopp Foundation, the Helmholtz Society and the German Cancer Research Center (DKFZ). The CAMA study was funded by Consejo Nacional de Ciencia y Tecnología (CONACyT) (SALUD-2002-C01-7462). Sample collection and processing was funded in part by grants from the National Cancer Institute (NCI R01CA120120 and K24CA169004). CBCS is funded by the Canadian Cancer Society (grant # 313404) and the Canadian Institutes of Health Research. CCGP is supported by funding from the University of Crete. The CECILE study was supported by Fondation de France, Institut National du Cancer (INCa), Ligue Nationale contre le Cancer, Agence Nationale de Sécurité Sanitaire, de l'Alimentation, de l'Environnement et du Travail (ANSES), Agence Nationale de la Recherche (ANR). The CGPS was supported by the Chief Physician Johan Boserup and Lise Boserup Fund, the Danish Medical Research Council, and Herlev and Gentofte Hospital. The CNIO-BCS was supported by the Instituto de Salud Carlos III, the Red Temática de Investigación Cooperativa en Cáncer and grants from the Asociación Española Contra el Cáncer and the Fondo de Investigación Sanitario (PI11/00923 and PI12/00070). COLBCCC is supported by the German Cancer Research Center (DKFZ), Heidelberg, Germany. D.T. was in part supported by a postdoctoral fellowship from the Alexander von Humboldt Foundation. The American Cancer Society funds the creation, maintenance, and updating of the CPS-II cohort. The CTS was initially supported by the California Breast Cancer Act of 1993 and the California Breast Cancer Research Fund (contract 97-10500) and is currently funded through the National Institutes of Health (R01 CA77398, UM1 CA164917, and U01 CA199277). Collection of cancer incidence data was supported by the California Department of Public Health as part of the statewide cancer reporting program mandated by California Health and Safety Code Section 103885. H.A.C eceives support from the Lon V Smith Foundation (LVS39420). The University of Westminster curates the DietCompLyf database funded by Against Breast Cancer Registered Charity No. 1121258 and the NCRN. The coordination of EPIC is financially supported by the European Commission (DG-SANCO) and the International Agency for Research on Cancer. The national cohorts are supported by: Ligue Contre le Cancer, Institut Gustave Roussy, Mutuelle Générale de l'Education Nationale, Institut National de la Santé et de la Recherche Médicale (INSERM) (France); German Cancer Aid, German Cancer Research Center (DKFZ), Federal Ministry of Education and Research (BMBF) (Germany); the Hellenic Health Foundation, the Stavros Niarchos Foundation (Greece); Associazione Italiana per la Ricerca sul Cancro-AIRC-Italy and National Research Council (Italy); Dutch Ministry of Public Health, Welfare and Sports (VWS), Netherlands Cancer Registry (NKR), LK Research Funds, Dutch Prevention Funds, Dutch ZON (Zorg Onderzoek Nederland), World Cancer Research Fund (WCRF), Statistics Netherlands (The Netherlands); Health Research Fund (FIS), PI13/00061 to Granada, PI13/01162 to EPIC-Murcia, Regional Governments of Andalucía, Asturias, Basque Country, Murcia and Navarra, ISCIII RETIC (RD06/0020) (Spain); Cancer Research UK (14136 to EPIC-Norfolk; C570/A16491 and C8221/A19170 to EPIC-Oxford), Medical Research Council (1000143 to EPIC-Norfolk, MR/M012190/1 to EPIC-Oxford) (United Kingdom). The ESTHER study was supported by a grant from the Baden Württemberg Ministry of Science, Research and Arts. Additional cases were recruited in the context of the VERDI study, which was supported by a grant from the German Cancer Aid (Deutsche Krebshilfe). FHRISK is funded from NIHR grant PGfAR 0707-10031. The GC-HBOC (German Consortium of Hereditary Breast and Ovarian Cancer) is supported by the German Cancer Aid (grant no 110837, coordinator: Rita K. Schmutzler, Cologne). This work was also funded by the European Regional Development Fund and Free State of Saxony, Germany (LIFE - Leipzig Research Centre for Civilization Diseases, project numbers 713-241202, 713-241202, 14505/2470, and 14575/2470). The GENICA was funded by the Federal Ministry of Education and Research (BMBF) Germany grants 01KW9975/5, 01KW9976/8, 01KW9977/0, and 01KW0114, the Robert Bosch Foundation, Stuttgart, Deutsches Krebsforschungszentrum (DKFZ), Heidelberg, the Institute for Prevention and Occupational Medicine of the German Social Accident Insurance, Institute of the Ruhr University Bochum (IPA), Bochum, as well as the Department of Internal Medicine, Evangelische Kliniken Bonn gGmbH, Johanniter Krankenhaus, Bonn, Germany. The GEPARSIXTO study was conducted by the German Breast Group GmbH. The GESBC was supported by the Deutsche Krebshilfe e. V. [70492] and the German Cancer Research Center (DKFZ). GLACIER was supported by Breast Cancer Now, CRUK and Biomedical Research Centre at Guy's and St Thomas' NHS Foundation Trust and King's College London. The HABCS study was supported by the Claudia von Schilling Foundation for Breast Cancer Research, by the Lower Saxonian Cancer Society, and by the Rudolf-Bartling Foundation. The HEBCS was financially supported by the Helsinki University Central Hospital Research Fund, Academy of Finland (266528), the Finnish Cancer Society, and the Sigrid Juselius Foundation. The HERPACC was supported by MEXT Kakenhi (No. 170150181 and 26253041) from the Ministry of Education, Science, Sports, Culture and Technology of Japan, by a Grant-in-Aid for the Third Term Comprehensive 10-Year Strategy for Cancer Control from Ministry Health, Labour and Welfare of Japan, by Health and Labour Sciences Research Grants for Research on Applying Health Technology from Ministry Health, Labour and Welfare of Japan, by National Cancer Center Research and Development Fund, and "Practical Research for Innovative Cancer Control (15ck0106177h0001)" from Japan Agency for Medical Research and development, AMED, and Cancer Bio Bank Aichi. The HMBCS was supported by a grant from the Friends of Hannover Medical School and by the Rudolf Bartling Foundation. The HUBCS was supported by a grant from the German Federal Ministry of Research and Education (RUS08/017), and by the Russian Foundation for Basic Research and the Federal Agency for Scientific Organizations for support the Bioresource collections and RFBR grants 14-04-97088, 17-29-06014, and 17-44-020498. ICICLE was supported by Breast Cancer Now, CRUK, and Biomedical Research Centre at Guy's and St Thomas' NHS Foundation Trust and King's College London. Financial support for KARBAC was provided through the regional agreement on medical training and clinical research (A.L.F.) between Stockholm County Council and Karolinska Institutet, the Swedish Cancer Society, The Gustav V Jubilee foundation and Bert von Kantzows foundation. The KARMA study was supported by Märit and Hans Rausings Initiative Against Breast Cancer. The KBCP was financially supported by the special Government Funding (E.V.O.) of Kuopio University Hospital grants, Cancer Fund of North Savo, the Finnish Cancer Organizations, and by the strategic funding of the University of Eastern Finland. kConFab is supported by a grant from the National Breast Cancer Foundation, and previously by the National Health and Medical Research Council (NHMRC), the Queensland Cancer Fund, the Cancer Councils of New South Wales, Victoria, Tasmania and South Australia, and the Cancer Foundation of Western Australia. Financial support for the AOCS was provided by the United States Army Medical Research and Materiel Command [DAMD17-01-1-0729], Cancer Council Victoria, Queensland Cancer Fund, Cancer Council New South Wales, Cancer Council South Australia, The Cancer Foundation of Western Australia, Cancer Council Tasmania and the National Health and Medical Research Council of Australia (NHMRC; 400413, 400281, 199600). G.C.-T. and P.W. are supported by the NHMRC. RB was a Cancer Institute NSW Clinical Research Fellow. The KOHBRA study was partially supported by a grant from the Korea Health Technology R&D Project through the Korea Health Industry Development Institute (KHIDI), and the National R&D Program for Cancer Control, Ministry of Health & Welfare, Republic of Korea (HI16C1127; 1020350; 1420190). LAABC is supported by grants (1RB-0287, 3PB-0102, 5PB-0018, 10PB-0098) from the California Breast Cancer Research Program. Incident breast cancer cases were collected by the USC Cancer Surveillance Program (CSP) which is supported under subcontract by the California Department of Health. The CSP is also part of the National Cancer Institute's Division of Cancer Prevention and Control Surveillance, Epidemiology, and End Results Program, under contract number N01CN25403. L.M.B.C. is supported by the 'Stichting tegen Kanker'. D.L. is supported by the FWO. The MABCS study is funded by the Research Centre for Genetic Engineering and Biotechnology "Georgi D. Efremov" and supported by the German Academic Exchange Program, DAAD. The MARIE study was supported by the Deutsche Krebshilfe e.V. [70-2892-BR I, 106332, 108253, 108419, 110826, 110828], the Hamburg Cancer Society, the German Cancer Research Center (DKFZ) and the Federal Ministry of Education and Research (BMBF) Germany [01KH0402]. MBCSG is supported by grants from the Italian Association for Cancer Research (AIRC) and by funds from the Italian citizens who allocated the 5/1000 share of their tax payment in support of the Fondazione IRCCS Istituto Nazionale Tumori, according to Italian laws (INT-Institutional strategic projects "5 × 1000"). The MCBCS was supported by the NIH grants CA192393, CA116167, CA176785 an NIH Specialized Program of Research Excellence (SPORE) in Breast Cancer [CA116201], and the Breast Cancer Research Foundation and a generous gift from the David F. and Margaret T. Grohne Family Foundation. MCCS cohort recruitment was funded by VicHealth and Cancer Council Victoria. The MCCS was further supported by Australian NHMRC grants 209057 and 396414, and by infrastructure provided by Cancer Council Victoria. Cases and their vital status were ascertained through the Victorian Cancer Registry (VCR) and the Australian Institute of Health and Welfare (AIHW), including the National Death Index and the Australian Cancer Database. The MEC was support by NIH grants CA63464, CA54281, CA098758, CA132839, and CA164973. The MISS study is supported by funding from ERC-2011-294576 Advanced grant, Swedish Cancer Society, Swedish Research Council, Local hospital funds, Berta Kamprad Foundation, Gunnar Nilsson. The MMHS study was supported by NIH grants CA97396, CA128931, CA116201, CA140286, and CA177150. MSKCC is supported by grants from the Breast Cancer Research Foundation and Robert and Kate Niehaus Clinical Cancer Genetics Initiative. The work of MTLGEBCS was supported by the Quebec Breast Cancer Foundation, the Canadian Institutes of Health Research for the "CIHR Team in Familial Risks of Breast Cancer" program – grant # CRN-87521 and the Ministry of Economic Development, Innovation and Export Trade – grant # PSR-SIIRI-701. MYBRCA is funded by research grants from the Malaysian Ministry of Higher Education (UM.C/HlR/MOHE/06) and Cancer Research Malaysia. MYMAMMO is supported by research grants from Yayasan Sime Darby LPGA Tournament and Malaysian Ministry of Higher Education (RP046B-15HTM). The NBCS has been supported by the Research Council of Norway grant 193387/V50 (to A.-L. Børresen-Dale and V.N. Kristensen) and grant 193387/H10 (to A.-L. Børresen-Dale and V.N. Kristensen), South Eastern Norway Health Authority (grant 39346 to A.-L. Børresen-Dale and 27208 to V.N. Kristensen) and the Norwegian Cancer Society (to A.-L. Børresen-Dale and 419616 - 71248 - PR-2006-0282 to V.N. Kristensen). It has received funding from the K.G. Jebsen Centre for Breast Cancer Research (2012-2015). The NBHS was supported by NIH grant R01CA100374. Biological sample preparation was conducted the Survey and Biospecimen Shared Resource, which is supported by P30 CA68485. The Northern California Breast Cancer Family Registry (NC-BCFR) and Ontario Familial Breast Cancer Registry (OFBCR) were supported by grant UM1 CA164920 from the National Cancer Institute (USA). The content of this manuscript does not necessarily reflect the views or policies of the National Cancer Institute or any of the collaborating centers in the Breast Cancer Family Registry (BCFR), nor does mention of trade names, commercial products, or organizations imply endorsement by the USA Government or the BCFR. The Carolina Breast Cancer Study was funded by Komen Foundation, the National Cancer Institute (P50 CA058223, U54 CA156733, and U01 CA179715), and the North Carolina University Cancer Research Fund. The NGOBCS was supported by Grants-in-Aid for the Third Term Comprehensive Ten-Year Strategy for Cancer Control from the Ministry of Health, Labor and Welfare of Japan, and for Scientific Research on Priority Areas, 17015049 and for Scientific Research on Innovative Areas, 221S0001, from the Ministry of Education, Culture, Sports, Science, and Technology of Japan. The NHS was supported by NIH grants P01 CA87969, UM1 CA186107, and U19 CA148065. The NHS2 was supported by NIH grants UM1 CA176726 and U19 CA148065. The OBCS was supported by research grants from the Finnish Cancer Foundation, the Academy of Finland (grant number 250083, 122715 and Center of Excellence grant number 251314), the Finnish Cancer Foundation, the Sigrid Juselius Foundation, the University of Oulu, the University of Oulu Support Foundation, and the special Governmental EVO funds for Oulu University Hospital-based research activities. The ORIGO study was supported by the Dutch Cancer Society (RUL 1997-1505) and the Biobanking and Biomolecular Resources Research Infrastructure (BBMRI-NL CP16). The PBCS was funded by Intramural Research Funds of the National Cancer Institute, Department of Health and Human Services, USA. Genotyping for PLCO was supported by the Intramural Research Program of the National Institutes of Health, NCI, Division of Cancer Epidemiology and Genetics. The PLCO is supported by the Intramural Research Program of the Division of Cancer Epidemiology and Genetics and supported by contracts from the Division of Cancer Prevention, National Cancer Institute, National Institutes of Health. The POSH study is funded by Cancer Research UK (grants C1275/A11699, C1275/C22524, C1275/A19187, C1275/A15956, and Breast Cancer Campaign 2010PR62, 2013PR044. PROCAS is funded from NIHR grant PGfAR 0707-10031. The RBCS was funded by the Dutch Cancer Society (DDHK 2004-3124, DDHK 2009-4318). The SASBAC study was supported by funding from the Agency for Science, Technology and Research of Singapore (A*STAR), the US National Institute of Health (NIH) and the Susan G. Komen Breast Cancer Foundation. The SBCGS was supported primarily by NIH grants R01CA64277, R01CA148667, UMCA182910, and R37CA70867. Biological sample preparation was conducted the Survey and Biospecimen Shared Resource, which is supported by P30 CA68485. The scientific development and funding of this project were, in part, supported by the Genetic Associations and Mechanisms in Oncology (GAME-ON) Network U19 CA148065. The SBCS was supported by Sheffield Experimental Cancer Medicine Centre and Breast Cancer Now Tissue Bank. The SCCS is supported by a grant from the National Institutes of Health (R01 CA092447). Data on SCCS cancer cases used in this publication were provided by the Alabama Statewide Cancer Registry; Kentucky Cancer Registry, Lexington, KY; Tennessee Department of Health, Office of Cancer Surveillance; Florida Cancer Data System; North Carolina Central Cancer Registry, North Carolina Division of Public Health; Georgia Comprehensive Cancer Registry; Louisiana Tumor Registry; Mississippi Cancer Registry; South Carolina Central Cancer Registry; Virginia Department of Health, Virginia Cancer Registry; Arkansas Department of Health, Cancer Registry, 4815 W. Markham, Little Rock, AR 72205. The Arkansas Central Cancer Registry is fully funded by a grant from National Program of Cancer Registries, Centers for Disease Control and Prevention (CDC). Data on SCCS cancer cases from Mississippi were collected by the Mississippi Cancer Registry which participates in the National Program of Cancer Registries (NPCR) of the Centers for Disease Control and Prevention (CDC). The contents of this publication are solely the responsibility of the authors and do not necessarily represent the official views of the CDC or the Mississippi Cancer Registry. SEARCH is funded by Cancer Research UK [C490/A10124, C490/A16561] and supported by the UK National Institute for Health Research Biomedical Research Centre at the University of Cambridge. The University of Cambridge has received salary support for PDPP from the NHS in the East of England through the Clinical Academic Reserve. SEBCS was supported by the BRL (Basic Research Laboratory) program through the National Research Foundation of Korea funded by the Ministry of Education, Science and Technology (2012-0000347). SGBCC is funded by the NUS start-up Grant, National University Cancer Institute Singapore (NCIS) Centre Grant and the NMRC Clinician Scientist Award. Additional controls were recruited by the Singapore Consortium of Cohort Studies-Multi-ethnic cohort (SCCS-MEC), which was funded by the Biomedical Research Council, grant number: 05/1/21/19/425. The Sister Study (SISTER) is supported by the Intramural Research Program of the NIH, National Institute of Environmental Health Sciences (Z01-ES044005 and Z01-ES049033). The Two Sister Study (2SISTER) was supported by the Intramural Research Program of the NIH, National Institute of Environmental Health Sciences (Z01-ES044005 and Z01-ES102245), and, also by a grant from Susan G. Komen for the Cure, grant FAS0703856. SKKDKFZS is supported by the DKFZ. The SMC is funded by the Swedish Cancer Foundation. The SZBCS was supported by Grant PBZ_KBN_122/P05/2004. The TBCS was funded by The National Cancer Institute, Thailand. The TNBCC was supported by a Specialized Program of Research Excellence (SPORE) in Breast Cancer (CA116201), a grant from the Breast Cancer Research Foundation, a generous gift from the David F. and Margaret T. Grohne Family Foundation. The TWBCS is supported by the Taiwan Biobank project of the Institute of Biomedical Sciences, Academia Sinica, Taiwan. The UCIBCS component of this research was supported by the NIH [CA58860, CA92044] and the Lon V Smith Foundation [LVS39420]. The UKBGS is funded by Breast Cancer Now and the Institute of Cancer Research (ICR), London. ICR acknowledges NHS funding to the NIHR Biomedical Research Centre. The UKOPS study was funded by The Eve Appeal (The Oak Foundation) and supported by the National Institute for Health Research University College London Hospitals Biomedical Research Centre. The US3SS study was supported by Massachusetts (K.M.E., R01CA47305), Wisconsin (P.A.N., R01 CA47147) and New Hampshire (L.T.-E., R01CA69664) centers, and Intramural Research Funds of the National Cancer Institute, Department of Health and Human Services, USA. The USRT Study was funded by Intramural Research Funds of the National Cancer Institute, Department of Health and Human Services, USA. The WAABCS study was supported by grants from the National Cancer Institute of the National Institutes of Health (R01 CA89085 and P50 CA125183 and the D43 TW009112 grant), Susan G. Komen (SAC110026), the Dr. Ralph and Marian Falk Medical Research Trust, and the Avon Foundation for Women. The WHI program is funded by the National Heart, Lung, and Blood Institute, the US National Institutes of Health and the US Department of Health and Human Services (HHSN268201100046C, HHSN268201100001C, HHSN268201100002C, HHSN268201100003C, HHSN268201100004C, and HHSN271201100004C). This work was also funded by NCI U19 CA148065-01. D.G.E. is supported by the all Manchester NIHR Biomedical research center Manchester (IS-BRC-1215-20007). HUNBOCS, Hungarian Breast and Ovarian Cancer Study was supported by Hungarian Research Grant KTIA-OTKA CK-80745, NKFI_OTKA K-112228. C.I. received support from the Nontherapeutic Subject Registry Shared Resource at Georgetown University (NIH/NCI P30-CA-51008) and the Jess and Mildred Fisher Center for Hereditary Cancer and Clinical Genomics Research. K.M. is supported by CRUK C18281/A19169. City of Hope Clinical Cancer Community Research Network and the Hereditary Cancer Research Registry, supported in part by Award Number RC4CA153828 (PI: J Weitzel) from the National Cancer Institute and the office of the Directory, National Institutes of Health. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. The colorectal cancer genome-wide association analyses: Colorectal Transdisciplinary Study (CORECT): The content of this manuscript does not necessarily reflect the views or policies of the National Cancer Institute or any of the collaborating centers in the CORECT Consortium, nor does mention of trade names, commercial products or organizations imply endorsement by the US Government or the CORECT Consortium. We are incredibly grateful for the contributions of Dr. Brian Henderson and Dr. Roger Green over the course of this study and acknowledge them in memoriam. We are also grateful for support from Daniel and Maryann Fong. ColoCare: we thank the many investigators and staff who made this research possible in ColoCare Seattle and ColoCare Heidelberg. ColoCare was initiated and developed at the Fred Hutchinson Cancer Research Center by Drs. Ulrich and Grady. CCFR: the Colon CFR graciously thanks the generous contributions of their study participants, dedication of study staff, and financial support from the U.S. National Cancer Institute, without which this important registry would not exist. Galeon: GALEON wishes to thank the Department of Surgery of University Hospital of Santiago (CHUS), Sara Miranda Ponte, Carmen M Redondo, and the staff of the Department of Pathology and Biobank of CHUS, Instituto de Investigación Sanitaria de Santiago (IDIS), Instituto de Investigación Sanitaria Galicia Sur (IISGS), SERGAS, Vigo, Spain, and Programa Grupos Emergentes, Cancer Genetics Unit, CHUVI Vigo Hospital, Instituto de Salud Carlos III, Spain. MCCS: this study was made possible by the contribution of many people, including the original investigators and the diligent team who recruited participants and continue to work on follow-up. We would also like to express our gratitude to the many thousands of Melbourne residents who took part in the study and provided blood samples. SEARCH: We acknowledge the contributions of Mitul Shah, Val Rhenius, Sue Irvine, Craig Luccarini, Patricia Harrington, Don Conroy, Rebecca Mayes, and Caroline Baynes. The Swedish low-risk colorectal cancer study: we thank Berith Wejderot and the Swedish low-risk colorectal cancer study group. Genetics & Epidemiology of Colorectal Cancer Consortium (GECCO): we thank all those at the GECCO Coordinating Center for helping bring together the data and people that made this project possible. ASTERISK: we are very grateful to Dr. Bruno Buecher without whom this project would not have existed. We also thank all those who agreed to participate in this study, including the patients and the healthy control persons, as well as all the physicians, technicians and students. DACHS: we thank all participants and cooperating clinicians, and Ute Handte-Daub, Renate Hettler-Jensen, Utz Benscheid, Muhabbet Celik, and Ursula Eilber for excellent technical assistance. HPFS, NHS and PHS: we acknowledge Patrice Soule and Hardeep Ranu of the Dana-Farber Harvard Cancer Center High-Throughput Polymorphism Core who assisted in the genotyping for NHS, HPFS, and PHS under the supervision of Dr. Immaculata Devivo and Dr. David Hunter, Qin (Carolyn) Guo, and Lixue Zhu who assisted in programming for NHS and HPFS and Haiyan Zhang who assisted in programming for the PHS. We thank the participants and staff of the Nurses' Health Study and the Health Professionals Follow-Up Study, for their valuable contributions as well as the following state cancer registries for their help: A.L., A.Z., A.R., C.A., C.O., C.T., D.E., F.L., G.A., I.D., I.L., I.N., I.A., K.Y., L.A., M.E., M.D., M.A., M.I., N.E., N.H., N.J., N.Y., N.C., N.D., O.H., O.K., O.R., P.A., R.I., S.C., T.N., T.X., V.A., W.A., W.Y. In addition, this study was approved by the Connecticut Department of Public Health (DPH) Human Investigations Committee. Certain data used in this publication were obtained from the DPH. We assume full responsibility for analyses and interpretation of these data. PLCO: we thank Drs. Christine Berg and Philip Prorok, Division of Cancer Prevention, National Cancer Institute, the Screening Center investigators and staff or the Prostate, Lung, Colorectal and Ovarian (PLCO) Cancer Screening Trial, Mr. Tom Riley and staff, Information Management Services Inc., Ms. Barbara O'Brien and staff, Westat Inc. and Drs. Bill Kopp, Wen Shao and staff, SAIC-Frederick. Most importantly, we acknowledge the study participants for their contributions for making this study possible. The statements contained herein are solely those of the authors and do not represent or imply concurrence or endorsement by NCI. PMH: we thank the study participants and staff of the Hormones and Colon Cancer study. WHI: we thank the WHI investigators and staff for their dedication, and the study participants for making the program possible. A full listing of WHI investigators can be found at https://cleo.whi.org/researchers/Documents%20%20Write%20a%20Paper/WHI%20Investigator%20Short20List.pdf. CORECT: The CORECT Study was supported by the National Cancer Institute, National Institutes of Health (NCI/NIH), U.S. Department of Health and Human Services (grant numbers U19 CA148107, R01 CA81488, P30 CA014089, R01 CA197350; P01 CA196569; and R01 CA201407) and National Institutes of Environmental Health Sciences, National Institutes of Health (grant number T32 ES013678). The ATBC Study was supported by the US Public Health Service contracts (N01-CN-45165, N01-RC-45035, N01-RC-37004, and HHSN261201000006C) from the National Cancer Institute. The Cancer Prevention Study-II Nutrition Cohort is funded by the American Cancer Society. ColoCare: This work was supported by the National Institutes of Health (grant numbers R01 CA189184, U01 CA206110, 2P30CA015704-40 (Gilliland)), the Matthias Lackas-Foundation, the German Consortium for Translational Cancer Research, and the EU TRANSCAN initiative. Genetics and Epidemiology of Colorectal Cancer Consortium (GECCO): funding for GECCO was provided by the National Cancer Institute, National Institutes of Health, U.S. Department of Health and Human Services (grant numbers U01 CA137088, R01 CA059045, and U01 CA164930). This research was funded in part through the NIH/NCI Cancer Center Support Grant P30 CA015704. The Colon Cancer Family Registry (CFR) Illumina GWAS was supported by funding from the National Cancer Institute, National Institutes of Health (grant numbers U01 CA122839, R01 CA143247). The Colon CFR/CORECT Affymetrix Axiom GWAS and OncoArray GWAS were supported by funding from National Cancer Institute, National Institutes of Health (grant number U19 CA148107 to S.G.). The Colon CFR participant recruitment and collection of data and biospecimens used in this study were supported by the National Cancer Institute, National Institutes of Health (grant number UM1 CA167551) and through cooperative agreements with the following Colon CFR centers: Australasian Colorectal Cancer Family Registry (NCI/NIH grant numbers U01 CA074778 and U01/U24 CA097735), USC Consortium Colorectal Cancer Family Registry (NCI/NIH grant numbers U01/U24 CA074799), Mayo Clinic Cooperative Family Registry for Colon Cancer Studies (NCI/NIH grant number U01/U24 CA074800), Ontario Familial Colorectal Cancer Registry (NCI/NIH grant number U01/U24 CA074783), Seattle Colorectal Cancer Family Registry (NCI/NIH grant number U01/U24 CA074794), and University of Hawaii Colorectal Cancer Family Registry (NCI/NIH grant number U01/U24 CA074806), Additional support for case ascertainment was provided from the Surveillance, Epidemiology and End Results (SEER) Program of the National Cancer Institute to Fred Hutchinson Cancer Research Center (Control Nos. N01-CN-67009 and N01-PC-35142, and Contract No. HHSN2612013000121), the Hawai'i Department of Health (Control Nos. N01-PC-67001 and N01-PC-35137, and Contract No. HHSN26120100037C, and the California Department of Public Health (contracts HHSN261201000035C awarded to the University of Southern California, and the following state cancer registries: A.Z., C.O., M.N., N.C., N.H., and by the Victoria Cancer Registry and Ontario Cancer Registry. ESTHER/VERDI was supported by grants from the Baden–Württemberg Ministry of Science, Research and Arts and the German Cancer Aid. MCCS cohort recruitment was funded by VicHealth and Cancer Council Victoria. GALEON: FIS Intrasalud (PI13/01136). The MCCS was further supported by Australian NHMRC grants 509348, 209057, 251553, and 504711 and by infrastructure provided by Cancer Council Victoria. Cases and their vital status were ascertained through the Victorian Cancer Registry (VCR) and the Australian Institute of Health and Welfare (AIHW), including the National Death Index and the Australian Cancer Database. MSKCC: the work at Sloan Kettering in New York was supported by the Robert and Kate Niehaus Center for Inherited Cancer Genomics and the Romeo Milio Foundation. Moffitt: This work was supported by funding from the National Institutes of Health (grant numbers R01 CA189184, P30 CA076292), Florida Department of Health Bankhead-Coley Grant 09BN-13, and the University of South Florida Oehler Foundation. Moffitt contributions were supported in part by the Total Cancer Care Initiative, Collaborative Data Services Core, and Tissue Core at the H. Lee Moffitt Cancer Center & Research Institute, a National Cancer Institute-designated Comprehensive Cancer Center (grant number P30 CA076292). SEARCH: Cancer Research UK (C490/A16561). The Spanish study was supported by Instituto de Salud Carlos III, co-funded by FEDER funds –a way to build Europe– (grants PI14-613 and PI09-1286), Catalan Government DURSI (grant 2014SGR647), and Junta de Castilla y León (grant LE22A10-2). The Swedish Low-risk Colorectal Cancer Study: the study was supported by grants from the Swedish research council; K2015-55 × -22674-01-4, K2008-55 × -20157-03-3, K2006-72 × -20157-01-2 and the Stockholm County Council (ALF project). CIDR genotyping for the Oncoarray was conducted under contract 268201200008I (to K.D.), through grant 101HG007491-01 (to C.I.A.). The Norris Cotton Cancer Center - P30CA023108, The Quantitative Biology Research Institute - P20GM103534, and the Coordinating Center for Screen Detected Lesions - U01CA196386 also supported efforts of C.I.A. This work was also supported by the National Cancer Institute (grant numbers U01 CA1817700, R01 CA144040). ASTERISK: a Hospital Clinical Research Program (PHRC) and supported by the Regional Council of Pays de la Loire, the Groupement des Entreprises Françaises dans la Lutte contre le Cancer (GEFLUC), the Association Anne de Bretagne Génétique and the Ligue Régionale Contre le Cancer (LRCC). COLO2&3: National Institutes of Health (grant number R01 CA060987). DACHS: This work was supported by the German Research Council (BR 1704/6-1, BR 1704/6-3, BR 1704/6-4, CH 117/1-1, HO 5117/2-1, HE 5998/2-1, KL 2354/3-1, RO 2270/8-1, and BR 1704/17-1), the Interdisciplinary Research Program of the National Center for Tumor Diseases (NCT), Germany, and the German Federal Ministry of Education and Research (01KH0404, 01ER0814, 01ER0815, 01ER1505A, and 01ER1505B). DALS: National Institutes of Health (grant number R01 CA048998 to M.L.S). HPFS is supported by National Institutes of Health (grant numbers P01 CA055075, UM1 CA167552, R01 137178, and P50 CA127003), NHS by the National Institutes of Health (grant numbers UM1 CA186107, R01 CA137178, P01 CA087969, and P50 CA127003), NHSII by the National Institutes of Health (grant numbers R01 050385CA and UM1 CA176726), and PHS by the National Institutes of Health (grant number R01 CA042182). MEC: National Institutes of Health (grant numbers R37 CA054281, P01 CA033619, and R01 CA063464). OFCCR: National Institutes of Health, through funding allocated to the Ontario Registry for Studies of Familial Colorectal Cancer (grant number U01 CA074783); see Colon CFR section above. As subset of ARCTIC, OFCCR is supported by a GL2 grant from the Ontario Research Fund, the Canadian Institutes of Health Research, and the Cancer Risk Evaluation (CaRE) Program grant from the Canadian Cancer Society Research Institute. T.J.H. and B.W.Z. are recipients of Senior Investigator Awards from the Ontario Institute for Cancer Research, through generous support from the Ontario Ministry of Research and Innovation. PLCO: Intramural Research Program of the Division of Cancer Epidemiology and Genetics and supported by contracts from the Division of Cancer Prevention, National Cancer Institute, NIH, DHHS. Additionally, a subset of control samples was genotyped as part of the Cancer Genetic Markers of Susceptibility (CGEMS) Prostate Cancer GWAS, Colon CGEMS pancreatic cancer scan (PanScan), and the Lung Cancer and Smoking study. The prostate and PanScan study datasets were accessed with appropriate approval through the dbGaP online resource (http://cgems.cancer.gov/data/) accession numbers phs000207.v1.p1 and phs000206.v3.p2, respectively, and the lung datasets were accessed from the dbGaP website (http://www.ncbi.nlm.nih.gov/gap) through accession number phs000093.v2.p2. Funding for the Lung Cancer and Smoking study was provided by National Institutes of Health (NIH), Genes, Environment and Health Initiative (GEI) Z01 CP 010200, NIH U01 HG004446, and NIH GEI U01 HG 004438. For the lung study, the GENEVA Coordinating Center provided assistance with genotype cleaning and general study coordination, 23 and the Johns Hopkins University Center for Inherited Disease Research conducted genotyping. PMH: National Institutes of Health (grant number R01 CA076366). VITAL: National Institutes of Health (grant number K05-CA154337). WHI: The WHI program is funded by the National Heart, Lung, and Blood Institute, National Institutes of Health, U.S. Department of Health and Human Services through contracts HHSN268201600018C, HHSN268201600001C, HHSN268201600002C, HHSN268201600003C, and HHSN268201600004C. The head and neck cancer genome-wide association analyses: The study was supported by NIH/NCI: P50 CA097190, and P30 CA047904, Canadian Cancer Society Research Institute (no. 020214) and Cancer Care Ontario Research Chair to R.H. The Princess Margaret Hospital Head and Neck Cancer Translational Research Program is funded by the Wharton family, Joe's Team, Gordon Tozer, Bruce Galloway and the Elia family. Geoffrey Liu was supported by the Posluns Family Fund and the Lusi Wong Family Fund at the Princess Margaret Foundation, and the Alan B. Brown Chair in Molecular Genomics. This publication presents data from Head and Neck 5000 (H&N5000). H&N5000 was a component of independent research funded by the UK National Institute for Health Research (NIHR) under its Programme Grants for Applied Research scheme (RP-PG-0707-10034). The views expressed in this publication are those of the author(s) and not necessarily those of the NHS, the NIHR or the Department of Health. Human papillomavirus (HPV) in H&N5000 serology was supported by a Cancer Research UK Programme Grant, the Integrative Cancer Epidemiology Programme (grant number: C18281/A19169). National Cancer Institute (R01-CA90731); National Institute of Environmental Health Sciences (P30ES10126). The authors thank all the members of the GENCAPO team/The Head and Neck Genome Project (GENCAPO) was supported by the Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) (Grant numbers 04/12054-9 and 10/51168-0). CPS-II recruitment and maintenance is supported with intramural research funding from the American Cancer Society. Genotyping performed at the Center for Inherited Disease Research (CIDR) was funded through the U.S. National Institute of Dental and Craniofacial Research (NIDCR) grant 1 × 01HG007780-0. The University of Pittsburgh head and neck cancer case-control study is supported by National Institutes of Health grants P50 CA097190 and P30 CA047904. The Carolina Head and Neck Cancer Study (CHANCE) was supported by the National Cancer Institute (R01-CA90731). The Head and Neck Genome Project (GENCAPO) was supported by the Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) (Grant numbers 04/12054-9 and 10/51168-0). The authors thank all the members of the GENCAPO team. The HN5000 study was funded by the National Institute for Health Research (NIHR) under its Programme Grants for Applied Research scheme (RP-PG-0707-10034), the views expressed in this publication are those of the author(s) and not necessarily those of the NHS, the NIHR or the Department of Health. The Toronto study was funded by the Canadian Cancer Society Research Institute (020214) and the National Cancer Institute (U19-CA148127) and the Cancer Care Ontario Research Chair. The alcohol-related cancers and genetic susceptibility study in Europe (ARCAGE) was funded by the European Commission's 5th Framework Program (QLK1-2001-00182), the Italian Association for Cancer Research, Compagnia di San Paolo/FIRMS, Region Piemonte, and Padova University (CPDA057222). The Rome Study was supported by the Associazione Italiana per la Ricerca sul Cancro (AIRC) IG 2011 10491 and IG2013 14220 to S.B., and Fondazione Veronesi to S.B. The IARC Latin American study was funded by the European Commission INCO-DC programme (IC18-CT97-0222), with additional funding from Fondo para la Investigacion Cientifica y Tecnologica (Argentina) and the Fundação de Amparo à Pesquisa do Estado de São Paulo (01/01768-2). We thank Leticia Fernandez, Instituto Nacional de Oncologia y Radiobiologia, La Habana, Cuba and Sergio and Rosalina Koifman, for their efforts with the IARC Latin America study São Paulo center. The IARC Central Europe study was supported by European Commission's INCO-COPERNICUS Program (IC15- CT98-0332), NIH/National Cancer Institute grant CA92039, and the World Cancer Research Foundation grant WCRF 99A28. The IARC Oral Cancer Multicenter study was funded by grant S06 96 202489 05F02 from Europe against Cancer; grants FIS 97/0024, FIS 97/0662, and BAE 01/5013 from Fondo de Investigaciones Sanitarias, Spain; the UICC Yamagiwa-Yoshida Memorial International Cancer Study; the National Cancer Institute of Canada; Associazione Italiana per la Ricerca sul Cancro; and the Pan-American Health Organization. Coordination of the EPIC study is financially supported by the European Commission (DG-SANCO) and the International Agency for Research on Cancer. The lung cancer genome-wide association analyses: Transdisciplinary Research for Cancer in Lung (TRICL) of the International Lung Cancer Consortium (ILCCO) was supported by (U19-CA148127, CA148127S1, U19CA203654, and Cancer Prevention Research Institute of Texas RR170048). The ILCCO data harmonization is supported by Cancer Care Ontario Research Chair of Population Studies to R. H. and Lunenfeld-Tanenbaum Research Institute, Sinai Health System. The TRICL-ILCCO OncoArray was supported by in-kind genotyping by the Centre for Inherited Disease Research (26820120008i-0-26800068-1). The CAPUA study was supported by FIS-FEDER/Spain grant numbers FIS-01/310, FIS-PI03-0365, and FIS-07-BI060604, FICYT/Asturias grant numbers FICYT PB02-67 and FICYT IB09-133, and the University Institute of Oncology (IUOPA), of the University of Oviedo and the Ciber de Epidemiologia y Salud Pública. CIBERESP, SPAIN. The work performed in the CARET study was supported by the National Institute of Health/National Cancer Institute: UM1 CA167462 (PI: Goodman), National Institute of Health UO1-CA6367307 (PIs Omen, Goodman); National Institute of Health R01 CA111703 (PI Chen), National Institute of Health 5R01 CA151989-01A1(PI Doherty). The Liverpool Lung project is supported by the Roy Castle Lung Cancer Foundation. The Harvard Lung Cancer Study was supported by the NIH (National Cancer Institute) grants CA092824, CA090578, CA074386. The Multi-ethnic Cohort Study was partially supported by NIH Grants CA164973, CA033619, CA63464, and CA148127. The work performed in MSH-PMH study was supported by The Canadian Cancer Society Research Institute (020214), Ontario Institute of Cancer and Cancer Care Ontario Chair Award to R.J.H. and G.L. and the Alan Brown Chair and Lusi Wong Programs at the Princess Margaret Hospital Foundation. NJLCS was funded by the State Key Program of National Natural Science of China (81230067), the National Key Basic Research Program Grant (2011CB503805), the Major Program of the National Natural Science Foundation of China (81390543). The Norway study was supported by Norwegian Cancer Society, Norwegian Research Council. The Shanghai Cohort Study (SCS) was supported by National Institutes of Health R01 CA144034 (PI: Yuan) and UM1 CA182876 (PI: Yuan). The Singapore Chinese Health Study (SCHS) was supported by National Institutes of Health R01 CA144034 (PI: Yuan) and UM1 CA182876 (PI: Yuan). The work in TLC study has been supported in part the James & Esther King Biomedical Research Program (09KN-15), National Institutes of Health Specialized Programs of Research Excellence (SPORE) Grant (P50 CA119997), and by a Cancer Center Support Grant (CCSG) at the H. Lee Moffitt Cancer Center and Research Institute, an NCI designated Comprehensive Cancer Center (grant number P30-CA76292). The Vanderbilt Lung Cancer Study—BioVU dataset used for the analyses described was obtained from Vanderbilt University Medical Center's BioVU, which is supported by institutional funding, the 1S10RR025141-01 instrumentation award, and by the Vanderbilt CTSA grant UL1TR000445 from NCATS/NIH. Dr. Aldrich was supported by NIH/National Cancer Institute K07CA172294 (PI: Aldrich) and Dr. Bush was supported by NHGRI/NIH U01HG004798 (PI: Crawford). The Copenhagen General Population Study (CGPS) was supported by the Chief Physician Johan Boserup and Lise Boserup Fund, the Danish Medical Research Council and Herlev Hospital. The NELCS study: Grant Number P20RR018787 from the National Center for Research Resources (NCRR), a component of the National Institutes of Health (NIH). The Kentucky Lung Cancer Research Initiative was supported by the Department of Defense [Congressionally Directed Medical Research Program, U.S. Army Medical Research and Materiel Command Program] under award number: 10153006 (W81XWH-11-1-0781). Views and opinions of, and endorsements by the author(s) do not reflect those of the US Army or the Department of Defense. This research was also supported by unrestricted infrastructure funds from the UK Center for Clinical and Translational Science, NIH grant UL1TR000117 and Markey Cancer Center NCI Cancer Center Support Grant (P30 CA177558) Shared Resource Facilities: Cancer Research Informatics, Biospecimen and Tissue Procurement, and Biostatistics and Bioinformatics. The M.D. Anderson Cancer Center study was supported in part by grants from the NIH (P50 CA070907, R01 CA176568) (to X.W.), Cancer Prevention & Research Institute of Texas (RP130502) (to X.W.), and The University of Texas MD Anderson Cancer Center institutional support for the Center for Translational and Public Health Genomics. The deCODE study of smoking and nicotine dependence was funded in part by a grant from NIDA (R01- DA017932). The study in Lodz center was partially funded by Nofer Institute of Occupational Medicine, under task NIOM 10.13: Predictors of mortality from non-small cell lung cancer—field study. Genetic sharing analysis was funded by NIH grant CA194393. The research undertaken by M.D.T., L.V.W., and M.S.A. was partly funded by the National Institute for Health Research (NIHR). The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR or the Department of Health. M.D.T. holds a Medical Research Council Senior Clinical Fellowship (G0902313). The work to assemble the FTND GWAS meta-analysis was supported by the National Institutes of Health (NIH), National Institute on Drug Abuse (NIDA) grant number R01 DA035825 (Principal Investigator [PI]: DBH). The study populations included COGEND (dbGaP phs000092.v1.p1 and phs000404.v1.p1), COPDGene (dbGaP phs000179.v3.p2), deCODE Genetics, EAGLE (dbGaP phs000093.vs.p2), and SAGE. dbGaP phs000092.v1.p1). See Hancock et al. Transl Psychiatry 2015 (PMCID: PMC4930126) for the full listing of funding sources and other acknowledgments. The Resource for the Study of Lung Cancer Epidemiology in North Trent (ReSoLuCENT)study was funded by the Sheffield Hospitals Charity, Sheffield Experimental Cancer Medicine Centre and Weston Park Hospital Cancer Charity. The ovarian cancer genome-wide association analysis: The Ovarian Cancer Association Consortium (OCAC) is supported by a grant from the Ovarian Cancer Research Fund thanks to donations by the family and friends of Kathryn Sladek Smith (PPD/RPCI.07). The scientific development and funding for this project were in part supported by the US National Cancer Institute GAME-ON Post-GWAS Initiative (U19-CA148112). This study made use of data generated by the Wellcome Trust Case Control consortium that was funded by the Wellcome Trust under award 076113. The results published here are in part based upon data generated by The Cancer Genome Atlas Pilot Project established by the National Cancer Institute and National Human Genome Research Institute (dbGap accession number phs000178.v8.p7). The OCAC OncoArray genotyping project was funded through grants from the U.S. National Institutes of Health (CA1X01HG007491-01 (C.I.A.), U19-CA148112 (T.A.S.), R01-CA149429 (C.M.P.), and R01-CA058598 (M.T.G.); Canadian Institutes of Health Research (MOP-86727 (L.E.K.) and the Ovarian Cancer Research Fund (A.B.). The COGS project was funded through a European Commission's Seventh Framework Programme grant (agreement number 223175 - HEALTH-F2-2009-223175) and through a grant from the U.S. National Institutes of Health (R01-CA122443 (E.L.G)). Funding for individual studies: AAS: National Institutes of Health (RO1-CA142081); AOV: The Canadian Institutes for Health Research (MOP-86727); AUS: The Australian Ovarian Cancer Study Group was supported by the U.S. Army Medical Research and Materiel Command (DAMD17-01-1-0729), National Health & Medical Research Council of Australia (199600, 400413 and 400281), Cancer Councils of New South Wales, Victoria, Queensland, South Australia and Tasmania and Cancer Foundation of Western Australia (Multi-State Applications 191, 211, and 182). The Australian Ovarian Cancer Study gratefully acknowledges additional support from Ovarian Cancer Australia and the Peter MacCallum Foundation; BAV: ELAN Funds of the University of Erlangen-Nuremberg; BEL: National Kankerplan; BGS: Breast Cancer Now, Institute of Cancer Research; BVU: Vanderbilt CTSA grant from the National Institutes of Health (NIH)/National Center for Advancing Translational Sciences (NCATS) (ULTR000445); CAM: National Institutes of Health Research Cambridge Biomedical Research Centre and Cancer Research UK Cambridge Cancer Centre; CHA: Innovative Research Team in University (PCSIRT) in China (IRT1076); CNI: Instituto de Salud Carlos III (PI12/01319); Ministerio de Economía y Competitividad (SAF2012); COE: Department of Defense (W81XWH-11-2-0131); CON: National Institutes of Health (R01-CA063678, R01-CA074850; and R01-CA080742); DKE: Ovarian Cancer Research Fund; DOV: National Institutes of Health R01-CA112523 and R01-CA87538; EMC: Dutch Cancer Society (EMC 2014-6699); EPC: The coordination of EPIC is financially supported by the European Commission (DG-SANCO) and the International Agency for Research on Cancer. The national cohorts are supported by Danish Cancer Society (Denmark); Ligue Contre le Cancer, Institut Gustave Roussy, Mutuelle Générale de l'Education Nationale, Institut National de la Santé et de la Recherche Médicale (INSERM) (France); German Cancer Aid, German Cancer Research Center (DKFZ), Federal Ministry of Education and Research (BMBF) (Germany); the Hellenic Health Foundation (Greece); Associazione Italiana per la Ricerca sul Cancro-AIRC-Italy and National Research Council (Italy); Dutch Ministry of Public Health, Welfare and Sports (VWS), Netherlands Cancer Registry (NKR), LK Research Funds, Dutch Prevention Funds, Dutch ZON (Zorg Onderzoek Nederland), World Cancer Research Fund (WCRF), Statistics Netherlands (The Netherlands); ERC-2009-AdG 232997 and Nordforsk, Nordic Centre of Excellence programme on Food, Nutrition and Health (Norway); Health Research Fund (FIS), PI13/00061 to Granada, PI13/01162 to EPIC-Murcia, Regional Governments of Andalucía, Asturias, Basque Country, Murcia and Navarra, ISCIII RETIC (RD06/0020) (Spain); Swedish Cancer Society, Swedish Research Council and County Councils of Skåne and Västerbotten (Sweden); Cancer Research UK (14136 to EPIC-Norfolk; C570/A16491 and C8221/A19170 to EPIC-Oxford), Medical Research Council (1000143 to EPIC-Norfolk, MR/M012190/1 to EPIC-Oxford) (United Kingdom); GER: German Federal Ministry of Education and Research, Programme of Clinical Biomedical Research (01 GB 9401) and the German Cancer Research Center (DKFZ); GRC: This research has been co-financed by the European Union (European Social Fund—ESF) and Greek national funds through the Operational Program "Education and Lifelong Learning" of the National Strategic Reference Framework (NSRF)—Research Funding Program of the General Secretariat for Research & Technology: SYN11_10_19 NBCA. Investing in knowledge society through the European Social Fund; GRR: Roswell Park Cancer Institute Alliance Foundation, P30 CA016056; HAW: U.S. National Institutes of Health (R01-CA58598, N01-CN-55424, and N01-PC-67001); HJO: Intramural funding; Rudolf-Bartling Foundation; HMO: Intramural funding; Rudolf-Bartling Foundation; HOC: Helsinki University Research Fund; HOP: Department of Defense (DAMD17-02-1-0669) and NCI (K07-CA080668, R01-CA95023, P50-CA159981 MO1-RR000056 R01-CA126841); HUO: Intramural funding; Rudolf-Bartling Foundation; JGO: JSPS KAKENHI grant; JPN: Grant-in-Aid for the Third Term Comprehensive 10-Year Strategy for Cancer Control from the Ministry of Health, Labour and Welfare; KRA: This study (Ko-EVE) was supported by a grant from the Korea Health Technology R&D Project through the Korea Health Industry Development Institute (KHIDI), and the National R&D Program for Cancer Control, Ministry of Health & Welfare, Republic of Korea (HI16C1127; 0920010); LAX: American Cancer Society Early Detection Professorship (SIOP-06-258-01-COUN) and the National Center for Advancing Translational Sciences (NCATS), Grant UL1TR000124; LUN: ERC-2011-AdG 294576-risk factors cancer, Swedish Cancer Society, Swedish Research Council, Beta Kamprad Foundation; MAC: National Institutes of Health (R01-CA122443, P30-CA15083, P50-CA136393); Mayo Foundation; Minnesota Ovarian Cancer Alliance; Fred C. and Katherine B. Andersen Foundation; Fraternal Order of Eagles; MAL: Funding for this study was provided by research grant R01- CA61107 from the National Cancer Institute, Bethesda, MD, research grant 94 222 52 from the Danish Cancer Society, Copenhagen, Denmark; and the Mermaid I project; MAS: Malaysian Ministry of Higher Education (UM.C/HlR/MOHE/06) and Cancer Research Initiatives Foundation; MAY: National Institutes of Health (R01-CA122443, P30-CA15083, and P50-CA136393); Mayo Foundation; Minnesota Ovarian Cancer Alliance; Fred C. and Katherine B. Andersen Foundation; MCC: Cancer Council Victoria, National Health and Medical Research Council of Australia (NHMRC) grants number 209057, 251533, 396414, and 504715; MDA: DOD Ovarian Cancer Research Program (W81XWH-07-0449); MEC: NIH (CA54281, CA164973, CA63464); MOF: Moffitt Cancer Center, Merck Pharmaceuticals, the state of Florida, Hillsborough County, and the city of Tampa; NCO: National Institutes of Health (R01-CA76016) and the Department of Defense (DAMD17-02-1-0666); NEC: National Institutes of Health R01-CA54419 and P50-CA105009 and Department of Defense W81XWH-10-1-02802; NHS: UM1 CA186107, P01 CA87969, R01 CA49449, R01-CA67262, UM1 CA176726; NJO: National Cancer Institute (NIH-K07 CA095666, R01-CA83918, NIH-K22-CA138563, and P30-CA072720) and the Cancer Institute of New Jersey; If Sara Olson and/or Irene Orlow is a co-author, please add NCI CCSG award (P30-CA008748) to the funding sources; NOR: Helse Vest, The Norwegian Cancer Society, The Research Council of Norway; NTH: Radboud University Medical Centre; OPL: National Health and Medical Research Council (NHMRC) of Australia (APP1025142) and Brisbane Women's Club; ORE: OHSU Foundation; OVA: This work was supported by Canadian Institutes of Health Research grant (MOP-86727) and by NIH/NCI 1 R01CA160669-01A1; PLC: Intramural Research Program of the National Cancer Institute; POC: Pomeranian Medical University; POL: Intramural Research Program of the National Cancer Institute; PVD: Canadian Cancer Society and Cancer Research Society GRePEC Program; RBH: National Health and Medical Research Council of Australia; RMH: Cancer Research UK, Royal Marsden Hospital; RPC: National Institute of Health (P50-CA159981, R01-CA126841); SEA: Cancer Research UK (C490/A10119 C490/A10124); UK National Institute for Health Research Biomedical Research Centres at the University of Cambridge; SIS: NIH, National Institute of Environmental Health Sciences, Z01-ES044005 and Z01-ES049033; SMC: The bbSwedish Research Council-SIMPLER infrastructure; the Swedish Cancer Foundation; SON: National Health Research and Development Program, Health Canada, grant 6613-1415-53; SRO: Cancer Research UK (C536/A13086, C536/A6689) and Imperial Experimental Cancer Research Centre (C1312/A15589); STA: NIH grants U01 CA71966 and U01 CA69417; SWE: Swedish Cancer foundation, WeCanCureCancer and VårKampMotCancer foundation; SWH: NIH (NCI) grant R37-CA070867; TBO: National Institutes of Health (R01-CA106414-A2), American Cancer Society (CRTG-00-196-01-CCE), Department of Defense (DAMD17-98-1-8659), Celma Mastery Ovarian Cancer Foundation; TOR: NIH grants R01-CA063678 and R01 CA063682; UCI: NIH R01-CA058860 and the Lon V Smith Foundation grant LVS39420; UHN: Princess Margaret Cancer Centre Foundation-Bridge for the Cure; UKO: The UKOPS study was funded by The Eve Appeal (The Oak Foundation) and supported by the National Institute for Health Research University College London Hospitals Biomedical Research Centre; UKR: Cancer Research UK (C490/A6187), UK National Institute for Health Research Biomedical Research Centres at the University of Cambridge; USC: P01CA17054, P30CA14089, R01CA61132, N01PC67010, R03CA113148, R03CA115195, N01CN025403, and California Cancer Research Program (00-01389V-20170, 2II0200); VAN: BC Cancer Foundation, VGH & UBC Hospital Foundation; VTL: NIH K05-CA154337; WMH: National Health and Medical Research Council of Australia, Enabling Grants ID 310670 & ID 628903. Cancer Institute NSW Grants 12/RIG/1-17 & 15/RIG/1-16; WOC: National Science Centren (N N301 5645 40). The Maria Sklodowska-Curie Memorial Cancer Center and Institute of Oncology, Warsaw, Poland. The University of Cambridge has received salary support for PDPP from the NHS in the East of England through the Clinical Academia Reserve. The prostate cancer genome-wide association analyses: we pay tribute to Brian Henderson, who was a driving force behind the OncoArray project, for his vision and leadership, and who sadly passed away before seeing its fruition. We also thank the individuals who participated in these studies enabling this work. The ELLIPSE/PRACTICAL (http//:practical.icr.ac.uk) prostate cancer consortium and his collaborating partners were supported by multiple funding mechanisms enabling this current work. ELLIPSE/PRACTICAL Genotyping of the OncoArray was funded by the US National Institutes of Health (NIH) (U19 CA148537 for ELucidating Loci Involved in Prostate Cancer SuscEptibility (ELLIPSE) project and X01HG007492 to the Center for Inherited Disease Research (CIDR) under contract number HHSN268201200008I). Additional analytical support was provided by NIH NCI U01 CA188392 (F.R.S.). Funding for the iCOGS infrastructure came from the European Community's Seventh Framework Programme under grant agreement n° 223175 (HEALTH-F2-2009-223175) (COGS), Cancer Research UK (C1287/A10118, C1287/A 10710, C12292/A11174, C1281/A12014, C5047/A8384, C5047/A15007, C5047/A10692, and C8197/A16565), the National Institutes of Health (CA128978) and Post-Cancer GWAS initiative (1U19 CA148537, 1U19 CA148065, and 1U19 CA148112; the GAME-ON initiative), the Department of Defense (W81XWH-10-1-0341), the Canadian Institutes of Health Research (CIHR) for the CIHR Team in Familial Risks of Breast Cancer, Komen Foundation for the Cure, the Breast Cancer Research Foundation, and the Ovarian Cancer Research Fund. This work was supported by the Canadian Institutes of Health Research, European Commission's Seventh Framework Programme grant agreement n° 223175 (HEALTH-F2-2009-223175), Cancer Research UK Grants C5047/A7357, C1287/A10118, C1287/A16563, C5047/A3354, C5047/A10692, C16913/A6135, C5047/A21332 and The National Institute of Health (NIH) Cancer Post-Cancer GWAS initiative grant: No. 1 U19 CA148537-01 (the GAME-ON initiative). We also thank the following for funding support: The Institute of Cancer Research and The Everyman Campaign, The Prostate Cancer Research Foundation, Prostate Research Campaign UK (now Prostate Action), The Orchid Cancer Appeal, The National Cancer Research Network UK, and The National Cancer Research Institute (NCRI) UK. We are grateful for support of NIHR funding to the NIHR Biomedical Research Centre at The Institute of Cancer Research and The Royal Marsden NHS Foundation Trust. The Prostate Cancer Program of Cancer Council Victoria also acknowledge grant support from The National Health and Medical Research Council, Australia (126402, 209057, 251533, 396414, 450104, 504700, 504702, 504715, 623204, 940394, and 614296), VicHealth, Cancer Council Victoria, The Prostate Cancer Foundation of Australia, The Whitten Foundation, PricewaterhouseCoopers, and Tattersall's. E.A.O., D.M.K., and E.M.K. acknowledge the Intramural Program of the National Human Genome Research Institute for their support. The BPC3 was supported by the U.S. National Institutes of Health, National Cancer Institute (cooperative agreements U01-CA98233 to D.J.H., U01-CA98710 to S.M.G., U01-CA98216 to E.R., and U01-CA98758 to B.E.H., and Intramural Research Program of NIH/National Cancer Institute, Division of Cancer Epidemiology and Genetics). CAPS GWAS study was supported by the Swedish Cancer Foundation (grant no 09-0677, 11-484, 12-823), the Cancer Risk Prediction Center (CRisP; www.crispcenter.org), a Linneus Centre (Contract ID 70867902) financed by the Swedish Research Council, Swedish Research Council (grant no K2010-70 × -20430-04-3, 2014-2269). The Hannover Prostate Cancer Study was supported by the Lower Saxonian Cancer Society. PEGASUS was supported by the Intramural Research Program, Division of Cancer Epidemiology and Genetics, National Cancer Institute, National Institutes of Health. RAPPER was supported by the NIHR Manchester Biomedical Research Center, Cancer Research UK (C147/A25254, C1094/A18504) and the EU's 7th Framework Programme Grant/Agreement no 60186. Overall: this research has been conducted using the UK Biobank Resource (application number 16549). NHS is supported by UM1 CA186107 (NHS cohort infrastructure grant), P01 CA87969, and R01 CA49449. NHSII is supported by UM1 CA176726 (NHSII cohort infrastructure grant), and R01-CA67262. A.L.K. is supported by R01 MH107649. We would like to thank the participants and staff of the NHS and NHSII for their valuable contributions as well as the following state cancer registries for their help: AL, AZ, AR, CA, CO, CT, DE, FL, GA, ID, IL, IN, IA, KY, LA, ME, MD, MA, MI, NE, NH, NJ, NY, NC, ND, OH, OK, OR, PA, RI, SC, TN, TX, VA, WA, WY. The authors assume full responsibility for analyses and interpretation of these data. ; Peer Reviewed
The GSRE 1.0 dataset is based on recently released historical documents from the International Monetary Fund (IMF), and improves the coverage and accuracy of state budget data for most authoritarian regimes and some democracies since the end of World War II. The GSRE dataset includes 39 unique indicators covering major aspects of state finance for 161 countries between 1946 and 2006.
Please consult the GSRE website at https://sites.google.com/a/thomaserichter.de/gsre/ for further changes and updates.
Genome-wide association studies (GWAS) have identified more than 100 genetic variants contributing to BMI, a measure of body size, or waist-to-hip ratio (adjusted for BMI, WHRadjBMI), a measure of body shape. Body size and shape change as people grow older and these changes differ substantially between men and women. To systematically screen for age-and/or sex-specific effects of genetic variants on BMI and WHRadjBMI, we performed meta-analyses of 114 studies (up to 320,485 individuals of European descent) with genome-wide chip and/or Metabochip data by the Genetic Investigation of Anthropometric Traits (GIANT) Consortium. Each study tested the association of up to similar to 2.8M SNPs with BMI and WHRadjBMI in four strata (men 50y, women 50y) and summary statistics were combined in stratum-specific meta-analyses. We then screened for variants that showed age-specific effects (G x AGE), sex-specific effects (G x SEX) or age-specific effects that differed between men and women (G x AGE x SEX). For BMI, we identified 15 loci (11 previously established for main effects, four novel) that showed significant (FDR= 50y). No sex-dependent effects were identified for BMI. For WHRadjBMI, we identified 44 loci (27 previously established for main effects, 17 novel) with sex-specific effects, of which 28 showed larger effects in women than in men, five showed larger effects in men than in women, and 11 showed opposite effects between sexes. No age-dependent effects were identified for WHRadjBMI. This is the first genome-wide interaction meta-analysis to report convincing evidence of age-dependent genetic effects on BMI. In addition, we confirm the sex-specificity of genetic effects on WHRadjBMI. These results may providefurther insights into the biology that underlies weight change with age or the sexually dimorphism of body shape. ; Funding: Funding for this study was provided by the Aarne Koskelo Foundation; the Aase and Ejner Danielsens Foundation; the Academy of Finland (40758, 41071, 77299, 102318, 104781, 117787, 117844, 118590, 120315, 121584, 123885, 124243, 124282, 126925, 129269, 129293, 129378, 130326, 134309, 134791, 136895, 139635, 211497, 263836, 263924, 1114194, 24300796); the Agency for Health Care Policy Research (HS06516); the Agency for Science, Technology and Research of Singapore (A*STAR); the Ahokas Foundation; the ALF/LUA research grant in Gothenburg; the ALK-Abello A/S (Horsholm, Denmark), Timber Merchant Vilhelm Bangs Foundation, MEKOS Laboratories Denmark; the Althingi (the Icelandic Parliament); the American Heart Association (AHA; 13POST16500011); the ANR ("Agence Nationale de la 359 Recherche"); the Ark (NHMRC Enabling Facility); the Arthritis Research UK (19542, 18030); the AstraZeneca; the Augustinus Foundation; the Australian National Health and Medical Research Council (NHMRC; 241944, 389875, 389891, 389892, 389938, 442915, 442981, 496739, 496688, 552485, 613672, 613601 and 1011506); the Australian Research Council (ARC; DP0770096 and DP1093502); the Becket Foundation; the bi-national BMBF/ANR funded project CARDomics (01KU0908A); the Biobanking and Biomolecular Resources Research Infrastructure (BBMRINL; 184.021.007, CP 32); the Biocentrum Helsinki; the Boehringer Ingelheim Foundation; the British Heart Foundation (RG/10/12/28456, SP/04/ 002); the Canadian Institutes for Health Reseaerch (FRCN-CCT-83028); the Cancer Research UK (C490/A10124, C490/A10119); the Center for Medical Systems Biology (CMSB; NWO Genomics); the Centers for Disease Control and Prevention and Association of Schools of Public Health (1734, S043, S3486); the Centre of Excellence Baden-Wurttemberg Metabolic Disorders; the Chief Scientist Office of the Scottish Government; the Clinical Research Facility at Guys & St Thomas NHS Foundation Trust; the Contrat de Projets Etat-Region (CPER); the Croatian Science Council (Grant no. 8875); the CVON (GENIUS); the Danish Agency for Science, Technology and Innovation; the Danish Centre for Health Technology Assessment, Novo Nordisk Inc.; the Danish Council for Independent Research (DFF 1333-00124); the Danish Diabetes Association; Danish Heart Foundation; the Danish Medical Research Council; the Danish Ministry of Internal Affairs and Health; the Danish National Research Foundation; the Danish Pharmaceutical Association; Danish Pharmacists Fund; the Danish Research Council; the Deutsche Forschungsgemeinschaft; the Diabetes Hilfs-und Forschungsfonds Deutschland (DHFD); the Dr. Robert Pfleger-Stiftung; the Dresden University of Technology Funding Grant, Med Drive; the Dutch Brain Foundation; the Dutch Diabetes Research Foundation; the Dutch Economic Structure Enhancing Fund (FES); the Dutch Kidney Foundation; the Dutch Ministry for Health, Welfare and Sports; the Dutch Ministry of Economic Affairs; the Dutch Ministry of Education, Culture and Science; the Egmont Foundation; the Else Kraner-Fresenius Stiftung (2012_A147, P48/08//A11/08); the Emil Aaltonen Foundation; the Erasmus Medical Center and Erasmus University, Rotterdam; the Estonian Ministry of Science and Education (SF0180142s08); the European Commission (223004, 2004310, DGXII, FP6-EUROSPAN, FP6-EXGENESIS, FP6-LSHG-CT2006-018947, FP6-LSHG-CT-2006-01947, FP6-LSHM- CT-2004-503485, FP6-LSHM-CT-2006037593, FP6-LSHM-CT-2007-037273, FP7-201379, FP7-201668, FP7-279143, FP7-305739, FP7313010, FP7-ENGAGE-HEALTH-F4-2007-201413, FP7-EurHEALTHAgeing-277849, FP7-HEALTH-F42007-201550, HEALTH-2011.2.4.2-2-EU-MASCARA, HEALTH-F2-2008-201865-GEFOS, HEALTH-F7305507 HOMAGE, LSHM-CT-2006-037593, QLG1CT-2001-01252, QLG1-CT-2002-00896, QLG2-CT2002-01254); the European Regional Development Fund (ERDF) and the Wissenschaftsoffensive TMO; the European Regional Development Fund to the Centre of Excellence in Genomics (EXCEGEN; 3.2.0304.11-0312); the European Research Council (ERC; 2011-StG-280559-SEPI, 2011-294713-EPLORE, 230374); the European Science Foundation (ESF; EU/QLRT-2001-01254); the EuroSTRESS project FP-006; the Finlands Slottery Machine Association; the Finnish Centre for Pensions (ETK); the Finnish Cultural Foundation; the Finnish Diabetes Association; the Finnish Diabetes Research Foundation; the Finnish Foundation for Cardiovascular Research; the Finnish Foundation for Pediatric Research; the Finnish Funding Agency for Technology and Innovation (40058/07); the Finnish Medical Society; the Finnish Ministry of Education and Culture (627; 2004-2011); the Finnish Ministry of Health and Social Affairs (5254); the Finnish National Public Health Institute (current National Institute for Health and Welfare); the Finnish Special Governmental Subsidy for Health Sciences; the Finska Lakaresallskapet, Signe and Ane Gyllenberg Foundation; the Flemish League against Cancer, ITEA2 (project Care4Me); the Folkhalsan Research Foundation; the Fonds voor Wetenschappelijk Onderzoek (FWO) Vlaanderen; the Foundation for Life and Health in Finland; the Foundation for Strategic Research (SSF) and the Stockholm County Council (560283); the G. Ph. Verhagen Foundation; the Gene-diet Interactions in Obesity' project (GENDINOB); the Genetic Association Information Network (GAIN); the GENEVA Coordinating Center (U01 HG 004446); the GenomEUtwin (EU/QLRT2001-01254; QLG2-CT-2002-01254); the German Bundesministerium fuer Forschung und Technology (01 AK 803 A-H, 01 IG 07015 G); the German Diabetes Association; the German Ministry of Cultural Affairs; the German Federal Ministry of Education and Research (BMBF; 03IS2061A, 03ZIK012, 01ZZ9603, 01ZZ0103, 01ZZ0403); the German National Genome Research Network (NGFN-2 and NGFN-plus); the German Research Council (SFB1052 "Obesity mechanisms"); the Great Wine Estates of the Margaret River region of Western Australia; the Greek General Secretary of Research and Technology research grant (PENED 2003); the Gyllenberg Foundation; the Health Care Centers in Vasa, Narpes and Korsholm; the Health Fund of the Danish Health Insurance Societies; the Helmholtz Zentrum Munchen-German Research Center for Environmental Health; the Helsinki University Central Hospital special government funds (EVO #TYH7215, #TKK2012005, #TYH2012209); the Hjartavernd (the Icelandic Heart Association); the Ib Henriksen Foundation; the Illinois Department of Public Health, and the Translational Genomics Research Institute; the INTERREG IV Oberrhein Program (Project A28); the Interuniversity Cardiology Institute of the Netherlands (ICIN; 09.001); the Italian Ministry of Health "targeted project" (ICS110.1/RF97.71); the Italian National Centre of Research InterOmics PB05_ SP3; the John D and Catherine T MacArthur Foundation Research Networks on Successful Midlife Development and Socio-economic Status and Health; the Johns Hopkins University Center for Inherited Disease Research (CIDR); the Joint grant from Siemens Healthcare, Erlangen, Germany and the Federal State of Mecklenburg-West Pomerania; the Juho Vainio Foundation; the Juselius Foundation (Helsinki, Finland); the Juvenile Diabetes Research Foundation International (JDRF); the KfH Stiftung Praventivmedizin e. V.; the Knut and Alice Wallenberg Foundation; the Kuopio University Hospital; the Leenaards Foundation; the Leiden University Medical Center; the Liv och Halsa; the Local Government Pensions Institution (KEVA); the Lokaal Gezondheids Overleg (LOGO) Leuven and Hageland; the LudwigMaximilians- Universitat, as part of LMUinnovativ; the Lundberg Foundation; the March of Dimes Birth Defects Foundation; the Medical Research Council (G0601966; G0700931; G0000934; G0500539; G0600705; G1002319; G0701863; PrevMetSyn/SALVE; MC_ U106179471; MC_ UU_ 12019/1); the MRC centre for Causal Analyses in Translational Epidemiology (MRC CAiTE); the MRC Centre for Obesity and Related Metabolic Diseases; the MRC Human Genetics Unit; the Medical Research Council of Canada; the Mid-Atlantic Nutrition and Obesity Research Center (P30 DK072488); the Ministry of the Flemish Community, Brussels, Belgium (G. 0881.13 and G. 0880. 13); the MIUR-CNR Italian Flagship Project; the Montreal Heart Institute Foundation; the Munich Center of Health Sciences (MC Health); the Municipal Health Care Center and Hospital in Jakobstad; the Narpes Health Care Foundation; the National Alliance for Research on Schizophrenia and Depression (NARSAD); the National Cancer Institute (CA047988); the National Center for Advancing Translational Sciences (UL1TR000124); the National Center for Research Resources (U54RR020278); the National Heart, Lung and Blood Institute (NHLBI, 1RL1MH083268-01, 5R01HL087679-02, HHSN268200800007C, HHSN268201200036C, HL043851, HL080467, HL087647, HL36310, HL45670, N01HC25195, N01HC55015, N01HC55016, N01HC55018, N01HC55019, N01HC55020, N01HC55021, N01HC55022, N01HC55222, N01HC85079, N01HC85080, N01HC85081, N01HC85082, N01HC85083, N01HC85086, N02HL64278, R01HL086694, R01HL087641, R01HL087652, R01HL087676, R01HL59367, R01HL103612, R01HL105756, R01HL120393, U01HL080295); the National Human Genome Research Institute (NHGRI, U01HG004402); the National Institute for Health and Welfare (THL); the National Institute for Health Research (NIHR, RP-PG-0407-10371); the National Institute of Allergy and Infectious Diseases (NIAID); the National Institute of Child Health and Human Development (NICHD); the National Institute of Diabetes and Digestive and Kidney Disease (NIDDKDRC, 1R01DK8925601, DK063491, R01DK089256, P30 DK072488); the National Institute of Food and Agriculture (2007-35205-17883); the National Institute of Neurological Disorders and Stroke (NINDS); the National Institute on Aging (NIA; 263-MA-410953, 263-MD-821336, 263-MD-9164, AG023629, AG13196, NO1AG12109, P30AG10161, R01AG15819, R01AG17917, R01AG023629, R01AG30146); the National Institute of Arthritis and Musculoskeletal and Skin Diseases (5-P60-AR30701, 5-P60-AR49465-03); the National Institutes of Health (NIH; 1R01DK8925601, 1RC2MH089951, 1RC2MH089995, 1Z01HG000024, 2T32 HL 00705536, 5R01DK075681, 5R01MH63706: 02, AA014041, AA07535, AA10248, AA13320, AA13321, AA13326, AG028555, AG08724, AG04563, AG10175, AG08861, DA12854, DK046200, DK091718, F32AR059469, HG002651, HHSN268200625226C, HHSN268200782096C, HL084729, MH081802, N01AG12100, N01HG65403, R01AG011101, R01AG030146, R01D0042157-01A, R01DK062370, R01DK072193, R01DK093757, R01DK075787, R01DK075787, R01HL71981, R01MH59565, R01MH59566, R01MH59571, R01MH59586, R01MH59587, R01MH59588, R01MH60870, R01MH60879, R01MH61675, R01MH67257, R01MH81800, R01NS45012, U01066134, U01CA098233, U01DK062418, U01GM074518, U01HG004423, U01HG004436, U01HG004438, U01HL072515-06, U01HL105198, U01HL84756, U01MH79469, U01MH79470, U01NS069208-01, UL1RR025005); the NIHR Biomedical Research Centre based at Guy's and St Thomas' NHS Foundation Trust; the NIHR Cambridge Biomedical research Centre; the Netherlands Heart Foundation (2001 D 032); the Netherlands Organisation for Scientific Research (NWO; Geestkracht program grant 10-000-1002; 050-060-810; 100-001-004; 175.010.2003.005; 175.010.2005.011; 175.010.2007. 006; 261-98-710; 40-0056-98-9032; 400-05-717; 452-04-314; 452-06-004; 480-01-006; 480-04-004; 480-05-003; 480-07-001; 481-08-013; 60-60600-97-118; 904-61-090; 904-61-193; 911-03012; 985-10-002; Addiction-31160008; GB-MW 94038- 011; SPI 56-464-14192); the Netherlands Organization for the Health Research and Development (ZonMw; 91111025); the Nordic Center of Excellence in Disease Genetics; the Nordic Centre of Excellence on Systems biology in controlled dietary interventions and cohort studies, SYSDIET (070014); the Northern Netherlands Collaboration of Provinces (SNN); the Novo Nordisk Foundation; the Office of Research and Development, Medical Research Service, and the Baltimore Geriatrics Research, Education, and Clinical Center of the Department of Veterans Affairs; the Ollqvist Foundation; the Paavo Nurmi Foundation; the Pahlssons Foundation; the Paivikki and Sakari Sohlberg Foundation; the Perklen Foundation; the Republic of Croatia Ministry of Science, Education and Sports research (108-1080315-0302); the Research Centre for Prevention and Health, the Capital Region of Denmark; the Research Foundation of Copenhagen County; the Research Institute for Diseases in the Elderly (014-93-015; RIDE2); the Reynold's Foundation; the Rotterdam Oncologic Thoracic Study Group, Erasmus Trust Fund, Foundation against Cancer; the Royal Swedish Academy of Science; the Russian Foundation for Basic Research (NWO-RFBR 047.017.043); the Rutgers University Cell and DNA Repository cooperative agreement (NIMH U24 MH068457-06); the Samfundet Folkhalsan; the Sigrid Juselius Foundation; the Social Insurance Institution of Finland, Kuopio, Tampere and Turku University Hospital Medical Funds (9M048, 9N035); the Social Ministry of the Federal State of Mecklenburg-West Pomerania; the Societe Francophone du 358 Diabste (SFD); the South Tyrolean Sparkasse Foundation; the Stichting Nationale Computerfaciliteiten (National Computing Facilities Foundation, NCF); the Strategic Cardiovascular Programme of Karolinska Institutet and the Stockholm County Council (560183); the Susan G. Komen Breast Cancer Foundation; the Swedish Cancer Society; the Swedish Cultural Foundation in Finland; the Swedish Diabetes Association; the Swedish Diabetes Foundation (grant no. 2013-024); the Swedish Foundation for Strategic Research (SSF; ICA08-0047); the Swedish HeartLung Foundation (20120197); the Swedish Medical Research Council (K2007-66X-20270-01-3, 20121397); the Swedish Ministry for Higher Education; the Swedish Research Council (8691, M-2005-1112, 2009-2298); the Swedish Society for Medical Research; the Swiss National Science Foundation (31003A-143914, 3200B0105993, 3200B0-118308, 33CSCO-122661, 33CS30-139468, 33CS30148401); SystemsX. ch (51RTP0_151019); the Tampere Tuberculosis Foundation; the TEKES (70103/06, 40058/07); the The Paul Michael Donovan Charitable Foundation; the Torsten and Ragnar Sderberg Foundation; the Umea Medical Research Foundation; the United Kingdom NIHR Cambridge Biomedical Research Centre; the Universities and Research of the Autonomous Province of Bolzano, South Tyrol; the University Hospital of Regensburg (ReForM A, ReForM C); the University Hospital Oulu, Biocenter, University of Oulu, Finland (75617); the University Medical Center Groningen; the University of Groningen; the University of Maryland General Clinical Research Center (M01RR16500, AG000219); the University of Tartu (SP1GVARENG); the University of Tromso, Norwegian Research Council (185764); the Vasterbottens Intervention Programme; the Velux Foundation; the VU University Institute for Health and Care Research (EMGO+) and Neuroscience Campus Amsterdam (NCA); the Wellcome Trust (064890, 068545/Z/02, 076113/B/04/Z, 077016/Z/05/Z, 079895, 084723/Z/08/Z, 086596/Z/ 08/Z, 088869/B/09/Z, 089062, 090532, 098017, 098051, 098381); the Western Australian DNA Bank (NHMRC Enabling Facility); the Yrjo Jahnsson Foundation (56358); and the Zorg Onderzoek Nederland-Medische Wetenschappen, KWF Kankerbestrijding, Stichting Centraal Fonds Reserves van voormalig Vrijwillige Ziekenfondsverzekeringen. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. More details of acknowledgements can be found in S2 Text.
ABSTRACKThis study aims to examine and analyze the influence of The influence of Green Marketing Mix on Purchase Intention and the impact on Purchase Decision of Tupperware product in Pontianak. This research type is survey research. The population in this study is consumers of Tupperware product in Pontianak City. The number of samples of 100 respondents selected by way of purposive sampling, then processing the data using path analysis.The results of analysis for the first model show that the variables of Green Product, Green Place, and Green Promotion had a significant positive effect on Purchase Intention, while green price is not significant on Purchase Intention. The ability of the four variables to explain the effect on Purchase Intention is 31,2%, while the rest of 68,8% is explained by other factors outside research model. Result of research for second model shows that Purchase Intention and Green Product have a significant positive effect on Purchase Decision, while variable Green Price, Green Place, and Green Promotion had no significant on Purchase Decision. The ability of the five variables to explain the effect on Purchase Decision is 60,3%, while the rest of 39,7% is explained by other factors outside research model. Keywords : Green Product, Green Price, Green Place, Green Promotion, Purchase Intention, Purchase Decision DAFTAR PUSTAKAA Sucitro, S., Hung, W., & Ho, S. (2015). Influence of Green Marketing toward Purchase Intention of Green Products through Attitude: Survey on Indonesian and Taiwanese Students. International Journal of Humanities and Management Sciences (IJHMS), 3(4), 198-202.Agustin, Risna Dwi, S. Kumadji, E. Yulianto. (2015). Pengaruh Green Marketing Terhadap Minat Beli serta Dampaknya pada Keputusan Pembelian. 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USING DREAMWORKS ANIMATION VIDEOS TO IMPROVE THE ELEVENTH GRADERS' ABILITY IN WRITING NARRATIVE TEXT Firdausi Nuzula English Education Study Program, Faculty of Language and Arts, Surabaya State University click_legolas@yahoo.com Dra. Theresia Kumalarini, M.Pd English Education Study Program, Faculty of Language and Arts, Surabaya State University Abstrak Dalam mempelajari bahasa Inggris, menulis merupakan salah satu ketrampilan yang sulit bagi siswa. Hal ini disebabkan karena siswa dituntut untuk mengungkapkan ide-ide mereka secara tertulis dengan susunan yang baik dan kosakata yang tepat. Melalui penggunaan media pembelajaran yang sesuai, siswa dapat terbantu untuk mengembangkan dan menyusun ide-ide mereka dengan baik. Video DreamWorks Animation merupakan salah satu jenis media yang dapat membantu dan mendorong siswa untuk menulis, khususnya menulis teks naratif, melalui gambar menarik di dalam video. Penelitian ini merupakan jenis penelitian eksperimental dengan desain dua kelompok dengan kelas XI-A1 (kelompok eksperimental) dan kelas XI-A2 (kelompok kontrol) di SMA Negeri 1 Cerme sebagai sampelnya. Peneliti memperoleh data melalui pre-tes dan pos-tes. Nilai-nilai pre-tes dan pos-tes dianalisis menggunakan Independent-samples T-test di SPSS. Hasil penelitian menunjukkan bahwa kelompok eksperimental memperoleh nilai pos-tes lebih tinggi (85.89) daripada kelompok kontrol (76.17). Selain itu, kelompok eksperimental juga memperoleh peningkatan dalam semua aspek ketrampilan menulis setelah memperoleh Kata Kunci: Ketrampilan menulis, video DreamWorks Animation, ketrampilan menulis teks naratif. Abstract Writing is one of the difficult skills for the students in learning English. It is because they have to express their thoughts in a written form with a good organization and the correct vocabulary. Through applying an appropriate media, they are helped to develop and organize their thoughts better. DreamWorks Animation video is a kind of media which can help and support them in writing, especially narrative text through the interesting moving pictures on the video. This research is an experimental research with two groups design with XI-A1 (experimental group) and XI-A2 (control group) of SMA Negeri 1 Cerme as the sample. The researcher collected the data through conducting pre-test and post-test. The scores were analyzed by using Independent-samples T-test on SPSS. The result showed that the experimental group scored higher (85.89) than the control one (76.17) in post-test. Also, the experimental group got an improvement after given the treatment in all writing aspects. Keywords: writing, DreamWorks Animation video, Writing narrative ability. INTRODUCTION English has become an international language which is used by people in the world. This reality can be seen from many sectors, such as economy, industry, tourism, education, etc. People use it to communicate with others in order to reach their goal based on their own sector and also create a good interaction. Another reality which shows English as an international language is many textbooks are written in English, for example travelling books, English magazines, science books, and so on. People who do not have a capability in using English cannot get information that they need. Also, many factories determine having good English capability with a certain standard as one of their requirements that have to be qualified. Therefore, mastering English is an important thing to be done by them. In education sector, English is a foreign language that has to be learnt. In Indonesia, it is taught at all schools from elementary level up to educational level. There are four skills in English that have to be learnt by the students, namely listening, speaking, reading, and writing. It is based on standard competence which stated that the purpose of learning English is to help the students understand English and they can develop their skills. That is why, the English educational system in Indonesia gets attention from the government, remembering its role as a foreign language. One of four skills that has to be mastered by the students is writing. Writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader (Nunan, 2003:88). This means that someone who wants to write has to accumulate all his / her ideas in a written form properly. Cimcoz (1999) added that students do not know how to write, feel stupid when they cannot find the right words, fear criticism and want to avoid the emotional turmoil experienced when they faced with a topic and blank piece of paper. It can be said that some students have already found something in their mind to be written, but they do not have ideas in how to write it. That is why writing becomes one of skills in English which is difficult to be learnt. To master writing, there are some aspects which have to be focused by the writer, for example the diction, the organization, and the grammar uses. Therefore, this skill cannot come immediately to the students. They have to do practicing. It is in line with Zhang and Cheng (1989:34) who explained that in writing activities especially writing in a foreign language, the writer should be able to use grammar, vocabulary, conception, rhetoric, and other elements. So that, in order to master writing, they have to be hard-working in doing it. Based on standard competence, there are many types of texts which have to be learnt by the students. They are transactional – interpersonal, short functional text, and genres. Focusing on genres, there are two kinds of genres : story and factual genres. Narrative, recount, and anecdote belong to story genres, while procedure, report, descriptive, and news item belong to factual. In this research, the researcher focuses the students' level at the eleventh graders. So that, for the eleventh graders they have to learn report, narrative, analytical exposition, spoof, and hortatory exposition. They also have to express the meaning of those text types in a written form. Narrative text is chosen by the researcher in conducting this research. Here, in choosing the text type, the researcher has to look up at the syllabus of the eleventh graders first to know the correct lesson which they have not learnt yet in the second semester. In this semester for the eleventh graders, they learn narrative, spoof, and hortatory exposition texts. Because this research was conducted at the beginning of the second semester and the first text for the eleventh graders is narrative, so the researcher can do the research in appropriate time. Narrative is a kind of text which has a function to retell a particular story. To write a narrative text, the students have to comprehend some elements, such as the time words, grammar, and characteristics of the text. Therefore, it is common for them if they think that writing makes them confuse. They have to know each characteristic and generic structure of all texts which is different. Nevertheless, they do not need to feel afraid to do writing. Fegerson and Nickerson (1992:7) said " Writing is a skill that is acquired through study. So, if you have ever felt afraid to write because of you were worried about making error, remember that making mistakes in writing is a stage that everyone passes through. " To help students writing narrative text, the teacher has to help his / her students in writing. Briggs (1970) defined that media is physical means which are used to send messages to the students and stimulate them to learn. Media is anything used to send message(s) from the sender(s) to the receiver(s) , so it can be aroused the learners' thought, feeling, and interest to gear the students' learn (Sadiman et al, 2002). Referring to those definitions, the researcher can conclude that media is important to be applied in order to motivate the students to write. There are many kinds of media that can be used for the teacher in helping the students, such as visual, audio, audio-visual, tactile, and virtual. Therefore, in order to help the students, the use of media is important. Here, the researcher chooses one kind of audio-visual media to help the students in learning writing – that is, a video. Mayer (2001) states that video is a form of multimedia that conveys information through two simultaneous sensory channels: aural and visual. It often uses multiple presentation modes, such as verbal and pictorial representations in the case of on-screen print and closed-captioning. It means that the students can enjoy the pictures on the video and the information given at the same time. So that, they will be inspired to develop the content of the video which they have watched. However, there are many kinds of video which can be used for teaching – learning process, such as educational, cartoon, etc. Here, the researcher chooses videos from DreamWorks Animation SKG, Inc. in helping the students to write narrative text. DreamWorks Animation SKG, Inc. (DWA) is an American animation studio based in Glendale, California that creates animated feature films, television programs, and online virtual worlds. This studio produces many kinds of animated feature films, for example films, short films, and television series. To achieve the research objective of this research, the researcher chooses short films. The duration of short films which are produced by DreamWorks Animation SKG, Inc. is around 20 minutes or less. Therefore, they can be shown in one meeting and also they can be repeated at the same time if the students have not get the ideas of the videos yet. That is why, DreamWorks Animation videos are chosen by the researcher to improve the students' ability in writing narrative text. Based on the background of the study, the researcher formulates the research question as follow: Is there any improvement of the students' writing narrative ability after the researcher uses DreamWorks Animation videos in teaching writing narrative text ? RESEARCH METHOD Referring to the research question which had been mentioned before, the researcher chose experimental research with two groups design (experimental and control) as the research design. The experimental group is a group which is given the treatment, while the control group is a group which is not given the treatment. By using this design, the researcher wanted to know whether the use of DreamWorks Animation videos will improve the students' writing narrative skill. Depending on the type of this research which is experimental, so there were two kinds of variables. They are independent and dependent variable. In this research, the independent variable was the use of DreamWorks Animation videos, while the dependent variable was the students' writing narrative ability since the use of DreamWorks Animation videos can improve the students' writing narrative ability. In this research, the population was the eleventh grade students of SMAN 1 Cerme Gresik. This school has ten classes of eleventh graders which are divided into six classes of science program (XI-A1, XI-A2, XI-A3, XI-A4, XI-A5, and XI-A6), three classes of social program (XI-S1, XI-S2, and XI-S3), and one class of language program (XI-B). However, in choosing the sample, the researcher chose purposive sampling method, because the researcher selected the sample from population with a particular reason. The first reason was to choose two classes which have similar ability in English. The second one was keeping the validity of the data. After the researcher chose the sample, the researcher randomly decided the experimental and control group. The result is XI-A1 as the experimental group and XI-A2 as the control one. Due to the type of this research which is experimental, the instrument needed by the researcher was data in the form of scores. Therefore, the researcher used a test to get the data needed. There were two tests which were used by the researcher in conducting the data needed, they were pre-test and post-test. The tests were in the form of writing a narrative text. Pre-test was held before the treatment was applied in the experimental group, while post-test was held after the experimental group got the treatment. Before pre-test and post-test were held in experimental and control group, the researcher tested the reliability of the instrument which is going to be used in another class. The result of the reliability calculation was .90 which was above .80. This means that the result indicated very high r or very reliable. Therefore, the tryout test was reliable and can be used in pre-test and post-test. There were four steps in collecting the data. The first was conducting pre-test in both groups. It was done at 19th of February 2014. Next, applying the treatment to the experimental group. The first treatment was applied at 20th of February 2014 and the second treatment at 27th of February 2014. After that, the researcher conducted post-test in both groups at 28th of February 2014 (control group) and 6th of March 2014 (experimental group). The last step was scoring the students' writing. In analysing the data, the researcher used Independent-samples T-test. It was used to know the equality of both groups before the treatment was applied. Besides, it was also used to know the improvement of the students' ability in writing narrative text after got the treatment. If the experimental group scored higher than the control one in post-test, the treatment was recommended to be applied. RESULTS AND DISCUSSION In pre-test, it was found that the mean score of the experimental group was higher (77.43) than the control group (72.28). Although the experimental group scored higher, both groups had equal ability in writing narrative text. It can be seen from the Sig. value provided by Levene that was .061, which is above .05. Therefore, the treatment could be applied. After applying the treatment, the post-test was conducted to know whether the treatment improves the students' writing ability or not. The result showed that the mean scores of the experimental group in post-test was 85.89, while the control group scored 76.17. This means that the experimental group scored higher than the control one. The experimental group got an improvement after got the treatment. The experimental group got an improvement in each writing aspects. In terms of content, the mean score of experimental group was 25.89, while the control group scored 22.90. In terms of organization, the experimental group scored 17.46, while the control group scored 16.00. In terms of vocabulary, the experimental group scored 17.68, while the control group scored 15.17. For the language use aspect, the experimental group also scored higher (20.82) than the control group (18.10). In terms of mechanics, the experimental group scored 4.00, while the control group scored 3.83. To support the result, the researcher had analyzed the students' compositions from pre-test to post-test of both experimental and control groups. In pre-test, the student's E8 (experimental group) composition got total score 79 (content = 24; organization = 17; vocabulary = 17; language use = 17; mechanics = 4), while the student's C5 (control group) composition got total score 78 (content = 26; organization = 18; vocabulary = 15; language use = 15; mechanics = 4). Meanwhile, in post-test, the student's E8 composition got an improvement. The total score was 89 (content = 26; organization = 19; vocabulary = 19; language use = 21; mechanics = 4). For the student's C5 composition, the total score was 78 (content = 22; organization = 18; vocabulary = 17; language use = 18; mechanics = 4). After comparing the students' compositions in the pre-test and the post-test between the experimental and control group, it can be seen that the experimental group got an improvement in all writing aspects, while for the control group, the improvement is only at the vocabulary and language use aspects. Thus, it can be concluded that using DreamWorks Animation videos improves the students' writing narrative ability at all aspects. CONCLUSIONS Based on the results and the discussion, the researcher can conclude that the students' writing narrative ability between the experimental and control groups is significantly different. In post-test, the experimental group that got the treatment scored higher (85.89) than the control group (76.17). This indicates that the use of DreamWorks Animation videos improves the students' writing narrative ability. Therefore, the treatment is recommended to be applied by the teachers in teaching and learning process, especially teaching writing narrative text. REFERENCES Briggs, L.J. (ed.) (1977). Instructional Design: Principles and Applications. New Jersey: Englewood Cliffs. Cimcoz, Yesim.1999. Teaching ESL/EFL Students to Write Better, The Internet TESL Journal, Vol. V No. 10, October http://iteslj.org/ Fegerson, Laraine and Nickerson, Marie-Loiuse. 1992. All in One. New Jersey: Marie-Louise Prentice Hall. Mayer, R.E. (2001). Multimedia learning. Cambridge: Cambridge University Press. Nunan, David. 2003. Practical English Language Teaching. Singapore: Mc Graw Hill Companies, Inc.
In: Decision analysis: a journal of the Institute for Operations Research and the Management Sciences, INFORMS, Band 9, Heft 4, S. 373-379
ISSN: 1545-8504
Ali E. Abbas (" From the Editors: Brainstorming, Multiplicative Utilities, Partial Information on Probabilities or Outcomes, and Regulatory Focus ") is an associate professor in the Department of Industrial and Enterprise Systems Engineering at the University of Illinois at Urbana–Champaign. He received an M.S. in electrical engineering (1998), an M.S. in engineering economic systems and operations research (2001), a Ph.D. in management science and engineering (2003), and a Ph.D. (minor) in electrical engineering, all from Stanford University. He worked as a lecturer in the Department of Management Science and Engineering at Stanford and worked in Schlumberger Oilfield Services, where he held several international positions in wireline logging, operations management, and international training. He has also worked on several consulting projects for mergers and acquisitions in California, and cotaught several executive seminars on decision analysis at Strategic Decisions Group in Menlo Park, California. His research interests include utility theory, decision making with incomplete information and preferences, dynamic programming, and information theory. Dr. Abbas is a senior member of the IEEE and a member of the Institute for Operations Research and the Management Sciences (INFORMS). He is also an associate editor for the Decision Analysis and Operations Research journals of INFORMS. Email: aliabbas@illinois.edu . Kash Barker (" Decision Trees with Single and Multiple Interval-Valued Objectives ") is an assistant professor in the School of Industrial and Systems Engineering at the University of Oklahoma. He holds a Ph.D. in systems engineering from the University of Virginia, where he was a research assistant in the Center for Risk Management of Engineering Systems, and B.S. and M.S. degrees in industrial engineering from the University of Oklahoma. His primary research interests lie in modeling interdependent economic systems and decision making for large-scale system sustainment, with research funded by the National Science Foundation, the Federal Highway Administration, and the Army Research Office. Email: kashbarker@ou.edu . J. Eric Bickel (" From the Editors: Brainstorming, Multiplicative Utilities, Partial Information on Probabilities or Outcomes, and Regulatory Focus " and " A Simulation-Based Approach to Decision Making with Partial Information ") is an assistant professor in the Graduate Program in Operations Research (Department of Mechanical Engineering) at the University of Texas at Austin. In addition, Professor Bickel is a fellow in both the Center for International Energy and Environmental Policy (CIEEP) and the Center for Petroleum Asset Risk Management (CPARM). His research interests include the theory and practice of decision analysis and its application in the energy and climate-change arenas. His work has addressed the modeling of probabilistic dependence, value of information, scoring rules, calibration, risk preference, decision education, decision making in sports, and climate engineering as a response to climate change. Prior to returning to academia, Professor Bickel was a senior engagement manager for Strategic Decisions Group. He has consulted around the world in a range of industries, including oil and gas, electricity generation/transmission/delivery, energy trading and marketing, commodity and specialty chemicals, life sciences, financial services, and metals and mining. Professor Bickel is the vice president/president-elect of the Decision Analysis Society and an associate editor for Decision Analysis. He holds an M.S. and Ph.D. from the Department of Engineering–Economic Systems at Stanford University. Email: ebickel@mail.utexas.edu . Vicki M. Bier (" From the Editors: Brainstorming, Multiplicative Utilities, Partial Information on Probabilities or Outcomes, and Regulatory Focus ") is a full professor in the Department of Industrial and Systems Engineering at the University of Wisconsin–Madison, where she is currently department chair and also directs the Center for Human Performance and Risk Analysis. She is also the past president of the Decision Analysis Society and is an associate editor for Decision Analysis. Her research interests include applications of operations research, risk analysis, and decision analysis to problems of homeland security and critical infrastructure protection. Email: bier@engr.wisc.edu . Samuel E. Bodily (" Multiplicative Utilities for Health and Consumption ") is the John Tyler Professor of Business Administration at the University of Virginia's Darden School. He has published textbooks and more than 40 articles in journals ranging from Harvard Business Review to Management Science. His publications relate to decision and risk analysis, multiattribute utility, forecasting, strategy modeling, revenue management, and eStrategy. Along with Casey Lichtendahl, he was runner-up for the 2012 Decision Analysis Publication Award. He has edited special issues of Interfaces on Decision and Risk Analysis, and Strategy Modeling and Analysis. Professor Bodily has published well over 120 cases, including a couple of the 10 best-selling cases at Darden. He received the Distinguished Casewriter Wachovia award from Darden in 2005 and three other best case or research Wachovia awards. Professor Bodily is faculty leader for the executive program Strategic Thinking and Action. He is the course-head of and teaches in a highly valued first-year M.B.A. course in decision analysis; has a successful second-year elective, Management Decision Models; and has taught eStrategy and Strategy. He is a past winner of the Decision Sciences International Instructional Award. He has served as chair of the INFORMS Decision Analysis Society. He has taught numerous executive education programs for Darden and private companies, has consulted widely for business and government entities, and has served as an expert witness. Professor Bodily was on the faculties of MIT Sloan School of Management and Boston University and has been a visiting professor at INSEAD Singapore, Stanford University, and the University of Washington. He has Ph.D. and S.M. degrees from Massachusetts Institute of Technology and a B.S. in physics from Brigham Young University. Email: bodilys@virginia.edu . David V. Budescu (" From the Editors: Brainstorming, Multiplicative Utilities, Partial Information on Probabilities or Outcomes, and Regulatory Focus ") is the Anne Anastasi Professor of Psychometrics and Quantitative Psychology at Fordham University. He held positions at the University of Illinois at Urbana–Champaign and the University of Haifa, and visiting positions at Carnegie Mellon University, University of Gothenburg, the Kellogg School at Northwestern University, the Hebrew University, and the Israel Institute of Technology (Technion). His research is in the areas of human judgment, individual and group decision making under uncertainty and with incomplete and vague information, and statistics for the behavioral and social sciences. He is on the editorial boards of Applied Psychological Measurement, Decision Analysis (associate editor), Journal of Behavioral Decision Making, Journal of Mathematical Psychology, Journal of Experimental Psychology: Learning, Memory & Cognition (2000–2003), Multivariate Behavioral Research, Organizational Behavior and Human Decision Processes (1992–2002), and Psychological Methods (1996–2000). He is past president of the Society for Judgment and Decision Making (2000–2001), fellow of the Association for Psychological Science, and an elected member of the Society of Multivariate Experimental Psychologists. Email: budescu@fordham.edu . John C. Butler (" From the Editors: Brainstorming, Multiplicative Utilities, Partial Information on Probabilities or Outcomes, and Regulatory Focus ") is a clinical associate professor of finance and the academic director of the Energy Management and Innovation Center in the McCombs School of Business at the University of Texas at Austin, the outgoing secretary/treasurer of the INFORMS Decision Analysis Society, and an associate editor for Decision Analysis. Professor Butler received his Ph.D. in management science and information systems from the University of Texas at Austin in 1998. His research interests involve the use of decision science models to support decision making, with a particular emphasis on decision and risk analysis models with multiple-performance criteria. Professor Butler has consulted with a number of organizations regarding the application of decision analysis tools to a variety of practical problems. Most of his consulting projects involve use of Visual Basic for Applications and Excel to implement complex decision science models in a user-friendly format. Email: john.butler2@mccombs.utexas.edu . Enrico Diecidue (" From the Editors: Brainstorming, Multiplicative Utilities, Partial Information on Probabilities or Outcomes, and Regulatory Focus ") is an associate professor of Decision Sciences at INSEAD (France) and holds a Ph.D. from the CentER (Center for Economic Research), Tilburg University, the Netherlands. Since 2001 he has been a resident faculty member at INSEAD, except for 2008–2009 when he was a visiting professor at Wharton and 2010–2011 when he was on sabbatical at the Erasmus School of Economics (the Netherlands). His main research interests are in individual decision making under uncertainty, health decisions, and experimental economics. He is interested in the role of regret, aspiration levels, and time in individual decisions. His current research is also addressing the role of groups in complex and ambiguous decisions. Professor Diecidue's research has appeared in leading journals in economics and management. He is on the editorial board of Journal of Risk and Uncertainty and is an associate editor for Decision Analysis. He teaches M.B.A., executive M.B.A., and executive participants on topics such as uncertainty, data and judgment, decision making under uncertainty, risk management, and management decision making. He has won teaching awards at INSEAD and Wharton. Email: enrico.diecidue@insead.edu . Robin L. Dillon-Merrill (" From the Editors: Brainstorming, Multiplicative Utilities, Partial Information on Probabilities or Outcomes, and Regulatory Focus ") is an associate professor in the McDonough School of Business at Georgetown University. Professor Dillon-Merrill seeks to understand and explain how and why people make the decisions that they do under conditions of uncertainty and risk. This research specifically examines critical decisions that people have made following near-miss events in situations with severe outcomes (i.e., hurricane evacuation, terrorism, NASA mission management, etc.). She has received research funding from the National Science Foundation, NASA, the Department of Defense, and the Department of Homeland Security through the University of Southern California's National Center for Risk and Economic Analysis for Terrorism Events. She has served as a risk analysis and project management expert on several National Academies Committees, including the review of the New Orleans regional hurricane protection projects and the application of risk-analysis techniques to securing the Department of Energy's special nuclear materials. She is an associate editor for Decision Analysis. Email: rld9@georgetown.edu . Raimo P. Hämäläinen (" From the Editors: Brainstorming, Multiplicative Utilities, Partial Information on Probabilities or Outcomes, and Regulatory Focus ") is a professor of operations research and director of the Systems Analysis Laboratory at Aalto University, Finland. He received his M.Sc. and Dr. Tech. degrees in systems theory and applied mathematics from the Helsinki University of Technology. His research interests include decision analysis, risk and game theory, and experimental economics, as well as dynamic optimization with aerospace applications. He is widely known for his work in environmental decision making and energy policy. He is the designer of widely used decision analysis software, including the first Web-based value tree software, Web-HIPRE; Smart-Swaps; and the Joint Gains negotiation support system. He has recently introduced the concept of Systems Intelligence, which opens a new perspective to organizational learning and personal growth. He is on the editorial board of a number of journals, including Decision Analysis (associate editor), European Journal of Operational Research, Journal of Group Decision and Negotiation, and EURO Journal on Decision Processes. Dr. Hämäläinen has received the Edgeworth-Pareto Award of the International Society for Multiple Criteria Decision Making. He is also the honorary president of the Finnish Operations Research Society. Email: raimo.hamalainen@aalto.fi . Ralph L. Keeney (" Value-Focused Brainstorming ") is a research professor emeritus at the Fuqua School of Business at Duke University. His education includes a B.S. in engineering from the University of California, Los Angeles, and a Ph.D. in operations research from Massachusetts Institute of Technology. His research interests are in the areas of decision making and risk analysis. He has applied such work to important personal decisions and as a consultant for private and public organizations addressing corporate management problems, environmental and risk studies, and decisions involving life-threatening risks. Prior to joining the Duke faculty, Professor Keeney was a faculty member in Management and Engineering at MIT and at the University of Southern California, a research scholar at the International Institute for Applied Systems Analysis in Austria, and the founder of the decision and risk analysis group of a large geotechnical and environmental consulting firm. Professor Keeney is the author of many books and articles, including Value-Focused Thinking, Decisions with Multiple Objectives, coauthored with Howard Raiffa, and Smart Choices, coauthored with John S. Hammond and Howard Raiffa, which has been translated into 15 languages. Dr. Keeney was awarded the Ramsey Medal for distinguished contributions in decision analysis by the Decision Analysis Society and is a member of the U.S. National Academy of Engineering. Email: keeney@duke.edu . L. Robin Keller (" From the Editors: Brainstorming, Multiplicative Utilities, Partial Information on Probabilities or Outcomes, and Regulatory Focus ") is a professor of operations and decision technologies in the Merage School of Business at the University of California, Irvine. She received her Ph.D. and M.B.A. in management science and her B.A. in mathematics from the University of California, Los Angeles. She has served as a program director for the Decision, Risk, and Management Science Program of the U.S. National Science Foundation (NSF). Her research is on decision analysis and risk analysis for business and policy decisions and has been funded by NSF and the U.S. Environmental Protection Agency. Her research interests cover multiple attribute decision making, riskiness, fairness, probability judgments, ambiguity of probabilities or outcomes, risk analysis (for terrorism, environmental, health, and safety risks), time preferences, problem structuring, cross-cultural decisions, and medical decision making. She is the outgoing Editor-in-Chief of Decision Analysis, published by the Institute for Operations Research and the Management Sciences (INFORMS). She is a Fellow of INFORMS and has held numerous roles in INFORMS, including board member and chair of the INFORMS Decision Analysis Society. She is a recipient of the George F. Kimball Medal from INFORMS. She has served as the decision analyst on three National Academy of Sciences committees. She has been appointed to the editorial board of the new EURO Journal on Decision Processes. Email: lrkeller@uci.edu . Anton Kühberger (" Explaining Risk Attitude in Framing Tasks by Regulatory Focus: A Verbal Protocol Analysis and a Simulation Using Fuzzy Logic ") is a professor of psychology at the University of Salzburg, Department of Cognition and Development, and a member of the Center of Neurocognitive Research at the University of Salzburg. His research interests include the following areas: judgment and decision making, in particular framing, and the role of risk, ambiguity, and uncertainty in decision making; thinking and reasoning, in particular counterfactual thinking and the notion of rationality; and social cognition, in particular the foundation of the understanding of oneself and others either by a theory of mind or by simulation. In addition, he is interested in the development of scientific methods such as verbal protocol analysis and in understanding the role statistics for the accumulation of knowledge. He is a member of the editorial board of several scholarly journals and currently is vice-dean of the Faculty of Natural Sciences at the University of Salzburg. Email: anton.kuehberger@sbg.ac.at . Kenneth C. Lichtendahl Jr. (" From the Editors: Brainstorming, Multiplicative Utilities, Partial Information on Probabilities or Outcomes, and Regulatory Focus " and " Multiplicative Utilities for Health and Consumption ") is an assistant professor of business administration at the Darden School of Business at the University of Virginia. He is an associate editor for Decision Analysis. He received his Ph.D. in decision sciences from the Fuqua School of Business at Duke University. His research focuses on decision analysis, Bayesian statistics, game theory, and dynamic programming. Email: lichtendahlc@darden.virginia.edu . Jason R. W. Merrick (" From the Editors: Brainstorming, Multiplicative Utilities, Partial Information on Probabilities or Outcomes, and Regulatory Focus ") is a professor in the Department of Statistical Sciences and Operations Research at Virginia Commonwealth University. He has a D.Sc. in operations research from George Washington University. He teaches courses in decision analysis, risk analysis, and simulation. His research is primarily in the area of decision analysis and Bayesian statistics. He has worked on projects ranging from assessing maritime oil transportation and ferry system safety, the environmental health of watersheds, and optimal replacement policies for rail tracks and machine tools. He has received grants from the National Science Foundation, the Federal Aviation Administration, the U.S. Coast Guard, the American Bureau of Shipping, British Petroleum, and Booz Allen Hamilton, among others. He has also performed training for Infineon Technologies, Wyeth Pharmaceuticals, and Capital One Services. He is an associate editor for Decision Analysis and the EURO Journal on Decision Processes. Email: jrmerric@vcu.edu . Luis Vicente Montiel (" A Simulation-Based Approach to Decision Making with Partial Information ") is a postdoctoral researcher at the University of Texas at Austin. His main research interest is mathematical modeling for optimization under uncertainty, with a special interest in decision analysis and simulation learning for optimization. His current research is dedicated to providing a theoretical and practical framework for approximating joint distributions under partial information. Luis has a Ph.D. in operations research from the University of Texas, an M.S. in financial engineering from Columbia University, and an M.S. in management science and engineering from Stanford University. Email: lvmontiel@utexas.edu . Jay R. Simon (" From the Editors: Brainstorming, Multiplicative Utilities, Partial Information on Probabilities or Outcomes, and Regulatory Focus ") is an assistant professor in the Defense Resources Management Institute of the Naval Postgraduate School. He holds a Ph.D. in operations and decision technologies from the Merage School of Business at the University of California, Irvine, an M.S. in management science and engineering, and a B.S. in mathematical and computational science from Stanford University. His primary research interest is multiattribute preference modeling, particularly involving outcomes that occur over time, space, or groups of people. His current and recent work includes a prostate cancer decision model, preference models for health decisions, preferences over geographical data, altruistic utility modeling, and multiattribute procurement. He is an associate editor for Decision Analysis and is the webmaster and social media officer for the Decision Analysis Society of INFORMS. Email: jrsimon@nps.edu . Christian Wiener (" Explaining Risk Attitude in Framing Tasks by Regulatory Focus: A Verbal Protocol Analysis and a Simulation Using Fuzzy Logic ") received his doctorate from the University of Salzburg, Austria. His first research area was the application of the EEG in connection with dyslexia. Later he moved to the area of social cognition, where his research was focused on framing and especially the simulation of decision-making behavior using a fuzzy-logic expert system. Since the completion of his dissertation, he has been working as a clinical psychologist with developmentally delayed children. Email: christian.wiener@gmx.at . Kaycee J. Wilson (" Decision Trees with Single and Multiple Interval-Valued Objectives ") completed M.S. and B.S. degrees in the School of Industrial and Systems Engineering at the University of Oklahoma in 2012 and 2010, respectively. Her primary interests lie in healthcare operations and reliability-based decision making, and she holds a National Science Foundation Graduate Research Fellowship. Email: kaycee.j.wilson-1@ou.edu . George Wu (" From the Editors: Brainstorming, Multiplicative Utilities, Partial Information on Probabilities or Outcomes, and Regulatory Focus ") has been on the faculty of the University of Chicago's Booth School of Business since September 1997. His degrees include an A.B. (applied mathematics, 1985), an S.M. (applied mathematics, 1987), and a Ph.D. (decision sciences, 1991), all from Harvard University. Prior to joining the faculty at the University of Chicago, Professor Wu was on the faculty at Harvard Business School. Professor Wu worked as a decision analyst at Procter & Gamble prior to starting graduate school. His research interests include descriptive and prescriptive aspects of decision making, in particular decision making involving risk; cognitive biases in bargaining and negotiation; and managerial and organizational decision making. Professor Wu is a coordinating editor for Theory and Decision, an advisory editor for Journal of Risk and Uncertainty, on the editorial boards of Decision Analysis (associate editor) and the Journal of Behavioral Decision Making, and a former department editor of Management Science. Email: wu@chicagobooth.edu .
Inhaltsangabe: Abstract: The US subprime-crisis became a headline in the global media starting in February 2007 after the US housing market had already shown first signs of a slowdown in late 2006. Previously, the US housing market had enjoyed a favorable environment, especially from 2002 to 2005, which was characterized by low interest rates, rising house values, and increasing home financing possibilities through subprime mortgages. However, more and more events were published during the year by US mortgage brokers, international investment banks, and central banks around the world that presented a picture which caused today's perception of the subprime-crisis. What's more, the subprime-crisis is far from being over: an end to the crisis is not yet in sight. One rather unique characteristic of this crisis is that its actual basis is the delinquencies and defaults of subprime single-family home mortgages in the US which is commonly not regarded to be of great relevance for the international capital markets. However, taking into account the originate and distribute business model of US mortgage brokers in connection with the securitization of these mortgages into various types of securities that are traded on a global basis, it is not surprising to observe that banks and investment funds around the world were invested into these securities. Before the crisis started, only a few banks or funds considered the liquidity of these securities when investing significant amounts of money in them because they focused on maximizing their returns. But, when larger problems in the US subprime mortgage market became evident, liquidity became the major concern for investors and investor preferences significantly shifted to safer assets such as government bonds. This caused severe problems in the money market, which ultimately brought the crisis across the Atlantic to Europe. Moreover, funding problems emerged and caused the first bank run in Europe in decades when depositors in Britain started to queue outside Northern Rock branches for hours to withdraw their deposits in light of fears that the bank might have to file for bankruptcy. In addition, another British bank had been in the spotlight earlier that year because HSBC was the first European bank to announce a billion dollar write-off linked to its exposure to subprime mortgages. Taking into consideration the subprime-crisis-related events in Europe, the British banking market can be characterized as the only banking market in Europe where the subprime crisis caused banks to substantially write down subprime-related assets on the one hand but where severe funding problems even led to a bank run that had to be bailed out by the central bank and the government on the other hand. Consequently, the British banking market can be considered to be the European banking market with the highest impact of the subprime-crisis and is, therefore, worth analyzing in detail. The objective of this thesis is to discuss the reasons for the emergence of the subprime-crisis and to empirically examine whether the subprime-crisis had an impact on the British Banking sector. The empirical analysis consists of two different approaches whereas an event study measures the short-term impact of certain news. The performance of the British banking sector in the full year 2007 is analyzed in a second approach that focuses on the long-term impact of the subprime-crisis. In addition, the paper provides an overview on the development of the subprime-crisis in 2007 based on a detailed description of the underlying fundamental market characteristics. In order to empirically measure the impact of the subprime-crisis on British banks, an event study will be conducted. Event studies are a widely-used empirical methodology in economics and finance to examine the impact of certain events: they are considered to be the standard method to measure security price reactions. An event study is an empirical study that measures if specific events have a significant impact on certain stock prices by calculating abnormal stock returns around predefined events. In this regard, an abnormal return is the difference between the actual return in the market and the expected return according to a return generating model. A common assumption in this regard is that positive events lead to positive abnormal returns whereas negative events cause the abnormal returns to be negative. Consequently, important news relating to the subprime-crisis will be categorized as positive or negative and its impact on stock returns will be determined. The event study, as well as the timeline of the subprime-crisis, include events from January 1, 2007 to December 31, 2007. The analysis of the year-round performance of the British banking sector in 2007 is conducted in addition to the event study and follows a different methodology. In contrast to the analysis of the impact of individual events, this approach deals with the performance of British banks and compares this to the performance of an alternative non-bank portfolio. Key to this analysis is that both portfolios have the same risk and return characteristics at the beginning of 2007 that have been determined through a backtesting of the portfolios' performance in 2006. Course of the Investigation: In the second chapter, important fundamentals of the subprime-crisis will be examined. These fundamentals explain how an environment was able to develop in the last decades that lay the foundation for today's crisis. In Chapter 2.1, an overview about the development and the structure of the US subprime mortgage market will be presented before specific characteristics of subprime mortgages will be outlined in 2.2. The unique business model of mortgage brokers is depicted subsequently. The last segments of Chapter 2 specify complex financial instruments that enabled the subprime-crisis to spread around the world and explain why the securitization process leads to high-risk securities. Chapter 3 specifically describes the development of the subprime-crisis in 2007. After presenting an overview about the situation of the US housing market up to 2007 in 3.1, a timeline about last year's subprime-crisis is outlined in 3.2, and the impact on international capital markets is discussed in 3.3. Chapter 3.4 focuses on the consequences for British banks and the actions of the British financial regulatory environment. An empirical analysis of the subprime-crisis is conducted in Chapter 4. A general overview about event studies and their historic development is presented in 4.1. After deducing the typical framework of an event study in 4.2, the relevant British banks in line with its market index as well as relevant news for the event study are determined in Chapter 4.3. The actual event study that analyzes the impact of the subprime-crisis on British banks will be presented in Chapter 4.4. Additionally, a comparison of the performance of a bank portfolio with an alternative non-bank portfolio is given in 4.5. Finally, Chapter 5 contains a summary of the theoretical concepts and the empirical results and gives an outlook about a potential development of the subprime-crisis, capital markets, and specifically the British banking market. Ideas for further research are also presented.Inhaltsverzeichnis:Table of Contents: LIST OF FIGURESI LIST OF TABLESII LIST OF ABBREVIATIONSIII 1.INTRODUCTION1 1.1Motivation and Objective1 1.2Course of the Investigation3 2.FUNDAMENTALS OF THE SUBPRIME-CRISIS4 2.1The US Housing and Subprime Mortgage Market4 2.2Characteristics ofSubprime Mortgages7 2.3Business Model of US Mortgage Brokers9 2.4Financial Instruments Underlying the Subprime-Crisis10 2.5Consequences of the Fragmented Securitization Process14 3.THE DEVELOPMENT OF THE SUBPRIME-CRISIS15 3.1Situation of the US Housing Market up to200715 3.2Timeline of the Subprime-Crisis in 200717 3.3Spillover Effects from the Mortgage Market to the Global Capital Markets21 3.4Consequences for the British Banking Market22 4.EMPIRICAL ANALYSIS ABOUT THE SUBPRIME-CRISIS27 4.1History and Overview of Event Studies27 4.2Framework of an Event Study28 4.3Selection of Relevant Data31 4.3.1British Banks and Market Index31 4.3.2News about Private Financial Institutions and Central Banks32 4.4Event Study About the Subprime-Crisis34 4.4.1Event Study Methodology34 4.4.2Formulation and Testing of Hypotheses36 4.4.3Interpretation of Results37 4.5Year-round Performance of the British Banking Sector in 200740 5.SUMMARY AND CONCLUSION43 REFERENCES45 APPENDIXES51Textprobe:Text Sample: Chapter 3.2,Timeline of the Subprime-Crisis in 2007: In February 2007, the first signs appeared that subprime mortgage brokers were in trouble as ResMae Mortgage filed for bankruptcy and Nova Star Financial reported a loss that was not expected by analysts. It was also the beginning of European banks having to announce losses that were caused by the subprime-crisis. HSBC reported losses of Dollar 10.5bn in its mortgage finance subsidiary in the US and, consequently, fired the head of that particular division. Problems of US mortgage brokers became more and more evident in March 2007 as People's Choice was the next mortgage broker that had to declare bankruptcy. Moreover, the brokers Fremont General and New Century Financial stopped making new subprime mortgages. Two weeks later, rumors appeared that New Century Financial may have to file for bankruptcy as well and these rumors became true in the beginning of April when the company had to file for Chapter 11. In May, the next European bank announced an involvement in the subprime-crisis when UBS had to close its US hedge fund operation Dillon Read Capital Management. In June 2007, rating agencies began appearing in the crisis. Moody's downgraded 131 subprime MBSs and announced to review the rating of an additional 260 securities. Moreover, two Bear Stearns hedge funds that heavily invested in subprime-backed securities lost a significant part of their value and Bear Stearns had to bail-out the hedge funds and provide them with Dollar3.2bn to cover their subprime exposure. As a result, they fired their head of asset management who was responsible for the hedge fund business. July 2007 is considered the first month when the subprime-crisis had a significant impact on the stock market. After closing above 14,000 points for the first time in history, the Dow Jones lost about seven percent until the end of September. UBS brought the crisis back to Europe once more when they suddenly fired their chief executive officer (CEO) Peter Wuffli, mentioning problems relating to the subprime crisis as the cause of this decision. Ration agencies also played a major role in July when Standard Poor's (SP) and Moody's downgraded the ratings of subprime MBSs with values of Dollar 7.3bn and Dollar 5.0bn, respectively. On July 7, SP announced a review of the ratings of numerous CDOs with investments in subprime structured products; Moody's was said to review 184 mortgage-backed CDO tranches. Mortgage brokers were in the spotlight again when American Home Mortgage had difficulties in the refinancing of loans. Countrywide, another major mortgage broker announced a drop in earnings as more and more of their subprime loans defaulted. Fed Chairman Ben Bernanke also mentioned rising defaults in the subprime market and estimated that total losses caused by the subprime crisis could add up to Dollar 100bn. Suddenly, on July 30, the German bank IKB Deutsche Industriebank (IKB) had to announce that one of its ABCP conduits that invested in subprime structured products had troubles refinancing itself. As a consequence, IKB's main shareholder, state-owned KfW, had to bail-out IKB and guaranteed liquidity lines for the conduit Rhineland Funding. One day later, on August 1, 2007, the whole picture of IBK was presented to the public. Total losses due the Rhineland Funding conduit were Euro 3.5bn and a rescue fund by KfW and other German private banks was installed. The mortgage broker American Home Mortgage finally declared bankruptcy and extended the terms on ABCP that were issued by one of its funding conduits. Liquidity problems in the markets for structured products became obvious when BNP Paribas stopped the redemption of three of its funds with a total value of Euro 2bn because they were not able to calculate a fair price for the funds due to the illiquid subprime MBS market. This announcement triggered concerns about market prices of structured credit products in general and interbank lending rates such as LIBOR strongly increased as banks sought liquidity. ABCPs were also priced with higher premiums. This closure of BNP Paribas funds can be regarded as one of the key events in the subprime-crisis because it caused central banks to heavily intervene in the money markets. One day later, the European Central Bank (ECB) injected Euro 95bn of short-term liquidity into the European money market and, subsequently, the Fed as well as the Bank of Japan provided liquidity to their respective money markets. These central banks continued to provide hundreds of billions of dollars of short-term liquidity to the global money markets in the following weeks. The Fed intervened again, by reducing the discount rate in order to provide liquidity to the markets. Goldman Sachs was the next company that had to inject money into a hedge fund in mid-August. The investment bank injected Dollar3bn into one of its hedge funds that suffered from losses in subprime structured products. Citigroup closed seven SIVs with a value of Dollar49bn and took the SIVs' subprime debt on its balance sheet as the SIVs were not able to receive funding due to the illiquidity in the money markets. Morgan Stanley announced to a write-off of Dollar 9.4bn due to investments in the subprime market and sold a 9.9 percent stake to a Chinese investment company in order to strengthen its equity base later that month. Countrywide also suffered from the illiquid markets and had to draw down Dollar 11.5bn from the company's credit lines before receiving a Dollar2bn cash injection from Bank of America. Similar to the losses of IKB, SachsenLB, another German bank, reported refinancing problems in one of its conduits that invested into subprime mortgage products and was, consequently, sold to LBBW after receiving a Euro17.3bn credit line. Looking at the British Banking market, Barclays received a Pounds1.6bn short-term loan from the Bank of England. In the beginning of September 2007, it became evident that the subprime-crisis was a truly global crisis when Bank of China revealed that they made losses of Dollar 9bn that can be attributed to subprime investments. The major event of the subprime-crisis in Britain started on September 13, when the BBC announced that Northern Rock received an emergency loan from the Bank of England in order to solve its refinancing problems. As a consequence, a bank run started that could only be stopped when the British government guaranteed all savings. A more detailed analysis of Northern Rock is presented in Chapter 3.4. A number of investment banks announced their quarterly results in September. Goldman Sachs reports net earnings of Dollar 2.8bn, which were mainly due to short positions in structured subprime mortgage products, whereas Deutsche Bank announced losses of Euro1.7bn. HSBC had losses of Dollar 880m in the third quarter and announced the closure of its US subprime mortgage unit. International banks continued to announce quarterly results in October. UBS reveled an unexpectedly high loss, wrote down Dollar3.4bn in its fixed income division, and fired its Chief Financial Officer and its investment banking head. Moreover, Citigroup had to write-off Dollar 5.9bn in addition to its earlier write-offs. Merrill Lynch's write-offs accounted for Dollar 7.9bn and caused total losses of Dollar 2.3bn. As a result, CEO Stan O'Neil resigned from his position. The Japanese Bank Nomura also announced a substantial loss and closed its US MBS department. The US government initiated the Hope Now initiative that was set up in order to support homeowners to avoid defaults on their mortgage. The US Treasury Department also made major US banks install the Master Liquidity Enhancement Conduit that was supposed to buy illiquid structured products to reestablish liquidity in the market. SP downgraded another Dollar23bn worth of structured products that were backed by mortgage loans and unlike the downgrades in August, SP also downgraded securities that had an AAA rating before. On October 31, the Fed announced the expected reduction of the federal funds target rate by another 25 basis points to 4.5 percent. Investment banks continued to report their subprime exposure in November 2007. Citigroup started with admitting an additional write-down requirement between Dollar8bn and Dollar11bn after already having to write-off Dollar5.9bn in October. As a consequence of these substantial losses, CEO Charles Prince resigned. Morgan Stanley reported a Dollar3.7bn loss in its subprime mortgage investments, whereas Wachovia announced a total loss of Dollar1.7bn. Bank of America wrote off Dollar3bn due to investments in the subprime market and the GSE Freddie Mac reported a loss of Dollar2bn. Besides US banks, UK banks were also again affected by the subprime-crisis. Barclays and HSBC had to write down Dollar2.7bn and Dollar3.4bn, respectively. At the end of November, Citigroup announced an increase in its equity base and sold additional shares to an investment fund based in Abu Dhabi in order to raise Dollar7.5bn. Moreover, Freddie Mac increased its equity by issuing Dollar6bn worth of new shares. In line with Freddie Mac's capital increase, Fannie Mae also issued new shares worth Dollar7bn in the beginning of December 2007. On December 3, Moody's announced a review of additional subprime debt. The British banks Royal Bank of Scotland and Lloyds TSB reported subprime write-offs with a value of Pounds1.25bn and Pounds200m, respectively. On December 6, the Bank of England lowered the interest rate by 25 basis points while the ECB left the interest rates at a constant level following its regular meeting on the same day. In the US, the Fed lowered the discount rate by 25 basis points one week later although some directors were in favor of a 50 basis points interest rate cut. UBS announced that the bank had to write-down another Dollar10bn due to its subprime mortgage market investments. In addition, the company received an Dollar11.5bn capital infusion by investors from Singapore and the Middle East. The last banks that reported substantial losses in 2007 were Washington Mutual, who reported fourth quarter losses of Dollar1.6bn and Morgan Stanley, who wrote off an additional 9.4 Dollar bn and also sold new equity to a foreign investor. In order to provide European banks with sufficient liquidity at the end of the year, the ECB provided banks with 500 Dollar bn at the end of December. This timeline of the development of the subprime-crisis in 2007 shows the huge impact on the international financial markets and global financial institutions that the problems in the US subprime mortgage market have caused. The next chapter will highlight how the crisis in the subprime mortgage market was able to spill over to other asset classes on a global basis. In order to understand the consequences of the subprime-crisis and especially the need for central bank interventions in the money markets, it is necessary to understand the emergence of the liquidity crisis that appeared in the second half of 2007. Many economists such as Buiter define August 9, 2007 as the day when the subprime-crisis was evidently the trigger for the global capital markets crisis. The closure of the BNP Paribas funds due to its inability to value ABS had a spill-over effect on many asset classes and also forced the central banks to massively intervene in the money markets. In economic theory, these spill-over effects are called contagion, which is defined as the spread of a crisis from one specific market into different countries or asset classes. One major consequence was the widening in credit spreads in the global money markets that were caused by the liquidity shortage in the interbank market. Banks across the globe were more and more uncertain about other banks' involvement in subprime MBSs and CDOs and the financial health of their counterparties in money market transactions and became reluctant to lend money, even on a short-time basis. As a result, a liquidity crisis occurred that forced the central banks to provide enormous amounts of liquidity to the interbank markets. One characteristic of the liquidity crisis was a so-called flight to quality which means that banks and fund managers sell riskier assets such as subprime MBSs and CDOs and invest in safe assets such as government bonds. A flight to quality is generally regarded to be based on uncertainty in the markets or uncertainty about counterparties rather than on the risk of specific assets itself. This also seems to hold true for the subprime-crisis. Due to the large supply in these risky asset classes, the markets for MBSs, CDOs, and ABCPs became very illiquid because many sellers were opposing few buyers. As a result, credit spreads in these asset classes significantly increased. As a reaction to the liquidity crisis in the interbank market, central banks intervened several times and provided liquidity to the market.
In: Decision analysis: a journal of the Institute for Operations Research and the Management Sciences, INFORMS, Band 7, Heft 4, S. 404-410
ISSN: 1545-8504
Ali Abbas (" From the Editors… ") is an associate professor in the Department of Industrial and Enterprise Systems Engineering at the University of Illinois at Urbana–Champaign. He received an M.S. in electrical engineering (1998), an M.S. in engineering economic systems and operations research (2001), a Ph.D. in management science and engineering (2003), and a Ph.D. (minor) in electrical engineering, all from Stanford University. He worked as a lecturer in the Department of Management Science and Engineering at Stanford and worked in Schlumberger Oilfield Services from 1991 to 1997, where he held several international positions in wireline logging, operations management, and international training. He has also worked on several consulting projects for mergers and acquisitions in California, and cotaught several executive seminars on decision analysis at Strategic Decisions Group in Menlo Park, California. His research interests include utility theory, decision making with incomplete information and preferences, dynamic programming, and information theory. Dr. Abbas is a senior member of the Institute of Electrical and Electronic Engineers (IEEE) and a member of the Institute for Operations Research and the Management Sciences (INFORMS). He is also an associate editor for Decision Analysis and Operations Research and coeditor of the DA column in education for Decision Analysis Today. Address: Department of Industrial and Enterprise Systems Engineering, College of Engineering, University of Illinois at Urbana–Champaign, 117 Transportation Building, MC-238, 104 South Mathews Avenue, Urbana, IL 61801; e-mail: aliabbas@uiuc.edu . Matthew D. Bailey (" Eliciting Patients' Revealed Preferences: An Inverse Markov Decision Process Approach ") is an assistant professor of business analytics and operations in the School of Management at Bucknell University, and he is an adjunct research investigator with Geisinger Health System. He received his Ph.D. in industrial and operations engineering from the University of Michigan. His primary research interest is in sequential decision making under uncertainty with applications to health-care operations and medical decision making. He is a member of the Institute for Operations Research and the Management Sciences (INFORMS) and the Institute of Industrial Engineers (IIE). Address: School of Management, Bucknell University, 308 Taylor Hall, Lewisburg, PA 17837; e-mail: matt.bailey@bucknell.edu . Anthony M. Barrett (" Cost Effectiveness of On-Site Chlorine Generation for Chlorine Truck Attack Prevention ") is a risk analyst at ABS Consulting in Arlington, Virginia. He holds a Ph.D. in engineering and public policy from Carnegie Mellon University, and he also was a postdoctoral research associate at the Homeland Security Center for Risk and Economic Analysis of Terrorism Events (CREATE) at the University of Southern California. His research interests include risk analysis, risk management, and public policies in a wide variety of areas, including terrorism, hazardous materials, energy and the environment, and natural hazards. Address: ABS Consulting, 1525 Wilson Boulevard, Suite 625, Arlington, VA 22209; e-mail: abarrett@absconsulting.com . Manel Baucells (" From the Editors… ") is a full professor at the Department of Economics and Business of Universitat Pompeu Fabra, Barcelona. He was an associate professor and head of the Managerial Decision Sciences Department at IESE Business School. He earned his Ph.D. in management from the University of California, Los Angeles (UCLA) and holds a degree in mechanical engineering from Polytechnic University of Catalonia (UPC). His research and consulting activities cover multiple areas of decision making including group decisions, consumer decisions, uncertainty, complexity, and psychology. He acts as associate editor for the top journals Management Science, Operations Research, and Decision Analysis. He has received various prizes and grants for his research. In 2001, he won the student paper competition of the Decision Analysis Society. He is the only IESE professor having won both the Excellence Research Award and the Excellence Teaching Award. He has been visiting professor at Duke University, UCLA, London Business School, and Erasmus University. Address: Universitat Pompeu Fabra, Ramon Trias Fargas 25-27, 08005 Barcelona, Spain; e-mail: manel.baucells@upf.edu . J. Eric Bickel (" Scoring Rules and Decision Analysis Education ") is an assistant professor in both the Operations Research/Industrial Engineering Group (Department of Mechanical Engineering) and the Department of Petroleum and Geosystems Engineering at the University of Texas at Austin. In addition, Professor Bickel is a fellow in both the Center for International Energy and Environmental Policy and the Center for Petroleum Asset Risk Management. He holds an M.S. and Ph.D. from the Department of Engineering-Economic Systems at Stanford University and a B.S. in mechanical engineering with a minor in economics from New Mexico State University. His research interests include the theory and practice of decision analysis and its application in the energy and climate-change arenas. His research has addressed the modeling of probabilistic dependence, value of information, scoring rules, calibration, risk preference, education, decision making in sports, and climate engineering as a response to climate change. Prior to joining the University of Texas at Austin, Professor Bickel was an assistant professor at Texas A&M University and a senior engagement manager for Strategic Decisions Group. He has consulted around the world in a range of industries, including oil and gas, electricity generation/transmission/delivery, energy trading and marketing, commodity and specialty chemicals, life sciences, financial services, and metals and mining. Address: Graduate Program in Operations Research, The University of Texas at Austin, 1 University Station, C2200, Austin, TX 78712-0292; e-mail: ebickel@mail.utexas.edu . Vicki M. Bier (" From the Editors… ") holds a joint appointment as a professor in the Department of Industrial and Systems Engineering and the Department of Engineering Physics at the University of Wisconsin–Madison, where she has directed the Center for Human Performance and Risk Analysis (formerly the Center for Human Performance in Complex Systems) since 1995. She has more than 20 years of experience in risk analysis for the nuclear power, chemical, petrochemical, and aerospace industries. Before returning to academia, she spent seven years as a consultant at Pickard, Lowe and Garrick, Inc. While there, her clients included the U.S. Nuclear Regulatory Commission, the U.S. Department of Energy, and a number of nuclear utilities, and she prepared testimony for Atomic Safety and Licensing Board hearings on the safety of the Indian Point nuclear power plants. Dr. Bier's current research focuses on applications of risk analysis and related methods to problems of security and critical infrastructure protection, under support from the Department of Homeland Security. Dr. Bier received the Women's Achievement Award from the American Nuclear Society in 1993, and was elected a Fellow of the Society for Risk Analysis in 1996, from which she received the Distinguished Achievement Award in 2007. She has written a number of papers and book chapters related to uncertainty analysis and decision making under uncertainty, and is the author of two scholarly review articles on risk communication. She served as the engineering editor for Risk Analysis from 1997 through 2001, and has served as a councilor of both the Society for Risk Analysis and the Decision Analysis Society, for which she is currently vice president and president elect. Dr. Bier has also served as a member of both the Radiation Advisory Committee and the Homeland Security Advisory Committee of the U.S. Environmental Protection Agency's Science Advisory Board. Address: Department of Industrial and Systems Engineering, University of Wisconsin–Madison, 1513 University Avenue, Madison, WI 53706; e-mail: bier@engr.wisc.edu . Samuel E. Bodily (" Darden's Luckiest Student: Lessons from a High-Stakes Risk Experiment ") is the John Tyler Professor of Business Administration at the University of Virginia's Darden School of Business and has published textbooks and more than 40 articles in journals ranging from Harvard Business Review to Management Science. His publications relate to decision and risk analysis, forecasting, strategy modeling, revenue management, and eStrategy. He has edited special issues of Interfaces on decision and risk analysis and strategy modeling and analysis. Professor Bodily has published well over 100 cases, including a couple of the 10 best-selling cases at Darden. He received the Distinguished Casewriter Wachovia Award from Darden in 2005 and three other best case or research Wachovia awards. He is faculty leader for an executive program on Strategic Thinking and Action. He is the course head of, and teaches in, a highly valued first-year MBA course in decision analysis, has a successful second-year elective on Management Decision Models, and has taught eStrategy and Strategy. He is a past winner of the Decision Sciences International Instructional Award and has served as chair of the INFORMS Decision Analysis Society. He has taught numerous executive education programs for Darden and private companies, has consulted widely for business and government entities, and has served as an expert witness. Professor Bodily was on the faculties of MIT Sloan School of Management and Boston University and has been a visiting professor at INSEAD Singapore, Stanford University, and the University of Washington. He has a Ph.D. degree and an S.M. degree from the Massachusetts Institute of Technology and a B.S. degree in physics from Brigham Young University. Address: Darden School of Business, 100 Darden Boulevard, Charlottesville, VA 22903; e-mail: bodilys@virginia.edu . David Budescu (" From the Editors… ") is the Anne Anastasi Professor of Psychometrics and Quantitative Psychology at Fordham University. He held positions at the University of Illinois and the University of Haifa, and visiting positions at Carnegie Mellon University, University of Gotheborg, the Kellog School at Northwestern University, the Hebrew University, and the Israel Institute of Technology (Technion). His research is in the areas of human judgment, individual and group decision making under uncertainty and with incomplete and vague information, and statistics for the behavioral and social sciences. He is or was on the editorial boards of Applied Psychological Measurement; Decision Analysis; Journal of Behavioral Decision Making; Journal of Mathematical Psychology; Journal of Experimental Psychology: Learning, Memory and Cognition (2000–2003); Multivariate Behavioral Research; Organizational Behavior and Human Decision Processes (1992–2002); and Psychological Methods (1996–2000). He is past president of the Society for Judgment and Decision Making (2000–2001), fellow of the Association for Psychological Science, and an elected member of the Society of Multivariate Experimental Psychologists. Address: Department of Psychology, Fordham University, Bronx, New York, NY 10458; e-mail: budescu@fordham.edu . John C. Butler (" From the Editors… ") is a clinical associate professor of finance and the academic director of the Energy Management and Innovation Center in the McCombs School of Business at the University of Texas at Austin, and the secretary/treasurer of the INFORMS Decision Analysis Society. Butler received his Ph.D. in management science and information systems from the University of Texas in 1998. His research interests involve the use of decision science models to support decision making, with a particular emphasis on decision and risk analysis models with multiple performance criteria. Butler has consulted with a number of organizations regarding the application of decision analysis tools to a variety of practical problems. Most of his consulting projects involve use of Visual Basic for Applications and Excel to implement complex decision science models in a user-friendly format. Address: Center for Energy Management and Innovation, McCombs School of Business, The University of Texas at Austin, Austin, TX 78712-1178; e-mail: john.butler2@mccombs.utexas.edu . Philippe Delquié (" From the Editors… ") is an associate professor of decision sciences at the George Washington University and holds a Ph.D. from the Massachusetts Institute of Technology. Professor Delquié's teaching and research are in decision, risk, and multicriteria analysis. His work focuses on the interplay of behavioral and normative theories of choice, with the aim of improving managerial decision making and risk taking. His research addresses issues in preference assessment, value of information, nonexpected utility models of choice under risk, and risk measures. Prior to joining the George Washington University, he held academic appointments at INSEAD, the University of Texas at Austin, and École Normale Supérieure, France, and visiting appointments at Duke University's Fuqua School of Business. Address: Department of Decision Sciences, George Washington University, Funger Hall, Suite 415, Washington, DC 20052; e-mail: delquie@gwu.edu . Zeynep Erkin (" Eliciting Patients' Revealed Preferences: An Inverse Markov Decision Process Approach ") is a Ph.D. candidate in the Department of Industrial Engineering at the University of Pittsburgh. She received her M.S. and B.S. degrees in industrial engineering from the University of Pittsburgh and Middle East Technical University, Turkey, in 2008 and 2006, respectively. Her research interests include maintenance optimization and medical decision making. Address: Department of Industrial Engineering, University of Pittsburgh, 3600 O'Hara Street, Pittsburgh, PA 15261; e-mail: zee2@pitt.edu . Peter I. Frazier (" Paradoxes in Learning and the Marginal Value of Information ") is an assistant professor in the School of Operations Research and Information Engineering at Cornell University. He received a Ph.D. in operations research and financial engineering from Princeton University in 2009. His research interest is in the optimal acquisition of information, with applications in simulation, medicine, operations management, neuroscience, and information retrieval. He teaches courses in simulation and statistics. Address: School of Operations Research and Information Engineering, Cornell University, Ithaca, NY 14853; e-mail: pf98@cornell.edu . L. Robin Keller (" From the Editors… ") is a professor of operations and decision technologies in the Merage School of Business at the University of California, Irvine. She received her Ph.D. and M.B.A. in management science and her B.A. in mathematics from the University of California, Los Angeles. She has served as a program director for the Decision, Risk, and Management Science Program of the U.S. National Science Foundation (NSF). Her research is on decision analysis and risk analysis for business and policy decisions and has been funded by NSF and the U.S. Environmental Protection Agency. Her research interests cover multiple-attribute decision making, riskiness, fairness, probability judgments, ambiguity of probabilities or outcomes, risk analysis (for terrorism, environmental, health, and safety risks), time preferences, problem structuring, cross-cultural decisions, and medical decision making. She is currently Editor-in-Chief of Decision Analysis, published by the Institute for Operations Research and the Management Sciences (INFORMS). She is a Fellow of INFORMS and has held numerous roles in INFORMS, including board member and chair of the INFORMS Decision Analysis Society. She is a recipient of the George F. Kimball Medal from INFORMS. She has served as the decision analyst on three National Academy of Sciences committees. Address: The Paul Merage School of Business, University of California, Irvine, Irvine, CA 92697-3125; e-mail: lrkeller@uci.edu . Lisa M. Maillart (" Eliciting Patients' Revealed Preferences: An Inverse Markov Decision Process Approach ") is an associate professor in the Industrial Engineering Department at the University of Pittsburgh. Prior to joining the faculty at the University of Pittsburgh, she served on the faculty of the Department of Operations in the Weatherhead School of Management at Case Western Reserve University. She received her M.S. and B.S. in industrial and systems engineering from Virginia Tech, and her Ph.D. in industrial and operations engineering from the University of Michigan. Her primary research interest is in sequential decision making under uncertainty, with applications in medical decision making and maintenance optimization. She is a member of the Institute for Operations Research and the Management Sciences (INFORMS), the Society of Medical Decision Making (SMDM), and the Institute of Industrial Engineers (IIE). Address: Department of Industrial Engineering, University of Pittsburgh, 3600 O'Hara Street, Pittsburgh, PA 15261; e-mail: maillart@pitt.edu . Jason R. W. Merrick (" From the Editors… ") is an associate professor in the Department of Statistical Sciences and Operations Research at Virginia Commonwealth University. He has a D.Sc. in operations research from the George Washington University. He teaches courses in decision analysis, risk analysis, and simulation. His research is primarily in the area of decision analysis and Bayesian statistics. He has worked on projects ranging from assessing maritime oil transportation and ferry system safety, the environmental health of watersheds, and optimal replacement policies for rail tracks and machine tools, and he has received grants from the National Science Foundation, the Federal Aviation Administration, the United States Coast Guard, the American Bureau of Shipping, British Petroleum, and Booz Allen Hamilton, among others. He has also performed training for Infineon Technologies, Wyeth Pharmaceuticals, and Capital One Services. He is an associate editor for Decision Analysis and Operations Research. He is the information officer for the Decision Analysis Society. Address: Department of Statistical Sciences and Operations Research, Virginia Commonwealth University, Richmond, VA 23284; e-mail: jrmerric@vcu.edu . Phillip E. Pfeifer (" Darden's Luckiest Student: Lessons from a High-Stakes Risk Experiment ") is the Richard S. Reynolds Professor of Business at the University of Virginia's Darden School of Business, where he teaches courses in decision analysis and direct marketing. A graduate of Lehigh University and the Georgia Institute of Technology, his teaching has won student awards and has been recognized in Business Week's Guide to the Best Business Schools. He is an active researcher in the areas of decision making and direct marketing, and he currently serves on the editorial review board of the Journal of Interactive Marketing, which named him their best reviewer of 2008. In 2004 he was recognized as the Darden School's faculty leader in terms of external case sales, and in 2006 he coauthored a managerial book, Marketing Metrics: 50+ Metrics Every Executive Should Master, published by Wharton School Publishing, which was named best marketing book of the year by Strategy + Business. Address: Darden School of Business; 100 Darden Boulevard; Charlottesville, VA 22903; e-mail: pfeiferp@virginia.edu . Warren B. Powell (" Paradoxes in Learning and the Marginal Value of Information ") is a professor in the Department of Operations Research and Financial Engineering at Princeton University, where he has taught since 1981. He is the director of CASTLE Laboratory (Princeton University), which specializes in the development of stochastic optimization models and algorithms with applications in transportation and logistics, energy, health, and finance. The author or coauthor of more than 160 refereed publications, he is an INFORMS Fellow, and the author of Approximate Dynamic Programming: Solving the Curses of Dimensionality, published by John Wiley and Sons. His primary research interests are in approximate dynamic programming for high-dimensional applications and optimal learning (the efficient collection of information), and their application in energy systems analysis and transportation. He is a recipient of the Wagner prize and has twice been a finalist in the Edelman competition. He has also served in a variety of editorial and administrative positions for INFORMS, including INFORMS Board of Directors, area editor for Operations Research, president of the Transportation Science Section, and numerous prize and administrative committees. Address: Department of Operations Research and Financial Engineering, Princeton University, Princeton, NJ 08544; e-mail: powell@princeton.edu . Mark S. Roberts (" Eliciting Patients' Revealed Preferences: An Inverse Markov Decision Process Approach "), M.D., M.P.P., is professor and chair of health policy and management, and he holds secondary appointments in medicine, industrial engineering, and clinical and translational science. A practicing general internist, he has conducted research in decision analysis and the mathematical modeling of disease for more than 25 years, and he has expertise in cost effectiveness analysis, mathematical optimization and simulation, and the measurement and inclusion of patient preferences into decision problems. He has used decision analysis to examine clinical, costs, policy and allocation questions in liver transplantation, vaccination strategies, operative interventions, and the use of many medications. His recent research has concentrated in the use of mathematical methods from operations research and management science, including Markov decision processes, discrete-event simulation, and integer programming, to problems in health care. Address: Department of Health Policy and Management, University of Pittsburgh, Graduate School of Public Health, 130 De Soto Street, Pittsburgh, PA 15261; e-mail: robertsm@upmc.edu . Ahti Salo (" From the Editors… ") is a professor of systems analysis at the Systems Analysis Laboratory of Aalto University. His research interests include topics in portfolio decision analysis, multicriteria decision making, risk management, efficiency analysis, and technology foresight. He is currently president of the Finnish Operations Research Society (FORS) and represents Europe and the Middle East in the INFORMS International Activities Committee. Professor Salo has been responsible for the methodological design and implementation of numerous high-impact decision and policy processes, including FinnSight 2015, the national foresight exercise of the Academy of Finland and the National Funding Agency for Technology and Innovations (Tekes). Address: Aalto University, Systems Analysis Laboratory, P.O. Box 11100, 00076 Aalto, Finland; e-mail: ahti.salo@tkk.fi . Andrew J. Schaefer (" Eliciting Patients' Revealed Preferences: An Inverse Markov Decision Process Approach ") is an associate professor of industrial engineering and Wellington C. Carl Fellow at the University of Pittsburgh. He has courtesy appointments in bioengineering, medicine, and clinical and translational science. He received his Ph.D. in industrial and systems engineering from Georgia Tech in 2000. His research interests include the application of stochastic optimization methods to health-care problems, as well as stochastic optimization techniques, in particular, stochastic integer programming. He is interested in patient-oriented decision making in contexts such as end-stage liver disease, HIV/AIDS, sepsis, and diabetes. He also models health-care systems, including operating rooms and intensive-care units. He is an associate editor for INFORMS Journal on Computing and IIE Transactions. Address: Department of Industrial Engineering, University of Pittsburgh, 3600 O'Hara Street, Pittsburgh, PA 15261; e-mail: Schaefer@pitt.edu . George Wu (" From the Editors… ") has been on the faculty of the University of Chicago Booth School of Business since September 1997. His degrees include A.B. (applied mathematics, 1985), S.M. (applied mathematics, 1987), and Ph.D. (decision sciences, 1991), all from Harvard University. Prior to joining the faculty at the University of Chicago, Professor Wu was on the faculty at Harvard Business School. Wu worked as a decision analyst at Procter & Gamble prior to starting graduate school. His research interests include descriptive and prescriptive aspects of decision making, in particular, decision making involving risk, cognitive biases in bargaining and negotiation, and managerial and organizational decision making. Professor Wu is a coordinating editor for Theory and Decision, an advisory editor for Journal of Risk and Uncertainty, on the editorial boards of Decision Analysis and Journal of Behavioral Decision Making, and a former department editor of Management Science. Address: Booth School of Business, University of Chicago, 5807 South Woodlawn Avenue, Chicago, IL 60637; e-mail: wu@chicagobooth.edu .
LANGUAGE SHIFT AND MAINTENANCE AMONG CHINESE COMMUNITY IN SURABAYA: A CASE OF NON-MIGRANT COMMUNITY Rizky Silvia Putri Sastra Inggris, Language and Arts Faculty, State University of Surabaya Rizky2790@gmail.com Drs. Slamet Setiawan, MA, Ph.D English Literature, Faculty of Languages and Arts, State University of Surabaya slametsetia@yahoo.com Abstrak Bahasa Inggris merupakan bahasa Internasional dimana semua orang di dunia mengenal bahasa Inggris. Surabaya, sebagai kota besar di Indonesia menjadikan bahasa Inggris sebagai bahasa yang penting untuk dipelajari dan hal ini juga mempengaruhi area kerja dimana Bahasa Inggris adalah salah satu syarat untuk dikuasai oleh tenaga kerja. Fenomena ini membuat orang-orang mempelajari bahkan bahasa Inggris dipilih sebagai bahasa yang harus mereka kuasai. Penelitian ini berfokus pada komintas Cina di Surabaya yang memilih bahasa Inggris and menunjukan tanda untuk bergeser ke bahasa Inggris dan pemertahanan bahasa Indonesia. Keluarga yang dipilih yang mempunyai potensial untuk berbicara bahasa Inggris dan kemungkinan bergeser ke bahasa Inggris. Penelitian ini mempunyai tiga tujuan: 1.) untuk mendeskripsikan bahasa yang digunakan oleh keluarga-keluarga Cina, 2.) untuk mengetahui factor-faktor yang menyebabkan keluraga-keluarga Cina memilih bahasa Inggris, dan 3.) untuk mengidentifikasi bagaimana keluarga-keluarga Cina mempertahankan bahasa Indonesia. Penelitian lapangan dipilih dalam penelitian ini. Penemuan dalam penelitian ini menunjukan bahwa factor dalam memilih bahasa Inggris dari pada bahasa Mandarin dan Indonesia menunjukkan tanda pergeseran ke bahasa Inggris. Ini karena bahasa Inggris mempunyai peranan yang penting dalam factor pergeseran bahasa: sifat dan nilai, social, demografi, dan ekonomi dan politik. Pemilihan bahasa Inggris karena beberapa factor juga sebuah tanda dari tiga keluraga Cina untuk bergeser ke bahasa Inggris: era modern, komunikasi, pendidikan, kehidupan mendatang, dan bahasa kebiasaan. Walaupun begitu, bahasa Indonesia sebagai bahasa ibu dan bahasa mayoritas yang digunakan oleh orang Surabaya dipertahankan. Sikap yang positif yang ditunjukkan oleh para orang tua dan anak-anak menunjukkan cara dalam mempertahankan bahasa Indonesia. Kata Kunci: pemilihan bahasa, pergeseran bahasa, pemilihan bahasa Abstract English is an international language where people around the world know English. Surabaya as urban and multilingual city in Indonesia put English as an important language to be learnt and it gives affect in working area where English one of language requirements where employees must able to speak it. This phenomena make people learn even choose English as one of language that they must mastered. This study focuses on Chinese community in Surabaya who chooses English and shows the precursor to shifts into English and the maintenance of Indonesian. The families have been chosen as they are potential agent to speak English and show the possibility to shift into English. The study has three goals: 1.) To describe the language is used by Chinese Family in Surabaya, 2.) To find out the factors that contributes Chinese family in choosing English, and 3.)To identify how do the Chinese Family maintain the Indonesian. Qualitative research approach has been chosen in this study. The instruments used were questionnaires and interviews. The findings of the study show that the factors of choosing English rather than Mandarin and Indonesian by three Chinese families as multilingual families show the precursor of shifting into English. This is because English has an important role to the factors of language shift: attitude and values, social, demographic, and economic and politic. The choice of English because of some factors also the precursor of these three Chinese families to shift into English: modern era, communication, education, future life, and language habit. However, Indonesian as mother tongue and majority language that is used by Surabaya people is maintained. The positive attitudes that are shown by parents and children show the way in maintaining Indonesian language. Keywords: Language choice, language shift, language maintenance INTRODUCTION English as an international language is nothing new in this modern world. Sharifi (2009: 2) said in general that English as an international language refers to a paradigm for thinking, research and practice. It marks a paradigm shift in Teaching English to Speakers of Other Languages (TESOL), SLA and the applied linguistics of English, partly in response to the complexities that are associated with the tremendously rapid spread of English around the globe in recent decades English has been categorized as an important language for non-native English speakers and the application of learning English for education even starts from in the very young age, for example in Surabaya. English has been taught in every school and needed almost in every working area. Surabaya is known as urban city which the center of business, industry, trade, and center of education. This is one of the most favorable places where businessman or business woman begin their career, place of education, and for job seeker. Surabaya is the second larger city after Jakarta and the capital of the province of East Java, and with total of population reaching over 3 million which make Surabaya is called as an urban city (http://www.surabaya.go.id/profilkota/index.php?id=22). While Lowenstein (1977:23) said that In general, populations in places of 2,500 or over were urban; those in places of less than 2,500 were rural This makes English become an important language choice by people in Surabaya and perhaps people will try to learn English to get a better future in life because the competition is real in urban areas. Chinese is one of ethnics which exist in Surabaya for a very long time ago. The first language brought in Surabaya was Mandarin because the Chinese at the first time was the result of migration. Meanwhile, the elder did not teach Mandarin as well as language inherited. This is happen because they do not living in China where Mandarin position as first and dominant language spoken. So, the situation is Mandarin does not function as the first language for young generation in Surabaya. In addition, it is considered too difficult with all its grammars, pronunciations, and intonations. It is said by Constance's letter in Liu (2005:140) wrote that English was easier than Chinese because English only had twenty-six letters while Chinese had many characters and did not have a spelling system. So, the language most spoken by Chinese in Surabaya today is Indonesian and it is considered as mother tongue that inherits to the next generation. In this case, Chinese people, who see a future must be a better future and life will think that English is needed to be learnt because there would be a competitor in urban city and must follow the modern era which make English is used almost in every places whether written or oral. Besides getting an English subject at school, parents might also put their children to the course, learning English and use it at home in daily communication. This use of language is chosen and spoken because of some favors. This is leading Chinese community tend to shift Indonesian into English. It is when people use a particular language in a particular area because of some favors. Chaer and Agustina (1995: 190) said that language shift is usually happened in a country or in an area which gives a big hope for the better social economic life. There are three research questions; (1) what language is used by Chinese family in Surabaya, (2) what factors that contribute Chinese family choose English?, (3) how does the Chinese family maintain the Indonesian language?. The purposes of this study are to identify the language used by Chinese family in Surabaya and the factors that contribute the families choose English. This study is expected to be able to enrich linguistics study dealing with phenomena of language shift among Chinese people in Surabaya. This study uses three members of Chinese family in Surabaya and focuses only with non-migrant communities which mean that they have been living for the next of three generation after the first Chinese ethnic who had been migrated in Surabaya. The topic language shift and it is not something new. It was already done by other ethnics who moved in Surabaya as migrants. The situation of choosing a new language in a new domain where they live in right now, make the use that language in order to be able in communicate with people in new domain. This situation makes them shift their ethnic language to other language because of some favors and the ethnic language on the other hand does not use in the new are where the majority of language used is in the place they live in now. This study was conducted by Wijayanti and Windarti about language shift that happen to migrant majorities. The first study was conducted by Wijayanti's (2008) of "language shift and maintenance found in bataknese families in surabaya" indicated that the Bataknese who lives in Surabaya shift to a new and maintain the old one. She also wants to describe the social contexts which are responsible for language shift and language maintenance by Bataknese in Surabaya. Wijayanti divided the informants into two groups: young and old generations of Bataknese in Surabaya which were chosen in random whom might represent their community in Surabaya. The young generation represented language shift while the old generation represented language maintenance. While the second previous study was conducted by Windarti's (2007) of "A Study of Language Shift among Flores People in Surabaya" is concerned about the shift of Flores language because of the speakers' movement to another place (in this case, Flores people move to Java). Although the Flores people have very good ability to master Flores language, they have very positive attitude towards Flores language, and they also have such organization Flores family in Surabaya, most of the Flores people (parents) have never taught Flores language to their children. It is because Flores people think that it is unnecessary to teach Flores language in Surabaya. In addition, Windarti's study took ten Flores families as the informants, who were divided into two categories, original Flores families (OFs), and mixed marriage Flores Families (MMs). Both of previous study above concerned about the language shift which occurs to the speaker who migrate to the another city and shift the language to majority language that is Surabaya language. Migration is the position which showing that most people who migrate to another city will use the language use in the place they migrate to. While in this study is concerned about the choice and the intensity of using English language that make three Chinese families tend to shift into English. The status of English in the world is one of factors that lead them to choose English. The subjects were 3 families consist of parents and children. The children here is represented their community who potential to choose English as language communication. The parents represented the figure that supported the children to use English and maintain Indonesian as mother tongue and majority language spoken by Surabaya people. There are some theories that are used in this study, but there are five main theories that support to answer the three research questions in this study. The first theory is about multilingualism that is said by Quay in Auer and Lie (2007: 45) that with the greater mobility of people and consequent cross-linguistic and cross cultural relationship, an increasing number of children are growing up with early exposure to two languages in the family. Indeed, more than two languages may be in the linguistic repertoire of the family, rendering a case of family multilingualism, the second is about the ability of multilingual that is said by Sridhar in Wardhaugh (2006: 96) who says that Multilinguals develop competence in each of the codes to the extent that they need it and for the contexts in which each of the languages is used. The third is theory about factors of language choice by Setiawan (2013) suggests the certain reasons for language choice in bilingual or multilingual society from the city parent's view: Emblematic value, strategic reason (politeness), pragmatic reason. The fourth is about factors contribute language shift by Holmes (2001) who says that there are several factors that contribute to language shift: Values and attitude, social, demographic, and economic and political. The last is about language maintenance by Chaer and Agustina (1995: 193) who explain that language maintenance is the matter with the attitude to be consistent in using a language among other languages. RESEARCH METODE Qualitative or field research design is used in this study which mean to showing of human phenomena in the social interaction. The qualitative study is based on the quality which means to examine social meanings and grasp multiple perspectives in natural setting. According to Neuman (2007: 278), field research is based on naturalism, which is also used to study other phenomena (e.g. oceans, animals, plants, etc.). It involves observing ordinary events in natural settings, not in contrived, invented, or researcher-created-settings. The subjects in this study were 3 Chinese families in Surabaya who were born in Surabaya and living for the next of three generation for the first migration in Surabaya. The three Chinese families were multilingualism who able to speak three languages: Indonesian, Mandarin, and English. In this case, Indonesia was their mother tongue, not Mandarin. The sources of the data in this study were 3 Chinese families in Surabaya. They were parents and children. The data were information and opinion from each member and its parents. The data of research question number one, two and three are opinion and information about language used, factors contribute language shift, and the way of maintaining the Indonesian. The data are gotten from observation, Interview and questionnaires that are given to the subjects of the study; parents and children. Since the subjects of this study were humans, the writer collected the data in the form of written and oral words from the subjects being observed. Besides that, the instruments and tools were used to support to the data collection technique. There are two kinds of techniques applied in this study; questionnaires, interview. The three instruments were used to answer the three research question; (1) language used by Chinese family in Surabaya, (2) factors contributes language choice, and (3) the maintaining of Indonesian language. After that the data that had been obtained will be transcribed, and then classified the data. The last process is analyzing the data with the theory used in this study. RESULT AND DISCUSSION In this section, it collects all the data findings in result section and to be related with the theories provided. The data has founded is Multilingualism, Factors contribute language choice and the effort in Maintaining the Indonesian Language. Result In this section, it presents all data analyses gotten by related to research question number one, two, and three. In this part, there is no theory to be discussed which relate to the result. It will answer three research questions; language used, factors contribute language choice, and maintain Indonesian language. Then, the result is explained in the following parts: Language Used by Chinese Families in Surabaya The three Chinese families were known as multilingual families because they were able to speak in three languages; Mandarin, Indonesian and English. These languages have its position and function towards these families. The position and function of these languages will be explained below: Mandarin Language Mandarin was one of languages that were used by three Chinese families in Surabaya. Mandarin still considered as minority language and not all people in Surabaya understood and wanted to spoke this language. As the result, Mandarin was only spoken by people who able to speak this language, such us Chinese who worked at international Chinese company and Mandarin teacher who used Mandarin in teaching and learning method in school and Mandarin course places. It had been spoken also by the elder who had been living in Surabaya in past time but it did not now. The children also argued that Chinese was important but they did not speak it because they were not living in country where Mandarin is positioning as Majority. This opinion was gotten from the subject of the study that both children and parents were giving the same opinion about their ethnic language. The conversation is written below: Data 1: Mother A: menurut saya bahasa Mandarin itu penting karena menunjukkan identitas kami sebagai orang Cina. Tapi bahasa Mandarin jarang dipakai jadi saya tidak ngomong dengan bahasa Mandarin. Dan juga menurut saya bahasa Mandarin terlalu ribet dan sulit. Saya cuman bisa sedikit tapi hanya dipakai sama saudara dan temen. (I think Mandarin is important because it shows our identity. But, I also understand that it is not a majority language to be spoken in Surabaya because in here people use Indonesian. And it is also considered to be difficult. I only speak a little with my sibling and my friends). In this case, mother A only used Mandarin with her friends but only a little. This was because she did not speak well and it was too difficult. Mandarin language was only a sign to show her identity. Indonesian Language Indonesian language is the majority language that is spoken by people in Surabaya. Since Mandarin did not inherit to the three Chinese families, Indonesian was known as their mother tongue. Mother tongue is the language that is used and taught by parents to their children in daily activities and the result of mother language usually comes up as the first language of the children and parents. The evidence of Indonesian language as mother tongue for Chinese family can be seen on the information of each parent below. Table 1. The evidence of Indonesian language that is used as mother tongue Mother A Mother B Mother C bahasa indonesia ya bahasa ibu dikeluarga kami. Soalnya dari kecil orang tua ngomongnya ya pakek bahasa Indonesia. (Indonesian is our mother tongue because it inherits by my parents). dari kecil saya pakek bahasa Indonesia, soalnya orang tua kalo ngomong ke kita ya pakek bahasa Indonesia. (I use indonesia since I was a kid because my parents also speak Indonesian to us). I was speaking Indonesian when I was a kid because parents taught that language to me. Meanwhile, we are living in Surabaya, so we must understand about Indonesian. From the table above, it proved that the three Chinese families used Indonesian as mother language because they were living in the area where Indonesian was used by people surrounding. In addition, the old generation also taught them spoke Indonesian. So, Indonesian was recognized as Chinese mother tongue. English Language English was the language that was also used by three Chinese families. English was becoming their language because it had an important role in many aspects: education and job opportunities. It was also known as International language and positioned as foreign language. English was one of foreign languages that are taught at every school since a long time.it was seen that Child C learnt English since she was a child. And it was also her language used. Data 2: Child C: yeah,, My parents taught me English since I was a child. They also sent me to English course. From the information above, English was her language used. It was proven that she her parents taught her English when she was a child and they also sent her to English course. It means that she used English as one of her languages used. On the other hand, English became a dominant language used by three Chinese families in Surabaya. It was argued by Family A and B that English must become the children's dominant language. They are stated as follow: Data 3: Father A: kami sudah terbiasa ngomong pakek bahasa Inggris. Itu sudah terbiasa karena digereja dan tempat kerja ya bahasa inggris yang dpakai. Di rumah kami juga ngomong pakek bahasa inggris. ya biar tambah lancar aja apalagi sama anak saya. Wajib itu mbak, meskipun gak setiap hari. (we used to speak in English. it is so because I speak it in church and working place because English is used there. I also speak English at home. it is because we will be fluent in it, especially with my children. It is a must even not in everyday communication). English became a dominant language to family A because they used to speak English almost in many domains: church, home, and working area. Father A supported his statement that English was also used at home in order to fluent their family English speaking. And it was strongly said that "wajib itu mbk meskipun gak setiap hari (it is a must even not in everyday communication)". So, from the statement above, English is recognized as their dominant language. It was proven that three Chinese families were multilingual families because they were able to speak in three languages; Mandarin, Indonesian, and English. Indonesian was their mother tongue because it is inherited through generations. Mandarin was their ethnic language that is functioned to show their identity, and English was used as their dominant language use. In this case, they are considered as multilingualism, this is the ability of speaking more than two languages Factors of Choosing English Language There were several factors why did three Chinese families choose English as their language communication. The factors are represented in the form of tables which consists of; modern era, communication, education, future carrier, and language habit. Here are some factors why did these families choose English. Modern Era See the advanced of high technology in modern era, it is proven that there so many communication tools with high technology that are used to interact with other people in order to get an easy ways to communicate with them. High technology facilitates the people to interact with people who live in foreign country. The three children were used English to chat with their foreign friends through social media. In this case, high technology helped them to interact with people who had long distance. The table below shows about English as language choice to interact with their foreign friends through social media. Table 2. Language Choice by Child A, B, and C in Modern Era Child A Child B Child C I like to speak in English with my foreign friends in social media. In social media, I am used to speak English with foreign friends. I have chat friends from Singapore. She is the daughter of dad's friend. I am used to talk with her in English. So, I like it. From the information on the table above, high technology was useful for three children to communicate with their foreign friends. English was usually used in high technology. It meant that social media was one of the result of high technology that used English as main language in the display. So, with the ability of speaking English by the children is helping them in using the technology to communicate with their foreign friends through social media. Communication The choice of language in a communication is affected both for speakers and addressees. It means that the language is chosen in order to get an effective ways to communicate with one to another. Three Chinese families used English in some domains and with certain addresses. It means that they used English with people who spoke English too. It was also said that the used of English was chosen because in some domains English was used. In this case, all people used English in church domain. Family B, on the other hand used English in church, working area, and home. This was because English was the language choice in church and working area, while it was their language used at home. Mother B showed that she spoke English in church, home, and working area. Data 4: Mother B: saya ngomong bahasa Inggris di rumah, tempat kerja, sama Gereja. Dirumah saya biasanya bicara sama suami sama anak-anak juga. Kalau ditempat kerja, saya ngomong pakek bahasa inggris sama GM soalnya dia dari India. Jadi bahasa kita ya Inggris sebagai penghubung. Kalau di gereja biasanya ya ngomong bahasa inggris sama head church sama temen-temen aja. (I speak English at home, working area, and church. I speak English with my husband and children. I also speak English at the office with general manager. This is because he is from India and English is our language. If it is at church, I speak English with the head of church and fellows). The intensity of using English language was a precursor for the family to shift into English. This was because English had become their dominant language used. Education Education sometimes becomes a place where English is used in state and public school but it is most used in international school. This was shown by three children of Chinese families who schooled at international language. The use of English was crucial in there and this was an obligation of each student to speak in English. Table 3. Language Choice by Child A, B, and C in Education Child A Child B Child C I speak English at school with teachers and friends. At school, I speak English with my teacher and friends I speak English at schools with teacher and friends The choice of English in school area is obvious. This is because it is the dominant language used in school. The school of three children is international school and English is language used in there. English is used to communicate with teacher and students in the classroom and used with friends outside the class. Future Carrier Future carrier always becomes a crucial part for someone to choose a language that gives a big role to the successful in working area. English is the language that gives a big contribution in future carrier. Most companies use English as one of language requirements for applicants who want to apply and get a job. Consider that Surabaya was urban city, big chance to get a good job in big companies. English must be the language that requires in there. It was argued by mother A that English was one of languages that were needed in big companies. Data 5: Mother A: pasti itu mbak. Karena pekerjaan sekarang banyak yang menggunakan bahasa inggris. Di Surabaya banyak sekali perusahaan-perusahaan yang syarat diterima untuk bekerja salah satunya adalah menguasai bahasa inggris. (ofcourse, this is because there are so many jobs that use English. in Surabaya, there are companies where one of conditions that the applicants can be accepted is able to speak in English). Saw Surabaya as urban city made mother A concerned about choosing English as one of language used in her family. This was because there were big companies that choose English as requirement for applicant who wanted to enter it. It was supported by her child who saw English as an important language for good job carrier in Surabaya. Data 6: Child A: because Surabaya is a big city after Jakarta and it is recognized as urban city where everything is in here. Everything means good education, good job, beautiful house, good technology, etc. It was argued by child A that in Surabaya had everything; good education, good job, beautiful house, good technology, etc. it means that to get all of them she must has a view to pass all of these. By learning English was one of steps to pass it because when she mastered it, she could work wherever she wanted. Language Habit The use of language in everyday communication will make this as language habit. Language habit can be a result of dominant language because it is the language used that is almost spoken. English was spoken at home as daily language because the parents wanted the children fluent their English. Father A showed that the using of English at home would make his family used to speak it. Data 7: Father A: iya. karena dengan memakai bahasa inggris dirumah kami jadi terbiasa untuk berbicara bahasa inggris.(yes, because with using English at home we will use to speak English). English was spoken in home domain where it was a crucial place to the acquiring the language that became the habit. It was supported by his child who used English as language habit because that was the perfect way in practicing of English. Data 8: Child A: Because practice makes perfect and if we think that English is important, we need to use it every day Child A said that the using of English for everyday communication was important. The used of English was showed as the real practice to make it perfect because it was because her daily language. The tendency of choosing and using English make English become the language habit. This is because they want to master English by using it as daily communication which makes English as their language habit. The factors of choosing English language show that English has an important role. The spread of English in many aspects make these three Chinese families choose English over other languages. The intensity of using English language show a precursor for these families to shift into English and it is unavoidable that these families will shift into English when they start to abandon their mother tongue and choose English as their new language. On the other hand, the precursor of shifting into English was also shown by three Chinese families because of some factors; attitude and values, social, demographic, and economic and political. The factors that give these three Chinese families precursor to shift into English will be explained below. Attitude and Values Attitude is one of the factors to occur the language shift. The choice of a language where dominant language is chosen than mother tongue will give a big tendency to them who tended to shift into English. It is show by Family A, B, and C who agreed that English has a high value. Table 4. Father A, B, and C's opinion about the value of English language Father A Father B Father C People will see us as an educated people. Because English is considered as international language and it is important. It will show our family background. It is also the language in the world that is used by various people. The spread of English in the world is admitted. So, at least, people must learn English for better future. See the Value of English and the attitude of each family make English has high status. This is because the important of learning English is no doubt. The tendency of using English is one of ways that will make them look educated which shows their background of family and by seeing the value of English these families showed the positive attitude by teach their children even used it in everyday communication. Children themselves showed the precursor of shifting into English by used in daily. Demographic Demographic is also the one of factors that contributes Chinese family who tended to shift into English, especially for the children. Moreover, English is used in big and international companies. So, people must able to speak English as one of requirements in get in that companies. All families agreed that demographic was one of factors that made them learning English in order to get a better job among other people who come to Surabaya to find a better job too. It was shown by mother A that English was one of ways to compete with other job seekers. Data 9: Mother A: intinya mbak, saya ingin anak belajar bahasa inggris agar bisa mendapat pekerjaan yang bagus. Karena banyak orang yang datang ke Surabaya untuk mencari pekerjaan. Jadi ya, dengan bahasa Inggris kami bisa berkompetisi.(the point is, I want my children to learn English in order to get a good job. There are people who come in Surabaya to get a job, so only with English we can compete with them). From the opinion that was said by mother A, it proved that the competition in urban city was real. This was because there were many people who came from another city to get a good job in Surabaya. So, the only way to compete with them was able to speak in English because in big companies must use English as one of the requirement. If people wanted to be a success people, they must start it from big companies where so many chances could be found. Chinese people, with all their vision and to see the future must being the best future was about a competition in urban city. People who live in urban city with such kind of opportunities will make Chinese people not give up upon everything. Economic and Political Economic and political factors are considered as an obvious factor in language shift. From the data gotten, economic aspect gave a big contribution for three Chinese families who tended to shift into English. Child C went to international school and English course to fluent her English ability. Data 10: Child C: I go international school and having various kinds of friends. I also go to English course to learn English. My parents said that by learning English I will be a successful person and get much money so I can make them proud of me. It was seen that by studying English since the children was a kid will let them ready to the get a better life by having a good job. Social Social gives a big contribution to the shifting of one language to dominant language used. English was used by people in wider community; Church, working area, and environment. All parents and children were used English in church. The communities (addressee) in church were used English too to communicate with others. It happened to family C who tended to shift into English. Besides school and church, environment and working area were the area where family C used English as their daily language. It happened because some of their neighbors were mixed marriage couple. Data 11: Child C: I also speak with my friend, Farah. She lives next two blocks from my house. Her family is from Singapore. The tendency of using English by all families in certain domains and addresses in some situation make them tended to shift from Indonesian into English. The obvious way is showed by the children. The condition where English is used in certain domains and situations see the precursor of language shift where English replaces Indonesian. The choices of English as communication tool and the intensity that are shown by three Chinese families show the precursor of language shift. This is because they use English almost in their daily language. The factors of language shift also become the precursor by three Chinese families to shift into English. Language maintenance towards Indonesian Language by Chinese Family in Surabaya Chinese families were living in Surabaya where Indonesian is the majority language used by people in Surabaya. However English comes to Surabaya and influence all aspects in it, still, the majority language that was spoken in Surabaya was Indonesian. It was shown by family A who cared about Indonesian language as majority language in Surabaya. It was supported a reason given by Mother A: Data 12: Mother A: iya lah mbak. Semua harus bisa bahasa Indonesia, soalnya kita kan tinggal di Surabaya. terus kalo mau kemana-mana ya dominan nya pakek bahasa Indonesia. (Yes, of course. All my family must able to speak in Indonesian because we are living in Surabaya. If we want to go somewhere, the dominant language that is spoken is Indonesian). The positive attitude towards Indonesian was showed by the family. It was shown that Indonesian is important to be learnt and spoken. Chinese family, especially parents inherits Indonesian to their children. This is because they are living in Surabaya. The positive attitude toward Indonesian that is spoken at home makes its language long- maintained. Discussion In Discussion section, it collects all the data findings in result section and to be related with the theories provided. The data has founded is Multilingualism, Factors contribute language choice and the effort in Maintaining the Indonesian Language. Those data that have been related to the theories provided will be discussed below: Language Used by Chinese Families The finding shows that both parents and children of Chinese families were able to speak in three languages; Mandarin, Indonesian, and English. Indonesian was their mother tongue because it inherited to their children. Mandarin was their ethnic language that was learnt in order to show their identity, and English was their dominant language used among three Chinese families because the intensity of using English was more than Indonesian and Mandarin. In this case, they are considered as multilingualism because they able to speak more than two languages. Quay in Auer and Lie (2007: 45) said that with the greater mobility of people and consequent cross-linguistic and cross cultural relationship, an increasing number of children are growing up with early exposure to two languages in the family. Indeed, more than two languages may be in the linguistic repertoire of the family, rendering a case of family multilingualism. Factors of Choosing English Language There were some factors that contributed three Chinese families chose English language in their daily communication. They were modern era, communication, education, future carrier, and language habit. High technology was useful for three children to communicate with their foreign friends. English was usually used in high technology. It meant that social media was one of the result of high technology that used English as main language in the display. So, with the ability of speaking English by the children is helping them in using the technology to communicate with their foreign friends through social media. In communication factor, these families chose English to communicate to because the addressees had the same potential of speaking English and because of some reasons made these families chose English; working area and neighborhood. The intensity of using English language could precursor them tend to shift into English. This was because English had become their dominant language used. In addition, the families chose English to communicate to because the addressees had the same potential of speaking English and because of some reasons made these families chose English; working area and neighborhood. Schooled in international language was the reason by three Chinese children to choice English in education area. This was because it was the dominant language used in international school. English is used to communicate with teacher and students in the classroom and used with friends outside the class. In future life factors, it was said by the three Chinese families in Surabaya that they were trying many ways to prepare their children to have a good quality of life in future. By studying English since the children was a kid, put them in international school and English course will let them ready to the get a better life by having a good job in the future. It was shown by the three Chinese families that the tendency of choosing and using English in certain domains and addresses in some situation make English became the language habit. This was because they wanted to master English by using it as daily communication which made English as their language habit. Setiawan (2013) suggests the certain reasons for language choice in bilingual or multilingual society from the city parent's view: Emblematic value, strategic reason (politeness), pragmatic reason. And the factors of language choice by Chinese families is related with the pragmatic reason that is connected to practical purposes; modern era, communication, education, future carrier, and language habit The intensity of using English is the precursor that is shown these families to shift into English which was also shown by three Chinese families in some factors; attitude and values, social, demographic, and economic and political. The factors that give these three Chinese families precursor to shift into English will be explained below. Attitude and Values Saw the important value of English made Chinese families showed the positive attitude towards English language. This was because English was considered as international language which has high value in the world. The attitude of parents by put their children to the international school showed that the important of English was obvious. It is supported by Holmes (2001:61) that when second language has status of an international language, it can contribute to positive attitude towards the language and it is chosen by the speakers over first language. This positive attitude toward the value of English made these families tended to shift into English. Demographic Consider that Surabaya is urban city, English is used in big and international companies. So, people must able to speak English as one of requirements in get in that companies. It was shown by three Chinese families who learn English to compete with other people in order to get a good job. With many populations and the competition in big city are reasons for these families to learn English. Holmes (2001:59) said that resistance to language shift tend to last longer in rural than urban areas. This is partly the fact that rural groups tend to be isolated from the centers of political power for longer. Economic It was found that three Chinese families in Surabaya were trying many ways to prepare their children to have a good quality of life in future.by studying English since the children was a kid will let them ready to the get a better life by having a good job. It is supported by Holmes (2001:58) that economic is the factor that leads community to shift from using one language to another language by seeing an important reason for learning the second language to get a good jobs. Social The tendency of using English was showed by all families in certain domains and addresses in some situation make them shift the Indonesian into English. It is supported by Myers-Scotton (2006) that in case after case, when a younger generation is exposed to a more dominant language in the nation than the L1 (through schooling and school peers) and it is hard to stop a shift to that second language by the next generation. The effort in Maintaining the Indonesian Language The important figure to maintain Indonesian is parents. And all three Chinese family has already shown the effort to maintain Indonesian by inherit it to their children. And the most obvious effort was that the use of Indonesian in home domain, even only a little. This is one of the ways to maintain Indonesian. Children used it to appreciate the Indonesian speakers and the appropriate ways of language contact with Indonesian speakers. The positive attitude toward Indonesian makes its language long- maintained. It is supported by Chaer and Agustina explain that language maintenance is the matter with the attitude to be consistent in using a language among other languages (1995: 193). CONCLUSION AND SUGGESTION In this chapter, there are two sections that are displayed. Those are conclusion and suggestion. The conclusion is drawn based on the results and discussions that relate to the statement of the problem in this research in the chapter 4 which also presented. In addition, the suggestion is the section to give any information or advice that will lead the further researcher related to the area of language shift and maintenance in specific and sociolinguistic in general. Conclusion Three Chinese families are known as multilingual families because they are able to speak in three languages; Mandarin, Indonesian, and English language. Mandarin is known as their ethnic language because it has a function to show their identity. Indonesian is known as their mother tongue because it inherits through generations. English, on the other hand is known as their dominant language because the intensity of using English was more than Mandarin and Indonesian. Regards to the multilingual family, they use the three languages in different domains and addressees. There are some factors that support these families choose English as language in communication. They are modern era, communication, education, future carrier, and language habit. In addition, the choice of English because of those factors gives a precursor for these three Chinese families, especially for the children. It is also shown that they tend to shift into English. The factors contribute language shift appear in three Chinese families that show the precursor to shift into English. The factors are attitude and values, social, demographic, and economic and political. The choice of English becomes the precursor of these families to shift into English. The shifting may be happen if the children show the negative attitude towards Indonesian which can be said that they abandon their mother tongue and replace it with the new language. The positive attitude that is showed by three Chinese families is the way to maintain Indonesian. Besides, Indonesian language is known as mother tongue of each family, it is considered as the majority language used by Surabaya people. So, these make three Chinese families maintain Indonesian language. Suggestion Through this study, it can be seen language shift can occur to anybody and any situation even the process to become shifting. Language shift and maintenance are the obvious situation that can happen to all people in a city, country, even village. It is just the way and effort of every people to shift or maintain their language from the changing of culture, language, or even economic. The researcher hopes that the study of Language shift and maintenance by non-migrant community; Chinese families in Surabaya who show the precursor of language shift would help the next researchers to find more phenomena about language shift and maintenance that is done by other ethnics who come from non-migrant community in Surabaya. The next researcher may use the theory from Joshua A. Fishman about language shift. REFERENCES Chaer, A., & Agustina, L. (1995). Sosiolinguistik Suatu Pengantar. Jakarta: Rineke Cipta. . Holmes, J. (2001). An Introduction to Sociolinguistics. England: Pearson Education Limited. Liu, H. (2005). The Transnational History of a Chinese Family: Immigrant Letters, Family Business, And Reverse Migration. US: Rutgers University Press. Loewenstain, L. K. (Ed.). (1977). Urban Studies: An Introductory Reader (Second Edition ed.). United States of America: The Free Press. Myers-Scotton, & Carol. (2006). Multiple Voices: An Introduction to Bilingualism: Blackwell Publishing. Setiawan, S. (2013). Children's Language in a Bilingual Comunity in East Java. Germany: Scholars' Press. Sharifian, F. (Ed.). (2009). English as an International Language: Perspectives and Pedagogical issues Great Britain: MPG Books Ltd. Wardhaugh, R. (2006). An Introduction to Sociolinguistic (FIFTH EDITION ed.): Blackwell Publishing Ltd. Wijayanti, R. D. (2008). language shift and maintenance found in bataknese families in surabaya. Universitas Negeri Surabaya, Unpubliced. Windarti, L. (2007). A Study of Language Shift Among Flores People In Surabaya. Universitas Negeri Surabaya, Unpublished. http://www.surabaya.go.id/profilkota/index.php?id=22
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.
THE IMPLEMENTATION OF ENGLISH LANGUAGE AS THE MEDIUM IN TEACHING SCIENCE TO THE EIGHT GRADERS OF "KELAS UNGGULAN" AT MTSN KEDIRI II Ana Khoirun Nikmah English Education Department, Language and Arts Faculty, Surabaya State University. Email: nikmeh08@gmail.com Rahayu Kuswardani, S.Pd, M.Appl English Education Department, Language and Arts Faculty, Surabaya State University. Abstrak Sesuai dengan program kelas unggulan, kelas yang semula hanya menerapkan proses kegiatan belajar mengajar dengan menggunakan Bahasa Indonesia sekarang diharapkan bisa menggunakan Bahasa Inggris dalam kegiatan belajar mereka, baik itu dalam hal mengajar maupun dalam pengajaran sesui materi pelajaran. Ini merupakan tantangan bagi seorang guru dalam menghadapi system pembelajaran seperti itu. Kompetensi dan keahlian guru yang baik sangat dibutuhkan dan juga dalam keseluruhan standar pengurangan Bahasa Inggris. Selain itu, system pembelajarn ini juga tidak semudah yang kita pikir. Mereka diharuskan belajar ilmu pengetahuan menggunakan Bahasa Inggris sebagai media proses belajar mengajar padahal mereka juga masih belajar Bahasa Inggris. Oleh karena itu, dalam penelitian ini, penelti melakukan penelitian yang bertujuan untuk memahami masalah diantara keahlian guru Bahasa Inggris dalam menguasai Bahasa Inggris ketika mengajar ilmu pengetahuan dan masalah siswa dalam memahami ilmu pengetahuan yang menggunakan Bahasa Inggris. Dari latar belakang yang sudah disebutkan tersebut, peneliti tertarik untuk melakukan penelitian berdasarkan situasi yand terjadi dengan judul "The Implementation of English Language as the Medium in Teaching Science to the Eight Graders of "Kelas Unggulan" at MTsN Kediri II". Obyek penelitian dala penelitian ini adalah kompetensi gur ilmu pengetahuan dalam mengajar ilmu pengetahuan dengan menggunakan media Bahasa Inggris dan penerapannya dalam kegiatan belajar mengajar, masalah yang dihadapi guru ilmu pengetahuan selama kegiatan belajar mengajar di kelas delapan pada kelas unggulan MTsN Kediri II. Penelitian ini menggunakan penelitian deskripif kualitatif. Sedangkan subjek penelitian ini adalah kelas delapan pada kelas unggulan MTsN Kediri II. Dalam pengumpulan data, peneliti menggunakan dua instrument, yaitu catatan observasi dan wawancara. Catatan observasi dilakukan untuk mengetahui kompetensi guru dalam mengembangkan kemampuan Bahasa Inggrisnya dalam proses belajar mengajar. Sedangkan wawancara dilakukan untuk mengetahui usaha-usaha guru yang telah dilakukan mengembangkan dan mengatasi masalah dalam penggunaan Bahasa Inggris sebagai media pembelajaran. Berdasarkan observasi yang telah dilakukan, peneliti menyimpulkan bahwa kompetensi guru dalam berbahasa inggris harus dikembangkan, terutama kosakata dan strukturnya. Sedangkan dari hasil wawancara, peneliti mengetahui bahwa guru ilmu pengetahuan kelas delapan pada kelas unggulan MTsN Kediri II selalu mengembangkan kompetensinya untuk mengatasi masalah dalam kegiatan belajar mengajar dengan cara mengikuti kursus Bahasa Inggris dan bekerjasama dengan sebuah tempat kursus Bahasa Inggris di Kampung Inggris, Pare. Karena masalah utama di dalam kelas adalah penggunaan Bahasa Inggris pada guru dan pemahaman para murid, maka materi ilmu pengetahuan diberikan dengan tetap menggunakan Bahasa Inggris sebagai medianya. Keyword: kemampuan guru ilmu pengetahuan dalam berbahasa inggris pada "kelas unggulan" Abstract The term of "kelas unggulan", which has been using teaching and learning in bahasa Indonesia is expected to perform effectively in English, to teach and acquire subject specific knowledge. It is one of challenges of teacher to face this reality. Good teacher's competency and proficiency are needed and also overall declining standard of English. In the other hand it is not as simple as everyone think. They have to learn science using English as the medium of teaching and learning process whereas they also still learning English. Therefore, to understand the problem between the English teacher's proficiency in mastery English language to teach science and the problem with the students understanding science in English. From the background above the researcher is interested in conducting research related to the situation, entitled "The Implementation of English Language as the Medium in Teaching Science to the Eight Graders of "Kelas Unggulan" at MTsN Kediri II".The objective researches of this study are the science teacher competency in explaining science using English as the medium and the implementation of it, the problem faced by science teacher during teaching and learning process at Eight Graders in "kelas unggulan" at MTsN Kediri II. This research use descriptive qualitative research while the subject is Eight Graders in "kelas unggulan" at MTsN Kediri II. In collecting data the researcher use two instruments, they are observation field note and interview. The observation field note is used to know the teacher competency in improving her English while teaching and learning process. And the interview is used to know the effort of the teacher in improving and also facing the problem in using English as the medium of instruction. Based on the observation, the researcher concludes that the teacher's competency in English needs to be improved, especially in vocabularies and structure. Then, from the interview the researcher knows that the science teacher of Eight Graders in "kelas unggulan" at MTsN Kediri II always improve her competency just to overcome the problem in teaching and learning process by taking English course and doing cooperation with one of big English course in kampong English, Pare. Because the main problems in the class are the English teacher and the students understanding the science material given using English as the medium. Keyword: Science Teacher's competency in English in "kelas unggulan" INTRODUCTION In the current era of globalization, English language plays an important role in international communication. All of the aspects on live, like technology, economic, politic, art, education etc. use English Language to communicate. For example, in technology, we all know that Yamaha product is made in Japan. But when we read the direction note of Yamaha product, we will find some technical term used is English Language. We also can find this case in economic aspect. In a free market, if there are two seller were not come from English doing transaction, they will decide to use English Language to talk each other. So that is not surprising that English Language is known as the international language. In fact some countries in this world use English language to be their national language, like Singapore. And the other countries use English language as their second language besides their own national language. But in our country, Indonesia is still included in a country that used English as the foreign language. So that way is aware of along with the globalization, the need for an English language skill is increasingly apparent. Therefore, it is not surprising that experts who are involved in education feel the need to provide intensive English lessons and continuing English education to the students in middle school even since the children were still sitting in elementary school. Secondary school level has a lot of junior and senior high school who offer to pioneer international standard school and has a lot of schools that obtain international school status. The schools, which obtain international status, prepare their students for the future so that they can compete globally. Recognizing the importance of quality in education and a desire to catch up education set back with other countries, governments are encouraged to perform a major breakthrough in the field of education by designing international school. The government wants to promote educational programs in the country by turning national schools into international standard schools. Schools must make an effort to improve the quality of teaching and teachers' so that teachers' quality will not be left behind. One of the schools that used international standard is MTsN Kediri II. MTsN Kediri II is a junior high school located in Kediri, East Java. It is included one of the favorite school in Kediri because almost of their students are smart enough and often be the winner in Olympiad. Since some years ago besides use national curriculum, this school also use international standard in their education. Because of that, they divided their class into some kinds of class. That is regular and kelas unggulan. Regular class is a class that use national curriculum in their teaching learning process. In other hand, the kelas unggulan is a class based on international standard. In kelas unggulan, some subjects such as Mathematics, Physics, Chemistry, Biology and Economics should be conducted in English or in a bilingual classroom learning environment. Bilingual education involves teaching academic content in two languages that is, in a native and secondary language with varying amounts of each language used in accordance with the program model. It is an educational approach that not only allows students to master academic content material, but also become proficient in two languages. It is an increasingly valuable skill in the early twenty-first century. It is the program which is intended to help children to keep up with their peers in subject such as math, science and social studies while they study English (Maria. 2001). The purpose of bilingual instruction is to increase academic achievement by using the student's home language as the main communication medium. Bilingual instruction involves the use of two languages for instructions for part or all of the activities within the classroom. One language is English and the other language is the student's home language that is the language spoken in the home. English is taught as a second language (James. 1988). Whether teaching a transitional class, a maintenance class, or a two ways bilingual class, the main difference from a monolingual class is the balance in using of the two languages. A second variable which affects the process of classroom organization is who teaches: a team, a teacher and an aide or one teacher alone. The third variable comes from the structure of the program model. There are the three major variations in classroom design which effect use of the two languages in a bilingual classroom. The first is The concurrent approach. In this approach A teacher using concurrent approach may use both languages interchangeable in a teaching content are or two teachers may team teach one lesson, each modeling a different language. The second is Pre-view-pre-view. It involves three steps in a team teaching situation: an introduction to the lesson is first given by one instructor in one language. The lesson is then presented in the other language by the second instructor. Review and reinforcement of the lesson takes place with the whole class using the two languages interchangeably in a concurrent approach, or the class is divided into dominant- language groups, led by each teacher separately. The last approach is Alternate language approach. Clearly structures a separation between the two languages. But for student is so limited proficiency in one of the language instruction, the language chosen for content area instruction can involve complex decision. In early stages, student should receive science lesson in their first language, but as they develop increasing proficiency in a second language, they may introduced to an increasing amount of science instruction in their second language. In the school that uses bilingual classroom system, the teacher must have two levels of language skills sufficient to be able to teach bilingual classes. But here, Sheelagh and Cristine (2007:6) divided two different types of teachers who have very different needs-the expertise of the language may not be shared by the content and vice versa. The first is Teacher of English who now has to teach another subject through English, rather than just teaching the language. And the other is subject teacher who now have to teach their subject through English. In this research, the researcher study about the second type of CLIL, that is subject teacher who now have to teach their subject through English, exactly science teacher. As Henderson and Wellington (2001:23) said that whilst research shows that one of major difficulties in learning science is learning the language of science, to experience the teaching and learning process would suggest that science teachers often consider the use of English in Biology lesson to be of marginal relevance to the learning of science (Henderson & Wellington. 2001:23) . They further add that in general, teachers who teach content do not recognize languages learning opportunities. If there is any effort at all in incorporating language development, they just concentrate on vocabulary development. John (1997:17) also said that some science teachers hope that the vocabulary of science will be recognized by the students as a key to its comprehension and appreciation. The teacher also must make avert efforts to interpret the nature of Biology lesson and the habits of learning Biology through its language or vocabulary. So we can conclude that science teacher must be competence in the both od the biology subject and English Language. The problem that we find in the reality is one cannot confirm that the subject teachers are able to become a bilingual who is ready to teach in two languages, Indonesian and English. How long does it take for a teacher to be ready to teach bilingual? In addition, the level of bilingual skills to a certain level is needed or that must be achieved by a teacher to be able to teach bilingual classes. Those subject teachers mostly of are not graduates of English Education, so maybe they will find difficulty in explaining their material in English. Therefore, the researcher wanted to conduct a research which intends to describe this phenomenon, the implementation of English language as the medium in teaching scdience at eight grade in "kelas Unggulan" at MTsN Kediri II. By conducting this study, the researcher has purpose to find out the implementation of English language in teaching science for eight graders and the teacher's problems faced during classroom teaching and learning. By knowing the fact or the result of the study, the researcher hoped it will give meaningful contribution for The teacher who uses English, especially science teacher in "kelas unggulan" at MTsN Kediri II, can improve their ability in English and the quality of teaching and learning process, and also the result is expected to contribute development of teaching science by using English in "kelas unggulan" at MTsN Kediri. It is also expected to give meaningful contribution for Indonesian government. It is hoped that the government can consider about the programs to make Indonesia to become international level in education by using English in the process of teaching and learning process. According to the government it can make the education in Indonesia becomes better than before to the international level, people argue that it does not make better education in Indonesia, but it can make the education. Worse, since the students face more problems in their study due to their English ability is still poor. This phenomenon makes the researcher puts her interest to conduct research about it. The researcher questions: (1) how is the implementation of English language in teaching science for eight grader? (2) What problems do the teachers face during classroom teaching and learning? METHOD Based on the research question and the objective of the study, the researcher used descriptive qualitative. Gay (1992) explained that Descriptive research involves collecting data in order to answer questions concerning the current statues of the subject of the study). In this study, the researcher described the implementation of English language as the medium in teaching scdience at eight grade in "kelas Unggulan" at MTsN Kediri II. She concentrated on the biology class activity and the biology teacher herself. In this research, the researcher chose descriptive qualitative as the research design based on two reasons, which are the objective of this study is to describe the implementation of English language as the medium in teaching scdience at eight grade in "kelas Unggulan" at MTsN Kediri II and there is no treatment in this study. The subject of this study was the biology teacher of "kelas unggulan" in the 8th at MTsN Kediri II. The researcher chose the biology teacher because three reason. For the first, there are many students who favor Biology lesson. They like biology subject because biology is the easiest among Physic, Chemistry and Biology. The second reason is Biology lesson has a few things to be discussed about numerical, but it has many explanations. To give explanation a material in the Biology, teachers have to explain more. It means the teacher should make long sentences and more languages especially English. And the las reason is there is another language that is in Biology discussion, that is Latin language. Every plant or animals has Latin name, so students have to understand which Latin language is and which is English. This study is taken place in the 8th "kelas unggulan" and the teacher's office. For the first day, the researcher observes the condition of the school and the Biology teacher's when she was teaching in the classroom. The researcher recorded the teaching and learning process using vidio camera and tape recorder. And on the next day, the researcher came to the teacher office, actually on the biology teacher's room to interview her. The interview was used to find the data form the Biology teacher. The purpose of this interview was also to find out the information about teacher's efforts in developing the English language competency and to find out what the problems she usually faced during teaching and learning Biology by using English language. After knowing the problem, researcher could infer reasonable solution to solve the problems that were faced by the teacher. The data of this study is the condition of the biology class on 8th "kelas unggulan" in MTsN Kediri II. It included the teacher's competence in giving oral instruction by using English language in her Biology science class, for example asking question in English, giving opinion, giving explanation in English and the students' expression and utterance during teaching leraning activity. The other data is teachers' answer in the form of utterances and expressions given by the teachers during interview sessions which are transcribed into written form. Besides the result of the researcher's observation, the source of the data is the biology teacher herself. In this research, all of the data were collected by using observation field note and interview, were analyzed inductively in order to answer research questions stated in chapter one. The first step was accumulating the data recorded from the result of class observation and the answer of biology teachers through interview given. After all of data accumulated, the researcher studied the data well, she described them by classifying into the finding based on the research question. In addition, all the data were collected thoroughly as happened in the reality. RESULT AND DISCUSSION This chapter presents the result and discussion of the study as the answers for the research questions: (1) how is the implementation of English language in teaching science for eight grades? (2) What problems do the teachers face during classroom teaching and learning? Result Here, the researcher explained about the first and second day observation done by the researcher. On the first day observation, the researcher observed the condition on 8th kelas unggulan of MTsN Kediri II. In the first observation, the researcher noticed some facts happened in their teaching learning activities. Those are: (a) when the teacher explains the material by using English, her explanation is difficult to be understood by her students. (b) The science teacher of "kelas unggulan" in MTsN Kediri II does not always use English in explaining science material. (c) When the teacher wanted to explain about the material, she was consuming too much time to find the proper words makes the students waiting for long time, and also makes them getting bored. (d) the teacher often feels nervous and automatically, she cannot control her speaking, especially in pronunciation and vocabulary. In term of pronunciations, the researcher finds some words mispronounced words form, it was pronounced this word as like forem. In the word size, it is pronounced with sez. (e) The teacher thinks that the use of translation method make the students understands the material well. So that, in the most of the time she explains the material by using mother tongue then translate in to the English. (f) Because the teacher is fully aware that she is not teaching language at all but teaching science. So, she thinks that it's not to importance to make her English perfect. It is better to teach real science rather than just focusing on the students' English skills. (g) There are three languages used in the class there are (Indonesia, Javanese and English). But the biggest portion, about eighty percent used Indonesian. On the second day of this research, the researcher done interview the biology teacher of 8th "kelas unggulan" in MTsN Kediri II. From the interview which was done on May 23th 2013, the researcher tried to analyzes the teacher efforts in improving her skills in English language. There was one teacher who was interviewed by the researcher. Mrs Zahra', she is science teacher in the eighth graders of MTsN Kediri II. Science Teacher stated that, actually, she has already tried her best effort in improving English skills. It was done by practicing the speaking skill with her daughter and son at home. Her children convinced their mother that if she always does not speak English continuously and regularly as her daily habit, it will really improve her English. Besides the effort or practice she does at home, she also joins the English course which is hosted by the school in cooperation with one of good English course in Pare. These are proves that both school wants to improve the English ability so that she teaches science by using English confidently. Besides that, the school also held TOEFL and TOEIC test to know whether the competency of the teacher has improved or not. The Teacher's Competency in using English as the Medium of Teaching Science Teacher ability plays important role in delivering new knowledge and skills to students. If the teacher wants to be regarded as excellent and competent teachers by parents based of the excellent academic achievement of the student the teacher have to works hard to get it. In the implementation of the teaching Science in English in kelas unggulan, teacher's competency in teaching the subject is really needed, it include in the way the teacher teaching, teaching strategy, etc. This is so because many of our teachers today have had very little exposure to the subjects in English. In this research, the researcher explained about science teachers' competency which contains the ability to ask question in English, the ability to use oral instruction in English and the ability to give opinion in English. The Teacher's Ability in Questioning Student In the teaching and learning process in teaching science by using English as the language medium, the science teacher of Kelas unggulan at MTsN Kediri II is expected to be able to ask question to their students about the material that she had explained by using English. If it runs well, of course, it will make the students motivated during question and answer session. However, the teacher which is expected to be a model that has perfect examples how to ask thing in English did not do so. So that way, their students also answer the question in mixed language. Based on the observation done by the researcher, the researcher conclude that the science teachers in Kelas unggulan of eight graders of MTsN Kediri II still use translation method, that she use both English and Indonesia in asking question. This condition happened because both of the teacher and student do not master English well. To her observation, both the kelas unggulan students and the teacher are have not ready to use English one hundred percent yet in the class. Even though the researcher had to agreed that the use of English one hundred percent is too difficult for students, simply because the science language is different from the English that the students are studying during English class, the teacher as the important point should push herself to use English as close as possible at least they have to reach 75% during the teaching and learning process especially in asking question. Of course, the English foreign learners or English second learners will get some difficulties to express science term in English, but they have to work hard if they really want to make the bilingual runs well. The Teacher's Ability in Giving Oral Instruction by Using English In the process of teaching and learning science using English as the language medium, the science teachers of MTsN Kediri II always tried to give oral instruction to her students beside the written instruction. These two important are things which cannot be separated one by one. It is important to oral instruction during the teaching learning process, because without oral instruction the communication in the class between teacher and students cannot runs well. In this case, as a science teacher does oral instruction to help her students to understand the task easily. However, the simple interaction only done in Indonesian language, not in English because, the teacher still has difficulty to make simple interaction by using English. Based on the result of observation, the researcher concluded that the science teacher of MTsN Kediri II tried to maximize her ability in using oral instruction in English even though it is not grammatically correct. She tried and sometimes she mixed it with Indonesian. The problem is of mixing the language because, she still uses Indonesian quite a lot when giving her oral instruction. Based on the researcher observation, the science teacher of Kelas unggulan should master the art of giving oral instruction in English to communicate with their students if she wants to make the class become the real bilingual or international standard class. The Teacher's Ability in Giving Opinion to the Students Teaching through another language for some subjects may have cause a language problem. It happens in this class also when the teacher expresses her opinion in English; she mixed it with Indonesian language. Seems that she still find difficulties. It can be frustrated for the teacher to teach subject that have different language vocabularies, especially science subject. The language for science is different from the English language which students use in English class activities. Vocabulary in Science class has special syntactic structures. Making inferences in science subject meaning give all contribute to the difficulties of many other subject subjects which use English so. The selected teacher who teaches science by using English as the language medium of interaction for Eight graders in MTsN Kediri 2 has tried to maximize her ability in using English. During classroom activities the science teacher sometimes mixed the language when she was giving her opinion to the students. The Teacher's Efforts in Improving her English Teaching Skills From the observation and the interview that has been conducted, the researcher finds some mistakes of the science teacher in expressing sentences and words in spite of her mistakes. The mistakes include the teacher still tries her best effort to use English in explaining all the science materials. In the contrary to the teacher's effort, most of the mispronouncing the words and mixing the languages between English and Indonesian, students are still difficult to handle the maximum usage of English. They have to understand the science material in English is a big challenge to them. Therefore, to maximize her students' difficulty and to overcome the challenge, teacher uses Indonesian in some of explanations. Based on the result of observation, it can be concluded that sometimes the science teacher mixed the language or does not use English at all when she was not sure with the English Especially, if the teacher who does not have a good competency with her English language. The requirements to use English can be serious problem. From the interview that has been done the researcher find some facts that: First, the science teacher doesn't have good ability in speaking English or explain the science term correctly in English. Based on that, she gets difficulties in delivering the content to the students. Second, seems that science teacher is not too familiar with the terminologies and science terms in the English language due to her minimal exposure for learning and teaching science in the English language. Since the school supports the Implementation English in science class. The teachers' competency in teaching subject needs to be improved immediately. It is so because many of science teachers in that school have had very little experience in exposure English as the language medium in the classroom especially for the class that is chosen as kelas unggulan. The Problems Faced by the Teacher During Teaching and Learning Process There were some problems faced by science teacher of Kelas unggulan in MTsN Kediri II during teaching and learning Science by using English. The main problem of successful in using English in kelas unggulan is from the students' ability to understand the material which is presented in English. This fact is also confirmed by the science teacher, Mrs. Zahra' who is the teacher of science in "kelas unggulan" of MTsN Kediri II for class said that her problem during classroom explanation when she was teaching science refer to the language competency of their students in order to understand the science language in English. She stated if the students did not understand the language, it shows that they also would not be able to do the science task correctly. The solution of this problem according to her is giving some vocabularies continuously to the students who have the difficulties in understanding the science language. One more thing that in MTsN Kediri II there are some teams which is have quite good members who has cooperation with an English course in Pare. It was had been for about 3 months. So, it means the groups still in the process of improvement. The science teacher who has a team teaching in the process of teaching science for the class of Kelas unggulan have the different problem. She said that the problem which is occurred in the process of teaching science not only the language problem but also less motivation and participation of the students to follow the class activities. The solution according to her is using different kind of teaching strategies and giving motivation to their students in every meeting. From the statement above, it can be known that every science teachers who teach using English have their own problems, and they also have their own solution to improve the skill of their students in science, besides the using various kind of learning strategies which will make the teaching learning process enjoy full. CONCLUSION AND SUGGESTION Conclusion Based on the finding of data analysis and discussion in previous chapter, the researcher drew a conclusion: First, from the result of the research analysis, it is proved that the students' understanding of science's class taught by using English as the medium of teaching and learning science process still have no improvements, and based on the result of research question by using interview, shows that using of English as medium of teaching and learning process is not quite effective for of MTsN Kediri II. It's not because of just the teacher's ability, but also the students' English especially in understanding the words or vocabulary influence the result of learning, and in this school there are still some reasons that make the school has not been ready in applying English in teaching science, seen from the teacher's English ability and also the lack of the students' vocabulary on the lesson. Second, the use of English as the medium of teaching and learning science process in the science class makes the students are unable to enjoy their learning activities as well as the technique of the teacher use is not quite attracting them, and they can not understand the English teacher's explaination well. It seems that the teacher's technique cannot help them reduce the students' anxiety of learning. In addition, it cannot make them feel comfortable in learning to lead them to be better in learning. Meanwhile the goal of applying English in teaching science is that the students have to be brave to say or to express their idea in English, and the teacher's motivation is to make them confident to share the ideas. Third, the use of English as the medium of teaching and learning science process to the eight graders of MTsN Kediri II cannot seem to change the atmosphere of the classroom and is also unable to broaden their knowledges. Actually, it offers much wider range of language opportunities but what has happened there, the students have more difficulties in expressing the ideas, the correct vocabulary and sentences. Fourth, the use of English as the medium of teaching and learning science has made the class less active. The students do not have great willingness to participate without being forced by the teacher and they are still afraid of making mistakes in expressing the ideas. Fifth, the use of English as the medium of teaching and learning science makes the students less motivated in learning and are easier to grasp the lesson. Based on the observation has been done by the researcher there are just few students who have a bravery to express their ideas. Sixth, the other problems the students face are mostly in expressing ideas in English and lack of confidence and vocabulary. Suggestions The success in teaching not only depends on the lesson program, but also what is more important is how the teacher presents the lesson and uses various techniques to manage the class more lively and enjoyable. Regarding to the teaching science by using English as the medium of teaching and learning process, the writer gives some suggestion for the teacher. The science teacher should choose the materials that are appropriate and not too difficult for the students, the teacher should make sure that the students have fully understanding and enough information they need before assigning English as the medium of teaching science to the students, the teacher should keep controlling the student activities, the teacher should present the language in an enjoyable, relaxed and understandable way in order to make the students are attracted and enjoyed the science materials in English. Besides, the researcher suggests to the students. The students are hoped not to be shy in expressing the idea in English, to be active and creative in enriching their vocabulary, to use English when they practice or express the ideas although it is hard for them, the students should take part in teaching and learning process since being active in the class is needed. REFERENCES Collier, Virginia P. A Synthesis of Studies Examining Long-Term Language Dellar, Sheelagh and Christine Pierce. 2007. Teaching Other Subject Through English. New York: Oxford University Press. Page 6-7 Estela, Brisk, Maria. 2001. Bilingual Education from Compensatory to Quality Schooling. New Jersey London : Baston University Gay, L.R. 1992. Education Research Competencies for Analysis and Application Fourth Edition. New York: Florida International Universities Honbry,A S. 1995. Oxford Advanced Learner's Dictionary of Current English Fifth Edition. Walton Street: Oxford University Press. Page 595 James, H. 1992. Education Research. New York : Hopper Collins Publisher Jarret, Dense. 1999. Teaching Mathematics and Science to English Language –Learners. Alaska : Nortwest Regional Education Laboratory Jinsook Choi and Joel Kuipers . Bilingual Practices in a Science Classroom Minority Student Data on Academic Achievement Washington, DC: National Clearing house for Bilingual Education. Page 87 Ovando, Carlos J.and Virginia P Collier. 1985. Bilingual and Esl Clasroom. New York : Mc Graw-Hill. Page 38 Robert C. Bogdan and friend. 1992. Qualitative Research for Education second edition. London: Ally and Bacon. Page 30
THE CHOICE OF WORDS, TRANSITIVITY, AND IDEOLOGY OF THE HEADLINES IN THE JAKARTA POST REPORTING APEC IN INDONESIA 2013 Lydia Anggar Wati Language and Literature Department, Faculty of Languages and Arts, Surabaya State University lydia82012@gmail.com Lisetyo Ariyanti, S.S., M.Pd Language and Literature Department, Faculty of Languages and Arts, Surabaya State University lisetyo.a@yahoo.com ABSTRAK Penelitian ini fokus dalam menganalisa headlines mengenai berita APEC karena headlines menyimpan informasi penting dari peristiwa di dunia. Rumusan masalah diantaranya (1) apa saja word choice dalam headlines di Koran The Jakarta Post pemberitaan APEC di Indonesia 2013, (2) apa saja transitivity yang ditemukan di headlines The Jakarta Post pemberitaan APEC di Indonesia 2013, (3) sikap ideologis apa pada word choices dan transitivity di headlines The Jakarta Post pemberitaan APEC di Indonesia 2013. Penelitian ini menggunakan deskriptif kualitatif. Data dikumpulkan dari koran harian The Jakarta Post mengenai APEC tanggal 9 September 2013 sampai 9 Oktober 2013 (31 hari). Hasil penelitian ini: 1) word choice yang ditemukan dalam headlines ditulis dalam bentuk simple present tense menunjukkan peristiwa yang baru saja terjadi. Headlines ditulis dalam bentuk klausa penuh yang terdiri dari sedikitnya subjek dan kata kerja. Pada headlines terdapat bentuk omisi dari verba bantu be agar penulisan berita lebih efektif, 2) proses verba sebagian besar menggunakan material process. Sirkumtansi dalam headlines ditulis oleh frase nomina dan frase kata kerja. APEC sering disebutkan sebagai aktor atau pelaku dalam headlines yang memiliki verba positif seperti vows, talks, hopes, changers. Dari kata kerja tersebut terlihat kekuatan dominasi aktor pada tujuan. Kata Kunci: headlines, word choice, transitivity, ideology ABSTRACT This study focuses on the analysis of the headlines newspaper in APEC news event because headlines provide the main important information of the events in the world. The research questions are (1) what the word choice is found in the headlines of The Jakarta Post reporting APEC in Indonesia 2013, (2) what the transitivity is found in the headlines of The Jakarta Post reporting APEC in Indonesia 2013, (3) what ideological in word choice and transitivity found in the headlines of The Jakarta Post reporting APEC in Indonesia 2013. The study is descriptive qualitative. The data was collected The Jakarta Post daily newspaper about APEC news event from September 9th, 2013 until October 9th, 2013 (31 days). The study found: 1) word choice is found in headlines is written in simple present tense form to show the immediate past happening. The headlines are written by full clause form which consist of minimal a subject and a verb. There is omission in headlines as the aim of the effectiveness headlines writing, 2) the process of the verbs are mostly material process. The circumstances of the headlines are written by noun phrase and verb phrases. APEC is mostly mentioned as the actor or the doer in the headlines that has positive verbs such as vows, talks, hopes, changers. From those verbs that is seen dominance power in actor for the goal. Keywords: headlines, word choice, transitivity, ideology INTRODUCTION Language is very important in human life to make good interaction, people need language to communicate with other. The language in use for communication is called discourse (Cook, 1989:6). It means that all of the language to use for communicating with other people is named "discourse". In the recently times, Linguists' interest in discourse focus on the linguistic structure of the text into how texts draw in the social process. The reason is linguists' want to get satisfied more than analyzing linguistic text which focused in linguistic features only. The knowledge of understanding in grammar, syntax, morphology, semantic and phonology of the text have not need of understanding in a text. The rhetoric intent, the coherence, and the worldview that the author and receptor convey the similarity essential of the text (Kaplan, 1990) as cited in Taiwo (2007:218). Texts always produce and read in real world with all the complexity, not in the isolation area. Consequently, language can show the reality. Language delivers from word by word in written or oral a broad sense of meanings and the meaning delivers with those words in social, political, and historical condition. Language can bring the power that shows in written or spoken. Mass media, it means that delivery message. It has two types of mass media. There are printed mass media and electronic mass media. Printed media are newspaper, tabloids, and magazines. Electronic mass media includes radio, smart-phone, and television. It is used to communicate with other political as the instrument to convey idea, message, and political work program. It has hidden of power relation. As one of the printed mass media, newspaper become as one of the most popular mass media. It occurs because newspapers contain many variant of news every day. By using actions of outstanding figures and statement, newspapers have formed. Opinion leaders, government, newspaper editors, etc, play crucial role in shaping the issue in the society and setting the boundaries of what is talked about, how is talked about (Taiwo, 2007: 218). However, the critical reader frequently takes the new granted. The analysis focused on the analysis of the headline newspaper because the headline summarize the content of the news, and attract the reader to read the article. The writer of newspaper always makes the headline short but in a headline can describe the core of the complicated new story in a few words. In Richardson (2007), Van Dijk (1988) says that news headlines are particularly key for the way readers understand of news text, they stakes that monitor attention, perception and reading process. The study concerned on headlines since daily newspaper provides the main important information of events in the world. Nevertheless, it is difficult for readers to read all of the news articles in the daily newspapers because all the variant news are very interesting and the time restraint. Therefore, they have to be selective by looking on the headline. The main function of news headline is to make the readers easily to know the main content of the news and the general picture of the news stories although they do not read all news stories. The study chooses The Jakarta Post daily newspaper as the sources of data since The Jakarta Post is the leading daily English language newspaper in Indonesia that published since 1983. The newspaper was launched on April 25th 1983. The paper is owned by PT Bina Media Tenggara, and the head office is in the nation's capital, Jakarta. It is the largest English language newspaper in Indonesia with an average circulation of around 50,000 copies. (www.wikipedia.com/jakarta-post). The analysis of headlines reporting APEC (Asia-Pacific Economy Cooperation) 2013 in Bali, Indonesia was the focus of the research since the news in September 2nd 2013 until October 14th 2013. In that day, Indonesia prepare everything what is needed to annual meeting of APEC in this year held in Nusa Dua, Bali, Indonesia. APEC is established in 1989 which has the aim to strengthen economic growth and strengthen the community of nations in the Asia Pacific. In the annual meeting in this year, APEC generate seven agreement. APEC have the important role in economic global. In that meeting, there are delegates 21 state leader who are important people in their country as presidents and a hundreds business people from whole the world. However, there are many particular world of economy-politic that they used. (http://id.wikipedia.org/wiki/Kerja_Sama_Ekonomi_Asia_Pasifik) The study has There are two similar studies. First, a similar studies was conducted by Kirana (2009). She conducted a study entitled "Critical Discourse Analysis of Headlines in The Jakarta Post Reporting Invasion in Gaza". Kirana's study and this study are quite similar on the analysis of headlines. The difference is sited of the data. She uses the data of the event of conflict in Gaza. However, this study analyzes headlines in story event of APEC 2013 that held in Indonesia. Second, a study was conducted by Yunianti (2010). She conducted a study entitled "Critical Discourse Analysis in The Jakarta Post Reporting Ruhut's Behavior During Parliament Inquiry Session On The Bank Century". The difference between this study and Yunianti's study, we have the same case (power and ideology), but this study analysis newspaper headlines while her study analyses newspaper's article. In the end of her study, she found ideological value that is showed by kinds of syntactical and word choice features utilized by articles The Jakarta Post newspaper. Furthermore, this study analyzes the headlines as the aim was attempt to look at how the language is used headlines to show particular social ideologies and power relations. Critical Discourse Analysis (CDA) as the method of Discourse Analysis was used as the approach to show development of linguistics features which is used in the headlines focused in studying and analyzing the linking between linguistics analysis and social analysis, the ideology, and power relations. The analysis headlines are produced by actual and social matters. CDA was considerably useful to show the source of power, dominance, abuse, inequality and bias and how these sources are initiated, maintained, reproduced and transformed within specific social, economic, political and historical context. More specifically, the study focused on the analysis of ideological representation in the headline present in examining the word choice and transitivity, particularly transitivity of the headlines. Therefore, this study is written to know the ideological distance underlying the linguistics forms existed in the headlines in The Jakarta Post newspaper reporting APEC in Indonesia. Hence, the study wants to analyze the word choice and transitivity of the headlines in The Jakarta Post newspaper reporting APEC in Indonesia 2013 so that the research questions are as follows: 1)What word choice is found in the headlines of The Jakarta Post reporting APEC in Indonesia 2013?, 2)What transitivity is found in headlines of The Jakarta Post reporting APEC in Indonesia 2013?, 3)What ideological stance in the word choice and transitivity found in headlines of The Jakarta Post reporting APEC in Indonesia 2013?. Moreover, the purposes of the study are: 1)To describe the word choice found of headlines in The Jakarta Post reporting APEC in Indonesia 2013. 2)To describe the transitivity found of the headlines in The Jakarta Post reporting APEC in Indonesia 2013. 4)To reveal the ideological stance in the word choice and transitivity found of headlines in The Jakarta Post reporting APEC in Indonesia 2013. The study intends to analyze word choice items and transitivity of the headlines APEC in The Jakarta Post by using CDA theory. The study is expected to be able to give theoretical and practical contribution to the area of applied linguistics and CDA. By conducting this study, the study greatly expects that the finding will be useful to enrich the awareness of how language assists especially through mass media in the particular social ideology and power relations. METHODE The study will be conducted by using qualitative research. The study approaches to Critical Discourse Analysis (CDA). Furthermore, Fairclough (1989:26) states that CDA has three dimension, or stages, of critical discourse analysis: which include the relationship between texts, interactions, and contexts. Thus, there are three steps in analyzing discourse are through description, interpretation, and explanation. Data analysis in this study was also done in three steps which then results in three forms of analysis: first, the analysis of the text; second the analysis of the discourse practice which refers to the process of text production, text distribution and text consumption as commonly happen in the culture in which the writer and the participants live; third, the analysis of the social practice of the society in which the writer and participants live. The source of data in this study is taken from The Jakarta Post newspaper on alternate days from September 9th, 2013 until October 9th, 2013 (31 days). The data are the headlines which taken from The Jakarta Post newspaper. The study chooses the story event of APEC 2013 which held gathering in Indonesia. The data consist of 10 headlines. The data analysis technique in this research was applied descriptive analysis. The aim of the study was to describe certain phenomena occurred in this research setting. The certain phenomena probably occurred in terms of linguistic features. The stages of CDA are proposed by Fairclough (1989:26) was used in this research in the following procedure: 1)Description, In this stage which is concerned with formal properties of the text. There are several steps to describe the texts: Analyzing the word choice: the choices meaning of words used in the headlines, including all types of words, but particularly nouns, adjectives, verbs, and adverbs which carry connoted and denoted meanings. Analyzing the transitivity: sentence construction. There are three components to discuss in transitivity, they are the participant, the process, and the circumstance; 2)Interpretation, It is focused in relationship between text and interaction by seeing of the text as the product of a process of interpretation, notice that is used as the term interpretation for both the interactional process and a stage of analysis; 3)Explanation, It is focused in relationship between interaction and social context by determination of social process of production and interpretation, and their social effects. Then, the data collect based on the focus of this research. After that the data are analyzed based on word choice and transitivity. Thus, the data are interpreted descriptively and argumentatively by using critical discourse analysis devices in order to reveal the ideological stance of headlines of The Jakarta Post newspaper reporting APEC 2013 in Indonesia. DATA ANALYSIS AND DISCUSSION In line with study, the research question one, two, and three will be answered in this section. The data consist of 10 headlines which are displayed by three parts. In part A, the data will be analyzed by word choice, then part B analyzes transitivity and the last is part C that the data will be investigated by the ideological stance. Data 1: Protest in motion amid poor security (The Jakarta Post, Monday, September 30, 2013) In data 1, the situation is three days before APEC summit. APEC was held in Bali that got negative response from the activists and students Hundreds of activists and students came together on Sunday to plan protests against the Asia-Pacific Economic Cooperation (APEC) summit in Bali amid signs of heightened security at the venues that will host the powwow of 21 Pacific-rim leaders this week. Activist Ni Luh Gede Yastini from the Bali Legal Aid Foundation, confirmed that hundreds of activists from more than 30 local and international non-governmental organizations under the Indonesian People's Alliance would carry out protests against the summit. They had not been determined because they were aware that security forces could possibly block the moves as they could be considered a disturbance to the summit. In addition, the alliance will probably raise issues such as the environment, migrant workers, human rights and fair trade. Other issues will also include religious intolerance, unsolved killings of activists, alleged human rights abuses in Papua and foreign occupations of domestic natural resources. Activists reject "the liberalization of investments" which would provide red carpets to foreign businesses to easily exploit Indonesia's natural resources. Dozens of students had already staged a small "anti-APEC" rally outside the Ketapang Port in Banyuwangi, East Java, on Sunday. The port is the gateway for those who travel by land from Java to Bali. (The Jakarta Post) a. Word choice The headline in data 1 is written in simple present tense which omits being of the verb. The headline (3) may read: Protests in motion [is] amid poor security. The omitting being of the verb (is) as the aim to make the headline writing more effective so that it can shows clear, short, and interesting. The headline (3) consists of a subject protest in motion as noun phrase and the complement object amid poor security as prepositional phrase. The word protest means that to the expression strong disagreement with or opposition to something. Protest refers to the act that doing by hundreds activists and students who against APEC summit 2013 in Bali. b. Transitivity The headline in data 1 is written in active sentence which uses relational process. The headline (3) consist of a carrier protest in motion (noun phrase) and attributive amid poor security (prepositional phrase). The omission (is) is classified into relational processes, process of being abstract relations such as have, seem, and be (is), which involve an agent and attributive (e.g. 'You are x'; I have y'). The carrier is protest in motion and the attributive amid poor security. In the other written, it can be said that protest in motion is among poor security. Look at the fraction below: Protest in motion [is] Amid poor security Carrier Process: relational Attributive c. Ideological stance The headline in data 1 is negative side for delegates of APEC, 21 state leaders. In this case, it can unsafe for them. The summit is crucial to discuss economy growth. The headline tries to show protest motion that is done by hundreds activist and student to against APEC summit. Dozens of students had already staged a small "anti-APEC" rally outside the Ketapang Port in Banyuwangi, East Java, on Sunday. The port is the gateway for those who travel by land from Java to Bali. In the text tells who is the doer, the one who against APEC summit. Data 2: No game changers at APEC summit (The Jakarta Post, Wednesday, October 02, 2013) In data 2, Asia-Pacific Economic Cooperation (APEC) officials may drive a hard bargain to produce new tangible trade policies as the bloc's prestigious annual summit kicked off on Tuesday amid perturbing signs in the US economy that, once again, sent jitters across the globe. For the duration of the concluding senior officials meeting (CSOM), which will run from Oct. 1 to 2, officials from the 21 Pacific-rim economies would have to show their commitment to the "Bogor Goals" of free, open trade and investment. Officials expect no "big surprises" in the attempt to progress on the liberalization of trade, but are aware of several contentious issues that have the potential to hurt Indonesia and other emerging economies, if not addressed properly during the negotiations. According to documents obtained by The Jakarta Post, there are five deliverables to be discussed as first priorities of the summit. These include Indonesia's initiative to include crude palm oil (CPO) and natural rubber on the list of environmental goods subject for liberalization. Indonesia, which holds the rotating APEC chairmanship, has several requirements for businesses to use local products for certain industries, such as oil and gas. Economist Sri Adiningsih of Gadjah Mada University's APEC study center said Indonesia should focus on taking advantage of existing commitments rather than trying to push for a new agenda. While the summit is likely to produce few benefits for domestic interest, it is crucial to help facilitate other APEC priorities such as commitments to help avoid another round of impasse in the upcoming World Trade Organization (WTO) ministerial conference in December in Bali. APEC accounts for about 55 percent of the world's gross domestic product (GDP), some 44 percent of global trade and 40 percent of the world's population (The Jakarta Post). a. Word choice The headline in data 1 is written in full clause, consists of a subject no game (noun phrase), a verb changers (infinitive +s) and an complement at APEC summit. No classified in adverb, it means that used with a following adjective to imply a meaning expressed by the opposite positive statement, game (common noun) means a physical or mental activity or contest that has rules and that people do for pleasure, the verb changers means to replace with another. The verb summit means international meeting; a meeting or series of meetings between the leaders of two or more governments, so that the complement at APEC summit means that International organization meeting. b. Transitivity The headline in data 1 is written in active sentence. According to SFL: Transitivity, the process of the sentence is intransitive action which consists of only one participant no game, the actional verb changers which is intransitive verb which does not need object and circumstance at APEC summit, an additional information of the purpose of the action. The processes of doing in the physical world are shown in material processes that show the power of the doer of doing something to the real world, unlike mental processes which are abstract. Look at fraction below: No game Changers At APEC summit Actor Process: material Circumstance: purpose c. Ideological Stance The headline in data 6 is positive toward APEC. the word no as the negation of the verb game. APEC is the International organization. In this case no game can be changers in this International meeting. Indonesia no longer pushes for green goods. Another summit priority, is the US initiative to discuss barriers to trade, which includes opposition against local-content requirements implemented by several APEC members, including Indonesia. Indonesia, which holds the rotating APEC chairmanship, has several requirements for businesses to use local products for certain industries, such as oil and gas. While the summit is likely to produce few benefits for domestic interest, it is crucial to help facilitate other APEC priorities such as commitments to help avoid another round of impasse in the upcoming World Trade Organization (WTO) ministerial conference in December in Bali. The headline is definitely positive toward APEC. To know furthermore of the information, the study classified the analysis of the headline in the table below. No Headlines Word Choice NP FC Process Ideology 1. Competitive SMEs 'crucial' to APEC's growth Compe-titive SMEs - P Relational process Positive 2. Nusa Dua closed for tourists during APEC Nusa dua - P Relational process Positive 3. Protest in motion amid poor security Protests - P Relational process Negative 4. SBY to have bilateral talks with Obama in Bali SBY - P Verbal process Positive 5. APEC agrees to joint efforts to develop renewable energy APEC - P Material process Negative 6. No game changers at APEC summit No game - P Material process Positive 7. RI hopes for deal on rubber shattered RI - P Mental process Negative 8. Challengers force APEC to adjust Challen-gers - P Material process Positive 9 Giants exert clout at APEC Giants - Material process Negative 10 APEC vows to avoid mishaps APEC - Material process Positive Table 1. Word Choice, Transitivity, and Ideology *Note: NP= (Noun Phrase); FC= (Full Clause) Discussions Table 1 the word choice, transitivity and ideology of the headlines into who is the actor or doer, writing headlines, involving in which process, in the end of the analysis it can conclude that what the ideology inside of headlines. First is classified into who is the doer in that event which can show the subject or the doer regularly appear in headline newspaper. Here are the headlines which actors are APEC, it shows in headline in data 5 and data 10. Data 5: APEC agrees to joint efforts to develop renewable energy Data 6: APEC vows to avoid mishap APEC is classified in proper noun which is abbreviation from Asia Pacific Economy Cooperation. Proper noun is a word which is the name of person (e.g. Lisa, John, Marry, etc), a place (e.g. Surabaya, California, Sydney, etc.), an institution (State University of Surabaya, Oxford University, etc.), etc. And it is written with a Capital Letter wherever its located in a sentence. In these headline, the proper noun APEC refers to the International economy meeting summit. The member of APEC consist of Australia, Canada, Indonesia, Japan, South Korea, Malaysia, New Zealand, Philippines, Singapore, Thailand, United States, Chinese Taipei, Hongkong, China, Mexico, Papua New Guinea, Chile, Peru, Russia, Vietnam. Meanwhile, APEC as the doer or participants above, it is essentially useful to quantify the types of clause and verb processes used and their distribution across sampled newspaper. The table above is clearly that shows the principle difference between the headline: the ratio of noun phrase (NP) headlines to choose containing full clause (FC). All the headlines APEC summit 2013 in Bali are written in full clause, no one of the headline is written in noun phrase. Full clause consist of minimal one subject and one verb. The headline is written in full clause as the aim to give emphasize the actor or the doer who does the action towards the goal, not only states the noun phrase of the doer, the goal or the result that the doer does. Furthermore, classifying into processes that the processes which have four main verb processes across the headline. The process has four type which consist of material process, verbal process, mental process, and relational process. Look at the headlines below: Data 1: Competitive smes 'crucial' to APEC Data 2: Nusa dua closed for tourists during APEC Data 3: Protest in motion amid poor security The example of headlines above is classified in relational process which can show the typically retain the source responsible for the statement. The headlines is written in shorter, punchier headlines, and the omission of be (is, am, are) as the aim to make effectiveness in headline writing is classifies into relational process, process of being in the world abstract relations. According SFL: Transitivity, the abstract relationships generally finds between two participants associated with the process is regarded, however it is different from material process, a participant does not influence the other participant in a physical sense. The omission (is) is classified into relational processes, process of being abstract relations such as have, seem, and be (is), which involve an agent and attributive (e.g. 'You are x'; I have y'). The verbal process is used in this headline: Data 4: SBY to have bilateral talks with Obama in Bali The word talks is classified in verbal processes, a process of saying such as speaking, shouting, or singing. The word "talk" support of (Halliday 1994: 107) that the verbal process expresses the relationship between ideas constructed in human consciousness and the ideas enacted in the form of language. A verbal process is the process of saying, and it exists on the borderline between mental and relational processes. The participants roles associated with verbalization processes are the sayer, the individual who is speaking and that of the target, the addressee to whom the process is directed. This may be added with verbiage, that which is said. The mental process is used in this headline: Data 7: RI hopes for deal on CPO rubber shattered. From the headline in data 7, it can be shown that the headline includes Mental processes. That is the fact that theory from (Halliday, 1994: 117) that Mental processes are "internalized" processes which exists in processes of doing and speaking. The example are such as thinking, dreaming, and deciding. Mental process by encode the meaning of feeling or thinking. Mental process verbs can be subcategorized into three types; Cognition (verbs of thinking, knowing, understanding), Affection (verbs of liking, loving, fearing, heating), and Perception (verbs of seeing, hearing). The word "hopes" includes in dreaming as the article of the text tells that RI has dream or hopes to lift barriers to the trade in Crude Palm Oil (CPO). The material process is used in this headline below: Data 5: APEC agrees to joint efforts to develop renewable energy Data 6: No game changers at APEC summit Data 8: Challenges force APEC to adjust Data 9: Giants exert clout at APEC Data 10: APEC vows to avoid mishap According SFL: Transitivity, the headlines above belongs to the material process, processes of doing in the physical world. Material processes have two inherent participants involved in them. The first of these Actors, which is an obligatory element and expresses the doer of the process. The second is the Goal, which is an optional element and expresses the doer of the process. In addition to these two inherent participant roles, there is an extra element called Circumstance, which provides additional information on the "when, where, how, and why" of the process. Furthermore, the circumstance associated with the process also contribute to an ideological representation of the APEC summit. In the sampled headlines, the circumstance regularly exists in prepositional phrase which can be used to modify both noun and verb phrases, providing extra details on the time, place or the manner in which the action described in the process. They are identified by a preposition (e.g. 'in', 'of', 'on', 'for', 'to', 'with', 'as' etc). The use of preposition in each of these headlines is highly ideological. In each case, the prepositional phrase is underlined: Competitive smes 'crucial' to APEC Challenges force APEC to adjust The reporters or the publication is most often positive toward APEC. The headlines state APEC as the doer which has dominate power which does the actions towards the goal. It can be shown of 10 headline that the headlines writer does not want to cover or hide the subjects or the doers or the actions even the circumstances of the events. Actually, it is the fact that the way of reporting is very ideological since wants the readers to be clear on who is the doer is, the action and the effected entity. The writer wants the readers have the same thinks. Thus, most of the sample headlines have positive ideology towards APEC. Besides APEC, to increase the economy of 21 economies in Asia Pacific, there is Small and Medium Enterprises to unleash economic potential and drive growth. Smes is very useful to the advancement of the ASEAN community and the global community in 2020. Most of all the 21 APEC leaders had proposed bilateral meetings with Susilo Bambang Yudhoyono as the president of Indonesia. APEC was held in Indonesia has positive towards Indonesia so that's way the ideological stance is shown of the headline writer, in this case the editor of The Jakarta Post who represents the ideological stance of the institution. The Jakarta Post newspaper is daily English newspaper in Indonesia has budget of selection news which is showed for world so that people in the world will know Indonesia actually with reading The Jakarta Post newspaper. It is built in 1982 as the collaboration between four Indonesian media under the demanding of minister of information Ali Moertopo and politician Mr. Jusuf Wanandi, who represented the government-backed Golkar newspaper Suara Karya. Minister Moertopo mentioned the possibility of publishing an English-language newspaper of the highest editorial quality. The Jakarta Post newspaper is more than a decade of opening up the economy to the global community but more importantly one that would be able to provide an Indonesian perspective to counter the highly unbalanced Western-dominated global traffic of news and views. CONCLUSION AND SUGGESTION Conclusion The data consist of 10 headlines about news event of APEC. The study finds word choice in headlines that the headlines are written in simple present tense that is shown the immediately past event. The headlines that consist of 10 headlines are written by full clause (FC) form which consist of minimal a subject and a verb. The subject or the doer of the headlines are mostly APEC which can be seen that the focus of news reporting is APEC. From the subject or the doer of headlines, APEC is shown as active doer that has dominance power in APEC news event that APEC summit 2013 in Nusa dua, Bali. The most dominance verbs are mostly infinitive+s with singular subject that consist of such as the verbs talks, efforts, changers, hopes, vows. From the verbs are describe the active action for the power relation in the doer and the goal. Furthermore, the process of the verbs are mostly material process which have two inherent participant involved in them. According SFL: Transitivity material process is process of doing in the physical world. There are some omission in headlines as the aim of the writing of headlines more effective. The circumstance in the headlines are written by noun phrase and verb phrases, supplying extra details on the time, place or the manner in which the action described in the process. They are identified by a preposition (e.g. 'in', 'of', 'on', 'for', 'to', 'with', 'as' etc). The use of preposition in each of these headlines is highly ideological which concluded of the analysis in headlines that the study has positive appreciation, feeling, and judgment with APEC summit 2013 in Bali. APEC is mostly mentioned as the actor or the doer in the headlines that has positive verbs such as vows, talks, hopes, changers. From those verb that is seen dominance power in actor for the goal. Suggestion The study analyzes the headlines in The Jakarta Post newspaper which is as the object of study. The headlines are elaborated based on the word choice features, transitivity, and the end of the analysis can be investigated the ideological distance. It can be shown by the object of sentence in headlines. For the future, the study hopes the deeper investigation to have a more critical analysis and useful for studying critical analysis to be better. REFERENCES Brown, Gillian and Yule, George. 1983. Discourse Analysis. Cambridge: Cambridge University Press Cook, Guy. 1992. 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Islamists in The Headlines: Critical Discourse Analysis of The Representation of The Muslim Brotherhood In Egyption Newspapers. The University of Utah. Richardson, E. John. 2007. Analyzing Newspaper. An Approach from Critical Discourse Analysis. New York: Palgrave MacMillan. Taiwo, Rotimi. 2007. Language, Ideology and Power Relation in Nigerian Newspaper Headlines, from(www.noblewords.biz/images/Taiwo2.pdf). Taiwo, Rotimi. 2004. "Speech as Headline in Nigerian Newspaper", in Segun Awonusi and E. A. Babalola, eds The Domestication of English in Nigeria. (Lagos: University of Lagos Press 323-325), from (www.noblewords.biz/images/Taiwo1.pdf) Van Djik, T. A. 1993. Elite Discourse and Racism. Newbury Park, CA: Sage. Van Djik, T. A. 1998. News as Discourse. (Hillsdale, New Jersey: Erlbaum.
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Daniel Levine on Hidden Hands, Vocation and Sustainable Critique in International Relations
Daniel Levine is part of a new generation of IR scholars that takes a more pluralist approach to addressing the hard and important questions generated by international politics. While many of those interviewed here display a fairly consistent commitment to a certain position within what is often referred to as 'the debate' in IR, Levine straddles the boundaries of a diverse range of positions and understandings. Time to ask for elaboration.
Print version of this Talk (pdf)
What is, according to you, the biggest challenge / principal debate in current IR? What is your position or answer to this challenge / in this debate?
The question I'd like us to be asking more clearly than we are is, 'are we a vocation and, if so, what kind of vocation are we'? This points to a varied set of questions that we, as scholars, gesture to but spend relatively little theoretical time developing or unpacking. There's an assumption that the knowledge we produce is supposed to be put good for something, practical in light of some praiseworthy purpose. Even theorists who perceive themselves to be epistemologically value-free hope, I think, at least on an intuitive level, that some practical good will emerge from what they do. They hope that they are doing 'good work' in the sense that some Christians use this term. But, there is not really a sustained project of thinking through how those works work: how our notions of vocation might be different or even mutually exclusive, and how the differences in our notions of vocation might be bound up in non-obvious ways to our epistemological, methodological, and theoretical choices.
Moreover, except for a few very important and quite heroic (and minoritarian) efforts, we don't really have a way to think systematically about the structure of the profession: how it influences or intervenes or otherwise acts on particular ideas as they percolate through it, and how those ideas get 'taken up' into policy. Brian Schmidt has done work like that, so has Inanna Hamati-Ataya, Ole Waever, Ido Oren, Oded Löwenheim, Elizabeth Dauphinee, Naeem Inayatullah, and Piki Ish-Shalom; and it's good work, but they are doing what they are doing with limited resources, and I think without due appreciation from a big chunk of the field as to why that work is important and what it means.
When I started writing Recovering International Relations, I had wanted to recover the 'view from nowhere' that many social scientists idealize. You know, that methodological conceit where we imagine we are standing on Mars, watching the earth through a telescope, or we're Archimedes standing outside of the world, leveraging it with distance and dispassion. I had worked on the Israeli-Palestinian conflict for a long time, was living in Tel Aviv, working for a think tank, and was—am—an Israeli citizen and an American citizen. I had this somewhat shocking discovery right after the Second Intifada broke out. Most of my senior colleagues were deploying their expertise in what seemed to me to be a very tendentious way: to show why the second Intifada was Yassar Arafat's fault or the Palestinian Authority's fault—or, in a few cases, the Israelis' fault. There were some very simplistic political agendas that were driving this research. People were watching the evening news, coming into work the next morning, and then running Ehud Yaari's commentary through their respective fact-values-methods mill. Or if they were well-connected, they were talking to their friends on the 'inside', and doing the same thing.
It was hard to admit this for a long time, but I was very naïve. I found that very unsettling and quite disillusioning. That's why the view from nowhere was so appealing. I wanted to be able to talk about Israel and Palestine without taking a position on Israel and Palestine—but without eschewing the expertise I had acquired along the way, in part because I was a party to this conflict, and cared about its outcome. I was young, inexperienced, and slightly arrogant to boot—neither yet a scholar, nor an 'expert,' nor really aware of the game I was playing. So my objections were not well received, nor did I pose them especially coherently. To their credit, my senior colleagues did recognize something worthwhile in my diatribes, and they did their best to help me get into graduate school.
As the project developed, and as I started engaging with my mentors in grad school, it appeared that the view from nowhere was essentially impossible to recover. With Hegel and with the poststructuralists, we can't really think from nowhere; the idea of it is this kind of intellectual optical illusion, as though thinking simply happens, without a mind that is conditioned by being in the world. Therefore, there needs to be a process by which we give account of ourselves.
There are a variety of different ways to consider how one might do that. There's what we might call the agentic approach, in which we think through the structure of thought itself: its limitations, our dependence on a certain image of thinking notwithstanding those limits—thought's work on us, on our minds. This is closest to what I do, drawing on Adorno and Kant, and Adorno's account of how concepts work in the mind; how they pull us away from the things we mean to understand even as they give us the words to understand them. And drawing on Jane Bennett, William Connolly, Hannah Arendt, Cornel West, JoanTronto, and JudithButler to think through how one conditions oneself to accept those limitations from a space of love, humility and service. Patrick Jackson's (TheoryTalk #44) Conduct of Research in IR is quite similar to this approach; and so is Colin Wight's Agents, Structures and International Relations; though they use more philosophy of science than I do.
One could also do this more 'structurally.' One could say 'this is how the academy works and this is how the academy interconnects with the larger political community' and then try to trace out those links: I mentioned Hamati-Ataya, Oren, and Ish-Shalom, or you could think of Isaac Kamola, Helen Kinsella, or Srdjan Vucetic.
Any of those approaches—or really, some admixture of them—would be pieces of that project. I would like us to be doing more of that—alongside, not instead of, all the other things we are already doing, from historical institutionalism to formal modeling, to large-N and quantitative approaches, and normative, feminist and critical ones. I would like such self-accounting to be one of the things scholars do, that they take it as seriously as they take methods, epistemology, data, etc. Driving that claim home in our field, as it's presently constituted, is our biggest challenge.
How did you arrive at where you currently are in IR?
I'm 42, so the Cold War was a big deal. I'm American-born, and I was raised in a pretty typical suburb. John Stewart from the Daily Show is probably the most famous product of my hometown, though I didn't know him. My view of history was a liberal and progressive in the Michael Waltzer/Ulrich Beck/Anthony Giddens, vein, but I was definitely influenced by the global circumstances of the time, and by the 'End of History' discourse that was in the air. I thought that the US was a force of good in the world. I was a nice Jewish boy from New Jersey. I really wanted to live in Israel for personal reasons, and the moral challenge of living in Israel after the Intifada seemed to go away with the peace process. So, it seemed to me that it was a kind of golden moment: you could 'render unto Caesar what was due to Caesar', and do the same for the Lord. I could actually be a Jewish-Israeli national and also a political progressive. (That phrase is, of course, drawn from the Gospels, and that may give you some sense of how my stated religious affiliations might have differed from the conceptual and theological structures upon which they actually rested—score one for the necessity of reflexivity. But in any case, those events were important.)
I moved to Israel when I was 22 and was drafted into the military after I took citizenship there. In the IDF, I was a low-level functionary/general laborer—a 'jobnik', someone who probably produces less in utility than they consume in rations. Our job was to provide support for the combatants that patrolled a certain chunk of the West Bank near Nablus—Shechem, as we called it, after the biblical name. I was not a particularly distinguished soldier. But we were cogs in a very large military occupation, and being inside a machine like that, you can see how the gears and pieces of it meshed together, and I started taking notice of this. Sometimes I'd help keep the diary in the operations room. You saw how it all worked, or didn't work; or rather, for whom it worked and for whom it didn't. All that was very sobering and quite fascinating.
I once attended a lecture given by the African politics scholar Scott Straus, and he said the thing about being present right after genocide is that you come across these pits full of dead bodies. It's really shocking and horrific—there they are, just as plain as day. Nothing I saw in the sheer level of violence compares to that in any way—I should stress this. But that sense of it all just being out there, as plain as day, and being shocked by this—that resonated with me. Everyone who cared to look could understand how the occupation worked, or at least how chunks of it worked. So I would say in terms of events, those things were the big pieces that structured my thinking.
Here's two anecdotal examples. Since I was a grade of soldier with very limited skills, I was on guard duty a lot. We had a radio. I could hear the Prime Minister on the radio saying we are going to strike so-and-so in response to an attack on such-and-such, and then I could see helicopters pass overhead to Nablus, and then I could see smoke. Then I could see soldiers come back from going out to do whatever it was the helicopter had provided air support for. I'd see ambulances with red crescents or red Stars of David rush down the main road. It began to occur to me that there was a certain economy of violence in speech and performance. I didn't think about it in specifically theoretical terms before I went back to graduate school, but Israelis had been killed, political outrage had been generated. There was a kind of affective deficit in Israeli politics that demanded a response, and some amount of suffering had to be returned—so the government could say it was doing its job. I found this very depressing. My odd way of experiencing this—neither fully inside nor outside—is certainly not the most important or authentic, and I'm not trying to set myself up as an expert on this basis. I'm only trying to account for how it made me think at the time and how that shows up in what and how I write now.
Later, when I was in the reserves, I was in the same unit with the same guys every year. One year, we were lacing our boots and getting our equipment for our three weeks of duty in a sector of the West Bank near Hebron, I think it was. I remember one guy, one of the more hawkish guys, said 'we'll show 'em this time, we'll show them what's what'. Three weeks later, that same guy said 'Jeez, it's like we're like a thorn in their backside; no wonder they hate us so much.' (He actually used some colorful imagery that I can't share with you.) I remember thinking, 'well, ok, he'll go home and he'll tell his family and his friends; some good will come of this.' The next year, I saw the same guy saying the same thing at the start, 'we'll show those SOBs.' And then three weeks later, 'oh my God, this is so pointless, no wonder they hate us…' So after a few years of this I finally said to him, 'tagid, ma yihiyeh itcha?'—Like, dude, what's your deal? 'We've had this conversation every year! What happens to you in the 48 weeks that you're not here that you forget this?' And I think he looked at me like, 'what are you talking about?'
I thought about that afterwards: we have these moments of experience when we're out of our everyday environment and discourse, the diet of news and fear, PR and political nonsense—that's when these insights become possible. So, when this guy comes in and says 'ok, we'll get those SOBs,' he's carrying with him this discourse that he has from home, from the news and TV, from his 'parliament' with his friends where they get together and talk about politics and war and economics and whatever else—and then a few weeks of occupation duty disrupts all that, makes him see it in a different light, and he has these kinds of fugitive experiences which give him a weirdly acute critical insight. Suddenly, he's this mini-Foucault.
In a few weeks, though, he goes back to his life, there's no space or niche into which that uncomfortable, fugitive insight can really grow, so it just sort of disappears or withers on the vine, its power is dissipated. This is a very real, direct experience of violence and it's covered over by all of this jibber-jabber. So there's a moment where you start to wonder: what exactly happens there? What happens in those 48 weeks? What happens to me during those weeks? You can see how a kind of ongoing critical self-interrogation would evolve out of that. Again, none of those things are exactly what my book's about, but it gives you a sense of how you might find Adorno's kind of critical relentlessness and negativity vital and important and really useful and necessary. You can see how that might inform my thinking.
In terms of books, as an undergraduate, I had read, not very attentively, Said and Foucault, and all of the stuff at the University of Chicago we had to take in what they called the 'Scosh Sequence,' from sociologists like Elijah Anderson and William Julius Wilson to Charles Lindblom and Mancur Olsen: texts from the positive and the interpretive to the post-structural. I had courses with some very smart Israeli and Palestinian profs—Ephraim Yaar, Salim Tamari, Ariela Finkelstein. And of course Rashid Khalidi was there at that time. Once I was in the military, the Foucault and Said suddenly started popping around in my head. Suddenly, this sort of lived experience of being on guard duty made the Panopticon and the notion of discipline go from being a rather complicated, obscure concept to something concrete. 'Oh! That's what discipline is!'
When I went back to graduate school, I was given a pretty steady diet of Waltz, rational deterrence theory, Barry Posen, Stephen Walt (Theory Talk #33), and Robert Jervis (Theory Talk #12). Shai Feldman was a remarkable teacher, so were Ilai Alon in philosophy, Shlomo Shoham in sociology and Aharon Shai in History. Additionally I had colleagues at work who were PhD students at the Hebrew University working with Emanuel Adler; they gave me Wendt (Theory Talk #3), Katzenstein's (TheoryTalk # 15) Culture of National Security, Adler and Barnett, and Jutta Weldes' early article on 'Constructing National Interests' in the EJIR (PDF here). My job was to help them publish their monographs, so I got really into the guts of their arguments, which were fascinating. I am not really an agency-centered theory guy anymore and I am not really a constructivist anymore, but that stuff was fantastic. I saw that one could write from a wholly different viewpoint, perspective, and voice. This is all very mainstream in IR now, but at the time, it felt quite edgy, very novel. Part of the reason why the middle chapters of Recovering IR has these long discussions about different kinds of constructivism is that I wouldn't have had two thoughts to rub together if it was not for those books. I do disagree with them now and strongly, but they were very important to me all the same.
What would a student need to become a specialist in IR or understand the world in a global way?
I'd be more comfortable answering that question as someone who was, until relatively recently, a grad student. I've not been productive long enough to say 'Well, here's how to succeed in this business and be a theorist of enduring substance or importance' with any authority. But I can say, 'here's how I'm trying to be one.' There's a famous article by Albert O. Hirschman called 'The Principle of the Hiding Hand,' (PDF here) and in it he says that frequently, the only way one can get through really large or complicated projects is to delude oneself as to how hard the project is actually going to be. He takes as an example these ambitious, massively complicated post-colonial economic projects of the Aswan High Dam variety. The only way such enormous projects ever get off the ground, he says, is if one either denies their true complexity or deludes oneself. Otherwise you despair and you never get it done. From the first day of seminar to dissertation proposal to job—thank God I had no idea what I was in for, or I might have quit.
Also, the job market being what it was, we had to be very, very passionate scholars who wrote and argued for the sheer intellectual rush and love of writing. And yet, we also had to be very practical and almost cynical about the way in which the academic market builds on the prestige of publications and the way in which prestige becomes shorthand for your commodity value. At least in the US, the decline of tenure and the emergence of a kind of new class of academics whose realm of responsibility is specifically to engage in uncomfortable kinds of political and moral critique—but without tenure, and at the mercy of a sometimes feckless dean, an overburdened department chair or fickle colleagues—that's very scary. If you're doing 'normal science', it's a different game and the challenges are different. But if your job is to do critique, in the last ten years, it's a very big deal. Very difficult. I'm very fortunate in that regard; at Alabama I've had great support from my department, my chair, and my college.
I was a Johns Hopkins PhD, and my department was fantastic in terms of giving me support, encouragement, getting out of my way while throwing interesting books at me, reading drafts that were bad and helping me make them good—or at least telling me why they were bad. We did not get particularly good professional training, because I think they did not want us to get professionalized before we found our own voice. I'm really grateful for that, truly. But then there's this period in which you have to figure out how to make your voice into a commodity. That's really tough, it's a little bit disheartening—even to discover that you must be a commodity is dismaying; didn't we go into the academy to avoid this sort of logic? But just like Marx says, commodities have a double life, and so do you. The use-value of your scholarship and its exchange-value do not interlock automatically and without friction. So you spend all this time on the use-value of it—writing a cool, smart, interesting dissertation—thinking that will translate into exchange-value, and it turns out that it sort of does, but a lot of other things translate into exchange-value too that aren't really about how good your work is necessarily. And many of your colleagues, if what you're doing is original, won't really understand what you're doing; the value or the creativity of it won't be apparent to them unless they spend a lot of time sifting through your bad drafts of it, which only a few—but God bless those—will do. So how you create exchange-value for yourself is important. So is finding people who will care about you, your project, your future—and learning when to take their advice, when to ignore it, and how to do so tactfully.
If all that's hard, you're probably doing it right. It's unfortunate that that's how it is, but at all events, that's how it was for me.
Would you elaborate on the concept of vocation and why this is so important to the view from nowhere? It is important to say that the view from nowhere is perhaps difficult. So is vocation, or a kind of Weberian approach, a way to articulate that for you?
There's a quote in a book from a Brazilian novelist named Machado de Assis. His protagonist is this fellow Bras Cubas, who's writing a posthumous memoir of his own life. He's writing from beyond the grave. From there, he can view his whole life and his entire society from outside; he's finally achieved positivism's view from nowhere. But the thing about this view—and the book means to be a sendup of the Comtean positivism that was fashionable in Brazil in those days—is that it gives him no comfort. He now knows why he lived his life the way he did; how he failed and what was—and what was not—his fault. The absurdity of it all makes sense. But it changes nothing: he has died unfulfilled, unloved, and essentially alone: a minor poet and back-bench politician who was ultimately of little use to anyone nor of much to himself. All he knows is how that happened.
In the end, if we're all playing a role in how a world comes into being and it's in some sense our job simply to accept this, and our job as scholars merely to explain it, this gives us no comfort in the face of suffering, in the face of violence and evil. To some extent as scholars, and to some extent as a discipline, we exist as a response to evil, to suffering, to foolishness, to folly; it's not a coincidence that the first professorship of IR is created in Britain in the wake of WWI, and that it's given to someone like E. H. Carr.
If we don't have a view from nowhere because we've given up anything like a moral sense that can't be reduced to fractional, material, or ideological sensibilities, and if we know that sometimes those 'views from somewhere' can provide cover for terrible kinds of evil or justify awful kinds of suffering, then the notion of vocation seems to come in at that point and say well, 'here's what I hope I'm doing', or 'here's what I wish to be doing', or 'here's what I'd like to think I'm doing', and then allowing others to weigh in and give their two cents. Vocation, in the sense of Weber's lectures, comes out of that. It's Kant for social scientists: What can I know? What should I do? For what may I hope? In other words, what the necessity and obligation of thinking is on the one hand, and on the other what its limitations are.
This is a way to save International Relations from two things: one, from relativism and perspectivism, and the other, from a descent into the technocratic or the managerial. I am trying to stand between the two. My own intellectual background was in security studies at Tel Aviv University in the 1990s: the period immediately after Maastricht, in the period of the Oslo Process, the end of Apartheid. My hope back in the days when the peace process seemed to me to be going well was that I'd be able to have a kind of technocratic job in Israel's Ministry of Foreign Affairs or Defense. Counting tanks, or something similar. I thought that would be a pretty good job. I would be doing my part to maintain a society that had constructed a stable, long-term deterrent by which to meaningfully address the problem of Jewish statelessness and vulnerability, but without the disenfranchisement of another people. I could sit down and count my tanks with a clear conscience, because the specter of evil was being removed from that work. The problem of the occupation was being be solved. Again, it's somewhat embarrassing to admit this now.
I would say in the US academy, there is definitely a balance in favor of the technocrats. We have enormous machines for the production and consumption of PhDs in this country. The defense establishment is an enormous player. Groups like the Institute for Defense Analysis need a lot of PhDs, the NSF funds a lot of PhDs (for now, at least), and that tips the balance of the profession in a certain way. My ability to use ideas compellingly at ISA won't change that fact all by itself, there's a base-superstructure issue in play there.
In Europe, it's a different story, for a bunch of reasons. The defense establishments of the EU member states aren't as onerous a presence. And, there are more of them; so there's a kind of diversity there and a need to think culturally about how these various institutions interlock and how people learn to talk to each other: the Martha Finnemore-to-Vincent Pouliot-to-Iver Neumann (Theory Talk #52) study of ideas and institutions and officials. Plus, you have universities like the EUI and the CEU, which are not reducible to any particular national interest or education system; creating knowledge, but for a political/state form that's still emergent. No one knows exactly what it is, what its institutions and interests will ultimately be. Because of that, it's hard to imagine the EUI producing scholars with obviously nationally-inflected research programs, like Halford Mackinder, Mahan, Ratzel from a century ago. There will still be reifications and ideologies, but there's more 'give' since the institutions are still in play. And there's fantastically interesting stuff happening in Australia, and in Singapore—think of people like Janice Bialley-Mattern, Tony Burke and Roland Bleiker.
Critique has a long and controversial history in our discipline. Could you perhaps elaborate, as a kind of background or setting, how critique can be used in IR and why you've placed it at the center of your approach to IR theory?
Critique as term of art comes into the profession through Robert Cox (Theory Talk #37) and through the folks that were writing after him in the '90s, including Neufeld, Booth, Wyn-Jones, Rengger, Linklater and Ashley—though pieces of the reflexive practice of critique are present in the field well before. For Cox, the famous line is that theory is always 'for something and for someone.' The question is, if that's true how far down does that problem go? Is it a problem of epistemology and method, or is it a problem of being as such, a problem of ontology? Is it fundamental to the nature of politics?
If the set of processes to which we refer when we speak of 'thinking' is inherently for someone and for something, and that problem harkens back to the idea that all thinking is grounded in one's interests and perspectives, i.e., that all practical or systematic attempts to understand politics are 'virtuous' in the Machiavellian sense (they serve princely interests) but not necessarily in the Christian sense (deriving from transcendent values), then we have a real problem in keeping those two things separate in our minds. Think of Linklater's book Men and Citizens in International Relations as a key node in that argument, though Linklater ultimately believes (at least in that book) that a reconciliation between the two is possible. I'm less convinced.
Now recall the vocation point we discussed before. IR as a discipline has a deep sense of moral calling which goes beyond princely interest. And the traditions on which it draws are as much transcendently normative as anything else. So encoded in our ostensibly practical-Machiavellian analyses is going to be something like a sense of Christian virtue; we'll believe we're not merely correct in our analyses, but really and truly right in some otherworldly, transcendent way. True or not, that sense of conviction will attach itself to our thinking, to the political forces and agendas that we're serving. We'll come to believe that we are citing Machiavelli in the service of something greater: whether that's 'scientific truth' or the national interest, or what have you. Nothing could be more dangerous than that. Critique, as an intervention, comes here: to dispel or chasten those beliefs. Harry Gould, Brent Steele, and especially Ned Lebow (Theory Talk #53) write about prudence and a sense of finitude: these are the close cousins of this kind of critique.
If we take seriously the notion that people sometimes fight and kill in the service of really awful causes while believing they are doing right, and that scholars sometimes help them sustain those convictions rather than disabuse them of them—even if they do not intend this—then critique becomes an awfully big problem and it really threatens to undermine the profession as such. It opens up a whole new level of obligation and responsibility, and it magnifies what might otherwise be staid 'inside baseball'—Intramural scholarly or methodological debates. Part of the reason why the 'great debates' were so great—so hotly fought—had to do with this: our scholarly debates were, in fact, ideological ones.
It undermines the field in another way as well. If we take critique seriously, there's got to be a lot of moral reflection by scholars. That will make it hard to produce scholarship quickly, to be an all-purpose intellectual that can quickly produce thought-product in a policy-appropriate way, because I will want to be thinking from another space, and of course precisely what policy-makers want is that you don't think from some other space; that you present them with 'shovel ready' policy that solves problems without creating new ones.
So you now have not just a kind of theoretical or methodological interruption in the discussion of, say, absolute or relative gains. You now have to give an account of yourself. And for me, that's what critique in IR means. To unpack the definition I gave above, it's the attempt to give an account of what the duties and limits of one's thinking are in the context of politics, given the nature of politics as we understand it. Because IR comes out of the Second World War, we're bound to take the most capacious notions of what political evil and contingency can be; if we are not always in the midst of genocide and ruin, then we are at least potentially so. And so contingency and complexity and all the stuff that we're talking about must face that. I want to hold out that Carl Schmitt and Hans Morgenthau might be right—in ways which neither they, nor I, can completely fathom. Then I have to give accounts of thinking that take a level of responsibility commensurate with that possibility.
In that vein, when I look at accounts of thinking in the context of the political, when I look at what concepts are and how they work and how they do work on the world so that it can be rendered tractable to thought, I realize that what we come up with when we're done doesn't look very much like politics anymore. We have tools which, when applied to politics, change it quite dramatically; they reify or denature it. To be critical in the face of that, you're going to be obliged to an extensive degree of self-interrogation and self-checking, which I call chastening.
That process of chastening reason, is, in effect, what remains of the enlightenment obligation to use practical reason to improve what Bacon called the human estate. What's left of that obligation is to think in terms of the betterment of other human beings as best as you can, knowing you can't do that very well, but that you may still be obliged to try.
That's really hard to do and it's an odd form of silence and non-silence. After all, if I were to look at the Shoah while it was happening, or look at what happened in Rwanda, and say 'well, I don't really have a foundational position on which to stand so I can't analyze or condemn that'—that would not be a morally acceptable position. Price and Reus-Smit (TheoryTalk #27) say this in their 1998 article and they are absolutely right. But then there's the fact that I don't quite know what to say beyond 'stop murdering people!' The world is so easy to break with words, and so hard to put back together with them—assuming anyone cares at all about anything we say. So I am obliged to respond to those kinds of events when I see them, and I am also obliged to acknowledge that I can't respond to them well, because my authority comes from the conceptual tools I have, and they aren't really very good. Essentially, what I'm doing as scholar of IR is the equivalent is using the heel of my shoe to hammer in a nail. (That's a nice line, no? I wish it was mine, but it's Hannah Arendt.) It will probably work, but it will take a while, and the nail won't go in so straight. To chasten one's thinking is to remind oneself that the heel of one's shoe is not yet a hammer; that all we're doing is muddling through—even when we do our work with absolute seriousness and strict attention to detail, context and method—as of course we should.
You discuss IR theory in terms of different reifications. In which was does that also lead you to take a stand against a Weberian understanding of IR?
I think where I depart from Weber is that he has more faith than I do that, at some point, disenchantment produces something better. There is faith or hope on their part that the iron cage that we experience as a result of disenchantment and as a result of the transformation from earlier forms of charismatic and traditional authority to contemporary rational ones won't always be oppressive, not forever. New forms and ways of being will emerge, in which those disenchanted modes actually will fulfill their promise for a kind of improvement in the human estate. If it's a long, complicated process—hence the image of slow boring into hard wood—but faith is still justified, good things can still happen.
For me, the question is how would you manage a society that is liable to go insane or to descend into moments of madness because of the side-effects or intervening effects of disenchantment and modernization, while holding fast to the notion that at some point, this is going to get better for most people? I'm a bit less certain about that than I read Patrick and Weber being. I think that even if they're right, it makes sense morally as scholars, not necessarily as citizens or individuals or people, to dwell in the loss of those who fall along the way.
I find myself thinking about the people who are gone a lot. My ex-wife teaches on slavery, and I think a lot about this terrible thing she once told me. On slave ships, when there was not enough food they would throw the people overboard because ship masters got insurance money if their property went overboard, but not if human beings succumbed on-ship. There's a scene depicting this in Spielberg's film Amistad and it haunts me. I find myself thinking about those people, dragged under with their chains. I wonder what they looked like, what they had to say. I wonder what they might have created or how their great-great grandchildren children would have played with my child. I wonder if my best friend or true love was never born because her or his ancestor died in this way. An enormous number of people perished. I can't quite believe this, even if I know it's true.
Yoram Kaniuk, the recently deceased Israeli novelist, wrote that the Israeli state was built on the ground-up bones of the Jews who couldn't get there because it was founded too late. I wonder about them too. And when I taught course modules on Cambodia, I would find myself looking at the photographs made of the people in Tuol Sleng before they were killed, the photo archives which the prison kept for itself. There is a mother, daughter, father, brother, son, and I find myself drawn into their eyes and faces. I don't want those people to disappear into zeros or statistics. I want somehow to give them some of their dignity back, and I want to dwell in the tragic nature my own feeling because it bears remembering that I cannot ever really do that. If I remember that, I will have some sense of what life's worth is, and I won't speak crassly about interventions or bombings or wars—wherever I might come down on them. I would say that it's almost a religious obligation to attend to the memory of those people. My desire to abide with them makes me very, very suspicious of hope or progress. I want this practice of a kind of mourning or grief to chasten such hope.
There's a problem with that position. Some will point out to me that this will turn into its own kind of Manichean counter-movement, a kind of Nietzschean ressentiment. Or else that dwelling in mourning has a self-congratulatory quality to it. And there are certainly problems with this position at the level of popular or mass politics. We do see a lot of ressentiment in our politics. On the left, there's a lot of angry, self-aggrandizing moral superiority. And you can think about someone like Sarah Palin in the US as a kind of populist rejection of guilt and responsibility from the right.
But as social scientists, we might have space to be the voice for that kind of grief, to take it on and disseminate the ethics that follow from it; to give that grief a voice. That kind of relentless self-chastening is what I'm all about. I think it opens you up to new agendas and possibilities. I think it's a much deeper way to be 'policy relevant' than most of my colleagues understand this term. If we are relentlessly self-critical as scholars, and if we relentlessly resist the appropriation of scholarly narratives to simplistic moral or political ends and if we, as a society, help to build an intolerance of that and a sense of the mourning that comes out of that, we also open our society up to say things like, 'ok, well what's left?'
And then, well, maybe a lot of things are left, and some of them are not so bad. Maybe we start to imagine something better. That's where I'd rejoin Jackson and Weber; after that set of ethical/emotional/spiritual moves. I think, by the way, that Patrick mostly agrees with me; it's only a question of what his work emphasizes and what mine has emphasized. On this point, consider Ned Lebow's notion of tragedy. He and I disagree on some of the details of that notion. But on top of his remarkable erudition, he's a survivor of the Shoah. I suspect he has thought very deeply about grief and mourning, and in ways that might not be open to me.
The final question I want to pose to you is a substantive one: Your understanding of critique somehow does relate to sustaining progress, in a way. Perhaps on the one hand, you are not so optimistic as Weber was, but on the other hand, your work conveys the sense that it is possible to bridge the gap between concepts and things. I'm not sure if it's possible, but perhaps you can relate it to the substantive example of how your work relates to concrete political situations. I think the example of Israel-Palestine comes to mind best.
Again, I don't think I am as optimistic as that. In my heart of hearts, I desperately wish this to be the case. To think of the people who were most influential on my intellectual development—my cohort of fellow grad students at Johns Hopkins and our teachers, to whom as a group I owe, really, everything in intellectual terms—I was certainly in the minority view. Most of them were, I think, working in the Deleuzian vein of making 'theory worthy of the event.' I just don't believe that's possible; or anyway I think it's really, really, really hard, the work of a generation to tell that story well and have it percolate out into our discipline and our culture. In the meantime, we must muddle through. I hope I'm wrong and I hope they're right. I'm rooting for them, even as I try to give them a hard time—just as I give Keohane (Theory Talk #9) and Waltz and Wendt and everyone else I write about a hard time. But I'd be happy, very happy, to be wrong.
What I do think can be done is that you can sustain an awareness of the space between things-in-themselves and concepts, and by extension some sense of the fragility and the tenuousness of the things that you think and their links to the things that you do. Out of this emerges a kind of chastened political praxis.
You mentioned Israel and Palestine, which I care a great deal about and am trying to address more squarely in the work I'm doing now, partly on my own and partly in pieces I've worked on with my colleague Daniel Monk. What we observe is that though the diplomatic negotiations failed pretty badly twelve and a half years ago, we're still looking at the same people running the show: the same principal advisers and discussants and interlocutors: in the US and Israel and in the Palestinian Authority. The same concepts and assumptions too. Just a few days ago, Dennis Ross published a long op-ed about how we get the peace process back on track, and you might think that you're reading something from another time—as though the conflict were a technical challenge rather than a political one. You know that Prince song about 'partying like it's 1999'?
I don't know what a peaceful, enriching, meaningful Israeli-Jewish-Arab-Palestinian-Muslim-Christian collective co-existence or sharing of space or world looks like, but I know that this pseudo-politics ain't that. When I see something that's just a re-hashing, I can say, 'come on guys, that is not thinking, that's recycling the old stuff and swapping out dates, proper nouns and a few of the verbs.' Nor is it listening to other voices who might inspire us in different ways, or might help us rethink our interests, categories and beliefs. Lately, I've been listening to a band called System Ali, hip-hop guys from Jaffa's Ajami quarter, who sing in four languages. What they say matters less to me than the fact that they really seem to like another, they trust each other, they let each voice sing its song and use its words. They have something to teach me about listening, thinking, acting and feeling—because it's music after all—and that can produce its own political openings.
Of course, there are pressure groups, from industry and AIPAC to whatever else in the US, and those groups merit discussion and debate, but I'm also wary of the counter-assumption which follows from folks who talk about this too reductively: that there actually is an American interest, or a European or Arab or Israeli one, which somehow transcends partisan interest—one that can be recovered once the diaspora Jews, the oil moguls, the arms dealers or the Christian 'Left Behind' people are taken out of the picture. That feels like the same heady brew that Treitschke and Meinecke and the German realpolitik scholars poured and drank: that the national state has some transcendent purpose to which we gain access by rising above or tuning out the voices of the polity or its chattering classes. Only with a light liberal-internationalist gloss: Meinecke meets David Lake (Theory Talk # 46), Anne-Marie Slaughter or John Ikenberry.
I can also go meet starry-eyed idealists who want to hold hands and sing John Lennon, I can say to them yes, I want to hold your hand and sing John Lennon, but I am also enough of a social scientist to know that if a policy does not respond to real and pressing problems—water, land, borders etc.—that any approach that does not respond to those things will be hopelessly idealist. It will be what my granny called luftmentsch-nachess—the silly imaginings of men with their heads in the clouds, like the parable about Thales and the Thracian maiden. I am not interested in being either a luftmentsch nor a technocrat. So what does that leave with you with? You need to balance.
You can look at groups at the margins of political culture to see what they can tell you. In Israel and Palestine, it's groups like Ta'ayush, Breaking the Silence and Zochrot, and this settler leader who recently died, Rabbi Frohman, who was going out and meeting every Palestinian leader he could because for him, being a Jew in the land was not, in the first instance about his Israeli passport. There were and are possibilities for discussion that feel really pregnant and feel very different from the conversation we are sustaining now; which reveal its shallowness and its limitations and its pretentiousness. These other voices are of course not ideal either, they are going to have their own problems and limitations, their own descent into power and exclusion and so on, but they reveal some of the lie of what we're doing now.
I guess in the end, social scientists make a living imagining the future on the basis of the past. I also spend a lot of time reading novels and watching books and films. Partly because I am lazy and I like them. Partly because I'm looking for those novels and films to help me imagine other possibilities of being that aren't drawn from the past. Art, Dewey tells us in The Public and its Problems, is the real bearer of newness. Maybe then, I get to grab onto those things and say ok, what if we made those them responsive to an expansive materialist analysis of what an Israeli-Palestinian peace would need to survive? What if we held the luftmentsch's feet to the materialist/pragmatic fire, even as we held the wonk's feet to the luftmentsch's fire? Let them both squeal for a while. There's possibility there.
Daniel J. Levine is assistant professor at the University of Alabama. Among his recent publications (see below) stands out his book Recovering International Relations.
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Faculty Profile at U-Alabama Read the first chapter of Levine's Recovering IR (2012) here (pdf) Read Barder and Levine's The World is Too Much (Millennium, 2012) here (pdf) Read Levine's Why Morgenthau was not a Critical Theorist (International Relations, 2013) here (pdf) Read Monk and Levine's The Resounding Silence here (pdf)
