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ERRORS OF LINGUISTICS COMPONENTS FOUND IN THE BACKGROUND OF THE STUDY OF THE S1 STUDENTS' THESES Dewi Anggraini English Education Department, Language and Arts Faculty, Surabaya State University. email: dedewanggara@ymail.com Prof. Dr. Susanto, M.Pd. English Education Department, Language and Arts Faculty, Surabaya State University. Abstrak Membuat kesalahan adalah salah satu hal yang tak dapat dihindari di dunia, terutama di pempelajaran bahasa, karena ini adalah bagian yang alami dari proces pembelajaran. Kesalahan siswa dapat diamati, dianalisis, dikelompokkan, dan dipelajari menggunakan error analysis dan hasil dari analisis tersebut dapat menunjukkan perkembangan siswa dalm penguasaan bahasa dan membantu guru dalam proses belajar dan mengajar. Penelitian ini menganalisa komponen bahasa dalam latar belakang permasalahan dalam skripsi mahasiswa jurusan Bahasa Inggris Universitas Negeri Surabaya. Peneliti menggunakan metode penelitian deskriptif kualitatif karena tujuan dari penelitian ini adalah untuk mendeskripsikan gambaran dari kesalahan morfologikal, leksikal, sintaktik, dan mekanikal yang dibuat oleh mahasiswa dalam latar belakang permasalahan skripsi mereka. Peneliti mengambil enem skripsi dari tiga kelompok. Peneliti mengambil dua skripsi dari mahasiswa yang lulus lebih cepat (kurang dari empat tahun), dua skripsi dari mahasiswa yang lulus tepat waktu (empat tahun), dan dua skripsi dari mahasiswa yang lulus lambat (lebih dari empat tahun). Kemudian, dalam menganalisa dan menafsirkan data, peneliti menggunakan Ferris's error analysis model sebagai acuan. Hasil dari penelitian menunjukkan bahwa: 1) Untuk kesalahan morfologikal, peneliti menemukan bahwa dari semua macam kesalahan morfologikal, kesalahan yang paling utama adalah subject-verb agreement dan kesalahan artikel/determiner, terutama kesalahan penggunaan artikel kosong (Ø) untuk the. 2) Untuk kesalahan leksikal, siswa hanya membuat sedikit kesalahan dalam preposisi dan sub kategori lain di kesalahan leksikal. Ini menunjukkan bahwa siswa telah menguasai kosa kata Bahasa Inggris untuk menyusun kalimat yang benar. 3) Untuk kesalahan sintaktik, peneliti menemukan bahwa siswa membuat kesalahan paling banyak di penghilangan kata dan run-on sentence. Dan 4.) untuk kesalahan mekanikal, peneliti menemukan bahwa kealahan tanda baca, terutama dalam penggunaan koma, adalah kesalahan yang paling banyak muncul diikuti kesalahan kapitalisasi. Kata Kunci: Error Analysis, Kesalahan Morfologikal, Kesalahan Leksikal, Kesalahan Sintaktik, Kesalahan Mekanikal. Abstract Making errors is one of the most inevitable things in the world, especially in language learning, since it is a natural part of learning process. Students' errors can be observed, analyzed, classified, and studied by using error analysis and the result of analysis can indicate the students' development in mastering the language and help the teachers in teaching and learning process. This study analyzes the linguistics components in the theses' background of the study of the English Department's students in Surabaya State University. The researcher used descriptive qualitative as the research design because the objectives of this study were to describe the profile of morphological, lexical, syntactic, and mechanical errors made by the university students in their theses' background of the study. The researcher took six theses from three groups randomly. She took two theses from the students who graduated earlier (less than four years), two theses from the students who graduated on time (four years) and two theses from the students who graduated late. Then, in analyzing and interpreting the data, the researcher used Ferris's error analysis model as the guidline.The findings of this study revealed that: 1) For the morphological error, the researcher found that from all kind of errors in morphological error, the most problematic errors were subject-verb agreement errors and article/determiner errors, especially for misused of zero article (Ø) for the. 2) For the lexical error, the students only made few preposition errors and other subcategories errors in lexical error. It indicated that the students had already mastered the English vocabularies to construct the appropriate sentences. 3) For the syntactic error, she found that the students made the most errors in omitted word and run-on sentence. And 4) for the mechanical error, she found that punctuation error, especially in using comma, was the most problematic error followed by capitalization error. Keywords: Error Analysis, Morphological Error, Lexical Error, Syntactic Error, Mechanical Error. introduction Making errors is one of the most inevitable things in the world, especially in language learning, since it is a natural part of learning process (Makino: 1993). In the language learning process, the students continuously explore and improve their knowledge about the rules of the target language. Consequently, when they do not complete or lack of the knowledge, they will make errors. According to Brown (2000: 217), an error occurs because the students do not know what is correct and it cannot be self-corrected. They need helps or feedbacks from the teacher to correct it. Thus, an error is no longer seen as a bad thing which has to be avoided in language learning process as in the past since it can indicate the students' development in mastering the language and help the teachers in teaching and learning process. Maicusi, T., Maicusi, P., and Lopez (2000) state that errors take place when the deviation arises as a result of lacking of knowledge. Then, Choiriyah (2007) defines errors as any deviation from a selected norm of language performances, no matter the possibility of the characteristic or causes of the deviation. In a few words, from the definitions above, it can be concluded that errors are the result of the deviation from the target language's norms and lack of knowledge about the target language itself. Brown (2000: 217) states that error and mistake are different. He states that a mistake occurs because of slip or lack of attention or carelessness in utilizing the language system and it can be self-corrected whereas an error occurs since the learner does not know what is correct, and it cannot be self-corrected. In the other hand, Ellis (2007:18) states that the difference between an error and a mistake may not be clear since the learners sometimes constantly use a feature in some contexts and constantly fail to use it in others. Error is categorized as local and global error. Heaton (1988: 149) states that local errors are errors which do not cause significant trouble and misunderstanding for the readers in comprehending the sentences (e.g. misuse of articles, omission of preposition, etc.), whereas global errors are errors which influence the overall structure of the sentences and make the readers get difficulty to understand the sentence (misuse of connective, omission of relative pronoun). According to Brown (2000: 223-227), there are four sources of errors. They are interlingual transfer, intralingual transfer, context of learning, and communication strategies. 1. Interlingual transfer is caused by the interference of the mother-tongue; it makes students have a tendency to copy every word or grammar rules of their native language into the target language. 2. Intralingual transfer is the negative transfer of items within the target language or the incorrect generalization of the target language's rule. 3. Context of learning can be called as false concept, the learner makes faulty hypothesis because of misleading explanation from the teacher or faulty presentation of the structure of word in textbook. 4. Communication strategy is the learning style of the learners; they use wrong strategies when getting their massages, so it causes the errors. Then, according to Touchie (1986: 77-79), there are two main sources of errors in second language learning. The first source is interference from the native language/ mother-tongue. Errors due to the influence of the native language are called interlingual errors. Interlingual errors are also called transfer or interference errors. The second source is intralingual and developmental factors. Intralingual and developmental errors are due to the difficulty of the second/target language. Intralingual and developmental factors include the following: Simplification: Learners often choose simple forms and constructions instead of more complex ones. An example of simplification might involve the use of simple present instead of the present perfect continuous. 2. Overgeneralization: This is the use of one form or construction in one context and extending its application to other contexts where it should not apply. Examples of overgeneralization include the use of buyed and goed as the past tense forms of buy and go. It should be noted that simplification and overgeneralization are used by learners in order to reduce their linguistic burden. 3. Hypercorrection: Sometimes the keen efforts of teachers in correcting their students' errors induce the students to make errors in otherwise correct forms. 4. Faulty teaching: Sometimes it happens that learners' errors are teacher-induced ones, i.e., caused by the teacher, teaching materials, or the order of presentation. This factor is closely related to hypercorrection above. Also, it is interesting to note that some teachers are even influenced by their pupils' errors in the course of long teaching. 5. Fossilization: Some errors, especially errors in pronunciation, persist for long periods and become quite difficult to get rid of. Examples of fossilized errors are the lack of distinction between /p/ and /b/ in English produced by these learners. 6. Avoidance: Some syntactic structures are difficult to produce by some learners. Consequently, these learners avoid these structures and use instead simpler structures. 7. Inadequate learning: This is mainly caused by ignorance of rule restrictions or under differentiation and incomplete learning. An example is omission of the third person singular s as in: He want. 8. False concepts hypothesized: Many learners' errors can be attributed to wrong hypotheses formed by these learners about the target language. For example, some learners think that is is the marker of the present tense. So, they produce: He is talk to the teacher. Similarly, they think that was is the past tense marker. Hence they say: It was happened last night. Brown (2000: 218) states that errors can be observed, analyzed, classified, and studied by using error analysis. James (1998) as cited in Gustilo and Magno (2012) defines error analysis as the analyses of the errors made by L2 learners by comparing and explaining the learners' norms with the target language norms. Then, Yang (2010) states that "error analysis is the process of determining the incidence, nature, causes and consequences of unsuccessful language". Furthermore, Hariri (2012) defines error analysis as a systematic procedure which includes collecting, identifying, describing, explaining, and evaluating errors from a collection of language learner data by analyzing and comparing it to the target language. Hence, it can be concluded that error analysis can discover the students' weakness in the process of language learning through studying the students' errors. By conducting it, the teachers can be sensitive to their students' errors and notice what kind of errors which the students often make. Then, they can modify their teaching materials in order to adapt to the students' needs. According to Ellis (2007: 15-20), there are four steps in analyzing students' errors. They are identifying, describing, explaining, and evaluating errors. 1. Identifying Errors In identifying errors, the researcher compares the sentences which are produces by learners with the correct sentences in the target language. If the sentences are judged incorrect for the target language or inappropriate for a particular context, they are categorized as errors. 2. Describing Errors In this step, all errors are described and classified into types. The researcher may categorize errors into types, such as grammatical, phonological, lexical, or morphological categories. 3. Explaining Errors In this step, the researcher tries to explain why errors occur. It enables the teachers to identify the process in the students' mind which have caused errors to occur. 4. Evaluating Errors In evaluating step, the researcher measures the comprehensibility of students' writing. Here, he/she can know whether the students' errors are included to global or local error. According to Touchie (1986:76), language learning errors involve all linguistics components. The linguistics components include phonology, morphology, lexicon, syntax and orthography. Then, errors in these linguistics components are called as phonological, morphological, lexical, syntactic, and orthography errors. When the teachers or the researchers want to analyze the students' composition, they can focus on analyzing the morphological, the lexical, the syntactic, and the orthography errors. Here, the phonological error is excluded since it does not deal with the students' composition. It is only analyzed when they want to investigate the students' speaking ability. Analyzing linguistics components of students' compositions is very important because linguistics components have an important role in a composition. Heaton (1988: 146) states that linguistics components contribute around 50% in scoring a composition. In scoring a composition, content takes 30% for the scoring, organization takes 20% for the scoring, vocabulary takes 20% for the scoring, language use takes 25% for the scoring, and mechanical takes 5% for the scoring. It can be concluded that in writing a good composition, we need not only good content and organization but also good vocabulary, language use, and mechanical (linguistics components). Some studies about error analysis on the students' compositions have been conducted. Most of them have shown that many students still make errors on their compositions. Gustilo and Magno (2012) investigated the sentence level errors in one hundred fifty essays written by freshmen college students in five private schools in Metro Manila, Philippine. They found that the top five errors which occur in the essays were comma (unnecessary or missing comma, missing comma after an introductory clause or phrase, and missing comma before a non-restrictive clause), word choice (wrong word form/word choice), verbs (s-v agreement, verb tense, and verb form), capitalization and punctuation, and sentence structure (fragment and run on sentences). Then, AbiSamra (2003) analyzed ten written works of Arabian students which were collected in their mid-term examination. The result showed that there were some errors which found in the ten students' essays. They were grammatical, 35 syntactic, lexical, semantic, and substance (mechanics & spelling) errors. In addition, Abushihab, El-Omari, and Tobat (2011) conducted a study to investigate and classify the grammatical errors in the writings of sixty two students of the Department of English Literature and Translation in one of private universities in Jordan. The students enrolled in a paragraph writing course in the first semester of the academic year 2009/2010. These errors were classified into six major categories: tenses, prepositions, articles, active and passive voice, verbs, and morphological errors. They found 345 grammatical errors in the students' paragraphs. It was observed that the largest number of errors was the errors of preposition. The next problematic areas were morphological errors, articles, verbs, active and passive voice, and tenses. From the previous studies above, it can be concluded that error analysis can indicate the students' competence in writing since it shows the area of students' problems in writing. After discovering these areas, the teachers can take some better treatments and more reinforcements, so it can be a feedback for the students and they can use it to develop their writing competence. Gustilo and Magno (2012) states that errors can be viewed as valuable information for the teachers, the researchers, and the students. For the teachers, it provides information about the students' errors which helps them to correct the students' errors and improves the effectiveness of their teaching. For the researchers, it gives them valuable data and information about how language is acquired or learned. Then, for the students, it enables them to reflect on their learning, so they can get feedback and develop their competence. In addition, Erdogan (2005) concludes that error analysis can identify the strategies that language learners use, find out the reason of the students' errors, determine the common difficulties in learning, and help teachers to develop materials for remedial teaching. Looking at the huge benefits of error analysis, the researcher is interested in conducting a study about analyzing errors in the students' compositions. Besides, the researcher had ever visited a library and read one of the English Department student's theses submitted there. She found that there were still any errors found in that thesis. That is why; she wants to analyze the theses of the English Department's students in one of state universities in Surabaya, Indonesia. She does not analyze all of the parts of the thesis, but only the background of the study of the thesis. She chooses to analyze the background of the study because it becomes the foundation, reason, and explanation why they conduct the study. In this case, the students in the English Department have taken Writing I, Writing II, Writing III, Academic Writing I, Academic Writing II, and Thesis Proposal before composing the thesis. Besides, they also had been taught how to write when they were in junior and senior high school. Therefore, it can be said that they have had enough knowledge about writing to compose their thesis. Looking at this fact, she is more curious whether there are errors found in the other students' theses, especially in the background of the study, or not. At least, the present study is intended to investigate the following problem: How are the profile of errors made by the university students in their theses' background of the study? In line with Touchie, Ferris (2005) as cited in Kato (2006) also includes all linguistics components in analyzing the students' compositions. She divides the common writing errors which occur in the students' compositions into four categories: 1) morphological, 2) lexical, 3) syntactic, and 4) mechanical errors. Morphological errors are errors which include the lack of grammatical processes of inflection and derivation, e.g. My brother is fattest than my sister (My brother is fatter than my sister). Lexical errors are errors which involve inappropriate direct translation from the learner's native language or the use of wrong lexical items in the second language, e.g. I will wait you when the clock is five (I will wait you at five o'clock). Syntactic errors are errors in sentence/clause boundaries (run-ons, fragments, and comma splices), word order, and other ungrammatical sentence constructions, e.g. Rini very beautiful (Rini is very beautiful). Then, Mechanical errors are errors in using punctuation, spelling, and capitalization, e.g. i will go to jakarta next week buying a refrigenerator (I will go to Jakarta next week to buy a refrigerator.) Based on these categories, the researcher formulates the research questions of this study as follows: (1) How are the profiles of morphological errors made by the university students in their theses' background of the study? (2) How are the profiles of lexical errors made by the university students in their theses' background of the study? (3) How are the profiles of syntactic errors made by the university students in their theses' background of the study? (4) How are the profiles of mechanical errors made by the university students in their theses' background of the study? METHOD This study was qualitative, especially descriptive qualitative. This design was used because the data of the study were in the form of words in written language rather than numbers, taken in natural setting, and explained descriptively. In this study, the researcher analyzed the English Department students' theses background of the study, which were submitted in the Language and Art Faculty library, to know the profile of morphological, lexical, syntactic, and mechanical errors. The data were analyzed and interpreted based on Ferris's error analysis model which categorized common writing errors into four categories: morphological, lexical, syntactic, and mechanical errors. The subject of this research is the English Department students of Surabaya State University who have graduated from the English Department and submitted their theses in the Language and Art Faculty library. In this case, the subjects had taken Writing I, Writing II, Writing III, Academic Writing I, Academic Writing II, and Thesis Proposal before composing the thesis. Besides, they also had been taught how to write when they were in junior and senior high school. Therefore, it can be said that they have had enough knowledge about writing to compose their thesis. Besides, their theses had been approved as their graduation requirement. In this study, the researcher chose six theses from thousands theses submitted in Language and Art Faculty library randomly. She took the theses from three groups. She took two theses from the students who graduated earlier (less than four years), two theses from the students who graduated on time (four years), and two theses from the students who graduated late (more than four years). She chose theses from the students who had different time of graduation since she wanted to know the differences between the errors they committed and for heterogeneity of the subject. The sources of data in this study were the theses' background of the study made by the English Department students which were taken from the Language and Art Faculty library. The data of the study were the sentences which contained of morphological, lexical, syntactic, and mechanical errors found in the students' background of the study. In this study, the researcher was the key instrument in collecting data. She went to the library to choose six theses which would be analyzed. After getting the theses, she copied all of the theses' background of the study, read, and identified the errors found in the students' background of the study. In analyzing the data, the researcher analyzed theses' background of the study using several steps. After identifying the errors, she classified them based on Ferris's error analysis model which categorized common writing errors into four categories: morphological, lexical, syntactic, and mechanical errors. After classifying the errors, in order to answer the research questions about the profile of morphological, lexical, syntactic, and mechanical errors made by the university students in their theses background of the study, she did the second classification. She classified the errors into some subcategories. For the morphological errors, the classification is done in the verb errors and noun errors. Verb errors consist of verb tense, verb form, and subject - verb agreement. Then, noun errors consist of articles/determiners and noun ending (plural and possessive). For the lexical errors, the classification is done in the word choice, word form, preposition errors, pronoun errors, and spelling errors. For the syntactic errors, the classification is done in the word order, omitted word/phrase, unnecessary word/phrase, run-on sentence, and fragments/incomplete sentence. For the mechanical errors, the classification is done in capitalization, spelling, and punctuation. After classifying the errors into some subcategories, the researcher described and evaluated the errors found to make conclusion from the result of the analysis. RESULT AND DISCUSSION The Profiles of Morphological Errors Made by the University Students in Their Theses' Background of the Study In this study, the classification of the morphological errors is done on the verb error and noun error. Verb error consists of verb tense, verb form, and subject - verb agreement. Then, noun error consists of articles/determiners and noun ending (plural and possessive). The further descriptions are explained below: Verb Error Subcategory Based on the Ferris's error analysis model, verb error subcategory consists of errors in verb tense, verb form (infinitive, gerund and other forms), and relevant subject-verb agreement. The following description explains the students' errors in verb errors subcategory from each group. A. Verb Tenses Error According to Ehrlich and Murphy (1991:49), verb tense can be the indicator of time when an action takes place. Therefore, we can indicate whether somebody writes or speaks about past, present, or future events from the tenses that he/she uses. There are some tenses in English, such as present, past, past perfect, present perfect, future, future perfect, etc. On the contrary, in the other languages, include the students' native language, there is no different tenses when somebody writes or speaks about past, present, or future events; the verbs that he/she uses are always in the same form. Therefore, most of the verb tense errors in this study were interlingual errors. Touchie (1986: 77-79) states that interlingual errors are errors due to the influence of the native language. In this study, because in the students' native language the verbs that the students use are always in the same form, they confused in using it since it's different to their native language. From the verb tenses errors which were found, most of the students from each group failed to identify the correct pattern of simple present tense. Here were some examples of verb tenses errors : [1] .without realizing that they have master several vocabulary and expressions in English. [2] The presented material was made by the students, the teacher only prepare some examples for them, and then they have to make their text as they want with the guidance from the teacher and their friends. (Student 1) In sentence [1], the student failed to identify the correct pattern of present perfect tense since he used simple present instead of the present perfect continuous. The verb in the present perfect tense should be in past participle (V3), but in this case he used simple form (V1). Therefore, the sentence should be: ".without realizing that they have mastered several vocabularies and expressions in English." Then, in sentence [2], he failed to identify the correct pattern of present tense; he should use to be for simple present tense (is) instead of to be for past tense (was). Besides, the second subject (the teacher) was singular. In simple present tense, the students should add verb ending –s or –es if the subject is singular. Therefore, the correct sentence should be: "The presented material is made by the students, the teacher only prepares some examples for them, and then they have to make their texts as they want with the guidance from the teacher and their friends." [3] Nowadays, the curriculum that we used is the 2006 English standard competence. (Student 3) [4] Realia are things that given an explanation about real life. (Student 4) In sentence [3], the student failed to identify the correct pattern of present tense. The verb in the present tense should be in the simple present form (V1), but in this case she used verb in the form of simple past (V2). Therefore, the sentence should be: "Nowadays, the curriculum that we use is the 2006 English Standard Competence." In sentence [4], the student also failed to identify the correct pattern of present tense. He used verb in the form of past participle (V3) instead of simple form (V1). Thus, the sentence should be: "Realia are things that give an explanation about real life." [5] A teacher could make the end goals of language learning seem nearer and more motivating. (Student 5) [6] Lado (1957:2) says that the students who came in contact with a foreign language will face some features. [7] Dulay (1989:138) stated that making error is an inevitable part of learning. (Student 6) In sentence [5], [6], and [7], the students also failed to identify the correct pattern of present tense. The verb in the present tense should be in the simple present form (V1), but in these cases they used verb in the form of simple past (V2). Therefore, the sentence should be: [6] A teacher can make the end goals of language learning seem nearer and more motivating. [7] Lado (1957:2) says that the students who come in contact with a foreign language will face some features.and [8] Dulay (1989:138) states that making error is an inevitable part of learning." B. Verb Form Error Verb form errors occur when the students cannot apply the rule of gerund, infinitive, and past voice well. Azar (1992:150) states that a gerund is an "ing" verb form used as a noun whereas an infinitive is a verb form which is preceded by "to" and its function is as noun, adjective or adverb. Then, in passive voice, the object of an active verb becomes the subject of the passive verb. Most of the students made errors in verb form errors because of overgeneralization. Overgeneralization is the use of one form or construction in one context and extending its application to other contexts where it should not apply (Touchie, 1986: 77-79). Here were some examples of verb form errors: [8] .the students are expected to be mastered in four skills listening, speaking, reading and writing. [9] . in speaking people put idea into words, talking about perception, feeling and intension. (Student 4) In sentence [8], the students failed to apply the rule in passive voice and infinitive. He should omit be and verb ending –ed. Therefore, the correct sentence should be: ".the students are expected to master the four skills: listening, speaking, reading and writing." In sentence [9], the first verb (put) is in the simple form (V1), so in the parallel structure, the second verb should in simple form (talk), not in gerund (talking). Therefore, the correct sentence should be: ". in speaking people put idea into words, talk about perception, feeling and intension." [10] They require choosing the proper method. (Student 5) [11] Oshima and Hogue (1991:2) defined that academic writing is a kind of students writing that require doing in school, college or university. (Student 6) In sentence [10] and [11], require is one of verbs that is followed by a noun + an infinitive. But in these cases, the students applied the rule of gerund in it. This cause of error was called overgeneralization. Besides, these sentences also should be in passive voice not in active voice. Therefore, the sentences should be: [10] They are required to choose the proper method. And [11] Oshima and Hogue (1991:2) define that academic writing is a kind of students' writing that is required to do by the students in school, college or university. C. Subject-Verb Agreement Error The subject–verb agreement occurs when the verb of a sentence does not match with the subject in number and in person. The students in every group made subject-verb agreement errors in their composition. It took place because in the students' native language, there was no subject-verb agreement. They use same verb for singular or plural subject. Some examples of error in subject-verb agreement from each group were: [12] So improving participation is an obvious goal in courses that include frequent discussions and small-group work. (Student 1) [13] The key feature of successful teaching receptive skills such as reading is the teacher concern on the comprehension. (Student 2) In sentence [12] and [13], the subjects were singular (improving participation, and the teacher), but the students tended to omit the verbal ending –s or –es in those sentences. Therefore, the correct sentences should be: "So improving participation is an obvious goal in courses that includes frequent discussions and small-group work." and "The key feature of successful teaching receptive skills such as reading is the teacher concerns on the comprehension." [14] It means that reading ability is very important and teaching reading need much time in the school environment. [15] The government need to seek the most appropriate curriculum. (Student 3) [16] The second, Student are usually bored with the classroom, because sometimes the teacher manage the the classroom monotonously. [17] Baker and Westrup (2003:5) states "students find it difficult to have conversation on a topic that they know little about." (Student 4) In sentence [14], [15], and [16], the subjects were also singular (teaching reading, government, and the teacher) but the students tended to omit the verbal ending –s or –es in those sentences. Therefore, the correct sentences should be: [14] It means that reading ability is very important and teaching reading needs much time in the school environment. [15] The government needs to seek the most appropriate curriculum. [16] The second, the students are usually bored with the classroom because sometimes the teacher manages the classroom monotonously. In contrary, in sentence [17], the subject was plural (Baker and Westrup), but the student added the verbal ending –s. He should omit it in order the subject matched with the verb. Therefore, the correct sentences should be: "Baker and Westrup (2003:5) state that "students find it difficult to have conversation on a topic that they know little about." [18] The teacher needs to find the exact approach, methods, and technique which is suitable for the junior high school students. (Student 5) [19] Students tends to make errors when they are studying a language. (Student 6) In sentence [18], the student misused of to be. The adjective clause "which is suitable for the junior high school student" was modified the noun "the exact approach, methods, and technique". Here, the noun was plural, so the correct sentence should be: "The teacher needs to find the exact approach, methods, and technique which are suitable for the junior high school students." In sentence [19], the subject were plural (students), but the student added the verbal ending –s. He should omit it in order the subject matched with the verb. Therefore, the correct sentences should be:" Students tend to make errors when they are studying a language." Noun Error Subcategory In the morphological errors category, noun errors consist of article/determine errors and ending noun errors. A. Article/Determiner Errors According to Bryant (1984), article/determiner errors are frequently encountered by Asian students since definite and indefinite articles do not exist in their languages. In these languages, the noun stands alone, often being modified only by descriptive and/or limiting adjectives (possessive adjectives, relative adjectives, interrogative adjectives, demonstrative adjectives, and indefinite adjectives). This statement was proven in this study, the students from all group made article/determiner errors, especially for misused of zero article (Ø) for the since in their native language (Indonesia) definite and indefinite articles do not exist. In this study the article/determiner errors were one of the most problematic errors faced by the students. It was in line with Han et al (2006:115) in Apriyanti (2013) who state that, "one of the most difficult challenges faced by non-native speakers of English is mastering the system of English articles. Here were some examples of article/determiner errors made by the students: [20] .the teacher could not maximize students' participation in learning and practicing the competence. [21] Although it is not easy to make students speak as the teacher wants. (Student 1) [22] Nowadays, English is taught formally in fourth graders of elementary school. [23] Moreover, to be a good reader, students need to be strategic readers first. (Student 2) In sentence [20] and [21], the words student' participation and students had been identified before by the writers. Then, in sentence [22], the word fourth graders was involving an ordinal form to show order/level. Therefore, according to its characteristics and the rules of using article the, these nouns needed the article the before those words. In sentence [23], the student should not use article a since the subject is plural (students). Therefore, the correct sentence should be: "Moreover, to be good readers, students need to be strategic readers first." [24] It is an important component because it can be used as resource for teachers in teaching and learning process. (Student 3) [25] So, in the end of study, students are expected to have competence to communicate fluently. (Student 4) In sentence [24] and [25], the words teachers and students had been identified before by the writers. Then, according to its characteristics and the rules of using article the proposed by Azar (1999:115), these nouns needed the article the before those words. [26] For example, the invention of internet, mobile phone, etc. [27] In functional level, students use language to fulfill the daily life, for example reading the newspaper, manual or direction. (Student 5) [28] The main function of teaching English as stated in 1994 curriculum is to enable students to acquire science. (Student 6) In sentence [26], internet and mobile phone are kinds of invention. In sentence [27], the words functional level had been identified before by the writers. Then, in sentence [28], the word 1994 curriculum is a specific thing. Therefore, according to its characteristics and the rules on using article the, these nouns needed the article the. B. Noun Ending Error Noun ending errors are divided into noun ending error in plural and possessive. In this case, the students made noun ending errors since in their native language, the rule of pluralization is different from the rule of pluralization in English. In Indonesian, when the noun is plural, it is indicated by the amount of the noun, whereas in English they should add –s or –es after the noun to show the pluralization. Then, in Indonesian, there are some words that show about possessive, such as –nya, -ku, mu, etc, whereas in English they must use appostrophe and noun ending –s or –es to show possessive. Here were some examples of noun ending errors : [29] Therefore it is important for the teacher to be able to manage active student participation. [30] Teacher and students activities are clearly mentioned, but it is quite difficult to understand and follow. (Student 1) In sentence [29], the student omitted the apostrophe and noun ending -s after the word student to show possession. Therefore, this sentence should be: "Therefore, it is important for the teacher to be able to manage active student's participation." In sentence [30], he also omitted the apostrophe after the word students to show possession. Therefore, this sentence should be: "The teacher and the students' activities are clearly mentioned, but they are quite difficult to understand and follow." [31] Celce-Murcia at al in Agustien (2004:2) explains five component of communicative communication. [32] .most of the student will be interested if the students are in condition that make students comfort in the class. (Student 4) In sentence [31], the noun was plural but the students omitted noun ending –s after the word component. Thus, the correct sentence should be: "Celce-Murcia et al in Agustien (2004:2) explain five components of communicative communication." In sentence [32], most of was an expression of quantity. It preceded specific plural count noun or noun count noun. Since the student was count noun, it should be in plural form. Therefore, the correct sentence should be: ".most of the students will be interested if the students are in condition that makes students comfort in the class." [33] As a foreign language it is taught and learned, either formally or informally in many part of our country. (Student 6) In sentence [33], the word many showed the expressions of quantity. A noun which is preceded by some and many should be in plural form. Therefore, the correct sentences should be: "As a foreign language, it is taught and learned either formally or informally in many parts of our country." The Profiles of Lexical Errors Made by the University Students in Their Theses' Background of the Study In this study, lexical errors consist of all errors in word choice, word form, preposition errors, pronoun errors and spelling errors. Spelling errors are included if only in misspelling resulted in an actual English word. Word Choice Errors Students usually encounter some difficulties when they write a composition. One of problems is lack of vocabulary. It makes the students unable to choose appropriate word for their sentences. Consequently, they make errors in word choice. In this study, most of the students made word choice errors in their theses' background of the study. Some examples of those errors were: [34] There are 32 students with most of them are female students. [35] .the students who did not get the change to present their narrative on the previous meeting must present on the second meeting. (Student 1) [36] Besides that, the extension of scientific books in English language makes students have to master reading skill. (Student 2) In sentence [34], the student should not use preposition with. He should use adjective clause to modify the noun students. In sentence [35], the word change that was used by the student was not appropriate. He should use the word chance in this sentence. In sentence [36], besides that is usually used in spoken language, but the student overgeneralize it and apply it in written language. The student should use besides in formal written language. Therefore, the correct sentences should be: [34] There are 32 students which most of them are female students. [35].the students who did not get the chance to present their narrative on the previous meeting must present on the second meeting. [36] Besides, the extension of scientific books in English language makes students have to master reading skill. [37] An English text book, in which the ninth graders students used, has to fulfill the 2006 English Standard Competence of BSNP [38] The researcher is concerned on analyzing the reading material in "English In Focus" for the ninth of Junior High School. (Student 3) [39] Schunke (1988:295) states that realia are tangible objects things that can be seen touch held and smelled that gives students a real life experience with the topic they have been studying. (Student 4) In sentence [37] and [38], the student should use the ninth graders instead of the ninth graders students or the ninth to show the students' grade at school. In sentence [39], the word objects and things are synonymous, so the students should choose between objects or things that can be used in that sentence. [40] In addition, English has been taught in elementary, junior, senior and university. (Student 5) In sentence [40], the bolded words elementary, junior, senior are ambiguous. The student should make it clear by changing the words into elementary school, junior high school, and senior high school. Word Form Errors In this study, there were two word form errors made by the student. It was committed by the student who graduated on time. [41] "the goal of classroom management is to creat classroom atmosphare conducive to interact in English meaningful." [42] So, the teacher can use realia as an alternative technique in teaching speaking and narrative oral production skill about fable can help student more interest to speak. (Student 4) In sentence [41], the student overgeneralized the use of part of speech, he should use adverb instead of adjective in this sentence. In sentence [42], he should use adjective instead of noun. Therefore, the correct sentence should be: "the goal of classroom management is to create conducive classroom atmosphere to interact in English meaningfully." And "So the teacher can use realia as an alternative technique in teaching speaking, and narrative oral production skill about fable can help the student more interested to speak." Preposition Error In English, there are so many prepositions and it has different uses and rules. Therefore, when the students misused, omitted, misplaced or added preposition in their sentence wrongly, preposition errors occur. Some examples of preposition errors in the students' compositions were: [43] .then let them to answer the question related with the text. (Student 2) In sentence [43], the student misused preposition after adjective related. It should be combined using preposition to instead of with. Therefore, the correct sentence should be: ".then let them to answer the question related to the text." [44] .this skill is very important to be practiced for student in the classroom. [45] However, the student will interest make the realia in attractive situation with story and narrative text is one of text types that provide attractive and experience situation (Student 4) In sentence [44], the student misused of preposition for. He should use preposition by since this sentence was passive form. Therefore, the correct sentence should be: ".this skill is very important to be practiced by student in the classroom." In sentence [45], the student failed to apply the correct pattern of passive voice. Besides, he omitted preposition in after the word interest. Therefore, the correct sentence should be: "However, the student will be interested in making the realia in attractive situation with story and narrative text is one of text types that provides attractive and experience situation." [46] .the students are able to communicate fluently oral and written form. (Student 6) In sentence [46], the students omitted preposition in. Therefore, the correct sentence should be: ".the students are able to communicate fluently in oral and written form. Pronoun Errors Pronoun errors took place when the students misused, misplaced, or omitted pronoun in their sentences. Some examples of pronoun errors in the students' compositions were: [47] Teacher and students activities are clearly mentioned, but it is quite difficult to understand and follow. (Student 1) In sentence [47], the subject was plural (teacher and students' activities), so the student should use personal pronoun they instead of it. Therefore, the correct sentence should be: "Teacher and students' activities are clearly mentioned, but it is quite difficult to understand and follow." [48] When the learner learns the target language, he will face more problems than they learn his own mother tongue [49] Errors made by the students can be identified as evidences that he is in the process of learning. (Student 6) In sentence [48], the subject is singular (learner), so the student should use personal pronoun he instead of they. In sentence [49], the subject is plural (the students), so the student should use they as the personal pronoun. Therefore, the correct sentence should be: "When the learner learns the target language, he will face more problems than when he learns his own mother tongue." and "Errors made by the students can be identified as evidences that they are in the process of learning." Spelling Errors In lexical error, spelling errors are included when they produce an actual English word or the combination of two actual English words. [50] Therefore, a good textbook should fullfill the standard competence and relevant to the curriculum. [51] But the teacher should be carefull and review the text book when choosing a book. (Student 3) [52] Therefor a teacher has to make variation in the ways of his or her teaching. (Student 4) In sentence [50] and [51], the word fullfill and carefull were spelling errors since the student added the letter l in the actual words. It was caused by overgeneralization since she thought that the word full in English always had double l , so she added letter l in words fulfill and careful. Therefore, the correct words were fulfill and careful. In sentence [52], the student omitted the letter e in the actual words. The correct word should be therefore. Those spelling errors are categorized as lexical error since they are combination of two actual English words. [53] It can be seen trough the science and technology development. (Student 5) In sentence [53], the word trough was a spelling error since the student omitted the letter h in the word through. This spelling error produced an actual English word trough .Therefore, it categorized as lexical error. The Profiles of Syntactic Errors Made by the University Students in Their Theses' Background of the Study The classification of syntactic error is done in the word order, omitted word/phrase, unnecessary word/phrase, run-on sentence, and fragments/incomplete sentence. Unidiomatic sentence constructions were not included in this study since they were not found in all students' compositions. Error in Word Order Word order refers to the order in which elements occur in a clause or sentence (Leech, 2006:126). Word order in English sometimes makes the students confused since it is different from their native language. The ordering of words in English is in reverse order to their native language (Indonesian). The following description explained the students' errors in word order from each group. [54] The result is at best highly imperfect translation, at worst frustation and incomprehension. (Student 3) [55] ."the goal of classroom management is to creat classroom atmosphare conducive to interact in English meaningful." (Student 4) In sentence [54] and [55], the students could not order the words very well. The correct sentences should be: "The best result is highly imperfect translation and the worst are frustration and incomprehension." And ".the goal of classroom management is to create conducive classroom atmosphere to interact in English meaningfully." Error in Omitted Word/Phrase Error in omitted word/phrase took place since the students omitted a word/phrase or some word/phrase in their sentences. The examples of error in omitted word/phrase found in the students' composition were: [56] English is an international language plays an important role to all aspects of human life. (Student 3) [57] Depdiknas (2004:30) states the English learning in senior high school is targeted to the learners in order to gain the functional level. [58] They have to communicate through speaking to gain much more information with their teacher friends in order to practice and improve their speaking skill. (Student 4) In sentence [56], the student omitted the subject pronoun which. This word modified the noun English. In sentence [57], the word states should be followed by that, but in this sentence the student omitted it. In sentence [58], He also omitted conjunction and to connect the words teacher and friends. Therefore, the correct sentences should be: "English is an international language which plays an important role to all aspects of human life", "Depdiknas (2004:30) states that the English learning in senior high school is targeted to the learners in order to gain the functional level." and "They have to communicate through speaking to gain much more information with their teacher and friends in order to practice and improve their speaking skill." [59] While the fact shows most of the teachers might not implement it in depth study. (Student 5) [60] According Brown (1980:41), the learning of foreign language (English) often meets a lot of difficulties. (Student 6) In sentence [59], the word shows should be followed by that and in sentence [60], the word according should be followed by to but in these sentences the students omitted those words. Therefore the correct sentence should be: "While the fact shows that most of the teachers might not implement it in depth study." and "According to Brown (1980:41), the learning of foreign language (English) often meets a lot of difficulties." Error in Unnecessary Word/Phrase Error in unnecessary word/phrase took place since the students added a word/phrase or some word/phrase which were unnecessary in their sentences. The examples of error in omitted word/phrase found in the students' composition were: [61] Speaking, one of skills that is very important thing in daily communication. [62] According to Chastain (1976:340) states that "Vocabulary is needed for the students to talk about some aspect of their lives." (Student 4) In sentence [61], there was an unnecessary word. The students should omit the noun thing since the word important had modified the word skills. In sentence [62], the student should choose between according to or states that since those words could not be used together. Therefore, the sentences should be: [61] Speaking is one of skills that is very important in daily communication. And [62] Chastain (1976:340) states that "vocabulary is needed for the students to talk about some aspect of their lives." [63] Writing is very important in the academic level, in as much as the students works are mostly in the written form. (Student 6) In sentence [63], the student should omit in much as since it was unnecessary and make the reader confused. Therefore, the correct sentence should be: Writing is very important in the academic level as the students' works are mostly in the written form. Run-On Sentence A run-on sentence is two or more independent clauses improperly strung together. It omits the connectors, for examples semicolon or a coordinate conjunction, and often uses comma (comma slice) or a conjunctive adverb by mistake. In this study, run-on sentences were still found. It showed that the students could not join two or more independent clauses using conjunction or punctuation correctly. It could be caused by inadequate learning. Inadequate learning is caused by ignorance of rule restrictions or under differentiation and incomplete learning (Touchie, 1986: 77-79). Students in Indonesia seldom have enough knowledge about run-on sentences since most of the teachers in Indonesia seldom warn their students about it, so they have no sufficient knowledge about it. Here were some examples of run-on sentences made by each group: [64] The class is clear enough, with clear sunlight from the windows, there is no fan or AC, but the air is not too hot, the chairs and tables are arranged perfectly by the students. [65] The activity to practice the speaking skill which was conducted by the teacher and students was storytelling, the students did monologue of narrative text individually. (Student 1) In sentence [64], there were three independent clauses and in sentence [65] there were two independent clauses. In these sentences, the student only joined those independent clauses using comma, so run-on sentence take placed. He should use a period or a semicolon between the independent clauses. Therefore, the sentences should be: [64] The class is clear enough with clear sunlight from the windows. There is no fan or AC, but the air is not too hot. The chairs and tables are arranged perfectly by the students. And [65] The activity to practice the speaking skill which was conducted by the teacher and students was storytelling; the students did monologue of narrative text individually. [66] The purpose of the teaching of English for Senior High School is to master informational competency, this purpose should be taken into account in order to make the students be able to access the knowledge in the academic purpose. [67] Realia that be used to teach speaking of narrative text can raise the students' interest, they can be used to break up the routine class activity and they can provide fun for student in different interpretation. (Student 4) In sentence [66] and [67], there were two independent clauses. In these sentences, the student also joined those independent clauses using comma, so run-on sentence take placed. He should use a period or a semicolon between the independent clauses. Therefore, the sentences should be: [66] The purpose of the teaching of English for Senior High School is to master informational competency. This purpose should be taken into account in order to make the students be able to access the knowledge in the academic purpose. And [67] Realia that are used to teach speaking of narrative text can raise the students' interest. They can be used to break up the routine class activity and provide fun for the student in different interpretation. [68] An academic writing has special audience that is the academic circle, the advisors and the students, it is formal and serious in tone, and its purpose is to explain. (Student 6) In sentence [68], run-on sentence occurred since the student joined two independent clauses using comma. He should use a period or a semicolon between the independent clauses. Therefore, the sentences should be: "An academic writing has special audiences that are the academic circle, the advisors and the students. It is formal and serious in tone, and its purpose is to explain." Fragments Sentence fragment is a group of words without a subject or predicate in an independent clause. It is usually called as incomplete sentence since a complete sentence in English must has at least a subject and a predicate. [69] .and the recent Level of Educational Unit Curriculum (2006-present) [70] .the objective of the reading skill on the ninth graders are expected to be able to understand the meaning of short functional text and short simple essay text, in the form of procedure, narrative and report in daily life context. (Student 3) [71] Speaking, one of skills that is very important thing in daily communication. (Student 4) Sentence [69] and [71] were fragments since there was no verb in these sentences. Therefore, the students should add to be in these sentences and the correct sentences should be: ".and the recent is Level of Educational Unit Curriculum (2006-present)" and "Speaking is one of skills that is very important in daily communication. Sentence [70] was fragment since it had no object. The object should be placed after the word expecting. Therefore, the correct sentence should be: ".the objective of the reading skill on the ninth graders are expecting the students to be able to understand the meaning

In my studies, I have explored the political economy of Iran and particularly the relationship between the state and socioeconomic development in this country. The importance of the oil revenue in economic development of contemporary Iran has been underlined since the early seventies and a vast literature on the rentier state and authoritarian modernization has scrutinized the specificities of the political and economic natural resource 'curse' in Iran. A new critical social history of the oil industry has recently endeavored to reconsider the spread effects of this industry on the emergence of new cities and labor activities. In this sense, the impact of oil revenue on economic development should be mitigated: it has not been only a 'curse' but also a 'blessing'. The precious results of natural resource curse or blessing notwithstanding, this approach is insufficient to explain why some predatory states reliant on natural resources could contribute to economic development while others hinder such development. Two recent examples provide a salient illustration: why did the Shah's regime which was dependent on oil revenues enhance economic development during 1962-1974, while Ahmadinjead's two terms presidency (2005-2013) imped economic growth despite the quadrupling of oil revenues? In this essay, I will first introduce my theoretical framework and distinguish two types of predatory states, i.e. inclusive and exclusive (section 1). I will then apply this framework to explain oil and economic development (section 2). Section 3 will be devoted to the Shah's regime as an inclusive predatory state, and section 4 to Ahmadinjead's presidency as an illustration of an exclusive predatory state. A short conclusion will follow.

In my studies, I have explored the political economy of Iran and particularly the relationship between the state and socioeconomic development in this country. The importance of the oil revenue in economic development of contemporary Iran has been underlined since the early seventies and a vast literature on the rentier state and authoritarian modernization has scrutinized the specificities of the political and economic natural resource 'curse' in Iran. A new critical social history of the oil industry has recently endeavored to reconsider the spread effects of this industry on the emergence of new cities and labor activities. In this sense, the impact of oil revenue on economic development should be mitigated: it has not been only a 'curse' but also a 'blessing'. The precious results of natural resource curse or blessing notwithstanding, this approach is insufficient to explain why some predatory states reliant on natural resources could contribute to economic development while others hinder such development. Two recent examples provide a salient illustration: why did the Shah's regime which was dependent on oil revenues enhance economic development during 1962-1974, while Ahmadinjead's two terms presidency (2005-2013) imped economic growth despite the quadrupling of oil revenues? In this essay, I will first introduce my theoretical framework and distinguish two types of predatory states, i.e. inclusive and exclusive (section 1). I will then apply this framework to explain oil and economic development (section 2). Section 3 will be devoted to the Shah's regime as an inclusive predatory state, and section 4 to Ahmadinjead's presidency as an illustration of an exclusive predatory state. A short conclusion will follow.

Fiscal indicators for resource-rich and resource-poor low- and middle-income countries are compared using annual data from 1996 to 2012. Resource richness is defined by export composition: fuel greater than a 25 percent share and/or ores and metals greater than a 10 percent share. Fuel exporters have a significantly better general government fiscal balance than the rest of the sample, and higher revenues and expenditures, which are approximately evenly split between extra consumption expenditure and extra capital expenditure. Only about a quarter of their extra revenue goes into extra consumption expenditure, and this proportion has been lower since 2005. Fuel exporters' expenditure reacts with a lag to oil price fluctuations. There are no significant differences between ores and metals exporters and resource-poor countries, or between new and old resource exporters, in aggregate expenditures and revenues. Ores and metals exporters spend more on investment and less on government consumption. Some individual country cases are briefly discussed.

This is a policy note following from the book Health Financing in the Republic of Gabon. The book is a comprehensive assessment of health financing in the Republic of Gabon. The book reviews the health financing situation in light of the government's introduction of a national health insurance program and its commitment to achieving universal health insurance coverage in the medium term. The book provides a diagnostic of the situation in light of recent data from the demographic and health survey, updated national health accounts, and a review of public expenditures in the health sector. Additionally, it performs a benchmarking exercise to assess how Gabon performs in its health spending and health outcomes compared to countries of similar income and compared to countries in the region. A forthcoming household survey is expected to provide better information on financial protection against illness costs. This book attempts to diagnose Gabon's current situation in regards to achieving universal health coverage. Gabon should be commended for its commitment to improving health indicators of the poor and the underserved. The book shows that while the government has set an ambitious goal for itself, several challenges exist in meeting these objectives in the medium term as follows (i) resource mobilization efforts are a priority to sustain its programs financially; (ii) to prioritize resources for areas considered, value for money, to improve equity in access and delivery of health services, with particular focus on primary care, public health program, and quality of care; (iii) to increase the population's coverage under the national health insurance program, with focus on the poor and the informal sector workers; and (v) to consider areas that would improve efficiency and reduce costs. The book is timely, given that the government has recently produced, the Plan Social. It provides a diagnostic of the health sector and provides key recommendations and options for the government to consider in the short to medium term.

The Implementation of Gap Information Activity to Teach Speaking Procedure Text to the Ninth Graders Luhur Bayu Nirwana 092084002 English Education, Faculty of Language and Art, State University of Surabaya luhurnirwana@gmail.com Dosen Pembimbing: Him'mawan Adi Nugroho, S.Pd., M.Pd. English Department, Faculty of Language and Art, State University of Surabaya Abstrak Bahasa Inggris adalah salah satu pelajaran wajib yang dimasukkan ke dalam kurikulum sekolah SMP dan SMA. Ini berarti siswa telah belajar bahasa sejak tahun pertama di bangku SMP. Tapi kemudian ketika mereka lulus dari sekolah tinggi kemampuan mereka berbahasa Inggris tidak berkembang dengan baik. Strategi mengajar tampaknya menjadi salah satu faktor kegagalan. Kegiatan kesenjangan informasi tampaknya menjadi pilihan bagi guru dalam melakukan kegiatan mengajar kepada siswa. Berdasarkan pandangan CLT kegiatan ini sangat membantu untuk mengembangkan keterampilan berbicara siswa. Ini memberikan siswa banyak kesempatan untuk berlatih berbicara selama kegiatan pembelajaran. Dengan demikian, peneliti memutuskan untuk melakukan penelitian tentang kegiatan ini untuk digunakan dalam mengajar berbicara teks prosedur untuk anak kelas sembilan. Ada dua pertanyaan penelitian dalam penelitian ini. Pertama adalah tentang pelaksanaan kegiatan informasi kesenjangan dalam mengajar berbicara teks prosedur untuk anak kelas sembilan. Yang kedua adalah tentang respon siswa terhadap implementasi dalam mengajar berbicara teks prosedur untuk anak kelas sembilan. Penelitian ini dilakukan di SMP Negeri 1 Bangkalan. Subyek adalah siswa IX-D nilai. Ini adalah penelitian deskriptif yang menggambarkan pelaksanaan kegiatan informasi gap untuk mengajar berbicara prosedur teks untuk siswa kelas sembilan. Berdasarkan hasil penelitian, pelaksanaan kegiatan informasi gap yang baik untuk diterapkan di kelas untuk mengajar berbahasa Inggris. Selain itu, siswa juga memberikan respon yang positif terhadap penerapan Gap Information Activity di dalam kelas. Kata Kunci: Gap Information Activity, Pengajaran Berbicara, Prosedur Teks, Kelas IX Abstract English is one of compulsory lessons which is put in junior and senior high school curriculum. It means students have learned the language since the first year in junior high school. But then when they are graduated from high school their English speaking ability does not develop well. The strategy seems to be one factor of the failure. The gap information activity seems to be an option for teacher in conducting teaching activity to students. Based on the CLT view this activity is helpful to develop students' speaking skill. It gives students a lot of chances to practice speaking during the lesson activity. Thus, the researcher decides to conduct research about this activity to be used in teaching speaking procedure text to ninth graders. There are two research questions in this research. First is about the implementation of gap information activity in teaching speaking procedure text to ninth graders. The second is about students' response toward the implementation in teaching speaking procedure text to ninth graders. This research was conducted in SMP Negeri 1 Bangkalan. The subject was the students of IX-D grades. It is the descriptive research which describes the implementation of gap information activity to teach speaking procedure text to ninth graders. Based on the result of the research, the implementation of gap information activity is good to be applied in class to teach speaking English. Moreover the students gave positive response toward the implementation of the activity. Keywords: Gap Information, Teaching Speaking, Procedure Text, Ninth Graders. INTRODUCTION Background of Study There is no objection that language and human being cannot be separated. Language is a media for people to communicate each other. Without language we cannot make a good interaction with other people. It is like what Yule (2010) says that human language trully serves a communication system in any situation. Moreover language also tool for learning, Yule (2010) states in his book that we can use language as a tool to learn about language itself. English has taken its role to be an international language. As quoted by Crystal in Cahyono & Widiati (2004) it is abudantly clear that now English has achieved its global status and the global status of English cannot be separated from its popular role as the language, science and technology. As the result of this situation, English has started being popular to be the media of communication among people around the world including Indonesian. As a country that wants to take a role in the world trading and competition, Indonesian government puts English as compulsory lesson in junior and senior high school curriculums. It is stated in Depdiknas (2006) that the aim of English teaching is to enable students to communicate with target language. In the term of communication, speaking skill takes the bigest role. However the final target of learning a certain language is to use it as a media to communnicate with other. Here in Indonesia, students start to learn English from the first year of Junior High School and it is continued regularly until they graduate from senior high school. But then the problem appears here. Although they have started to learn English since first year in Junior High School, their English skill do not develop well. There are seceral factors cause this failure, one of those factors is the method that is applied in class. Most of English teachers in Indonesia still apply teacher-centered class setting in teaching English. This class setting does not optimally give students chance to communicate through target language. This class setting will also provide low students talking time, so that the researcher will conduct a research of The Implementation of Gap Information Activity to Teach Speaking Procedure Text to Ninth Graders. The researcher decides to carry out research in speaking field because the main purpose of learning a language is to communicate and the most obvious way of human being to communicate is by speaking. Speaking is an important part of learning to speak the language teaching purposes should improve the communication skills of students, because that way, students can express themselves and learn how to follow the rules of social and cultural right in communicative circumtance. Kayi (2006) It makes speaking takes very important role in either learning or teaching English. The purpose of the students who learn language is to communicate. Finally it only can be communicated as well as expressed through speaking. Moreover students need a motivation to stimulate their willingness to communicate. They need a reason and an environment that supports and encourages them to start speaking through target language, English. Here is where teachers take their roles. Teachers have to be able to motivate their students to speak through English by creating the atmosphere and environment that support their students to speak and communicate through the target language, English. How then teachers will provide all those thing to students? It is of course they should find the right method to be applied in the class. Communicative Language Teaching (CLT) method can be a solution in this case. Richards (1999) says that CLT sees the needs of language teaching is to communicate each other in the real life. That is why the teacher should focus on communicative profiency rather than mastery of structures. There are some class activities that include in CLT, such as Role-play, interviews, information gap, pair-work and learning by teaching. Based on the perspective view of CLT, researcher decides to conduct a research about the implementatioan of Gap Information activity. It is because the gap of the information will make students curious and it gives the students reason to ask. Whenever they have a question to ask, it means they have reason to communicate and it can be good beginning for teacher to start teaching their students to communicate through target language. Moreover there are some genres in our national curriculum. They are procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion and review. The researcher will only concern on the procedure text because he believes it motivates students more since through procedure text students will be abble to share their idea of making or doing something. Based on the background study above, the researcher formulates questions in carrying out this study.Those questions are: (1) How is the implementation of gap information activity to teach speaking procedure text to ninth graders? (2) How is the students' response of the implementation of gap information activity to teach speaking procedure text to ninth graders? This research will only focus on students' speaking skill. It will be conducted to the ninth graders students in SMP Negeri 1 Bangkalan. The result of this research may not be the same with other school, other material and other students in different level Review Literature The aim for someone who learns language is in order to communicate with others using the target language. According to Harmer (2003) in order to make the communication to be successful, the speaker must have to structure the discourse in such a way that can be understood by the listeners. It means that when the speakers try to speak, they do not need to use complicated structure of discourse. They only need to make what they want to deliver can be understood by the listeners, so that the goal of communication can be achieved. Still related to the former, Kayi (2006) explains that the ability to communicate in a second language clearly and efficiently contributes to the success of the learners in school and success later in every phase of life. Kayi mentions the words "success" and "ability to communicate" in his statements. It is clearly enough that by being able to communicate well, people have a big chance to be successful in various situations. People tend to express what they feel through spoken language. If those people can express it well and understandable, they have more opportunity to get the things they want. In the country which uses English as foreign language like in Indonesia, most of its learners study language at school. They learn English with many limitations, such as limitation of time, place and situation, especially when they want to start learning speaking. They do not have enough opportunity to do that. Klancar (2006) states young learners in the communicative classroom should get as many speaking opportunities as possible and their speaking time should slowly but steadily rise so as to prepare them for various communicative situations. The opportunity of speaking will affect to the speaking ability. After giving the learners opportunity to speak teachers should improve learners' speaking skill. At this point, the role of the English teacher is also important to the students' speaking skill development. The teacher should be able to conduct a good teaching speaking during the lesson activity in class. to attract students' attention during the lesson, the teacher should be smart in positioning himself in front of the students during the lesson activity, because the way of how teacher takes role during the class activity can also affect the students' attention. One of the best methods in teaching English is Communicative Language Teaching. This method aims to make students can communicate through target language. Belchamber (2007) says that the main focus of CLT is to teach student use the target language as their media of communication. That is why this method is appropriate to support foreign language learners to communicate through the target language. There are lots of features that provide students to speak much use target language. CLT can be understood as the principles of teaching goal, all features in this method both the setting of the class, the role of teacher and also the class activities facilitate the learners well. One of the activities that is included in this method is Gap Information Activity. Harmer (2007) states that Information Gap is where two speakers have different bits of information and they can only complete the whole picture by sharing that information-because they have different information, there is a gap between them. It means that gap information is the class activity that is used to train students speaking skill communicatively. In this activity each student will be given a paper that consist different information with his partner. Students have to get the complete information by asking his partner. Harmer (2007) also says that the idea of information gap as an organizing concept for a speaking activity is that one person has information that another lacks. They must use English to share that information in order to accomplish a task. Through this activity student will get the real reason and situation that will make them communicate trough the target language In implementing gap information activity to teach speaking procedure text teacher needs to follow some steps that have been stated by Murray (2006) Pre Activity: This stage is the beginning of the lesson. Firstly, the teacher needs to tell students everything about the procedue text. Its aim, grammar features and also the generic structure. After that, teacher needs to tell the students the rules of the gap information activity. He also needs to show the students the example how they will do the gap information activity. Whilst Activity: This stage is the main activity of gap information. In this stage, teacher let students do the activity while the teacher himself watches his students and helps them with their difficulties. In this stage teacher should pay much attention to his students' activity to make sure that the activity is going well. Post activity; This is the last stage of the lesson activity. In this stage teacher discuss the students' work together. After that he tells the students the conclusion of the activity that they just did. Then he ends the lesson. It can be adapted from Ansarey (2012), her study by title "Communicative Language Teaching in EFL Contexts: Teachers Attitude and Perception in Bangladesh". One of its aims is to find out the contribution of communicative language teaching in Bangladesh and the result of this study is it obviously shows that CLT can contribute much in helping develop more proficient speakers of English. METHODOLOGY Research Design The researcher used descriptive qualitative research design to obtain the information concerning with the implementation of gap information activity to teach speaking procedure to ninth graders. According to McMillan (1996) descriptive study investigates and describes the existing phenomena. It shows the real condition happens when the research is being conducted. The researcher is not allowed to manipulate anything, the condition of the research must be naturally happens. The researcher used descriptive research since the objective of this research was to demonstrate a class activity in teaching speaking procedure text. The researcher did not get involved in teaching and learning process. He only observed the teaching learning process in the class. The researcher did not make any interaction or participation during teaching and learning activity in class. The researcher only observed all activity that occurred during the lesson concerning how the teacher delivered gap information activity in teaching speaking procedure text. He kept on detail recorded of what happened and monitored the observation as the result. The researcher would only write what he saw and listened during the lesson activity. At the end of the observation, he would analyze the data involved observation checklist, field note and questionnaire. The Subject of the Study The subjects of the study were the ninth grade students. This research was conducted in class IX D of SMP Negeri 1 Bangkalan which consists of 36 students. Setting of the Study This study took place in the IX D class in SMP Negeri 1 Bangkalan. The researcher chose SMP Negeri 1 Bangkalan as a place to conduct this study. The school was comfortable for learning activities since the school was surrounded by trees and the situation in the school was not too crowded, so that students could study pleasantly. Besides the students were also provided with facilities that supported teaching and learning activities, such as library and various laboratories, The important part of the school that encouraged the research to be successful was the clean, wide and comfortable classroom which the students were in to study. It was one of the essential facilities which give an effect for the teaching learning process. Those factors create conducive atmosphere in class the support the researcher to conduct this study. Moreover the teacher applies gap information activity that suitable with this study. Data and the Source of Data The data of the study were the activities in the teaching and learning process that were according to gap information activity. The researcher would describe the data in the form of words, phrases, and sentences, rather than numbers because the researcher would conduct the descriptive qualitative study. The data were in the form of description of the students' English oral performance during the gap information activity and the responses of the students. Those data were needed to answer research questions of the study. The data to answer the first research question "how is the implementation of gap information activity to teach speaking procedure to ninth graders?" were the class activity during the teaching and learning process. To get the data, the researcher use observation checklist to observe the presence of the behavior and field note to take a note of the thing that happened during the teaching and learning process. The data to answer the second research question "How is the students' response of the implementation of gap information activity to teach speaking procedure text to ninth graders" were the students' opinion. To get the data the researcher used questionnaire. Research Instrument Research instrument was an equipment to collect the data. In this study, the researcher would use observation checklist, field notes and questionnaire as instruments. Those would be explained below: Observation Checklist The researcher used observation checklist to understand individual behavior or process of occurring a noticeable activity in actual or situation. "The simplest device used is a checklist, which presents a list of the behaviors that are to be observed. The observer then checked whether each behavior were present or absent" Ary, Jacobs, Sorensen, & Razavieh (2010). Through checklist the researcher would know which part of behavior was missed by teacher during lesson activity. Field Notes Field notes was a kind of brief notes made by the researcher to observe the teaching-learning process. The researcher used field notes to observe the activity in the class by watching, listening, paying attention and writing everything that could be used as the data during the research. Bodgan and Biklen (2003) say that field notes are the written account of what the researcher hears, sees, experiences and thinks in the course of collecting and reflecting on the data in the descriptive qualitative study. The researcher would write all the important things she would see, hear and some additional information that was not mentioned in the observation checklist. It is also supported by Wallace (1998) that making field notes can prevent the researcher from trouble and confusion in presenting data caused by continuing to the next things. It will help her to organize the data before the data is being analized. Questionnaire Questionnaire was an instrument to get the survey information from the research participants. It is in line with McLean in Cohen, Manion, & Morrison's book ( 2007) state that questionnaire can be used to collect survey information that provide structure, often numerical data being able to administrated without the presence of the researcher and often being comparatively straight forward to analyzed. Data Collection Technique The researcher got the data from observation checklist, field note and questionnaire. The observation checklist was used to get the information during the teaching and learning process. The observation checklist was also to know whether the teacher applies the indicators or not. The field note would be used to records how teacher would implement gap information activity to teach speaking procedures text and what situation would occur during the lesson activity. It would be used by researcher to answer the first research question. To answer the second research question the researcher would use questionnaire. Questionnaire would gain the information about students' responses toward the implementation of gap information activity to teach speaking procedure text. Data Analysis Cohen, Manion, & Morrison (2007) state that data analysis of qualitative research is a process of categorization, description, and synthesis data in a form of participations' definition. In analyzing the data, the researcher would present the result of the observation checklist, field note and questionnaire during three meetings. The results of observation checklist were analyzed based on the class condition and responses of the data students. The researcher would observe the teaching and learning process during three meetings. The results of the field notes are used to support and explore the data from the observation checklist and questionnaire. The results of the questionnaire are analyzed by dividing number of comments of each item with the total number of students then are multiplied with a hundred percent. RESULTS AND DISCUSSION Result The Result of the Observation Checklist and Field Note: Observation Day I The first observation was conducted on Wednesday, July 24th, 2013. It was Ramadan Month. Most of students who were Muslims were fasting that is why the learning activity in class was shorter than in regular days. It was 2 X 30 minutes for each meeting. The class was begun at 6.30 AM. Right at that time the observer together with all students entered the class. The observer took a seat at the back row in order to be able to take a note of the class situation during the class activity. The students were so crowded. They were so busy talking each other. At 6.35 AM the teacher came and asked all students to take their seat before the lesson began. In the very first time teacher asked one of the students to lead their praying before starting the lesson. This was the conversation that occurred in the beginning of the class: Dialogue I T : Halo guys, good morning S : Good morning sir, T : Ayo semuanya kembali ke tempat duduk masing2 yaa Ayo, rafa pimpin doa S : Before we start let's pray together Than all students pray S : Finish! After praying, teacher checked the students' attendance list by calling their names. At the beginning of the lesson, teacher reminded his students about the previous meeting. Their previous meeting was about reading procedural text. Teacher gave them short review about the previous meeting. Teacher asked students some questions about their previous meeting to stimulate students' memory about previous material and to give them chance to speak when they answered the question. Dialogue II T : Ok students, know I want to check do you still remember about procedure text? S : Yes sir ( they answer in a choir) T : All right students, raise your hand please. (Some students raise their hands) Yes, andika please S : Procedure text is text tell we about doing and making pak T : Oh good, any other answer? Yana, please yana S : Same sir, text telling us to make or doing thing T : Yes, good. Procedure text is a text that tells us about doing or making something. Very good. What about the generic structure? Anybody knows? (Students answer in choir and the class become crowded) Teacher chose one students to answer his question S : Title, ingredients, steps T : All right good, the other? Teacher point other student S : Same with sir, the title, the tool and ingredients and the steps T : Ok, very good, it seems you understand about procedural text, jadi sekarang kita akan mulai ke speaking, apa speaking itu? S : Ngomong paaak ( together) In this point teacher had succeed to remind his students about the previous meeting's material which was still related to today material. It also gives them chance to start speaking in answering some questions from the teacher which was as the warming up before they start to the main activity, speaking procedure. The next thing which was done by the teacher was telling his students about what they were going to do that day. Moreover teacher gave them example about their activity today. Teacher also asked his students to help him in doing the example of their main activity which was gap information activity. Dialogue III T : Oke anak anak, sekarang kita akan belajar speaking procedure text sambil main game, S : Horeee ( the class become crowded) T Nama gamenya adalah Gap Information. Dan dimainkan berdua dengan teman sebangku kalian yaa. Here I have the steps make instant noodle but it is not complete information it is only picture. Ayo latihan dulu sebelum main, mari kita lengkapi sama sama informasi how to make instant noodle Then the teacher sticks the incomplete text of how to make instant noodle to the whiteboard and ask the students to complete it together. T : OK, bangku sebelah sini, apa step number one? S : Masak airnya sir, T : Yes, come on in English please S : Boil the water T : Ok, good. Come on next row S : Keluarkan the noodle from its kemasan sir and then put in to the boiling water T : Ayo open your dictionary S : Take it of the package T : Ok, good, what's next? S : Mix the flavor T : All right, and then? S : Mix the flavor with the noodle, and it's ready to serve T : All right, you all are very good. Nah nanti kalian kerjakan sepert tadi ya, saling melengkapi dengan temen sebangku kalian masing-masing. Remember, always speak English because I will watch all of you. Ok students? S : yes sir After giving the students example about the activity, teacher gave his students the worksheet. The worksheet was a procedure text about how to serve a simple diner. Each student received a text with the same title but had different information. One student had the information which his bench friend did not have. The teacher asked them to complete their worksheet by asking to their bench friend. After that he walked around the class to watch and help his students. In the other side students were being so busy completing their worksheet. They did the gap information activity like what their teacher did. They asked their bench friend about the information they need to complete their worksheet. The conversation occured among the students during the main activity. They tried to speak English bravely and confidently to their friend. The atmosphere in the class was good enough and conducive that support students to speak English. Here are the examples of the students' conversation. The examples of the conversation bellow were taken from several pairs of students in class: Dialogue IV S1 : What is the first ingredient? S2 : The first ingredient is water. S1 : OK, what is next? S2 : Akuuu. . . S1 : Oh,OK yes please. Dialogue V S3 : What is the second ingredient? S4 : The second ingredient is meatball S3 : Oke I get it. S4 : Next, what is the third? S3 : The ingredient number three is noodle S4 : Ok, its hamper lengkap S3 : What is next? S4 : Next ingredient is chili flavor. Now, what is the last ingredient? S3 : The last ingredient is salt. S4 : Ok, now it is complete. . Dialogue IV and dialogue V were the script of conversation that occurred from two different groups in the class during the activity of gap information. They participate very well and actively speak with their partners to complete the information of what ingredients they needed to serve a simple dinner. The similar conversation also occurred in the other pairs during the activity. They kept speaking actively during the gap information activity. The examples below were the conversation that occurred when some students were completing the steps of how to serve a simple diner. Dialogue VI S1 : The first step, Boil the water for ten minutes. S2 : Thank you S1 : Come on, next! S2 : Next is put in the meatball to the boiling water. Dialogue VII S1 : What is the step number three? S2 : Take the meatball, then put in the noodle to the water S1 : Ok, after that when the noodle masak, what is masak? S2 : Sir, masak bahasa inggrisnya apa sir? T : Just say being cooked, pake tobe ya. Is being cooked S1 : Thank you, Sir. Ok. When the noodle is being cooked put in the salt and mix it S2 : Ok, next step. Put in the chili flavor and mix it. S1 : Yes, after that put in the meatball and wait for three minutes. S2 : Then the food is ready. All students conducted the similar conversation with the examples above during the gap information activity. In the other side the teacher kept watching and guiding his students during the activity. The student centre activity like what happened in this class really gave much time to students to speak and express their English during the lesson. They did not need to be afraid of making mistake or asking because they had supporting environments to learn and practice to speak English. Besides, the teacher was always ready to help them if they had some difficulties or questions. After doing the gap information activity teacher asked all students to check their worksheet. At last teacher asked the students randomly to deliver the step how to serve a simple diner to the class. Teacher chose two students to speak in front of the class. Those lucky students are Suci and Ramdan. They did it well although grammatically they still made some mistake. In the end of class activity teacher asked his students to review what they had done that day. After that, the teacher asked students to make group of 6 that would be used in the next meeting. Teacher also gave students some assignment to find a procedural text for each group. And finaly teacher asked the captain of the class to lead his friends prayed before they went home. The Result of the Observation Checklist and Field Note: Observation Day II The observation day II was conducted on Friday, July 26th,2013. This observation was also conducted in 2 X 30 minutes. It was the same with the day I, the class also began at 6.30 AM. All students and the researcher entered the class right at 6.30 AM. Same with day I, the observer took seat in the back row in order to be able to watch the whole class. For about ten minutes after all students entered the class, teacher entered the class and greeted his students. After greeting and having little conversation with the students, he checked the attendance by calling the students' name on by one. Next, he asked the students to sit with their group that they had made. After all students sit with their group, he asked the captain of the class to lead their friend prayed before starting the lesson. After that, teacher reviewed their previous meeting. The following was the dialogue between teacher and students in the beginning of the lesson. Dialogue VIII : T : Ok students, how are you all? S : Fine, Sir. T : Good, before we continue the lesson, I want all of you to sit with your group. S : (Students move to sit with their group) T : All right, good. Now before we start the lesson. Raffa, ayo pimpin doa S : Before we start, let's pray together. (Everybody starts praying) Finish! T : Well students. now, I want to check. Who still remember about our class meeting (students answer in a choir, it makes the class crowded) T : Silent please, ayo dibiasakan raise your hand. Jangan keroyokan Yes, Lita please S : Learn about procedure text sir, play gap information how to serve simple dinner. T : Very good. Gitu dong, ngacung dulu kalo mau jawab. OK, now who still remember the generic structure of procedure text? Yes, anang, please S : The title, ingredients and steps sir. T : That's good. I think You all still remember everything. Now it is time to submit your task. Ayo ketua kelompoknya maju kumpulkan tugas yang bapak kasih kemarin. This review was very useful as the warm up for the students before they continued to the main activity. Moreover, by remembering what they did in the previous meeting, it would make students be ready to receive material of the lesson that day. In this point, teacher also asked students some questions to make them speak, this was done to create English atmosphere in the class. However, when students had supporting environment they would participate well to the whole activity during the lesson. The next activity which was carried out by the teacher was another gap information activity. Different with the previous meeting, it was conducted in group not in pair. Students would do the activity with their group. It applied the basic concept of gap information activity where one of the group members had the information while the others did not have. Those who had the information should tell his friends what information he had to complete the worksheet was given by the teacher. Since the activity that day was different with the previous meeting. Teacher gave them example how to do the activity. He asked some students who were the representative from each group to come forward and help him gave an example to their friends. Before teacher started the example he stuck a passage of how to make meatball to the white board. After that all students who came forward was asked to gather as a group. Then he asked one of the members to read the text in the white board and remember it. Later when that students came back to the group he would tell the group what he had read and all members of the group will take a note of what their friend told them. Every single member of the group would have their own turn to read the passage and tell his group about the information that he read. In the end the group should collect all the information and complete the work sheet as the perfect procedure text. The dialogues bellow were some conversations that occurred when the teacher was giving the example. Dialogue IX : T : Well students, now we will do another gap information activity. S : Horeee ( students yelling together) T : We will do this activity in group. Does everybody have the group? S : Yes, Sir! T : Ok very good. I will give you example, but I need some students to help me. Ayo masing masing kelompok kirim satu orang untuk maju. How many groups is in here? S : Six groups, Sir T : OK. Sekarang bapak dan teman teman kalian akan memberi contoh bagaimana kita nanti akan melakukan gap informationnya. Well, here I have a passage of how to make meatballs. I will stick this passage to the whiteboard. Nah, sekarang. One of you read one sentence of this passage and tell your group. Come on do it. S : One student walks toward the whiteboard to read the text and then tell his friends what he just red. T : Nah sudah, gantian. Diikuti yang lain. Begitu seterusnya, urutan sampai teksnya selesai. Is it clear students? S : yes sir. After the example was given, the main activity, gap information, was started. On the white board there were three passages of procedure text. Text number one was how to make egg and lemon soup, text number two was how to make milkshake and text number three was how to make tomato soup. Group one and five were asked to do text number one, group two and four were asked to do text number two while group three and six got text number three. After listening to all instructions and getting their job, each group started doing the task. Every student was so busy completing the worksheet which had been given by the teacher. When completing the task some conversation occurred among students. The following dialogue was the example of conversation that occurred among students. Dialogue X S1 : The title is how to make egg and lemon soup. To make egg and lemon soup you need all these ingredients. (While one of the group member was saying the sentences, the other group members were taking note in their paper. Then after the first member finish, the next member immediately went to the whiteboard to get next information) S2 : Number one. Three pints chicken stock. Number two juices of two lemons. S3 : Number three salt and pepper. Number four, four eggs well beaten. The conversation above was the example of the dialogue when students in group one completing the ingredients of the procedure text. The similar conversation and situation also happened is the other group. The following was the dialogue of group six. Dialogue XI S1 : Number four, a half teaspoon of salt. Number five eight cups of water. S2 : Number six, one per four teaspoon of pepper. Number seven small clove of garlic S3 : The last ingredient is one pr four teaspoon of butter. In completing the next part of procedure text, the steps, students took longer time because the sentences were longer than in ingredients. However they still actively took part in the activity to complete their worksheet. The dialogue below was the example of conversation in group four when they were doing the steps of how to make milkshake. Dialogue XII S1 : Now follow these steps to make a milkshake S2 : Number one, place milkshake glasses into the freezer. S3 : Number two take the ice cream from the freezer before you. . . I forget, wait. (She went back to the whiteboard to read the text.) From the freezer before your shake. S4 : Number three, mix the ice cream, milk and added flavors into blender for one minute. S5 : Number four, pour shakes into the frosty glasses. Take the milkshake glasses out of the freezer, then pour the shake mixture in. S6 : Drop a straw into the shake, then enjoy The last thing that students needed to do after they had completed the ingredients and steps was collecting all those information and write it to the worksheet. Directly after it was completed, they submitted their worksheet to the teacher. In thirty minutes all groups had finished their work. Then, teacher asked one student of each groups to read their worksheet in front of the class. in the end of activity teacher asked the students to review what they had done that day. After that the captain of the class led their friend to pray. Before the class dismissed teacher greeted his students and the class was over. The Result of the Questionnaire The result of the questionnaire was used to find out the students' responses during the implementation of gap information activity in teaching speaking procedure text. The questionnaire consisted of fourteen statements in the form of multiple choices. After classifying the result of the questionnaire, each opinion was calculated by dividing number of comments of each item with the total number of students then was multiplied with a hundred percent. The Students' Opinion About the Teacher's Role The result of the questionnaire showed that teacher really had good skill in teaching. More than seventy percent students said that they can easily follow his teaching way. Moreover most of students said that they understood what their teacher taught them. It was proved by more than seventy five percent students choose "understand" for the statement "do you understand what your teacher has taught you?". Teacher also gave much time for students to take their role during the learning activity. More than eighty percent students said that teacher did not dominate the class activity. Most of students in that class also said that their teacher often gave them explanation for something they did not understand well. As well as more than eighty percent students agreed that their teacher also often asked them to deliver their idea or opinion during the class activity The Students' Opinion About the Material Based on the sixth statement of the questionnaire, the text that was given by the teacher was quite easy to catch by students. More then half students in the class also agreed that the topic of the text was interesting enough for them. Moreover most of the students said that the material from the teacher increased their motivation to practice speaking English. However, students still found some difficult words in the text that was given by teacher as the material in during lesson activity. The Students' Opinion About the Technique Students also gave their opinion relating with the activity conducted by the teacher. More than seventy percents of the students agreed that the activity was interesting for them. Teacher also gave quite clear explanation to the students about the procedure to do the activity. Most of the students also said that the activity increased their knowledge about the procedure text. They strongly agreed that gap information activity had motivated them well to speak English with their friend during the lesson. Moreover most of the students said that the activity was easy to do. Discussion The Implementation of Gap Information Activity to Teach Speaking Procedure Text to Ninth Graders In this chapter, the researcher would answer the first question of the research question. It was how the implementation of gap information activity to teach speaking procedure text to ninth graders is. The implementation of the gap information activity could be seen in the result of observation checklist and field note. In the first meeting the teacher began the meeting with reviewing their previous meeting. It was about the procedural text. The teacher explained about its generic structure and its aim. He also gave the example of the procedure text to the students. Afterward he explained to the students about the activity, gap information. Then, he continued giving them example how to do it. He asked the students to do the example together to stimulate them to speak as the warm up. After that he guided his students to conduct the main activity, gap information activity. In the first day, the activity of gap information was conducted in pair work. It was because the pair work was simple to do since the students had never done the gap information before. In the second day it was conducted in group work. The teacher let the students make the group of six by them self. During the main activity both in day I and day II the teacher walked around the class and kept his eyes on the students while the students were working with their partners. Sometimes he helped the students translating the difficult words. In the end of the lesson teacher asked some students to deliver their work in front of the class and discussed it together. The way of teacher conducted the lesson above showed that he gave much time to the students to practice their English. Klancar (2006) the opportunity of speaking will affect to the speaking ability. The more of speaking the learners get, the better they will become. The point was done during the teacher conduct the lesson. Before doing the main activity he gave students chance to speak while they were doing the example of gap information activity. Before, he also gave students chance to speak while reviewing the previous meeting. The gap information activity which was applied by teacher in class was suitable with Murray (2006). However, he modified the system according to the situation in the class. In the preparation the teacher preferred to make the worksheet by himself than collect the information from the students. The rest of the procedure was similar with what Murray suggested. He divided the students into small group (pair group in day I and bigger group in day II). Then he gave them the worksheet and asked them to complete the worksheet by trading the information they had with their friends. During the main activity, students actively spoke with their friends to complete the task. It was truly like what Harmer (2007) states that the idea of gap information activity as organizing concept for speaking is that one person has the information that another lacks. They have to speak English to share the information in order to accomplish the task. As the time ran out, he asked his students to deliver their work in front of the class. While a group was delivering their work, teacher was doing correction to it. Moreover the implementation of gap information activity really had helped teacher to attract students' attention. It

Penelitian ini bertujuan untuk memberikan bukti empiris terkait hubungan antara kualitas audit, manajemen laba, perusahaan multinasioanl dan corporate social responsibility terhadap tax avoidance. Dengan menggunakan metode purposive sampling, penelitian ini memilih perusahaan manufaktur yang terdaftar di Bursa Efek Indonesia (BEI) pada periode 2013-2017 sebagai sampel. Data perusahaan terpilih berjumlah 69, sehingga total pengamatan dalam penelitian ini adalah 345 perusahaan selama lima tahun. Metode pengujian dalam penelitian ini menggunakan analisis regresi berganda. Penelitian ini hanya menggunakan beberapa faktor yang mempengaruhi tax avoidance. Variabel-variabel yang diteliti pada penelitian ini hanya dapat menjelaskan sedikit mengenai tax avoidance. Hasil penelitian ini menunjukkan bahwa kualitas audit dan perusahaan multinasional memiliki efek positif dan tidak signifikan terhadap tax avoidance, manajemen laba memiliki efek negatif dan tidak signifikan terhadap tax avoidance sementara corporate social responsibility yang memiliki efek negatif dan signifikan terhadap tax avoidance. Kata Kunci : Tax Avoidance, Kualitas Audit, Manajemen Laba, Perusahaan Multinasional dan Corporate Social Responsibility.DAFTAR PUSTAKAA Chariri dan Imam Ghozali. (2007). Teori Akuntansi. Semarang : Badan Penerbit Universitas Diponegoro. Asfiyati. 2012. Pengaruh Corporate Governance, Kepemilikan Keluarga, dan Karakteristik Perusahaan T erhadap Tax Avoidance. Skripsi Fakultass Ekonomi Universitas Sebelas Maret, Surakarta Anoraga, Panji. (2009). Manajemen Bisnis. Semarang: PT. Rineka Cipta Annisa, Nuralifmida Ayu. (2011). Pengaruh Corporate Governance terhadap Tax Avoidance. Skripsi. Surakarta: Fakultas Ekonomi dan Bisnis, Universitas Sebelas Maret. Annisa, Nuralifmida Ayu dan Lulus Kurniasih. (2012). Pengaruh Corporate Governance terhadap Tax Avoidance. Jurnal Akuntansi dan Auditing, Vol. 8, (No. 2), Mei 2012, hal 95-189. Armstrong, C.S., J.L. Blouin, A.D. Jagolinzer, dan D.F. Larcker. (2013). Corporate Governance, incentives, and tax avoidance. Rock Center for Corporate Governance Stanford University, Working Paper Series (No. 136). Bangun, Subagyo dan Tarigan. (2012). Faktor-faktor Yang Mempengaruhi Audit Report Lag Pada Perusahaan Yang Listed di Bursa Efek Indonesia. Proceeding for Call Paper Pekan Ilmiah Dosen FEB – UKSW. Becker et.at. (1998). "The Effect of Audit Quality on Earnings Management". Contemporary Accounting Research, Spring. Vol. 15. pp 1 – 24. Brigham, Eugene F dan Houston. 2006. Fundamental of FinancialManagement: Dasar-Dasar Manajemen Keuangan. Edisi 10. Jakarta: Salemba Empat. Brigham, Eugene F dan Houston. (2006). Fundamental of FinancialManagement: Dasar-Dasar Manajemen Keuangan. Edisi 10. Jakarta: Salemba Empat. Bovi, Maurizio. (2005). Book-Tax Gap. An Income Horse Race. Working Paper (n. 61). Chen, S., Chen, X., Cheng, Q., & Shevlin, T. J. (2007). Are Family Firms More Tax Aggressive Than Non-Family Firms? SSRN Electronic Journal. https://doi.org/10.2139/ssrn.1014280.Daengs, Achmad. Et al., (2014). Pengaruh Earnings Manajemen Dan Level Of Disclosure Terhadap Cost Of Equity Capital Pada Perusahaan Publik Sektor Industri Real Estate Dan Property Di Bursa Efek Indonesia. De Angelo, L.E. (1981). Auditor Size and Audit Quality. Journal of Accounting and Economics. Dewi, Kristiana dan I Ketut Jati,. (2014). Pengaruh Karakteristik Eksekutif, Karakteristik Perusahaan dan Corporate Governance pada Tax Avoidance di Bursa Efek Indonesia. E-Jurnal Akuntansi ISSN 2302-8556 6.2: 249-260. Dharma, Nyoman Budhi Setya & Naniek Noviari. (2017). Pengaruh Corporate Social Responsibility Dan Capital Intensity Terhadap Tax Avoidance. E-Jurnal Akuntansi Universitas Udayan. Vol. 18.1. Januari: 2017. Dunning, John H. (1993). Multinational Enterprises and the Global Economy, England: Addison-Wesley Dyreng, S. D., Hanlon, M., dan Maydew, E. L. (2008). Long-Run Corporate Tax Avoidance. The Accounting Review. Vol 83. (No. 1), hal 61-83. Dyreng, Scott D.; Hanlon, Michelle; Maydew Edward L, 2010, The Effect of Executives on Corporate Tax Avoidance, The Accounting Review, 85, 1163- 1189. Fadhilah, Rahmi. (2014). Pengaruh Good Corporate Governance terhadap Tax Avoidance. Skripsi. Universitas Negeri Padang. Fahmi, Irham. (2013) Rahasia Saham dan Obligasi. Bandung: Penerbit Alfabeta. Ferdiawan, Yopi & Amrie Firmansyah., (2017). Pengaruh Political Connection, Foreign Activity, dan Real Earnings Management Terhadap Tax Avoidance. Jurnal Riset Akuntansi dan Keuangan. 5 (3). 2017. 1601-1624. Ferdinan, Augusty. (2013). Metode Penelitian Manajemen. Badan Penerbit Universitas Diponogoro. Frank, M. M., et, al. (2005). Does Aggresive Finalcial Reporting Accompany Aggresive Tax Reporting. Electronic Journal: http://doi.org/10.2139/ssrn.647604. Fitri Damayanti & Tridahus Susanto. (2015). Pengaruh Komite Audit, Kualitas Audit, Kepemilikan Institusional, Risiko Perusahaan dan Return On Assets Terhadap Tax Avoidance. jurnal Bisnis dan Manajemen, Vol 5 (No. II), hal 187-206. Geraldina, Ira. (2013). Preferensi Manajemen Laba Akrual Atau Manajemen Laba Riil Dalam Aktivitas Tax Shelter. Jurnal Akuntansi dan Keuangan Indonesia. Vol. 10 (No. 2). Desember 2013. Ghozali, Imam. 2011. Aplikasi Analisis Multivariate dengan Program SPSS 19. Semarang: BP Universitas Diponegoro. Hanlon, M., & Heitzman, S. (2010). A review of tax research . Jurnal of Accounting and Economics. 50(2), 127 – 178. Http://doi.org/10.1016/j.jacceco.2010.09.002 Hidayah, Nurul dkk. (2015). Pengaruh Perusahaan Keluarga, Multinational Company, dan Kepemilikan Institusional terhadap Tax Avoidance. Jom FEKON Vol. 2 (No. 2) Oktober 2015, 1-13. 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Acrylamide is a monomer which has a molecular formula of C3H5NO (CH2=CH-CONH2) and has a molecular weight of 71.08 g, is colorless, odorless and has crystalline form (IARC, 1994).The acrylamide used in the production of polyacrylamide is also extremely used in the treatment of drinking and waste water, paper production, petroleum industry, the production of mine, mineral, asphalt and the treatment of land and soil. Moreover, it is also commonly used as an additive in cosmetic industry, in electrophoresis, the production of photographic film, the manufacturing of adhesive, varnish and dye and in the preparation of some alloys in dentistry European Union Risk Assessment Report (EURAR, 2002).In early 2002, high concentrations of acrylamide were reported in certain fried, baked, and deep-fried foods Swedish National Food Agency (SNFA, 2002). This discovery dramatically increased the interest in no industrial sources of acrylamide exposure to the general public. Subsequent research in many European countries and the United States determined that acrylamide is formed primarily in carbohydrate-rich foods prepared or cooked at high temperatures (i.e., >120°C) (Tareke et al., 2000 and 2002). Acrylamide has neurotoxic and genotoxic properties (Capuano and Fogliano, 2011). The contents of acrylamide vary among different types of food. Fried potato chips, coffee and toasted chicory contain much higher levels of acrylamide than other high temperature-processed foods (Delatour et al., 2004 as well as Capuano and Fogliano, 2011). The levels of acrylamide varies considerably between single foodstuffs within food groups, with crisps and chips generally containing high levels 1000 µg/kg and 500 µg/kg respectively (Kelly, 2003).Factors affecting acrylamide formation and degradation in foods are acrylamide precursors such as free amino acids (mainly asparagine), reducing sugars and processing conditions, (baking time and temperature, moisture content and matrix of product).The obvious toxicological implications of food-borne acrylamide has initiated substantial public and scientific concern (World Health Organization Meeting, 2002 June and United States Food and Drug Administration (US FDA) meeting, 2002 September) and has significantly increased interest in the toxic effects of acrylamide.The importance of acrylamide in food was mentioned for the first time by Tareke et al. (2002) who showed that feeding rats with fried feed led to a large increase in the level of the haemoglobin adduct, which was concluded to be N-(2-carbamoyl methyl) valine.In human, acrylamide has some mutagenic and carcinogenic effects. Hence, it is classified in class 2A of carcinogenic materials as an agent that increases the probability of endometrial, pulmonary, and pancreatic cancers (El-Kholy et al., 2012 as well as LoPachin and Gavin, 2012). Studies indicated that liver, kidney, brain and erythrocyte GST have significant binding capacity with acrylamide, with liver GST is three times more efficient in conjugating acrylamide compared to brain GST in rats (Alturfan et al., 2011).Acrylamide have significant binding capacity to liver, kidney, brain and erythrocyte (Sumner et al., 1997). The other additional toxicological effects reported are depletion of adipose tissues, decreased liver and kidney, mottled lungs, atrophy of skeletal muscle, distension of urinary bladder, thickening of stomach and decrease in red blood cell (RBC) count and packed cell volume (PCV) (Miller et al., 1982), making it an important researchable substance.The neurotoxic effects of acrylamide can be observed at low dose with long exposures (Erkekoglu and Baydar, 2014), suggesting that dietary acrylamide is harmful to humans, especially children. The presence of acrylamide in food remains a health risk. According to WHO, the mean margin of exposure (MOE) value based on the carcinogenic effect of acrylamide in mammary glands is 300 -310 (Pedreschi et al., 2014), which is lower than 10,000, a criterion regarded as low health concern. Moreover, the detected concentrations of acrylamide and glycidamide haemoglobin adducts in Canadian teenagers indicate the need to reduce acrylamide exposure in the population (Brisson et al., 2014).Grape (Vitis vinifera ) leaves have been used in medicine due to various biological activities including stop bleeding, inflammation, and pain (Baytop, 1999), hepatoprotective, spasmolytic, hypoglycemic and vasorelaxant effects, as well as, antibacterial, antifungal, anti-inflammatory, antinociceptive, antiviral and particularly antioxidant properties (Xia et al., 2010). In addition, Orhan et al. (2009) reported that V. vinifera leaves have role in the formulation of dietary antioxidant supplements.The objective of the present study is to estimate acrylamide levels in some different food samples obtained from Egyptian local market and to determine the levels of acrylamide formation during different processing conditions, in addition, to investigate the effects of pre-frying treatments on acrylamide reduction of acrylamide in some Egyptian foods. Thus an investigation of acrylamide effects on biochemical and pathological effects become vital. In present studies, investigation of the effect of acrylamide formed in fried rice and different concentrations in drinking water. The monitoring of the thyroid hormone levels and hematological values in the plasma collected from the experimental animals. The preventive effect of feeding grape leaves as a source of antioxidant was also studied.b. Material and MethodSurvey of acrylamide levels in some Egyptian foods. Samples were taken from the Egyptian market, prepared and homemade samples, i.e., Potato, Toast, Coffee, Peanut, Fried onion, Falafel, Fried noodles, Fried rice and Cooked Rice .Then evaluation effect of different temperatures and/or times on acrylamide formation in fried rice and fried potatoes. From previous results showed significant increases in the concentrations of acrylamide in rice compared with potatoes. Frying rice is one of the methods used by Egyptians, so we went to study the effect of temperatures and time on the rice in more details. Several treatments were carried out on rice before frying on reduction of acrylamide formation of fried rice at 180 °C for 10 min, i.e., (1) Untreated rice was used as a control. (2) Rice was washed under tap running water for 2 min. (3) Rice was washed and soaking in water for 20 min. (3) Soak rice in citric acid (1%) for 20 min. (4) Soak rice in acetic acid (1%) for 20 min. (5) Soaking rice in water "resulting from grape leaves soaking" for 20 min. (6) Soaking rice in water "resulting from grape leaves boiling" for 20 min. (7) Soaking rice in water "resulting from poached grape leaves soaking" for 20 min. Determination of acrylamide in foods performed using GC /MS technique.SamplesDifferent types of market samples (potato samples, toast samples, coffee samples and peanut sample) were purchased from local markets. Prepared samples were divided into two brands, first brand is used in Egyptian popular prepared meals i.e. "onion in Koushari" and "Falafel", second brand is used in Egyptian homemade meals i.e. fried noodles, fried rice and cooked rice.Determination of acrylamide by GC/MSSamples were allowed to swell adding water in an amount normally corresponding to 3 times the weight of the sample (more for exceptionally dry samples). Taking into consideration homogeneity and availability of the sample, often 25 g of sample and 75 ml of water were combined in a 150 ml beaker glass. After mixing, the homogenate was allowed to swell during 30 min at 70 °C in a water bath (GFL, German). The glass beaker was covered by aluminium foil to prevent evaporation of water.Ten grams of the homogenate was weighed into a 100 ml centrifuge glass with a screw cap and thoroughly mixed with 40 ml of 1-propanol at 4000 rpm for 10 min (Sigma, German). When the solids form lumps, mixing was supported by a blender (Polytron). 10 ml (8.4 g) of the supernatant (possibly after centrifugation of about 12 ml of turbid supernatant) was transferred to a 25 ml pointed flask. Fifteen droplets (about 200 mg) of a vegetable oil were added and the water/propanol removed in a rotary evaporator at about 50 Torr (unit) and 60-70 °C in a water bath. Evaporation was stopped as soon as no liquid was left. The residue from the evaporation, consisting of fat/added oil and often much salt, was extracted with acetonitrile and defatted with hexane. 3 ml acetonitrile and 20 ml hexane were added and mixed with the sample with the help of an ultrasonic bath for 15 min (JEIOTECH, Canada). The acetonitrile (lower) phase was transferred into a 10 ml reagent glass with screw cap by means of a Pasteur pipette, losing acetonitrile rather than carrying along hexane. The acetonitrile phase was extracted by another 5 ml hexane, now transferring 1.5 ml of the acetonitrile phase (assumed to be half) into a 1.5 ml autosampler vial (Biedermann et al., 2002). The samples were analyzed in Organic Pollutants Laboratory, Regional Centre for Food and Feed, Agriculture Research Centre, Giza.Chemical examination of grape leavesGrape leaves and its ethanolic extract preparation The leaves were cleaned and dried in shade at room temperature for 3 days then coarsely powdered with the help of a hand-grinding mill. 20 g dried powder of plant leave was weighed and transferred into a beaker. 100 mL of ethanol 70% was added into the beaker and the mixture was shaken using mechanical shaker (Thermo, Canada) for 12 h at room temperature. The extract was filtered using Whatman No.1 filter paper. The filtrate was collected and the residue was re-extracted twice. Then 0.2 ml of the mixture was diluted with 2 ml of ethanol and injected in the GC/ MS/ MS. The sample was analyzed in Organic Pollutants Laboratory, Regional Centre for Food and Feed, Agriculture Research Centre, Giza.GC/ MS analysis programThe analysis of the grape leaves extract was using preference mention GC/MS above. The carrier gas was helium with the linear velocity of 1ml/min. The oven temperature was set at 55 oC for 3 min and then programmed until 280 oC at a rate of 11 oC/min. The injector and detector temperatures were 220 oC and 220 oC respectively. Injection mode, splitless, volume injected 1 μl. The MS operating parameters were as follows: ionization potential 70 eV, interface temperature 280 oC. Selected ion monitoring (Scan) mode was applied used m/z at start mass 35 and end mass 600.The identification of components was based on a comparison of their mass spectra and retention time with those of the authentic compounds and by computer matching with NIST and WILEY library as well as by comparison of the fragmentation pattern of the mass spectral data with those reported in the literature (Santana et al., 2013).Evaluation of radical scavenging activityThe free radical scavenging effect of grape leaves ethanolic extract was assessed by the decolouration of a methanolic solution of 1, 1 –diphenyl-2- picrylhydrazyl (DPPH) radical (violet colour) according to the method of Blois (1958).Various concentration of test solution in 0.1ml was added to 0.9 ml of 0.1 mM solution of DPPH in methanol. Methanol only (0.1ml) was used as experimental control. After 30 minute of incubation at room temperature, the reduction in the number of free radical was measured, reading the absorbance at 517nm. Ascorbic acid was used as reference standard by concentration of 200, 400, 600, 800 and 1000 ppm. The scavenging activity of the samples corresponded and to the intensity of quenching DPPH.Preparation of blood samplesFive blood samples were collected from rats of each group from eye plexus after 28 days in clean dry sterile and labeled centrifuge tubes. Each collected sample was divided in to two parts, one for serum was collected in heparinized tube and the other for plasma was collected in non- heparinized tube .Rats were fasted for 12 h, and then slightly anaesthetized with carbon dioxide gas. Separating serum was done by centrifugation at 1500 r.p.m for 5 min. Organs of rats were weighted and extracted for dissection.

Summary of the Study Introduction Sudan is the third largest country on the African continent with a total area of 1,882,000 sq km. before the secession of South Sudan in 2011; Sudan was the largest country in Africa, covering I million square miles. Sudan is unique and complex in its climate, politics, environment, languages, cultures, religion and ethnicities. Demographically, Africans are the majority (52%), with Arab and Beja tribes constituting 38% and 6% of the population, respectively. Over 597 tribes live in Sudan that speak more than 400 dialects and practice different religions, live in Sudan. Muslims make up 70% of the total population of Sudan, followers of indigenous beliefs comprise 25% and Christians constitute 5% of the population. The complex mixture of the Sudanese social fabric renders it neither distinctly African nor Arab country. The Sudanese, however, have long disagreed about Sudan's identity. For some, Sudan should be Arab and Muslim. Other believe that the country should respect and accommodate all the cultures, religions and minorities within its territory. Most of Sudan constitutions stated that Islam and Arabic language should define the national identity. Politically, since the independence, Sudan has experienced a fluctuation between military rule and democratic rule. In fact, Sudan spent thirty years under the military rule, and only twelve years under democratically elected governments. The successive governments have frequently made use of emergency legislation to broaden the executive powers. These legislative measures have contributed to conflict and facilitated a range of human rights violations. In addition to the political instability, Sudan has the distinction in Africa in enduring a devastating civil war: that is: Sudan's north-south civil war. The conflict started just a year before the independence of Sudan, in 1956. The cumulative impact of that conflict has been massive. The conflict has caused horrendous loss of life in any interstate war, and has produced the largest internally displaced population (IDP) in the world. Sudan north-south conflict has long been perceived as ethnic or even religious conflict between the north and the south. Ethnicity has been used generously in the description of that conflict. Yet, a closer look at the history of the conflict reveals that the root-causes of that conflict are highly complex. But, this is by no means to say that conflict has had no ethnic, racial and religious overtones. The eruption of the north-south conflict was the result of a combination of factors. One could trace the root-causes of the conflict to the invasion of the south from the north by Turkiyya that expanded southwards, and the simultaneous development of slave trade. Thereafter, the British rule contributed in different ways to the crystallizing of the north-south dichotomy. After the independence of Sudan, successive governments, were unsuccessful in handling the growing southern problem, ranging from neglect to attempts to reverse the British isolation by enforced Arabisation and Islamization of the southern Sudan. The north-south conflict ended, in 1972, when Addis Ababa Agreement was signed by then President Nimeiry. But, the conflict broke out again, in 1983, when the Addis Ababa Agreement was abrogated by the then President Nimeiry. After a series of peace talks (which witnessed 'start and stop'), a Comprehensive Peace Agreement (CPA) was concluded, in 9 January 2005, between the Government of Sudan (GoS) and the Southern Sudan People's Liberation Movement (SPLM/SPLA) to end the conflict. The CPA provides for a temporary solution for the conflict through, inter alia, the distribution of the power between the north and the south of Sudan by establishing a decentralised system of government with a significant devolution of powers within which the Southern Sudan is to enjoy a regional autonomy and share half of the resources with north Sudan for a period of six years. Furthermore, the CPA creates joint institutions, such as, the Government of the National Unity (GoNU) in which the Southern Sudan participate and share ministerial posts. The CPA also provides for the establishment of a number of commissions for implementing and monitoring the CPA, for instance, the Evaluation and Monitoring Commission, the National Human Rights Commission, etc. At the end of the interim period, a referendum on the self-determination is to be held, in 2011, in which the people of the Southern Sudan will decide whether to remain within a united Sudan or to secede and form an independent State. The Aim of the Study The significance of this study derives from the conclusion of the CPA and the adoption of the Interim National Constitution (INC) that called for democratic transformation so as to bring an end to Sudan north-south conflict. While the CPA ended Sudan's north-south conflict, a lasting peace and a democratic transformation, in Sudan, may prove elusive unless the CPA provisions are translated into reality, especially the implementation of constitutional, legislative and institutional reforms, including human rights protection and respect for the rule of law. The study aims to answer whether the CPA and INC can fulfil their roles in securing peace and establishing a framework in which the constitutional protection of human rights are recognised and effectively implemented through the availability of the various mechanisms. In this respect, the CPA provided for the adoption of a new constitution (INC), with a view to embedding constitutionalism, rule of law promotion, and protection of human rights. It is, therefore, this study is meant to analyze the constitutional, legislative and institutional reforms of the CPA and INC with a view to examining whether such constitutional reforms may be conducive for a lasting peace, in Sudan, that is based on human rights protection, constitutionalism and the rule of law. The CPA stipulated the need for institutional and legislative changes to reduce the risk of recurrence of human rights violations. To this end, the CPA mandated the adoption of a bill of right (for the promotion and protection of human rights) and provided for re-restructuring of the courts system. Such institutional reforms are aimed at embedding constitutionalism. That is to say: establishing a system in which the constitution provides an agreed upon framework for the exercise of powers and the protection of human rights. In this respect, the study examines whether the outcome of the constitutional reforms process (to recognise, implement, and protect human rights as provided for in the INC) have been reflected in institutional and legislative reforms to protect and prevent human rights violations and address past violations and systemic factors that have contributed to violations. To that end, the human right jurisprudence of the constitutional court will be examined. The Organization of the Study a) The Structure of the Political/Governance System in Sudan under the INC With the devolution of the powers and resources to the Southern Sudan level and other States, the governance system, under the INC, is structured with four levels of government: the national level at the apex, the Government of South Sudan level, the State level (25 States), the local level. Now, the government responsibilities are decentralized and the national government allocates a significant proportion of revenues to the States. It is, therefore, that the first question that this study poses is: What is the impact of the current governance in giving greater equity of representation and decision-making influence to communities across Sudan, thereby facilitating conflict management to achieve a lasting peace in Sudan? In Sudan, previously appropriate design of institutions to ensure political accommodations for all social groups has not been established in a way that would give them the chance to function properly. Now, the INC restructures the prevailing governance system by establishing a decentralized system of government that bears the characteristics of asymmetrical/symmetrical federalism - asymmetrical in the structure and responsibilities of subunits, with the level of South Sudan having more powers and resources than other States across Sudan. Establishment of a federal structure may constitute a mechanism for preventing a relapse into conflict through the devolution of the powers to the State level. For a federal to work effectively, it requires a functional court system to decide on the jurisdictional limits of the different levels of government. Nevertheless, the relevance of the court system in resolving the intractably political contentions in federal countries, especially in transition situations, is uncertain. Noticeably missing from the literature is the study and analysis of the impact of the role of court system in post conflict countries. That said, the role of the court system in preserving democracy has grown in importance with the increase recognition of the judicial review of the constitutionality of the acts of the government organs and the recognition and the protection of human rights provisions. It is, therefore, that the involvement of the courts is necessary to ensure the successful operation of the federalism and thus the failure or the success of federalism is contingent on the implementation of the federal system by the courts. According to some scholars, 'federalism means legalism – the predominance of the judiciary in the constitution- the prevalence of a spirit of legality among the people'. As '[the] courts …are actually telling a government how far it can go with its assigned constitutional rights'. This leads to the second question that this study addresses which relates to the analysis of the constitutional reform as provided for in the INC, in general, but with a special focus on the role of the court system, through the application of judicial review and protection of human rights, to resolve not only disputes in litigations between private parties, but also to prevent the arbitrary exercise of the government power. b) The Structure of the Legal System (Court System) in Sudan under the INC The available literature presents different views as to the role of the court system in new democracies. On one hand, one view assumes that the courts have a fairly wide discretion to decide the outcome of the controversial cases to the needs of the political moment. The other view, on the other hand, takes the position that political actors do not exert any kind of influence at all on the way judges make their decisions. A third source, and with which I agree, argues that legal rules do put constrains over the exercise of the judicial discretion in controversial cases. A fourth view argues that in new fragile democracies constitutional courts/supreme courts should not be involved in judicial review, especially on adjudicating issues related to social and economic rights, which may profoundly affect the allocations of resources and violate the doctrine of separation of powers. In this respect, the study considers whether the court system, as restructured in the INC, and other constitutional guarantees introduced to the legal system as a whole, offer good prospects for constitutionalism that may control the power of the government so as not act arbitrarily. The role of court system in resolving disputes is highly contingent on the substantive law and the institutional structure within which the courts apply laws. Thus, this study examines to what extent the current structure of the legal system under the INC and the protection of human rights through the application of the Bill of Rights by the courts may signal the State's commitment to constitutionalism and respect to the rule of law. It is, therefore, that the role of the court system (in contributing to democratic transformation in Sudan) should be evaluated against the legal framework: that is the INC, with a focus on the independence of the judiciary, the application of the Bill of Rights and the rules governing the judicial review. c) The Legislative and Institutional Reforms under the INC The functions of the courts, in developing countries, have experienced increasingly transformative role as institutions that can hold the government organs accountable. The study aims to examine the practice of constitutionalism: that is, the implementation of the INC constitutional, institutional and legislative reforms, especially the compliance with the provisions of the INC and the CPA, in particular the role of the constitutional court as "a positive legislator". In this regard, the Sudanese Constitutional Court may play an important role in the law reform process given its power to annul laws found unconstitutional. This entails the non-applicability of such laws and, as a result, would compel the government institution/organ concerned to adopt new legislation that is in conformity with the INC. Thus far, the Sudanese constitutional court, under the INC, has received a number of human rights cases that involved issues related to violations of human rights or related to the constitutionality of key legislation, such as counter-terrorism laws, immunities for officials and statutes of limitation for torture. So what role the constitutional court has played in the law reform process under the INC? For the court system to play a role in the democratic reform, a comprehensive law reform process is seen as a prerequisite to bring the existing laws in line with the provisions of the INC and enacting new laws. Therefore, this study identifies what legislative and institutional reforms that have been undertaken by the parties to the CPA during the interim period to address human rights violations, root-causes of the conflict; inequality; marginalization, rule of law vacuum and weak democratic structures. Furthermore, this study offers empirical evidence for the judicial behavior of the Sudanese constitutional court through a systematic examination of selected human rights jurisprudence of the constitutional court to gauge its role in the law reform process in Sudan since the adoption of the INC. Overview of the Study and the Main Findings of the Study Introductory Chapter: Overview of the Study The Introductory Chapter provides an overview of the study, including, the key features of the State of Sudan, the aim of the study, the main objectives of the study, and a general overview of the study. Chapter One: A Historical Background of Sudan's North-South Conflict Chapter One gives a rich and deep account of Sudan north-south conflict. It looks at the root-causes of the conflict by elaborating on different factors that directly and indirectly contributed in making that conflict protracted. Chapter one moves on to consider the end of the first Sudan's north-south conflict which was ended when Addis Ababa Agreement was signed in 1972. Chapter one further elaborates on Sudan's second north-south conflict which broke out in 1983. Finally, Chapter one touches on the various peace initiatives that ended by the conclusion of the CPA. Chapter One concludes by analysing the CPA. In the final analysis, the CPA made significant changes the prevailing governance and legal systems in Sudan by establishing a federal system, introduced a dual legal system a bill of rights, provided for the right to self-determination for the south Sudan, established institutions for the protection of human rights by establishing mechanisms such as National Human rights Commission, and distributed the wealth equally between the north and the south. However, the CPA failed to include the Sudanese people in the talks leading to the conclusion of the CPA, as the CPA was bilateral reflecting the views of the north and the south. Chapter Two: The Structure of the Governance System under the INC The INC describes Sudan as a decentralized State with different levels of government: the national level, the Southern Sudan level, the State level and the local level. It further grants the Southern Sudan autonomy status. A careful analysis of the current governance arrangements reveals that the INC provides for asymmetric/symmetrical federalism system of governance. Chapter Two discusses the allocation of legislative powers between the national government, the Southern Sudan and the rest of the country and the nature of the constitutional design of the INC to manage diversity of Sudan (ethnic, linguistic, religious and cultural diversity). At the outset of Chapter Three provides an overview the fundamental principles of federalism and provides a brief historical background of federalism in Sudan and how federalism arrangements can play a role as a tool for peace-building. In the final analysis, in contract with old constitutions of Sudan, the INC establishes a federal system, with four levels of government; national, south Sudan, State and local levels. The INC federal system guarantees the special characteristics of all ethnic and religious groups in Sudan through the creation of the Council of the States. However, all the States in Sudan are not treated equally, because (1) two States have special status (South Kordofan and Blue Nile States), and (2) between the ten States in the South and the national level, the Government of South Sudan (GoSS) is inserted to exercise authority in respect of the ten States at South Sudan level. This means the INC creates asymmetrical/symmetrical federalism, as the South Sudan level enjoys significant autonomy and exclusive authority over ten States in South Sudan. All the States in Sudan are not treated equally, because (1) two States have special status (South Kordofan and Blue Nile States), and (2) between the ten States in the South and the national level, the Government of South Sudan (GoSS) is inserted to exercise authority in respect of the ten States at South Sudan level. This means the INC creates asymmetrical/symmetrical federalism, as the South Sudan level enjoys significant autonomy and exclusive authority over ten States in South Sudan. The INC Schedules (A – C) distribute the exclusive and legislative powers to the national level (A), the GoSS level (B), and the state level (C). Schedule (D) lists the concurrent powers and Schedule (E) allocates the residual powers as per its nature. Schedule (F) is a provision to resolve conflict that might arise under Schedule (D). It should be noted that not all issues listed in the INC schedules are allocated to one level of government only. For example, several substantive issues are granted to the national level as an exclusive competence, to the South Sudan level as an exclusive competence and at the same time to all levels of government as a concurrent power, such as telecommunication. With regard to the legislative powers allocated to the tens states at the South level, the GoSS according to Schedule (B) has the competence to enact a kind of framework with regard to issues that fall under the exclusive South Sudan State competence, thereby limiting the legislative powers of the ten States in South Sudan. Finally, the INC has reinforced existing power relations and failed to provide structural changes for democratic transformation, as the INC asymmetrical federalism accommodates the demands of the South Sudan only. As the INC does not accommodate the demands of the different ethnic and cultural groups in the different regions of Sudan as demonstrated in Darfur Peace Agreement and East Sudan Agreement. Chapter Three: The Structure of the Legal System under the INC The INC altered the Sudanese legal system with a view to accommodating the competing views: Sharia law and secularism. For a proper understanding of the present Sudanese legal system and an assessment of the role of the court system in contributing to democratic governance, a glance at the Sudanese legal history is necessary. Firstly, Chapter Three reviews the constitutional developments in Sudan since the independence to the present day. Secondly, Chapter Three provides overview of the structure of the court system in a decentralized system and focuses on the contribution of the court system to democratic transformation through limiting the acts of the government. Chapter Three further discusses issues that may impact of the role of the court system in contributing to democratic transformation. Yet, the role of the court system in promoting democratic transformation is contingent on the constitution, the substantive law, etc. For instance, instituting the principles of constitutionalism is contingent on the independence of the judiciary, as an independent judiciary is required for the protection of constitutional rights and to restrain the actions of the government. Thus, it is important to understand under what conditions the court system develops such accountability functions: that is, what conditions favor the ability of the court system to exercise an effective accountability functions. It is, therefore, Chapter Three examines (a) how the INC re-structures the court system in the north and the south of Sudan so as to give effect to the principles of the federalism and legal pluralism; (b) the rules regulating the judicial review, and (c) the protection of human rights through the implementation of the bill of rights by the court, all of which signal the commitment of the State to establish democratic governance. Finally, Chapter Three attempts to evaluate the independence of the judiciary and the rules that govern the judicial review before and after the adoption of the INC with a view to assessing the fidelity of the government to the principles of constitutionalism, and whether the limitations observed in the actual conduct of the government. In the final analysis, the INC constitution making process was bilateral reflecting the views of the parties to the CPA and lacked inclusiveness, but provides for a pluralism legal system by providing for a constitution for south Sudan and 25 State constitutions. The INC introduces State judiciary and South Sudan judiciary and opted for an integrated the court system. That is: the State courts apply the State laws, the national laws and the South Sudan laws. In the North, the State courts are still organized by the national level, although the NC provides for the establishment of the State judiciary. At the South Sudan level, all State courts are organized and financed at the level. Towards the South Sudan, the National Supreme Court is the final court of on matters arising under national laws The INC emphasizes the importance of protecting; respecting and promoting human rights through the inclusion a bill of right and incorporation via Art. 27(3) of the INC all human rights treaties that Sudan has ratified, thereby the human rights contained in the INC directly applicable before the Sudanese courts. Also, the implementation of some human rights requires revision of the existing statutory laws. To date there has been limited legislative reforms to address human rights violations. A few laws have been reformed but fall short of Sudan international obligations, such as Criminal Act, Security Laws, Immunity Laws, etc. The INC differentiates between the north and the south regarding the sources of legislation. Art. 5 of the INC lists Sharia as one of the sources of legislation along with the consensus of the people at the national level. Art. 5(2) of the INC names popular consensus and the values and the customs of the people of Sudan as the sources of legislation in South Sudan. The INC contains special rules for national legislation if its source is religion or custom. In that case, a state where the majority of residents do not practice such religion or customs may introduce different legislation allows practices or establishes institutions in that State that are consistent with its own religion or customs. The INC establishes human rights commission for the implementation of the bill of rights as well as a commission for the protection of non-Muslims in the Capital. The INC has chosen a concentrated system of judicial review and a hybrid system of judicial review with respect to the South Sudan as the Supreme Court of South Sudan acts as a constitutional court and a high court of Appeal with respect to South Sudan. The newly enacted Judicial and Administrative of 2005 does not provide for concrete judicial review of law and bars the court from question the constitutionality of law by way of making referral to the constitutional court, thereby renders the judiciary unable to deal with crucial constitutional issues. Chapter Four: Institutional and Legislative Reform: Practice of Constitutionalism In order to understand whether the adoption of the INC has brought any changes may enhance the role of the court system in contributing to democratic transformation; Chapter Four scrutinizes the compliance of the statutory law with the provisions of the INC, the law reform process in Sudan and the implementation of law in practice. Chapter Four further presents an analysis of more pertinent provisions of civil and political rights in the light of the laws and practices prevailing in the country to assess the extent to which the principles laid down in the INC are complied with. It further assesses the involvement of the Sudan constitutional court in the law reform process by reviewing a selected human rights jurisprudence of the constitutional court. Finally, Chapter Four makes a reference to the jurisprudence of other constitutional courts (the German constitutional court, the Indian Supreme Court and the South African constitutional court) by way of comparison. In the final analysis, a) the INC does not set out procedure for concrete review and access to the court is not free; b) The court has a broad power to consider and adjudge and annual any law in contravention with the constitution and restitute the right to the aggrieved person and compensate for the harm. The court may also order interim measures to avoid any harm. As such, the court can abolish laws and compel the government to enact new law; c) the constitutional court has reviewed a number of cases that alleged the violation of human rights. The court has demonstrated reluctance to declare legislation unconstitutional. Interpretation of the bill of rights and reference to international human rights lacked consistency and the court has taken deference to the executive; d) the constitutional, legislative and institutional changes did not acknowledge past human rights violations through mechanisms that would question the way of governance and persisting inequalities and injustices; e) the constitutional court has institutional weaknesses and its jurisprudence has largely upheld existing laws such as immunities laws and the constitutional court made limited reference to international human rights law; f) the constitutional, legal and institutional reforms failed to generate the sense of constitutionalism and the fundamental change that were to remove the causes for human rights violations and provide effective remedies. A number of laws contravening the human rights are still in force, such as, Public Order Act, Immunity of police, security and army officers, inadequate laws for the protection of women's rights; and finally, the implementation of CPA as a means of democratic transformation left an unreformed government virtually intact Chapter Five: Post- Referendum Sudan Chapter Five looks at the constitutional developments after the secession of South Sudan, with a focus on constitution making process in Sudan. The Southern Sudan Referendum for self-determination, held in July 2011, clearly indicated that the absolute majority of those who participated in the referendum for the Southern Sudan favour separation of the Southern Sudan from Sudan. The secession of the South Sudan on July 9, 2011, as a result of the referendum on self-determination provided by the CPA has created a new reality in Sudan with far reaching economic, political and social implications. Economic and financial losses related to the secession are substantial and have affected all sectors of the economy. Sudan has lost three-quarters of its largest source of foreign exchange (oil), half of its fiscal revenues and about two-thirds of its international payment capacity. In general, the secession of South Sudan resulted in a 36.5% structural decrease in overall government revenues. The unresolved issue of Abyei constitutes a trigger for potential violent tension in the future between Sudan and South Susan. Abyei status is yet to be decided, as both Sudan and South Sudan claiming it as part of its territory. Its final status will be decided by a Referendum for which implementation mechanisms have not yet been agreed upon by the two countries. The end of the CPA necessitated a constitutional review process to decide on the new constitution to replace the INC. However, for a constitution to be able to win the affections of the citizens of the State, it will be necessary to involve those citizens in the constitution-making process that establishes such a constitution, so as to ensure that the process is inclusive and reflects the aspirations of the Sudanese people at large. It is, therefore, important to increase public involvement in the constitution-making process by inviting public participation. In order for the design of a constitution and its constitution-making process to play an important role in the governance system, the design of the constitution has to be responsive to the aspirations of the ordinary people. A constitutional review process is currently under way but has not resulted in any clear proposals. That said, since 2011, a constitutional review has been underway in Sudan. The constitutional review process has not been participatory or inclusive. Lively debates on the new constitution in general, and the Bill of Rights and human rights protection in particular, have nevertheless ensued. These debates have been driven by a keen awareness of the importance of constitutional rights. These debates reflect both traditional concerns over the protection of civil and political rights, particularly in the administration of justice, and other issues that have also become a cause of acute concern. These include the desire for the realization of economic, social and cultural rights, and the rights of members of groups who suffer discrimination, particular women, religious and ethnic minorities and persons with disabilities. Currently, public debate over the new constitution is proceeding, although the Government has not yet announced a timeframe for the constitution making process, amid a polarization of views on diverse issues such as the decentralization of power and wealth sharing between the different regions of Sudan. Since 2011, the Government of Sudan, in collaboration with the UNDP and other UN agencies, initiated the forum on public participation in constitution making to facilitate open and public dialogue. This approach has been based on the need to pursue the constitutional process/review inclusively, transparently and participatory to ensure all sectors of society including civil society organizations and opposition political groups participate fully in the process.

Issue 55.3 of the Review for Religious, May/June 1996. ; fo r reli ious Christian Heritages and Contemporary Living MAY-JUNE 1996 ¯ VOLUME55 ¯ NUMBER3 Revtew fo~r .Reli~tous tS a ~orum fo~r Shared reflection on the~ liVed :experie~ice @ all Who find that :the~.churCb's~ rico bemtaffes ~o~ ,sptntuaht~ "sul~OOrt the~r pdrsonal: ~a~d: apostoli~ :~e~a~cles ~tn the~jou~al are ;meant ~to~ ~e t~foNat~ve~ :~radt~dal~.~o~ in~p~at~nal, wH~en~om a th~lO~ic~l or so~nmt or:somenmes mnontcat oo~nt ot vtew,~ , : Review for Religious (ISSN 0034-639X) is published bi-monthlv at Saint Louis University by the Jesuits of the Missouri Province. Editorial Office: 3601 Lindell Boulevard ¯ St. Louis, Missouri 63108-3393. Telephone: 314-977-7363 ¯ Fax: 314-977-7362 Manuscripts, books for review, and correspondence with the editor: Review for Religious ¯ 3601 Lindell Boulevard ¯ St. Louis, MO 63108-3393. Correspondence about the Canonical Counsel department: Elizabeth McDonough OP St. Bernadette Convent ¯ 76 Universit3, Blvd. East ¯ Silver Spring, MD 20901 POSTMASTER Send address changes to Review for Religious ¯ P.O. Box 6070 ¯ Duluth, MN 55806. Second-class postage paid at St. Louis, Missouri, and additional mailing offices. See inside back cover for information on subscription rates. ©1996 Review for Religious Permission is herewith granted to copy any material (articles, poems, reviews) contained in this issue of Review for Religious for personal or internal use, or for the personal or internal use of specific library clients within the limits outlined in Sections 107 and/or 108 of the United States Copyright Law. All copies made under this permission must bear notice of the source, date, and copyright owner on the first page. This permission is NOT extended to copying for commercial distribu-tion, advertising, institutional promotion, or for the creation of new collective works or anthologies. Such permission will only be considered on written application to the Editor, Review for Religious. Editor Associate Editors Canonical Counsel Editor Editorial Staff Advisory Board David L. Fleming SJ Philip C. Fischer SJ Regina Siegfried ASC Elizabeth McDonough OP Mary Ann Foppe TracT Gramm Jean Read James and Joan Felling Iris Ann Ledden SSND Joel Rippinger OSB Edmundo Rodriguez sJ David Werthmann CSSR Patricia Wittberg SC Chris~ar~ ]~er~tages and Contemporary Living MAY/JUNE 1996 ¯ VOLUME 55 ¯ NUMBER 3 230 The Ecclesiology of the U.S. Bishops' 1994 Healthcare Directives John A. Gallagher develops some implications of the ecclesiology underlying the mission, governance, and partnership found in Catholic healthcare services. 249 264 Abandonment That Enlivens and Sets Fire for Mission George Aschenbrenner SJ develops a spirituality of abandonment as central to the stability and identity of a religious congregation in respect to its mission, community, authority, and obedience. Gathering the Fragments: New Times for Obedience Judith A. Merkle SNDdeN explores obedience as affective bonding and the challenge this call presents personally, congregationally, and ecclesially. Review for Religious 283 297 Acknowledging the Gift of Gay Priestly Celibacy William McDonough presents a case for the timeliness of acknowledging the homosexual orientation of gay celibate priests as a gift to the church. HIV Testing of Seminary and Religious-Order Candidates James F. Keenan SJ reviews reasons for and against HIV testing for priesthood and religious-life candidates and suggests some ethical standards that need to be observed. 315 A Call for a Bespoke Revival of a Hijacked Tradition Bertrand Webster FMS suggests a number of ways to update our use of the rosary for both individual and communal devotion. ,~ 228 Prisms 320 Canonical Counsel: General Chapters: Historical Background 326 Book Reviews May-3~ene 1996 prisms Nostalgia becomes a fitti'ng characteristic of the poet Homer's Odysseus--in the midst of all his travels and adventures he is driven by an aching desire to return to his island home and his wife, Penelope. A contemporary dictionary builds upon the original Greek root of nostalgia, expanding its meaning from a home-sickness to the wistful and sometimes abnormal yearning for a return to some fondly remembered season of life or an unrepeatable dream. It seems to be natural for many of us to harbor a certain nostalgia for the past--either what we have experienced or, perhaps, what we have only read or heard about. Movies or television docudramas are often quite suc-cessful in evoking an appreciation of a past with a sim-pler lifestyle or less complicated human relationships. Even reading the Gospels can sometimes lead us to express the wish that we "could have lived at the time of Jesus." The nostalgia to have been among the crowd listening to Jesus speaking out the beatitudes or among the thousands fed by Jesus' miracle of the loaves and fishes receives a rude awakening when we realize that, likely enough, we would have been among those who walked away and went about their ordinary duties of life. In our daily examen of consciousness, we find that we ignore and walk away even now from the many Christs who enter our day. The church of the 13th and 14th centuries--the peak-ing of scholastic theological developments--was in fer-ment from the press of many ideas. The controversies which resulted were often worked through over long peri-ods in a debate form called quaestiones disputatae (disputed questions). The question was a technique to explore the Review for Religious writings of authorities in conflict and the process of conflicting argumentation. Today we sometimes get glimpses of this method in writings found in the medical and health-science fields. Although we may unconsciously idealize the civility of these olden theological discussions, perhaps without too much nostalgia we can appreciate an inquiring drive toward new understanding that is often missing from church life today. Maybe, with computer knowledge banks and television soundbite news, we all have become impatient with debate and discussion; we want only answers and truths and none of the messiness of living with our own responsible choice among some merely provisional under-standings available to us. God's revelation finds its fulfillment in Christ; yet even if revealed truth is complete, it remains for Christian faith to grasp its full significance over the course of centuries. Since the truth of the church's witness is still human truth, we need to ask ourselves the question: Should we not expect disputes and controversies in our theological developments and pastoral practices just as there are in other human disciplines? Consecrated life in the life of the church is not disputed, but how it fits within church structure, what new forms it takes along-side older ones, how to work out the relationship of religious superiors and bishops, and what roles consecrated life plays within the local church are some of the ongoing questions addressed in Pope John Paul's apostolic exhortation under date of 25 March 1996. The letter is the pope's reflections on the October 1994 Synod of Bishops on the consecrated life and its mission in the church and in the world. The pope's letter brings a closure to the synod and at the same time opens out its workings into the future. As one. who exhorts, the pope sees the questions around conse-crated life as reason to commit ourselves with fresh enthusiasm. He sees that the church stands in need of the spiritual and apos-tolic contribution of a renewed and revitalized consecrated life. As a resource for continuing this discussion about consecrated life, a new book, The Church and Consecrated Life, is being pub-lished by Review for Religious. The book includes a review of the official church documents on consecrated life since, Vatican a number of exploratory articles, and the pope's apostolic exhor-tation. The book is available from our St. Louis office; the cost is $20 which includes postage and handling. David L. Fleming SJ May-J, ote 1996 JOHN A. GALLAGHER The Ecclesiology of the U.S. Bishops' 1994 Healthcare Directives "Ethical and Religious Directives for Catholic Health Care Services" has been published now for about a year.' Sponsors (religious institutes, commonly), board mem-bers, and managers of Catholic healthcare organizations have had the time to reflect upon this new promulgation of directives. What new elements do they find? What will they need to assimilate into their decision-making pro-cesses and their Catholic healthcare operations in order to respond appropriately to this teaching of the American bishops? Interestingly, what is most innovative in this set of directives and most clearly different from the 1971 set is not new or more nuanced ethical teaching. Most of the individual directives are unchanged or only minimally changed. Afterations in specific ethical directives are attributable to statements from the Roman curia (for example, the responsum on uterine isolation) and to changes in the healthcare delivery system in the United States (see Part 6, Forming New Partnerships with Health Care Organizations and Providers). Perhaps the most provoca-tive ethical change can be found in Directive 57, which asserts that "excessive expense [to] the family or the com-munity" can render a life-prolonging intervention an "extraordinary" means and thus a morally optional one. The addition of "community" to the classic definition of John A. Gallagher is director for corporate ethics for the Holy Crbss Health System. His address is 3606 East Jefferson Boulevard; South Bend, Indiana 46115. Review for Religious what constitutes an extraordinary means of prolonging life will probably become controversial in a healthcare system increas-ingly dominated by managed care. What is more distinctly new in the 1994 "Directives" is the ecclesiology that can be perceived as a consistent undercurrent throughout the document. Ecclesiology is the theological disci-pline that attempts to understand what the church is, how it is related to the wider world, and how persons within the church (clergy, religious, laity) are related to one another and the church as a whole; "Directives" is not a treatise on the church. But it is concerned to identify the mission of Catholic healthcare within the mission of the church as a whole, to outline a governance structure for Catholic healthcare vis-~l-vis the local ordinary, and to set limits to cooperative arrangements between Catholic health organizations and healthcare providers daat are not Catholic. This underlying ecclesiology constitutes the truly innovative aspect of "Directives." This inchoate episcopal teaching merits serious the-ological consideration by the sponsors and leaders of Catholic healthcare. TheMission of Catholic Healthcare and the Church's Mission How convenient it would be to begin with a definition of church. But mysteries are not readily captured in crisp definitions. Theologians have contented themselves with speaking of the marks or characteristics of the church (one, holy, catholic, apos-tolic). The fathers of Vatican Council II frequently employed analogies from Scripture to provide clarification concerning the nature of the church. The closest they came to a definition was to assert, in Lumen gentium, that the church is the visible sacrament of the saving unity offered to people through the redemptive work of Christ (LG §9). In his masterful Models of the Church, Avery Dulles SJ pro-posed five models, analogies which enable some further under-standing of the mystery of the church? These models are derived from ecclesiologies developed by various theologians to portray what they believed to be the essential characteristic of the church. The models describe the church as institution, mystical commu-nion, sacrament, herald, and servant. Dulles's argument is that, though the church is no one of these models, its identity can be May-~une 1996 Gallagber ¯ Ecclesiology of the 1994 Healtbcare Directives partially clarified through reflection upon each of them. In a sub-sequent edition Dulles added a sixth model, the church as a com-munity of disciples, to emphasize the inherent cohesiveness and unity among the models and indeed of the church itself. The mission of the church pertains to its activities as a "fel-lowship of life, charity, and truth" founded by Christ to be his "instrument for the redemption of all" (LG §9; see also Ad gentes §5). Note that the mission of the church is simply another man-ner of speaking about what the church is; "mission" is a clarifi-cation, not the addition of some further information. The church is its mission. To assert that the church is "visible sacrament" is to clarify both what the church is and what it does. So with each of Dulles's models: they portray not only what the church is, but also what it does. The church is an institution, and many of its activities result from the fact that it has social, legal, and hierar-chical structures. The church is a mystical communion which unites those who are within it and identifies its relationship with other religious groups. The church as sacrament is the visible symbol of the redemptive work of Christ; its activities are symbols having their effect in the world today. The church as herald pro-claims Jesus' redeeming gospel. The church as servant extends its witness into the secular world. The mission of Catholic healthcare is but one manifestation of the mission of the church as a whole; it partakes in that visible sacrament of redemption, in that mystery which is the church's very being. The mission of the church is manifested also in Catholic parochial life, in education, and in various charitable enterprises. The healing mission of Jesus, "Directives" asserts, touches all of Catholic healthcare: The mystery of Christ casts light on every facet of Catholic healthcare: to see Christian love as the animating princi-ple of healthcare; to see healing and compassion as a con-tinuation of Christ's mission; to see suffering as a participation in the redemptive power of Christ's passion, death, and resurrection; and to see death, transformed by the resurrection, as an opportunity for a final act of com-munion with Christ. ("Directives" booklet, p. 6) Thus, Catholic healthcare is a particular specification of the mission of the church itself. As the documefits of Vatican II say with regard to missionary endeavors, so also with regard to Catholic healthcare, "the differences to be found in this activity Review for Religious of the church do not result from the inner nature of her mission itself, but are due rather to the circumstances in which this mis-sion is exercised" (AG §6). "Directives" (p. 1) indicates that a major reason why a revision was needed was developments within the church: changes in reli-gious orders and congregations, the increased involvement of lay men and women, a heightened awareness of the church's social role in the world, and developments in moral theology. Another major reason was the reconfiguration of the American healthcare system. The acute-care hospital and the long-term- care facility, the two places where most Catholic healthcare has been provided, are being incorporated nowadays into integrated delivery systems. Catholic healthcare organi-zations are b.ecoming owners or partners of these systems or are providing services within them and thus are assuming some fundamen-tally new obligations. Accordingly it became necessary to reflect anew on Catholic health-care's mission. But why explicitly? With Catholic health-care now consisting of myriad structures and organizations by which an array of healthcare services is provided to individual persons and communities, what the new "Directives" intends to accomplish is "a theological basis for the Catholic healthcare ministry" (p. 2). The healthcare ministry has always been manifested in the activities of physicians and nurses, orderlies and aides; women and men dedicated to care of the poor, the dying, the homeless. This ministry was in part animated by people's desire to mirror the healing mission of Jesus. In the United States, Catholic healthcare ministry has, along with the witness of these many individuals, also been closely identified with the healthcare institutions that many religious congregations have sponsored and governed. Now, however, as "Directives" notes, lay people are increasingly emerg-ing as the leaders of this ministry. "Directives," which is "con-cerned primarily with institutionally based Catholic healthcare services" (p, 2), is intended to provide a theological basis for con-temporary Catholic healthcare ministry because this ministry must increas.ingly receive its theological impetus from the apos-tolic endeavors of lay people rather than from the church- What the new "Directives" intends to accomplish is "a theological basis for the Catholic healthcare ministry." May-~une 1996 Gallagber ¯ Ecclesiolog~ of the 1994 Healtbcare Directives approved constitutions and the apostolic vision of sponsoring congregations. This point is crucial for understanding the ecclesiology of "Directives." Catholic healthcare in the United States has almost exclusively been the ministry of religious women. As the number of religious available for the ministry continues to decline, lay women and men, i~acluding indeed a significant number of non- Catholics, have become leaders of the Catholic healthcare min-istry. From the perspective of the mission of the church and the perspective of lay Catholics, this is a major development. Laypersons are now leaders of an institutional Catholic ministry, roles traditionally reserved to clerics and religious. Lay people are no longer at the periphery; no longer just collaborators, they are increasingly the major participants. The laity has always had a role in fulfilling the mission of the church. The apostolate of the laity has generally been construed as bringing the mission of the church into the secular world. Lumen gentium defines the lay apostolate as "a participation in the saving mission of the church itself" and describes the role of the laity as making "the church present and operative in those places and circumstances where only through them can she become the salt of the earth" (§33). The lay apostolate, however, has generally been embodied in the activities of individual Catholic men and women. In their lives of service as doctors, lawyers, judges, and teachers, they concomitantly witnessed to the saving mystery of Christ. They sometimes joined associations of Catholic lawyers or doctors and sometimes taught or practiced in a Catholic college or hospital, but for the most part their apos-tolate was conducted outside an institution officially associated with the mission of the church. If Catholic lay-persons chose to carry out their apostolate in a Catholic school or hospital, it was the priests or religious who were the sponsors and administra-tors. It was the presence of priests and religious that both canon-ically and de facto gave the institution its Catholic identity and its link to themission of the church. ~ Such an understanding of institutions as vehicles for the mis-sion of the church has become codified in canon law. The law strives to assure that the property and financial resources of such institutions will be used e~xclusively for the mission of the church (canon 1254, §2). When a bishop confers Catholic identity on an educational or healthcare institution, he expects that certain obli- Review for Religious gations of faith and administration will be embodied in the life of that organization.3 A Catholic institution ought to carry out its ministry in a manner that reflects the church's understanding of the gospel and the tradition. "Ethical and Religious Directives" is the episcopal effort to delineate at least some aspects of the church's current understanding of the gospel as it relates to the healthcare ministry. What is most innovative about "Directives" is that it acknowl-edges and endorses the leadership role of the laity in these insti-nations. In the past, as lay people participated in the ministry of priests and sisters, they were sometimes encouraged to model their lives on those of religious, to become mem-bers of third orders, in order to enter more fully into the ministry. But now laypersons qua laypersons are becoming the major par-ticipants in this ministry. In line with what Yves Congar OP wrote shortly after World War II, lay people in the American church have now begun to take part "in the hierar-chical apostolate, that is, in that sacred activ-ity., which defines the church's proper task and mission.''4 Thus "Ethical and Religious Directives" announces a significantly new manner in which the ministry of Catholic healthcare will be conducted in the 21 st century. This sort of development is occurring also in other institutional ministries of the church in the United States. The laity are increasingly being recruited into leadership positions on all levels of Catholic education, In a recent address Father Philip Murnion, director of the National Pastoral Life Center, said that "the fuimre of parish ministry, of educatior~, of pastoral care 'and the development of worship life will increasingly be in the hands of the laity."s The laity are fill-ing the vacuum created by the declining numbers of priests and religious active in the church's institutional life~ Therefore, as Ladislas Orsy SJ has recently suggested, the opinions and rec-ommendations of layperson~ will need to be'more fully integrated into institutional decision making within the church.6 If lay people are to constitute the staff and leadership of Catholic healthcare in the 21st century, how is that ministry to be "The future of parish ministry, of education, of pastoral care and the development of worship life will increasingly be in the hands of the laity." May-~une 1996 Gallagber ¯ Ecclesiology of the 1994 Healtbcare Directives theologically articulated? At the presenttime, mission statements and core values derived from the constitutions and way of life of the sponsoring congregations have provided the sense of purpose and direction that animates the ministry. But, as sponsorship becomes more tenuous and at some point no longer exists, what will replace it? At that point American Catholic healthcare will be drawn back to its ecclesial roots, to what is common to the founding congregations and to the lay apostolate and to the ministry of healthcare: the mission of the church. How the participants in Catholic healthcarewill articulate the relation between the mis-sion of the church and the ministry of healthcare in 2025 or 2050 lies far beyond the worries of current leaders of Catholic health-care. But it is the duty of those who live in a period of transition like ours to begin to make the theological transitions. Dulles's models, I believe, provide us with theological categories with which to begin such a reflection.7 The church as institution, sacrament, and mystical commu-nion will'always be central to its healthcare ministry because those words describe what the church is, as does the word mission. As an institutional ministry, Catholic healthcare must maintain its link to the church as institution. Catholic healthcare will always be sacramental; it will continue to serve as a symbol of the healing and caring ministry of Christ. The anointing of the sick, the sacra-ment of reconciliation, and especially the Eucharist will continue to be essential in Catholic healthcare's holistic healing ministry. Further, as an institutional ministry staffed by persons of many faiths and providing services to a culturally and religiously diverse population, the Catholic healthcare ministry will continue to be a sign of the church as mystical communion. In, a time of transition such as the present, however, and as "Directives" makes clear, there are dangers in the current envi-ronment which jeopardize this relationship. The three models we have just discussed will not be adequate to describe the Catholic healthcare of the 21st century. As laypersons increas-ingly become the bearers of the ministry of Catholic healthcare, it is the herald and servant models of the church that will best correspond to Catholic healthcare's activities. The servant model construes the church's activities in a sec-ular- dialogic model, "secular, because the church takes the world as a properly theological locus, and seeks to discern the signs of Review for Religiotts the times; dialogic, because it seeks to operate on the frontier between the contemporary world and the Christian tradition.''8 Patient care, relations with collaborators and other providers, and the governance and management of multibillion-dollar corpora-tions will increasingly draw the healthcare ministry into a world with which it can never be truly at ease and which it cannot con-trol; but it is the world in which the healthcare ministry will make present the saving mystery of Christ. Will Catholic healthcare as servant be able to have signifi-cant influence on the business and medical spheres which will shape its institutional presence in the world? The values of med-ical science and of business and the manner in which they affect the lives of individual persons and communities will be the socio-cultural matrix which the church as servant will seek to influence. The servant model directs the ministry of laypersons where it has traditionally been done, the secular world. But the lay people enter this world no longer as individuals, but with the collective power, influence, and responsibility associated with the leader-ship of an institutional ministry. The church as herald is, in a sense, the counterpart of the church as servant, The latter seeks to engage the secular world, to bring about at least a partial recognition of the human signifi-cance of gospel values. The church as herald, on the o.ther hand, does not seek the transformation of society, but contents itself with witnessing to the Word of God. The church is gathered by the Word of God which it has received as "an official message with the commission to pass it on.''9 The church as herald com-plements the church as servant by recalling to Catholic healthcare that fidelity to God's Word is the test of its collaboration in a secular world. The Governance Structure of Catholic Healthcare The 1971 version of "Ethical and Religious Directives" makes no specific reference to the role of the local bishop in regard to the affairs of Catholic healthcare organizations. The 1994 edi-tion, on the other hand, assigns a major role to the local bishop in the governance of healthcare organizations within the diocese. The healthcare ministry in a local diocese is an activity in which the diocesan bishop exercises responsibilities that are rooted in his office as pastor, teacher, and priest. As the center of Gallagber ¯ Ecclesiolo~mtof tbe 1994 Healtbcare Directives unity in the diocese and coordinator of ministries in the local church, the diocesan bishop fosters the mission of Catholic healthcare in a way that promotes collaboration among healthcare leaders, providers, medical profession-als, theologians, and other specialists. As pastor the dioce-san bishop is in a unique position to encourage the faithful to greater responsibility in the healing ministry of the church. As teacher the diocesan bishop ensures the moral and religious identity of the healthcare ministry in what-ever setting it is carried out in the diocese. As priest the diocesan bishop oversees the sacramental care of the sick. ("Directives," p. 4) Individual directives define the role of the local bishop in the founding of new Catholic healthcare facilities (no. 8), in the administration of the sacraments to non-Catholics (no. 20), and in the appointment of Catholic and non-Catholic chaplains (nos. 21, 22), especially the director of pastoral care (no. 21). Directive 37 proposes that there be some form of liaison between ethics committees and the local bishop. Part 6 deeply involves the :bishop in decisions of Catholic healthcare institutions concerning entrance into new partnerships and alliances. The local bishop is to be consulted (no. 67), and in some instances appropriate autho-rization or a nihil obstat is to be obtained from him. "Directives" of 1994 articulates a set of mutual responsibilities between the local bishop and the leadership of the healthcare ministries within the diocese. The issues posed by these aspects of "Directives" define how the governance of the bishop is to be exercised. These are fundamentally issues of ecclesiology, not of ethics or morality. Their purpose is to clarify the relationship of the local bishop to the ministries of Catholic healthcare in his diocese. The point is to specify the mutual responsibilities of bishops and the boards and senior management of Catholic healthcare orga-nizations. The more subtle and more important purpose is to maintain the link between the local church and its healthcare ministry. It will be important for Catholic healthcare and the bishops to consider whether this is the appropriate relationship. The ecclesiology of this section of "Directives" is based upon the canonical principle that a .bishop is subject to no higher author-ity in his diocese other than the pope (canon 381). But Catholic healthcare organizations and their member institutions crisscross diocesan lines. Indeed the healthcare ministry is partially set within individual dioceses, but its service and witness are spread Review for Religious to the American healthcare system as a whole. Although canoni-cally there is no such thing as the American Catholic church, it is within the publicly recognized reality of such an organization that the Catholic healthcare ministry exists. That the local bishop is the sole person with the authority to confer Catholic identity upon a new healthcare facility is certainly nothing new, nor is it riew that the bishop should have. a role in the appointment of Catholic chaplains and oversee the administration of the sacraments. Both of these activities pertain to the institutional and sacramental aspects of the church, which are at the heart of a bishop's ministry. What will require clarification is the role of bishops with regard to. ethics commit-tees and the formation of partnerships and other alliances. Ethics committees exist in virtually every Catholic hospital in the United States. They provide three functions. First, they offer edu-cational programs for physicians, nurses, and staff. Second, although they do not make patient-care decisions, they do provide consul-tation to patieni:s, families, nurses, and physi-cians concerning ethical issues that can arise in the course of patient care. Third, they collabo-rate with the officers and board of a hospital in writing policies on such issue~ as "do not resuscitate" orders, informed consent, and physician-assisted suicide. Through such policies Catholic hos-pitals have expressed their compliance with "Ethical and Religious Directives." Many Catholic hospitals possess written policies on abortion, sterilization, contraception, and euthanasia. Physicians, nurses, and other medical personnel practicing within the hospi-tal are expected to conform their treatment plans to the policies of the hospital. The work of the ethics committee is one of the places where Catholic healthcare as h~rald is particularly active. These com-mittees grapple with the concrete details of medical practice within an acute-care setting. The committees require the skills and knowledge base of physicians, nurses, ethicists, and hospital administrators. They apply ~he principles of Catholic healthcare to concrete patient-care decision~. They do so in an environment in which professional medical standards, patient preferences, the What will require clarification is the role of bishops with regard to ethics committees and the formation of partnerships and other alliances. May-J*lne 1996 Gallagber ¯ " Ecclesioloy~y._of tbe 1994 Healtbca~re_D__irec~'.v_e. ,s, desires of insurance companies and other payers, the dictates of civil law, and the teaching of the Catholic hierarchy may not be in agreement. As Catholic hospitals are progressively integrated into organized delivery systems, the work of the ethics commit-tees will need to migrate from the acute-care setting directly into the managed-care environment where the major policy and patient-care decisions will be made. In many instances the Catholic organization will be part of a larger whole; it will not have the same degree of control over policies and patient-care decisions that it has had in the past. If bishops or their representatives enter the deliberations of ethics committees with the same sense of purpose as other par-ticipants in the healthcare ministry, if they come as servants and as heralds, then they will be received as welcome collaborators. The work of ethics committees is very concrete; rarely is time devoted to the discussion of ethical theory or metaethics. Consensus is the mode of decision making on which these com-mittees thrive.I° Authoritarian interventions in the work of ethics committees simply will not work. They will drive away the col-laborators essential for the successful operation of a contemporary ethics committee. How the bishop chooses to interact with the ethics committees associated with healthcare ministries in his dio-cese will determine the contribution these interventions will make to the ministry of Catholic healthcare. A recent article by Kevin Wildes SJ deals with the role that the 1994 "Directives" ascribes to the local bishop. He concludes by saying that the ecclesiology of "Directives" marks a shift toward a top-down model in ecclesiology. The Catholic tradition, Wildes argues, has generally maintained an uneasy tension between those in authority (the pope, the bishops) and those considered to be authorities (theologians). Wildes's concern is that "Directives" gives the impression of being "an effort of those in authority to restrict the space and liberty of those who are an authority.''a~ Wildes's premonition must be taken seriously. The list of those who are authorities in the area of healthcare must include physi-cians, nurses, healthcare administrators, and an array of other professionals whose expertise is essential to the management of American healthcare organizations. Successful relationships among these professionals are based upon collaboration, trust, and a mutual sharing of values. Any form of authoritarianism which denies or rejects the integrity and professionalism of one's col- Review for Religious leagues will destroy the healthcare ministry, which can exist only in a world that does not completely share its values. The legitimate concerns of local bishops for the future of the healthcare ministry in their dioceses is obvious. In some places the institutions of Catholic healthcare are the most visible signs of the church in a diocese. Ethics committees within Catholic health-care organizations address issues that go to the heart of the mis-sion of Catholic healthcare, to the implementation of its fundamental purpose. "Directives" does not propose that the bishop or his representative be directly involved in the work of the committee. Rather, it says that there should be "appropriate stan-dards for medical ethical consultation within a particular diocese that will respecLthe diocesan bishop's pastoral responsibility as well as assist members of ethics committees to be familiar with Catholic medical ethics" (no. 3 7). The purpose of the directive can be most suitably fulfilled by the bishop's creation of a diocesan committee to inform and advise the bishop in the exercise of his stewardship of the healthcare ministry. Such diocesan committees, many of which are already in the process of formation, must be staffed by healthcare profes-sionals and theologians knowledgeable about the realities of the contemporary American healthcare delivery system. Where dio-ceses are small and lack appropriate resources or where diocesan boundaries overlap the service areas of Catholic healthcare min-istries, such committees could be established within regional or state episcopal conferences. In either case, such a committee offers the bishop the means of informing himself on the issues con-fronting the healthcare ministry before becoming directly involved. The Creation of New Partnerships Until relatively recently, Catholic healthcare organizations, like their counterparts in the overall American healthcare deliv-eW system, functioned as independent, autonomous institutions. If there were several Catholic hospitals or long-term-care facili-ties within a diocese, they existed in isolation from one another. There were few reasons for them to function conjointly. The reform of the healthcare delivery system within the United States has greatly altered this basic characteristic of the Catholic health-care ministry. Collaboration, partnerships, and alliances have replaced the earlier autonomy of American healthcare. May-June 1996 Gallagber * Ecclesioloffy of the 1994 Healtbcare Directives The many reasons underlying this ~ajor reconfiguration of the healthcare delivery system reasons already well known to sponsors, board members, and managers of Catholic he~althcare are not ~irectly germane to the purposes of this essay. The con-sequences of this realignment, 'however, are among the fundamental reastn~ for the revision of "Directives," with its emphasis on ecclesiology. The"buzzword in American healthcare is integration. A health- ~are organization, hospital, or long-term-care facility, must be integrated horizontally and vertically. Horizontal integration implies a collaboration or alliance among an array of healthcare organizati6ns that can provide all the services necessary to sustain the wellness and treat the illnesses of a covered 15opulation. Such an integrated delivery network (IDN) or organized deli,cery sys-tem (ODS) will contain primary-care and specialist physicians; ambulatory-care centers, labs and centers for diagnostic medicine, pharmacies, long-term-care facilities, and acute-care hospitals. Vertical integration, refers to the manner in which th6 IDN or ODS is aligned with a system of payers and insurance compianies that furnish the financial support for the network of providers. The stand-alone hospital or long-term-care facility has no future in a healthcare system based upon horizontal and vertical inte-gration. The question the mission and business question before every CathOlic healthcare organization over the past several years has been: With whom should it be a partner? Successful IDNs and ODSs have secured sources of revenue (payers, insurance companies)' and can offer an appropriate array of health services across a geographicalarea. Such IDNs and ODSs have set up rela-tionships with a large number of physicians, have made agree-ments with multiple providers Working together, and have entered into contracts with multiple suppliers of goods and services. These are large complex btisiness operations. Catholic healthcare orga-nizations seek either to become members of or to create such IDNs and ODSs as ways of resolving their business questions. But the presence of a Catholic healthtare organization within a viable IDN or ODS does not necegsarily ensure an appropria'te resolution to the mission quest!on. Can Catholic healthcare insti-tutions be pfir~ners with for-profit corporations? Can they be partners with institutions that provide abortions or other proce-dures that conflict with the "Ethical and Religious Directives"? Review for Religious Can the Catholic healthcare.minlstry retain its status as an instru-ment of the mission of the church in whatever sort of business,~ economic, or healthcare environment? Questions such as these are what induced the bishops to put Part 6 into "Directives" and to append their interpretation of formal and material cooperation. At the present time, Catholic healthcare organizations are developing and acting upon diverse answers to the mission question. Cardinal Bernardin is attempting to facilitate the development of an alliance among the Catholic hospitals of the Chicago archdiocese. Catholic Health Care West has created in California a statewide IDN/ODS that is composed largely of Catholic providers. In Indianapolis, St. Vincent's Hospital has created an alliance with Community Hospitals, a not-for-profit organization, in which other Catholic and non- Catholic organizations are in the process of seeking membership. Recently the Sisters of Charity of St. Augustine ~in Cleveland announced that their hospitals would be entering a partnership with Columbia/HCA, a for-profit hospital corporation. In each of these four very different IDNs/ODSs, the Catholic parties have contended that they are making a business ar}angement that is compatible with their healthcare ministry. "Directives" encourages the leaders of Catholic healthcare to consult with the local bishop and to seek his approval or nihil obstat in the creation of partnerships that will affect the organi-zati0n's mission (no. 68). This process of consultation and approval is a matter of central importance to the leadership of Catholic healthcare organizations as well as to the members of the hierar-chy. Ho~ it is to be conducted and what its goals are will be key factors in the success of such a process. Several directives touch upon issues internal to the process of consultation and approval. Directive 59 stipulates that the prin-ciples governing cooperation should be used to limit the partic-ipation of a Catholic organization in an alliance which provides services "judged morally wrong by the church." Such services, referred to elsewhere in "Directives," include abortion (no. 45), euthanasia (no. 60), direct st~erilization (no. 53), contraception The stand-alone hospital or long-term-care facility has no future in a healthcare system based upon horizontal and vertical integration. May-.]une 1996 Gallagber * Ecclesiolog~f tbe 1994 Healtbcare Directives (no. 52), and artificial fertilization that separates the unitive and procreative components of the marital act (nos. 40, 41). Scandal, the appearance of cooperating in and accepting as permissible an objectively immoral act, rnust be avoided in the partnerships entered into by Catholic healthcare ministries (no. 45). Of course, avoidance of scandal would be agreed to unhesi-tatingly by all parties to this process of consultation and approval. Scandal is a sin against charity, against the very bond that unites persons within the church. No participant in the Catholic health-° care ministry would willingly let the organization's activities be a source of scandal. The more likely discussion would focus on what, in fact, constitutes scandal. The concepts of formal and material cooperation in the evil of others have generally been the gauges used by moral theologians to make such a determination. It is at least questionable, however, whether this mode of moral reasoning will be sufficient to resolve the issues that currently confront the ministry of Catholic healthcare. The concepts of formal and material cooperation were devel-oped by theologians to resolve the qu.estion of the culpability of one person's cooperation in another's morally evil act. The clas-sic example in recent medical ethics has been the Catholic nurse who cooperates with a physician in performing an abortion. If the nurse's cooperation was simply to care for the woman after the procedure in a postoperative (post-op) area, her cooperation was generally deemed remote and material. Her actions were after the fact (remote) and incidental to the act of an abortive-proce-dure; she was simply providing care that would be provided to any post-op patient (material). Indeed, under the principles gov-erning cooperation, a nurse could assist in the abortive proce-dure by handing instruments to the physician if she did not intend the evil of abortion, was performing a task that was itself not immoral (simply handling the surgical instruments), was under duress to cooperate in the procedure (fear of loss of job), had voiced her opposition to the.' procedure, and was not repeatedly placed in this situation.12 The principles governing cooperation were developed to assist confessors in their assessment of the moral culpability of penitents coerced in some fashion to coop-erate in the evil of another. Can it be applied to the activities of healthcare institutions? Fathers James Keenan and Thomas Kopfensteiner, the authors of the appendix to "Directives" that defines the principles gov- Rewiew for Religiot~s erning cooperation, contend that such is the case.13 However, this issue requires further reflection. Certainly the decision-making processes of corporations and institutions are much more complex than those of individuals. Decision making in modem corporations and institutions is spread all through them. Corporate boards endorse or reject proposals made by CEOs and their senior man-agers; CEOs and their management teams approve or modify rec-ommendations from directors and managers. In the healthcare setting, physicians have a strong influence on decisions about healthcare delivery. Corporate decision making is the result of an ongoing, multileveled, integrated discourse that eventually reaches a decision. Although corporations and institutions are moral agents, their agency ought not be confused with that of individual persons. It will be from within the corporate structures which consti-tute the decision-making processes of the Catholic healthcare ministry that the future profile of that ministry will be discerned. If the principles governing cooperation assist some organizations in responding to the question of the manner in which their health-care ministry can be legitimately configured in an IDN/ODS, then clearly they should employ them. Many Catholic organiza-tions, however, have begun to develop processes of corporate ~dis-cernment in order to ensure'that their activities in a reconfigured delivery system will continue to be an authentic ministry in sup-port of the mission of the church. Such decision-making processes are being developed for sev-eral reasons. "Directives" (pp. 6-7) has identified some key values for the Catholic healthcare ministry, "normative principles that inform the church's health ministry": human dignity, care of the poor, the common good, stewardship of resources, and the right to refuse services inconsistent with church teaching. The first four of these principles are clearly values that leaders of Catholic healthcare can share with potential collaborators. Although these values are central to the Catholic ethical tradition, they are also readily embraced by others. Catholic healthcare personnel strive to cooperate with other providers who share these basic values. An IDN/ODS becomes an instance of the very concrete manner in which such principles become embodied in a corporate structure composed of Catholic, and non-Catholics dedicated to providing healthcare services for a community. Indeed, agreement on these values does not necessarily resolve the issue of a Catholic orga- May-~une 1996 ; Gallagber ¯ Ecclesiology of the 1994 Healtbcare Directives nization's partnership with an organization that provides elective tubal ligations or even.abortions. But it does widen out the array of issues that are deemed relevant in determining whether~a par-ticular partnership or alliance will be acceptable to a local bishop. These fundamental values of the Catholic healthcare min-istry need to be woven into an array of complex business deci-sions. The very location of places of service will say much about an organization's commitment to care of the poor. The managed-care programs of Catholic organizations and their human-resource practices will portray their interpretation of human dignity. The various allocations of capitated dollars within a system are signs of the system's stewardship of resources. Finally, how an IDN/ODS plans for care of the poor in a nation that has growing numbers of people without health insurance and that faces pending reduc-tions in Medicare and Medicaid spending will be a witness to an important value. All of these decisions need to be made within corporate structures that will take the values central to all Catholic healthcare ministry and make them operative in a given institu-tional structure. Careful processes of discernment assist board members and the leadership of Catholic healthcare organizations to identify the explicit rationale for individual decisions. Such processes pose questions: Why are we doing this? ls this decision in support of the ministry of Catholic healthcare? Will this deci-sion not only facilitate the success of this organization as a busi-ness operation, but also enhance its ministry? In their discussion and discernment about the purpose and practice of their ministry, Catholic healthcare organizations go well beyond the principles governing cooperation. Catholic healthcare has never defined itself in negative'terms. It was not created, nor has it continued into the present, in order not to do certain things. The foundresses of Catholic healthcare and their successors endeavored to operate virtuous institutions that would serve their communities. Current and ongoing reflection by a new generation of successors sets the same positive goals and strives to choose wisely the means to accomplish them. These ~eflective processes are educational; they require that individual board members,and managers, become familiar with the values that.shape the behavior and expectations of the orga-nization. Since values like human dignity and care of the poor are part of the discourse part of what the organization talks about and how it makes its decisions new members need to Review for Religious become sensitized to these values in order to function profes-sionally within it. A culturally diverse professiona! staff can be attracted to ~'participate in the activities of a virtuoias institution that strives to embody values in its services. Their involvement in such an institution need not jeopardize their own religious con-victions. The reflective processes of corporate discernment can con-tribute to the refounding of the healthcare ministry. At this point both bi~shops and leaders of Catholic healthcare are more certain about what the healthcare ministry was than what it is or will be. Latent in all who are concerned for the future of the healthcare ministry is a longing, perhaps even an expectataon, that some wily theologian will identify the essence of Catholic healthcare so that, knowing what that essence or nature is, they can produce it and make it available. But this is not likely to be the case. Catholic healtheare in the past was built upon the religious values and commitments of women who forged a ministry in isolated railroad towns in the West and in the urban poverty of 19th-century American cities. People who practice reflective disc~i'nment together will not discover the new essence of the healthcare min- )stry, but they will invite the leaders of this ministry into a period of dialectics in which the clash of facts and values, of business realities and religious visions, wil.l give rise to a new foundation of the Catholic healthcare ministry. Reflective discernment pro-cesses are heuristic: they strive to pose questions whose answers will render the world in which we live coherent and enlivening. But Catholic healthcare is not yet in such a world. In all like-lihood, it will be some time before the healthcare ministry is securely situated on a new foundation. When that time arrives, Catholic healthcare will be distinct from what it was for most of the 20th century. Yet, in a form that is not altogether clear at this time, it will be a ministry of service and witness, of diaconia and kerygma. At present, however, American Catholic healthcare remains a pilgrim ministry that tries to read the signs of the times and find its way into the future. Notes 1 "Ethical and Religious Directives for~Catholic Health Care Services" was approved by the National Council of Catholic Bishops at their November 1994 meeting. First published in Origins 24~ no. 27 (15 December 1994): 449-462, it was afterwards published as a booklet (Washington: United States Catholic Conference, February 1995). May-yTune 1996 Ga/lagber * Ecdesiology of the 1994 Healtbcare Directives 2 Avery Dulles SJ, Models of the Church (New York: Doubleday, 1974). ~ Adam J. Maida, Church Property, Church Finances, and Church Related Corporations (St. Louis: Catholic Health Association, 1984), pp. 53-58. 4 Yves Congar Op, Lay People in the Church, trans. Donald Attwater (London: Bloomsbury Publishing Co., 1957), p, xxiv. s Philip Murnion, "The Next Steps for the Laity," Origins 25, no, 2 (1995): 30. 6 Ladislas Orsy SJ, "Structures for the Vision: An Interview with Ladislas Orsy sJ," America, 7 October 1995, p. 12. 7 See Bernard Lonergan SJ, Method in Theology (New York~ Herder and Herder, 1974), pp. 285-293. s Dulles, Models, p. 92. 9 Dulles, Models, p. 76. ~0 See K. Danner Clouser and Bernard Gert, "A Critique of Principlism," Journal of Medicine and Philosophy 15 (1990): 219-236; John Arras, "Getting Down to Cases: The Revival of Casuistry in Bioethics," Journal of Medicine and Philosophy 16 (1991): 29-52. See also Jonathan D. Moreno, Deciding Togetber: Bioetbics and Moral Consensus (New York: Oxford University Press, 1995). ~ Kevin Wildes sJ, "A Memo for the Central Office: The 'Ethical and Religious Directives for Catholic Health Care Services,'" Kennedy Institute of Ethics Journal 5 (1995): 138. ,2 Orville N. Griese, Catholic Ide~nti?y in Health Care: Principles and Practice (Braintree: Pope John Centei', 1987), p. 401. ~3 James Keenan and Thomas Kopfensteiner, "The Principle of Cooperation," Health Progress, April 1995, p. 24. Annunciation Having left no hint Of handkerchief or halo, Gabriel was gone. There was no other word between them needed, For she and God would grow together so, No angel would intrude. Sally Witt csJ Review for Religious GEORGE ASCHENBRENNER Abandonment That Enlivens and Sets on Fire for Mission In 'recent times mission, community, authority, and obe-dience have not always blended well in religious congre-gations. But, when a congregation carefully integrates these four elements, it possesses a healthy center of religious experience that makes possible a clarity of identity, a cohe-siveness of membership, and, most importantly, a fire for mission. This is the thesis of this article. The challenge .fa.c.ing us religious today is not simply a matter of deploy-ing members efficiendy or satisfying their ministerial pref-erences. Rather, the challenge includes a self-abandonment that renews the members' total reliance on a loving God while enlivening them and setting them on fire for mis-sion, their hearts fused together in one consecration. The issue fundamentally is religious and spiritual. Mission always has the overarching importance when-ever it is related to community, authority, .and obedience. Mission, as the very heart and meaning of any congrega-tion, ties the members into the great desires of God as revealed in Jesus. Surely more than being just a job, mis-sion draws its effectiveness from a spiritual theology, active and unitive within the hearts of all the members. At the same time, though mission has a priority over the other three elements, it can never replace any of them without George Aschenbrenner SJ is presently director of the Jesuit Center for Spiritual Growth at Church Road; Box 223; Wernersville, Ptnnsylvania 19565. symposium part 2 May-j~une 1996 Ascbenbrenner ¯ Abandonment That Enlivens seriously weakening the congregation's overall effectiveness and corrupting the significance of the element apparently replaced. Obedience when separated from the other three becomes an unhealthy ascetical practice, something shortsightedly in and for itself. Mission when separated from community produces a scat-ter- shot diffused effect, and community without much relation to mission narcissistically turns in upon itself. No, there is no avoiding the interrelationship of these four elements. The very identity and stability of a congregation depend upon it. A clear central integration~of these four elemeflts is as neces-sary for active as for mona~stic congregations, despite the signif-icant differences between them. In religious life today this fourfold central unity may express itself differently in the two, but it r~emains important for both.~ Though not easily accomplished, this central unity .can take on a critical importance in active con-gregations. Because it is the nature of an active community that its members be sent out and dispersed in a variety of ministries, the accomplishment of unity and a sense of felt membership can be difficult. But when the centrifugal force of ministry is not bal-anced with the appropriate centripetal force of community, the pain of disunity and loneliness can destroy the congregation. In many cases the issue addressed here touches on nothing less than the very survival of the group. After renewing a basic .supposition about religious life, I will develop a spirituality of abandonment as central to ,apostolic mis-sion. This spirituality has four different personal objects and cen. trally affects the exercise of religious government for mission. Finally, four results emerge when an appropri.ate,integration of our foursome is ~achieved. Religious Life: Essentially Corporate Existence Orders and congregations each have their own version of the evangelical imperatives of chastity, poverty, and obedience, but all of them have a corporate faith, focused in a shared vision and mission, that distinguishes religious life from other life-forms in the church. In the midst of a great variety of changes within reli-gious life, an essential corporate existence continues to play a central identifying role. And t.hough the und~erstanding of reli-gious community has shifted a lot since Vatican Council II, only some clear shared corporate vision--believed and practiced by Review for Religious all--can prevent religious life from changing into a wholly dif-ferent form. This fundamental communitarian existence stands as one identifying continuity stretching back even to Pachomius in the 4th century. At a time of shifting meanings for religious community, care must be taken not to lose the reality. Especially in the active apos-tolic model, one of the revealing signs of a religious vocation con-tinues to be a genuine desire for a shared faith and life. This must include some form of the following actions done together: shar-ing faith, praying, living, and ministering. These shared actions are not arbitrarily left to the individual's choice or whim. They con-stitute membership. So one is excused only for directly ministe-rial reasons. These commitment mechanisms ritualize in some genuine fashion the corporate vision and faith. Without such reg-ularly siiared experiences, the sense of religious community becomes ethereal and chimerical. Therefore, in some carefully understood sense, religious life is life in community, and not just on one's own. For an active religious, not to have a genuine desire to be,together in praying, living, and ministering becomes a seri-ous countersign to membership and cannot simply be tolerated. This corporate shared life has within it a dynamic impulse to public, visible expression. The life-form of a secular institute runs on~a different dynamic: to be hidden and unrecognized within the secular society. And so, ordinarily the religious life-form will stand out more than that of a secular institute. This element of public visibility gives external expression to the essential corpo-rate nature of religious life. Of cot~rse, the evangelical impera-tives, especially celibate chastity, add their own focus~to this central corporate identity. My point here is simple and clear: reli-gious life is not something done on my own and alone. It is always a shared corporate vision and existence. Mission: A Profound Spirituality and Theology Mission is a great growing concern within religious life today, and well it should be. But this great concern can be misunder-stood. In these days of second, third, and even fourth careers, more and more religious find themselves wondering "What would I like to do now?" or "What should I try after ten years of teach-ing?" Though these and similar wonders can naturally entertain our minds, they can fixate us on too superficial a level. As men- May-June 1996 Aschenbrenner ¯ Abandonment That Enlivens tioned above, mission is not finally a matter of personal preference and efficient deployment of members. Mission in religious life always catches fire in a profound the-ology and spirituality. Religious consecration gathers together and roots members in the mystery of Jesus' obedience to the great universal mission of God's love. A passionate desire for every-body to know how loved and cared for they are in the mystery of God is always burning in Jesus' heart. He is always on this mis-sion. It is his very identity. Jesus' consciousness is dominated by a sense of being sent. He never stands on his own. He never comes to do his own thing. Whatever he speaks and does and is, he receives from another. The Gospel of John makes this very clear in many passages. "I do nothing on my own authority but speak simply as my Father has taught me. The one who sent me is with me now: the Father has never left me alone, for I always do what pleases him" (Jn 8:28-29). There is a clear limit to any process of self-actualization in Jesus. This clear limit does not speak of immature dependency, but rather points to a theology and spirituality of love always aflame in his heart. The receptivity involved in Jesus' experience of mission reveals the central love affair that burns at the core of his identity. Rather than passive submission to the marching orders of some distant authority, mission for Jesus always radiates a life of love with the One he calls "my dear Father." At the heart of this love affair, a mysterious abandonment burns in an identity of perpetual ado-ration. It is an adoration that sets him afire every day for his mis-sion and finally for the fearful but well-loved completion of that mission: the great Passover of his life. He does not tell his dear Fathe~ what to do. Rather, their self-abandonment in mutual love forges such a union that Jesus, aglow in the Holy Spirit, is God's mission always burning among us. Jesus: Abandonment to His "Dear Father" In this abandonment Jesus' heart is always burning true. Sometimes he shows his love by carrying out ordinary routines, while at other times he performs deeds of high drama. All disci-ples of the great mission of God must do both kinds of things in their own lives, according to the specifics of their own personal religious experience. Review for Religious In the temple at the age of twelve, Jesus speaks a word of truth: "Didn't you know I must always be where my dear Father is?''2 This truth radiates identity for the young boy, as well as for his distraught mother and foster father. While not easily under-stood, such a word invites contemplative treasuring in their hearts. It not only cannot be contradicted, but it allur-ingly presages a mysterious future. Years later this word has become so clear in his heart as to call him away from his beloved home and mother. An urgency beckons him, an urgency to go to his cousin, the Baptizer, at the Jordan. There the fire flames forth in an enor-mously special way. A religious experience, always alive in his heart, flashes forth in a dramatic moment. A love beyond words and imagining; a Son so specially beloved and pleasing; a servant uniquely chosen for mission--in such a moment the abandonment of his life to his dear Father is so very obvious and very right. He knows that this fire in his heart has not been set by himself, but by a dear Father's loving Spirit. The original temple-word, now a clearly recognized relationship with a dear Father beloved beyond limit, becomes a guiding light all through his busy life in the midst of the people. Always he is one called and sent into the mission of every day. This special inner consciousness keeps the fire of loving aban-donment zealously aglow, ~in his heart. "I have come to bring fire to the earth, and how I wish it were blazing already!" (Lk 12:49). This inner fire burns finally into the completion of his bap-tism. "There is a baptism I must still receive, and how great is my distress till it is over!" (Lk 12:50). The growing paschal ful-fillment of that temple-word brings him into the great mission-ary climax of his life.-It is high drama. A mission of love plays itself out on the stage of his troubled heart, and the audience stretches into the fullness of time. In an olive grove his aware-ness that "everything is possible for you, dear Father" raises a puzzling possibility: "Take this cup away from me." But, beyond the fear and questioning of his mind, in the deepest adoring still-ness of his heart, that fire of self-abandonment faithfully burns and enlivens: "But let it be as you, not I, would have it!" This chosen servant, so much the delight of God, brings the whole mission of his life to unending fullness in the climactic Mission for Jesus always radiates a life of love with the One he calls "my dear Father." 2~lay-37~ne 1996 Aschenbrenner ¯ Abandonment That Enlivens challenge of Calvary. Though the drama and intensity of the moment is high pitch, the story is still the same: a servant aban-doning himself to the Beloved. The mission of love is now some-how complete. "It is accomplished" (Jn 19:30). "Dear Father, into your hands I give over my spirit" (Lk 23:46). Jesus, God's mission. in our midst, stripped to the simple clear essence of his identity, becomes a fire of forgiving love blazing into the fullness of time. Disciples: Sent for Missidn This enlivening fire for mission in Jesus is meant to deter-mine the missionary lives of all his disciples. A great desire for mission and evangelization sends disciples all over the world. This evangelization must always be fueled by an urgency of desire that more and more people taste the joy, freedom, and union of God's deeply personal love in Jesus, a reconciling love in which we all live and move and have our being. Disciples always bring an aston-ishing wealth of gifts, training, and experience to this mission of evangelization. This is marvelous. The cooperation and blend-ing of all these talents in any particular operation, however, is not always easy. At the heart of this sense of mission must always be the same profound identifying attitude of Jesus. An eager, ready abandon-ment in love stokes the heart's coals for the fire of mission. Such missionary eagerness comes from a burning desire to be sent, This fire for mission involves a profound attitude in faith that becomes visible in the results of an appropriate ministerial place-ment process. Daily discipleship in the great mission of Jesus always requires the stance of radical abandonment that identifies Jesus in his love affair with his dear Father. Various dangers today threaten the faith attitude and reli-gious experience needed if we are to share Jesus' burning sense of mission. In recent years many congregations have borrowed ter-minology from corporate management and social psychology to name roles played in the community's organization and struc-ture. 3 While there surely is some value in this, we must be care-ful~ of the significance of our language. Language often has an effect on us that is not immediately evident, It can .talk us into or out of certain attitudes, almost without our noticing. If we slip out of the profound faith perspective described in this article, a prophetic vision easily becomes ideological, and fire for mission Review for Religious becomes political competition. We must be careful that our words do not distract us from the realm of profound faith where the dynamics of life and love are often quite different from those of our secular society. An age still strongly individualistic, therapeutic, and security conscious keeps the focus on self and taking care of self. In ways insidiously subliminal or at least not obvious, this spirit can lead to an assertiveness that resists the abandonment that sets a person afire for mission. Especially when this therapeutic spirit seems very convincing, the dynamic of "sending oneself" can quench the red-hot coals of missionary abandonment. Such self-sending is easily justified in the heady winds of assertiveness and individ-ualism. Such self-sending often makes a person blind to any par-ticipation in the corporate vision; it blocks genuine community mediation and can even manipulate it. Such an attitude and prac-tice ~threatens our sharing in Jesus' sense of mission. The issue finally is always the same: The self-abandonment that enlivens and sets the heart on fire is itself being abandoned. An Abandonment to Whom? The abandonment described here must be an interpersonal experience of love. Though we may pledge allegiance to a flag, we can abandon ourselves only to some person who loves us. Then, when the beauty of the beloved is magnetic enough, the aban-donment becomes practically unavoidable. 'No mere cause, how-ever noble and (xciting, can affect us in this way, can move us as profound interpersonal love, engagement, and abandonment of self can. The abafidonment beyond self that participates in God's mis~- sion in Jesus always includes four loves or four ways of loving. First and foremost, we abandon ourselves into the loving hands of God. This falling 6ut of control can never be forced or strongly willed on our own. We can only be lured and seduced to it by the astonishing beauty of God's love in the fidelity of Jesus. For someone who does not feel the magnetism of that love, the aban-donment so central to this article not only will be almost unin-telligible, but will also be altogether impossible. The person may even repel any such suggestion. The continuing struggle in active apostolic congregations to integrate mission and consecration is relevant here. A certain consecration to, with, and in God is nec- May-June 1996 Ascbenbrenner ¯ Abandonment That Enlivens Our hearts' desires and attentions must not focus on ourselves, but on needy people of the world. essary if mission endeavors--even fervently "prophetic" ones-- are to become more than just efficient social work. In other words, the proper integration of consecration and mission can take place only in the actual experience of abandoning ourselves to God's love so radiantly.inviting in Jesus. Second, fire for mission also involves an abandonment in com-passionate sensitivity to all sorts of needy people in our world. No impersonal cause, however rabidly espoused, will suffice. A specification and personalization of the great needs throughout our universe invites the missionary abandonment described in this article. For this aspect of the abandonment to have strong effect today, certain countercultural developments are needed. Our hearts' desires and attentions must not focus on ourselves, but on needy people of the world. This calls for gener-ous abandonment. The charism of each congre-gation must help its members to see needs in the world and then to set priorities. The charism must be alive in their hearts so that they actually address some specific needs of today, rather than simply embrace a vague universalism. A charism that is trying to do everything runs the danger finally of accomplishing nothing. Third, abandoning myself to the community of brothers or sisters who share the same religious consecration implies a belief that our corporate good is much more important than my own individual good. Community here must be, not some idealized reality, but the real people of the here and now. This aspect of abandonment for mission does not make light of my own good, but presumes the pervasive corporate identity whereby my own sense of self cannot be conceived apart from our shared life and mission together. The central energizin, g concern is we, not me. Once again, as mentioned earlier, corporate ministerial impact is what mission is about, not a scatter-shot effect of talented pro-fessional individuals. This corporate identity is not easily attained in an age of therapeutic individualism. It continues to be a major issue in religious formation today, and it must be resolved suffi-ciendy at the time of profession if candidates and communities are to have a future together. Fourth, the abandonment we are discussing will always some-how involve human mediators who specify, clarify, and incarnate Review for Religions God's loving authority in Jesus for mission. Whether these medi-ators are friends, a spiritual director, a leadership team, a provin-cial, the bishop, or the people with whom I live, mission can never be simply a matter of myself and God. The dialogue and dis-cernment stretch beyond individual limitations. Each member's discernment always assumes great importance, but is never the ultimate determining factor in the decision. In many situations human mediation is precisely the point of struggle and disagree-ment among us. Some of this struggle is an understandable reac-tion to excessively authoritarian practices of mediation in the past, but not all of it is so easily explained. Some of this reaction needs to be explored and challenged. Without settling for vague gen-eralities at this point, I want to describe some specific develop-ments in the riext section without, however, resorting to overly definitive, rigid uniformities. This brings us to the role of religious government in fostering a congregation's fire for mission. Role of Religious Government for Mission Models of religious government have gone through an enor-mous transformation since Vatican II. The diversity of develop-ment between men's and women's congregations has been striking. As we become sensitive to the enriching differences of the femi-nine and the masculine, this diversity of development is expected and is perhaps long overdue after many years in which women religious were forced into structures and models originally cre-ated for men. But some further questions surface at this point. Should the governmental models in congregations of women and men be so different? Along with some diversity that all seem happy to allow for, should there not be more similarity in the role of authority and the practice of obedience within men's and women's congregations? How do we recognize and maintain, both for women and men, a continuity of development with the past.in this area of religious authority and obedience? (Such continuity, though not easily recognized at certain junctures in the development, is always a sign of the guidance of the Holy.Spirit.) These questions are not easily answered, and I hope that together we will deal hon-esdy with them for some time. It is too easy a resolution simply to say: that is the masculine way and this is the feminine way. It is my hope that the diversity in thi.s area between the practice of men and women will be mutually challenging and enriching. May-June 1996 Aschenbrenner ¯ Abandonment That Enlivens To give authority to someone utterly without the charism of leadership will usuall not promote the corporate ministerial impact of a con regation, o A movement awayofrom hierarchical models has character-ized ma.ny congregational leadership arrangements since Vatican II. This movement was not so clearly called for in the cohncil's Decree on the Appropriate Renewal of the Religious Life; espe-cially in its treatment of obedience.4 Throughout all the docu-ments of the council, we can clearly find glimpses of a new "vision for the people of God that would legitimate in the Spirit-some of this movement away from a thoroughly hierarchical model. But, withgut' doubt, other waves of influence gathering force over the last thirty years have been churned up and driven along by secular winds. Strong'democratic and egalitarian presumptions have been hard at work deconstru4dng most models of ¯ authority and government. And, once tidal-wave proportions have been reached, it is hard to be concerned about nuance and degree of development and chan~e. The Ignatian model is an interesting.~xample. The original Ignatian concePtion of authority and obedience for mission was strongly hierarchical and centralized. It was this strong centralized model, of authority that made both internal cohesiveness and widespread external ministry possible. Some would view this Ignatian model as the beginning of active religious life in the ~'modern world,s Congregations of women and men claiming Ignatian 'influence and roots in their founding interpret this in quite different ways today, howe~,er much they have or have not thought through and discussed the matter. A triangular model of authority as flowing down from the pinnacle has given way to a model of much more mutual and shared responsibility. We are rediscovering the authority in each mature believing person. When well informed by the Holy Spirit and well in touch with God's people as a whole, each person is able to "author forth" as part-of God's mission of love among us. But is this individualized, egalitarian authority enough for the mis-sion of religious life in the future? If we simply let the recent decentralizing development have its way, will the. proper under-standing and practice of authority for mission just naturally emerge? I think not, Such a development implies too ethereal a Review Jbr Religious view of the Holy Spirit, as though not inviting the cooperative ohard work of human minds and hearts. Authority's triangle can-not simply be exchanged, in my opinion, for a circle composed of brothers and sisters of completely equal authority. A Model of Concentric Circles To properly integrate mission, community, authority, and obe, dience, I suggest another model for religious institutes: concen-tric circles. In the centermost circle is God revealed in Jesus with a very special authority. In the next circle are the founders and foundresses with their charismatic vision and that vision's con-tinuous development. In the next few circles would be individu-als or teams on the general or local levels who possess an authority for unity and mission beyond that of all the other members. This special authority is received both from God and from all the mem-bers through the group's ecclesially approved process of choice. This distinctive authority does not finally s~t these people off from the rest of the members. As a matter of fact, it will have effect only as contextualized within, the community of all the brothers and sisters. The people exercising such special authority are sisters and brothers to. us all. This is precisely why these cen-tral circles are placed concentrically within the largest circle, which contains all the members gathered as brothers or sisters in the one congregation. In the concentric model it is important to distinguish, but not separate, authority, leadership, and obedience.6 Authority is a canonical, juridical office of power rooted in God, not in the chancery or some Vatican office. This is a power about other per-sons for.ministry. Leadership, on the other hand, is a charism of influence and inspiration over other people. This latter cannot be legalized and institutionalized. Not everyone has this charism. Though the juridical office of authority and the personal charism of leadership can and should be distinguished, we must always work hard to keep the two in a proper balance of relationship. To give authority to someone utterly without the charism of lead-ership will usually not promote the corporate ministerial impact of a congregation. To confuse this distinction and the operative government-model in a congregation will always have its cor-rupting effect on the unity of the membership and on its shared fire for mission. That lines of authority be clear regarding who May-~nne 1996 Aschenbrenner ¯ Abandonment That Enlivens exercises it and for what object is not a finicky concern for tidi-ness, but rather a strong desire for spreading fire effectively in the mission of God's love. If authority and leadership must stay in relationship, the same is true of authority and obedience. They form an essential mutual relationship. One cannot stand without the other. While author-ity invites the mature obedience of careful listening, so too must it be sensitive in careful listening to the membership's calling forth healthy mature exercise of authority. Each calls forth the other in a vitality and interrelationship always focused on greater unity.and fire for mission. The decentralizing trend in religious congregations since Vatican II has affected this interrelationship of authority, leader-ship, and obedience. It has thereby also affected the structure, appearance, and sense of belonging in many congregations: But, as we keep relating this decentralization to two other corporate values (membership and ministry) and not allow it simply to develop a life of its" own, a couple of important questions face us. How decentralized can a group become and still preserve a cohe-sive unity and an outreaching mission? How much unrefined plu-ralism can a group tolerate without losing its unity and identity? These questions not only nag at religious groups, but also affect secular organizations and are not susceptible to pat or easy answers. However, dealing with them is crucial because it keeps this decentralizing tendency in relationship with the foursome (mission, community, authority, and obedience) that provides (as this article argues) the central stability and identity of any religious congregation. One of the dangers today is that this decentralizing spirit may assume a solitary dominating influence. Religious authority, then, as exercised in the concentric gov-ernmental structure presented here, serves two major important purposes. In the first place, this authority fosters clarity and energy about the mission of God in Jesus for us here and now. Decisions are made, not simply according to individual preferences and seri- 6us individual discernments, but in light of a congregation's charis-matic identity as that has developed over years to a contemporary specification. Authority thus exercises a preserving role regarding the congregation's present specification of its identity in the mis-sion of God in Jesus. Rather than having a stifling effect, these mediators in the exercise of authority foster: fire for mission and are servants of the faithful continuity of the congregation's Review for Religious charism. Of course, they could never serve this special role with-out the energetic cooperation of us all. In the second place, this authority is especially related to the corporate unity of the group. Just as God's authority is never meant to be an oppressive ,burden, but serves toward the uplifting unity of the whole human family, so this religious authority is a unique service for love in the unity and mission of the congregation. Mediators of this authority, therefore, are special servants of the group's unity in love. Without careful, clear exercise of authority and obedience, a congrega-tion's experienced unity gets ragged and its fire for mission dims. Results of Healthy Integration The proper interrelationship of mission, community, author-ity, and obedience produces four healthy results. First, ministry is always seen as rooted in and flowing out of the Trinity. Neither empty theory nor impractic.al idealism, this profound spiritual theology must ground and animate all ministry in the church. Ministry is really God's work and not some project that we, are in sole charge of and that belongs completely to us. This vision of bedrock faith has very practical implications. The second result is one of these practical implications. This Trinitarian vision of ministry keeps in check the serious danger of finding our very identity in the ministry. To succumb to the dan-ger and identify ourselves in what we do is always to stunt the richness and profundity of our person. This is even more serious in terms of our identity in Christ. Whether consciously or uncon-sciously, letting our very identity--who we are in Christ~--be con-sumed by our hands-on daily work has serious repercussi6ns. Our view of self becomes superficial and overly pragmatic; we stub-bornly cling for dear life to our ministry. The religious experi-ence of taking genuine risks because of our reliance on God's promise in Jesus shrinks. Moreover, the physical decline of old age can bring deep frustration after many years of busy activity if we have allowed those years to teach us by osmosis this faulty maxim: The harder we work, the holier we become. As disciples called by Christ and, saved in Christ, our identity is given; it is revealed, not earned, not merited. "It is, remember, by grace and not by achievement that you are saved . It was nothing you could ordid achieve--it was God's gift of grace which saved you" (Ep 2:6, 8). May-June 1996 Ascbenbrenner ¯ Abandonment That Enlivens Jesus' death on the cross is our hope, our salvation. He is our identity beyond all others. In this greatest act of love, we find an identity so deeply rooted in God that we can be surprised; sur-prised by a ministerial availability beyond limits we had mistak-enly imposed, surprised by a ministerial effectiveness beyond our careful planning, and surprised by an experience of aging that invites an. intimacy with Jesus beyond expectation. Once again the central point of this article stands clear: Jesus' abandonment on the cross attracts us and unites us in a similar abandonment that is the core of all ministry. As a third result, when mission, community, authority, and obedience are meshing in the proper way, an invigorated sense of membership pervades the congregation. Members do not feel competitively alienated from one another in seeking, finding, and carrying out employment. Members, rather, feel part of a reality much. bigger than themselves because their individual placement in ministry somehow really involves the entire community. Their daily ministry is part of the community's whole commitment to mission, extending far beyond individual preference into the enor-mous venture of God's mission of love in Jesus for the transfor-mation of the whole universe. As a fourth result, the proper implementation of the four-some described in this article enables a congregation to pool its resources, especially financial ones, and respond to some extremely critical contemporary needs even when the work is not recom-pensed by a living wage or any salary at all. A corporate commit-ment can overcome the limiting of ministries only to those that individual members find adequate to support themselves. In this way availability for minisu'y is stretched beyond the limits of indi-vidual preference, individual job search, and individual income. In conclusion, the church throughout the world,-and espe-cially in North America, faces the tremendous missionary chal-lenge of a civil society becoming more and more secularistic, more permeated with a practical atheism. In the face of such a challenge, fear would distract our gaze and corrupt our courage. All of the church's members must respond courageously. But we religious, from the vantage point of our celibate, simple lifestyle, should be able t6 gaze and~listen together in a specially sensitive and enlightened way, always eager fo~ a self-abandonment that will enliven, not dehumanize, us and will set us on fire for mission way beyond the individual likes and dislikes. The fire of this self- Review for Religious abandonment will constantly remind us, and everybody, that God is at the heart of it all and that God's love in Jesus is the real work being done and to be done. Notes l See George Aschenbrenner sJ, "Active and Monastic: Two Apostolic Lifestyles," Review for Religious 45, no. 5 (September-October 1986): 653-668. 2 This is a tra~nslation of Luke 2:49 suggested by the Jesuit scripture scholar Father David Stanley in a retreat given in 1967. 3 See Ma~y Linscott SND, "The Service of Religious Authority: Reflections on Government in the Revision of Constitutions," Review for Religious 42, no. 2 (March-April 1983): 212-213. 4 Most commentators on the document notice an ambiguity within a variety of positions due to the conflicting views represented in the body 6f the council and in the commission responsible for Perfectae caritatis. See Commentary on the Documents of Vatican 11, vol. 2 (New York: Herder and Herder, 1968), pp. 301-370. s See David Knowles, From Pachqmius to Ignatius (Ox,ford: C_larendon, 1966), pp. 61-68. 6 See Mary Linscott SND, "Leadership, Authority, and Religious Government," Review for Religious 52, no. 2 (March-April 1993): 166- 193. Composition of Place With consistency, theocean disarms life's taut livery. Before the vasL I let it, like a magnet, draw away heavy-metaled worry that cages me unfree. In its place I embrac~e the gossamer interlace of sun and s,ky and foam, fit garment for a psalm by the side of the sea with ;the waves' response in holy antiphony. Anna Marie Mack SSJ May-if:tote 1996 JUDITH A. MERKLE Gathering the Fragments: New Times for Obedience an Matthew's Gospel we visit a scene with which we are all miliar, the multiplication of the loaves and fishes. Jesus, upset over the death of John the Baptist, withdraws to a quiet place. The disciples and the crowds follow him. The sick come and he heals them, even though he is filled with a sense of loss. It becomes evident the people are without sufficient food. Through strengthening the faith of the disciples, Jesus not only heals the sick but even feeds those who journeyed with him to this out-of-the- way place. At the end of the meal, the apostles gather the fragments from the feast and then continue to journey with Jesus. We too have journeyed with Jesus to what some would call an out-of-the-way place. Over the last thirty years, we as religious have set out in search of Jesus. As Perfectae caritatis states, "the religious life is intended above all else to lead those who embrace it to an imitation of Christ and to union with God" (§2). We have found Christ in prayer, in the poor, in our classrooms and emer-gency wards, on planes to Africa, and in AIDS clinics in our urban areas. We have sought union with God in the reforms of Vatican II, in the retreat movement, marching with farm workers, or pro-viding support to the elderly. We find ourselves in a new place, still seeking to listen to his word. We too have our sick with us, and we have our concerns for them. We too wonder if we have brought enough food for the Judith A. Merkle SNDdeN is in the Religious Studies Department at Niagara University. She is the author of Committed by Choice (1992) and a forthcoming book on religious life, cultural crisis, and the vows. Her address is: P.O. Box 1869; Niagara University, New York 14109. Review for Religious journey. We seek food from Jesus for these next steps of renewal, while at the same time knowing that a world on the cusp of a mil-lennium seeks new food from us. We too, like the people on the hillside, are at the end of a divine banquet. Historically we have witnessed in 19th-centnry religious life a multiplication of the loaves and fishes. In its insti-tutions, its way of organizing religious living, its powerful con-tribution to the church, and its marvelous growth, we have seen something unparalleled in church history since the 13th century. , Today we are left with only the fragments of 19th-century religious life; the fragments of the institutions they founded, the fragments of the way of life they constructed to express religious life, the fragments of their spirituality and beliefs. We can no longer go back and re-create the world they once built, and nei-ther the quality and extent of the next divine banquet nor our part in it is clear to us. There is, however, a choice before us today. We can sit on the hillside and tell stories of a wondrous event, of a former way of living religious life, remembering with nostalgia that brief moment of grandeur when God so touched our lives. We can allow our companionship to cover up our hopelessness about the times ever again being right for such a visitation. Or we can hold the fragments in our hands and ask what revelation they may hold for 'us. Why did God leave us with these fragments? Why must the disciples gather them up? As people living on fragments, we must ask, too, what the people did the day after the banquet. How did they continue their journey of faith? We know they did continue it because today we can gather in Jesus' name and we remain a people who live in this mystery. Let us, then, hold these fragments in our hands and pon-der the pain and promise in them. We will be examining expressly the vow of obedience and how, in the context of our times, it takes on new meaning. We will first discuss how religious share in the cultural crisis in our society at large, and in this way we will speak to the pain these fragments hold. Second, we will focus on obedience as affective bonding and on the life process which this involves. Here we will take heed of the promise which religious living holds in our cul-ture as we face issues of morfil decline, fragmentation, and drift. I would like to explore with you the challenge this call presents personally, congregationally, and eccle~ially. May-3~ne 1996 Merkle ¯ Gathering the Fragments What is obedience in a social context where the rules have changed from a premodern to a modern to a postmodern mindset in a thirty-year period ? The New Situation We sha~e with others in the Western world in a new situation. of our lives. A recent book makes it clear that the United States society currently lives from moral fragments and community frag-ments only. Ours is a time of moral breakdowns, moral hope-lessness, and drift. We have looked to both economic progress and government to provide a quality life for all, but we realize more and more in the 1990s that there is nothing more important to our lives together than the regeneration that moral community can provide,l ~ Hearing this analysis as religious, we know that the moral drift in the wider cul-ture has touched us also. Thirty years ago Perfectae caritatis launched us on a path of renewal with these words: "The more ardently religious unite themselves to Christ through a self-surrender involving their entire lives~ the more vigorous becomes, the life of the church and the more abundantly .her apostolate bears fruit" (§1). But what is the shape of this self-surrender in a culture living on frag- .ments, where cultural wisdom says to find some corner of the world where your needs are met and stay there, avoiding life's larger questions and the needs of one's neigh-bor? 2 What is obedience in a social context where the rules have changed from a premodern to a modern to a postmodern mind-set in a thirty-year period? Before Vatican II, it could be argued, religious life shared many of the characteristics of premodern life. Community was based largely on a shared geography, kinship, ethnicity, and the particular territorial identity created by the institutions of 19th-century' religious life. The cloister provided a world apart, within a modern world. Vatican II brought the modern world into the cloister, and with it the emancipation, .freethinking, open future, and promise of progress that are chariacteristic of modernity.3 Religious entered into a world organized by mobility of money and work. The old institutions and the clear but at times static thinking they repre-sented gave way to the new. We welcomed this change. New Review for Religious beliefs gave moral and social coherence to our lives. Personal freedom, using one's gifts in ministry, freedom of conscience, per-sonal' development, renewed social commitment, and political reform came to the forefront Community and Identity In this rapidly changing situation, however, the type of local community which taught the virtues, values, obligations, and iden-tity of our congregations was harder to maintain. We sought to enlarge our concept of community with a greater sense of our province community and with various new forms of government at the congregational level. We argued over government, but found ourselves really arguing over community and how we belonged as we experienced growing pluralism among us. We knew that a common checkbook was not enough of a unifier in our growing diversity. But at times we imitated a culture which turned to the market and government as unifiers in the absence of weak-ening moral community.4 But we felt the incompleteness of it all. Community became largely intentional on a small scale, yet broadened to the world at the level of association and conscious-ness. In the mobility of life, community became too transitory for many and at times only an enclave of privacy,s The change brought good and bad, yet this transition has not been complete. As we discern the new times for our vow of obedience, we grabble today for a sense of identity, not just before others but among ourselves. We struggle with the identification of the lim-its of our way of life and with' questions about the appropriate moral ways of dealing with them. For moral discourse always implies boundaries and limits the stuff of community. In this we share in the moral drift of the wider culture where also there has been a weakening of centers of moral formation: family, church, community. Postmodern Challenge We have difficulty, too, with public conversations about our identity as religious because we find, unlike thirty years ago, that words such as church, sacrament, authority, and celibacy do not always have a common core of meaning among us. Years ago we argued about progressive and conservative viewpoints, but we shared a core of meaning. Today our cofiversations reveal vast differences of meaning among us. May-dTune 1996 Merkle ¯ Gathering the Fragments This flows from our being in a culture that lacks a broad interpretative metaphor to explain the order and meaning of the world. Beyond this lack, the uncertainty of any knowledge is widely held. The meaning of any idea is constandy in flux, and no one meaning or interpretation has any authority over another. Since people believe that one cannot know the truth, they think of "truth" as merely the momentary victor among ideas vying with one another for popular acceptance. Criticism of any and all ideas goes on and on. This is a brief description of what authors term postmodernism.6 It is also a description of where some reli-gious locate themselves. We also find a weakening in our skills for envisioning and pursuing the common good together. In a more static society, one cannot opt out of the common good, for one's own enter-tainable options are out of the question if they infringe those of another, and vice versa. In a mobile society, where community is an experience rather than a place, this face-to-face existence is weakened and along with it the ability of a group to reinforce behavior that moves beyond self-interest. We experience this in our difficulty in addressing the responsibilities and benefits of membership. ,4 Situation of Moral Hazard Charles Wilber, the economist, claims that our modern way of living separates us from one another and creates "imperfect knowledge" of one another. This in turn breaks down trust and can place us in a situation of "moral hazard." While Wilber's anal-ysis focuses on industry, I suggest that it provides a window on our experience as religious.7 A moral hazard occurs in situations where people are affected by one another's behavior. A situation is termed a moral hazard when a low trust level causes people to engage in self-defeating behaviors. An example is the distrust that can occur between an employer and employee. The employer fears that the employee is not doing her job. The employee fears that the employer will require too much work or will fire her if given the chance. In response the employee begins to withdraw and shirk her job. To remedy the situation, the employer supervises more to stop the expected laziness. If the employee could self-supervise, work would be more efficient and the company would profit. Instead, what results is a Review Jbr Religions situation where each, the employer and the employee, pursues his or her self-interest. Other individuals working in the situa-tion can observe troublesomeness growing, but no one individual can do anything about it. It becomes a climate, and a self-defeat-ing one. The result is that all individuals are worse off and the group is worse off than if they had been able to work together. Why is it so difficult in such a situation to cooperate?s Because exit is cheap and voice is expensive. Exit means to withdraw, to drop out of the conversation that would be needed to come up with a solution which serves each individual's interest and the group's interest as well. The ability to exit is facilitated by "room to move," the very meaning of a "mobile" society. Voice, on the other hand, involves the communication of one's concern to another and the willingness to work out a solution. The cost to individuals to do this often exceeds the benefits they might hope to receive. Hence, one of the two persons at odds exits. The situation of moral hazard has parallels in religious life 'today. The fragments of an earlier religious lifestyle that we live with include problematic questions about membership and the possibility of group action. We need group decision more than ever before because our problems cannot be solved by individu-als, yet our lifestyle is such that to take up the challenge of voice instead of exit is getting more and more "expensive" emotionally, spiritually, and personally. Obedience in These Times These are new times for obedience. Today the practice of obedience has to be linked to a common consciousness of one's interdependence with others, self-restraint based on a gospel life, and institutional reinforcement of those values that constrain self-interested behavior and build common meaning out of a plural-ity of experiences. Those in leadership know that government can regulate only what people allow to be regulated. Money and government are inadequate unifiers unless there is a moral com-munity based on these beliefs. Researchers today point to "affiliative decline" among reli-gious. They charge that religious lack a sense of purpose based on a belief in the meaning and viability of their way of life. This breeds a sense of disaffection or alienation. The researchers believe that congregations will decline if members have no stronger reason to remain than mere bonding.9 May-June 1996 Merkle ¯ Gathering the Fragments For these reasons the reclaiming of obedience today has to address issues of meaning and common commitment in a situation of pluralism. It has to further outline the path by which religious and their congregations bond the real people who are their mem-bers in the diverse situations in which they live, by shared com-mitment to and reinforcement of the values which give meaning to their lives and direction to their congregational ministry. Our language of obedience has to touch,the process by which we learn to participate--because we want to, as an affair of the heart~-in the life and mission of our congregation. We obey in the '90s:like religious before us, in imitation of Jesus, who obeyed his heavenly Father because he wanted to, out of love. He defined his whole life by this pursuit. Postmode~m means that the systems of the modern age are no longer workable. Progress, freedom of choice, and open bound-aries have not necessarily brought quality of life. We realize today that some of the systems we created in renewal are defective. We, like others in our culture, are searching for meaning, spirit, and moral direction and for new structures, policies, and organiza-tion to unify our communities. Questioning these new times of ours for obedience, there-fore, has consequences for congregational and ecclesial regener-ation as well. There is no obedience without mutuality. As we turn to obedience as affective bonding, the perspectives we gain will have ramifications for congregational response and ecclesial life. I will suggest a few of these ramifications. Obedience as Affective Bonding Obedience of the mind, or cognitive growth in one's knowl-edge of the church and the Christian mysteries, is easier to define than the path of affective bonding which the vow of obedience pri-marily involves.I° Cognitive growth can be measured by assimila-tion of important information. Formation programs, courses of study, and catechetical syllabi can put information about the church and Christian life and one's congregational spirit into a sequence of increasing complexity and hierarchy of importance. Such order-ing allows for proper intellectual formation of a religious. Affective bonding takes longer, is harder to measure, and is difficult to chart. The goal of affective learning is for persons to act as they do because it is in itself satisfying to them. Educational Review for Religious literature offers mbdels to help people reflect on the components of affective learning and bonding.To the degree that growth in obedience is a path of affective learning and bonding with God, with one's community, and with the mission of the church, :reflec-tion on such components or Stages of affective bonding can reveal important aspects of obedience today. The stages we discuss will be termed receiving, responding, valu-ing, prioritizing, and communal charac-ter/ characterization.11 Looking at them one at a time will make their meaning .and relevance clear. Receiving Obedience begins with receiving, becoming conscious of, a vocation and having a willingness to attend to people and events associated with it. All voca-tions begin with a connection: to a men-tor, to a person in a certain apostolate, to a chance advertisement, to a casual remark. Obedience begins here, long before a vow is taken. If there is any decision, it is to remain open to the sub-ject of a religious vocation. At this point there is usually no decision about the merit of the call itself. A per-son is invited to move in this stage from a consciousness of a vocation, to a willingness to receive, to a decision to give mat-ters concerning a vocation some careful attention despite com-peting choices or distractions. While receiving is a stage in obedience, it is also a recurring theme. All through religious life, there are new occasions to revisit this grace of obedience. A new member of cdmmunity is waiting to be received or a new program is being launched. New leader-ship, maybe not of one's own choosing, needs to be accepted. An intervention regarding health, retirement, or change in ministry needs to be examined. Can we even consider it? Can we receive this into our lives? Inability or refusal to "receive" one's congregational reality into one's life causes disaffection. Disaffection here is understood as an alienation from something which is important to our whole-ness or completion)2 When we make a vow of obedience, we say Our language of obedience has to touch the process by which we learn to participatem because we want to, as an affair of the heartm in the !ife and mission of our congregation. May-~une 1996 Merkle ¯ Gathering the Fragments we want our relationship with Jesus to happen within the con-text of this community in the church. Disaffection occurs because we are not in harmony with something which we have chosen as a life-giving relationship. Like the rich young man, we feel the sadness this creates. Congregational mail is not read, a change of ministry is never considered. Persons in authority are rejected before they act. We are living within a congregation, but not receivi ~ng it in our lives. Since obedience has ramifications for the bonding of the com-munity and its effectiveness in mission, disaffection at the. level of receiving can be contagious and can create a negative climate in a local community or a province. Congregational. Disaffection can also be caused by the inabil-ity of the congregation to receive the members. Whom do we receive today? Are we in a posture to receive new members? Do we receive our own present members, or do ageism, racism, and ideological battles cut us off from one another before we begin? Do we know how "they" think before they speak? Do we turn people off?. How do those of us in international orders receive members of cultures not our own? How do these things affect our bonding and our future? While we complain that members have "dropped out" of our congregations, how large is our own circle of inclusion? Ecclesial. In the 19th century the juridical mentality of the church regarding religious life was one of enclosure. To be a reli-gious meant to be "removed" from the world. The new congre-gations forming, however, were different from what canon law described. Hence, they required a new mentality to give them birth ecclesially. The church had to receive something with which it was not familiar. We find that new congregations of simple vows were formed over a period of a hundred years, while the main body of canon laws officially recognized as "religious" only the traditional, enclosed style of religious life.~3 A more radical dia-logue between religious life and the society produced, not the death of religious life, but a newness in its expression and form. The church had an important role in fostering this newness. What today needs to be received to allow this tradition to continue? Responding The next step in affective bonding is a response beyond mere attending to a call or invitation. In response a person does some- Review for Religious thing with, in, or,about the call, besides merely perceivin~ it~ Our first response to the call ofour vocation was to enter, to promise we would give our vocation a try. 0 Responding can begin passively as compliance and later .become voluntary. When persons begin religious life, they often do things they areasked even though the purpose of them may not seem evident at the time. Many would tell of judging early adjust-ments as "what is involved" and going along with what was asked. In order to take on the story of the community and its way of life, such a response is required. When response becomes volun-tary, an emotional response of pleasure or enjoyment occurs. .Responding to people, events, and matters of one's community is accompanied by a feeling of satisfaction. It is obvious that responding is an ongoing element in the obedience of the religious. What marks its distinctiveness is the passage from compliance to voluntary action. Compliance is a valuable obedient response .to many requests in religious life. However, it is only through voluntary action that affective bond-ing moves beyond the fragile link of compliance. The satisfac-tion that comes from voluntary'action is the free blending of the hearts and the wills, which is of the essence of obedience as affec-tive bonding. Compliance is only the handmaiden of voluntary action. Disaffection can occur at the level of responding when a per-son cannot move from compliance to voluntary action. Religious slip .if, fearing enforcement or fearing that lack of any response at all would invite emotional sanctions from. their peers, .they do only what they have to do. Disaffection sets in because in this state the religious are bereft of the normal emotional satisfaction that should come from voluntary participation in the life and mis-sion of their congregations. Congregational. The need to create meaningful avenues bf response' is key to growth in a congregation. Withdrawal breeds lack of emotional involvement, and lack of emotional involve-ment breeds withdrawal. Research claims that altruism in a group actually atrophies when it is not called forth.~4 The resources of love in a group are not fixed or limited; rather these moral resources respond positively to practice, to learning by doing, and negatively to nonpractice. This is not to recommend mak-ing~ exaggerated demands, but only to.re'commend that the group do some stretching. May-~tne 1996 Merkle ¯ Gathering the Fragments ~'Ecclesial. The 19th century was'a ,tirfie of new needs. The tur-moil of the Industrial Revolution called ~eligious. from the clois-ter to active involvement in collective, works :of'social significance: education, social services, and healthcare:The church was called to expand its geographical reach and its ministerial presence in a society which claimed its irrelevance. The times were not unlike our own. -, 'Religious, however, ~,ere .partners with the church in meeting this crisis. Many 19th-century orders had superiors general and were not directly under the authority of a local bishop. This new jurisdictional authority in the church enabled the coordination of ministerial works which were transdiocesan and which in turn established the credibility of the church in sectors where it was not previously received,t5 Response of religious to the ,church and response of the mag-isterial church to religious have to continue this tradition for the sake of both the church and religious life, for neither ~prospers in a climate of alienation. The crisis of the 19th century stimulated the creation of a n~w authoritative identity in the church. What is needed today to. strengthen the relationship between religious and the magisterial church is 'for each to view the other novas a problem but as a partner. At this valuing stage in the process of obedience, members make it clear that membership in community is worth something to them. There is enough participation in the life and mission of orie's congregation and enough identification with its way of life so that other people readily identify the members as belonging to the group, _ A later stage of valuing consists of efforts to grow as members, Opportunities for renewal and deepening are sought out. Here there 'is an actual preference for religious life and its values. One is committed by choice. There is an investment of time and energy beyogd the minimum. Members manifest a growing conviction and loyalty regarding the values of religious life and a desire to convinceothers or at~least share their own faith experience. Here the satisfaction felt earlier as pleasure is transformed into an aroused need or drive to act and grow as members of the congregation within the ~hurch and society. There is a motivation to live the life to its fullest extent. Commitment is measured by Review for Religious the extending of such dedicated living over a period of time and by renewed desire to continue. The ongoing dynamic of obedience is shown in the act of prefei'ence.One prefers the life and mission of one's congregation over other things. One willingly considers community priorities in selection of a mission. One willingly chooses to work through a difficult community situation. One faithfully stands by someone in illness in spite of its time-consuming nature. This is the dynamic of valuing. This growth enables the member not just to par~ ticipate passively in community life, but to function actively. A~ fundamental values are owned and appropriated deeply, they also can be translated into new forms and expressions~ Congregational. Conviction regarding the life and mission of the community breeds new endeavors and investment in the worth of meaningful traditions. Dispiritedness, however, grows in a con-gregational climate of doubt about the value of the group, its authenticity, and its future. There is no longer a desire to invite new members. There are no new initiatives. There is apathy and lack of commitment to act and grow as members. People have no energy for anything but super-ficial reminiscing and required presence. This is a great danger especially in a congregational culture which has relied on com-pliance and force as its bond of membership. No one individual can treat this doubt. A~ a situation of moral hazard, it requires group ac6on and leadership. Without oppor-tunitiesto move from compliance to voluntary action, religious are not likely to deepen .their valuing of their congregational life, for they know little of the emotional satisfaction that. comes from voluntary action. Many congregations today are discussing processes of "re-membering," of calling their members to reinvest in new ways that could help them overcome the apathy and fear which threat-ens them. When such a decision of valuing occurs, it leads to the more mature obedience of the next stages. Ecdesial. The effort of the Synod to study the value of religious life was for us religious a supportive moveas we seek or explore The ongoing dynamic of obedience is shown in the act of preference. One prefers the life and mission of one's congregation over other things. May-ffTtne 1996 Merkle ¯ Gathering the Fragments our meaning and role now and into the new millennium. We reli-gious need the affirmation of the church, not just passively, but to help us participate in its life actively and creatively within its own re-creation. On our part, what values does our experience rec-ognize as essential in spite of the rapid change we'have under-gone? What support do we need so that w& can translate these values into new fo~ms~and expressions? What do we need and what do we not need from the church? If we religious do not want our relationship to the magisterial church to be based on compliance and ~force, then we too have to do our communal work in taking hold of our future. Prioritiz~ ing As one matures in religious life, membership has to be inte-grated with other values: career goals, family relationships, beliefs, coping, with personal crises, new knowledge and experiences and opportunitie~. Religious have to see how life in community and in the church relates to other dimensions of their life. ~ The first step in prioritizing is a willingness to think issues through. The next step is to bring together a complex of values, possibly disparate values, into some semblance of order and mean-ing. Since renewal has brought a plethora :of experiences into a community, it is critical that the group be' able to sit and talk about .these new yearnings. This ability to talk,will help keep the bonds of~community realistic and centered in the present. For instance, communities can ask how members experience com-' munity when they live apart from the group. Religious need to .relate multicultural experiences, new ways of prayer, educational o'pportunities, changes in the church, mis-sion experience, and women's issues with their membership in religious community. This may require familiarity with new areas of church teaching or involvement in groups within or outside . the community that gr.apple with how the gospel and new per-sonal experiences impinge on one another. For instance, religious who are working through various types of addictive behaviors can learn together the meaning of a twelve-step program in their lives as religious. While this is, an affective process, a sharing of the heart, it also involves cognitive growth, new information, and the ability to generalize and engage in abstract thinking. It requires accu-rate information. In many instances it requires good theology. Review for Religious How do women's issues, church membership, and fidelity to reli-gious commitment relate? How is one a feminist and a member of the church? How does one integrate his desire for political reform and his commitment to the priesthood, which usually means he cannot hold public office? How does one uphold one's valuing of community life and yet reach out in a ministry that makes com-munity contact difficult? Prioritizing is an act of obedience. The organization of values as one prioritizes may result in their synthesis into new ways of membership and deeper investment in the church and community. It is obvious that prioritizing is a principal task in fol-lowing a mature religious lifecourse. Those who take on the hard work of prioritizing achieve a high result, that is, an internally consistent integration of membership in their congregation and church with other aspects of their lives. Congregational. VChen we look at the religious of the 19th century, we can see they did this prioritizing. They integrated religious commitment with an entirely new cul-ture of the Industrial Revolution. They influenced the culture and created a new expression of religious life. They distinguished themselves from "regular" cloistered religious life by collective works of social significance: education, social services, and health-care. In the eyes of the church, it was the leaving of the world which constituted the religious state. However, these religious were immersed in the world. How were they religious? They rejected the upward mobility of liberal society by differentiating their activity from other forms of work in the society. They were active in the society yet were removed by social position. They were "placed" by obedience in the works of their congregation. Their works were not those of the new profitable capitalist cor-porations, although there is evidence of scattered experiments with founding "Christian factories" to give the poor employment and a sense of Christian community.~6 We religious'today are called to the task of integrating our charism with the new situation of our culture. We still struggle with how we have left the world yet are immersed in it as a place of revelation and service. This struggle to achieve a balanced understanding will overcome the feeling of powerlessness, isola-tion, and frustration in the face of a vast and complex future. Prioritizing is an act of obedience. May-Jvtne 1996 Merkle ¯ Gathering the Fragments Those who avoid prioritizing see the choice of religious as between embracing everyday secular life as they know it and going back to a pre-Vatican life based on a religious worldview that no longer communicates, This all-or-nothing viewpoint eliminates the possibility of synthesis between the real world of everyday life and the transcendent one which prioritizing calls forth. Ecclesial. For this prioritizing to occur, there has to be a cli-mate in the church in which one can safely explore new avenues of thought and living, engaging in critical reflection and respectful dissent until the value and relationship of new ideas to the mysteries of the Christian life is.evident. Today something is perceived as credible, not just because the church says it, but because it makes human sense. Religious need to be involved in helping the church make sense to the world and the world make sense to the church. Needed church reforms such as giving women more .decision-mak-ing power cannot be ignored by religious orders if they hope at the same time to promote the credibility of the church in first-world society; nor can economic, social, and political reforms be supported only halfheartedly in poverty situations in both the first and third worlds. These corporate stances of prioritizing mark the communal path of obedience within a congregation. Communal Character/Characterization At this stage of obedience, the values of membership in their congregation have a place in the individual members' lives. The values are organized into some kind of internally consistent sys-tem and have controlled the behavior of the individual members for enough time that they are now readily seen as persons who have adopted "living the life" of the congregation. It is impor-tant to note that such a stage of obedience does not come until members have had to prioritize, that is, integrate the new dis-coveries of their gei~eration with the gospel and the founding charism. There is no "cheap grace" in religious life, and one gen-eration cannot hand on to another a ready-made commitment. At this stage of characterization, issues surrounding mem-bership no longer arofise emotion or affect except when the indi-vidual is threatened or challenged. By now .the members are described and characterized as individual persons by their iden-tification with the congregation. It has been integrated into their entire philosophy of life or worldview. To an outsider, identification with the congregation is so clear Review for Religious that it makes individual members predictable and comprehensible. The values of the community are important determiners of the way the various members approach a problem, determining what they will see as important in it. In other words, the living charism becomes a principle of ongoing and daily discernment and opens the religious to the full call of the gospel. The values of the charism will limit the things that members will take into account in attempting to find a solution .to a prob-lem. They provide a focus and an identity. They will al

Landwirtschaftliche Märkte sowie die gesamte Ernährungswirtschaft unterliegen in vielen Entwicklungsländern enormen Transformationsprozessen hin zu modernen Wertschöpfungsketten und der Erzeugung hochqualitativer Produkte. Während in den Exportmärkten Produktstandards und Zertifizierung an Bedeutung gewinnen, spielen in Entwicklungsländern nationale und multinationale Super- und Hypermarktketten eine immer größere Rolle. Diese Entwicklungen haben Auswirkungen auf die verschiedenen Akteure der Ernährungswirtschaft, insbesondere auf Kleinbauern. Ein Land, in dem die Expansion von modernen Einzelhandelsstrukturen schon relativ früh begonnen hat, ist Thailand. In den 1980er und 1990er Jahren haben, neben anderen Faktoren, das steigende Pro-Kopf Einkommen, erhöhte Urbanisierungsraten sowie die zunehmende Arbeitstätigkeit von Frauen die Etablierung von modernen Einzelhandelsstrukturen beschleunigt. Während die fünf wichtigsten Super- und Hypermarktketten 1996 insgesamt 36 Filialen in Thailand hatten waren es 2009 bereits 295 Filialen. Zu Beginn der Entwicklung waren moderne Einzelhandelsgeschäfte darauf fokussiert, Konsumenten mit umfassenden Einkaufsmöglichkeiten sowie mit niedrigen Preisen für Grundnahrungsmittel und verarbeitete Produkte zu werben. Je mehr sich die Märkte allerdings etablieren, desto wichtiger werden auch frische Lebensmittel, wie z.B. Obst und Gemüse. Auch wenn die Ausweitung dieses Produktsegments durch bspw. die Notwendigkeit einer durchgängigen Kühlkette erschwert wird, steigt der Verkaufsanteil von frischen Lebensmitteln an den totalen Lebensmittelverkäufen von modernen Einzelhandelsmärkten an. Da diese Produktkategorie eine wesentliche Bedeutung für Kleinbauern hat, liegt der Fokus dieser Studie auf frischen Lebensmitteln, insbesondere auf Gemüse. Das erste Kapitel untersucht am Beispiel von Paprika, wie Kleinbauern in Entwicklungsländern besser von modernen Wertschöpfungsketten profitieren können. Paprika ist ein Gemüse das erst vor etwa 10 Jahren als Produktinnovation in Thailand eingeführt wurde, um auf Exportmärkten und im modernen Lebensmitteleinzelhandel verkauft zu werden. Im Laufe der Zeit hat Paprika bei den lokalen Konsumenten an Popularität gewonnen und er wird heute auch auf traditionelleren Lebensmittelmärkten gehandelt. Die Analyse basiert auf Daten einer Haushaltserhebung im Wassereinzugsgebiet Mae Sa in Nordthailand. Die Erhebung umfasst 246 Paprika produzierende Haushalte sowie 62 landwirtschaftliche Haushalte, die keinen Paprika produzieren. Ergebnisse der Regressionsmodelle zeigen, dass die Kultivierung von Paprika, und insbesondere ein früher Einstieg in die Paprikaproduktion, signifikant zu höherem Haushaltseinkommen beiträgt und damit eine wichtige Strategie für Kleinbauern darstellt, ihre Lebenssituation zu verbessern. Es gilt allerdings zu bedenken, dass fehlende Landrechte, eine schwache infrastrukturelle Anbindung sowie fehlender Zugang zu Informationen Barrieren für eine frühe Übernahme der Kultivierung von Paprika darstellen. Es ist daher eine ernsthafte Herausforderung für die Politik, diese Hindernisse zu überwinden um negative Einkommenseffekte für benachteiligte Landwirte zu verhindern. Die Integration in moderne statt in traditionelle Wertschöpfungsketten trägt bisher allerdings nicht zu einem erhöhten Einkommen bei. Dieses hebt noch einmal hervor, dass externe Effekte, die durch die Etablierung modernen Einzelhandelsmärkten entstehen, bei der Bewertung dieser Märkte nicht unterschätzt werden sollten und in zukünftigen Studien berücksichtigt werden müssen. Der moderne Lebensmitteleinzelhandel führt nicht nur zu neuen Produkten und Produktstandards, sondern auch zu substantiellen Veränderungen im Management von Wertschöpfungsketten, was die Vermarktungsentscheidungen von Landwirten ebenfalls beeinflussen kann. Super- und Hypermärkte modernisieren zunehmend ihr Beschaffungswesen, was unter anderem bedeutet, dass sie vermehrt auf vertragliche Absprachen mit ihren Lieferanten bestehen. Landwirte beliefern Supermärkte häufig nicht mehr direkt, sondern sind über Zwischenhändler mit diesen Märkten verbunden. Basierend auf den Daten der oben genannten Haushaltserhebung werden im zweiten Kapitel die (vertraglichen) Vereinbarungen zwischen Landwirten und Händlern in traditionellen und modernen Wertschöpfungsketten für Paprika verglichen. Darüber hinaus ist es von Interesse zu analysieren, inwiefern bestehende Unterschiede die Entscheidung eines Landwirtes für einen bestimmten Vermarktungsweg beeinflussen. Die Ergebnisse bestätigen die Annahme, dass zwischen den Vermarktungswegen signifikante Unterschiede in Vereinbarungen zwischen Landwirten und Händlern bestehen. Außerdem zeigen die Ergebnisse, dass einige dieser Unterschiede die Vermarktungsentscheidungen von Landwirten beeinflussen. Produktpreise spielen für Landwirte ebenso wie das Bereitstellen von Betriebsmitteln und Krediten und die eigene Unabhängigkeit und Flexibilität eine wichtige Rolle. Die Ergebnisse des Choice Experimentes stellen heraus, dass Landwirte im Allgemeinen eine Präferenz für Vermarktungswege haben, die keine vertraglichen Vereinbarungen beinhalten. Außerdem bestätigt das Experiment, dass einige der oben genannten Aspekte (z.B. die Bereitstellung von Krediten) die Attraktivität von Verträgen erhöhen. Der wichtigste Aspekt für Landwirte ist allerdings eine gute persönliche Beziehung zum Händler, was darauf schließen lässt, dass Landwirte ein gewisses Maß an Vertrauen wertschätzen. Zusammenfassend zeigen diese Ergebnisse, dass für die bessere Einbindung von Kleinbauern in moderne Einzelhandels struktur en nicht nur die Mängel landwirtschaftlicher Märkte überwunden werden müssen, sondern auch berücksichtigt werden sollte, wie Absprachen zwischen Landwirten und Händlern gestaltet werden. Die Einbindung von Kleinbauern in den modernen Einzelhandel hat das Potential, die Lebensumstände von Kleinbauern zu verbessern. Die vorherigen Ergebnisse verdeutlichen allerdings, dass verschiedenste Barrieren bestehen, die eine weitreichende Integration von Kleinbauern nach wie vor erschweren. Darüber hinaus zeigen die Ergebnisse, dass auch traditionelle Märkte finanzielle Anreize für Landwirte bieten können und dass traditionelle Vermarktungsstrukturen den Präferenzen von Landwirten teilweise besser entsprechen. Daher ist es ebenfalls wichtig abzuschätzen, inwiefern traditionelle Einzelhandelsstrukturen, insbesondere die Märkte für Frischwaren, von der Transformation der Ernährungswirtschaft betroffen sind. Dieser Aspekt wird im dritten Kapitel aufgegriffen, in dem die Wettbewerbsstrategie von Super- und Hypermärkten in bezug auf Preise und erkennbare Qualitätsattribute zweier Gemüsesorten, Morning Glory und Paprika, verglichen wurde. Dafür wurden Daten über bestimmte Qualitätsattribute und Preise auf 43 Märkten in 17 Distrikten von Bangkok erhoben. Die Stichprobe besteht aus insgesamt 14 Filialen der drei wichtigsten Supermarktketten und insgesamt 12 Filialen der drei wichtigsten Hypermarktketten sowie 17 traditionellen Märkten für Frischwaren. Der Vergleich der Preise und der Qualitätsattribute auf den verschiedenen Märkten zeigt, dass weder Super- noch Hypermärkte in Bezug auf die Preise wettbewerbsfähig mit traditionellen Märkten für Frischwaren sind. Im Gegensatz dazu bieten diese Märkte Produkte höherer Qualität an. Die Ergebnisse des hedonischen Preismodells legen dar, dass auf allen Märkten bestimmte Qualitätsattribute die Produktpreise signifikant beeinflussen. Darüber hinaus haben Super- und Hypermärkten einen signifikanten und positiven Einfluss auf die Produktpreise. Dieses Ergebnis lässt darauf schließen, dass moderne Lebensmittelmärkte als solches für Konsumenten einen gewissen Wert darstellen, da sie bereit sind unabhängig von Qualitätsunterschieden, höhere Produktpreise zu bezahlen. Allerdings sind die Konsumenten der mittleren und höheren Einkommensklassen eher Kunden moderner Einzelhandelsmärkte, so dass das allgemeine Wirtschaftswachstum vor allem dem modernen Lebensmittelsektor zugute kommt. Traditionelle Märkte für Frischwaren und damit der Großteil an Landwirten bleiben weitgehend außen vor. Aus den Ergebnissen dieser Studie lassen sich wichtige Politikempfehlungen für die Unterstützung von Kleinbauern in Entwicklungsländern ableiten. Einerseits sollte die Integration von Kleinbauern in moderne Einzelhandelsstrukturen weiter gefördert werden. Dafür müssen Regierungen sich aktiv engagieren, um das Funktionieren der landwirtschaftlichen Märkte zu verbessern, bspw. durch Investitionen in die Infrastruktur oder die Verbesserung des Zugangs von Kleinbauern zu Marktinformationen. Darüber hinaus müssen die Beziehungen zwischen Kleinbauern und den nicht lokalen Händlern verbessert werden. Ein Ansatz in diese Richtung ist eine bessere Einbindung von lokalen Händlern, die häufig schon lang andauernde Beziehungen mit Landwirten haben. Wo dieses logistisch nicht möglich ist, sollten Unternehmen in Vertrauensbildende Maßnahmen investieren, z.B. in häufigere persönliche Kontakte zu den Landwirten oder in transparente Preisbildung. Andererseits sollte die Bedeutung von traditionellen Märkten für Frischwaren nicht aus den Augen verloren werden. Um Kunden der mittleren und höheren Einkommensklassen zu gewinnen und dadurch auch vom allgemeinen Wirtschaftswachstum zu profitieren müssen sich diese Märkte an die sich verändernden Einkaufsgewohnheiten von Konsumenten anpassen. Dazu muss die allgemeine Attraktivität der Märkte, z.B. durch die Verbesserung der hygienischen Standards oder durch die Ausweitung des Angebots an Parkplätzen, verbessert werden. Darüber hinaus muss auch das Produktangebot angepasst werden. Diese Veränderungen können jedoch nur zum Teil von den Händlern selbst getragen werden. Vor allem bedarf es der Unterstützung der Regierung und/oder privater Investoren, die finanzielle Mittel und Know-how zur Verfügung stellen. ; In many developing countries, agricultural and food systems are undergoing a major transformation towards high-value, modern supply chains. In export markets, stan-dards and certification systems are gaining in importance, while within developing countries, the role of national and multinational super- and hypermarket chains is growing. These developments have important implications for various stakeholders in the agro-food system, including, in particular, smallholder farmers. One country where the expansion of modern retail structures started relatively early is Thailand. In the 1980s and 90s increasing per capita incomes, urbanization trends and female labor force participation spurred, among other things, the development of modern retail structures. In 1996, the five most important super- and hypermarket chains had a total of 36 branches, and by 2009, this number of branches had already increased to 295. While modern retail markets first focus on attracting consumers with an all-in-one shopping strategy and particularly low prices for processed foods and staples, their stores start to mimic wet market situations in an advanced development stage. Although some barriers exist, e.g. a continuous cool chain, the share of fresh produce sales (as a percentage of total food sales) is also increasing at modern retail markets. Taking into account the importance of fruit and vegetable production for smallholder farmers, our study focuses on the fresh fruit and vegetable sector. In the first chapter, we analyze how smallholder farmers in developing countries can benefit from modern supply chains. We take the example of sweet pepper, which was introduced as a product innovation in Thailand some 10 years ago, mainly for ex-ports and upscale domestic supermarkets. Over time, sweet pepper gained wide pop-ularity among domestic consumers, so that nowadays it is also traded at more tradi-tional wholesale and retail markets. Our analysis is based on original farm survey data from 246 sweet pepper producers and 62 non-sweet pepper farmers in the Mae Sa Watershed in northern Thailand. Results from our regression models show that sweet pepper cultivation, and in par-ticular an early adoption, contributes significantly to higher household incomes and is therefore an important potential avenue for smallholder farmers to improve their livelihood. However, the duration analysis indicates that missing land titles, weak infrastructure conditions and limited access to information constituted serious con-straints during the early phases of sweet pepper adoption. There must be a change in policy in order to overcome these initial adoption constraints for disadvantaged farmers, and to thus avoid negative income distribution effects. Strikingly, at this stage, participation in modern supply chains does not lead to higher incomes than when supplying sweet pepper to traditional markets. This finding underlies that spill-overs from modern retail markets should not be underestimated; they must be ac-counted for in future studies of the wider implications of modern supply chains. Modern retail markets not only bring new products and product standards - they also implement profound changes in supply chain management, thereby affecting farm-ers marketing decisions. Super- and hypermarkets increasingly modernize their pro-curement systems and switch from buying through spot-market transactions to con-tractual agreements with farmers, often through specialized intermediaries. In the second chapter, we used the data from the above-mentioned farm survey to compare institutional arrangements, including contracts, between farmers and traders in tradi-tional and modern supply chains of sweet pepper. Moreover, we assess the impact of those differences on the farmers market channel choice. Our descriptive comparison of institutional arrangements confirms that significant differences exist among mar-keting channels. Furthermore, we show that some of those differences influence the farmers market-ing behavior. While output prices matter, the farmers also value other aspects such as access to inputs, credit and information, as well as independence and flexibility. Re-sults from the choice experiment additionally point out the farmers general prefer-ence for marketing options that do not involve a contract, and confirm that the as-pects mentioned above can increase the attractiveness of contracts. Yet, the most important factor for the farmers is a personal relationship with the buyer, which seems to reflect their desire for mutual trust. These findings show that beyond ad-dressing market imperfections, designing institutional arrangements according to the farmers needs can also contribute to more widespread smallholder participation in modern retail markets. The integration of smallholder farmers in modern retail markets is one way to im-prove their livelihood. However, our previous analyses show that various barriers exist that continue to limit integration possibilities. We showed that traditional mar-kets can also offer financial incentives to smallholder farmers and, in many ways, traditional marketing structures correspond to the marketing preferences of small-holder farmers. It is therefore also important to know how much traditional retail structures, and in particular, wet markets, are affected by food system transforma-tions. We consider this issue in the third chapter when we analyze the competition strategy of modern retail outlets with regard to product prices and observable product quality attributes. We again focus on the fresh fruits and vegetables segment, and in particular, on two products: morning glory and sweet pepper. We collected data about these products quality attributes and prices on 43 market outlets in 17 districts of Bangkok. The sample comprises 14 branches of the three most important super-market chains and 12 branches of the three most important hypermarket chains, as well as 17 wet markets. Descriptive comparisons of product prices and quality among the three types of markets show that neither super- nor hypermarkets are price competitive with wet markets. However, super- and hypermarkets offer higher prod-uct quality. Results from hedonic price models show that certain quality attributes significantly increase product prices. Moreover, we find a price effect of modern retail outlets, which demonstrates that despite any potential differences in quality, prices in super- and hypermarkets are higher than in wet markets. This shows that consumers not only value specific qual-ity attributes, but also modern retail formats. The overall picture resulting from this analysis is that traditional and modern markets have been acting more as comple-ments to one another than as competitors. However, since modern retail formats pri-marily serve the middle and upper income classes, these markets are reaping the most benefits from overall economic growth. Wet markets - and the majority of smallholder farmers - are being left behind. All in all, the results of this study have important policy implications for the support of smallholder farmers in emerging economies. On the one hand, the integration of smallholder farmers should continue to be promoted. This would require government involvement with regard to overcoming widespread market imperfections, like weak infrastructure conditions and limited access to market information. Furthermore, the relationship between the farmers and buyers needs to be improved. This is especially important regarding company representatives and intermediaries, who are often non-locals. One possible approach could be to more explicitly involve local traders who have established long-term relationships with the farmers. In areas where this is not logistically possible, companies and intermediaries could try to improve their ties with the farmers through other trust-building mechanisms, such as increasing the number of personal interactions and making pricing and grading procedures more transparent. On the other hand, the importance of wet markets as a major market outlet for smallholder farmers should not be forgotten. In order to attract middle and high income classes, and thereby benefit from overall economic growth, wet markets need to adapt to changing consumer demands. This can only be achieved by increasing the overall attractiveness of wet markets, e.g. by improving the hygienic conditions and offering more parking lots, as well as by expanding the product assortment. However, traders have a limited capacity to influence market modernization; such measures need to be supported with financial means and know-how by the government and/or private investors.

The question of how to balance environmental protection with economic growth is at the forefront of policy agendas around the world. For Peru, environmental issues have opened new perspectives on how to manage natural resources while combating poverty and pursuing economic growth. A way of responding to the political and economic crisis of the eighties was the process of stabilisation, structural reform, and reform of the state that took place in Peru starting from 1991. The implementation of reforms, at the national level, implied the adoption of a new institutional and regulatory framework. Those reforms included market liberalisation, privatisation of state-owned enterprises and trade liberalisation. Environmental institutions and regulations have found a place in that framework. The reform process in the Peruvian case refers to a paradigm change from an attempt to emulate the economic and political systems of European welfare states (prevalent in the sixties and seventies) to a liberal political and economic system following the path inspired by the Chicago School of Economics in the eighties. In Peru, the failure in the implementation of successful economic policies targeting the poor ended undermining the system that sustained the political parties, aiding to its atomisation and eventual demise. Thus, in the political realm, Peru is a democracy in transition that still needs to strength the pillars of the democratic institutions that embody the political system. In Peru, the introduction of sustainable development issues took place first at the level of institutions and regulations. One of the sectors that had to adapt the most to the introduction of environmental issues was mining. Peru possess 16 percent of the world reserves of silver, 15 percent of reserves of copper, 7 percent of the world reserves of zinc, and important volumes of reserves on other strategic minerals. Mining is a capital-intensive activity and usually has had an important toll in the regions in which has been carried on. The reforms prompted during the nineties had as aim to open mining resources to foreign and national private investors that, in exchange of favourable tax and revenue conditions, would invest the amounts necessary to develop a sector which was languishing after ten years of internal war. The copper and gold mining sectors have been the busiest during the last decade and represented the most important part of Peruvian mining exports as well. In terms of gold mining production, Peru is consistently the largest producer in Latin America and the eight largest worldwide. Environmental policies in the mining sector were regarded with distrust by the economic actors. The main argument was that environmental conditions would be an additional obstacle to investment, putting the country in disadvantage in relation to others when attracting foreign capital. The approach favoured was to have as few regulations as possible. Mining operators were not motivated to undertake costly industrial renewal and re-engineering techniques. At the same time, environmental NGOs and CBOs were actively advocating for a sound environmental policy framework for the mining sector. Meanwhile, the government was mainly interested in achieving economic growth, with environmental liabilities as a second priority. The approach taken was to facilitate large project investment on natural resources extraction in Peru, particularly in the mining, gas and oil sectors. The subject matter of this research is to study environmental policies in the context of political transition in the mining sector in Peru. This research is set up in the fields of political sciences and public policy. The research focuses on the institutions and actors interacting in the context of public policies for the environment in the mining sector in Peru, taking as case study the conflicts emerged through gold exploration in Northern Peru (Yanacocha, Cajamarca) during the period 1999-2004. Significantly, the research has as background the political struggles emerged during the same period, due to the transition from an authoritarian to a democratic government in the country. The overall objective is to contribute to a better understanding of the role of institutions and actors in the design and implementation of environmental policies through an analysis of the institutional and regulatory framework underlying such policies. The aim of this research is to contribute filling the gap in the academic research on how the implementation of environmental policy at the national level takes place, in the context of political change. This research will provide insight on in how far environmental problems are rooted in the overall development problems the country faces. The research shall contribute to the discussion on environmental policy in unstable political settings, adding inputs into the debate on the process of reform of the state, as proposed in Peru in the last years. The final aim is to contribute to an improved policy making process in the environmental field, taking into account the case of countries like Peru, subject to political instability and dependant on natural resources extraction for economic growth. The case study of this research is gold mining extraction in the Peruvian Northern Andes (Cajamarca) carried out by Minera Yanacocha S.R.L., a joint venture of Newmont Mining Co. (U.S.A.), Compañía de Minas Buenaventura S.A. (Peru), and the International Finance Corporation (IFC) of The World Bank Group. Yanacocha is the second biggest goldmine in the world. The Yanacocha case brings together issues of interaction between government agencies at the national and at the regional and local levels, public participation and grievances, interaction of power and lobby groups, environmental damages with international repercussions, environmental issues as trigger for political claims, foreign investment involvement added to international financial institutions backing, among the most important. MYSRL is now the largest Latin American gold producer, while Cajamarca from being the fourth poorest department in Peru has gone to become the second poorest. The Peruvian case is worth studying, as environmental institutions and regulations have been set up in the context of a state under reform and political instability. Mining in Peru is an economic sector in strong conflict with environmental interests. To study the case of the Peruvian gold mining can give us important lessons to draw on for the design and implementation of environmental policy and law in the context of political change processes. For that reason, it is an ideal ground for exploring in how far successful environmental policies are possible to achieve under reform and transition conditions. Because of the economic importance of mining in the Peruvian context and the different interests at stake, a case study for the analysis of the institutional and regulatory framework for the environment in Peru is relevant as it helps analyse the links between political and economic issues and environmental problems. Furthermore, the mining sector reflects almost accurately the balance of interests, power and decision making processes (relating to public policy and environment) in Peru. Chapter 2 presents an analysis of the theoretical building blocks that inform the concept of "environmental policy." In Chapter 3, a historical perspective is taken to analyse the introduction of environmental issues in the Latin American context. In Chapter 4, after an introduction to the political system of Peru, the political and economic background of the country is discussed, in the light of the process of reform of the state that took place during the nineties, parallel to the introduction of environmental policies in Peru. In Chapter 5, the Peruvian institutional and regulatory framework for the environment is analysed. Further, Chapter 5 analyses the environmental policies introduced in the country as part of the process of reform of the state during the nineties. Chapter 6 presents the mining sector and the environment in Peru. In Chapter 7, the case of gold exploration in the Northern Peruvian Andes by Minera Yanacocha Sociedad de Responsabilidad Limitada is analysed. This is an example of the problems stemming from large-scale mining projects. In the light of the conflicts of Cajamarca, environmental, mining and public policies need to be reassessed to attain a logical framework that can effectively serve to promote private investment, while, at the same time, strengthening human rights. The inclusion of participation, empowerment, good governance, and accountability in the Peruvian political system is a duty to allow democracy to take root in the context of a society that still has very much to overcome and achieve to deliver effectively the promise of development to its citizens. ; Umweltpolitik im politischen Übergangsprozess - Der peruanische Bergbausektor und der Yanacocha Goldbergbau Die Frage, wie Umweltschutz mit wirtschaftlichem Wachstum in ein Gleichgewicht gebracht werden kann, ist Gegenstand politischer Programme auf der ganzen Welt. Für Länder wie Peru haben Umweltfragestellungen neue Perspektiven eröffnet, insbesondere wie natürliche Ressourcen gemanagt werden können, während zugleich die Armut bekämpft und wirtschaftliches Wachstum erreicht wird. Wege, um den politischen und wirtschaftlichen Krisen in den achtziger Jahren zu begegnen, waren ein Prozess der wirtschaftliche Stabilisierung, strukturelle Reformen und die Reform des Staates, welche in Peru seit 1991 unternommen werden. Die Implementierung der Reformen auf der nationalen Ebene implizierte die Annahme eines neuen institutionellen und rechtlichen Rahmens. Diese Reformen umfassten die Liberalisierung des Marktes, die Privatisierung von staatseigenen Unternehmen und die Liberalisierung des Handels. Umwelt Institutionen Umweltrecht haben einen Platz in diesem Rahmen gefunden. Der Transformationsprozess beruht auf einem Paradigmenwechsel ausgehend von dem Versuch, den wirtschaftlichen und politischen Systemen der europäischen Wohlfahrtsstaaten nachzueifern (weit verbreitet in den sechziger und siebziger Jahren) hin zu einem liberalen politischen und wirtschaftlichen System, das den von der Chicago School of Economics in den achtziger Jahren empfohlenen Weg verfolgte. Im Falle Perus bewirkte das Scheitern des Versuchs einer erfolgreichen, auf die Bekämpfung der Armut abzielenden Wirtschaftspolitik, eine Schwächung jenes Systems, das die politischen Parteien aufrecht hielt und führte zu seiner Atomisierung und endgültigen Auflösung. Auf der anderen Seite ist Peru im politischen Bereich eine Demokratie in Übergang, die Säulen des politischen Systems und die demokratischen Institutionen, die es verkörpern, weiter stärken muss. In Peru wurden Fragestellungen einer nachhaltigen Entwicklung zuerst auf der Ebene der Institutionen und der gesetzlichen Bestimmungen behandelt. Einer der Sektoren, der sich am meisten auf die Einführung von Umweltregelungen anpassen musste, war der Bergbau. Peru besitzt 16 Prozent der Weltreserven an Silber, 15 Prozent der Reserven an Kupfer und 7 Prozent der Weltreserven an Zink, sowie wichtige Anteile an den Reserven anderer strategischer Mineralien. Bergbau ist ein kapitalintensives Betätigungsfeld und für gewöhnlich hat er in den Regionen, in denen er sich entwickelte, bedeutende Auswirkungen entfaltet. Die in den neunziger Jahren veranlassten Reformen hatten zum Ziel, die Ressourcen innerhalb des Bergbaus ausländischen und nationalen privaten Investoren zu öffnen, die im Austausch mit günstigen Steuerbedingungen und Gewinnmöglichkeiten die notwendigen immensen Beträge investieren würden, um einen Sektor zu entwickeln, der nach zehn Jahren Bürgerkrieg stagnierte. Der Kupferbergbau und der Goldbergbau waren in der vergangenen Dekade am größten und stellten zugleich den wichtigsten Teil der peruanischen Exporte aus dem Bergbausektor. Im Hinblick auf die Produktion von Gold im Bergbau ist Peru der größte Produzent in Lateinamerika und der achtgrößte weltweit. Umweltpolitik im Bergbausektor wurde mit Zweifel betrachtet. Das Hauptargument lag darin, dass Umweltkonditionen zusätzliche Hindernisse darstellen, die das Land gegenüber anderen im Hinblick auf die Gewinnung von ausländischen Investitionen benachteiligt. Der bevorzugte Ansatz war, so wenig gesetzliche Bestimmungen wie möglich zu haben. Im Bergbau aktive Konzerne besaßen keine Motivation, kostspielige industrielle Erneuerungen auf sich zu nehmen und neue Techniken einzuführen. Nichtregierungsorganisationen (NGOs) im Bereich der Umwelt und in den Gemeindeverwurzelte Organisationen (CBOs) traten aktiv für einen soliden (rechtlichen) Rahmen zur Umweltpolitik im Bergbausektor ein. Das Interesse der Regierung galt indessen nur dem wirtschaftlichen Wachstum, sogar auf Kosten von Belastungen für die Umwelt. Ihr Ansatz war, jedes größere Investitionsprojekt bezüglich des Abbaus von natürlichen Ressourcen in Peru zu fördern, im Besonderen im Bergbau und in den Sektoren Gas und Öl. Das Thema dieser Arbeit ist die Untersuchung der Umweltpolitik im Bergbausektor im Kontext des politischen Übergangs in Peru. Diese Forschungsarbeit ist den Bereichen der Politikwissenschaft und der öffentlichen Politik zuzuordnen. Sie legt einen Fokus auf die Institutionen und Akteure, welche im Kontext der Umweltpolitik im Bergbausektor in Peru interagieren. Als Fallbeispiele werden die Konflikte gewählt, welche aufgrund des Goldabbaus im Norden Perus (Yanacocha, Cajamarca) im Zeitraum 1999-2004 aufkamen. Bedeutungsvoll ist, dass die politischen Auseinandersetzungen, die im gleichen Zeitraum angesichts des Übergangs von einer autoritären zu einer demokratischen Regierungsform im Land stattfanden, den Hintergrund der Untersuchung bilden. Die allgemeine Zielsetzung besteht darin, einen Beitrag zu einem besseren Verständnis der Rolle von Institutionen und Akteuren hinsichtlich der Gestaltung und Implementierung von Umweltpolitik, durch eine Analyse des dieser zugrunde liegenden institutionellen und rechtlichen Rahmens, zu leisten. Ziel dieser Arbeit ist es, dazu beizutragen, die Lücke in der wissenschaftlichen Forschung hinsichtlich der Frage zu schließen, wie sich die Implementierung von Umweltpolitik auf der nationalen Ebene im Kontext eines politischen Wandels vollzieht. Diese Arbeit wird in ein Thema Einblick gewähren: Inwieweit sind Umweltprobleme in den allgemeinen Entwicklungsproblemen verwurzelt, mit denen das Land konfrontiert wird? Die Untersuchung soll einen Beitrag zur Diskussion über Umweltpolitik in einer unsicheren politischen Umgebung leisten und der Debatte über einen Reformprozess eines Staates – wie der Reformprozess, der in Peru in den letzten Jahren stattfand – Impulse gab. Letztendlich ist das Ziel, zu einem verbesserten Prozess der Politikgestaltung im Umweltbereich für Länder wie Peru beizutragen, die politische Instabilität unterworfen sind und für wirtschaftliches Wachstum vom Abbau natürlicher Ressourcen abhängig sind. Das Fallbeispiel dieser Dissertation ist der Abbau von Gold in den nördlichen peruanischen Anden (Cajamarca), die von "Minera Yanacocha S.R.L." vorgenommen wird, einem Gemeinschaftsunternehmen der "Newmont Mining Co." (Colorado, U.S.A.), der "Compañía de Minas Buenaventura S.A." (Lima, Peru) und der "International Finance Corporation" (IFC) der Weltbankgruppe. Yanacocha ist die zweitgrößte Goldmine der Welt. Der Fall Yanacocha vereint unter anderem Fragen des Zusammenspiels zwischen Behörden auf der nationalen sowie der regionalen und lokalen Ebene, öffentliche Partizipation und Beschwerden, das Zusammenspiel von Macht und Lobbygruppen, Umweltschäden mit internationalen Auswirkungen, Umweltfragestellungen als Auslöser für politische Ansprüche, die Beteiligung ausländischer Investoren, die von internationalen Finanzinstitutionen unterstützt werden. MSRL ist mittlerweile der größte Goldproduzent Lateinamerikas, während Cajamarca vom viert ärmsten Department in Peru zum zweit ärmsten geworden ist. Eine Untersuchung von Peru lohnt sich, da die Institutionen und gesetzlichen Bestimmungen bezüglich der Umwelt im Kontext eines reformierenden Staates und politischer Instabilität festgelegt wurden. Peru hat mit dem Bergbausektor einen wirtschaftlichen Bereich, der Umweltinteressen konfliktreich gegenüber steht. Im Rahmen der Untersuchung des peruanischen Goldabbaus können wichtige Schlussfolgerungen in Bezug auf die Ausgestaltung und Implementierung vom Umweltpolitik und Umweltrecht im Kontext von politischen Veränderungsprozessen gezogen werden. Aus diesem Grunde ist das Fallbeispiel ideal, um zu ergründen, inwieweit die Realisierung einer erfolgreichen Umweltpolitik unter Reform- und Transformationsprozessen möglich ist. Aufgrund der wirtschaftlichen Bedeutung des Bergbaus in Peru und wegen der verschiedenen und oft konträren Interessen, die auf dem Spiel stehen, ist eine Fallstudie für die Analyse der institutionellen und rechtlichen Rahmenbedingungen für die Umwelt in Peru relevant, da sie die Verbindungen zwischen politischen und wirtschaftlichen Fragestellungen sowie Umweltproblemen veranschaulicht und wichtigen Schlussfolgerungen für die Zukunft ermöglicht. Der Bergbausektor zeigt zudem unterschiedliche Interessen sowie die Macht- und Entscheidungsprozesse (bezüglich Politik und Umwelt), auf da für gewöhnlich die Entscheidungen hinsichtlich des Bergbausektors aufgrund der bereits erwähnten wirtschaftlichen Bedeutung auf der höchsten Ebene getroffen werden. Kapitel 2 bietet eine Analyse der Bausteine des theoretischen Gerüstes, das das Konzept der "Umweltpolitik" behandelt. In Kapitel 3 wird eine historische Perspektive vorgenommen, um die Einbringung von Umweltfragestellungen im lateinamerikanischen Kontext zu analysieren. In Kapitel 4 wird nach einer Einführung in das politische System Perus der politische und wirtschaftliche Hintergrund Perus im Lichte des Reformprozesses des Staates diskutiert, der in den neunziger Jahren parallel zur Einführung einer an der Umwelt orientierten Politik eingeleitet wurde. In Kapitel 5 wird der institutionelle und rechtliche Rahmen bezüglich der Umwelt des Landes analysiert. Weiter, Kapitel 5 analysiert weiter die Umweltpolitik, die als Teil des Reformprozesses des Staates in den neunziger Jahren im Land eingeführt wurde. Kapitel 6 stellt den Bergbausektor und die Umwelt in Peru vor. In Kapitel 7 wird das Fallbeispiel des Goldabbaus durch die Minera Yanacocha Sociedad de Responsabilidad Limitada (MYSRL) in den peruanischen nördlichen Anden analysiert. Im Lichte der Konflikte in Cajamarca müssen die Umweltpolitik, die Politik hinsichtlich des Bergbaus und die öffentliche Politik überdacht werden, um schlüssige Rahmenbedingungen zu schaffen, mit denen wirksam für private Investitionen geworben werden kann, und die zugleich nicht die Bürger gegenüber den privaten Investoren ungeschützt lassen. Die Einbeziehung von Partizipation, empowerment, good governance und Verantwortlichkeit in das politische System Perus ist eine Pflicht, damit die Demokratie in einer Gesellschaft Wurzeln schlagen kann, die noch immer viel überwinden und erreichen muss, um wirkungsvoll das seinen Bürgern gegebene Versprechen auf Entwicklung einzulösen.

DIRECT FEEDBACK STRATEGY IN THE TEACHING OF WRITING Army Vista Casmi Septianik English Education Department, Language and Art Faculty, Surabaya State University. email: armyvistacs@yahoo.co.id Prof. Dr. Susanto, M.Pd. English Education Department, Language and Art Faculty, Surabaya State University. Abstrak Penelitianinibertujuanuntukmendiskripsikanpenerapanstrategi Direct Feedback oleh guru untukmengajarmenulispadasiswakelassepuluh di sekolahmenengahatas Surabaya.Dalam proses pengajaranmenulisini guru menggunakanempattahapdalampenerapanstrategi Direct Feedback. Merekaadalahtahapperencanaan, penyusunan, pengeditan, danhasilakhirterbaru.Padatahapperencanaan, guru memberikanpenjelasandanpengungkapanpendapattentangapa yang akan di lakukandalampelajaranmenuliskepadasiswa. Setelahitu guru memintakepadasiswauntukmerencanakandanmenuliskan ide secarabebas yang berkaitandengan topic teks recount dalampengajaranmenulis. Dalamtahap yang keduayaitupenyusunan, guru memintakepadasiswauntukmengembangkan ide merekakedalamsuatuparagraf.Kemudiansetelahsiswaselesaimengembangkan ide dalamparagraf, guru memintasiswauntukmengkoreksikembalitulisanmerekadengancaradikoreksiolehtemansebangku. Tahap yang ketigaadalahtahapdalampengeditan.Dalamtahapini guru memberikanpengkoreksiandarihasiltulisansiswasetelahmendapatkanpengkoreksianolehtemansebangkudenganmenggunakan Direct Feedback strategibaiksecaralisanatautulisan.Yang teakhiradalahtahaphasilakhirterbaru.Dalamtahapini guru memintasiswauntukmengumpulkanhasilakhirtulisanmerekasetelahmendapatkankoreksidaritemansebangkudan Direct Feedback dari guru dalampertemuanberikutnya. Penelitimenggunakandeskriptifkualitatifdalamdesainpenelitian, karenatujuandaripenelitianiniadalahuntukmenggambarkankegiatan guru selamapelaksanaan Direct Feefbackstrategidalampengajaranmenulis.Penelitihanyamemilihpadasalahsatu guru bahasainggris yang mengajar di sekolahmenengahatas di salahsatukota di Surabaya. Data dalampenelitianinidiperolehdarihasilobservasi yang menggambarkanpenerapan Direct Feedback strategidalambentukpengkoreksiantulisansiswa.Data di analisisuntukmenjawabsemuapertanyaanpenelitian.Penulismenulissemuainformasitentangsegalasesuatu yang terjadiselama proses kegiatanbelajarmengajardalambentukcatatan yang panjang. Hasildanpembahasanadalah, pertamaadalahtahappenerapan Direct Feedback strategihanyaterfokusdalam proses kegiatanbelajarmengajar. Dalamtahapinipenerapan Direct Feedback dibagimenjadiempattahapanyaitutahapperencanaan, penyusunan, pengeditan, danhasilakhirterbaru.Dalampemberian feedback guru menggunakanempatperandalam proses iniyaitu guru sebagaipembacaataupartisipasi, sebagai guru menulisataupenuntun, sebagaiahlitatabahasa, dansebagaipengkoreksi. Dalamtahap yang keduaadalahtahappenerapan Direct Feedback strategiuntukmengkoreksitulisansiswadalambentukkesalahantatabahasa.Dalamsesiini, guru masukdalamtahappengeditandanmelakukanperannyasebagaiahlitatabahasa.Yang ketigaadalahtahappenerapan Direct Feedback strategiuntukmengkoreksitulisansiswadalambentukperbendaharaan kata.Dalamsesiini, guru masukdalamtahappengeditandanmelakukanperannyasebagaipengkoreksi.Padatahapankeempatatauterakhiradalahtahappenerapan Direct Feedback strategiuntukmengkoreksitulisansiswadalambentukpenggunaanparagrafing, pengejaan kata dan capitalization.Dalamsesiini, guru masukdalamtahappengeditandanmelakukanperannyasebagaipengkoreksi. Dari hasil proses kegiatanbelajarmengajarmenulistersebut, penulisdapatmenarikkesimpulanbahwa Direct Feedback strategisesuaiuntuksiswadalamkegiatanbelajarmengajarmenuliskarenadenganstrategiitu guru dapatmembantukesulitansiswasepertimembantumengurangikesalahansiswadalamkegiatanmenulis. Saran bagi guru adalahuntuklebihsadardalampenggunaanwaktudanbagipeneliti lain dapatmelakukanpenelitianserupadalamaspek lain danbisamenggunakanpenambahanpemberian feedback dalamkategorikontendanorganisation. Kata Kunci: Direct Feedbcak, Strategi, KegiatanMenulis. Abstract This study aims to describe the application of the strategy of Direct Feedback by teachers to teach writing to the students in the tenth grade of high school in Surabaya. In the process of teaching writing the teacher uses four stages in the implementation of Direct Feedback strategy. They are planning, drafting , editing , and the latest final versions. In the planning stage, the teacher gives an explanation and brainstorming to the students regarding what they are going to do in writing lessons. After that, the teacher asked the students to plan and write their ideas freely that are related to the topic in teaching writing of recount text. In the second stage, is drafting activity. Here the teacher asked the students to develop their ideas into a paragraph. Then, after the students finished developing their idea into a paragraph, the teacher asked the students to re- writing their work by using peer correction. The third stage is editing. In this stage the teacher gave the students' correction of their work after getting friends correction inpeer correction with the Direct Feedbackstrategy either in orally or in writing. For the last stage is final version. In this stage, the teacher asked the students to submit their final product after getting corrections from their friends and Direct Feedback from the teacherin the next meeting. The researcher used a descriptive qualitative research design, because the purpose of this study is to describe the activities of the teacher during the implementation of the Direct Feefback strategies in teaching of writing. The researcher chooses the one of English teacher who teachesin high school in one of the cities in Surabaya. The data in this study weretaken from the observation that illustrates the application of direct feedback correction strategy in the form of student writing. The data were analyzed descriptively to answer the research questions. The writerwrote all the information about everything that happened during the teaching and learning process in the form of long notes. The results and discussion are, in the first stage of the implementation ofDirect Feedback strategy is only focused in the process of teaching and learning activities. In the implementation of Direct feedback is divided into four stages, they are planning, drafting, editing, and the last final version. In providing feedback the teacher use four roles in this process, they are the teacher as reader or participation, as teacher writing or guide, as a grammarian, and as a evaluator. In the second stage is the implementation stage of the Direct Feedback strategies for correcting students' writing in the form of grammatical errors. In this term the teacher in editing stage and she act her role as grammarian. The third is the implementation stage of the Direct Feedback strategies for correcting students' writing in the form of vocabulary. In this stage the teacher in editing stage and she act her role as evaluator. In the fourth and final stage is the implementation stage of the Direct Feedback strategies for correcting students' writing in the form paragrafing usage , spelling words and capitalization. In this stage the teacher in editing stage and she act her role as evaluator. From those results of the process of teaching-learning in writing, the writercan draw the conclusion that Direct Feedback strategy is appropriate for the of students in learning activities because the teacher can help the student's difficulties such as helping to decrease the students'mistakes in their essays. Suggestions are to the teacher and other researchers. For the teacher has aware to time and for other researchers who will conduct this similar studies but in other aspects they can use the additional corrections of feedback on the content and organization categories. Keywords: Direct Feedback, Strategy, Writing Activities. Introduction In Merrill's Component Display Theory verifies feedback as the most important part in Secondary Presentation feedback may takes place during practice and/or elaboration stages. (Merrill 2002) states that feedback has also been long acknowledged as the most essential form of learner guidance. To confirm further of the important position of feedback, Andrews and Goodson (1980) state that feedback is included in one of the purposes of systematic instructional design that is to improve evaluation process "by means of the designated components and sequence of events, including feedback and revision events, inherent in models of systematic instructional design". In this case, feedback as strategy applied by the teacher is the important position to improve the students evaluation or when teaching learning process during practice and revisions in class. Feedback is also an important component of the formative assessment process. Here, formative assessment gives information to teachers and students about how students' writing relate to classroom learning goals. One of the strategies use by the teacher in giving formative assessment is by using direct feedback. Direct feedback is a strategy which provides feedback to students to help them correct their errors by providing the correct linguistic form or linguistic structure of the target language (Ferris, 2006). This technique requires the teacher to give direct comment or answer to the student when noticing a grammatical mistake made by crossing out an incorrect or unnecessary word, phrase, or morpheme; inserting a missing or expected word, phrase, or morpheme; and by providing the correct linguistic form above or near the erroneous (Ellis, 2008 ; Ferris, 2006). Bitchener et al., (2005) and Ferris (2003) add that Direct feedback is usually given by teachers, upon noticing a grammatical mistake, by providing the correct answer or the expected response above or the linguistic or grammatical error. From those statements, direct feedback can be used by the teacher to help the students' difficulties such as using appropriate, accurate and complete responses, correct spelling and punctuation, ensuring minimum word limit, grammatical accuracy, range of sentence structure, and range of vocabulary in writing activity. Direct feedback as a strategy is appropriate for students in beginner level or in situation when the students get errors in their works that are not easy to do self-correction such as sentence structure and word choice, or it can be useful when the teachers want to direct the student attention to their error patterns that require the student correction. The effectiveness of direct correction has been proven on several previous studies. Chandler (2003) reported the results of her study involving 31 ESL students on the effects of direct and indirect feedback strategies on students' revisions. She found that direct feedback was the best way for producing accurate revisions and preferred by the students as it was the fastest and the easiest way for them to make revisions. Others, the most recent study on the effects of direct corrective feedback involving 52 ESL students in New Zealand was conducted by Bitchener and Knoch (2010) where they compared three different types of direct feedback (direct corrective feedback, written, and oral metalinguistic explanation; direct corrective feedback and written metalinguistic explanation; direct corrective feedback only) with a control group. They found that each treatment group outperformed the control group and there was no significant difference in effectiveness among the variations of direct feedback in the treatment groups. From the above statements, it can be concluded that direct feedback is effective to be used in teaching writing. Although direct feedback is effective to be used, there is a difficulty when the teacher uses it in large class environment. The teacher needs much time to give feedback to the students. Clements et al. (2010) state that direct methods in providing feedback do not tend to have results which are commensurate with the effort needed from the teachers to draw the students' attention to surface errors. From the information above it can happen because the teacher doesn't give students an opportunity to think or to do anything. Therefore to overcome the above problem, the teacher needs to understand the writing steps to avoid time-consuming. Writing should be taught in a specific time in order to enable the students to write an acceptable English composition. Then, in teaching writing, the teacher can focus either on the product of writing or on the writing process itself (Harmer, 2001:257). It means that, the teacher can manage the students written by using three steps before teaching writing because by doing that the teacher can more focus on the product or the process of writing itself. Here there are three steps in writing, they are: In the pre-writing, whilst-writing, and post-writing. In the pre-writing, the teacher asks the students to: select the topic, provide specific amount of time needed to complete their writing task, brainstorm their ideas, and organize their outline. In the whilst-writing, the teacher asks the students to make draft and ask them to submit their work when they finish. In post-writing, the teacher gives the students revision regarding their work. By understanding the preceding steps, the teacher can manage the time during teaching learning activity. In one of the school in Surabaya, there is a teacher who use direct feedback strategy to teach writing. In her result, she finds advantages by using direct feedback as a strategy to teach writing, such as the students get creative, enjoy, and enthusiastic. By this method, the students become creative it is showed when the teacher revises the student's work. The teacher finds that the students frequent to use new words. Moreover, the students feel enjoy when the teacher revise their work without looked nervous. The last, the students are eager to ask and re-write their revision. Although there are several advantages, the teacher does not give further explanation how to use the technique in teaching learning activity. Brookhart (2008) states that giving feedback is crucial aspect in the writing process because it plays a central role in learning this skill. Thus, from the information above, the researcher is interested to conduct research about the use direct feedback strategy to teach writing. From the information above, the most three problematic grammatical errors made by the students are prepositions, text, and past tense verbs (Bitchener et al., 2005; Ellis et al., 2008; Sheen, 2007). Most of the student's mistakes in writing is about grammar. It is the teacher role to use strategy in direct feedback because it will be useful to use it to reduce or help the students' mistakes in writing skill. One topic about student' views toward the teacher feedback on their written errors showed in studies: Chenowith, Day, Chun, &Luppescu (1983); Cohen (1987); Cohen &Cavalcanti (1990); Ferris (1995); Ferris & Roberts (2001); Ferris et al. (2000); Hedgcock&Lefkowitz (1994); Komura (1999); Leki (1991 ); Radecki& Swales (1988); and Rennie (2000). It has consistently reported that students want such error feedback. This is the teacher's advantages, because most of students want such error feedback from the teacher. The teacher can give the students' stages of process writing feedback in revising and editing stages. According to Ferris and Roberts (2001), the most popular type of feedback is underlining with description, followed by direct correction, and underlining is the third. That's kinds of ways make the teacher to get much attention from the students in applying direct feedback strategy in teaching of writing. The phenomena shows that most teachers prefer focus on the product of writing to focus on the process of writing. As a result, the competition that the students write is poor in terms of the overall categories in ESL Composition Profile including content, organization, vocabulary, language use, and mechanics. It occurs since the teacher does not provide guidance through the process of writing and considers writing as a finished piece of competition. In fact, writing is not only the matter of composition as a finished piece of writing, but also the evaluation of the writing process. Therefore, in order to enable the students to write an acceptable English composition, the teacher has better focus on the process approach in which the process of writing is involved. Process approach is considered as the appropriate method to teach writing in which it pays serious attention to the various activities which are believed to promote the development of skilled language use (Nunan, 1991:86). Furthermore, Raimes in Richars (2005:305-509), in principled process approach, the product of writing, accuracy, and grammar are important. It shows that if the teacher focuses on the process of writing when he or she teaches writing, it does not mean that he or she merely focuses on the writing process itself, but also on the quality of the final product. Therefore, the process of writing is considered as the appropriate method to teach writing since it enables the students to write an acceptable English competition. From those, the researcher tends interested to observe this phenomenon by emerging a question that is "to what extent does the teacher apply direct feedback in writing?" The researcher was trying to analyze the activities during the teaching and learning process that using Direct Feedback as strategy. According to those reasons the researcher did a research according to the following research questions To what extent does the teacher apply direct feedback to correct student's grammatical errors in writing? To what extent does the teacher apply direct feedback to correct student's vocabularies in writing? To what extent does the teacher apply direct feedback to correct student's mechanics in writing? This study is conducted to describe only focused on the implementation of Direct Feedback strategy in teaching of writing. Writing is a part of learning process besides listening, speaking, and reading. According to Petty and Jensen (1980:399) writing is an activity that creates ideas or opinions in a composition by using writing convention: it is ideas though, feeling expressed in written way. This is in line with Nunan (2003:88) views that writing is the mental work of inventing ideas, thinking about how to express them into statements and paragraphs that will be clear to the reader. It means that writing is combination of some words to deliver the ideas in written language. Besides that, writing is also a language skill that is used to communicate indirectly. It means that the written language is not used to communicate face to face. According to Broughton et al (1980), writing is different from speaking because it involves an activity that is both private and public. here it means writing is considered a private activity because when the writer write or arrange a composition, he or she works individually, but it is also considered as a public activity because the result of his or her writing is intended for an audience. Others, according to Boughy (1997), writing is considered as a tool for the creation of ideas and the merger of the linguistic system by using it for communicative objectives in an interactive way. From this opinion writing indirectly the successful transmission of ideas from a writer to a reader via text and this exchange of information becomes an effective means to motivate and encourage the development of the students in language skills. Harmer (2007: 325-327) stated that there are four stages in the writing process: they are planning, drafting, editing, and final version. In this study the researcher will use Harmer' concept: Planning In the planning stage the teacher arranges the students to plan their work before making a draft by exploring the ideas and information regarding the topic. Reading and discussing, thinking critically and interpreting, and brainstorming are examples of exploring. Boas (2011) says that planning stage is used for brainstorming ideas which are related to their lives and what they want to write.Moreover, in planning the teacher encourage the students to make an outline that includes thesis statement and supporting ideas which then are developed into an essay. Drafting The second stage is draftingwhere the students develop the outline into a whole essay. In this stage, the teacher asks the students to write anything on their mind to compose the essay in form of the rough draft without thinking the regularity of their writing. Editing The third stage is editing, where the students revise their rough draft. In editing, the teacher encourages the students to revise their draft by considering several aspects, such as: the relevancy between thesis statement and the topic, the topic paragraph should be used in beginning of the paragraph, and the content should relate with the thesis statement. Or also the students can check the content, grammar, vocabulary, mechanics, and so on.Moreover, producing a cohesive another coherent essay is a must and can only be done by enlarging the argument or opinion, and ideas to make an elaborate explanation that is coherent from one to another. Final Version The last one is final version, where the teacher asks the students to compose their draft carefully, find, and edit their grammatical, lexical, and mechanical errors before submitting their work. In this stage, the teacher must ensure the students that their final works are free from previous errors since it can affect the content of their final product. But the students still have chance to rethink what they have written and go back to editing stage or even planning stage. Like Harmer (2012:129) states that writing stages are like writing cycle, if it is necessary to add ideas or edit their writing, we can go back to the previous stage or stages. But if it does not need to edit, the students can do their writing final version. Feedback can be classified according to the following: The performer (the provider) of feedback (teacher, peer, self and CALL Computer Assisted Language Learning), the timing of feedback (delayed and immediate feedback) and the form of feedback (direct and indirect feedback), the method of performance of feedback (oral and written feedback), the concentration on a specific item in feedback (grammar, spelling and etc.), the stage of process writing feedback and the effect of feedback (feedback in revising, editing stages). The purpose of this study will be explained to two types of the teacher's written feedback. Here the types, they are: Direct and Indirect feedback. The first type of the teacher's written feedback is direct feedback. Danny and Randolph & Karen (2010) Altena& Pica (2010) Direct teacher feedback simply means that the teacher provides the students with the correct form of their errors or mistakes whether this feedback is provided orally or written. It shows them what is wrong and how it should be written, but it is clear that it leaves no work for them to do and chance for them to think what the errors and the mistakes are. The second type of the teacher's written feedback is indirect feedback. In this type, there are two types of feedback coded indirect feedback and uncoded indirect feedback. As for the first type "coded indirect feedback", the teacher underlines the errors or mistakes for the students and then the teacher writes the symbol above the targeted error or mistake and then the teacher gives the composition to the student to think what the error is as this symbol helps the student to think. In the second type, the uncoded indirect feedback, the teacher underlines or circles the error or the mistake and the teacher doesn't write the correct answer or any symbols and the student thinks what the error is and corrects. Teacher is one of the sources of feedback. In providing feedback, writing teachers have at least four roles: as a reader or respondent, as a writing teacher or guide, as a grammarian, and as an evaluator. As Keh (1990) and Hedgcock and Leftkowitz (1996) suggest at least four roles that writing teachers play while providing written feedback to students: a reader or respondent, a writing teacher or guide, a grammarian, and an evaluator or judge. For the first roles, is about the teacher as a reader or as a respondent. In this role, the teachers respond to the content and they may show agreement about an idea or content of the text. Teachers may provide positive feedback such as "You made a good point" or "I agree with you" without giving any suggestion or correction. The second is the teacher as a writing teacher or as a guide. That is, teachers may show their concern about certain points or confusing or illogical ideas in students' text. In this case, teachers still maintain their role as a reader by only asking for clarification or expressing concerns and questions about certain points in the text without giving any correction. They may, however, refer students to strategies for revision such as choices of problem solving or providing a possible example. The third is the teacher as a grammarian. The teacher writes comments or corrective feedback with reference to grammatical mistakes and relevant grammatical rules. Teachers may provide a reason as to why a particular grammatical form is not correct or not suitable for a certain context such as choice of tense, use of article, or preposition. In this case, the teacher may also give elaborate explanation of grammatical rules to help students improve their text. As a grammarian, teacher can provide different function and strategies of feedback. One of the functions of feedback is to provide error correction or corrective feedback. Corrective feedback generally aims at addressing grammatical errors on students' writing. In addressing grammatical errors on students' writing, teachers can employ different strategies of providing feedback such as direct feedback strategy. Direct feedback, which is a strategy to help the students correct their errors by providing the correct form of the target language. Teacher feedback can also be provided with explicit corrective comments, that is by not only indicating an error but also providing the correct form with explicit grammatical explanation or linguistic rules of the target language. The last in fourth roles, is the teacher as an evaluator or judge. It is very common that many writing teachers may act only as an evaluator whose main role is to evaluate the quality of students' writing as an end product of a writing process (Arndt, 1992) and grade students' writing based on their evaluation. Discrepancies in findings, or in interpreting these findings, have sparked a debate in the last 15 years on whether corrective feedback is effective or ineffective. The debate was initiated by Truscott (1996) who unalterably holds that feedback, in the form of grammatical error correction, is neither effective nor useful, and even harmful for student learning. Therefore, he suggests that corrective feedback should be abandoned. In contrary, Chandler (2003) and Ferris (1999) argue that corrective feedback is effective and helpful in reducing the errors on students' essays. More recent studies also lend support, providing evidence in favor of corrective feedback Bitchener (2008); Bitchener et al. (2005);Ellis et al. (2008). Based on the findings of their studies, they maintain that teacher corrective feedback is effective and helpful for students in improving grammatical accuracy in writing their essays. From the above informations, it can be concluded that direct feedback is effective to be used in teaching writing. Teaching writing using direct feedback is considered as an important since it gave the teacher chances to increase the students ability in writing by using learned-centered style. Since previous statements have considered that learned-centered style in form of peer or group work is preferred than compositions because it offers interaction and sharing ideas between students. However, before implementing the strategy the teacher should make the process steps before starting applying direct feedback as strategy in teaching writing. The implementation of Direct Feedback strategy in teaching writing recount text should include writing process; they are planning, drafting, editing, and final version Harmer (2007: 325-327). Based on those concept, the implementation of Direct Feedback strategy in teaching writing recount text in the class have some activities to do. They are: The teacher explains the nature of recount text, it start from the purpose, the function, the generic structure, and the language features to the students by some modification by using brandstorming or etc. The teacher also gives example of recount text to the students in order to make the students understand with the teacher's explanation and example of how to make mind mapping. The teacher gives the students some topics to write recount text. The teacher asks the students to make such like mind mapping as the planning stage. The students make mind mapping to write down their ideas they want to write it individually. After the students make mind mapping on their recount text, the teacher asks them to exchange their work in pairs. They can give comments, questions, suggestions, and corrections about the content, organization, vocabulary, language use, and mechanic on their partner mind mapping to compose into recount text draft. Then each student can write their recount text draft based on their friend questions, suggestions, comments, and corrections. The next activity is sharing. In this case, the teacher calls some students randomly one by oneto come forward to show their recount text by writing their text into white board. Therefore, the other students get patient too and also learn which one is not appropriate word, the mechanics, or the content by giving comments orsuggestions. And the most necessary, the teacher givesDirect Feedback to their recount text. Teacher gives direct feedback by giving explicit corrective comments, symbols, or underlining. Ellis et al. (2006) suggest that explicit corrective comments can take two forms: (a) explicit correction in which teacher response clearly indicates what is incorrect and provides the correct form, or (b) metalinguistic feedback which explains grammatical or linguistic rules. Lyster and Ranta (1997) define metalinguistic feedback as "comments, information, or questions related to the well-formedness of the learner's utterance without explicitly providing the correct form" (p. 47). Finally, the students submit their recount text result as the final version to the teacher on the next meeting. METHODS Based on the research problems and the objective of the study, the researcher used descriptive qualitative method. Descriptive qualitative studies simply describe phenomena. Descriptive method describes and interprets what exists.The purpose of this study is to describe to what extent the teacher applies direct feedback to correct student's grammatical errors in writing, to describe to what extent the teacher applies direct feedback to correct student's vocabularies in writing, and to describe to what extent the teacher applies direct feedback to correct student's mechanics in writing. According to Cohen, et al (2007:461), the aims of descriptive qualitative are to describe, to summarize, to prove, to examine the application and to operate the same problems in different contexts. The purpose of this study is to describe the teaching learning process in the form of words not in the form of numbers, because this study is descriptive qualitative. Moreover, Bogdan and Biklen (1992:28) state that the data collected should be in the form of words or pictures rather than numbers. The data in this study described in the form of words, sentences, or paragraphs to describe the implementation, the students' responses, and the students recount writing text result using Direct Feedback strategy in teaching writing recount text.Descriptive qualitative method means that the researcher only goes to the field, finds some data, states research question, collect some data, analyze the data and finally reports it. The data is the problem which is found in the field. The problem means that the condition found in the field is not like the condition expected. The subject of the study is an English teacher who teach in a high school of Surabaya. The researcher chose the subject because one of the teachers had implemented Direct Feedback method in the teaching writing in her class.Cohen, et al (2007:461) states that descriptive qualitative focuses on smaller numbers of people than quantitative research.Therefore, the researcher only chooses an English teacher who teaches English in X-IPA 10 class. The setting of the study was the place where the researcher conducted the study. The researcher was conducting the study at SMAN 15 Surabaya which is located in Jl. Menanggal selatan no. 103 Surabaya, the class of X-IPA-10 year 2013 and 2014. These class consist of 36 students, 16males and 20females. This research conducted in the classroom where the teacher hadusedDirect Feedback strategy in teaching writing recount text. Furthermore, the classroom is provide by facilities which support the learning activivities, such as White board, LCD, AC, Computer, sound, television and a laptop. The students have arranged the chairs and tables well in order to make them study easily. Data is very important for this study because from by using data the researcher knew the result of her study through this data, and the data were answer the research questions. In this study the researcher do not use questionnaire, it is to avoid dishonesty and to anticipate that the subjects would not complete the questions. The data of the study taken from the teaching learning process that done by the teacher who using direct feedback as strategy in teaching writing in the classroom. To get the data, the researcher wrote field notes to observe the teacher's activities when giving direct feedback in the teaching and learning process. The data represented in the post activity of the teacher when giving the students direct feedback while learning in the classroom. There were three kinds of qualitative data to answer the research questions of this study. The first data were the description of teachers' expressions and comments while giving correction about grammatical errors and direct feedback to the students. (1) (1) Teacher : Teacher : Okay, I will check the Savira's text. By the way, for the grammatical errors she did some mistakes. For example: in the first paragraph line 1 "I had a terrible and tiring day last weekend", here (a) it should be omitted. In paragraph one Line 2 "In the morning, I was waking up at 5 a.m. and prayedsubuh", if in the beginning you use waking as a verb so second verb prayed should be using (–ing) to. So it should be praying. Next, in line 5 "we must joined" it should be write "join", because must be followed by Verb1. Last, in line 11 you wrote "my other key" it should be used "the". Next, for Afanin's text. Okay you did same with Safira's text in grammatical errors. For example: you wrote "after that, me and my mother cooked some food for lunch", it should be used we. Then for the sentence "I went to bookstore to boughtsome book", it should be buy because you have use went as your verb. Last for "I do my homework" it should be written did. These data were used to answer the first research question "to what extent does the teacher apply direct feedback to correct student's grammatical errors in writing?". The second data were the description of teachers' expressions and comments while giving correction about vocabularies and direct feedback to the students. (2) (2) Teacher : Teacher : And for vocabulary, it just for the first paragraph line 3 "I accompanied my mother (.)to shop" between my mother and to it should be add "go". For the last paragraph, "InSunday morning" remembers it should be on just like Ataya did before. But, so far I think your word choices were good. And talk about "like yesterday" I think it should be wrote the day before. This is correction for your vocabulary. It is also in sentence "I accompanied my mother to (.) the market" here it should be add go to, and also like we went (.) to the mall" it should be added go. These data were used to answer the second research question "to what extent does the teacher apply direct feedback to correct student's vocabularies in writing?". The third data were the description of teachers' expressions and comments while giving correction about mechanics and direct feedback to the students. (3) (3) Teacher : Teacher : So the last correction is about mechanics. It showed in line 16 "I was watching television" it should be added (a) between watching and television. "I was watching a television". Over all your writing are good Safira. So keeps on this track but you can explore more. Okay, that's very good. Okay then, pay attention to the mention things like "some vegetables, like carrot , tomato, spinach , onion , garlic , ginger , curcuma, and many more and also bought some fish, shrimp, and chicken."Here you have decided space from kind of vegetables itself and others thing. You should write some vegetables, they are likes carrot, tomato, spinach, onion, garlic, ginger, curcuma, etc. We also bought more, such as fish, shrimp, and chicken. And for your mechanics, there are lot mistakes about your punctuation. Such like in the first paragraph "last weekend ( , ) I had a lot of activities". You used comma but you add space after weekend, it should be not space after weekend. Double space is not necessary guys. So the good one is like last weekend, I had a…. Okay, for your right spelling and capitalization are good, but please pay attention about your punctuation and your paragraphing.yah? Is it clear for you guys? These data were used to answer the third research question "to what extent does the teacher apply direct feedback to correct student's mechanics in writing?". The source of data for this study was the teacher who use direct feedback strategy to correct the students mistakes in the teaching and learning process. Data collection technique means how the researcher collects data. In this study the researcher collected the data by conducting observation field notes as a qualitative. Bogdan and Biklen in Moleong (2005: 209) stated field note is written note about what was heard, seen, thought and had been around in order to collect as well as reflect the data in qualitative research. Here, the researcher done non-participant observation. It means that she does not participate directly and influence in the teaching and learning process. The writer wrote all of information about everything that happening during the teaching and learning process in the form of long note. Here is the observation that was done by the teacher: Observation, in this research the researcher used observation field notes. She used this observation because she wanted to find out the application of the teaching and learning process in the classroom of their recount writing. The researcher did this observation by writing and record all of the activities of the teacher and the students while direct feedback is implemented. In this research, all the data obtained through observation field notes were analyzed inductively in order to answer research questions stated in chapter one. After collecting the data then the researcher did the next step, that was analyzed the data. This is the qualitative study thus the data analyzed inductively, in words rather than in numbers. The steps of data analysis have done during the data collection technique: 1) Organized the data during the observation, and then decided what have to be reported. 2) After analyzing the data, the researcher described the data by classifying them into parts based on the problems of the study. 3) The researcher tried to make conclusion. They showed whether the use of direct feedback strategy was suitable or not with the theory. In addition, by analyzing the data obtained, the researcher was written and recorded the teacher activity when direct feedback strategy is applied in the classroom. It included the teacher correction about grammatical errors, vocabularies and mechanics. RESULT AND DISCUSSIONS The result and discussions is the answer of the problems based in introductions. The data were taken through the observation and only focused on the teacher activities during the implementation of Direct Feedback strategy in the teaching and learning process. The Implementation of Direct Feedback Strategy The data were obtained through the observation that was focused in the teachers' activities during the implementation of direct feedback strategy in the teaching and learning process. The implementation of the research was done only in one meeting. The implementation of Direct Feedback strategy method was divided into four stages, they are planning, drafting, editing, and final version. Then in providing feedback, the teacher at least has four roles such as a reader or respondent, as a writing teacher or guide, as a grammarian, and as an evaluator. The observation was conducted on September 30th, 2013. The subject of the study is an English teacher who teaches in a high school of Surabaya. The researcher chose the subject because one of the teacher's had implemented Direct Feedback method in the teaching writing in her class. Therefore, the researcher only chooses an English teacher who teaches English in X-IPA 10 class. Actually there were 36 students in this class, but three students were absent without any reason or information. Therefore, there were 33 students who consist of 16 male's students and 20 female's students in class X-IPA 10. The teacher started the class with opening session, for instance, greeting the students, checking the attendance list, and asking the students to prepare the lesson. The teacher did not introduced the researcher in front of the students, because of the teacher did not need the students to feeling nervous or uncomfortable if she explained about the researcher who want to record the activities in the beginning until the end of the lesson. The Applying of Direct Feedback Strategy to Correct Student's Grammatical Errors in Writing The result from the observation show that the teacher had been explained the student mistakes' about grammar. It showed when the teacher gives feedback with explicit corrective comments; she was not only indicating an error but also providing the correct form with explicit grammatical explanation or linguistic rules of the target language. As Ellis et al. (2006) suggest that explicit corrective comments can take two forms: (a) explicit correction in which teacher response clearly indicates what is incorrect and provides the correct form, or (b) metalinguistic feedback which explains grammatical or linguistic rules. So, here the teacher has applied direct feedback as strategy in writing to correct the student's grammatical errors. In the previous studies that providing explicit corrective comments through explanation of grammatical rules or metalinguistic information is advantageous for students in the long run, that it raises students' grammatical awareness, and engages students in problem-solving activities to discover the correct forms see Bitchener et al (2005), Ellis et al. (2006), Ferris &Hedgcock (2005), Nagata (1997), Varnosfadrani&Basturkmen (2009). The findings of the current study, in line with other previous studies, clearly indicate that teacher corrective feedback is useful and effective in helping ESL/EFL students in reducing their grammatical errors not only in subsequent revisions but also in the new essay. Furthermore, providing teacher corrective feedback in the form of indirect feedback followed by direct feedback accompanied with explicit corrective comments help students correct their grammatical errors more effectively than other feedback strategies, especially compared to direct feedback strategy. By doing so, the students got the essay way to edited or revised their works because they got some corrections and suggestions from their friends in pairs and from the teacher when the teacher gave them direct feedback. Jacobs et al (1997:20) says that the students can share to the other groups in front of the class and the students can edit their recount text writing depend on their friends comments, suggestions, corrections about the content, organization, vocabulary, language use, and mechanic in writing recount text. The Applying of Direct Feedback Strategy to Correct Student's Vocabularies in Writing Based on the result which are gained from the analyzed of data,the teacher had took examples from Safira and Afanin Text's. It showed that the teacher had corrected the students' mistakes' about vocabularies. In vocabulary component, those were two students who considered as write less mistakes in their writing text. As (Ellis, 2008; Ferris, 2006), stated that direct feedback may be done in various ways such as by striking out an incorrect or unnecessary word, phrase, or morpheme; inserting a missing or expected word, phrase, or morpheme; and by providing the correct linguistic form above or near the erroneous form, usually above it or in the margin. It means that, the teacher had correct the students' mistakes by doing some ways to correct their vocabularies, such as by striking out an incorrect or unnecessary word, phrase, or morpheme; and inserting a missing or expected word, phrase, or morpheme. It is been shown when the teacher corrects Safira's text. She corrected her mistakes by inserting a missing word. And from Afanin's text, she gave by striking out an incorrect or unnecessary word like yesterday to be the day before. From the above correction, it is clear that the teacher applied direct feedback strategy to correct the students' vocabularies by using that ways. So that is the essays way to encourage the students to get the motivation because the teacher not only giving them such corrective correction but they also know what else their mistakes by using self-correction in the next time. The Applying of Direct Feedback Strategy to Correct Student's Mechanics in Writing In these criteria, the students had few errors of spelling, capitalization, and paragraphing. It means that the students were occasional errors of spelling, punctuation, capitalization, paragraphing but the meaning was not obscured. From the data analyzed indicate that the teacher correct the students' mistakes in term of the mechanics. After the teacher giving those students text's direct feedback correction, she always asked to the students any question or also suggestion. Based from those results which are gained from analysis of the data, the researcher concluded that the teacher did her implementation of direct feedback strategy method that was divided into four stages, they are planning, drafting, editing, and final version. Also in providing feedback, the teacher at least did her four roles such as a reader or respondent, as a writing teacher or guide, as a grammarian, and as anevaluator. From those, it can be concluded that the teacher had applied Direct Feedback to correct the student's essays that includes three elements; they are grammatical errors, vocabularies, and mechanics. Ideally, the teacher feedback should address to all aspects of student texts such as content, ideas, organization, rhetorical structure, grammar, and mechanics. Because it will consume much time, so the teacher only focused to correct on the students grammatical errors, vocabularies and mechanics. It was supported by Ferris (2003b) notes that teachers' priorities for student writing as well as feedback provision have changed over time from focusing mostly on sentence-level correction as reported in the 1980s Cumming (1985), Kassen (1988), Sommers (1982), Zamel (1985) to more aspects of student writing including ideas, organization, grammar, and mechanics in the 1990s Ferris (1995-1997), Ferris, Pezone, Tade, &Tinti (1997) Kepner (1991), Hedgcock&Lefkowitz (1994). However, providing comprehensive or unfocused feedback on all errors on students' writing can be time-consuming and exhaustive for both teachers and students because it corrects all of the errors in students' work and can be considered extensive Ellis, Sheen, Murakami, & Takashima (2008). By doing these strategy, the teacher had find out that most of the students were did mistakes in the grammatical errors. But, for the vocabularies and mechanics, the students did fewer mistakes in their essays. CONCLUSSION AND SUGGESTION Conclusion In this study, there are two conclusions got from the result of the study that are obtained from the observation, they are: (1) Direct feedback strategy can be used as teaching technique in teaching writing recount text to the tenth grade students of SMAN in Surabaya. The implementation of direct feedback as strategy in teaching writing of recount text divided into four stages, those are: Planning stage, in planning stage the teacher had given brainstorming and arranged the students to plan their work by exploring the ideas and information regarding to the topic. The teacher also had encouraging the students to make an outline that included thesis statement and supporting ideas which were developed into an essay. As Boas (2011) states that planning stage is used for brainstorming ideas which are related to their lives and what they want to write. Drafting stage, in drafting stage the teacher had asked the students to write their ideas into the essay in form of draft. This stage where the students developed the outline into a whole essay. Editing stage, in editing stage before the teacher gave direct feedback; she had corrected the student's essay and let the students to change their works in pairs. Because in this term, the students had a chance to discuss and get comment or suggestion from their partner Jacobs et.al (1997:14). After that, the teacher applied direct feedback strategy by giving some correction from the student's essay one by one in front of the class. Final version stage, in final version the teacher had given the students direct feedback and the students had shared their draft in front of the class. It included feedback from the teacher and from the students; comments or suggestions. Then the teacher let the students had to edit and submit the final version of their recount text on next meeting. (2) The use of Direct Feedback strategy could help the tenth grade students of SMAN in Surabaya in learning writing recount text. It showed from the editing stage, when the teacher applied Direct Feedback to correct the student's essays in front of the class that includes three elements; they were grammatical errors, vocabularies, and mechanics, she found out that most of the students did the same mistakes. It came from the grammatical errors. For the vocabularies and mechanics, the students did fewer mistakes in their essays. The students also were getting enthusiastic when the teacher asked them to write a recount text based on the theme and their own experience, because the students could be more focus in writing recount text than usual (Kagan, 2004). As a result, direct feedback strategy was appropriate for the students in teaching and learning writing. Because the students usually got errors in their works and they were not easy to do self-correction such as sentence structure or word choice. From those, by using direct feedback the teacher could help the student's difficulties such as using appropriate, accurate and complete responses, correct spelling and punctuation, ensuring minimum word limit, grammatical accuracy, range of sentence structure, and range of vocabulary in writing activity. And by using direct feedback the teacher could decreasing the students' mistakes in writing activity. As noted by Cardelle and Corno (1981), the more feedback students receive, the better they understand what they need to do to correct their mistakes. It also prove by Kulhavy (1977) the understanding of why they make mistakes and how to correct such mistakes helps students correct their mistakes and increase their achievement. It means that the student who receives feedback would have information about which parts of their texts need to be corrected and improved. Carless (2006) confirms that students who receive feedback during the writing process have a clearer sense of how well they are performing and what they need to do to improve. As feedback is meant for helping students narrow or close the gap between their actual ability and the desired performance Brookhart (2003). Teachers are responsible for helping students develop their ability to reach their learning goals through teachers' feedback. Suggestion Based on the data interpretation and the previous conclusion, the researcher has some suggestions to the teachers and the other researcher. The researcher constructs her suggestions as follows: (1) The teacher has to minimize the time consuming when she check the attendance the students. It means that the teacher should not call the student's name one by one. (2) In the process of teaching, the teacher should know and understand the students' characteristics. It means that the teacher does not give the students too much explaining or reminding them. (3) The researcher would like to invite next researchers who conduct the similar study to make improvement on this study, such as using the same field but different subjects. It means they can use the other subjects. (4) For the teacher and other researcher, the writer suggest to gives feedback for correct the content and organization. REFERENCES Arndt, V. (1992). Response to writing: Using feedback to inform the writing process. In M. N. Brock and L. Walters (Eds.), Teaching composition around the Pacific Rim: Politics andpedagogy (90-116). Avon, UK: Multingual Matters. Altena, l& Pica, T. (2010). The Relevance of Second Language Acquisition to Written Feedback on Advanced Second Language Writing. Unpublished PhD, University of Pennsylvania.3414220. Bitchener, J. (2008). 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Corrective feedback and learner uptake: Negotiation of form incommunicative classrooms. Studies in Second Language Acquisition, 20, 37-66. Merrill, D. M. (1994). Instructional design theory. Englewood Cliffs, NJ: EducationalTechnology Publications. Merrill, D. M. (2002). Instructional strategies and learning styles: Which takes precedence?In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design andtechnology (99-106). Upper Saddle River, NJ: Pearson Education Inc. Nunan, D. (. (2003). Practice English Language Teaching. New York: Mc. Graw Hill Education. Othman, N.B. (2005). Feedback Lesson on Writing Assessment with Four Different Scoring Strategies. Malaysia: Pendidikan Sultan Idris University. Purnawarman, P. 2011. Impacts of Different Types of Teacher Corrective Feedback in Reducing Grammatical Errors on ESL/EFL Students' Writing. Virginia: Polytechnic Institute and State University. Randolph, T & Lea, K. 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The events in Niger over the past few months have been alarming to watch. What began as a military coup now risks spiraling into a wider war in West Africa, with a group of juntas lining up to fight against a regional force threatening to invade and restore democratic rule in Niamey.The junta have explicitly justified their coup as a response to the "continuous deterioration of the security situation" plaguing Niger and complained that it and other countries in the Sahel "have been dealing for over 10 years with the negative socioeconomic, security, political and humanitarian consequences of NATO's hazardous adventure in Libya." Even ordinary Nigeriens backing the junta have done the same. The episode thus reminds us of an iron rule of foreign interference: Even military interventions considered successful at the time have unintended effects that cascade long after the missions formally end.The 2011 Libyan adventure saw the U.S., French and British governments launch an initially limited humanitarian intervention to protect civilians that quickly morphed into a regime change operation, unleashing a torrent of violence and extremism across the region.There was little dissent at the time. As Libyan leader Muammar Gaddafi's forces battled anti-government rebels, politicians, the press and anti-Gaddafi Libyans painted an overly simplistic picture of unarmed protesters and other civilians facing imminent if not already unfolding genocide. Only years later would a UK House of Commons Foreign Affairs Committee report publicly determine, echoing the conclusions of other post-mortems, that charges of an impending civilian massacre were "not supported by the available evidence" and that "the threat to civilians was overstated and that the rebels included a significant Islamist element" that carried out numerous atrocities of its own.Sens. John McCain (R-Ariz.), Joe Lieberman (I-Conn.), and John Kerry (D-Mass.) all called for a no-fly zone. "I love the military ... but they always seem to find reasons why you can't do something rather than why you can," complained McCain. The American Enterprise Institute's Danielle Pletka said it would be "an important humanitarian step." The now-defunct Foreign Policy Initiative (FPI) think tank gathered a who's who of neoconservatives to repeatedly urge the same. In a letter to then-President Barack Obama, they quoted back Obama's Nobel Peace Prize speech in which he argued that "inaction tears at our conscience and can lead to more costly intervention later."Then-Secretary of State Hillary Clinton, reportedly instrumental in persuading Obama to act, was herself swayed by similar arguments. Friend and unofficial adviser Sidney Blumenthal assured her that, once Gaddafi fell, "limited but targeted military support from the West combined with an identifiable rebellion" could become a new model for toppling Middle Eastern dictators. Pointing to the similar, deteriorating situation in Syria, Blumenthal claimed that "the most important event that could alter the Syrian equation would be the fall of Gaddafi, providing an example of a successful rebellion." (Despite Gaddafi's ouster, the Syrian civil war continues to this day, and its leader Bashar al-Assad is still in power).Likewise, columnist Anne-Marie Slaughter urged Clinton to think of Kosovo and Rwanda, where "even a small deployment could have stopped the killing," and insisted U.S. intervention would "change the image of the United States overnight." In one email, she dismissed counter-arguments:"People will say that we will then get enmeshed in a civil war, that we cannot go into another Muslim country, that Gaddafi is well armed, there will be a million reasons NOT to act. But all our talk about global responsibility and leadership, not to mention respect for universal values, is completely empty if we stand by and watch this happen with no response but sanctions."Despite grave and often-stated reservations, Obama and NATO got UN authorization for a no-fly zone. Clinton was privately showered with email congratulations, not just from Blumenthal and Slaughter ("bravo!"; "No-fly! Brava! You did it!"), but even from then-Bloomberg View Executive Editor James Rubin ("your efforts ... will be long remembered"). Pro-war voices like Pletka and Iraq War architect Paul Wolfowitz immediately began moving the goalposts by discussing Gaddafi's ouster, suggesting escalation to prevent a U.S. "defeat," and criticizing those saying Libya wasn't a vital U.S. interest.NATO's undefined war aims quickly shifted, and officials spoke out of both sides of their mouths. Some insisted the goal wasn't regime change, while others said Gaddafi "needs to go." It took less than three weeks for FPI Executive Director Jamie Fly, the organizer of the neocons' letter to Obama, to go from insisting it would be a "limited intervention" that wouldn't involve regime change, to professing "I don't see how we can get ourselves out of this without Gaddafi going."After only a month, Obama and NATO allies publicly pronounced they would stay the course until Gaddafi was gone, rejecting the negotiated exit put forward by the African Union. "There is no mission creep," NATO Secretary General Anders Fogh Rasmussen insisted two months later. Four months after that, Gaddafi was dead — captured, tortured and killed thanks in large part to a NATO airstrike on the convoy he was traveling in.The episode was considered a triumph. "We came, we saw, he died," Clinton joked to a reporter upon hearing the news. Analysts talked about the credit owed to Obama for the "success." "As Operation Unified Protector comes to a close, the alliance and its partners can look back at an extraordinary job, well done," wrote then-U.S. Permanent Representative to NATO Ivo Daalder and then-Supreme Allied Commander in Europe James Stavridis in October 2011. "Most of all, they can see in the gratitude of the Libyan people that the use of limited force — precisely applied — can affect real, positive political change." That same month, Clinton traveled to Tripoli and declared "Libya's victory" as she flashed a peace sign."It was the right thing to do," Obama told the UN, presenting the operation as a model that the United States was "proud to play a decisive role" in. Soon discussion moved to exporting this model elsewhere, like Syria. Hailing the UN for having "at last lived up to its duty to prevent mass atrocities," then-Human Rights Watch Executive Director Kenneth Roth called to "extend the human rights principles embraced for Libya to other people in need," citing other parts of the Middle East, the Ivory Coast, Myanmar and Sri Lanka.Others disagreed. "Libya has given [the mandate of 'responsibility to protect'] a bad name," complained Indian UN Ambassador Hardeep Singh Puri, echoing the sentiments of other diplomats angry that a UN mandate for protecting civilians had been stretched to regime change.It soon became clear why. Gaddafi's toppling not only led hundreds of Tuareg mercenaries under his employ to return to nearby Mali but also caused an exodus of weapons from the country, leading Tuareg separatists to team up with jihadist groups and launch an armed rebellion in the country. Soon, that violence triggered its own coup and a separate French military intervention in Mali, which quickly became a sprawling Sahel-wide mission that only ended nine years later with the situation, by some accounts, worse than it started. According to the UN High Commissioner for Refugees, the majority of the more than 400,000 refugees in the Central Sahel were there because of the violence in Mali.Mali was far from alone. Thanks to its plentiful and unsecured weapons depots, Libya became what UK intelligence labeled the "Tesco" of illegal arms trafficking, referring to the British supermarket chain. Gaddafi's ouster "opened the floodgates for widespread extremist mayhem" across the Sahel region, retired Senior Foreign Service officer Mark Wentling wrote in 2020, with Libyan arms traced to criminals and terrorists in Niger, Tunisia, Syria, Algeria and Gaza, including not just firearms but also heavy weaponry like antiaircraft guns and surface-to-air missiles. By last year, extremism and violence was rife throughout the region, thousands of civilians had been killed and 2.5 million people had been displaced.Things are scarcely better in "liberated" Libya today. The resulting power vacuum produced exactly what Iraq War critics predicted: a protracted (and forever close-to-reigniting) civil war involving rival governments, neighboring states using them as proxies, hundreds of militias and violent jihadists. Those included the Islamic State, one of several extremist groups that made real Clinton's pre-intervention fear of Libya "becoming a giant Somalia." By the 2020 ceasefire, hundreds of civilians had been killed in Libya, nearly 900,000 needed humanitarian assistance, half of them women and children, and the country had become a lucrative hotspot for slave trading.Today, Libyans are unambiguously worse off than before NATO intervention. Ranked 53rd in the world and first in Africa by the 2010 UN Human Development Index, the country had dropped fifty places by 2019. Everything from GDP per capita and the number of fully functioning health care facilities to access to clean water and electricity sharply declined. Far from improving U.S. standing in the Middle East, most of the Arab world opposed the NATO operation by early 2012.Only five years later, Clinton, once eager to claim credit, distanced herself from the decision to intervene. "It didn't work," Obama admitted bluntly as he prepared to leave office, publicly deeming the country "a mess" and, privately, "a shit show." The New York Times collected the damning verdicts of those involved: "We made it worse"; "Gaddafi is laughing at all of us from his grave"; "by God, if we can't succeed here, it should really make one think about embarking on these kind of efforts."Libya offers numerous cautionary tales about well-meaning U.S. military interventions, from the way they rapidly escalate beyond their initial goals and limited nature, to their penchant for unforeseen knock-on effects that are hard to control and snowball disastrously. As Obama's "success" in the country now threatens to spark a regional war in Niger that could even drag the United States into the fighting, it should remind us that the consequences of military action and rejection of negotiated solutions last much longer than, and look very different years after, the initial period of triumphalism.

Tina C. Ambos (" How Do New Ventures Evolve? An Inductive Study of Archetype Changes in Science-Based Ventures ") received her Ph.D. from Vienna University of Economics and Business, Austria, where she is currently an assistant professor, after holding positions at the London Business School and the University of Edinburgh. Her research interest centers on strategic management, knowledge management, and corporate evolution. Address: Vienna University of Economics and Business, Institute for International Marketing and Management, Augasse 2-6, 1090 Vienna, Austria; e-mail: tina.ambos@wu.ac.at . Jaideep Anand (" Alliance Activity as a Dynamic Capability in the Face of a Discontinuous Technological Change ") is a professor of corporate strategy and international business at the Fisher College of Business, Ohio State University. He received his Ph.D. from The Wharton School, University of Pennsylvania. He studies the redeployment of capabilities by firms across businesses, countries, and technologies. Address: Fisher College of Business, Ohio State University, 2100 Neil Avenue, Columbus, OH 43210-1144; e-mail: anand.18@osu.edu . Matthew Bidwell (" Relationship Duration and Returns to Brokerage in the Staffing Sector ") is an assistant professor in the Wharton School's Management Department. He received his Ph.D. from the MIT Sloan School. His research interests include contingent work, the management of firm boundaries, and the development of careers within and between organizations. Address: The Wharton School, University of Pennsylvania, 2031 Steinberg Dietrich Hall, 3620 Locust Walk, Philadelphia, PA 19014; e-mail: mbidwell@wharton.upenn.edu . Christopher B. Bingham (" Crossroads—Microfoundations of Performance: Balancing Efficiency and Flexibility in Dynamic Environments ") is an assistant professor of strategy and entrepreneurship at the University of North Carolina at Chapel Hill. He received his Ph.D. in strategy and organization from the Department of Management Science and Engineering at Stanford University. His research interests center on microfoundations of organization and strategy, learning, capabilities, cognition, change, and strategy process in the context of entrepreneurial firms and firms in unpredictable markets. Address: Kenan-Flagler Business School, 4209 McColl Building, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599; e-mail: cbingham@unc.edu . Julian Birkinshaw (" How Do New Ventures Evolve? An Inductive Study of Archetype Changes in Science-Based Ventures ") is a professor of strategic and international management at the London Business School, and cofounder of the Management Innovation Lab (Mlab). His research focuses on the strategy and management of multinational firms, corporate entrepreneurship, and innovation. Address: London Business School, Regents Park, London NW1 4SA, United Kingdom; e-mail: jbirkinshaw@london.edu . Henri C. Dekker (" Organizational Learning and Interfirm Control: The Effects of Partner Search and Prior Exchange Experiences ") is a professor of management control at VU University Amsterdam. His research interests include contracting and control in interfirm relationships, and the influence of strategy on management control design. Address: VU University Amsterdam, Department of Accounting, De Boelelaan 1105, 1081 HV Amsterdam, The Netherlands; e-mail: hdekker@feweb.vu.nl . Kathleen M. Eisenhardt (" Crossroads—Microfoundations of Performance: Balancing Efficiency and Flexibility in Dynamic Environments ") is the Stanford W. Ascherman, M.D. Professor at Stanford University and codirector of the Stanford Technology Ventures Program; she is also a visiting professor at INSEAD's Entrepreneurship and Family Enterprise area. She received her Ph.D. in organizational behavior from the Graduate School of Business at Stanford. Her research interests focus on the nexus of strategy and organization theory with an emphasis on shaping technology-based markets, creating entrepreneurial firms, and organizing multibusiness corporations in high velocity environments. Address: Department of Management Science and Engineering, 415 Terman Building, Stanford University, Stanford, CA 94305; e-mail: kme@stanford.edu . Isabel Fernandez-Mateo (" Relationship Duration and Returns to Brokerage in the Staffing Sector ") is an assistant professor of Strategic and International Management at the London Business School. She received her Ph.D. from the MIT Sloan School. Her research focuses on the sociology of markets and organizations, with a particular emphasis on the mechanisms and outcomes of brokerage in the labor market. Address: London Business School, Regent's Park, London NW1 4SA, United Kingdom; e-mail: ifernandezmateo@london.edu . Nathan R. Furr (" Crossroads—Microfoundations of Performance: Balancing Efficiency and Flexibility in Dynamic Environments ") is an assistant professor of entrepreneurship and strategy at Brigham Young University. He received his Ph.D. in strategy and organization from the Stanford Technology Ventures Program at Stanford University. His research interests are focused on issues of change, innovation, cognition, and strategy in entrepreneurial and dynamic environments. Address: Marriott School of Business, 617 Tanner Building, Brigham Young University, Provo, UT 84604; e-mail: nfurr@byu.edu . Donald E. Gibson (" Women's and Men's Career Referents: How Gender Composition and Comparison Level Shape Career Expectations ") is a professor of management at the Charles F. Dolan School of Business, Fairfield University. He received his Ph.D. from the Anderson Graduate School of Management at UCLA. His research interests include anger in the workplace, conflict management and communication, and organizational role models and mentors. Address: Charles F. Dolan School of Business, Fairfield University, 1073 North Benson Road, Fairfield, CT 06824-5195; e-mail: dgibson@fairfield.edu . Francesca Gino (" Robin Hood Under the Hood: Wealth-Based Discrimination in Illicit Customer Help ") is an associate professor at Harvard Business School and was previously an assistant professor of organizational behavior at the University of North Carolina at Chapel Hill's Kenan-Flagler Business School. She received her Ph.D. from the Santa Anna School of Advanced Studies in Pisa (Italy) and was a postdoctoral fellow at Harvard University and at Carnegie Mellon University. Her research focuses on interpersonal influences in various areas, including advice giving and taking, decision making and negotiation, ethics, and creativity. Address: Harvard Business School, Harvard University, Boston, MA 02163; e-mail: fgino@hbs.edu . Barbara S. Lawrence (" Women's and Men's Career Referents: How Gender Composition and Comparison Level Shape Career Expectations ") is a professor of human resources and organizational behavior at the Anderson Graduate School of Management, UCLA. She received her Ph.D. from the Sloan School of Management at MIT. Her current research examines organizational reference groups; the evolution of organizational norms; and the impact of perceptual differences on employee expectations, careers, and implicit work contracts. Address: Gold Hall, B506, Anderson Graduate School of Management, University of California, Los Angeles, 110 Westwood Plaza, Los Angeles, CA 90095-1481; e-mail: barbara.lawrence@anderson.ucla.edu . Raffaele Oriani (" Alliance Activity as a Dynamic Capability in the Face of a Discontinuous Technological Change ") is an associate professor of corporate finance and venture capital at LUISS Guido Carli University of Rome. He received his Ph.D. in management from the University of Bologna in Italy. His current research focuses on real options, economics and management of intellectual property, and finance of innovation. Address: Department of Economics and Business, LUISS Guido Carli University, Viale Romania 32, 00196 Rome, Italy; e-mail: roriani@luiss.it . Lamar Pierce (" Robin Hood Under the Hood: Wealth-Based Discrimination in Illicit Customer Help ") is an assistant professor of strategy at the Olin School of Business, Washington University in St. Louis. He received his Ph.D. from the University of California, Berkeley. His research focuses on how incentives and interpersonal interactions among employees and customers influence corrupt and unethical behavior. Address: Washington University in St. Louis, Campus Box 1133, One Brookings Drive, St. Louis, MO 63130; e-mail: pierce@wustl.edu . Jeffrey J. Reuer (" Experience Spillovers Across Corporate Development Activities ") is the Blake Family Endowed Chair in Strategic Management and Governance at the Krannert School of Management, Purdue University. His research is in the area of corporate strategy, and his current projects focus on alliance governance and the performance implications of firms' external corporate development activities. Address: Krannert School of Management, Purdue University, 403 W. State Street, West Lafayette, IN 47907-2056; e-mail: jreuer@purdue.edu . Georg Schreyögg (" Crossroads—Organizing for Fluidity? Dilemmas of New Organizational Forms ") is a professor of organization and leadership at the School of Business and Economics of Freie Universität Berlin. He received his doctorate and habilitation from Universität Erlangen-Nürnberg. His current research addresses path dependence, innovation management, and organizational capabilities. Address: Department of Management, School of Business and Economics, Freie Universität Berlin, Garystr. 21, 14195 Berlin, Germany; e-mail: georg.schreyoegg@fu-berlin.de . Jörg Sydow (" Crossroads—Organizing for Fluidity? Dilemmas of New Organizational Forms ") is a professor of management at the School of Business and Economics of Freie Universität Berlin. He received his doctorate and habilitation from Freie Universität. His current research focuses on organization and management theory, interfirm networks and strategic alliances, project and innovation management, and industrial relations. Address: Department of Management, School of Business and Economics, Freie Universität Berlin, Boltzmannstr. 20, 14195 Berlin, Germany; e-mail: joerg.sydow@fu-berlin.de . Alexandra Van den Abbeele (" Organizational Learning and Interfirm Control: The Effects of Partner Search and Prior Exchange Experiences ") is an assistant professor of management accounting and control at the Catholic University of Leuven (K.U. Leuven). Her main research interests include learning, fairness, trust, and control in interorganizational relationships. Address: Department of Accounting, Finance and Insurance, K.U. Leuven, Naamsestraat 69, 3000 Leuven, Belgium; e-mail: alexandra.vandenabbeele@econ.kuleuven.be . Roberto S. Vassolo (" Alliance Activity as a Dynamic Capability in the Face of a Discontinuous Technological Change ") is an associate professor of strategy at IAE Business School in Argentina. He received his Ph.D. in strategy from Purdue University. His core research examines competitive strategy in turbulent environments, with a focus on disruptive technology and emerging economies. Address: IAE Business School, Universidad Austral, Pilar, Buenos Aires (1629), Argentina; e-mail: rvassolo@iae.edu.ar . Maurizio Zollo (" Experience Spillovers Across Corporate Development Activities ") is a dean's professor of strategy and corporate responsibility at Bocconi University and director of the Center for Research in Organization and Management (CROMA) at Bocconi University. He is also coeditor of the European Management Review, the official journal of the European Academy of Management (EURAM). His research interests include organizational learning and change applied to corporate development processes and sustainability issues. Address: Management Department, Bocconi University, Via Roentgen, 1, 20136 Milan, Italy; e-mail: maurizio.zollo@unibocconi.it .