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The Mass Media are often referred to as the fourth branch of a government plays an important role in the formation of public awareness providing news and views on public issues of a government. The nature of the media is to report things to the public. Daily reporting (hard news) helps to bring into light different social problems or issues to the public eye. Reporters tend to report to the public all the happenings in the community, in this way the media will be doing problem identification. Media daily or weekly reportage is crucial because when the media begins reporting on the issues of importance to the public the policy makers tend to start listening. Thus, the media provide more information to the public to acquire knowledge on different socio-economic and political problems. For this through the acquiring knowledge, people can be aware of the right and wrong and can avoid the wrong things. So media has a great role in the rising of awareness among the people on different socio-economic problem and this study wants to clarify how the media plays such role in the raising of public awareness.

I. PENDAHULUAN a. Latar Belakang Buah-buahan merupakan bahan pangan sumber vitamin. Selain buahnya yang dimakan dalam bentuk segar, daunnya juga dapat dimanfaatkan untuk berbagai keperluan. Warna buah cepat sekali berubah oleh pengaruh fisika misalnya sinar matahari dan pemotongan, serta pengaruh biologis (jamur) sehingga mudah menjdi busuk. Oleh karena itu pengolahan buah untuk memperpanjang masa simpannya sangat penting. Buah dapat diolah menjadi berbagai bentuk minuman seperti anggur, sari buah dan sirup juga makanan lain seperti manisan, dodol, keripik, dan sale. Manisan buah adalah buah yang diawetkan dengan gula. Tujuan pemberian gula dengan kadar yang

ÖZET Sera biber yetiştiriciliğinde uygulanan budama (kontrol, 1-dallı, 2-dallı, 3-dallı ve 4-dallı) işlemlerinin bitki gelişimi, verim ve meyve üzerinde yapmış olduğu etkiler incelenmiştir. Araştırmada bitkisel materyal olarak, kalın et yapısına sahip dolmalık Zafer F 1 çeşidi kullanılmıştır. Genellikle, budama metotları bitki başına meyve sayısını önemli ölçüde düşürmüştür. Sadece tek dallı budama bitki yüksekliğini artırırken, diğer budamalar bitki yüksekliğini, meyve sayısını, yaprak sayısını, bitki başına düşen boğum sayısını ve bitki gövde çapını düşürmüştür. Budama ile verim negatif yönde etkilenmiştir. Ayrıca meyve ağırlığı, suda çözülebilir kuru madde ve meyve eti suyundaki pH gibi değişkenler üzerine her hangi bir etkisinin olmadığı belirlenmiştir. Bu çalışma ile özellikle sıcaklığın yüksek ve nemin düşük olduğu yaz aylarında, biberde yüksek verim için en az 4 dallı budama sitemi veya dal budaması yerine yaşlı yaprakların ve obur dalların alınması şeklinde yapılan budama işlemlerinin daha etkin olabileceği ortaya çıkmıştır.

Antimicrobial agents produced by the soil borne microorganisms like (Actinomycetales, Pseudomonas auregenosa, staphyllo coccous spp etc) community in the industrial areas as well as in agricultural soil have been reported to amend with diverse amounts of municipal solid waste compost (MSWC) or farmyard manure (FM). It was shown, by using the 16S rDNA polymerase chain reaction—restriction fragment length polymorphism and sequencing methods for Actinomycetales isolates, tow major clusters. The cluster SI is composed of two related families: Streptomycetaceae,dominant family and Pseudonocardiaceae. However, SII is composed of Nocardioidaceae family. The actinomycetes yielded about 70 % of these, and the remaining 30 % are products of filamentous fungi and non-actinomycete bacteria.Most of the bioactive compounds from actinomycete sort into several major structural classes such as amino glycosides
(e.g., streptomycin and kanamycin), ansamycins (e.g., rifampin), anthracyclines (e.g., doxorubicin), 􀀁-lactam (cephalosporins), macrolides (e.g., erythromycin), and tetracycline. The present paper is the compilation of studies aimed at isolating and characterizing the nutraceutically as well as medicinally significant compounds, mainly antibiotics from the soil of vicinity of certain industrial areas of India, capable of acting on clinically resistant strains of infectious organisms.
organisms.

Resumen: El objetivo del trabajo es estudiar el razonamiento lógicomatemático de una muestra de alumnos de educación infantil y primaria. Se diseñará el perfil cognitivo de los participantes en las distintas inteligencias, se estudiará la relación entre la inteligencia lógico-matemática en el modelo de Gardner y la inteligencia valorada desde una perspectiva psicométrica; finalmente, se establecerán las diferencias en inteligencia lógicomatemática en función del género y edad. En el trabajo participaron 294 alumnos de Educación Infantil y Primaria (edades comprendidas entre 5 y 8 años) pertenecientes a tres centros educativos de las provincias de Murcia y Alicante. Los instrumentos utilizados fueron: a) siete actividades orientadas a valorar las inteligencias múltiples (lingüística, lógicomatemática, espacial, musical, naturalista y corporal-cinestésica); b) el BADyG o Batería de Aptitudes Diferenciales y Generales con el fin de evaluar la inteligencia académica. Los resultados mostraron diferencias estadísticamente significativas en inteligencia lógico-matemática a favor de los alumnos de Educación Primaria. Sin embargo, no resultaron significativas las diferencias en inteligencia lógico-matemática según el sexo de los participantes. Finalmente, quisiéramos destacar la utilidad de evaluar el razonamiento lógico-matemático utilizando dos tipos de medidas (psicométrica y dinámica, mediante las inteligencias múltiples), porque nos ofrece una información amplia y valiosa para asesorar a los maestros y padres. Palabras clave: Razonamiento lógico matemático; diferencias de género y nivel educativo; perfiles cognitivos del razonamiento lógico matemático.

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Los recientes desarrollos conseguidos en el área de la iluminación con diodos emisores de luz (LEDs, cuando son inorgánicos, y OLEDs, cuando son orgánicos) resultan de gran interés en horticultura, al permitir manipular el espectro radiante que va a incidir sobre las plantas, con el objetivo de aumentar su producción o de generar determinados efectos fisiológicos, sobre todo en invernaderos. Puesto que los vegetales crecen mejor cuando son iluminados (irradiados) en las regiones roja y azul del espectro, resulta aconsejable sustituir los sistemas de iluminación fotosintética actuales, fundamentalmente mediante lámparas de descarga en gases (vapor de sodio a alta presión y, en menor medida, halogenuros metálicos), por LEDs comerciales que emiten separadamente en esas regiones o por OLEDs susceptibles de emisión conjunta. Además, estos dispositivos son más eficientes que las lámparas incandescentes (consumen mucha menor energía eléctrica y poseen una vida media de uso mucho más larga), no generan exceso de calor (y por tanto no dañan a plantas térmicamente sensibles), e incluso, en el caso de los LEDs rojos, repelen insectos, por lo que contribuyen a la disminución en el uso de agrotóxicos. En el presente artículo, se revisan las últimas contribuciones en Fitofotónica relacionadas con los diodos emisores de luz, se aporta la experiencia existente sobre la aplicación de LEDs a invernaderos y se divulga el estado de las investigaciones que algunos grupos de investigación estamos realizando sobre OLEDs emisores bien en el rojo o bien en las regiones del rojo y el azul.

Resumen: El objetivo del trabajo es estudiar el razonamiento lógicomatemático de una muestra de alumnos de educación infantil y primaria. Se diseñará el perfil cognitivo de los participantes en las distintas inteligencias, se estudiará la relación entre la inteligencia lógico-matemática en el modelo de Gardner y la inteligencia valorada desde una perspectiva psicométrica; finalmente, se establecerán las diferencias en inteligencia lógicomatemática en función del género y edad. En el trabajo participaron 294 alumnos de Educación Infantil y Primaria (edades comprendidas entre 5 y 8 años) pertenecientes a tres centros educativos de las provincias de Murcia y Alicante. Los instrumentos utilizados fueron: a) siete actividades orientadas a valorar las inteligencias múltiples (lingüística, lógicomatemática, espacial, musical, naturalista y corporal-cinestésica); b) el BADyG o Batería de Aptitudes Diferenciales y Generales con el fin de evaluar la inteligencia académica. Los resultados mostraron diferencias estadísticamente significativas en inteligencia lógico-matemática a favor de los alumnos de Educación Primaria. Sin embargo, no resultaron significativas las diferencias en inteligencia lógico-matemática según el sexo de los participantes. Finalmente, quisiéramos destacar la utilidad de evaluar el razonamiento lógico-matemático utilizando dos tipos de medidas (psicométrica y dinámica, mediante las inteligencias múltiples), porque nos ofrece una información amplia y valiosa para asesorar a los maestros y padres. Palabras clave: Razonamiento lógico matemático; diferencias de género y nivel educativo; perfiles cognitivos del razonamiento lógico matemático.

Resumen: El objetivo del trabajo es estudiar el razonamiento lógicomatemático de una muestra de alumnos de educación infantil y primaria. Se diseñará el perfil cognitivo de los participantes en las distintas inteligencias, se estudiará la relación entre la inteligencia lógico-matemática en el modelo de Gardner y la inteligencia valorada desde una perspectiva psicométrica; finalmente, se establecerán las diferencias en inteligencia lógicomatemática en función del género y edad. En el trabajo participaron 294 alumnos de Educación Infantil y Primaria (edades comprendidas entre 5 y 8 años) pertenecientes a tres centros educativos de las provincias de Murcia y Alicante. Los instrumentos utilizados fueron: a) siete actividades orientadas a valorar las inteligencias múltiples (lingüística, lógicomatemática, espacial, musical, naturalista y corporal-cinestésica); b) el BADyG o Batería de Aptitudes Diferenciales y Generales con el fin de evaluar la inteligencia académica. Los resultados mostraron diferencias estadísticamente significativas en inteligencia lógico-matemática a favor de los alumnos de Educación Primaria. Sin embargo, no resultaron significativas las diferencias en inteligencia lógico-matemática según el sexo de los participantes. Finalmente, quisiéramos destacar la utilidad de evaluar el razonamiento lógico-matemático utilizando dos tipos de medidas (psicométrica y dinámica, mediante las inteligencias múltiples), porque nos ofrece una información amplia y valiosa para asesorar a los maestros y padres. Palabras clave: Razonamiento lógico matemático; diferencias de género y nivel educativo; perfiles cognitivos del razonamiento lógico matemático.

I started this occasional blog by posting short articles that I'd already written and (in all but one case) published. 'Occasional' became an understatement when I started scanning and posting papers and other miscellaneous writings to the document-sharing website Scribd. I've now uploaded more than 170 files to Scribd, including my doctoral dissertation (1984) about Usangu and a collection of research assistants' notebooks from western and central Kenya. I've still got a way to go, and haven't begun to scan notebooks written in Swahili by assistants in Zanzibar and mainland Tanzania.

Ajay and I walk quickly to Mulund train station. Masses of people are walking fast toward the enormous gate, all keeping the same steady pace. On both sides of the road are small shops and street vendors selling fresh fruits and vegetables. Men in suits and women in smart colorful saris or salwar kameez, all wearing sandals to wade through the fresh rain puddles, surround us. Here and there are groups of children in school uniforms. Arriving at the train station we see beggars, shoeshine boys, stray dogs, and homeless people mixing with these working people from different castes, classes, and religions. We walk to the right platform and head for the signboard that says "Reserved for Handicapped," where we will wait for the train. (field notes, May 2007) An ethnog raphic re search study that I conducted in Mumbai reveals that Deaf people tend to travel in specific train compartments that are reserved for people with disabilities. 1,2 This article explores the reasons they do so and sheds light on several sociocultural consequences of this practice. Lefebvre (1991), in his well-known work, The Production of Space, criticizes anthropologists for having largely ignored the "concrete reality" of "spatial practices" and argues that everyday life deserves much deeper analysis. It is through these everyday "spatial practices" by real people living real lives that space is produced, used, performed, appropriated, and mastered. People use spaces in different ways to do a variety of things (working, relaxing, talking, learning, etc.), and their spatial practices exhibit continuity and some degree of cohesion. Annelies Kusters is a Deaf anthropologist from Belgium and is currently a PhD student at the Centre for Deaf Studies at the University of Bristol. These practices are empirically observable and are neither determined by urban or ecological systems nor adapted to economic or political systems. In spatial practices the reproduction of social relations is predominant. "Social practice," however, is not the same as spatial practice, inasmuch as "spatial practice consists in a projection onto a (spatial) field of all aspects, elements and moments of social practice" (ibid., 8). Lefebvre's criticism that traditional research ignores spatial practices also seems to hold true for a large part of the research on Deaf realities. Such studies have often been presented as if life for Deaf people is a kind of dual reality consisting of a problematic life with access problems within the hearing world on the one hand and accessible communication and interaction within the Deaf community on the other (see, for example, Padden and Humphries 1988; Lane, Hoffmeister, and Bahan 1996; Mindess 2006; Ladd 2003). Such studies have provided a deeper understanding of the dynamics in these communities. Nevertheless, little attention has been paid to the everyday creative and strategic ways in which Deaf people navigate through variable (often urban) realities and the social contacts they experience in doing so. Linked to Lefebvre's call for research into "spatial practices" and the social interactions that take place in them are questions about how Deaf people move through their daily life environments, for example, in this multilingual and multicultural non-Western city that is Mumbai, the busiest and most densely populated city in India. How do Deaf people use their capacities and creativeness to cope with and communicate in their encounters with different hearing people in various locations, and how, when, and where do they create "Deaf spaces" in their city? My interest in this arose when two Deaf Mumbaikers took me in tow after an international youth conference for deaf people in Kolhapur (West India) in 2006. Their movements and interactions in the city fascinated me, and the idea for the research I describe in this article started to take shape. While my research was initially aimed at investigating the spatial practices of Mumbai Deaf people in general, it proved to be of interest to focus on one specific strand of spatial practices: those that involved the main means of commuting in Mumbai, namely, the suburban Deaf on the Lifeline of Mumbai | 37

Abstrak Indonesia merupakan Negara kepulauan, dengan berjuta potensi.. Dengan luas wilayah perairan mencapai 5,8 juta km dan garis pantai mencapai 81.000 km, Indonesia memiliki potensi besar dalam hal pengelolaan kekayaan laut khususnya sektor perikanan. Berdasarkan luas wilayah, potensi perikanan di Indonesia dapat mencapai 6,7 juta ton ikan per tahun. Oleh sebab itu, perikanan merupakan subsektor yang sangat potensial untuk dikembangkan dalam rangka pembangunan di Indonesia. Selain ikan, potensi lain dari perairan laut Indonesia adalah kerang. Dari sekian banyak potensi kerang yang dihasilkan di Indonesia, kebanyakan masyarakat hanya memanfaatkan daging kerang saja sedangkan cangkang kerang belum dimanfaatkan secara optimal. Kandungan yang terdapat di dalam Kerang sebenarnya tidak jauh berbeda dengan biota laut lainnya, kerang merupakan salah satu sumber mineral yang dibutuhkan oleh tubuh, seperti besi (Fe), fosfor (P) , Flour (F), iodium (I), kalsium (Ca), Kalium (K), seng (Zn), selenium (Se) dan lain – lain. Selain itu, Kerang merupakan hewan laut yang mengandung banyak kalsium (CaO) dan bersifat basa. Berdasarkan masalah tersebut, muncul ide pemanfaatan cangkang kerang untuk dijadikan pasta gigi sehat yakni CAKRADENT STAFLES (CAngkang KeRAng DENTis Sehat TAnpa FLuoridE dan SLS). Selain memanfaatkan limbah, pasta gigi dari cangkang kerang itu juga ramah lingkungan, tanpa unsur Sodium Lauryl Sulfate (SLS) dan Fluoride yang dipakai pada pasta gigi umumnya. Untuk membuat pasta gigi dari cangkang kerang, cuci cangkang hingga bersih dengan Aquades, kemudian cangkang ditumbuk manual menggunakan lumpang kecil dari batu. cangkang disaring (diayak), kemudian dicampur magnesium karbonat (MgCO3), selanjutnya dicampur lagi dengan gliserin untuk membentuk gel terakhir di tambah minyak pepermin, ekstrak daun sirih, air tebu, dan pewarna bahan makanan. Inovasi ini diharapkan nantinya dapat menyadarkan masyarakat bahwa disekitar kita banyak sekali bahan-bahan yang dapat dijadikan sebagai produk usaha yang bermutu dan baik untuk masyarakat sendiri dan lingkungan.

Model pembelajaran berdasarkan masalah merupakan suatu model pembelajaran yang didasarkan pada banyaknya permasalahan yang membutuhkan penyelidikan autentik yakni penyelidikan yang membutuhkan penyelesaian nyata dari permasalahan yang nyata. Model pembelajaran Problem Based Instruction (PBI) telah dikenal sejak zaman John Dewey. Model pembelajaran ini mulai diangkat sebab ditinjau secara umum pembelajaran berdasarkan masalah terdiri dari menyajikan kepada siswa situasi masalah yang autentik dan bermakna yang dapat memberikan kemudahan kepada mereka untuk melakukan penyelidikan dan inkuiri. Hal ini sesuai dengan pendapat Arends (dalam Trianto 2011:92) bahwa "Model pembelajaran Problem Based Instruction (PBI) merupakan model pembelajaran dimana siswa mengerjakan permasalahan yang autentik dengan maksud untuk menyusun pengetahuan mereka sendiri, mengembangkan inkuiri dan keterampilan berpikir tingkat tinggi, mengembangkan kemandirian dan percaya diri." Menurut Puspiatasari, dkk (2014:4) Problem Based Instruction "Didasarkan pada masalah yang terdiri dari bagaimana menyajikan kepada siswa situasi masalah yang autentik dan bermakna yang memberikan kemudahan kepada mereka untuk melakukan penyelidikan dan inkuiri." 8

P. Martín-Ramos1,2, LM Navas-Gracia1, S. Hernández-Navarro1, A. Corrêa-Guimarães1, J. Martín-Gil1, E. Martín Bravo1, P. Chamorro-Posada2 y JM Durán-Altisent3 ... 1Grupo de Investigación GIR-TADRUS. ETSI Agrarias, Universidad de Valladolid, Campus Universitario de ...

The repressive mechanisms of collective memory have been the subject of a fierce debate in the human sciences - especially, but not exclusively, in the study of nationalism. This paper re-investigates the nature of national memory in the context of European nationalisms by drawing on contemporary national cases of remembering and forgetting. The explored instances are mobilized in the study of remembering/forgetting on a factual, rather than ideal level. Theoretically, it is argued that the Habermassian call for fostering ‘anamnestic solidarity’ with the past often fails in practice because of its normative undertones that disagree with Realpolitic demands. This is so because nationalist discourse, which serves to preserve the political interests of the national community, has to present itself to political forces that reside outside the community as a
closed, autopoetic system akin to that theorized by Niklas Luhmann. Although the Luhmannian thesis (which would gesture
towards the autonomisation of national memory) also fails to explain the nature of nationalist remembering/forgetting tout
court, it allows more space for an exploration of nationalist self-presentation than Habermas’ normative stance. The argument
in this study, which combines an appreciation of hermeneutics and autopoeia, is that the practice of (re)producing the
‘nation’s’ solitary amnesia enables nationalist discourse to respond to external political pressures. This presents the latter
as a dialogical/hermeneutic project despite its solipsistic ‘façade’.

Keywords: Collective Memory, Europe, Habermas, Hermeneutics, Luhmann, Nationalism