Komunikasi Massa Dalam Pelaksanaan Program Siaran Radio (Analisis Tanggung Jawab Sosial Pelaksanaan Program Siaran Coffee Morning Di Programa 2 Lpp Rri Bengkulu)

This study aimed to investigate the implementation of social responsibility in a broadcasting program Coffee Morning in programa 2 LPP RRI Bengkulu. This study used qualitative method, where the informants in this study was the Head of Press LPP RRI Bengkulu, Kasubsi Programa 2 LPP RRI, Stage Manager, Presenter, Presenter dialogue. Primary data in this study was obtained from interview to the informants, and secondary data obtained through library research. This study found that the implementation of social responsibility in a broadcasting program Coffee Morning in Programa 2 RRI Bengkulu LPP has been carried out based on the legal framework and institutions, meet the high standards of professionalism and information, correctness, accuracy, objectivity and balance, avoiding anything that might induce crime, detriment, public disorder or insult against ethnic or religious minorities, seeks to reflect the plurality and diversity of society, set high achievement standards, and intervention can be justified to safeguard the public interest. In other words, the implementation of this program fulfills a social responsibility towards the community listeners

Towards a plurilingual habitus: engendering interlinguality in urban spaces

This article focuses on the potential of the multilingual city to create spaces in which monolingual hegemonies may be challenged, inclusive, intercultural values may be nurtured, and plurilingualism may be valorised. Following a contextualisation of linguistic diversity in theories of globalisation and superdiversity, discourses of deficit and power are addressed, arguing that the problematisation of multilingualism and pathologisation of plurilingualism reflect a monolingual habitus. Bringing about a shift towards a plurilingual habitus requires a Deep Approach, as it involves a critical revaluing of deep-seated dispositions. It suggests that the city offers spaces, which can engender interlinguality, a construct that includes interculturality, criticality and a commitment to creative and flexible use of other languages in shared, pluralistic spaces. It then proposes critical, participatory and ethnographic research in three multidimensional spaces: the urban school and a potential interlingual curriculum; networks, lobbying for inclusive policy and organising celebratory events in public spaces; and grass roots-level local spaces, some created by linguistic communities to exercise agency and maintain their languages and cultures, and some emerging as linguistically hybrid spaces for convivial encounter

Inventory of biosecurity measures and antibiotics therapy practices on laying hen farms in Benin

Background and Aim: Laying hen breeding is on the rise in Benin; nevertheless, there are several sanitary constraints to its development, including bacterial diseases. Faced with this situation, breeders mainly resort to different means of treatment. The objective of this study was to assess the current state of hygiene measures, the bacterial diseases commonly encountered, and antibiotic therapy practices on laying hen farms in Benin. Materials and Methods: A total of 200 laying hen farms were randomly selected from lists of laying hen farms obtained from veterinary offices, territorial agricultural development agencies, and the Benin National Union of Professional Aviculturists. Each visited farmer was subjected to a semi-structured questionnaire by direct interview. The results were compared using the bilateral Z-test. Results: The results of this survey revealed that 99.5% of the surveyed farms had a health and medical prophylaxis program although only 88.5% of them reported strictly adhering to it (p<0.001). About 25.0% of them reported that the dominant bacterial diseases they commonly encountered on their farms were salmonellosis, colibacillosis, and chronic respiratory disease. Only 7.0% of farmers said that they confirmed their diagnosis outside of clinical signs through laboratory analysis. To control these pathologies, 14.5% of farmers used only oxytetracycline, while 39.0% used other antibiotics such as colistin, enrofloxacin, tylosin, tylodox, flumequine, and norfloxacin. In comparison, 13.5% used a trimethoprim-sulfadimethoxine and sulfadimidine combination, while 32.0% said that they used erythromycin, oxytetracycline, streptomycin, neomycin, and colistin (p<0.001) combination. Conclusion: This study highlights the inadequacies of hygiene and antibiotic therapy practices implemented on Benin's laying hen farms

Embedding Indigenous knowledges: An Australian case study of urban and remote teaching practicum

In this chapter we propose that there are certain conditions that enable the agency of pre-service teachers to enact curriculum decision-making within their pedagogical relationships with their supervising teachers as they endeavour to embed Indigenous knowledges (IK) during the teaching practicum. The case study, underpinned by decolonising methodologies, centred upon pre-service teacher preparation at one Australian university, where we investigated how role modelling in urban and remote schools occurred in the learning and teaching relationships between pre-service teachers on practicum and their supervising teachers. This chapter draws from an Office of Learning and Teaching (OLT) sponsored project at one Australian university; a full report on this project has been documented (see McLaughlin, Whatman and Nielsen, 2014). We commence with a discussion of decolonising and critical pedagogical spaces as the conceptual framework for the embedding Indigenous knowledges and perspectives in curricula and pedagogy. Our focus then shifts to a contextual overview of the development of Indigenous Knowledges (IK) in Australian school and university curriculum, providing a standpoint from which to consider the unfolding case study

Children's views and strategies for making friends in linguistically diverse English medium instruction settings

Despite one in four children in Australia entering preschool using English as an additional language or dialect (EAL/D) (Australian Bureau of Statistics (ABS), 2017), Australian classrooms are predominantly monolingual English-speaking. This mismatch in languages may affect how participation and relationships are established. This chapter explores children’s strategies for making friends in settings characterised by linguistic diversity but where the medium of instruction is English. Child friendly interviews (video recorded) with 72 preschool-aged children, 3-4 years, were conducted in at a preschool in inner-city centre. Children were asked to talk and draw a picture about making friends when there are language differences. Children’s responses not only revealed their competencies in using non-verbal strategies to communicate with each other but also reflected inclusive attitudes. The importance of using a variety of languages as media of instruction, such as including songs and words representative of the minority languages of the classroom, and having conversations about language difference are highlighted