January 2017 Volume 4 Issue 1 ODISHA JOURNAL OF SOCIAL SCIENCE A Bi- Annual Research Journal (English)

Members of Advisory Board : Chief Editor : Dr. Santa Misra (India) Prof. Alan D. Scott, (USA) Prof. Mieke O.Mandagi ( Indoneia) Co-Editor : Prof. Ryo Takahashi (Japan) Prof. Jung-Nim Kim (Japan) Honorary Editor : Prof. Irina Pervova (Russia) Prof. Nibedita Jena (India) Prof. Mridula Srivastava (India) Reviewer : Prof. Michael C. Sturman, Prof. A. Anjum (India) Ithaca, New York Dr. Laxmi Rani (India) Prof. Raquel R. Smith, USA Dr. Harapriya Kar (India) Dr. Haresh Chandra Mishra (India) Dr. Mamata Mahapatra (India) Special Consultant : Prof. Banamali Mohanty (India) Dr. Jyotirmaya Satpathy (India) Dr. B. P. Rath (India) Dr. Jyotiprakash Pani (India)

Contents S.No. Topic Author Pg. No.

1. An Analysis Of Sports Using Game Refinement Measure Chetprayoon Panumate Hiroyuki Iida Ryo Takahashi 4

2. Effectiveness Of Ballet Education In Gerontology From Youth To Age Chiiho Sano Ryo Takahashi 49

3. Temple Sound : Coping With Stress Debasish Chatterjee 60

4. Effect Of Learning And Civic Education Teacher Pedagogical The Improvement Of Students In Civic Disposition Public Junior High School 1 Kawangkoan North Sulawesi Apeles Lexi Lonto 69

5. Relationship Self-concept, Aktivities And Communication Interpersonal With The Interpretation Of Learning Planning Teaching Students Faculty Of Engineering Manado State University Helena V. Opit 84

6. Morals Values In A Fairytale Society Jaton In Minahasa “Se Telu Mekaloan Wo Si Sumeselem” Kinayati Djojosuroto 99

7. Alzheimer’s Disease And Cognitive Impairment In Older People: Dr.arpita Roy A Challenge To The Care Professionals And Family Caregivers Nina Piyali Gupta 112

8. Teachers’ Perception Of Need For Healthy Life- Styles Dr. Bina Kumari 120 9. Neuro - Contemplation On Managerial Decision Lt Col (Dr.) J. Satpathy 125 DECLARATION

1. Title of the Journal : ODISHA JOURNAL OF SOCIAL SCIENCE 2. Language in which it is published :English 3. Periodicity of Publication:Half-yearly 4. Publisher’s Name, Nationality & Address : Dr. Santa Misra Reader & Head, Department of Psychology Sri Satya Sai College for Women Bhubaneswar - 751030 ODISHA (INDIA) 5. Place of Publication :2624/3484, Baragada Canal Colony, At/Po.- BJB Nagar Bhubaneswar - 751014 ODISHA (INDIA) 6. Printer’s Name :SR Creation, Nationality & Address 1189, Nilakantha Nagar, Nayapalli, Bhubaneswar-12 Odisha (INDIA) 7. Chief Editor’s Name, Nationality & Address : Dr. Santa Misra Reader & Head, Department of Psychology Sri Satya Sai College for Women Bhubaneswar - 751030 ODISHA (INDIA) 8. Owner’s Name : Dr. Santa Misra 2624/3484, Baragada Canal Colony, At/Po.- BJB Nagar Bhubaneswar - 751014 ODISHA (INDIA) I, Santa Misra, hereby declare that the particulars given above are true to the best of my knowledge and belief.

(Santa Misra) 31st January 2017 Publisher Editorial

It is a profound pleasure to inform our well-wishers, patrons, readers, and contributors that the “Odisha Journal of Social Science”, a peer reviewed bi-annual journal in psychology, has published its 4th volume (issue -1) of January, 2017. The volume is devoted to understand the current issue in ‘Geriatric Psychology’ & ‘Educational Psychology’. Mark Twain said that age is an issue of mind over matter. If you mind it matters. Those who embrace the power of growth and achievement with age and begin to replace youth with wisdom, innocence with understanding, and lack of purpose with self- actualization, aging does not matter to them. Hence aging is a right education at the right age. This idea from Mark Twain connecting aging to education inspired us to set the theme of this volume on Geriatric and Educational psychology. It’s now my privilege to introduce some of the inspiring papers in this volume to the readers. Ballet is a type of dance that originated in the Italian Renaissance courts of the 15th century and later developed into a concert dance form in France and Russia. It has since become a widespread, highly technical form of dance with its own vocabulary based on French terminology. Becoming a ballet dancer requires years of training. The empirical paper entitled “Effectiveness of Ballet Education from Youth to Age” is an inspiring document for the elderly (Dance means “desire of life”) to learn how to keep them physically and mentally fit by learning the art of ballet. Alzheimer’s is an irreversible and progressive brain disorder that slowly destroys memory and thinking skills, and eventually the ability to carry out the simplest tasks. In most people, Alzheimer’s symptoms first appear in their mid-60s requiring a good deal of support from their family members and care-givers. A paper highlighting the challenges of the caregivers of the Alzheimer patients is truly educative for the healthcare professionals. Similarly, papers devoted to the study of Educational Psychology are also thought provoking in many respects. The papers addressed issues relating to civic education, self-concept, interpersonal communication, moral education, and teacher perception in both theoretical and empirical perspectives which are, in fact, highly educative to the researchers of social sciences. With these accomplishments, this volume of the Journal is dedicated to those who are conscious about Gerontology and Geriatric issues and how educational psychology can improve such consciousness in higher education level. Thank to all who have contributed to the publication of this volume.

(Santa Misra) AN ANALYSIS OF SPORTS USING GAME REFINEMENT MEASURE *Chetprayoon Panumate **Hiroyuki Iida ***Ryo Takahashi Abstract This paper explores an innovative way to quantify the sophistication level of sports games. For this purpose, the game reûnement measure is employed for the assessment and three sports are chosen as examples to examine. It ûrst reviews the game reûnement theory with several approaches to ûgure out a game progress model to derive a game reûnement measure for the game under consideration. It then demonstrates the analysis of sports games using game reûnement measures in the three sports: baseball, boxing and tennis. The previous study with game reûnement theory suggests that sophisticated games have the same or similar zone values (R = 0.07 -0.08) of game reûnement. It implies that well developed games such as chess and soccer have reached the zone value, whereas developing games are facing a challenge to enrich the regulations. The results obtained in this study show that the values of game reûnement measure for both baseball and tennis are lower than the zone value, and professional Boxing is slightly higher than it. Moreover, the game reûnement measure would enable to see a plausible direction of the potential enhancement of regulations of sports under consideration. Introduction Sports are artiûcial tests established by the rules that not only prescribe the use of less efûcient means to achieve the goal stipulated but also require the implementation of physical skills to do so Jennings (2014). It is generally considered as an activity which uses many combinations of player’s physical skills such as strength, vitality, agility, dexterity and so on. To have these great skills, training is the most important thing that a player has to do. The more you train the better you get is a very common and essential quote that everyone knows. Usually the contest is performed between two sides, both single player and team sports Mandelbaum (2004), and the results are winning, losing or draw. In order to be a winner, a player has to devote everything that he has under the considered sports’ rule.

*Research Center for Entertainment Science, **Japan Advanced Institute of Science and Technology Department of Health and Welfare Science, ***Faculty of Sports Science, Sendai University Panumate, Iida & Takahashi / An Analysis of Sports 5

Using intelligence to improve the beneût of our team and defeat the opponent’s team is common thing. Also, luck can be considered as one signiûcant thing that affect the game’s result. By these factors mentioned before, we can consider sports as a game Salen and Zimmerman (2004) Schell (2014). Sports are one kind of games which can be seen every day ubiquitously. It can be played by children, teenagers, adults and elders. There are many kinds of sports. For example, badminton, ballooning, boxing, dancing, fencing, ûshing, golf, kendo, kickboxing, kung fu, paragliding, snowboarding, surûng, tennis, volleyball, wakeboarding, etc. Also, there are many classiûcation of sports. For example, we can consider badminton, tennis and volleyball as a ball-over-net game and boxing, fencing, kendo, kickboxing and kung fu as a ûghting sports. We see that there are many types and kind of sports. This is the reason why sports are played universally and can be seen ubiquitously. It is like a basic activity of human. To go deeply, we can consider sports from the historical and philosophical points of view. For example, in boxing, it teaches us not only how to ûght physically, but we can consider to ûght from the mental point of view. The study and practice of boxing can enable us to understand about the word ’courage’. This is because boxer has to have courage enough to go to the stadium. Boxer has to ûght under the high pressure from many factors such as viewers who expect differently from the ûght, opponent who comes with the greatest brave as he can have and referee who was believed to have justice. That is why boxing can teach us the word ’courage’. Under the same consideration, boxing can teach us the word ’fear’. We will see that there are so many things in only one sports. From this point, another ûghting sports can also teach us the similar things, but with the different method. With the same idea, another sports can also teach us the different things. In the case of baseball, there are so many philosophical points of view which were discussed in Belliotti (2006). For example, what is the relationship between baseball and character of human being? What is the similarity between baseball and our life? and how similar is it? One simple example but so powerful and obvious is from the teaching point of view. In teaching and learning process, the best players are the best learners. Baseball, like life, is a continuous learning process which player has to learn forever. Moreover, baseball can teach us other valuable things such as dignity, honor, excuses, responsibility, relentless and so on. From the above points of view, we will see that the human activity named ’sports’ is so complex with the very long history. Sports was included by many things such as some lessons, some cultures and some commentaries as it was mentioned before. Many modern sports games have a long history. It is evolved over decades or centuries of playing. Changing the rules of the game in order to improve the quality in various aspects is a common practice Vossen et al. (2004). 6 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

However, among the sports, some of them are very popular, widely played and the competition’s winning prize is very high such as soccer, whereas others are not so. The most signiûcant thing that makes the difference between those sports is the rules. Some of sports try to improve the excitement of the game by adjusting some factors. Some other sports try to balance between the luck and skill used in the game by adjusting some factors. Even though in the same kind of sports, there are also many variants. For example, the difference between the competitions makes the rules of the game slightly different. The difference of external factors such as competition’s place also make the game different. Moreover, comparison of changing of the rules for each year is an interesting thing which should be investigated. These little difference can lead the game progress and its result totally different. By changing the rules, it can make the game so popular or unpopular. As we have said that there are many types of sports, it can be roughly approximate that there are 8,000 indigenous sports and sporting games Liponski (2003). Unfortunately, there are just only less than 100 sports that is well known. The reason behind this fact is the setting of the rules of the considered sport. That is why sports have been developed by changing the rules. Beside this, the studies of strategic decision making in the framework of game theory with a focus on mathematical models of conûict and cooperation between intelligent rational decision-makers or game players have been conducted for a many years Fudenberg and Tirole (1991). The origin of game theory is the idea regarding the existence of mixed- strategy equilibrium in two-person zero-sum games. The idea has been widely utilized in many ûelds such as economics, political science and psychology. In contrast, game reûnement theory is another game theory focusing on attractiveness and sophistication of games based on uncertainty of game outcome Sutiono, Purwarianti, and Iida (2014). It has been applied in various domains such as boardgames, video games and sports games. Interestingly, it is observed that many sophisticated boardgames and popular sports games have a similar game reûnement measure, which locates somewhere between 0.07 and 0.08. The previous works support that the game reûnement is directly related to entertainment or engagement for spectators and players Iida, Takahara, Nagashima, Kajihara, and Hashimoto (2004). As we introduced that sports can be considered as a game, therefore, game reûnement theory can be applied to sports. Hence, in this research, we demonstrate the application of game reûnement theory to sports. We explain how to ûgure out a reasonable model of game progress in the target sports. Moreover, we show the procedure for how game reûnement theory can be a helpful tool to answer research questions in each assessment. For each assessment, the meaningful research questions are raised and answered by applying game reûnement theory. As we explained that there are many type of sports, we try to Panumate, Iida & Takahashi / An Analysis of Sports 7 choose the type of sports differently in order to do a comprehensive research. We, therefore, select baseball as a representative of time limit sports, boxing as a representative of ûghting sports, and tennis as a representative of score limit sports. Then, for each sports, we collect data from the reliable sources and apply game reûnement theory with appropriate model. Finally, the results obtained are analyzed. The structure of this paper is as follows. We ûrst brieûy introduce the basic idea of game reûnement theory with its background and recent development in the domain of sports games in Section II. Secondly, Section III shows our analysis of baseball. Also, Section IV shows our analysis of boxing and Section V shows our analysis of tennis. Finally, the results obtained are discussed and concluding remarks are given in Section VI. Game Refinement Theory Many efforts have been devoted to the discovery of theoretical aspects of increasing attractiveness of games and its sophistication. An early work was done by Iida et al. Iida, Takeshita, and Yoshimura (2003) to set the foundation in this direction. In the work, game reûnement theory was proposed based on the concept of game outcome uncertainty. Game reûnement theory is another game theory focusing on the attractiveness and the sophistication of games. A game progress model is analyzed by using mathematical model. Then, it was applied to various domains such as boardgames, video games and sports Xiong, Zuo, Chiewvanichakorn, and Iida (2014). Classical game theory concerns the winning strategy from the players point of view, whereas game reûnement theory concerns the entertaining impact from the game designers point of view. In this section, we introduce a basic idea of game reûnement theory and its measure called game refinement measure. Then, the previous works which applied game reûnement theory to various domains are described. A. Basic idea of game reûnement theory A mathematical model of game reûnement was proposed based on the concept of game information progress Sutiono et al. (2014). It bridges a gap between sports games and boardgames. We ûrst describe a general model of game progress in order to derive a game reûnement measure. Then, we apply this idea to various games while identifying reasonable game progress models of games under consideration, and compare them using game reûnement measures. The game progress is twofold. One is game speed or scoring rate, while another one is game information progress with a focus on the game outcome. Game information progress presents the degree of certainty of a game’s result in time or in steps. Having full information of the game progress, i.e. after its conclusion, game progress x(t) will be given as a linear function of time t with 0 ≤ t ≤ tk and 0 ≤ x(t) ≤ x(tk), as shown in Equation (1). 8 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

(tx k) ()tx = t (1) tk However, the game information progress given by Equation (1) is unknown during the in- game period. The presence of uncertainty during the game, often until the ûnal moments of a game, reasonably renders game progress as exponential. Hence, a realistic model of game information progress is given by Equation (2).

n ætö ()=()txtx kç÷ (2) èkø Here n stands for a constant parameter which is given based on the perspective of an observer of the game considered. Only a very boring game would progress in a linear function however, and most of course do not. Therefore, it is reasonable to assume a parameter n, based on the perception of game progress prior to completion. If the information of the game is completely known (i.e., after the end of the game) and the value of n is 1, the game progress curve appears as a straight line. In most games, especially in competitive ones, much of the information is incomplete, the value of n cannot be assumed, and therefore game progress is a steep curve until its completion, along with x(tk), tk, x(t) and t, just prior to game’s end. Then acceleration of game information progress is obtained by deriving Equation (2) twice. Solving it at t = tk, we have Equation (3).

'' (txk) n-1 (txk) ()txk= n()tk = 2()nn-1 (3) ()tk ()tk It is assumed in the current model that game information progress in any type of game is encoded and transported in our brains. We do not yet know about the physics of information in the brain, but it is likely that the acceleration of information progress is subject to the forces and laws of physics. Too little game information acceleration may be easy for human observers and players to compute, and becomes boring. In contrast, too much game information acceleration surpasses the entertaining range and will be frustration, and at some points beyond that could become overwhelming and incomprehensible.

(tx k) 2 Therefore, we expect that the larger the value ()t k is, the more the game becomes

WS i

WS i+ LS i exciting, due in part to the uncertainty of game outcome. Thus, we use its root square Panumate, Iida & Takahashi / An Analysis of Sports 9

(tx k ) t , as a game reûnement measure for the game under consideration. We call it R value k for short shown in Equation (4).

(tx k ) R = (4) tk B. Game progress model It is an important and challenging task to figure out a reasonable model of game progress and game information progress in a target game, from which a measure of game refinement can be derived. Below we give a short sketch of various game progress models, which have been investigated in some domains such as boardgames, time limit sports, score limit sports and fighting sports. 1) Boardgames: The early work on game refinement theory has been carried out in the domain of boardgames. Iida et al. Iida et al. (2003) calculated the game refinement values for various boardgames such as chess, xiangqi, shogi and Go Iida et al. (2004). Let B and D be the average branching factor (the number of possible options) and average game length (the depth of whole game tree), respectively. The values B and D corresponds to x(tk) and tk, respectively Sutiono et al. (2014). B Therefore, in general, R value for a boardgame is obtained by R = and game D refinement values of major boardgames areshown in Table I. TABLE I MEASURES OF GAME REFINEMENT FOR POPULAR BOARDGAMES Game B D R Chess 35 80 0.074 Xiangqi 38 95 0.065 Shogi 80 115 0.078 Go 250 208 0.076 2) Time limit sports: In the previous works, for the time limit sports such as football G and basketball, the game refinement measure R was calculated by R = where G and T T stand for the average number of goals and the average number of attacks or shot attempts, respectively. Also, the values G and T correspond to x(tk) and tk in Equation (1). We show, in Table II, game refinement values for basketball and football Sutiono et al. (2014). 10 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

3) Score limit sports: We consider another type of sports such as volleyball, badminton and table tennis. In these sports, there are no time limit but the game is regulated by a score limit. For this type of sports, we construct a game progress model with a focus on W and T, which stands for the average winner’s scores and the average total scores of W the entire game, respectively. So, the game refinement measure R is calculated by R = . T The values W and T corresponds to x(tk) and tk in Equation (1). We show, in Table III, game refinement values for volleyball, badminton and table tennis. TABLE II MEASURES OF GAME REFINEMENT FOR BASKETBALL AND FOOTBALL Sports G T R Basketball 36.38 82.01 0.073 Football 2.64 22 0.073

TABLE III MEASURES OF GAME REFINEMENT FOR VOLLEYBALL, BADMINTON AND TABLE TENNIS Sports Version WTR Volleyball Side-out system (15pts) 15 52.52 0.121 Rally point system (30pts) 30 53 0.104 Rally point system (25pts) 25 44 0.114 Badminton Old scoring system 30.07 45.15 0.121 New scoring system 46.34 79.34 0.086 Table tennis Pre-2000 57.87 101.53 0.075 Post-2000 54.86 96.47 0.077 4) Fighting sports: For ûghting sports such as boxing, we may consider it as a time limit game because the contest can be ended by time limit. However, there are another reason, i.e., a game ends instantly by knock out or so. Moreover, when the time runs out, the game will be judged by the score of each side. Therefore, we can apply the score limit sports model to boxing by adjusting some factors. Let WSi and LSi be the winner’s score and loser’s score, respectively. Then, R value can be found by Equation (5). For more details, we discuss in Section IV-B1. Panumate, Iida & Takahashi / An Analysis of Sports 11

1 1 WSi R = å (5) 10 n 0 << ni WS + LSii This research focuses on the application of game reûnement theory to sports. We demonstrate how each kind of model works and how game reûnement theory can be a helpful tool to answer some meaningful research questions. Therefore, we select baseball as a representative of time limit sports, boxing as a representative of ûghting sports and tennis as a representative of score limit sports. C. Related Works Vecer, Ichiba, Laudanovic et al. (2007) introduced a concept of measuring the excitement in sports games. They relate the excitement to the variability of the win expectancy. The larger is this variability, the higher is the excitement. The win expectancy varies more if there is a number of swings during the game, as opposed to a one-sided game. Win expectancy also changes more the closer to the end of the game a decisive event happens, or a more unexpected is the upset of a favorite team. They illustrated this concept at soccer games for which the theoretical win expectancy can be computed from a Poisson model of scoring. This approach is promising to measure the excitement with focus on an individual game under consid­eration. Indeed it was employed in video processing domain Lee, Kim, and Kim (2009a). However, our purpose is different from this direction. Our study does not focus on an individual game, but on large number of games to assess the sophistication of the game under consideration. Rottenberg (1956) noted that the nature of sports is such that competitors must be of approximately equal ability if any are to be ûnancially successful. In recent years, sports commentators and fans, Major League Baseball itself, and even some economists have expressed growing concern about the widening disparities among team expenditures and the growing concentrations of postseason contenders and championships. Sanderson and Siegfried (2003) compare different concepts of competitive balance, review the theoretical and empirical scholarship on competitive balance and the relationship between payrolls and performance, describe the natural forces and institutional rules and regulations that contribute to observed distributions of playing performances, and evaluate the likely impact of several popular proposals payroll and salary caps, luxury taxes, and increased revenue sharing. on competitive balance. They made frequent comparisons to other sports leagues, including collegiate athletics and individual sports. 12 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

Newton, Aslam et al. (2009) develop a stochastic Markov chain model to obtain the probability density function for a player to win a match in tennis. By analyzing many data, they show that a player’s probability of winning a point on serve and while receiving serve varies from match to match and can be modeled as Gaussian distributed random variables. The model is composed of four essential parameters, sample means associated with each player’s probability of winning a point on serve and while receiving serve and its standard deviations. Next, the experiments are performed by running full tournament simulations of the four Grand Slam events. Also, they describe how to use the results as the basis for ranking methods with natural probabilistic interpretations. Also, Govan, Langville, Meyer et al. (2009) present a ûexible, easily coded, fast, iterative approach to generate team ratings. This approach’s name is Offense-Defense Model (ODM). O’Malley et al. (2008) derive an expression for the probability of winning a game in a tennis match under the assumption that the outcome of each point is identically and independently distributed. In contrast to our approach, they try to construct a reasonable model to estimate the strength of the player or their team while our model try to quantify the entertainment of the game. Analysis Of Baseball Baseball is investigated in many points such as multimedia Rui, Gupta, and Acero (2000), biomechanics Pappas, Zawacki, and Sullivan (1985) and pharmacy Staudohar (2005). In contrast with those papers, this section aims to quantify entertainment impact of baseball. As we have explained that sports can be considered as a game, respectively, baseball also can be considered as a game. Thus, game reûnement measure can be used as a tool to analyze the entertainment of baseball. We here raise main research questions below. 1) What is the trends of baseball? 2) What is the difference between leagues? 3) What is the difference between regions? 4) What is the difference between baseball and softball? 5) What is the future of baseball? In this section, we ûrst brieûy introduce some details of baseball. Then, we explain how to apply game reûnement theory to baseball. Finally, the results obtained are discussed. A. Overview of Baseball Baseball is a competitive sports between two teams. Each game consists of nine innings that each team plays as an offense and defense side, respectively. In order to earn scores, the players on the offense team must run through four bases around the ûeld, while Panumate, Iida & Takahashi / An Analysis of Sports 13 the players on the defense team try to defend the base. Baseball has been quite popular especially in Japan. However, nowadays, it seems that baseball is less attractive than it was. The reasons behind its decreased popularity are doubtful. After being admitted to the Olympics as a medal sport beginning with the 1992 Games, baseball was dropped from the 2012 Summer Olympic Games at the 2005 International Olympic Committee (IOC) meeting. It remained part of the 2008 Games. The elimination of baseball, along with softball, from the 2012 Olympic program enabled the IOC to consider adding two different sports, but none received the votes required for inclusion BBC (2008) McCauley (2008). In this study, the data from leagues in each year from 2000 to 2015 were collected from reliable source reference (2016). These data include the leagues from several countries such as USA, Korea and Japan. Moreover, the classiûcation of leagues such as Major, Triple-A, Double-A are gathered. B. Game progress model of Baseball Baseball does not have a time limitation like soccer or basketball, nor does have a score limitation like volleyball. Baseball consists of 9 innings per one game. The players from 2 teams play as an offensive and defensive side in each inning. In addition, the winner team is decided by the score at the end of last inning. Thus, the number of innings is a limitation for each player to earn the score. Therefore, the baseball can be considered as a time limit sport even if it does not have a real time limitation in game. In sports games such as soccer and basketball, the scoring rate is calculated by two factors: (1) goal, i.e., total score and (2) time or steps to achieve the goal. For example, in basketball the total score is given by the average number of successful shoots, whereas the steps to achieve the goal is estimated by the average number of shoots attempted Sutiono, Ramadan, Jarukasetporn, Takeuchi, Purwarianti, and Iida (2015). Then the game speed of basketball is given by

average_number_of_successful_shoots average_number_of_shoots By considering as a time limit sports domain, the game reûnement model for time limit domain can be applied to the baseball. However, each team has only one chance, which is playing as the offensive side, in each inning to gain the score. The others sport in time limit domain can gain the score for the entire game. This is a major difference between baseball and other time limit sports. In order to get the score in baseball, the batter, who 14 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017 swings a bat, must hit the ball, which pitcher throws, and reaches the four bases. Thus, the number of hits in each game is considered as a game progress. On the other hand, the average score in each game is directly proportional to the number of hits. Then the game speed of baseball is given by average_number_of_scores average_number_of_hits Let S and H be the average number of scores and hits in each game, respectively. The game progress model of baseball is given by Equation (6). S x(t) = t (6) H Following the same procedure to obtain Equation (4), the game refinement measure of baseball is derived from Equation (7).

S GR = (7) H C. Results and discussion Game reûnement measure is employed for the game informatical analysis of baseball. All data in this study were collected from the baseball leagues that conducted from 2000 to 2015 reference (2016). We focus on three categories: years, leagues and regions. 1) Trends for the years 2000 -2015: The baseball leagues are analyzed to obtain the average GR values for the years 2000-2015. The results are summarised in Table IV, which shows that baseball’s GR values for the period are located at somewhere between 0.063 and 0.066. The results are depicted in Figure 1. Figure 1 shows that the highest value comes from the year 2000 while the lowest one comes form the last 3 years: 2013-2015. To be more precise, GR values reduce consecutively during the years 2000 -2015. For the comparison, we show, in Figure 2, the trend of soccer’s GR values for the years 2003 -2013 Sutiono et al. (2015). For example, GR value in 2003 is 0.073, which is in the sophisticated zone. However, it has deceased until 2006, which takes the lowest value 0.065. Moreover, we show, in Figure 3, the trend of basketball’s GR values for the years 2003-2013 Sutiono et al. (2015). GR values are above the sophisticated zone, however, it has increased until 2007, which is the highest value (around 0.087), Panumate, Iida & Takahashi / An Analysis of Sports 15

TABLE IV BASEBALL: SCORES, HITS AND GR VALUES, 2000 - 2015 Years Number of games Scores Hits GR 2000 35374 176960 1190171 0.066 2001 34920 164468 1178324 0.064 2002 35240 164313 1187817 0.064 2003 35524 164126 1190869 0.064 2004 34612 169478 1168346 0.065 2005 36539 181316 1243020 0.065 2006 39896 185088 1337652 0.064 2007 42132 203348 1419498 0.065 2008 42342 205503 1430130 0.065 2009 41176 195358 1382997 0.064 2010 42120 200161 1416249 0.064 2011 41339 197598 1390301 0.065 2012 41574 193862 1397980 0.064 2013 41309 187857 1383344 0.063 2014 41128 190937 1385524 0.063 2015 41501 185823 1394460 0.063

Fig. 1. Baseball’s GR values for the years 2000-2015 but later decreased to be in the sophisticated zone. Both popular sports: soccer and basketball, are lower and higher than the sophisticated zone at some point, respectively. Baseball’s GR value dropped in 2006, and during 2007 -2011 GR values are stable at 16 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

0.065. Then, it has decreased consecutively until 2015. As GR values of soccer and basketball have been changed due to the minor rule changes, there is a tendency that GR value moves to the sophisticated zone, while it increased in soccer and it decreased in basketball, respectively. However, baseball’s GR value did not move to the sophisticated zone yet, instead GR value has decreased moderately. 2) Leagues -performance quality: Major League Baseball (MLB) is a professional baseball organiza­tion that is the oldest of the four major professional sports leagues in the United States and Canada. A total of 30 teams now play in the American League (AL) and National League (NL), with 15 teams in each league. Minor League Baseball is a hierarchy of professional baseball leagues in USA that compete at levels below MLB and provide opportunities for player development and a way to prepare for the major leagues. All of the minor leagues are operated as independent businesses. Most are members of the umbrella organization known as Minor League Baseball (MiLB), which operates under the Commissioner of Baseball within the scope of organized baseball. Several leagues, known as independent baseball leagues, do not have any ofûcial links to Major League Baseball.

Fig. 2. Soccer’s GR values for the years 2003-2013. The current minor league classiûcation system divides leagues into one of ûve classes, those being Triple-A (AAA), Double-A (AA), Class A (Single-A or A), Class A Short Season, and Rookie. Fur­thermore, Class A is further subdivided into Class A and Class A-Advanced (often called Low-A and High-A, respectively), and Rookie is further Panumate, Iida & Takahashi / An Analysis of Sports 17

Fig. 3. Basketball’s GR values for the years 2003-2013 subdivided into Rookie Advanced, Complex-based Rookie and international summer baseball. Under the rules governing the afûliated minor leagues (speciûcally Major League Baseball Rule 51), Class A Short Season is a separate classiûcation from the other leagues bearing the “Class A” name, despite the similarity in name. In this study, six baseball leagues including Major, TripleA, DoubleA, AdvanceA, A and Rookie, are analyzed. The results are summarized in Table V. The results are depicted in Figure 4. Baseball’s GR value in each league is somewhere between 0.062 and 0.067. It seems that GR value is inverse proportional to the playing performance quality. The game reûnement values of all leagues are lower than the sophisticated zone. Major league has the lowest value, whereas Rookie league has the highest value. It is likely that the main difference between Major league and Rookie league is the performance gap between batters and pitchers. In Major league, the performance of batters is lower than pitchers, whereas the performance gap in Rookie between batters and pitchers is not so signiûcance. Then, the successful percentage of hits in Major league is lower than Rookie league. Thus, the average score in Rookie league is higher than Major league. Therefore, Rookie’s GR value is closer to the sophisticated zone than Major league. 18 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

TABLE V BASEBALL: SCORES, HITS AND GR VALUES AT 6 LEAGUES

Fig. 4. Baseball’s GR values at 6 leagues 3) Regions -locality and diversity: The baseball leagues from 6 countries: United States, Australia, Holland, Italian, Japan and Korean, are analyzed. The results are summarized in Table VI. The GR values vary between 0.060 and 0.067. Holland takes the highest GR value, whereas Japan takes the lowest one. The results are depicted in Figure 5. TABLE VI BASEBALL: SCORES, HITS AND GR VALUES IN 6 COUNTRIES Panumate, Iida & Takahashi / An Analysis of Sports 19

The game reûnement measure of Japan leagues is signiûcantly different from others. Japan baseball leagues has a different rule with others. Japan leagues use a smaller baseball, strike zone, and playing ûeld. The Japanese baseball is wound more tightly and is harder than others. These difference directly affect the score that can be earned in each game. Thus, the game reûnement of Japan is totally different from other countries.

Fig. 5. Baseball’s GR values in 6 countries

4) Baseball and Softball compared: Softball is a variant of baseball played with a larger ball on a smaller ûeld. It was invented in 1887 in Chicago as an indoor game. It was at various times called indoor baseball, mush ball, playground, softbound ball, kitten ball, and, because it was also played by women, ladies’ baseball. The name softball was given to the game in 1926 Sof (2008). Women’s softball made its ûrst Olympic appearance in 1996 and made its ûnal Olympic appearance in the 2008 games Gettings and from infoplease (2012). Softball and baseball have both failed attempts to be reinstated to the Olympics for 2012 and 2016. In 2012 the heads of the International Softball and Baseball Federations announced that they were uniting to increase their chances in playing in the 2020 games. Softball is analyzed using the data from 2010 to 2015. The results are summarized in Table VII. 20 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

TABLE VII SOFTBALL: SCORES, HITS AND GR VALUES FOR THE YEARS 2010 -2015 Number of games Scores Hits GR Years 2010 474 2106 12536 0.080 2011 454 1761 11809 0.076 2012 482 1966 12738 0.076 2013 398 1498 10471 0.074 2014 378 1438 9856 0.075 2015 398 1796 10616 0.080 A n important difference between softball and baseball when applying the game reûnement theory is the number of innings. Baseball consists of 9 innings a game but softball consists of 7 innings. Softball’s GR values fall between 0.074 and 0.080, that is the sophisticated zone. The results are depicted in Figure 6. 5) Baseball in the future -possible enhancements: The results from each year are slightly lower than the sophisticated zone. According to these measurements, if the rules of baseball are not changed in the future, the difference between its game reûnement measure and the sophisticated zone will increase. This forecasting is shown in Figure 1. In order to increase the game reûnement value of baseball, the scores and home runs in each game must be increasing while the attempt does not increase as much as scores and home runs. According to the above result, changing some rules such as decreasing the number of innings, decreasing the ûeld size or increasing the strike zone should be preferred to increasing the game reûnement measure of baseball.

Fig. 6. Softball’s GR values for the years 2010 -2015 Panumate, Iida & Takahashi / An Analysis of Sports 21

D. Summary Baseball has been one of the most popular sports, especially in Japan, with a long history and widely played in many countries. However, it does not have any of changed rules that impact the sports. Thus, it is likely that the popularity of baseball has been decreasing over time. Baseball’s entertainment was evaluated by the game reûnement measure, which concerns about attractiveness and sophistication. The model of time limit sports was applied to baseball, which considers the innings as the time. The baseball leagues both major and minor from many countries were chosen to apply the game reûnement theory. The range of game reûnement value of baseball is around 0.065, which is lower than the sophisticated zone. Moreover, it trends to decreasing in the future. Thus, baseball will not attract some viewers. The value of game reûnement is decreasing because the rules does not change for a while. In contrast, the rules of other popular sports have been changed, which lead their game reûnement value to the sophisticated zone. In term of countries, baseball was the most popular sports in Japan. However, the game reûnement value shows that Japan has the lowest value among other countries compared. The reason is that the rules of Japan leagues that difference, which trend to get score harder than others. In term of leagues, Rookie league has the highest game reûnement value. In contrast, Major league has the lowest one. Thus, the average scores in each game of Major league is lower than Rookies league. The reason is that the performance gap between batters and pitchers. Lastly, the softball’s game reûnement value falls in the sophisticated zone due to the effort for changing its rules, which are a huge impact to the games, promote the scoring than baseball. Analysis Of Boxing While many efforts have been devoted to the studies of Boxing with focus on many points Lee, Choi, Park, Lee, and Jung (2009b) Mozgovoy and Umarov (2010) Wattanamongkhol, Kumhom, and Chamnongthai (2005). This study’s main aim is to quantify entertainment impact of boxing. We set our main research questions shown below. 1) What is the current trend of boxing’s rule changing? 2) What is the difference between amateur boxing and professional boxing? For these purposes, we propose a new game reûnement model using score ratio system called winning percentage method. Then, we choose Olympic boxing Olympic (2016) as a representative of amateur boxing and World 22 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

Boxing Association (WBA) WBA (2016) as a representative of professional boxing. We believe that knock out case is one of the most important reasons which makes boxing outstanding. In this section, we ûrst provides some details of Olympic boxing and World Boxing Association (WBA). Next, we describe how game reûnement theory is ûne tuned and apply it to boxing. Finally, the results obtained are discussed. A. Overview of Boxing In this study, we collect the data from Olympic Boxing in 10 continued programs: Light ûyweight, Fly­weight, Bantamweight, Lightweight, Light welterweight, Welterweight, Middleweight, Light heavyweight, Heavyweight and Super heavyweight, as shown in Table VIII. TABLE VIII OLYMPIC BOXING MEN’S WEIGHT CLASSED

Year Programs 1992 − 2000 2004 − 2008 2012 Light fl yweight − 48 46 − 49 Flyweight 48 − 51 49 − 52 Bantamweight 51 − 54 52 − 56 Lightweight 57 − 60 56 − 60 Light welterweight 60 − 63.5 60 − 64 Welterweight 63.5 − 67 64 − 69 Middleweight 71 − 75 69 − 75 Light heavyweight 75 − 81 Heavyweight 81 − 91 Super heavyweight 91+

For WBA boxing, we collect the data from WBA boxing in 17 programs: Mini flyweight, Light flyweight, Flyweight, Super flyweight, Bantamweight, Super bantamweight, Featherweight, Super featherweight, Lightweight, Super lightweight, Welterweight, Super welterweight, Middleweight, Super middleweight, Light Heavyweight, Cruiserweight and Heavyweight, as shown in Table IX. Panumate, Iida & Takahashi / An Analysis of Sports 23

TABLE IX WORLD BOXING ASSOCIATION MEN’S WEIGHT CLASSED Programs Limits in pounds Limits in kilos Mini fl yweight 105 47.63 Light fl yweight 108 48.99 Flyweight 112 50.80 Super fl yweight 115 52.16 Bantamweight 118 53.52 Super bantamweight 122 55.34 Featherweight 126 57.15 Super featherweight 130 58.97 Lightweight 135 61.23 Super lightweight 140 63.50 Welterweight 147 66.68 Super welterweight 154 69.85 Middleweight 160 72.57 Super middleweight 168 76.20 Light Heavyweight 175 79.38 Cruiserweight 200 90.89 Heavyweight 200 Plus 90.89 Plus In contrast with amateur boxing AIBA (2016), professional bouts are typically much longer and can last up to twelve rounds, though less signiûcant ûghts can be as short as four rounds. Protective headgear is not permitted and boxers are generally allowed to take substantial punishment before a ûght is halted. Professional boxing has enjoyed a much higher proûle than amateur boxing throughout the 20th century and beyond. Next, we propose a new model of game reûnement theory based on score ratio of the winning side over the losing one which can be called winning percentage method. Finally, by applying our new model of game reûnement theory, we can ûnd the game reûnement measure of boxing.

Fig. 7. Four exit points in a boxing match 24 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

B. Game progress model of Boxing 1) Winning percentage method: We principally consider boxing as a time limit game because one of each boxing contest can be ended by four main exit points shown in Figure (7). 1) Timeout: If the time runs out, the game will end. 2) KO (Knock Out): This case is like a sudden death case. If one of the boxers is knocked out, the other boxer will automatically win. 3) Stopping the contest by some reasons: For example, RSC, it means referee stopped contest because an important reason such as RSC-I, referee stopped contest because of an injury of the opponent, RSC-OS, referee stopped contest because the opponent is outscored, RTD, a ûghter refuses to continue or a ûghter’s corner refuses to allow the ûghter to continue and so on. These case in professional boxing will be called TKO, technical knockout. TKO is declared when the referee, ofûcial ring physician, the ûghter, or the ûghter’s corner man decide that a ûghter cannot safely continue the match. 4) WO (won by walkover case): WO is an award of victory to a contestant because there are no other contestants, or because the other contestants have been disqualiûed or have forfeited. However, the time limit in boxing is divided into rounds and each round consists of many points. So, we can consider boxing as a round-match scoring sports. We may obtain the data of the average winner’s score and the average total scores, as previously discussed in the domain of scoring sports. However, boxing is a different case where the score for each boxer in each match may be varied, due to the difference of boxers’ skill and referees’ discretion. To tackle this problem, we use the winning percentage as shown in Equation (8).

(8)

Where Pw stands for winning percentage, WS winner’s score and LS loser’s score.

Then, we can find G as the percentage of average Pw. It is shown in Equation (9).

(9)

Since T always equals 100, then we obtain R value as shown in Equation (10). Panumate, Iida & Takahashi / An Analysis of Sports 25

(10)

Moreover, boxing match has a few exit points as mentioned in Figure 7. For a knock out case, the match will instantly end and the winner is a boxer who make a knock out. We will also consider the knock out case into our game reûnement approach by giving this match’s winning score equals to the maximum of winner’s TABLE X score which ever be and we will give the STATISTICAL RESULTS OF LIGHT loser’s score equals 0 because the knock WELTERWEIGHT CLASS out is a super exciting case that viewer Winner’s score Loser’s score R really want to see. By this approach we Year can calculate Winning percentage = 100 RSC 1.00 21 5 0.81 in knock out case. This is special for 16 12 0.57 boxing which is different from other 21 6 0.78 sports. In other sports,such as soccer, we 16 3 0.84 ordinarily wait the result of contest by 25 3 0.89 26 12 0.68 scoring system Hahn, Helmer, Kelly, 11 3 0.79 Partridge, Krajewski, Blanchonette, 18 2 0.90 Barker, Bruch, Brydon, Hooke et al. 17 3 0.85 (2010). But in boxing, we absolutely 32 7 0.82 25 9 0.73 expect the KO and it is very exciting. RSC 1.00 Likewise, for TKO and another 19 2 0.90 11 11 0.50 stopping decision by a referee, we will 1996 KO 1.00 calculate with the same idea like KO case. 23 1 0.96 Because TKO makes a game instantly 11 9 0.55 stop and viewer also expect it to happen. 11 3 0.79 16 7 0.70 So, we let Winning percentage = 100 in 19 8 0.70 technical knock out case. 16 6 0.73 14 6 0.70 Finally, for WO case that make the 17 6 0.74 boxer win without contest. It is obvious 15 7 0.68 that the match is boring and viewers do 13 8 0.62 not expect a game to be like that. So, for 16 15 0.52 19 8 0.70 this case, we will consider this in our game 23 6 0.79 reûnement approach by giving this match’s 20 6 0.77 Winning percentage = 0. 20 13 0.61

26 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

2) Olympic Boxing analysis: The game reûnement measure (R) of Olympic boxing is ûne tuned by applying winning percentage method. For example, the statistical results of Light welterweight class in 1996 are shown in Table X.

WS The winning percentage is computed by i ×100. The accumulated values WS + LSii of winning percentage are summed and averaged as prescribed by the equation above. We apply this approach for Olympic boxing’s data in ten weight classes. Each class runs from 1992 to 2014. The values of R are shown in Table XI. Table XII shows R for 3 different group of years. The range of weight in each class differs and can be grouped into 3 distinct years. TABLE XI MEASURES OF GAME REFINEMENT FOR OLYMPIC BOXING Weight class R Light fl yweight 0.084 Flyweight 0.083 Bantamweight 0.085 Lightweight 0.084 Light welterweight 0.085 Welterweight 0.083 Middleweight 0.084 Light heavyweight 0.085 Heavyweight 0.085 Super heavyweight 0.086 Average 0.084

TABLE XII MEASURES OF GAME REFINEMENT FOR OLYMPIC BOXING Year R 1992 − 2000 0.087 2004 − 2008 0.083 2012 0.078 Average 0.084

Panumate, Iida & Takahashi / An Analysis of Sports 27

3) WBA Boxing analysis: In WBA boxing, since winning is the accumulated scores from three judges, the following equation is used to calculate the winning percentage ;

(11)

Where Pw stands for winning percentage, WS is the winner’s score, LS holds the loser’s score and n = 3 refers to the number of judges involved. Then, G as the percentage of average Pw as in Equation (9) and we can calculate R by using Equation (10). The data for WBA Boxing in November -December 2010 are shown in Table XIII. The results of game reûnement measure are shown in Table XIV. In Olympic boxing, the data start from March 2008 to December 2014. In each year, the number of matches is unequal and the total number of matches is 301. The result shows in Table XV. C. Results and discussion The results for both, Olympic boxing and WBA boxing, are produced through the data collected from 1992, 1996, 2000, 2004, 2008 and 2012 matches in ten different weight classes with a total of 1555 matches; and WBA boxing in 2008, 2009, 2010, 2011, 2012, 2013, 2014 in seventeen different weight classes,and a total 301 matches. The game reûnement theory was applied in the manner prescribed in Section II. The results of the experiment are compared in Table XI for each weight class and Table XII for each group of year(s) in Olympic boxing and in Table XV and Table XV for WBA boxing respectively. 1) Winning percentage method: The nature of boxing game makes it a challenging task to analyse and quantify the excitement and entertainment levelIt is common knowledge that boxing is exciting and entertaining but to show it scientiûcally is a different story. Since boxing game is a time limit game but can terminate at anytime, the uncertainty is very high and that seems to capture viewer’s excitement. The data collected has been shown to reûect this uncertainty and revealed aggressive standard deviation ûgures. The use of winning percentage to feed into thegame reûnement theory has resolved the high variability issues that might intimidate the results. The scores are shown in Table XVI. 28 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

TABLE XIII STATISTICAL RESULTS OF WBA BOXING IN NOV-DEC 2010

Month Weight Class W S LS R 115 114 Mini fl yweight 116 112 0.50 114 115 TKO Lightweight TKO 1.00 TKO Nov 118 110 Super middleweight 120 108 0.52 118 110 TKO Super fl yweight TKO 1.00 TKO 119 109 Featherweight 119 109 0.52 120 108 114 111 Super lightweight 114 111 0.51 113 112 117 111 Dec Super fl yweight 117 111 0.51 116 112 115 111 Bantamweight 116 109 0.52 117 109 116 112 Flyweight 110 118 0.49 115 113

Panumate, Iida & Takahashi / An Analysis of Sports 29

TABLE XIV MEASURES OF GAME REFINEMENT(R) FOR WBA AND OLYMPIC BOXING Class W BA Olympic Mini fl yweight 0.089 0.000 Light fl yweight 0.086 0.084 Flyweight 0.082 0.083 Super fl yweight 0.082 0.000 Bantamweight 0.080 0.085 Super bantamweight 0.083 0.000 Featherweight 0.084 0.000 Super featherweight 0.089 0.000 Lightweight 0.086 0.084 Super lightweight 0.081 0.000 Welterweight 0.091 0.083 Super welterweight 0.084 0.000 Middleweight 0.087 0.084 Super middleweight 0.081 0.000 Light Heavyweight 0.080 0.085 Cruiserweight 0.093 0.000 Heavyweight 0.088 0.085 Average 0.085 0.084 In Olympic boxing, scores are received , among others, through the accuracy and input of the punches. This is highly subjective as the assessment of a punch differs from one judge to another. For example, some punches that make three judges click make our mind feels excited while some punches that make only two judges click will also make us feel excited; but maybe lower than the previous punch. To solve this problem, we consider the weight of each punch by capturing the click of the judges. Through this method, we can classify each punch into 6 level of clicks (from 0 click to 5 clicks). TABLE XV MEASURES OF GAME REFINEMENT(R) FOR WBA BOXING Year R 2008 0.087 2009 0.084 2010 0.087 2011 0.087 2012 0.083 2013 0.083 2014 0.086 Average 0.085

30 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

TABLE XVI SOME VARIANT EXAMPLES OF OLYMPIC BOXING Weight class Year Winner’s score Loser’s score Light fl yweight 2004 49 35 Flyweight 1992 14 0 Bantamweight 1992 3 0 Bantamweight 1992 4 0 Bantamweight 2008 1 1 Lightweight 1996 3 3 Lightweight 2004 40 26 Light welterweight 1992 5 0 Light welterweight 2000 42 41 Light welterweight 2004 42 40 Light welterweight 2004 48 31 Welterweight 2004 54 27 Welterweight 1992 6 0 Welterweight 1996 4 4 Middleweight 1992 4 0 Middleweight 2004 41 36 Light heavyweight 2008 5 5 Heavyweight 1992 13 0 Super heavyweight 1992 21 1 Super heavyweight 2008 15 0

2) The game reûnement values for Boxing: According to Table XI, we can see that the calculated game reûnement measure of amateur boxing, Olympic boxing, falls between 0.083 “ 0.086 and an average of all weight class is 0.084. Likewise, according to Table XIV, the game refinement measure of professional boxing, WBA boxing, falls between 0.080 “0.093 and an average of all weight class is 0.085. According to the previous studies, 0.07 “ 0.08 is an appropriate value which has been shown to be a reliable game reûnement measure of many games that have undergone sophistication. The results show that both amateur boxing and professional boxing have a high game reûnement measure. This is because boxing is an excessively exciting sport, with a KO and a TKO case that make viewers excited. KO and TKO are significant exit points that allow boxer to instantly win or lose the match To compare between boxing and other sports done in previous research such as football or volleyball; boxing has higher reûnement values. A higher game reûnement value means the game is exciting and highly sought after. Panumate, Iida & Takahashi / An Analysis of Sports 31

3) Amateur Box and professional Boxing: We can see that game reûnement value for amateur boxing is 0.084 while for professional boxing is 0.085. There are slightly different between amateur boxing and professional boxing Silva, Del Vecchio, Picanc¸o, Takito, and Franchini (2011). The main difference is the rule. For professional boxing, boxer has to ûght twelve rounds, it is remarkably much longer than amateur boxing which has only three rounds. It gives the boxer more chance to blow a KO or TKO because the game time is much longer. Moreover, in professional boxing, protective headgears are not permitted. This also increases the percentage of KO and TKO because headgear is an important equipment to protect the head which is an important part to blow a deadly KO. The statistical results of number of KO and TKO and the percentage was calculated and show in Table XVII. TABLE XVII KO AND TKO COMPARED BETWEEN OLYMPIC AND WBA Olympic WBA

Number of Match 1555 301 KO 11 (0.71%) 44 (14.62%) TKO 209 (13.44%) 95 (31.56%) KO + TKO 220 (14.15%) 139 (46.18%)

Outstandingly, for KO and TKO cases, a sudden death makes a game suddenly ends and the result depends on who makes the knock out. Even though your score is much lower than opponent’s score, if you can make a knock out, you will unquestionably win. At the same time, although your score is much higher than your opponent’s , if you are knocked out, you will lose the game. The sudden death component makes the game much more exciting because it is an uncertainty of game outcome, you will not know who the winner is until the game ended. KO and TKO case is a sudden death case same as killing king in chess, destroying a ûnal ancient in DotA or getting royal ûush in poker card game. However, there is a difference between boxing and those games mentioned above. For chess and DotA, the killing king and destroying a ûnal ancient are the only condition to win the game, you cannot win by any other way and the attractiveness of the game depends on the method to complete this condition. But in boxing, it provides sometimes such as twelve rounds in professional boxing for letting a boxer to deliver a knock out. However, if the time runs out, the game will end and the winner will be judged by simple scoring system. For poker, the game will end when the limited card is fully used. You will win if you have higher rank card than opponent but if you get royal ûush which is the highest rank, it will surely conûrm that you will win the match. 32 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

We will see that there are some games which have a sudden death case and this factor makes the game very exciting. For extremely exciting game likes boxing, viewer will certainly expect that KO or TKO will happen sometime in the match, the game’s result can still be unexpected and it decisively makes the outcome of the game uncertain. In contrast between amateur boxing and professional boxing, according to Table XVII, Olympic boxing has little KO and TKO cases, it is very rare to occur, while WBA has a lot of KO and TKO cases. Hence, for research question, what is the difference between amateur boxing and professional boxing, we can shortly conclude that amateur boxing is a professional boxing without sudden death case. However, for WBA boxing, game reûnement measure is still around 0.085 shown in Figure (9). It is noticeably separated between each type of boxing. Therefore, for research question mentioned before, what is the current trend of boxing’s rule changing, we can conclude that amateur boxing, Olympic boxing, will be in suitable zone for all viewer same as another sport while professional boxing, WBA boxing, is still being in exciting zone with a sudden death component for especial viewer. D. Summary Boxing is one of the most exciting and sophisticated sports with a very long history and widely played in many countries. This analysis is an attempt to quantify entertainment impact of boxing. We believe that knock out case is one of the most important reasons which make boxing so exciting. We figured out a game progress model of boxing using the winning percentage method. We have chosen Olympic boxing as a representative of amateur boxing and WBA boxing as a representative of professional boxing because it is ofûcial

Fig. 8. Comparing of game refinement measure of Olympic boxing Panumate, Iida & Takahashi / An Analysis of Sports 33

Fig. 9. Comparing of game refinement measure of WBA boxing and admitted, then we applied our model. We see that the average of game reûnement measure of Olympic boxing and WBA boxing, 0.084 and 0.085, are much high. So, boxing may be suitable for some especial viewers. As we have believed, the essential reason is because KO and TKO case which is a sudden death case that makes the game instantly ends. Nevertheless, it is a very rare case for amateur boxing likes Olympic boxing but it is a normal case for professional boxing likes WBA because the difference of the rules. For research question, what is the difference between amateur boxing and professional boxing, we can shortly conclude that amateur boxing is a professional boxing without sudden death case. Further, for research question, what is the current trend of boxing’s rule changing, we can answer that amateur boxing will be in suitable zone for all viewers while professional boxing is still being in exciting zone for especial viewer. It is understood that the work presented here is simple yet undeniably important for designers and programmers to make the digital games competitively exciting. Further works may include various data such as from women boxing. Other boxing competitions beside Olympic boxing and WBA boxing such as World Boxing Council (WBC) or International Boxing Organization (IBO) boxing matches. Moreover, we can apply this model in another ûghting sport. There are many ûghting sports such as Taekwondo, Judo, Karate, Muay Thai, Sumo, Jujutsu and Kick boxing. The ûghting sport that use weapon such as fencing can also be included. The core of martial arts and the detailed rules are different but the main rules remain the same; to ûght and win the battle. Respectively, we can also use winning percentage method with a handling of sudden death case as illustrated in this study. 34 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

Analysis Of Tennis Tennis is one of the most attractive sports which has been popular in many countries for many centuries. This section describes an application of game reûnement theory to tennis, especially in the evaluation of scoring system adapted in Grand Slam tournaments. The Grand Slam tournaments, also called Majors, are the four most important annual tennis events. The Grand Slam consists of the Australian Open, the French Open, the Wimbledon, and the U.S. Open. They have a long history of fame and well-protected rule systems. However, there exist inconsistencies in the scoring system inside each tournament and between the tournaments. For example, best-of-ûve rule is applied to men’s matches while women’s matches use best­of-three rule. In addition, Grand Slam tournaments are consistent in using best-of-ûve for men while other tournaments use best-of-three for both men and women. Another example is that nonetheless, tie break rule is universally used in the tournaments, only U.S. Open Tournament accepts tie break in the ûnal set (ûfth set of male tournament and third set of female tournament). The differences raise the awareness of researchers about whether the old, conservative rules can keep Majors tournaments interesting and pleasant. By applying game reûnement measure from tennis world class tournaments, the results are hoped to give an acceptable answer to these questions. While many efforts have been devoted to the studies of tennis with a focus on many points Conaire, Kelly, Connaghan, and O’Connor (2009) Polk, Yang, Hu, and Zhao (2014) Sudhir, Lee, and Jain (1998). In this section, differences in scoring systems of Grand Slam tournaments are considered. The contribution of the differences on the attractiveness of the tennis tournaments was evaluated with game reûnement measurement. Based on the results of the analysis, many controversial questions can be answered com­ pletely. By applying game reûnement theory to tennis with an appropriate game progress model, we can go deeply while focusing on three main research questions: 1) Is best-of-three scoring system better than best-of-ûve scoring system? 2) Is ûnal set tiebreak system better than no ûnal set tiebreak system? 3) What is the difference between court surfaces? 4) What is the trends of tennis? In this section, we ûrst brieûy describe some important things about tennis such as its rule and how to collect data. Then, we apply game reûnement theory to tennis. Finally, the results obtained are discussed. A. Overview of Tennis Tennis Wikipedia (2016) is a racket sport that can be played individually against a single opponent (singles) or between two teams of two players each (doubles). Each Panumate, Iida & Takahashi / An Analysis of Sports 35 player uses a tennis racket that is strung with cord to strike a hollow rubber ball covered with felt over or around a net and into the opponent’s court. The object of the game is to play the ball in such a way that the opponent is not able to play a valid return. The player who is unable to return the ball will not gain a point, while the opposite player will. Tennis is played by millions of recreational players and is also a popular worldwide spectator sport. The four Grand Slam tournaments (also referred to as the “Majors”) are especially popular: the Australian Open played on hard courts, the French Open played on red clay courts, Wimbledon played on grass courts, and the US Open played also on hard courts. The modern game of tennis dates back to 19th century England when lawn tennis was played. Sur­prisingly, most of the rules have not changed since the lawn tennis days other than a few modiûcations. The rules of tennis have changed little since the 1890s. Two exceptions are that from 1908 to 1961 the server had to keep one foot on the ground at all times, and the adoption of the tiebreak in the 1970s. A recent addition to professional tennis has been the adoption of electronic review technology coupled with a point challenge system, which allows a player to contest the line call of a point. According to the 2016 International Tennis Federation Handbook ITF (2016), tennis is played by two players in a single match or between two groups of two players in a doubles match. The court is rectangular, 78 feet long by 27 feet wide for singles matches and the doubles court is 78 feet long by 36 feet wide. There is a net suspended by a metal cable or cord dividing the court across the middle attached to the net posts at a height of 3.5 feet. There are also speciûed regulation on both the ball used in competition as well as acceptable racket speciûcations a player use. From Connaghan, Kelly, and O’Connor (2011), standard scoring of a tennis game proceeds as follows: (0) also “love”;(15) First Point; (30) Second Point; (40) Third Point (with a tie at 40 being known as a “deuce”; and Fourth or Game Point, except in the case of a deuce, in which case this point becomes known as Advantage. It is concluded shown in Table XVIII. TABLE XVIII HOW TO CALL SCORE IN TENNIS

Point Call No point ”Love” First point 15 Second point 30 Third point 40 Fourth point ”Game”

36 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

This ensures that games must be won by a margin of at least two points (and in the case of a deuce, by two consecutive points). There is some ambivalence, however, since the rules of tennis are open to several alternative scoring methods. Under the No-ad or tiebreak scoring alternative to the advantage rule, a game proceeds to a decisive game point directly from a deuce. The points of one player in a match are calculated by summing all his points in each game in the match. The following example shown in Table XIX explains how to estimate the points of Kei Nishikori in the second game and his points in the ûrst tiebreak game in semi-ûnal of the U.S. Open 2014. TABLE XIX AN EXAMPLE OF NORMAL GAME AND TIEBREAK GAME IN SEMI-FINAL OF THE THE U.S. OPEN 2014 Player1 Player2 Type of game Result 15-0, 15-15, 30-15, 30-30,40-30, Normal game Kei Novak Deuce, A-40, Deuce, A-40, Game Nishikori Djokovic 1-0, 2-0, 3-0, 4-0, 4-1, 4-2, 5-2, 5- Tiebreak game 3, 5-4, 6-4, Game

In the normal game, we recall that 15 means 1 point, 30 means 2 points, and 40 means 3 points. When the score is tied at 40-40, it is deuce. To the ûrst deuce of the normal game, each player had 4 points. Then Nishikori won the next point or the advantage point. The score was A-40. His score was 5. He needed another point to win the game but he failed. The score was deuce again and Djokovic won one break point. So each player had 5 points. After that, Nishikori won the next advantage point and won another point to end the game. So Nishikori gained 7 points and Djokovic had 5 points in the game. In the tiebreak game, the ûrst player who scores 7 points out of 12 points win the game. It is trivial to see that Nishikori won 7 points and Djokovic had 4 points. With the advantage rule, total points of a player each game are not limited to 4 points. Similarly, a set of at least six games must be won by a margin of two games under Advantage Set rules, with no limitation to the number of games required. Alternatively in a tiebreak set, winners are determined within a maximum of 13 games. Matches too can be comprised of best-of-three or best-of-ûve (providing a two-game lead), or any of several alternative Short Sets (ûrst to win four, provided a two-game lead) and tiebreak match systems. Panumate, Iida & Takahashi / An Analysis of Sports 37

To ensure a clear understanding of point-game-set-match relationship, Figure (10) represents the hier­archy of the tennis scoring system.

Fig. 10. Hierachy of tennis scoring system

B. Game progress model of Tennis Let us consider some of the major differences between the top level tennis events by applying a score litmit approach of the model. The Wimbledon, U.S. Open, French Open, and Australian Open are the best known annual tennis events. These tournaments employ best-of-ûve set matches for men singles and doubles, and best-of-three set matches for women and mixed tournaments. All four tournaments now employ the tiebreak rules, except in the ûfth (ûnal) set, which only the U.S. Open allows to be decided in a tiebreaker. Masters 1000 includes: IndianWells, Miami, Monte-Carlo, Madrid, Rome, Canada, Cincinnati, Shanghai, and Paris Masters, all of which are played in the best-of-three, tiebreak format. For the purpose of comparison to the other formats we only need consider only the data of Masters 1000 Men. The intended research requires complete point score totals for the matches, which are not published on ITF. While IBM SlamTracker tracks point totals per player, their dataset is not available for independent research. Observations are taken from data of recent years four major world tournaments the Majors, and Masters 1000 tournaments as they were found on a popular online source Tennisbetsite (2016). 38 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

The data consists of total points for the winning side, and total match points for every Majors (also Grand Slam) tournament match from 2004 to 2014, 5080 matches; and Masters 1000 Men’s tournaments from 2006 to 2014, 4536 matches. In total, we collect 9616 matches shown in Table XX. By applying game reûnement theory with score limit approach, we obtain many interesting data shown in Table XXI. TABLE XX TOTAL NUMBER OF MATCHES IN DATA ANALYSIS Tournament Matches/Tour Tours/year Matches/year Interval Total Grand Slams 127 4 508 10 years 5080 Masters 63 9 567 8 years 4536

TABLE XXI MEASURES OF GAME REFINEMENT

Association Rule Tournament Surface Avg. Avg R 5 sets tiebreak U.S. Open Hard 105.4 193.3 0.053 No T/B fi nal Australian Hard 119.8 218.9 0.05 ATP (Men’s) No T/B fi nal French Open Clay 119.5 217.9 0.05 No T/B fi nal Wimbeledon Grass 122.8 226.6 0.049 3 sets tiebreak U.S. Open Hard 77.9 138 0.064 WTA No T/B fi nal Australian Hard 77.53 139.4 0.063 (Women’s) No T/B fi nal French Open Clay 77.4 139.4 0.063 No T/B fi nal Wimbeledon Grass 77.96 140.8 0.062 Masters1000 3 sets tiebreak (all) (all) 82.37 141.8 0.064 (Men’s)

C. Results and discussion 1) Best-of-three and best-of-ûve scoring system: Best-of-ûve match only occurs in Major tennis events, especially for men. The system ensures that one player can outperform his opponent. It is hard to understand why the best-of-ûve system is only use in men’s tournaments instead of women. This leads to famous tennis players including Andy Murray to suggest women to play the same length of match as the men if they are getting paid equally. And female players such as Martina Navratilova thinks that men should play best- of-three instead of best-of-ûve matches. Game reûnement measure is hoped to show which of the two systems is better. According to Table XXI, best-of-ûve matches seem to appear only in the domain of men’s Major tournaments. Most competitions are decided in best-of-three, including mixed doubles, women, and all Masters 1000 events. Of the many Panumate, Iida & Takahashi / An Analysis of Sports 39 proximal or distal reasons which could be imagined for having a best-of-ûve for men’s competition in the Majors, perhaps tradition or the test of endurance might receive the most mention. The topic seems to be under somewhat vigorous discussion in the tennis community MILLER (2014). Many good arguments exist on both sides of course, so the discussion here will be conûned to the mathematical realm. However, it is interesting that two typical arguments, one of each for and one against the 5-set match, are of a mathematical nature. One states that the best-of-ûve is more interesting than a best-of-three contest, because best-of-three format (say, Player A vs. Player B) can produce only four distinct three-set outcomes: ABA, ABB, BAA and BAB. A ûve-set match, on the other hand, has 12 possible set outcomes, creating a host of ways momentum can twist and turn over the course of several hours. Opposite this, it is opined that best-of-ûve-set matches have little effect on outcome in men’s tennis MILLER (2014), with Miller citing that only about 2.5 to 3.5 percent of game outcomes change between the third and ûfth sets. From a game reûnement standpoint, it can be seen that the R values of best-of-three competitions more closely conform to the R values found in other games under the model than do best-of-ûve. This is clearly the greatest difference in the measures of game reûnement among the tournaments. It can also be noticed that, although it is true that there is a gender difference to consider between best-of-three and best-of-ûve contests in the Majors, the R values for men’s best-of-three contests in the Masters 1000 are quite nearly the same as those for women’s in the Majors. For the eight years of observation from Masters 1000 matches, we found a R values of 0.064, while those for the three-set Majors ranged from 0.062 to 0.064. For this reason we believe that the difference in R values between best-of-three and best-of-ûve-set competition is not attributable to gender. TABLE XXII COMPARISON BETWEEN BEST-OF-THREE AND BEST-OF-FIVE SCORING SYSTEM R value Tournament Best-of-three Best-of-fi ve U.S. Open 0.064 0.053 Australian Open 0.063 0.05 French Open 0.063 0.05 Wimbledon 0.062 0.049 Tab le XXII shows that R value of best-of-three variant is greater than best-of-ûve version. The best­of-three scoring system should be used to keep the major tournaments interesting and pleasant. 40 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

2) The necessity of tiebreak in ûnal set: The aim of a tiebreak game is to settle down a set when the score is tied at six games all. Without tiebreak game, it can take a very long time to ûnish a set. The longest tennis match was recorded in the Wimbledon where the ûnal set is an advantage. The match between John Isner and Nicolas Mahut lasts about 11 hours. An advantage ûnal set requires consistence and endurance from players. But the players have to face the risks of injuries which can ruin their remaining matches in a tournament or even their own career. At the moment, only the U.S. Open has tiebreak ûnal set. The main concern of the section is whether it is necessary to have a tiebreak ûnal set. Table XXI shows game reûnement values of No tiebreak and tiebreak ûnal set versions of tennis scoring system. With tiebreak, the U.S. Open has the smallest average total points per match (193.3 for men and 138 for women). The R value of the U.S. Open (0.053 for men and 0.064 for women) is bigger than those of the other 3 Grand Slam tournaments, which indicates that using tiebreak ûnal set makes the game more exciting than no tiebreak ûnal set. The difference is small with women tournaments. The reason is that women tournament use best-of-three match instead of best-of-ûve match in men tournament. How game sophistication varies with best-of-three and best-of-ûve systems is the next concern in the work. How well the male tournaments in the Majors can become if they change their scoring system? Fortunately, the changes were applied to other tournaments: the Masters 1000. Masters 1000 are the secondly famous annual tennis tournaments. It’s mandatory for famous players to join in the tournaments. 1000 stands for the number of points a champion can gain for his ranking. Unlike Grand Slam, Masters 1000 tournaments have a new scoring system with best-of-three and tiebreak for all sets. Table XXIII shows the average R values of Majors and Masters 1000 for male tournaments. TABLE XXIII COMPARISON BETWEEN TIEBREAK AND NO TIEBREAK SYSTEM Variants Tournament R value No tiebreak fi nal set and best-of- Australian Open French 0.05 fi ve match Open Wimbledon Tiebreak fi nal set and best-of- U.S. Open 0.053 fi ve match Tiebreak fi nal set and best-of- Masters 1000 0.064 three match

Panumate, Iida & Takahashi / An Analysis of Sports 41

According to Table XXIII, game reûnement value increases when tiebreak ûnal set and best-of-three system is used. 3) Court surfaces: Tennis is played on different court surfaces. There are four main types of tennis court surfaces: carpet, clay, grass and hard surface. Each type has a variety of characteristics which affect speed and style of play. The four Majors tournaments are played on various surfaces and there used to be player’s domination based on a surface type. For example, Pete Sampras dominated Wimbledon’s grass courts or Raphael Nadal is “the king of clay”. What surface brings up the most excitement for tennis game? In this section, game reûnement theory is used to examine how different court surfaces affect tennis game sophistication. First of all, we explain the characteristic of court surfaces and player’s sufûcient style of play: • Clay court is crushed shale, stone or brick, and deep red. The French Open is the only Grand Slam tournament played on clay, and the greatest clay tournament in the world. Clay is the slowest surface, with high-bouncing balls; the balls tend to bounce instead of skidding. As a result, the clay court takes away some advantage of big servers. It favors baseline players, and not the huge servers with the serve-and- volley style of playing. • The grass court is the fastest surface and is used at the Wimbledon. Up until 1970s, grass was used at three of the four Majors tournaments except French Open. Grass is the surface of serve-and-volley style game. It is an unpredictable surface. The bounce of the ball depends on how recently the grass has been mowed, the health of the grass and how much it’s previously been played on. • Hard courts are the most common at tennis sports centers for both indoor and outdoor courts. Both the Australian Open and U.S. Open use types of hard court surfaces; the Australian Open uses a synthetic surface called Plexicushion and the U.S. Open uses a product called Deco Turf. A hard court is usually made of asphalt or concrete that has a layer of padding, which is the covered with paint that has sand mixed in. The more sand is added to the paint, the slower the surface becomes. Hard courts are considered the middle ground between clay and grass; it’s a fast surface, but the ûat, uniform surface is more predictable without the surprises of a grass or clay court. It’s a good surface for a broader range of player styles. • “Carpet” in tennis means any removable court covering. Indoor arenas store rolls of rubber-backed court surfacing and install it temporarily for tennis events, however 42 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

they are not in use any more for professional events. A short piled form of artiûcial turf inûlled with sand is used for some outdoor courts, particularly in Asia. Carpet is generally a fast surface, faster than hardcourt, with low bounce ITF (2016). Beginning the 1990s, tennis fans began to complain that the faster surfaces afforded a more boring tennis-viewing experience. As a result, many tournaments started to slow down their surface in the past decade. Wimbledon organizers changed the composition of their grass, the Australian Open and U.S. Open added more sand to their courts to slow down balls. The R value in Table XXI among the group of 3 tournaments: the Australian Open, the French Open, and the Wimbledon which have the same scoring system but different court surface are analyzed. The Wimbledon has the fastest court surface, so it has the smallest R value (0.049 for men and 0.062 for women). R values of the tournaments with hard and clay surfaces are almost similar. There are some small differences between the three R values, which indicates that the organizers seem to be successful in slowing down their surfaces and the 3 kinds of court surfaces do not have much different inûuences on tennis game excitement in the Majors tournaments, nowadays. Court surfaces affect game speed, which has a measurable effect on reûnement values for tennis. Under the model it would seem that speeding up, and reducing point totals would result in higher R values closer to a 0.07 to 0.08 range. However, faster, lower bouncing balls also result in fewer and shorter rallies which tends to have an opposing effect on enjoyability. Somewhere is a balance to be struck, and the ITF ITF (2016) has been slowing court surfaces down in recent years. There is a wide variety of court surfaces available, the speciûcations of which directly affect the particulars of bounce, skid, traction, cushion, reliability, absorbency, light refraction and maintenance. Grass courts are the most traditional, and the fastest of tennis courts used in the ITF. Changes to the underlying soil composition, grass species, length and moisture content provide some controllability to these factors. Wimbledon is the only major played on grass. Clay has a reputation as the slowest surface, with the greatest bounce. The French Open is played on clay. The surfaces known as hard courts are layers of synthetic materials over a uniform underlayment of concrete or asphalt. The upper layers are a textured, pigmented, sanded, resin-bound acrylic coating designed to give a controlled playing experience somewhere between that of grass and clay. Panumate, Iida & Takahashi / An Analysis of Sports 43

Fig. 11. Evolution of tennis game refinement value in male tournaments Knowingly or unknowingly, the governing boards of many sports have also been actively involved in controlling the breadth and length of their respective games. Prior to 1974 the U.S. Open and French Open were played on grass courts, which have been known for their fast, sometimes slippery surfaces, and given to a particular type of game play. The last remaining Major to continue the tradition of grass courts, the Wimbledon has acted to harden the underlayment and slow the upper surface. The differences in court types today are not as great as they have been in the past, and the gap is narrowing. Because of these adjustments, there is very little remaining difference in R values directly attributable to the differences between court surfaces in the Major tournaments today. 4) Comparing by years: It has long been understood that games must continue to develop and evolve in order to maintain fairness, safety, or enjoyability for players and spectators. According to what we know from game reûnement theory, in those games which are the surviving variants of long processes of sophistication, game information tends to arrive in approximately 0.07 to 0.08 R value for many games and game types. Game Reûnement theorizes that 0.07 to 0.08 R value is optimally accessible both for play and obser­vation, although we can only speculate why this may be. Below this value, as in the case of best-of-ûve tennis matches, players or spectators might experience a lack of excitement awaiting the arrival of new game information. Also, above this value is not good which previous studies conûrm. 44 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

The Figure (11) shows how game reûnement values increased each time changes in the history of men’s tennis tournaments. Before 1974, the U.S. Open, the French Open and the Wimbledon were played on grass courts, which is proved as the most inefûcient court surface in the Section V-C3. From 1974, only the Wimbledon used court surface and its organizer started to slow down the surface. In 1980, tiebreak was universally applied in the Grand Slam. The tiebreak helped speed up the game and kept it exciting. However, the conservative organizers of the Australian Open, the French Open, and the Wimbledon decided that tiebreak can be used for all sets except ûnal sets. From 1990, the Masters 1000 was introduced, tiebreak for all sets and best-of-three match was used for men’s tournaments except the ûnal match. In the past 2 decades, there were no considerable changes in tennis rules instead of some small modiûcations. In 2008, the Masters 1000’s scoring system became more advance than those of Grand Slam when all matches in the Masters 1000 are best-of-three with tiebreak. The changes in rule made the game sophistication comes closer and closer to the balanced window, 0.07-0.08. Although the value has not been inside the desired window, but the increment in game reûnement values indicates the effeteness of tiebreak and best- of-three in scoring system. It may be the right time for Grand Slam’s conservative organizers to change and keep the tournaments exciting. Perhaps more signiûcantly, in terms of game reûnement theory, from 1980 tiebreak sets were introduced to the Majors except in the ûnal set, which the U.S. Open already allows to be settled by tiebreak. Tennis is a traditional and conservatively controlled sport, but applying the score limit approach we see these increments gently moving tennis closer toward a 0.07 R value. D. Summary Tennis is one of the most attractive and sophisticated sports with a long history and widely played in many countries. We raised three main research questions: “Is best-of- three scoring system better than best­of-ûve scoring system?”, “Is ûnal set tiebreak system better than no ûnal set tiebreak system?” and “What is the difference between court surfaces?” For this purpose, game reûnement measure was employed and round-match approach was used to ûgure out a game progress model of tennis. We made observations from recent years, four major world tournaments or Majors, and Masters 1000 tournaments data obtained from a reliable online source Tennisbetsite (2016). We observed the differences within the scoring systems inside and between Grand Slam tournaments. There are numerous debates about keeping or changing the differences but there is no convincing evidence to ensure that the reûnement can help to make the Panumate, Iida & Takahashi / An Analysis of Sports 45 tournaments exciting. Should we use best-of-three or best-of-ûve system? Should we have a tiebreak ûnal set or not? After comparing the value of game reûnement measurement of the variants, our experiments has shown that best-of-three system is much better than best-of-ûve and tiebreak is necessary in ûnal set. Also, for the difference between court surfaces, we found that the difference is not as great as it has been in the past since there are many adjustments. Conclusion This work is an attempt to present an application of game reûnement theory to answer the various research questions in many kinds of sports. We select baseball as a representative of time limit sports, boxing as a representative of ûghting sports and tennis as a representative of score limit sports. Then, for each sports, we explain how to ûgure out a reasonable game progress model and apply it to the target sports. For baseball, the model of time limit sports from game reûnement theory was applied to baseball, which considers the innings as the time. The baseball leagues both major and minor from many countries were chosen. The range of game reûnement value of baseball is around 0.065, which is lower than the sophisticated zone. Moreover, it trends to decreasing in the future. Thus, baseball will not attract some viewers. The value of game reûnement is decreasing because the rules does not change for a while. In contrast, the rules of other popular sports have been changed, which lead their game reûnement value to the sophisticated zone. In term of countries, baseball was the most popular sports in Japan. However, the game reûnement value shows that Japan has the lowest value among other countries compared. The reason is that the rules of Japan leagues that difference, which trend to get score harder than others. In term of leagues, Rookie league has the highest game reûnement value. In contrast, Major league has the lowest one. Thus, the average scores in each game of Major league is lower than Rookies league. The reason is that the performance gap between batters and pitchers. Lastly, the softball’s game reûnement value falls in the sophisticated zone due to the effort for changing its rules, which are a huge impact to the games, promote the scoring than baseball. For boxing, a new approach for ûghting game called winning percentage method is applied. We can see that the average of game reûnement measure of Olympic boxing and WBA boxing, 0.084 and 0.085, are much high. So, boxing may suitable for some especial viewers. As we have believed, the essential reason is because KO and TKO case which is a sudden death case that makes the game instantly ends. Nevertheless, it is a very rare case for amateur boxing likes Olympic boxing but it is a normal case for professional boxing likes WBA because the difference of rule. For research question, what is the difference between amateur boxing and professional boxing, we can shortly conclude that amateur 46 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017 boxing is a professional boxing without sudden death case. Further, for research question, what is the current trend of boxing’s rule changing, we can answer that amateur boxing will be in suitable zone for all viewer while professional boxing is still being in exciting zone for especial viewer. For tennis, a use of score limit approach of game reûnement theory applying to tennis was described. We are interested in the differences within the scoring systems inside and between Grand Slam tournaments. There are numerous debates about keeping or changing the differences but there is no convincing evidence to ensure the reûnement can help to make the tournaments exciting. Should we use best-of-three or best­of-ûve system? Should we have a tiebreak ûnal set or not? After comparing the value of game reûnement measurement of the variants, our experiments show that best-of-three system is much better than best-of­ûve and tiebreak is necessary in ûnal set. Also, for the difference between court surfaces, we found that the difference is not as great as it has been in the past since there are many adjustments. For the trend of tennis, it will go to the sophisticated zone, 0.07 – 0.08. In conclusion, it is practically proved that game reûnement theory can effectively be used in many many domains of games such as classical board games, video games and sports, including baseball, boxing and tennis, by establishing a reasonable game information progress model. It can be used as a helpful tool to measure an attractiveness and sophistication of a game considered and it also enables game designers to make a target game more sophisticated. As conûrmed by our previous studies, we observed that suitable game reûnement measure is around 0.07 – 0.08. It is understood that the work presented here is simple yet undeniably important for designers and programmers to make the digital games competitively exciting. Further works may include various data. For example, in boxing, we may use data from women boxing, other boxing competitions beside Olympic boxing and WBA boxing such as World Boxing Council (WBC) or International Boxing Organization (IBO) boxing matches. Also, in tennis and baseball, we can gather data from another league and another year. Respectively, we can apply game reûnement theory to another sport. For example, we can apply winning percentage method from boxing to another ûghting sport. There are many ûghting sports such as Taekwondo, Judo, Karate, Muay Thai, Sumo, Jujutsu and Kick boxing. The ûghting sports that use weapon such as fencing can also be included. The core of martial arts and the detailed rules are different but the main rules remain the same; to ûght and win the battle. By this reason, we can also use winning percentage method with a handling of sudden death case as illustrated in this study. Furthermore, we can use these exist models as a basis in order to create a new model which is suitable for the target game considered. Panumate, Iida & Takahashi / An Analysis of Sports 47

References (2008): BBC News. Fewer Sports for London Olympics. July 8, 2005. (2008): “softball.” The Columbia Encyclopedia. New York: Columbia University Press, 2008. AIBA (2016): “Aiba ofûcial site,” http://en.wikipedia.org/wiki/Boxing/. Belliotti, R. A. (2006): The Philosophy of Baseball: How to Play the Game of Life, Edwin Mellen Press. ´ Conaire, C. O., P. Kelly, D. Connaghan, and N. E. O’Connor (2009): “Tennissense: A platform for extracting semantic information from multi-camera tennis data,” in 2009 16th International Conference on Digital Signal Processing, IEEE, 1–6. Connaghan, D., P. Kelly, and N. E. O’Connor (2011): “Game, shot and match: Event-based indexing of tennis,” in Content-Based Multimedia Indexing (CBMI), 2011 9th International Workshop on, IEEE, 97–102. Fudenberg, D. and J. Tirole (1991): Game Theory, MIT Press, URL https://books.google.co.jp/ books?id= pFPHKwXro3QC. Gettings, J. and M. Z. from infoplease (2012): “Olympic preview: Softball,” http://www.infoplease.com/ spot/summer-olympics-softball.html. Govan, A. Y., A. N. Langville, C. D. Meyer, et al. (2009): “Offense-defense approach to ranking team sports,” Journal of Quantitative Analysis in Sports, 5, 1151. Hahn, A., R. Helmer, T. Kelly, K. Partridge, A. Krajewski, I. Blanchonette, J. Barker, H. Bruch, M. Brydon, N. Hooke, et al. (2010): “Development of an automated scoring system for amateur boxing,” Procedia Engineering, 2, 3095–3101. Iida, H., K. Takahara, J. Nagashima, Y. Kajihara, and T. Hashimoto (2004): “An application of game-reûnement theory to mah jong,” in Entertainment Computing– ICEC 2004, Springer, 333–338. Iida, H., N. Takeshita, and J. Yoshimura (2003): “A metric for entertainment of boardgames: its implication for evolution of chess variants,” in Entertainment Computing, Springer, 65–72. ITF (2016): “International tennis federation handbook,” http://www.itftennis.com/ofûciating/rulebooks. Jennings, L. (2014): She’s a Knockout!: A History of Women in Fighting Sports, Rowman & Littleûeld Publishers, URL https://books.google.co.jp/books?id=FSkvBQAAQBAJ. Lee, G.-G., H.-k. Kim, and W.-Y. Kim (2009a): “Highlight generation for basketball video using probabilistic excitement,” in 2009 IEEE International Conference on Multimedia and Expo, IEEE, 318–321. Lee, H., H. J. Choi, J. H. Park, J. H. Lee, and S. Jung (2009b): “Center of gravity based control of a humanoid balancing robot for boxing games: Balbot v,” in ICCAS-SICE, 2009, IEEE, 124–128. Liponski, W. (2003): World Sports Encyclopedia, MBI, URL https://books.google.co.jp/books?id= 5HpiAAAACAAJ. Mandelbaum, M. (2004): The Meaning of Sports: Why Americans Watch Baseball, Football, and Basket-ball, and what They See when They Do, Public Affairs, URL https://books.google.co.jp/ books?id=RT-sRk86Ip4C. McCauley, J. (2008): “MLB Wants Baseball Back in Olympics”. Washington Times. Associated Press. MILLER, S. (2014): “Two extra sets, little added drama; best-of-ûve-set matches have little effect on outcome in men’s tennis,” New York Times. Mozgovoy, M. and I. Umarov (2010): “Building a believable and effective agent for a 3d boxing 48 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

simulation game,” in Computer Science and Information Technology (ICCSIT), 2010 3rd IEEE International Conference on, volume 3, IEEE, volume 3, 14–18. Newton, P. K., K. Aslam, et al. (2009): “Monte carlo tennis: a stochastic markov chain model,” Journal of Quantitative Analysis in Sports, 5, 1–42. Olympic (2016): “Olympic boxing ofûcial site,” http://www.olympic.org/boxing/. O’Malley, A. J. et al. (2008): “Probability formulas and statistical analysis in tennis,” Journal of Quantitative Analysis in Sports, 4, 15. Pappas, A. M., R. M. Zawacki, and T. J. Sullivan (1985): “Biomechanics of baseball pitching a preliminary report,” The American journal of sports medicine, 13, 216–222. Polk, T., J. Yang, Y. Hu, and Y. Zhao (2014): “Tennivis: Visualization for tennis match analysis,” IEEE transactions on visualization and computer graphics, 20, 2339–2348. reference, S. (2016): “Baseball reference,” http://www.baseball-reference.com. Rottenberg, S. (1956): “The baseball players’ labor market,” The Journal of Political Economy, 242– 258. Rui, Y., A. Gupta, and A. Acero (2000): “Automatically extracting highlights for tv baseball programs,” in Proceedings of the eighth ACM international conference on Multimedia, ACM, 105–115. Salen, K. and E. Zimmerman (2004): Rules of play: Game design fundamentals, MIT press. Sanderson, A. R. and J. J. Siegfried (2003): “Thinking about competitive balance,” Journal of Sports Economics, 4, 255–279. Schell, J. (2014): The Art of Game Design: A book of lenses, CRC Press. Silva, J. J. R., F. B. Del Vecchio, L. M. Picanc¸o, M. Y. Takito, and E. Franchini (2011): “Time-motion analysis in muay-thai and kick-boxing amateur matches,” . Staudohar, P. D. (2005): “Performance- enhancing drugs in baseball,” Labor Law Journal, 56, 139. Sudhir, G., J. C.-M. Lee, and A. K. Jain (1998): “Automatic classiûcation of tennis video for high-level content-based retrieval,” in Content-Based Access of Image and Video Database, 1998. Proceedings., 1998 IEEE International Workshop on, IEEE, 81–90. Sutiono, A. P., A. Purwarianti, and H. Iida (2014): “A mathematical model of game reûnement,” in Intelligent Technologies for Interactive Entertainment, Springer, 148–151. Sutiono, A. P., R. Ramadan, P. Jarukasetporn, J. Takeuchi, A. Purwarianti, and H. Iida (2015): “A mathematical model of game reûnement and its applications to sports games,” . Tennisbetsite (2016): “Tennis results site,” http://www.tennisbetsite.com/tournaments.html. Vecer, J., T. Ichiba, M. Laudanovic, et al. (2007): “On probabilistic excitement of sports games,” . Vossen, D. P. et al. (2004): “The nature and classiûcation of games,” AVANTE-ONTARIO-, 10, 53–68. Wattanamongkhol, N., P. Kumhom, and K. Chamnongthai (2005): “A method of glove tracking for amateur boxing refereeing,” in IEEE International Symposium on Communications and Information Technology, 2005. ISCIT 2005., volume 1, IEEE, volume 1, 6–9. WBA (2016): “Wba ofûcial site,” http://www.wbanews.com/. Wikipedia (2016): “Tennis pages on wikipedia,” http://www.tennisbetsite.com/tournaments.html. Xiong, S., L. Zuo, R. Chiewvanichakorn, and H. Iida (2014): “Quantifying engagement of various games,” in The 19th Game Programming Workshop 2014, Information Processing Society of Japan. EFFECTIVENESS OF BALLET EDUCATION IN GERONTOLOGY FROM YOUTH TO AGE *Chiiho Sano **Ryo Takahashi Abstract Dance of all genres can help to improve your posture. Even if you’re not a dancer, improving your posture can have positive effects on your body, as well as your social life. Recent studies indicate that dance may be an effective alternative to traditional exercise and it is used as a method of therapy, rehabilitation and cross- training for professional sports player and other category.0This paper explains the benefits of dance for all people, discusses what is currently known with respect to appropriate dosing of dance interventions, and speculates on the potential mechanisms by which dance may convey benefits. Effectiveness of dance, much remains to be studied in several areas, including the mechanisms by which dance conveys benefit to all ages and to those with PD, rehabilitation therapy, sports category within the concept of Philosophy of Gerontology. Keywords: dance, ballet, aplomb, body alignment, posture, spine, Agrippina Vaganova, S-curve, pull up Introduction Dance are becoming ever popular, the number of people taking part in dance classes worldwide. Here are some of the many benefits of dance: dance keeps both the body and the brain active, vital for people of every age, dance offers a way to improve strength and flexibility, which helps keeps muscles and joints healthy, dance helps you learn about your body, improving your posture and balance. Especially proper posture and body alignment are essential to all dancers. When yourbones are in good alignment, your muscles, joints and ligaments can work as they are supposed to. Dance of all genres can help to improve your posture. Even if you’re not a dancer, improving your posture can have positive effects on your body, as well as your social life. But good posture is also important for your health and overall well-being. Recent studies indicate that dance may be an effective alternative to traditional exercise and it is used as a method of therapy, rehabilitation and cross-training for professional * Ph.D., President, Chiiho Classic Ballet Academy ** Ph.D., Professor, Department of Health Welfare Science, Faculty of Sports Science, Sendai University 50 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017 sports player and other category. This paper explains the benefits of dance for all people, discusses what is currently known with respect to appropriate dosing of dance interventions, and speculates upon potential mechanisms by which dance may convey benefits. There is a clear need for additional research using larger sample sizes to examine the potential long-term effects of dance for them. History of Ballet Ballet, as we know it today, its origins in the Italian Renaissance courts of the 15th and 16th centuries. Ballet spread from Italy to France with the help of Catherine de’ Medici, where ballet developed even further under her aristocratic influence. And she introduced early dance styles into court life in France. And further developed in the French court from the time of Louis XIV in the 17th century. This is reflected in the French vocabulary of ballet. In the late 17th century Louis XIV founded the Academic Royale de Musique (the Paris Opera) within which emerged the first professional theatrical ballet company, the Paris Opera Ballet. The predominance of French in the vocabulary of ballet reflects this history. Theatrical ballet soon became an independent form of art, although still frequently maintaining a close association with opera, and spread from the heart of Europe to other nations. The Royal Danish Ballet and the Imperial Ballet of the Russian Empire were founded in the 1740s and began to flourish, especially after about 1850. In 1907 the Russian ballet in turn moved back to France, where the Ballets Russes of Sergei Diaghilev and its successors were particularly influential. Soon ballet spread around the world with the formation of new companies, including London’s The Royal Ballet (1931), the San Francisco Ballet (1933), American Ballet Theatre (1937), The Royal Winnipeg Ballet (1939), The Australian Ballet (1940), the New York City Ballet (1948), the Matsuyama Ballet(1948), the National Ballet of Canada (1951), The Tokyo Ballet(1964), New National theatre(1997), K-Ballet Company(1999), and the National Ballet Academy Trust of India, New Delhi (2002). In the 20th century ballet has continued to develop and has had a strong influence on broader concert dance. For example, in the United States, choreographer George Balanchine developed what is now known as neoclassical ballet. Subsequent developments now include contemporary ballet and post- structural ballet, seen in the work of William Forsythe in Germany. After 1850, ballet flourished in Denmark and Russia. It was from Russia that it returned to Western Europe and subsequently the globe. The Ballets Russes of Sergei Sano & Takahashi / Effectiveness of ballet education 51

Diaghilev and its successors were particularly influential during this period. It has continued to draw on and be enriched by folk dance and local dance traditions. Ballet in Japan How ballet was spread and recognized in Japan. Japan has a short history of ballet; it is only about 100 years. Ballet, has been entered for the first time in Japan in the Taisho era. The Taisho era is the time when glamorous culture blossomed, Japanese economy becomes richer and democracy began to grow. In addition, urbanization advanced thanks to economic development, and gorgeous Taisho culture flowered. European culture influence was also advancing in our life (Even an aspect of living was affected by the Europe culture), a department store was constructed and led the time. It was just such a time that Japan met ballet. Initially, ballet was not regarded as an independent art form but more part of the curriculum for training theater actors. Many of the foreign teachers who taught Western-style dances (such as a ballet-inspired style called “toe dancing”).Mainly Russians were employed by the theater school attached to the Imperial Garden Theater in Tokyo, and later Nihon Gekijo. Three Russians who are said to have popularized ballet in prewar Japan are coincidently named Pavlova : Anna Pavlova, Eliana Pavlova, and Olga Pavlova (Sapphire). And it’s said to be”Pavlova of 3 people”. First Pavlova, Anna Pavlova (1881-1931) was a great historical dancer. Pavlova is most recognized for the creation of the role The Dying Swan. The Dying Swan (originally The Swan) is a solo choreographed by Mikhail Fokine in 1905 for the ballerina Anna Pavlova, who performed it about 4,000 times. The short ballet (4 minutes) follows the last moments in the life of a swan, and was first presented in St. Petersburg, Russia in 1905. The ballet has since influenced modern interpretations of Odette in Tchaikovsky’s Swan Lake and has inspired non-traditional interpretations and various adaptations. She founded the company in 1911 and she became the first ballerina to tour ballet around the world. In 1922, she toured with her company to JAPAN. This performance was the first ballet performance that Japan invited from the foreign countries. After the 20days performance at the Imperial Theatre, visited places all around the nation. Many Japanese knew what’s called ballet and how beautiful ballet is to see her dance. And Ryunosuke Akutagawa (芥川龍之介 / 1892-1927)1 watched in awe and were inspired. Also the Dying Swan have a varied impact on Classical Japanese dance. Three years before Anna Pavlova’s visit, in 1919, Eliana Nikolaevna Tumanskaya Pavlova (later renaming herself Eriko Kirishima, 1897-1941) first moved to Japan. Elena 52 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

Pavlova(1897-1941) called “mother of a Japanese ballet”, ran away from the danger of the Russian Revolution and visited Japan in the 8th Year of Taisho era (1919).At first, she was coaching a ballroom dance (not Ballet) in Yokohama, then she went to Tokyo. After a brief stay in Shanghai, she returned to Japan in the 14th Year of Taisho era (1925) after the Great Kanto earthquake and opened Japan’s first ballet studio/school, Pavlova Ballet School, in 1926.She devote herself to the dancer’s education and support. And she has produced many of those who would later become Japan’s leading ballet dancers and educators- Chieko Hattori (1908-1984), Azuma Yusaku (1910-1971), Tachibana Akiko (1907-1971), Kaitani Yaoko(1921-1991), and Hiroshi Shimada (1919-). The last Pavlova was Olga Sapphire (Olga Ivanovna Pavlova, later Midori Shimizu, 1907-1980). After graduate of the Imperial Ballet School (now Vaganova Academy of Russian Ballet) in St Petersburg in 1929, she married Japanese diplomat Takehisa Shimizu and moved permanently to Japan in 1936. She was employed by Nihon Gekijo and acted as a teacher, choreographer and a prima ballerina for the company until her retirement in 1953. These three Pavlovas opened the door to the Japanese Ballet. However during the World War II, ballet couldn’t be presented in Japan, after the war, Yusaku Azuma and Eiryo Ashihara established Tokyo Ballet Company.Later it split into some ballet companies such as Tani Momoko Ballet Company (this is one of the famous ballet companies). Now there are also some other popular ballet companies: Matsuyama Ballet Company, Maki Asami Ballet Company and so on. Japan has a lot of ballet companies at present. Ballet is regarded as a symbol of western culture, but in Japan Ballet has unique characteristics differ from western ballet. In Japan, for example, regardless of their body proportions, anyone has a chance of becoming a professional ballet dancer, and anyone can take ballet class to fulfill their own desires, therefore ballet is becoming more popular among women. Gerontology and Ballet Commonality By five million years ago, our ancestors had developed the ability to walk on two legs but their gait was quite different from our own and their skeletons retained some features that helped them climb trees. Modern humans have evolved a unique bipedal body structure.Our bipedal body structure is unique amongst living apes. In fact, our ancestors started on the path to becoming human when they began walking on two legs. While the evolutionary process allowed humans to become much more advanced than other primates, it is also to blame for many of the maladies we suffer from today. For 1Akutagawa Ryunosuke was a Japanese writer active in the Taisho period in Japan. He is regarded as the “Father of the Japanese short story” and Japan’s premier literary award, the Akutagawa Prize, is named after him. Sano & Takahashi / Effectiveness of ballet education 53 all our success as a species, the problems we still experience as a result of our evolution demonstrate that humans are in fact “evolution is not perfect”. For example, when our ancestors began walking, they prompted skeletal changes which today result in bad backs. Back pain and other skeletal problems are relatively common in modern humans, an unfortunate side effect of walking upright. Distributing all our weight on just two limbs can have painful consequences, like lower back pain, slipped disks, arthritis in hips and knees, and collapsed foot arches. For all0our success as a0bipedal body structure, standing muscles that support the spine need to be strengthened. The word “Gerontology”, Ansello (2010) explained that “gerontology is the door through which we understand not only human aging but also human life itself. Where gerontology exists, it is traditionally encamped amidst psychology, sociology, and the biomedical sciences, and sometimes includes public policy.”, and Takahashi(2016) explained that “Gerontology, which is the study of aging, is not only the interdisciplinary and intra disciplinary study, but also the international and inter-professional study of aging to create awareness on the concept among the people, throughout the globe.” Ballet technique aims to correct muscular imbalances, master proper body alignment, establish proper mechanics, and strengthen the body. Strong core musculature provides for a safe and reduce risk of injury. Every dance technique requires intense control, which is provided by core strength, flexibility and body control. If you enjoy watching ballet and take a couple of beginner ballet classes each week, you still need control for your body. For many reason, it is used as a method of therapy, rehabilitation and cross-training for professional sports player and other category. Body Alignment Tips for Dancers Agrippina Vaganova (1879-1951) was a noted Russian ballet dancer, choreographer, and teacher. She created a new way of teaching ballet, which was named for her, and was the author of a book (1934), which is still regarded as a standard in ballet instruction. In this book, she said, “To master stability in the dance, to gain aplomb, is a matter of primary importance to every dancer.” In dance, aplomb is also used to describe stability as achieved through correct posture, placement and alignment. And a correctly set body is the foundation of every step, so aplomb in the basic conceptions of classical ballet. Agrippina Vaganova also said, “The stem of aplomb is the spine”. Aplomb relies on balance and on feeling and controlling the muscular sensations within the spine. The main function of the spine, in people in general and certainly in dancers, is to support the weight of the head, rib cage, and shoulder girdle. The majority of this weight is trans- ferred to the pelvis, where the center of gravity is located. 54 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

Anatomy of the Spine Spine is one of the most important parts of human body. Without it you could not stand up or keep yourself upright. Spine allows you to move about freely, to bend with flexibility and protects your spinal cord. The spinal cord is a column of nerves that connects your brain to the rest of your body, allowing you to control your movements. Without a spinal cord you could not move any part of your body, and your organs could not function. Keeping your spine healthy is vital if you want to live an active life.

As the figure 2 shows, the spine is made up of 24 bones, called vertebrae. Ligaments and muscles connect these bones together and form what is called the spinal column. The spinal column has three main segments. From top to bottom they are the cervical spine, the thoracic spine, and the lumbar spine. Each of these segments is discussed in detail below.

The cervical spine (Neck): • The cervical spine (C1-C7) spans the length of the neck and supports the weight of the skull. • The cervical spine is very flexible, but it is also very much at risk for injury from strong, sudden movements, such as whiplash-type injuries. The thoracic spine (Mid back): Sano & Takahashi / Effectiveness of ballet education 55

• The thoracic spine (T1-T12) is made up of 12 vertebrae and it is located below the top 7 vertebrae of the cervical spine and above the lumbar spine. •These vertebrae connect to your ribs and form part of the back wall of the thorax (the ribcage area between the neck and the diaphragm). •The curve of the thoracic spine is a “C”-shape with the opening of the “C” in the front. This type of curve is called a kyphotic curve. The lumbar spine (Low back): • The five large vertebrae of the lumbar spine (L1-L5) form the lower back. • The lumbar spine is shaped like a backward “C”, just like the cervical spine. This shape is called a lordosis curve. • The vertebrae in the lumbar spine are the largest of the entire spine. The lumbar spinal canal is also larger than in the cervical or thoracic segments of the spine. The size of the lumbar spine allows for more space for nerves to move about. The sacrum (S1-S5) consists of five fused bones and connects the spine to the pelvis. The coccyx, commonly referred to as the tailbone, is the base of the column that is formed by three (or sometimes four) fused bones. The normal spine has an “S”-like curve when looking at it from the side. A healthy spine has curves. This allows for an even distribution of weight. The “S” curve helps a healthy spine withstand all kinds of stress. Even though the lower portion of your spine holds most of the body’s weight, each segment relies upon the strength of the others to function properly. Each of its parts is affected by and dependent on the others, so it’s a good idea that spine as a “system”, instead of a “thing”. Between each vertebra is a fibrous disc that protect the bones by bearing the bulk of the weight placed on the spine and absorbing shock during movements. In addition, the 56 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017 space created between the vertebrae allow for movement of the spine itself. When people experience pain in their spine it often occurs in the lumbar region. This is because the lumbar spine is connected to your pelvis, which is where most weight bearing and body movement takes place. Typically this is where people tend to place too much pressure, such as when lifting up a heavy box, twisting to move a heavy load, or carrying a heavy object. These activities can cause repetitive injuries that can lead to damage to the parts of the lumbar spine. As noted in the book “Inside Ballet Technique: Separating Anatomical Fact from Fiction” by Valerie Grieg, “The key to good posture is the correct alignment of the spine. The body masses of the skeleton - head, rib cage, and pelvis - are stacked vertically, like building blocks, over their base, the legs and feet. This balanced position, with the shoulder girdle hanging easily on top of the rib cage, causes the line of gravity - the imaginary vertical line that exactly bisects the weight of the body - to fall through the center of the structure.” This line of gravity when viewed from the side passes from the top of the head at a point just behind the ear, through the centers of the shoulder, the rib cage, the pelvis and hip joints, down through the knee joint, and on to the foot in front of the ankle. When standing in a neutral position with these body parts aligned, important muscle groups are free to perform their main tasks of moving the bones without added tension or stress. Importance of Posture in Dance, and Life Correct body alignment is essential for ballet. Proper body alignment allows the dancer to move freely and lessens the risk of injury. Poor body alignment puts excess strain on muscles and joints, while proper alignment helps to strengthen the dancer’s muscles. Learning proper alignment, or body carriage, is often the first step in learning to dance. Dancers work on the perfect dance posture from day one in the dance studio. Not apply only to dancer, the way you carry yourself, that is your posture has a dramatic effect on your health. When you intentionally or unintentionally repeat poor posture every day, your body’s structure slowly changes and adapts to it, resulting in misalignment and pain. Your posture says a lot about your personality. It also says a lot about how your joints and muscles are working. How you look and feel is directly related to your posture. Despite the importance of having good posture, most of us don’t do anything to improve it. We go about our lives with hunched backs and imbalanced hips, and deal with pain because we think it’s normal. Living with bad posture can be a dangerous thing. The muscle and ligament imbalances that result from poor alignment can lead to all sorts of problems. The easiest and most effective way to correct imbalances is to “Pull up through your spine”. Most of dancers are Sano & Takahashi / Effectiveness of ballet education 57 familiar with advice to “stand up straight” and dancers are often told repeatedly to “pull up through your spine.” This phrase “Pull up” can often contribute to the incorrect placement of the body if it is fully understood. In ballet class, teachers say it often, and students hear it all the time, but what does this common phrase mean and how is it actually interpreted? “What does it mean to “pull up”? Obviously, “pull up” is not a clear directive. The natural physical response for most students is to pull up from their chest, thus throwing their weight backwards. Grieg reminds us in her book, a simple scientific concept lies behind the technique of classical ballet. “The pull up is a lengthening of the spine from coccyx to atlas. If the action is performed correctly, muscles pulling up the knees and the front of the pelvis (quadriceps and abdominals) are involuntarily engaged. The pelvis must be held in its correct vertical position with the hip crests lifted in front and the sacrum directed firmly downward. There should be no hint of “tucking”. On the contrary, the buttocks are held high on top of the legs. The spine is then gently lengthened without disturbing the alignment of the body.” What makes the spine special is that it is composed of curves. As dancers, we typically work to eliminate these curves through continually “straightening” the spine. It’s true that an elongated spine is important; injury is most likely to occur at the sharpest point of the curve, so lengthening the spine reduces the chance of injury. However, a dancer who appears to have a straight spine, while she may have diminished the curves to some extent, still maintains a degree of curvature (Fig 3). Unlike a rigid, straight structure, the curves of the spine, in combination with the inter vertebral discs, absorb shock and prevent wear and tear on the vertebrae. It is extremely difficult for young dancers to isolate the movement of each spinal section, so it is often helpful to simply encourage them to elongate the spine as a whole. This softens each of its curves, enhances flexibility of each spinal section, and stacks each vertebra on the next. If you lack good posture, your overall health and well-being may become promised. Over time, your body will start to suffer. Long term effects of poor posture and improper body alignment can affect important body systems including digestion, elimination, and breathing, and body parts such as bones, muscles, joints and ligaments. If you suffer from 58 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017 poor posture, you may often be tired and fatigued or unable to work or move properly. Conclusion The healthcare world began to take serious interest in dance. Because dance offers many potential benefits for both your health and well-being. Dance incorporates practice of many functional movements, including backward walking, jumping and turning. And it’s a total body workout that requires both discipline and focus but is also quite enjoyable. So dancing can be a way to stay fit for people of all ages, shapes and sizes. Furthermore, dancing improves brain function on a variety of levels. Recent studies show, dance appears to meet many, if not all, of the recommended components for exercise programs designed for individuals with Parkinson disease (PD).A final and most important aspect of dance is its social nature. This may be particularly important with respect to the effects of dance on quality of life. Dance may enhance social support networks, dance is an enjoyable activity regardless of age and sex, and dance is associated with enhanced motivation to pursue exercise-related activities. For all people, dance not only expands individuals’ repertoire of physical activity, but may also foster further community involvement, personal development, and self-expression. Effectiveness of dance, much remains to be studied in several areas, including the mechanisms by which dance conveys benefit to all ages and to those with PD, rehabilitation therapy, sports category within the concept of Philosophy of Gerontology. References Ansello, F, E. (2010)Education of the Heart (Kigatsuku) and Aging, Journal of Gerontology Renaissance Vol.3,93-109. Calais-Germain, B. (1993). Anatomy of Movement. Seattle: Eastland Press. Earhart GM.(2009). Dance as therapy for individuals with Parkinson disease. Eur J Phys Rehabil Med. Grieg, V. (1994). Inside Ballet Technique: Separating Anatomical Fact from Fiction in the Ballet Class. Hightstown, NJ: Princeton Book Company. Lerman L.(2011). Hiking the Horizontal Field Notes from a Choreographer. Middletown, CT: Wesleyan University Press. Marchant D, Sylvester JL, Earhart GM.(2010). Effects of a short duration, high dose contact improvisation dance workshop on Parkinson disease: a pilot study. Complement Ther Med . Marieb, E.N. (2003). Human Anatomy and Physiology, sixth edition. Benjamin Cummings. (8th Edition found here) Takahashi, R.(2016) . Vision for gerontological society in hokkaido from 2020 to 2030 to stand within the grass roots welfare society, Odisha Journal of Social Science, vol.3(1)16-22. Vaganova, A. (1969). Basic Principles of Classical Ballet. New York: Dover Publications. William, D. (2016). Dancing with Disease: A Dancer’s Reflections on Moving with people with Sano & Takahashi / Effectiveness of ballet education 59

Parkinson’s and Memory Loss. Opinion published: 25 August 2016 doi: 10.3389/ fneur.2016.00137DanceforParkinson’s:http://www.ballet.org.uk/learning/dance-parkinsons/ Dance for Parkinson’s Big Give: Meet Sally: https://youtu.be/PVKBRbuu89M?t=31 Dance for Parkinson’s Big Give: Meet Ron: https://www.youtube.com/watch?v=V8EIAOruV2E Dance for Parkinson’s Big Give: Meet Sarah: https://www.youtube.com/watch?v=Xz_GQVDOgiA Dance for Parkinson’s Big Give: Meet Anne: https://www.youtube.com/watch?v=BpEIDGx_zaI Arnold Schwarzenegger and Franco bodybuilding ballet https://www.youtube.com/watch? v=EXttYXbKi0sFOOTBALLMEETBALLET: https://www.youtube.com/watch?v=lyqLv-TDSi8 JHS Football Team Takes Ballet: https://www.youtube.com/watch?v=qhX5GQjGQ7Y When Football Meets Ballet: https://www.youtube.com/watch?v=hhkH6SI82yw Ballet is More Challenging than Football: https://www.youtube.com/watch?v=JTccLuRsD9c Senior Project 2014, how Ballet helps other Athletes(Danielle Tirpacks’s Senior Project 2014 This video shows how ballet can be a great source of cross training for athletes in other sports.): https://www.youtube.com/watch?v=AM-h9Zz40jc Soccer Boys = Ballet Dancers?: https://www.youtube.com/watch?v=3XgY2xESc_A Ballet — the new weapon in South Africa’s soccer armoury(Ballet classes are the latest tactic by one sports and arts academy totry to improve soccer skills in South Africa. A particularly surrealstrategy for one future pro-footballer who’s made the leap from Poor Township to pirouettes.): https://www.youtube.com/watch?v=pHYos_URiaQ Ballet Training for Athletes (1957):https:// www.youtube.com/watch?v=7FFeNpJLdus Temple Sound : Coping With Stress *Debasish Chatterjee

Abstract Through EEG, Brain wave analysis is one of the important approaches to measure level of stress. Sound therapy is well-known brainwave entertainment. But this paper suggests that some special sources of sound, named “Temple Sound”, related to few religious practice helps to relief human stress. The present study seeks to explain the interactive and relative effects of that temple sound on their brain waves as reliever on occupational stress of secondary school teachers. It made use of simple random sampling in selecting 110 male teaching staffs from the two types of the institution- govt. aided & private aided. The Special nature of that sound wave is analyzed by MATLAB simulation in this paper. The parameters like pitch, sharpness, Power spectral density (PSD) etc are measured. It is observed that there is common relation of that group of religious sound in frequency domain. It indicated that the different levels of stress of two different groups of people are gradually decreased by the continuous effects of that temple sound. On the basis of this finding, it is suggested that this sound, which is practiced by human group is able to control their occupational stress will benefit teachers immensely in coping with stress. Key Words : EEG, Stress, Temple Sound, PSD. Introduction Brain wave is one of the important approaches to measure level of stress. When millions of brain cells are communicating at the same time, this all generates a significant amount of electrical activity - which can be detected using sensitive scientific equipment, such as an EEG (electroencephalograph) machine. Very first, human brain reading through EEG was taken by Hans Berger back in 1924. Now according to the verities activity of brain, verities looking wave were found. They are categorized by different name, viz. “Beta” pattern (12-30Hz) for alertness, and dominant waking frequency, “Alpha” (8-12Hz) wave, for physical and mental relaxation, and awareness, thinking creativity and deep chill, “Theta,” (4-7Hz) for daydreaming, or feeling very sleepy, think meditation, intuition, memory, and associated with creative states and moods. “Delta”, (0.1-4Hz) for deep sleep, and can also trigger growth and body healing. At the opposite end of the spectrum, above

*Assistant Professor, Department of Education, Derozio Memorial College, West Bengal, India. Chatterjee / Temple Sound 61

Beta, there also exists “Gamma” which is a critical yet mainly supportive frequency, found to exist during certain storming situation, like Thinking inspiration, higher learning, focusing.

Gamma exists at 30 to 100+Hz, yet never exists solely – it is always complemented by other brainwaves (Ganguly, 2014). Stress is an unavoidable characteristic of life and work, which affect the brain wave. It is a generalized non-specific response of the body to any demand made on it. Occupational stress describes physical, mental and emotional wear and tear brought about by incongruence between the requirement of the job and the capabilities, resources and needs of the employee to cope with job demands (Akinboye, et.al, 2002). There is little doubt, however, that some professions have fared worse than others. It has been argued that workers that are involved in high levels of personal interaction, such as nurses and teachers, are more vulnerable to occupational stress and professional ‘burnout” than those in product-oriented organizations; this belief has been strongly supported by several studies. The survey conducted by the Trade Union Congress (TUC, 1996) concluded that people working in the voluntary sector, and in education, constituted occupational groups most 62 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017 affected by occupational stress. Studies of the teaching profession, in particular, commonly reveal high levels of stress, which often manifest themselves as exhaustion, anxiety, depression, irritability and increased levels of stress-related illness. Travers and Cooper (1991) found teachers to be significantly poorer in mental health in comparison with other highly stressed occupational groups. Occupational stress of a teacher is related with their personality. Hence present investigators try to measure their nine humanness functions (Chatterjee and Nandi,2004), along with the level of occupational stress. This HFA is an Indian concept of ego psychology, and depicted from Manu (Maxmuller, l9l8). This occupational stress can be easily removed by various coping strategies, like yoga, meditation, fight or flight mechanism, sound therapy etc. More recent evidence has shown physical and psychological responses using electronically disguised nature sounds. This includes ocean, wave, water, wind, animal human, organic, dolphin, etc. (Jeffrey & Thompson, 2007). Besides the natural sounds, “The most powerful aspect of music is rhythm,” says music therapy professor Ron Borczon (2001). Music is very personal and affects individuals in different ways. Different parts of the body resonate to different sounds and pitches, and most significantly, certain kinds of music can powerfully effect the human spirit or soul (Cottam, J., 2013). We can listen to music anywhere and everywhere. Temple sound, which is used in the present study, is one of the most effective therapeutic music. This is derived from Nada Yoga. It consists of five types of religious sounds, which is commonly used in various Hindu temples. These are bell (Ghanta), cymbal (Kartaal), flute(Bansi), conch(Sankha), drum(Dhak). Besides their religious nature, Present researchers try to find out their scientific nature as stress reliever among the school teachers. Literature review reveals that a very few studies have been reported on the brain wave and stress of different types of employees. Patrik (2001) discussed the various types of power of a teacher has & how he/she must use it, Remo & Rino (2003) investigate the relationship between teachers’ personality profile and their attitude toward their profession & training, Adeyemo and Ogunyemi (2007) discussed Emotional intelligence and self- efficacy as predictors of occupational stress, Rockoff et. al (2008) discussed the relationship between teacher’ characteristics & teachers’ effectiveness, Ossebeerd (2000) thinks on Stress Reduction by Technology, Williams (2011) discussed Emotional distress about weight gain and attitude to goal achievement failure, Thomason (2013) discussed on the role of altered of conscious in native American healing, Salamon (2002) worked on sound therapy, Chatterjee / Temple Sound 63

Rossman (2010) thought on true sound’s effect on life, etc. But not a single study was found on the temple sound as stress reliever among the school teachers. Therefore present study dug in that corner. OBJECTIVES OF THE STUDY : Present study attempts at: 1) To perform a simulation using MATLAB by EEG waves from two groups of teachers. 2) To generate a stress measuring scale from simulation result. 3) To compare stress level among teachers by using various temple sound. 4) To calculate pitch (fundamental frequency) and the Power Spectral Density(PSD) of different temple sounds against different times and their effects on brain. METHODS: Sample In total 110, male working adults were taken from a certain suburban district area of West Bengal and Jharkhand. Among them 60 were employed in government aided secondary schools. The rest 50 were taken from different private schools. The sample (N=110) which was incidental in nature, & was matched on the basis of age (m=35), race (all Hindus), SES (middle class income group), and educational qualification (minimum graduate). Instruments The study was conducted with the following instruments: 1) Mind Wave mobile i.e. Neurosky: It’s a Brain Wave Starter kit, for EEG sensor hardware. Naturally it was connected with android mobile phone by Bluetooth. Levels of attention and meditation are measured by this instrument. Here investigator tried to measure the level of stress by this tool. 2) Temple sound :- These are the mixed of five types of sound based on Hindu religious practices. They are bell, cymbal, flute, conch, & drum. Though they have some religious importance, but also they have some scientific natures. Due to the harmony of religious and science, these temple sounds impress on our mind which will assume to control the occupational stress. The nature of religiosity and science of these are seen in table 1. 64 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

Table-1. Description of different Temple sounds in perspective of their religious and scientific nature.

Procedure : Temple Sounds are collected from temple environment and recorded by microphone devises, then analyze by MATLAB software to estimate their different significant parameters like frequencies and PSD values. During recording some digital band pass filter (100 to 5000Hz) is used to remove high frequency noises. Then these types of temple sound is applied first individually then mixing up one by one throughout one month interval to the sample each at natural sound environment, and all mixing up sound ( 5 sound together) simultaneously used for stressed group. In every cases their brain feedback are collected by Nuro Sky EEG devices (Mind Wave) and recorded their frequency data in every 10 min intervals from highest stress level condition to brain relaxed situation. Chatterjee / Temple Sound 65

Results and Discussion: The main issue of concern was to find out the impact of temple sound on brain in regarding to the different variables. The results of the data analysis that provided answers to the research objectives are presented below. For the addressing of issue, therefore from table 2 it was found that mixing sound was more effective on brain than the single. Table - 2: Comparison between the frequencies of brain wave with respect to time by different temple sounds among non stressed group.

FIG-1: Line graph showing the effect of mixing temple sound on brain with respect to time and frequencies. 66 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

Fig-1 shows five individual line starting from high stress level (higher frequency) to stress relief condition (low frequency) accordance to their five temple sound applied mixing up one by one. It is sharply noted that at month-5 where 5 sound simultaneously applied to a sample taking less time to relaxed his/her brain. That’s why mixing sound (1+2+3+4+5 i.e. Bell + Cymbal + Flute + Conch + Drum) is used by researchers simultaneously to next group of sample. The simulation result is recorded one after one week for each sample. It was observed that max stress level is diminished at one after one week for each particular sample who are always practiced in Temple sound environment (Table-3). Table - 3: Comparison between the frequencies of brain wave with respect to time by mixing sounds among stressed group.

Fig-2. Line graph showing the differences of brainwave with respect to time by using mixing temple sound. Chatterjee / Temple Sound 67

Fig-2 indicates that, from week-1 to week-6 sample’s max stress level redused from 72Hz to 47Hz. And also they are able to control their stress within 30 min instead of more than 45 min. It highlights the main aim of the study. Actually this is the continuous effect of temple sound. As the number of simulation i,e number of practice periods increases, the stress protecting as well as stress handling capability of each sample is increased. Thus after a long time they are completely manage their stress to a permanent shifting position with the effects of religious temple sound. The graph is shows that results (Fig-3).

Fig-3 : Line graph showing the permanent shifting of stress level by using continuous reliever.

Hence it is suggested that, if stress management programs will be arranged periodically for reducing the levels of stress among the teachers, they will more improve their functional skills & lead to effective teaching. It is supported by Ravichandran & rajendran (2007). Not only that like peace education, value education etc also be promoted for stress relieve. Most probably that’s why for the scientific basis, ancient Gurukul system followed some religious practices like using of this temple sounds. References : Adeyemo, D.A. & Ogunyemi, B.(2007), Emotional Intelligence And Self-efficacy As Predictors Of Occupational Stress Among Academic Staff In A Nigerian University, E-Journal of Organisational learning & Leadership, vol-7, no-2. Akinboye, J.O., Akinboye, D.O. & Adeyemo, D.A. (2002). Coping with Stress in Life and Workplace. Stirlin-Horden Publishers (Nig.) Ltd. 68 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

Brown, Anne, Z., Uehara, and Denise, L. (2009); Copping With Teacher Stress: A Research Synthesis for Pacific Educators, Pacific Resources for Education & learning, Hawaii, 1.

Cheryl, J., Travers, O., and Cooper,L. (1996); Teachers Under Pressure: Stress in the Teaching Profession, Routledge, 3.

Cooper, C.L. & Cartwright, S. (1994). “Stress Management Interventions in the Workplace: Stress Counseling and Stress Audits”. British Journal of Guidance and Counseling, 22, 1, 65-73.

Cottam, J., (2013), Musical therapy for relaxation of stress, http://www.abbeyroad.com /News/Article/ 220/Anthem-Competition-Listen-to-the-Winning-Tracks.

Ganguly, A. (2014); Brainwave Simulation: Occupational Stress Level Measurement Technique, Odisha Jr. Of Social Science, vol-1, Issue-1, ISSN 2321-3493, 74-83.

Jeffrey, D. & Thompson, D.C., (2007), Methods for Stimulation of Brainwave Function Using Sound, Center for Neuroacoustic Research.

Patrik, M. (2001); Teacher Power & How to Manage It, The Educational Review, 107(3), 45-48.

Ravichandran, R. & Rajendran, R. (2007); Perceived Sources of Stress Among the Teachers, Jr. of the Indian Academy of Applied Psychology, V-33, No-1, 133-136.

Remo, J. and Rino, R. (2003); Teacher: A Look At the Interaction Among Personality Profile, Training, and Perceived Status, University of Padova & University of Trento, Italy, 7-8.

Rockoff, J., Brian, A. J., Thomas, J. K. and Douglas, O. S. (2008); Can You Recognize an Effective Teacher when You Recruit One? NBER Working Paper, No-14485, 21-45.

Ron Borczon, (2001), Play music and love music, American Journal of Epidemiology.

Rossman, L.M, (2010), True sound’s effect on life , Sounds True Inc. ISBN -13 978-1-59179-776-0 Salamon Elliott, and Minsun Kim, John Beaulieu, and George B. Stefano, (2002), Sound Therapy Induced Relaxation: Down Regulating Stress Processes and Pathologies, BioSonic Enterprises. NY Trades Union Congress (1996). National Survey of Health and Safety Representatives. London: TUC. Travers, C. & Cooper, C. (1991). “Psychological Responses to Teacher Stress”. European Review of Applied Psychology, 44, 137-148. Thomason, Timothy C. (2013), The Role of Altered States of Consciousness in Native American Healing, Journal of Rural Community Psychology, Vol E13 No 1. Williams, David R. (2011), Emotional distress about weight gain and attitude to goal achievement failure, J of Aging health, v-25, 839-862. EFFECT OF LEARNING AND CIVIC EDUCATION TEACHER PEDAGOGICAL THE IMPROVEMENT OF STUDENTS IN CIVIC DISPOSITION PUBLIC JUNIOR HIGH SCHOOL 1 KAWANGKOAN NORTH SULAWESI *Apeles Lexi Lonto Abstract Empirical facts about the bad character of learners; still their Civics teachers who do not meet the expected standards of competence; low mastery learning Civics quality management; encourage the importance of research to determine the effect of teaching Civics and Civics teachers’ pedagogical competence to increased Civic Disposition Students. The method used is method survey of junior high school 1 Kawangkoan, with respondents as many as 95 students, in 2015. The results showed that: first, Civics Lesson positive influence on Civic dispositions Students through learning means students can develop a Civic Education Civic Dispositions; Second, teachers Pedagogic Competence positive effect on Civic dispositions Students, means the better the pedagogical competence of teachers, the higher the Civic dispositions Students; Third, Learning Civics and pedagogical competence of teachers jointly positive effect on Civic dispositions Students meaning through learning Civics quality and pedagogical competence of teachers is high, the higher the Civic dispositions Students. It is therefore recommended that: first, learning in high school civics should be taught well, because in that students can develop the private and public character. Second, to increase the competence of teachers, in particular pedagogical would always be improved; third, Civics Teachers need to integrate learning civics with themes of national character to strengthen students’ sense of nationhood. Keywords : Learning Civics - Teacher Competence - Civic dispositions Students Preliminary The issue of national character in Indonesia in the spotlight because it is suppose to be the main cause of various problems facing the nation nationality today. Various efforts and attempts have been made by the government through the Ministry of Education and Culture, including through dissemination, training, and even through the integration of the values of the character of the nation (18 values) in each subject in schools ranging from *Faculty of Social Manado State University, e-mail: [email protected] 70 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017 elementary, junior high through high school , However, after some time, after the government promoting the importance of character education to restore the values of national character that has experienced the decadence, signs of change has not been widely seen. On the contrary violence, drug abuse, even crime actually increased. Furthermore, low competence of teachers in Indonesia allegedly joined the cause of the poor quality of education which impact on the low quality of Human Resources (students and graduates). Success or failure of a process of learning civics in schools not only depend on the pedagogical competence of teachers. Civics successful learning in school can also be assessed from nationality competence development of students. Among the competency of students, one of which is the Civic Disposition. In simple terms Civic Disposition is defined as private and public traits of character that are important to the preservation of American Constitutional Democracy. Thus the problem in this research are: 1) how to influence learning to increase civic disposition Civics students in Public junior high school kawangkoan; 2) the influence of pedagogical competence of teachers in improving civic disposition Civics students at Public junior high school kawangkoan; 3) Is there any significant influence learning and pedagogical competence Civics Civics teachers to increase students’ civic disposition? Wahab and Sapriya (2011: 290) says that: a trip Indonesia’s history shows that formal education has traditionally been prepared by one of the rides to prepare citizens in accordance with the national aspirations through the discipline of the social sciences in the curriculum. That effort appears on the birth of the various names for civic education (PKN) in line with the development and the ebb and flow of political journey of Indonesia. According Nu’manSomantri (2001) as cited by Wahab and Sapriya (2011: 312), had argued that the purpose of the Civics should be elaborated in seven curricular activities which include: (1) Science, which includes facts, concepts, and generalizations; (2) intellectual skills, from simple skills to complex skills, from the investigation until its conclusion valid, from critical thinking to creative thinking; (3) The attitude, include the value, sensitivity, and feelings; and (4) social skills. According to Wahab and Sapriya (2011: 315), in the system of education unit level curriculum development at this time, the purpose Civics standard refers to the content of the subjects Civics as contained in the annex Permendiknas number 22/2006. Interest Civics for elementary, junior high, and high school is no different. Everything is oriented on developing the ability / competence of learners that are tailored to the level of psychological development and the intellectual, emotional, and social. In detail, the subjects Civic Education Lonto / Effect of Learning and Civic 71 aims to make the students have the following capabilities: (1) Thinking critically, rationally, and creative in responding to the issue of citizenship; (2) Participate actively and responsibly, and act intelligently in the activities of the society, nation and state, as well as anti-corruption; (3) Developing a positive way and to establish democratic self based on the characters of Indonesian society in order to live together with other nations; (4) Interact with other nations in the international arena directly or indirectly by utilizing information and communication technology. Civics subjects had a vision, which is “the realization of a subject that serves as a means of character development (nation and character building) and the empowerment of citizens”. To provide guidance in the character / characters are characteristic of the nation and also the trust carried by the subjects Civics or Civic Education in general. While the mission Civics subjects, namely “shaping the good citizen that citizens are able to exercise the rights and obligations in the life of the state, based on the political awareness, legal awareness and moral consciousness”. Learning can be defined as a system or process to learn subject students / learners planned or designed, implemented, and evaluated systematically in order to subject students / learners can achieve the learning objectives effectively and efficiently (Komalasari, 2011: 3). Competence is a combination of knowledge, skills, basic values and attitudes that are reflected in the habits of thought and action. (Mulyasa, 2003: 37-38). Mc. Ashan argued that competence is defined as the knowledge, skills, and abilities controlled by someone who has been a part of him, so he can do the behaviors of cognitive, affective, psychomotor as well as possible. (Mulyasa, 2003: 38). Ministry of Education (2004), defines competence is the knowledge, skills, attitudes and values embodied in the habit of thinking and acting. Based on some of the above understanding, the competence can be defined as the ability of students doing things in different contexts involving all three domains (cognitive, affective, and psychomotor). The habit of thinking and acting consistently and continuously enable one to become competent in the sense of having the knowledge, skills, and values basic to do something. Meanwhile, according to Saud (2009: 44-45), in the English language there are at least three of the terminology implies what is meant by the words of competence. 1. “competence (n) is being competent, ability (to do the work)” 2. “competent (adj.) Refers to (persons) having abilitiy, power, authority, skill, knowledge, etc. (To do what is needed)” 3. “competency is rational in the which satisfactorily meets the performance objectives for a desired condition” 72 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

The first definition indicates that competence was basically a show of skill or ability to do any work. While the second definition further show that the competence it is fundamentally a trait (characteristics) people (competent) is one who has the skill, power (ability), authority (authority), skills (skills), knowledge, and so forth, to do what is required. Then the third definition of competence, furthermore, is that it shows the action (performance) rational being can achieve its goals satisfactorily based on the condition (precondition) is expected. Law No. 14 Year 2005 on “Teachers and Lecturers” and Permendiknas 16 of 2007 on “Standards and Competencies Academic Qualification Master mentions that a teacher is required to have four (4) competence: namely, pedagogical, personality, social, and professional. Pedagogical competence is the ability to manage the learning of students. Personal competence is the ability steady personality, noble, wise and dignified as well as being exemplary learners. Professional competence is the ability of mastering the subject matter is broad and deep. What is meant by social competence is the ability of teachers to communicate and interact effectively and efficiently with students, fellow teachers, parents / guardians of students and the surrounding community. Thomas Lick on a popularize educational purposes in an effort to foster good citizenship and intelligent (smart and good citizen). These objectives need to be achieved through a number of processes as follows: (1) Knowledge Development Citizenship (Civic Knowledge); (2) Virtue Citizenship (Civic Disposition), and (3) Skills Citizenship (Civic Skill). Here is a picture of each slice of competence. (CCE’s Seven Core Elements of Civic Education (CCE; 1996; Winataputra: 2001) Competence citizenship by Branson (1998) is divided into three, namely: 1) Civic knowledge (knowledge of citizenship), relating to the content or what it should be known by the citizens; 2) Civic skills (skills of citizenship), is the intellectual and participatory skills relevant citizens; and 3) Civic disposition (disposition of citizenship) that hinted at public or private character that are important for the maintenance and development of constitutional democracy. Knowledge Citizenship (Civic knowledge) relating to the material substance of which should be known by citizens relating to rights and obligations as citizens. This knowledge is fundamental structures and the political system, governments and social systems are ideal as documented in national life and universal values in a democratic society as well as the ways of cooperation to realize common progress and peaceful coexistence in a global society. Skills Citizenship (Civic skill) is a skill that is developed from the knowledge of Lonto / Effect of Learning and Civic 73 citizenship, which meant that the knowledge acquired into something meaningful, because it can be used in dealing with the problems of national life. Citizenship skills include intellectual abilities (intellectual skills) and skills of participation (participation skills). Character citizenship (Civic disposition) hinted at the public or private character that are important for the maintenance and development of constitutional democracy. Character nationality as citizenship skills, develop slowly as a result of what they have learned and experienced by a person at home, school, community, and civil society organizations. Experiences should therefore raise the understanding that democracy requires the existence of independent government who is responsible for each individual. Private character as moral responsibility, self-discipline and respect for the human dignity of each individual is required. Public character is also important. Concern as citizens, decency, heeding the rule (rule of law), critical thinking, and a willingness to listen, negotiate and compromise is the character that is necessary for running a successful democracy (Branson, 1998). According to the National Standards for Civics and Government, as quoted by Branson (1998) says that the private and public character are as follows: 1. Being independent members of society. These include awareness character to personally responsible under the provisions, not because of compulsion or outside monitoring, accept responsibility for the consequences and actions done and moral and legal obligations as a member of a democratic society. 2. Meet personal responsibility of citizenship in economics and politics. This responsibility includes maintaining / keeping themselves, living and caring for family members, meneasuh and educating children. In also follow the information on public issues, voting (voting), pay taxes, be witnesses in court, community service activities, to do leadership tasks according their individual talents. 3. Respecting human dignity of each individual. Respecting others means listening to their opinions, be polite, respect the rights and interests leadership fellow citizens, and adhere to the principle of majority rule, but still respecting the rights of the minority to dissent. 4. Participate in civic affairs effectively and wisely. This character is the character aware of the information before determining the choice (voting) or participate in public debates, engage in polite and serious discussion, and in control of the leadership when needed. Also making an evaluation about when one’s own interests as a citizen to be put aside for the sake of the public interest and to evaluate when a person because of obligations or constitutional principles are required to reject the demands of a particular nationality. 74 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

The properties of citizens can support the characters participate in civic affairs (public) In addition to its citizens as described, further John J. Cogan and Ray Derricott (1998: 2-3) states that the citizens of character in the global era is characterized by five essential elements, namely: a. A sense of identity (identity); b. the enjoyment of certain rights (freedom to enjoy certain rights); c. The fulfillment of the corresponding obligations (fulfilling obligations related); d. A degree of interest and involvement in public affairs (level of interest and involvement in public affairs); e. An acceptance of basic societal values (ownership of the basic values of society). This research was conducted at Public junior high school kawangkoan-Minahasa in 2015. The population in this study were all students of Public junior high school kawangkoan numbering 944, and the sample in this study amounted to 95 people. The method used in this study is a survey method. Data collection techniques used by researchers in this study is questionnaire data was analyzed by Correlation Analysis. Hypothesis testing studies the relationship between variables is done through a simple correlation test (zero order). The interpretation of the relationship between variables, carried out not only by examining the significance of the relationship between variables but also by examining the correlation is strong or weak. In the implementation of processing and data analysis used SPSS (Statictical Product and Services Solution) version 19. The variables in this study consisted of three variables, namely two independent variables and one dependent variable. The independent variable is the Civics Education (X1) and Competence Pedagogical Teachers (X2). The dependent variable is the Civic dispositions Students (Y). Linearity and homogeneity test results shown in Figure 4.4 below: Based on these images can be concluded that the data is already in a straight line from the lower left to the upper right in accordance with the theory of linearity, so as it can be concluded that the linearity in the regression model has been fulfilled. Criteria for determining normal distribution of data, namely if these data form a bell curve. If diihat in the picture, though imperfect data is used there is a tendency to form a bell curve; thus the data is considered normal distribution. But it also still be subjective, Lonto / Effect of Learning and Civic 75 therefore it is necessary that data normality hypothesis testing. To test for normality using Smirnov test statistics with the help of software SPSS ver. 19 for windows and the result can be seen in table 4.4 below:

Figure 4.4. Linearity Test Dependent Variable Civic dispositions Students

Table 4.4 One-Sample Kolmogorov-Smirnov Test Y Figure 4.5. Homogeneity Test Dependent Variable Civic dispositions Students 76 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

N 60 Normal Parametersa,b Mean 36.62 Std. Deviation 2.478 Most Extreme Differences Absolute .135 Positive .088 Negative -.135 Kolmogorov-Smirnov Z 1.046 Asymp. Sig. (2-tailed) .224 a. Test distribution is Normal. b. Calculated from data. 1) Hypothesis

H0: Variable response comes from a normal population distribution.

H1: Variable response does not come from a normal distribution of the population. 2) Testing Criteria Testing criteria used by the significant value, ie accept H0 if the significance level () is greater than the value of sig. on the tables. Significance level used in this reasearch is 10%. 3) Decision From table 4.4 it can be seen on the response variable data tolerance of students gained significant value in Kolgomorov-Smirnov test is 1.046. Because the significance value greater than 10%, or 0.10, it can be stated that H0 is accepted. Civics lesson means the response variable follows the normal distribution of the population. 4) Conclusion Thus, for the assumption of normality of the dependent variables Civic dispositions students follow a normal distribution of the population. a.Multi co linearitas Multi co llinearity test can be known from VIF value for each predictor. Requirements to be considered free from the problems multikolinearitas this, is that if VIF predictor does not exceed a value of 5. With ver.21 SPSS for windows, obtained the following table. a. Dependent Variable: Y Lonto / Effect of Learning and Civic 77

We can see VIF value of the independent variable does not exceed the value of 5 on both tables. Thus, it can be concluded that there is no multi collinearity problems of the relationship model. Thus, assuming no problems occurring multi colinearitas predictor variables have been met. b. Homogeneity or Heteroskidastity Homogeneity test using a scatter plot residual value of the dependent variable. Unknown conclusions of attention to the distribution of the data plot. If the distribution of data not gather in one corner / section, it is concluded heteroskedastisitas not

Table 4.5

Coefficientsa Standardized Collinearity Statistics Unstandardized Coefficients Coefficients t Sig. Tolerance VIF Model B Std. Error Beta 1 (Constant) 25.390 3.819 6.648 .000 X1 .476 .123 .473 3.870 .000 .530 1.562 X2 .217 .159 .166 1.361 .179 .527 1.686 a. Dependent Variable: Y

happen, or the response variable data is homogeneous. With the help of software SPSS for windows ver.19, distribution plot obtained the following data: Figure 4.6. Scatterplot Test Variables heterokedastisitas Civic dispositions Students Based on the data plot above, the distribution of the data is not gathered in a certain angle, it can be concluded that there is no problem heteroscedasticity, or variable data response from the first relationship models are homogeneous. It can be concluded that the assumption of homogeneity can be met. Hypothesis testing The research hypotheses were tested: (1) Teaching Civics significant effect on Civic Disposition Students, (2) Competence Pedagogical teachers significantly influence the Civic Disposition Students, (3) Learning Civics Teacher Competencies Pedagogical significant effect on Civic Disposition Students. Based on the analysis in Table 4.6 and Table 4.7 obtained hypothesis testing results are summarized in Table 4.9. 78 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

Influence Learning Civics against Civic Development Dispostion Students Research findings showed that the effect of the Civics Education variables have a significant influence on the development of Civic dispositions Students. The results of this study reinforce the statement that has been formulated by the Ministry of Education (2003: 7) that: “Citizenship Education (Civic Education) is the subject to focus on the formation of self-diverse in terms of religion, socio-cultural, language, age and ethnicity to be Indonesian citizens are intelligent, skilled, and characterized mandated by Pancasila and the 1945 Constitution “. Meanwhile Komalasari (2011: 88) states that the Citizenship Education values education, so that civic education should give attention Tabel 4.6 Rangkuman Hasil Analisis Regresi Berganda

Y atas X1, X2 Model Summaryb

Model Summaryb

R Change Statistics

Mod Squa Adjusted R Std. Error of the R Square Sig. F

el R re Square Estimate Change F Change df1 df2 Change

1 .458a .209 .182 2.241 .209 7.549 2 57 .001

a. Predictors: (Constant), X2, X1 b. Dependent Variable: Y

Tabel 4.7

ANOVAb Sum of Model Squares Df Mean Square F Sig. 1 Regress 75.847 2 37.923 7.549 .001a ion Residual 286.337 57 5.023 Total 362.183 59 a. Predictors: (Constant), X2, X1 b. Dependent Variable: Y Lonto / Effect of Learning and Civic 79

Tabel 4.8 Coefficientsa Standardized Unstandardized Coefficients Coefficients Model B Std. Error Beta t Sig. 1 (Constant) 25.390 3.819 6.648 .001 X1 .476 .123 .473 3.870 .001 X2 .217 .159 .166 1.361 .179 a. Dependent Variable: Y to the development of values, morals and attitudes of student behavior. In line with these opinions Budimansyah and Suryadi (2008: 68) states that the Citizenship Education (PKN) which is one of the areas of study that the mission of the national to the intellectual life of the Indonesian people through the corridor “value-based education” should really be well prepared. Civics configuration or systematic framework built on the paradigm as follows: First, PKN is designed as a curricular subject of learning aimed at developing the potential of individuals to become Indonesian citizens who have a certain start, intelligent, participatory, and accountable. Second, Civics theoretically designed as a subject of study which includes the dimensions of cognitive, affective, and psychomotor are confluent or interpenetrating and integrated within the context of the substance of ideas, values, concepts, and moral Pancasila, democratic citizenship, and civil defense. Third, Civics programmatically designed as a subject of study that emphasizes the content that carries values (content embedding values) and experiential learning (learning experience) in the form of a variety of behaviors that need to be realized in everyday life and the demands of life for citizens in the community, the nation and the state as a further elaboration of ideas, values, concepts, and moral Pancasila, democratic citizenship, and civil defense. Learning Civics at its core competence of citizenship aims to develop students who will influence the development of the Civic dispositions Her Students. Competence citizenship by Branson (1998) is divided into three, namely: 1) Civic knowledge (knowledge of citizenship), relating to the content or what it should be known by the citizens; 2) Civic skills (skills of citizenship), is the intellectual and participatory skills relevant citizens; and 3) Civic disposition (disposition of citizenship) that hinted at public or private character that are important for the maintenance and development of constitutional democracy. Knowledge Citizenship (Civic knowledge) relating to the material substance of which should be known by citizens relating to rights and obligations as citizens. This knowledge is 80 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017 fundamental structures and the political system, governments and social systems are ideal as documented in national life and universal values in a democratic society as well as the ways of cooperation to realize common progress and peaceful coexistence in a global society. Skills Citizenship (Civic skill) is a skill that is developed from the knowledge of citizenship, which meant that the knowledge acquired into something meaningful, because it can be used in dealing with the problems of national life. Citizenship skills include intellectual abilities (intellectual skills) and skills of participation (participation skills). Character citizenship (Civic disposition) hinted at the public or private character that are important for the maintenance and development of constitutional democracy. Character nationality as citizenship skills, develop slowly as a result of what they have learned and experienced by a person at home, school, community, and civil society organizations. Experiences should therefore raise the understanding that democracy requires the existence of independent government who is responsible for each individual. Private character as moral responsibility, self-discipline and respect for the human dignity of each individual is required. Public character is also important. Concern as citizens, decency, heeding the rule (rule of law), critical thinking, and a willingness to listen, negotiate and compromise is the character that is necessary for running a successful democracy (Branson, 1998). Thus there is no denying the bad character of learners among others influenced by non-optimal learning civics. Factors Influence Teachers Pedagogical Competence of the Civic Development dispositions Students Hypothesis testing results indicate that the positive effect on the pedagogical competence Civic dispositions Students. Law No. 14 Year 2005 on “Teachers and Lecturers” and Permendiknas 16 2007 Challenge “Academic Qualification Standards and Competencies Master mentioned that a teacher is required to have four (4) competence: namely, pedagogical, personality, social, and professional. Pedagogical competence is the ability to manage the learning of students. Personal competence is the ability steady personality, noble, wise and dignified as well as being exemplary learners. Professional competence is the ability of mastering the subject matter is broad and deep. Social competence is the ability of teachers to communicate and interact effectively and efficiently with students, fellow teachers, parents / guardians of students and the surrounding community. Character citizenship (Civic disposition) hinted at the public or private character is so important for the maintenance and development of constitutional democracy. Character nationality as citizenship skills, develop slowly as a result of what they have learned and Lonto / Effect of Learning and Civic 81 experienced by a person at home, school, community, and civil society organizations. Experiences should therefore raise the understanding that democracy requires the existence of independent government who is responsible for each individual. Private character as moral responsibility, self-discipline and respect for the human dignity of each individual is required. Public character is also important. Concern as citizens, decency, heeding the rule (rule of law), critical thinking, and a willingness to listen, negotiate and compromise is the character that is necessary for running a successful democracy (Branson, 1998). Thus the teacher’s competence factor also affected the formation of the Civic dispositions of students, higher teacher competence will be followed by the higher Civic dispositions of students. Influence Civics Education and Pedagogic Competence Master of the Civic Development dispositions Students Based on the results of testing the hypothesis, it could be concluded that the teaching Civics and pedagogical competence of teachers together have an influence on the development of Civic dispositions Students. Civics in school learning are well planned by teachers with pedagogical competence will enhance students’ civic dispositions. Civic dispositions refers to private and public character of students. According to the National Standards for Civics and Government, as quoted by Branson (1998) says that the private and public character are as follows: 1. Being independent members of society. These include awareness character to personally responsible under the provisions, not because of compulsion or outside monitoring, accept responsibility for the consequences and actions done and moral and legal obligations as a member of a democratic society. 2. Meet personal responsibility of citizenship in economics and politics. This responsibility includes maintaining / keeping themselves, living and caring for family members, and educating children. In also follow the information on public issues, voting (voting), pay taxes, be witnesses in court, community service activities, to do leadership tasks according their individual talents. 3. Respecting human dignity of each individual. Respecting others means listening to their opinions, be polite, respect the rights and interests fellow citizens, and adhere to the principle of majority rule, but still respecting the rights of the minority to dissent. 4. Participate in civic affairs effectively and wisely. This character is aware of the information before determining the choice (voting) or participate in public debates, engage in polite and serious discussion, and in control of the leadership when needed. Also making an evaluation about when one’s own interests as a citizen to be put aside for the sake of the public interest and to evaluate when a person because of obligations or constitutional 82 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017 principles are required to reject the demands of a particular nationality. The properties of citizens can support the characters participate in civic affairs (public) Conclusions and suggestions Based on the results of research and discussion, we can conclude some of the following: First, the positive effect on the Civics Education Civic dispositions Students Public junior high school kawangkoan, meaning that through the study of civics student could develop Civic Dispositions, pedagogical competence of teachers has positive influence on Civic dispositions Students Public junior high school kawangkoan, means the better the pedagogical competence of teachers, the higher the Civic dispositions Her Students. Third, Learning Civics and pedagogical competence of teachers jointly positive effect on Civic dispositions Students Public junior high school kawangkoan, it means learning material through which students learn civics and pedagogical competence of teachers, the higher the Civic dispositions Students. Based on the conclusion of the study, it can be recommended: first, that in learning civics, especially in high school should be the teacher can create a learning process that is conducive, by instilling and turn on (get used) living practices “true statesman” who put the interests of the public for the good and prosperity; assessment which focuses on the affective dimension because in that students can develop the character of private and public; second, increase pedagogical competence should always be sought by teachers and serve as the basic needs of professionalism; third, Civics Teachers need to integrate learning civics with themes of national character to strengthen students’ sense of nationhood. Reference Research and Development of Curriculum Centre.(2010). Development of Culture and National Character Education. Jakarta: Ministry of National Education. Nautical. (2010). Religious Tolerance Students: Study on the Influence of Personality, Involvement Organizations, Religious Education Learning Outcomes and Student Environmental Education towards tolerance Different Religion at 7 College of Public Affairs. Jakarta: Training and Development Agency and the Ministry of Religious Affairs. Branson, M. S. (1998). The Role of Civic Education: A Policy Task Force the forthcoming Education Position Paper from the Communitarian Network. [On line]. Available: http://www.civiced.org/ papers/articles_role.html Budimansyah, D. (2010). Strengthening Citizenship Education for Nation Building Character. Bandung: Widya Script Press. Budimansyah, D and Suryadi, A. (2004). National Education Towards a New Indonesia. Jakarta: Genesindo. Budimansyah, D. and Suryadi, K. (2008).Civics and Multicultural Society. Bandung: UPI Citizenship Education Study Program. Lonto / Effect of Learning and Civic 83

Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey: Pearson Prentice Hall. Creswell, J. W .. (2010). Research Design: Qualitative Approach, Quantitative, and Mixed. Yogyakarta: Student Library. Ministry of Education.(2004). Curriculum 2004, the basic framework. Jakarta: Ministry of Education. E. Mulyasa. (2003). Competency-Based Kurkulum, concept, karaktrristik, and implementation. Bandung: PT Youth Rosdakarya. Kaelan.(2010). Kewaragnegaraan Education for Higher Education. Yogyakarta: Paradigm. Komalasari, K. (2008). Effect of Contextual Learning for Citizenship Education Citizenship Against Competence. (Dissertation). UPI Bandung. Komalasari, K. (2011). Contextual Learning: Concepts and Applications. Bandung: RefikaAditama. Muhaimin.(1996). Srategi Learning. Surabaya: Citra Media. Pangalila, T. (2013).Effect of Cultural Values Internalization TimouTumou Si TouTou, Mapalus, and Torang Shammua Basudara in Civics Education to Increase Student Attitudes Tolernasi.Thesis UPI Bandung.(Unpublished). Riduwan.(2012). Proposals Preparation Methods and Techniques Research. Bandung: Alfabeta. Saud, UdinSyaefudin. (2009). Teacher Professional Development. Bandung: Alfabeta. Singaribuan, M. And Effendi, S. (1995). Survey Research Methods. Jakarta: LP3ES. Slameto.(2003). Learning and Factors Affecting. Jakarta: Rineka Reserved. Sofian, S and Gatara A. S. (2011). Citizenship Education (Civic Education): Education Politics, Nationalism and Democracy. Bandung: Focus Media. Somantri, N. (1976). Methods of Teaching Civics. Jakarta: Erland. Sugiyono. (2008). Quantitative Research Methods, Qualitative and R & D. Bandung: Alfabeta. Sugiyono. (2011). Combination Methods: Mix Methods. Bandung: Alfabeta. Sumantri, E. (2008). An Outline of Citizenship and Moral Education in Major Countries of Southeast Asia. Bandung: The Indonesian University of Education. Taniredja, T. and Mustafidah. (2011). Kuantitati Research: An Introduction. Bandung: Alfabeta. Wahab and Sapriya.(2011). Theory and Citizenship Education Platform. Bandung: Alfabeta. Widoyoko, E. S. P. (2012). Preparation Technique Research Instruments. Yogyakarta: Student Library. Winaputra, U. S. and Budimansyah, D. (2010). Civic Education: Context, Policy, and Culture Class Instructional Materials. Bandung: Citizenship Education Study Program School Pascasarjan UPI Bandung. Wirutomo, P. et al. (2011). Social Systems Indonesia. Jakarta: LabSosio and UI Press. Law No. 20 Year 2003 on National Education System. https://pknsmpcp.wordpress.com/2011/08/28/kompetensi-guru-pkn/ Invitation Law No. 20 Year 2003 on National Education System. RELATIONSHIP SELF-CONCEPT, AKTIVITIES AND COMMUNICATION INTERPERSONAL WITH THE INTERPRETATION OF LEARNING PLANNING TEACHING STUDENTS FACULTY OF ENGINEERING MANADO STATE UNIVERSITY *Helena V. Opit Abstract The study aims to analyze the relationship of Self-Concept, Activities, and Interpersonal Communication either individually or jointly with Learning Achievement Teaching Planning. Subjects were students of the Faculty of Engineering, State University of Manado is programmed courses Teaching Planning, samples taken as many as 60 people. Data analysis technique used was partial correlation analysis and multiple correlation analysis. Research results revealed: (1) There is a relationship with the Self-Concept Learning Achievement Teaching Planning Faculty of Engineering, State University of Manado. (2) There is a relationship with Learning Achievement Planning Activities Teaching Faculty of Engineering, State University of Manado. (3) There is a relationship with the Interpersonal Communication Learning Achievement Teaching Planning Faculty of Engineering, State University of Manado. (4) There is a relationship Self-Concept, Activities, and Interpersonal Communication together with the Learning Achievement Teaching Planning Faculty of Engineering, State University of Manado. Thus, the students are expected to become professional teachers, skilled planning and applying perencenaan better teaching, in order to progress in the field of education, as a form of paragraph IV of the Act of 1945 “Life Feeding the Nation. Keywords : Self-concept, activities, interpersonal communication, learning achievment, teaching planning. Introduction The education system in Indonesia has always experienced changes that aim to make the education system to be more qualified, with a better curriculum to produce graduates who are better anyway. The national education system’s Ability to work to develop and form the character and civilization that is useful in order mencerdas-the life of *University State Of Manado, e-mail:[email protected] Opit / Relationship Self-Concept 85 the nation. The purpose of the national education system in general is to develop students’ potentials to become a man of faith and devoted to God Almighty, noble, healthy, knowledgeable, skilled, creative, independent, and become citizens of a democratic and responsible. Based on these objectives, the teachers get a mandate to develop the skills graduates an early pension-tional level in all aspects of life, namely the aspect of knowledge (cognitive), includes knowledgeable and capable; aspect skill (psychomotor), which is creative; and aspects of attitude (affective), covering faithful, pious, noble, healthy, independent, and democratic. In terms of competence, explicitly Law No.14 / 2005 also provides provisions, that teachers must meet the requirements competence, which include: (1) pedagogical, (2) personal competence, (3) professional competence, and (4) competence social . Improved planning lawyer-doctrine, demanding professionalism to the office of the teacher, and will be increasingly felt heavier and complex when confronted with a surge of developmental science and technology, but with the support of minimum facilities and with motivation and students’ learning activities is not maximized. The development of science and technology that is always followed by the development of society, bringing and complex requirements for implementing the education sector in general and teachers in particular. For the development of science and the technology, resulting in new demands for the community, because the community has made the school as a gateway to keep pace. Advance whether a nation is determined by factors of education, and educational factors on the shoulders of qualified teachers and professionals. Referring to the various viewpoints proficiency level, then the planning of teaching must be in accordance with the concept of education and teaching adopted in the curriculum. Preparation of the teaching program as a disciplined process of science, reality, systems and learning technologies intended for the implementation of the teaching work effectively and efficiently. The curriculum particularly syllabus be the main reference in the preparation of program planning-distance long experienced, but the condition of schools or madrassas and the surrounding environment, the condition of students and teachers is important not to ignore, (Opit, 2011). Many of the problems encountered in the quality of education, such as the quality of graduates, the quality of teaching, guidance and training of teachers, as well as the professionalism and quality of teacher performance. Qualities to those related to the quality of managerial leaders of education, lack of funds, facilities and infrastructure, educational facilities, as well as the support of the parties related to education. All the weaknesses of the quality of educational components that lead to low quality of graduates. 86 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

Mulyasa (2009), stating the various programs implemented have provided hope for survival and uncontrolled quality of education in Indonesia during the crisis. However, because the management is too rigid and centralized, the program is not much of a positive impact, national education participation rates as well as the quality of education remains decreased. Presumably it is closely related to management problems. In this regard, there was one thought toward educational treatment which gives flexibility to institutions to organize and implement a broad policy. Faculty of Engineering, State University of Manado as one of the Workforce Education Institutions that trains students become candidates educator who will assume the position of teachers, need to pay attention to this. Because the reality on the ground proves problem- lack of ability of teachers in teaching, which includes mastery of the subject matter and the basics of didactic-methodical, still felt there was the teacher in all types and levels of education. Had this issue moved since they were students, whether about the cause. Self-concept, Activities, and Interpersonal Communication provide opportunities for faculty and students to innovate and improvise on campus. Issues related to curriculum, teaching, managerial and others that grew out of the concept of self, activities, and interpersonal communication owned. Community involvement as a user under government monitoring, encouraging the campus to a more open, democratic and accountable. Granting greater freedom to give the possibility to the campus in order to find herself in fostering students, faculty, and staff employees on campus. By mastering the skills that have been acquired during the on-campus, student generated as prospective educator or teacher who has a high abstract thinking ability, can look at a problem from different perspectives, can spawn a variety of alternative solutions. They can also think of the profit or loss of each alternative and are willing to change the plan, if the predicted consequences can not be realized. When planning a course of action, they can predict the problems that may arise as a consequence and its actions, and systematically carry out the necessary solutions. This is the profile expected of teachers as professional teachers in performing their duties at school. In society, able to overcome various problems and challenges of life, being able to see and take opportunities that exist in the environment, which in turn is expected to exist and succeed in social life both in the scope of local, regional, national, and international levels. Based on the background of the problem, formulation of research problems are: (1) Whether there is a relationship Self Concept Achievement Learning Teaching Planning Faculty of Engineering, State University of Manado, (2) Is there a relationship Activity Opit / Relationship Self-Concept 87

Achievement Learning Teaching Planning Faculty of Engineering, State University of Manado, (3) Is there a relationship Interpersonal Communication Achievement Learning Teaching Planning Faculty of Engineering, State University of Manado, (4) Is there a relationship Self-concept, Activities, and Interpersonal Communication together with the Learning Achievement Teaching Planning Faculty of Engineering, State University of Manado. Based on the formulation of the problem, the research objectives are to: (1) analyze the relationship between Self Concept Achievement Learning Teaching Planning Faculty of Engineering, State University of Manado, (2) to analyze the relationship Activity Achievement Learning Teaching Planning Faculty of Engineering, State University of Manado, (3) Analyze the relationship with the Interpersonal Communication Learning Achievement Teaching Planning Faculty of Engineering, State University of Manado, (4) analyze the relationship between Self-Concept, Activities, and Interpersonal Communication together with the Learning Achievement Teaching Planning Faculty of Engineering, State University of Manado. Literature review Self concept The concept of self is an internal perception of everyone about him relatively stable at a certain period, consistent in a situation, resist the change, and as the center of one’s interests. Further explained that the concept of a person is formed of beliefs about personality, interests and skills, as well as its strengths and weaknesses, which makes it similar to the other as a unique creature. The concept of a person affects his thoughts and actions, including how he sees the world, what she feels as and opportunities how he cope with stress, how they apply to success, and how he behaves toward others. Perhaps most important is that self-concept affects the basic beliefs of someone about who he is, how it should be, can be what he is, will never be what he is and what self-concept affects assuming somebody about right and wrong, ethical and unethical, and how can overcome the return of moral dilemmas, (f) ability to cope with stress: the concept of self-help a person deal with the challenges of managerial jobs, (Sheal, 2003) While Agustiani (2006) self-concept is an important aspect in a person as a reference frame (frame of reference) to interact with their environment. In phenomenological explained that this occurs when people perceive him, reacting to him, give meaning and ratings as well as forming an abstract of herself that showed a sense of self (self awareness) and the ability to come out of himself. From this phenomenal self is observed, experienced and assessed by the individuals themselves, namely self-knowing. The self-concept strongly influence a person’s behavior with regard to ideas about himself. 88 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

The theory describes the concept of self focus on how humans organize and interpret themselves and existence. The three main qualities of self-concept are: (1) learning, (2) manage, and (3) dynamic. Everyone has a relatively unlimited potential in him to develop a positive self-concept and realistic. Many successes and failures of people in his life are intimately related to the way they mem-learn themselves and their relationships with others. The concept of self may be influenced by several factors, among others: (1) the experience, especially the experience of interpersonal, which led to positive feelings and a sense of meaning, (2) competence in the area that was appreciated by the individual or others, (3) self-actualization, or the implementation of realization of potential real self. Individual assessment of himself can be in two key dimensions by Fitts, cited by Agustiani (2006), namely: (1) internal dimensions, comprising: (a) identity (self identity), (b) behavior themselves ( self behavior), and (c) a self-assessment (self judgment). (2) external dimensions, an individual assessment of himself through relationships and social activities as well as the values espoused originating from outside himself. External dimensions are common and differentiated in: (a) the physical self (self physics), (b) moral conduct themselves, (c) the personal self, (d) the family and (e) social. Furthermore, according to Huczyynski and Buchanan (2001), the concept of self is the way we view ourselves, a device perception we have of ourselves. We behave according to the picture we have of ourselves or our self-concept. We get this concept or an idea of how others treat us. The totality of attitude and one’s perception of itself is a form of self-concept. This is in accordance with the opinion of the Shah (2006), which states that the whole attitude and outlook both positive and negative regarded as a description of the personality of the person concerned. Basically everyone has advantages and disadvantages, which have a realistic self- image is a person who is able to see the advantages and disadvantages are. Realistic self- image, also be equipped to see another self-image. Formulated by Pietrofesa cited by Sukmadinata (2005), self-concept consists of three components, namely: (1) personal ideal (ideal self), (2) the person seen by himself (self as seen by self), and (3 ) personally seen by others (self as seen by others). Someone who does not have a realistic self- concept led to a lack of compatibility between the three components that cause their efforts to take into self-sustaining (defense mechanism). There are several forms of self- defense, namely: (1) attack (defense by attack), to defend the truth of his personal good with words, writing and deed, (b) escape (defense by Withdrawing), by way of escape from duties and responsibilities, (c) changing environment (restructuring the world), trying to throw his guilt to others and the environment, (d) changing oneself (restructuring self) looking for a variety of reasons to protect himself from his mistakes forgiven by others. Opit / Relationship Self-Concept 89

Another opinion about self-concept, described by Cherrington, self-concept is a manifestation of someone specifically and consciously show about who he is. He saw himself as compared to others and impressive form of assessment of skills, abilities and behaviors that it has. According to Carl Rogers cited by Cherrington (1994), self-concept is a set of attitudes, values, and beliefs of a person from a variety of unique experiences. Often, a person’s accumulated experience formed the concept itself. The concept of self determine how he feels about himself and the influence it in response to another person. Likewise Lussier (1996) states a person’s self-concept affects performance and productivity in many ways that is done in the workplace on a daily basis. A person who has a positive self concept will form a high appreciation for himself or states that he has high self esteem. Described by Susana (2006), self-esteem which is an evaluation of yourself will determine how far someone would believe her abilities and the success of her and she is always striving to realize the concept itself. In contrast to someone who has a negative image of himself will cause a negative evaluation about him. Any positive information about him will neglect and negative information as deemed appropriate by the image of him will be saved as part of strengthening confidence in themselves negative. Professors, students, and teaching materials is the dominant element in the learning process. These three elements, interrelated, influence, and mutual support to one another. If one element is missing, the other two elements that can not be related in a reasonable and learning process will not take place properly. If the learning process in terms of faculty activities, it is seen that lecturers prime role. Lecturer serves as a decision-maker relating to planning, implementation, and assessment or evaluation. Activity Students’ learning activities and complexity of the lecturers in the learning process needs to be a balance. Lecturers have a decisive role in the students’ learning activities. Dimyati and Mudjiono (2010); Munandar (2004) suggests there are four crucial points that must be mastered lecturers, namely: (a) materials, (b) a learning atmosphere, (c) the media and learning resources, and (d) the lecturer as a learner subject. Student Activities will appear in all of the business or activities of students both on campus and at home. In connection with the variable student activities, the things that are examined in this study are: (1) the activity of students in attending, (2) the activity of students in making assignments, (3) the activity of students in using the library, (4) the activity of students in exams. Widoyoko (2011) stated evaluating learning programs conducted for the benefit of decision-making in order to determine the next policy. Through the evaluation of a program 90 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017 can be the ratings systematic, detailed, and using procedures that have been tested be carefully. With particular method will obtain the data that is reliable, trustworthy, so that the determination of the policy will be appropriate, with a record of the data used as the basis of these considerations, it is the exact data, both in terms of content, scope, format or exact terms of delivery time. Furthermore, a person’s activity student or students can be observed through his behavior. Munandar (2004), describes two aspects of creative behavior, namely: (1) The cognitive aspect, and (2) the affective aspect. Aspects of cognitive, creative behavior include: (a) current thinking skills, (b) comprehensive thinking skills, (c) rational thinking skills, (d) detailing skills, and (e) Skills assess. While the affective aspects, including: (a) Curiosity, (b) Imaginative, (c) Feeling challenged by the progress, (d) The nature of risk-taking, and (e) Have properties appreciate. Both aspects of behavior such creative basically be seen also on the characteristics of creative individuals proposed by Susana (2006), as follows: (1) Have a desire to know, (2) Long-sense, (3) Eager to find or researching, (4) more like doing tasks that weight, (5) Nice to resolve the problem, (6) Passionate and dedicated in doing the job, (7) Thinking flexible, (8) It has a habit of giving answers more than people other, (9) ability to synthesize and see new implications, (10) Has the spirit of “inquiry”, (11) Have a background broad reading skills. Activity measurements can be performed on one aspect of creative behavior. Because these two aspects have a significant relationship, so creativity can be measured from the affective aspect, namely individual creative attitude. In connection with that, Munandar (2004), suggests seven dimensions of creative attitude, as follows: (1) Openness to new experiences and outstanding, (2) flexibility in thinking, (3) Freedom of expression and statements, (4) Respect fantasy, (5) Interest in creative activities, (6) belief in the idea itself, (7) Freedom in the assessment. Interpersonal communication Good communication within the group will make the effectiveness of the group becomes larger. Even so, there may be occasions when good communication is to be truly effective group. The problem is in the definition of the word “communication”. Communication includes many things; not only the actual words used but also the sound pressure, relationships, situations where communication occurs, and so on. It is clear that the quality of the interpretative communication we do not know, whether working for the good of the group or the destruction of the group. According to Wahab (2008), communication run four major functions within a group or organization, namely: (1) control (control, monitoring), act to control the behavior of Opit / Relationship Self-Concept 91 members in some way, (2) motivation, fosters motivation by clarifying what to do, how they work, and what can be done to improve performance if it is below standard, (3) the disclosure of emotions, communication that occurs within a group is a fundamental mechanism that can be shown with disappointment and satisfaction, as an emotional expression of feelings and fulfillment of social needs, (4) information, can provide the necessary information to individuals and groups make decisions by forwarding data to identify and assess alternative options. Sopiah (2008), defines communication as delivery or exchange of information from the sender to the recipient, either orally, in writing or using means of communication. The exchange of information that occurs between the sender and recipient are not only done verbally or in writing, but also the use of advanced communication tools. Today many managers to send information to the complex management information systems, where the data comes from various sources and then analyzed by a computer and delivered to the recipient electronically. The importance of communication in relation to the work shown by the amount of time used to communicate in employment. One study found that the work of the production communication between 16 to 46 times an hour. This means they communicate every one to four minutes. Lower level managers to use time ranges from 20 to 50 per cent to communicate verbally or orally, whereas the time used the middle and upper-level managers to communicate more, ranging from 29 to 64 percent. 84 percent is in the form of verbal communication, either face to face or by telephone. Communication like the blood that connects the separate parts in the body of the organization. Every individual in an organization in everyday life can not be removed with the world of communications. One type of interpersonal communication (interpersonal communication). Richard, et.al. (1985), suggests the level of communication within an organization by humans consists of four, namely: (1) Intra individual namely communication within oneself, (2) interpersonal is communication that occurs between two or more persons, (3) intra organizational namely communication occurred in the group or working groups (sub-unit) is different in the organization, (4) extra organizational communication that occurs between the organization with another organanization or organization with its environment. Tyson and Jackson (2001), stating we might communicate effectively, but what we communicate is something that works to interrupt the task being faced by the group. In some cases, such communication conflicts. There were two guns, negative and positive aspects. So, although we reduce conflicts with communication, we also increased the level of disagreement within the group by describing the feelings of hatred, resentment, and so forth. As a result, we can define two very different aspects of communication, first, the 92 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017 content of the communication and second how the content is received by others. Perhaps how the message is received is the more important aspects. According to Caputo, et al, (1994) the importance of communication in the community of human life, without communication there will be no interaction information, ideas, thoughts, which can be passed on to others. Similarly, the science and development as expected expected. The occurrence of irregularities, misperception or misinterpretation in communication can cause information submitted can not be implemented optimally, thus any goal can not be achieved as desired. Through effective comunicaci entire working mechanism can be implemented as planned. Relationships between managers and staff, employees with leadership, led by the leadership, employee by employee, or an employee with the public it serves an interpersonal relationship that needs to be supported by the communication dynamic that can speed up and improve the quality of delivery of information to be responded to, understood, respected, or carried out. That relationship is one form of communication interactions inter personal which has an important role in the successful implementation of the tasks which delivery can be done both verbally and nonverbally. Likewise Goetsch and Davis (2002), said communication is the delivery of messages (information, ideas, emotions, intentions, feelings, or anything) both received and understood. Messages can be sent by one person and accepted by others. Explained that before the message is understood by both, it actually had not yet occurred in the communication between them. That situation applies to all forms of communication, both verbal, nonverbal and written. An interpersonal communication quality is largely determined by the peculiarities of individual qualities associated with other individuals. Bungin (2006) argues that there are three factors that affect communication, namely: (1) the perception of the self (self perception), which is the state of self in allowing anyone themselves by: (a) capturing the presence of objects ekesternal through our senses , (b) the existence of information that can be interpreted. (2) personal consciousness (self awareness) by understanding about himself, (3) the disclosure of the self (self-disclosure) is the process of expressing himself through the communication process by providing information about him to others. If the interpersonal communication is going well, there will be disclosure that encourages personal information about each quadrant into the “open” (in theory Johari Window) although there still are limitations. The better the communication, the better the interpersonal communication. This is in accordance with the opinion of Caputo, et. al. (1994), in a state of communication effectiveness can be classified into various elements (POSEE), namely: (a) positiveness, high reward for a person and another person, both of which show a positive attitude; (B) Opit / Relationship Self-Concept 93 openness, a degree of openness that is high in which self-disclosure can occur by itself, (c) supportiveness, communication is characterized by a descriptive rather than a comment evaluative accompanied by acceptance of the idea of another person, (d) equality, treat other people, or let others treat someone higher or lower, the more likely it is to provide the same award, (e) empathy, the ability to put yourself in the shoes of others, trying to understand the troubles of others through her self-perception. Learning achievement The learning achievement is inseparable from learning, because learning is a process, while the achievement is the result of the learning process. Understanding terms of learning achievement in outline should be the starting point for understanding the learning itself. Experts expressed his opinion that vary in accordance with the views they hold. However, from such different opinions, has one point in common. The learning achievement is the result of learning that has achieved the learning process and accomplishments. A student is said to have a high learning achievement if the test results show a high value. In general, one’s learning achievement is influenced by various factors, among others: self-concept, learning, activity, creativity, IQ, EQ, teaching and learning materials. In connection with student achievement, Suryosubroto (2004) provide an understanding of student achievement, ie the results achieved by a person in an attempt to learn as stated in the report cards. Winkel (2003) stated learning achievement is a testament to the success of learning or the ability of a student or students in their learning activities in accordance with the weight achieves. Danim and Khairil (2011), stating learning achievement can be formulated as a controlled or what is achieved by the individual who has done something specific learning activities within a certain timeframe. Furthermore Sudarwo (1999), said that learning achievement is a result that has been achieved, done and done. Saifullah (1999), argues learning achievement is a success rate of students in the study of school subjects, which is expressed in the form of scores obtained from the results of tests on a particular subject matter. Research Methods This research is correlational ex post facto. Correlational research aims to analyze the relationship between several variables to one another; while ex post facto research method in which the independent variables studied can not be controlled directly. These variables have occurred naturally, (Ary, et.al., 1992). The variables studied as independent 94 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017 variables is the Self-Concept, Activities, and Interpersonal Communication while the dependent variable is the Learning Achievement in Teaching Planning. Figure 1. Relationship between variables. In this study, the target population is the entire students of the Faculty of Engineering consists of 5 study program courses Teaching Planning program at even semester 2014- 2015. According Kerlinger (2003), the use of a larger sample size, for example 30 or more, then the deviation will be small. The size of the sample well is to have a small error. In such cases, the larger the sample size, the smaller the error. Thus, the possibility of selected samples deviate greater in sampling small compared to the larger sample. Based on these guidelines, it was determined that for this study the samples taken are as many as 60 students, namely: Students PTIK = 15; PTE = 12, PTM = 12, PTB = 11 PKK = 10. The data collection is done by using two research instruments were given to the subject of research to be done. According to the variables studied, the concept of Self-made instrument, Activities, and Interpersonal Communication in the form of a questionnaire, while the planning of teaching learning achievement in the form of tests. The development of such instruments is based on operational definitions as follows: The self-concept is referred to in this research is the attitude and the establishment of a person (student) that influence the behavior and actions with the indicator: (1) self- understanding, (2) self-organization, (3) self-actualization, and (4) self-defense. Score data obtained through an instrument shaped like a model Likert scale questionnaire given to respondents to be done. Each item consists of five alternative answers. Activities, which is referred to in the context of this research is all business or activity the student in: (1) to follow the lectures, (2) create a task, (3) use the library, and (4) take the exam. Scores shaped instrument data obtained through the questionnaire Likert scale models were among the respondents to be done. Each item consists of five alternative answers. Interpersonal communication, which is referred to in the context of this research is the delivery and receipt of messages among members, both verbal and nonverbal and reading, measured through indicators: (1) transparency, (2) empathy, (3) perception, (4) an understanding message. Scores of data obtained through the Likert scale questionnaire shaped instruments granted to the respondents to be done. Each item consists of five alternative answers. Learning achievement, which is referred to in the context of this research is the result of learning Teaching Planning engineering student state university of Manado indicators: Opit / Relationship Self-Concept 95

(1) Preparation of Syllabus, (2) Preparation of lesson plans, (3) Development of teaching preparation, (4) management of learning and development materials teaching, and (5) judging system and the follow-up program. Score data obtained through tests or semester exam students of the Faculty of Engineering, State University of Manado. This study uses statistics as a data analysis tool. Analysis techniques can be explained as follows: (1) Descriptive statistics, ie statistics that aims to provide a snapshot of data from each study variable. (2) As a research hypothesis testing requirements, prior testing requirements analysis include: (a) testing the normality of the data, and (b) testing the linearity regression. (3) inferential statistics: (a) a simple regression and multiple regression, (b) a simple correlation, partial and plural. All measurements were performed at a significance level of α = 0.05. Results And Discussion The results of the analysis and hypothesis testing showed that the four hypotheses proposed in this study are all accepted. This implies that in general there is a relationship Self-Concept, activities and Interpersonal Communication with learning achievement, either individually or jointly. In a detailed discussion of the results of the analysis and research hypothesis testing is described as follows: First, with regard to the results of testing this hypothesis states there is a relationship Self Concept (X1) with the Learning Achievement (Y). There is a relationship between the two variables. This implies that the higher the higher Self Concept Learning Achievement, with the degree of strength of the relationship 0.951 and determination coefficient of 0.9050, it can be stated that approximately 90.5% of variance explained by the variance Achievement Self Concept. Secondly, with regard to the results of testing this hypothesis states there is a relationship Activity (X2) with learning achievement (Y), a student needs to pay attention to activity. Activities are very important in improving learning achievement, especially those related to actions that can lead to motivation to learn. This is consistent with research that states that the activities contributed 90.8% to the improvement of learning achievement at the level of 99%. Thirdly, with regard to the results of testing this hypothesis states there is a relationship of Interpersonal Communication (X3) with learning achievement (Y). Therefore, in relation to improving learning achievement, a student must have an attitude of openness in carrying out duties as a student, to empathize with fellow students and faculty, the ability of perception and understanding of the message. This is consistent with research that states that Interpersonal Communications contributed 88.8% to the improvement of learning achievement at the level of 99%. 96 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

Fourth, with regard to the results of testing this hypothesis states there is a relationship Self-Concept, Activities, and Interpersonal Communication together with the Learning Achievement. The findings of this study show that there is a relationship Self-Concept, Activities, and Interpersonal Communication with Learning Achievement. This implies that the position of the three independent variables are predictors of learning achievement variance score is not in doubt. This is consistent with research showing that the plural correlation coefficient of 0.976 and by testing the significance of the correlation coefficient plural turns in this study proved to be significant. These findings prove that jointly between Self-Concept, activities and Interpersonal Communication contributed 95.26% to the improvement of student learning achievement. Figure 3 Correlation between Variables and Correlation Ganda Conclusions and Recommendations Conclusion The conclusion that can be drawn from the results of this study are as follows: (1) There is a relationship with the Self-Concept Learning Achievement. It shows that if the self-concept is getting better, the better the learning achievement. Conversely, if the Self- concept is not good, then it will be less well or will Decrease Achievement anyway. Furthermore, after controlling the other two independent variables (Activity and Interpersonal Communication) simultaneously, Also has a positive relationship, meaning self-concept empirically is not the only predictor variables for variance score Achievement. (2) There is a relationship with the Activities Learning Achievement. It shows that if activity is getting better, the better the learning achievement. Conversely, if the activity is not good, then it will be less well or will Decrease Achievement anyway. Furthermore, after pengongtrolan against two other independent variables (Self-concept and Interpersonal Communication) simultaneously, Also has a positive relationship, meaning that activity is empirically not the only predictor for Learning Achievement scores. (3) There is a relationship with the Learning Achievement in Interpersonal Communication. It shows that if Interpersonal communication is getting better, the better the learning achievement. Conversely, if the Interpersonal Communication is not good, then it will be less well or will Decrease Achievement anyway. Furthermore, after controlling the other two independent variables (Self-Concept and Activities) simultaneously, Also has a positive relationship, meaning Interpersonal Communication empirically not the only predictor variables for variance score Achievement. (4) There is a positive relationship between the Self-Concept, Activities, and Interpersonal Communication with learning achievement, with the strength of the relationship together (correlation coefficient plural). It shows that if the Self-Concept, Activities, and Interpersonal Communication Determine and together can make a significant contribution to the Learning Opit / Relationship Self-Concept 97

Achievement. In the sense that if the Self-Concept, Activities, and Interpersonal Communication jointly be improved, the Learning Achievement will Increase.Conversely, if the Self-Concept, Activities, and Interpersonal Communication Decreased, then the Learning Achievement Decrease Also will. Suggestion Based on Reviews These Conclusions, the Researchers suggest some of the following: (1) Achievement Learning Teaching Planning Faculty of Engineering, State University of Manado, needs to be improved. Many things need to be considered, addressed and implemented to improve student achievement, Including Self-Concept and Student Activities and Interpersonal Communication. (2) study the learning achievement of teaching planning has been Carried out using correlation analysis, found that an association of a variable with another variable. Considering the Countless possibilities found of exogenous variables, it is expected to researchers, particularly in the field of education in order to explore and find other exogenous variables that have a positive relationship with student achievement. References Agustiani, H. 2006. Developmental Psychology: Ecological Approach Relation to Self-Concept and Adjustment in Adolescents. RefikaAditama. Bandung. Arikunto, S. 2004. Research Procedure. Bina Script. Jakarta. Ary, D., Cheser, J. Lucy, Asghar and Razavieh. 1992. Introduction to Research in Education. Translation: Furchan, A. National Enterprises. Surabaya. Bailey, Kenneth D., 2008. Methods of Social Research.The Free Press. New York. Bungin, B. 2006. Sociology of Communication: Theory, Paradigm and Discourse & Communication Technology in Society. Kencana. Jakarta. Caputo, J.S., H.C. Harry and C.Mc. Mahon.Interpersonal Communication Competency 1994.Through Critical Thinking.Allyn and Bacon. Boston. Cherrington, D.J. 1994. Organizational Behavior: The Management of Individual and Organizatinal Performance. Allyn and Bacon. Boston. Danim, S. and H. Khairil. 2011. Profession Education. Alfabeta. Bandung. Dimyati and Mudjiono. 2010. Teaching and Learning. Rineca Notices. Jakarta. Gibson. J.L. et al. 2006. Organizational: Behavior, Structure, Processes. McGraw-Hill. New York. Glock, M.D. 2001.Guiding Learning: Readings in Educational Psychology.John Wiley and Son Inc. New York. Goetsch, D.L. and Davis, S. 2002. Introduction to Total Quality: Quality, Productivity, Competitiveness. NJ: Prentice Hall International, Inc. Englewood Cliffs. Hamalik, O. 2004.Learning Methods and Learning Difficulties.Tarsito. Bandung. Huczynski, A., D.Buchanan. 2001. Organizational Behavior: An Introductory Text, Fourth Edition. Prentice Hall. London. Kerlinger, F.N. 2003.Principles of Behavioral Research.Translation R. Landung Simatupang. Gajah 98 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

Mada University Press. Yogyakarta Lussier, R.N. 1996. Human Relations in Organizations: A Skill-Buildings aproach. Irwin. Chicago. Mulyasa, H.E. 2009. Implementation Unit Level Curriculum.Independence of teachers and principals.Earth Literacy. Jakarta. Munandar, S.C. 2004. Developing Talent and Creativity School Children.Gramedia. Jakarta. Opit, H.V. 2011. Teaching Planning.Unima Press. Manado. Richard, S., M.G.R. Ungson and R.T. Mowday. 1985. Managing Effectife Organizations. Kent Publishing Company. Boston. Robbins, S.P. 2005. Theory of Organization, Structure, Deasin and Applications. Joseph Udaya. Issue 3.Arcan. Jakarta. Saifullah, A. 1999.Education Teaching. Ghalia Indonesia. Jakarta. Sanjaya, W. 2009.Curriculum.Theory and Practice of Curriculum Development Unit Level.Kencana. Jakarta. Sardiman, P. 2009. Educational Psychology. Studing. Yogyakarta. Sheal, P. 2003. The Staff Development Hanbook: An Action Kit to Improve Performance. Gramedia. Jakarta. Sopiah. 2008. Organizational Behavior. Andi.Yogyakarta. Stoner, J.A.F. 2000.Management.Prentice-Hall Inc. Editions. New Jersey. Sudarwo, 1999.Some Aspects of Learning Resources Development. Medyatama Sarana Perkasa. Jakarta. Sudjana. 2007. Statistical Methods. Tarsito. Bandung. Sukmadinata, N.S. 2005. The foundation of Psychology Education Process.Teens Rosda. Bandung. Surachmad, W. 2005.How to Study in the University.Tarsito. Bandung. Suryabrata, S. 2001. Educational Psychology.Radjawali. Jakarta. Suryosubroto, B. 2004.Education Management School.Rineka Reserved. Jakarta. Susana, T. 2006. Positive Self Concept.Canisius.Yogyakarta. The Shah, M. 2006. Psikolgi Learning. King GrafindoPersada. Jakarta. Looks, B.L. 2010. Contributions Activities Learning Achievement and Creativity of the Applied Statistics Student Education Department of Electrical Engineering and Engineering Fatek Unima. Unima library. Thomas, P. 2011. Relations Creativity and How Learning Achievement of Student Learning PKK Department, Faculty of Engineering, State University of Manado. Unima library. Tyson, S. and T. Jackson. 2001. The Essence of Organizational Behaviour. Organizational behavior. Andi and Pearson Educational Asia Pte.Ltd. Yogyakarta. Wahab, A.A. 2008. Anatomy of Organization and Leadership Education.Review of the Organization and Management of Education Organization. Alfa Beta. Bandung. Walpole, E.R. 2005.Introduction to Statistics. Translation Bambang Sumantri. Gramedia. Jakarta. Widoyoko, S.E.P. 2011.Evaluation of Learning Program. Practical Guide For Teachers and Educators Candidate. Reader Learning. Yogyakarta. Winkel, W.S. Psikologi 2003.Evaluation of Education and Learning. Gramedia. Jakarta. MORALS VALUES IN A FAIRYTALE SOCIETY JATON IN MINAHASA “SE TELU MEKALOAN WO SI SUMESELEM” *Kinayati Djojosuroto Abstract This research aims to describe the intrinsic elements which build the fairytale of “Se Telu Mekaloan Wo Si Sumeselem” and to reveal and also to obtain deeper meaning about moral values inside the fairytale. The object of this research is the moral values inside the fairytale of “Se Telu Mekaloan Wo Si Sumeselem”. The research data is obtained through the reading and the writing techniques. The data is analyzed with using qualitative descriptive method with content analysis. Result of the research: the messages want to be delivered by this fairytale: that human must always be grateful despite they have incomplete body, a good friendship will resulted in peace and harmony, men can overcome all of life problems with human intelligence. Meanwhile, the moral values embodied inside are: 1. The relationship of human with himself, 2. The relationship between man and man in social environment and also natural environment, 3. The relationship between men and God. Keyword : Moral Values, fairytale society Introduction In the days of the all-powerful as now, storytelling activities in the children’s eyes are not popular anymore. From waking until bedtime, they were faced with a television that presents a variety of events, ranging from cartoons, quizzes, until the soap operas that are often not a spectacle fit for children. Even if they are bored with the show presented, they can move on other games such as videogames. Technology and tools - powerful tools increasingly popular among the elderly, the young, even children - children. Storytelling activities may not have been much in demand again by a child - a child in this day and age. They are more interested in the television that provides a lot of variety events ranging from cartoons to show others like Si Bolang, power ranger etc. In fact, storytelling activities better than just watching television. According Maryati (2008: 1), storytelling activities actually can captivate and bring many benefits, not only for children but also parents who tell stories to their children. This *Faculty Of Art And Languange Manado State University, E-mail: [email protected] 100 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017 activity can strengthen ties and communication between parents and children. This is true, because besides parents can give moral discipline and good manners through positive tale, children can imitate models good through characters in the fairy tale and they can apply in daily life - today. Many who do not know, on the northern tip of Sulawesi island predominantly non- Muslim there is a final settlement of the fighters of Islam who was exiled by the Dutch, namely the village of Java Tondano is better known as Jaton (Java Tondano). The fighters were exiled because of their struggle in the 18th century in enforcing Islamic law and against oppression by the occupiers at that time. They come from areas that is now called Central Java, West Java, South Sumatra and North Sumatera (Aceh). Although they are not as much as the total number of group Kyai Modjo who had been exiled before, but their presence in the village Jaton located in the city center Tandano, Minahasa, North Sulawesi has also influencing culture Jaton hometown until now. The fighters married women so that there Minahasa cultural acculturation. Storytelling as one of the Javanese culture is maintained forefathers until now. Fairy tale “si se wo telu mekaloan suneselem” or “three friends with Sumeselem” (Sumeselem = human compatriots giant like human flesh) is the original folklore society Jaton spoken word of mouth and written for the first time by researchers. Culture is a very broad concept and the complex can be varied . In addition to universal culture is also known locally store culture local knowledge, while the overall local knowledge is a cultural complexity. One culture of oral tradition as folklore / fairy tale also contains local wisdom in the story content. Fairy tales as part of foklore can be said to save some system information such as the philosophy of culture, values, norms, behavior. Tale is a form of old literature that tells of an incident extraordinary imaginative (fiction) that communities, something that did not really happen. Tale is a form of traditional stories or stories delivered generations of ancestors. Fairy tale serves to convey the moral teachings (educate), and also entertaining. Fairytale containing personal value if it is able to: (A) provide fun, (b) offer a narrative as a means of reasoning, (c) build its imagination, (d) provides a wide range of experience, (e) develop the abi ladies view-from-within (Insight opinion) on human behavior, and (f) expirience performant universal. Fairy tale contains the educational value if it is able to: (A) develop language skills, (b) develop ability to read, (c) develop the ability to tell me, (d) support the ability to write, and (e) introduce a wealth of children’s literature. Based on the description above, researchers are searching for moral values in a fairy tale Jaton “Si Se Wo telu Mekaloan Sumeselem” because in these tales laden with moral messages to ethics, and morality. Djojosuroto / Morals Values in a Fairytale Society 101

2. Problem Formulation Based on the above background, the aspects which are at issue in the analysis of this tale is the 1) any intrinsic element that builds fairy tale “Si Se Wo telu Mekaloan Sumeselem” 2) How is the depiction of moral values contained in the fairy tale “Si Se Wo telu Mekaloan Sumeselem”? 3. Objective 1) Describe the intrinsic elements that build the fabled “Si Se Wo telu Mekaloan Sumeselem” 2) Uncover and gain deep meaning of moral values contained in the fairy tale “Si Se Wo telu Mekaloan Sumeselem”. II. Research methods Data were obtained through the technique of reading and note technique. Data were analyzed with descriptive analysis techniques using qualitative content analysis. The validity of the data used in this study is the validity 1. The research instrument The research instrument is the researcher himself assisted with job analysis tables. Table Gov can be described as follows: Moral Values in the Tale “Si Se Wo telu Mekaloan Sumeselem” Sentence, paragraph, Page. Human Relationship with Yourself Human Relations with Other Human Human relationship with God Number 2. Benefits 1) to obtain a deep understanding of moral values contained in the fairy tale “Si Se Wo telu Mekaloan Sumeselem” 2) 2) Can be used as knowledge of local culture to be preserved, as well as to increase knowledge of oral literature for readers and writers, particularly language teaching materials and literature B. Theoretical framework 1. Fairytale Fairy tale is a story that does not really happen and in many cases often do not make sense (Nurgiantoro, 2005: 198). Another opinion about the fairy tale is a story that 102 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

does not really happen, especially on the incidence of old weird. (KBBI, 2007: 274). 2. Types of Fables Anti Aarne and Stith Thompson (Danandjaja, 2007: 86) has divided these kinds of fairy tales into four major categories. 1) Fairytale Zoo / fable (animal tales) Fable is a fable ditokohi pets and wild animals. The animals in the story of this kind can talk and reasoning like a human. 2) Ordinary Tale (ordinary tales) ordinary Fairytale is a type of fairy tale ditokohi ordinary man and his is a story of the ups and downs of a person. a.Tale of witchcraft (tales of magic) b.Fairytale religious (religious tales) c.Stories of romance (romantic tales) d.Tale of a giant stupid (tales of stupid Agre) 3.The jokes and anecdotes (jokes and anecdotes) Jokes and anecdotes is a tale that can cause a sense of panic. There is little difference between jokes and anecdotes. Funny joke concerns the fictional story of a member of a collective, such as ethnicity, class, nation or race, while amusing anecdotes concerning personal fictitious story of a character or a few characters that actually exist. 4. Tale Berumus Berumus fairy tale is a fairy tale structure consists of repetition. Tales berumus has several sub forms, namely: fairytale piled a lot of tales to take into play with people, who do not have a fairy tale ending (Bruvand in Danandjaja, 2007: 139). While Stewig (in Nurgiyantoro: 2005: 201) divided the fairytale views of the time of its appearance is modern classic fables and fairy tales. Classic fairy tale is a fairy tale that has emerged since ancient times that have inherit from generation to generation through oral tradition. While modern fairy tale is a fairy tale written deliberately for the purpose of storytelling and that his writings were read by others. So clearly demonstrated modern fairy tale author, publisher, and year. Based on the type of tale, a fairy tale “si se telu mekaloanwo suneselem” can be categorized into the classic fairy tale that tells of a giant stupid “(tales of stupid Agre) 5. Function Tale Fairy tale as one of children’s literature, serves to provide entertainment, as well as a means to pass down values believed by the public at that time. Fairy tales seen as a means to pass down values, and for old people it can be seen as the only way. In accordance Djojosuroto / Morals Values in a Fairytale Society 103 with the presence of the mission, fairytale contains moral teachings. Often tells the fairy tale characters suffering, but because of the honesty and the character ketahanujiannya obtaining the benefits right. Instead villain definitely be punished. (Nurgiyantoro, 2005: 200). The same thing also expressed by (Danandjaja, 2007: 83) that the fairy tale is told primarily for entertainment, although many also describe the truth, contains lessons (moral), or even satire. Similarly expressed by Carvalho-Neto (in Danandjaja, 2007: 4) that fairy tales have utility as an educator, solace, social protest, and the pent-up desire projections. Of the few opinions on the above it can be concluded that the fairy tale has many functions, among others: as entertainment or solace, educators, means bequeath values, social protest, as well as pent-up desire projections. Fairy tales are usually divided into three parts, namely: 1) introduction, 2) events or contents and 3) cover. Preliminary an introductory sentence to begin a fairy tale. Even or fill in a form of events arranged in chronological order. Cover the end of the story charts are made to end the story. A closing sentence that is often used in fairy tales, for example, they live happily ever after. 6. Benefits Tale Fairytale is synonymous with babies and toddlers. Since ancient times, children have been like a fairy tale. Apparently, fairy tales are not only entertaining, but also has benefits for babies and toddlers. Fairy tales, such as the clever individual fairy tale, The Red Cloak, Red Onion - Garlic, and so on, had always carries a message that is so touching, thus forming one behaves well. Many benefits can be drawn from fairy tales, among others: 1) Increase the child’s speech skills, because your baby or toddler will know a lot of vocabulary. 2) Developing language skills of children, the men listen to sentence structure. 3) Increasing interest in reading. 4) Develop thinking skills. 5) Improve the skills of problem solving. 6) Stimulating the imagination and creativity. 7) Develop emotional 8) Introduce moral values 9) Introducing new ideas 10) Experiencing other cultures. 11) Relaxation Deepen the emotional attachment to parents. 104 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

7. Characteristics Tale Fairy tales are usually told with a simple flow. Writing fairytale storyline written in short and moved quickly. While telling or writing a fairy tale characters are usually not told in detail. Fairy tales are usually written as oral storytelling style. And an introduction to the story is very short and straight to the topics you want to tell. (Citra, Peter, 2007: 37). 8. Types of Fables Fables can be divided into seven types, namely myth, sage, fables, legends, humorous stories, stories of solace and parable. Mite is a form that tells the fairy tale magical things such as stories about the gods, fairies or God. Sage is a fairy tale of heroism, courage, or magic like a fairy tale magic Gajah Mada. Fables are tales about animals that can talk or act like humans. Legend is a form of fable tells of a even regarding the origin of an object or place Funnies is a developing story in a society that is both comedy and can evoke laughter example of Mr. Grasshopper story solace story is usually the form of a story that aims to entertain guests in a banquet and a story told by an expert like a puppet told by a puppeteer. area. Parable is a fairy tale form containing figurative / like advice, didactic example of a Haji stingy. Local stories is a story that grows and develops in 9. Intrinsic Elements Fairy tales usually contains five elements, namely intrinsic theme, plot, characterization, setting, mandate. The theme is the main idea of the story and is a benchmark for building a story. Flow is the way the story is sorted exaggerated causation or even exaggerate the time sequence. Characterizations are the appearance of characters with the characterization and properties. Background is one of the elements forming the story show where and when the story sequence. Mandate a message to be conveyed to the reader through the story of who made Tale is a reflection of the life of society at the time, thinking and utopian interesting, so that people feel interested and gain moral ideals. The type of moral teachings cover all of life and living. Broadly speaking, a matter of life and human life can be differentiated into the matter: 1) Man’s relationship with oneself, 2) Man’s relationship with other human beings in the social sphere, including its relationship with the natural environment, and 3) Man’s relationship with God (Nurgiyantoro, 2000: 324). It may be pointed out that folklore has a position and a very important function in supporting the community. Folklore contains noble values of the nation, especially the values or moral teachings. Djojosuroto / Morals Values in a Fairytale Society 105

2. MORAL 1. Definition of Moral Moral word comes from the Latin word “mos” which means habit. Said mos if it will be used as adverbs or adjectives and got a change at the back, making a habit so moris, and the moral nature of the name is a word that habit, which originally moralis. In Big Indonesian Dictionary (KBBI, 2000) explained that the moral is (teachings) received bad either generally about actions, attitudes, obligations, etc., morals, manners, and moral values. The moral generally lead to better understanding of the doctrine of poorly received concerning actions, attitudes, obligations, manners, and so forth. Teens say immoral if they have a moral consciousness that it can assess the good things and the bad things that can be done and can not do as well as things that are ethical and unethical. Teens are immoral in itself will appear in the assessment or moral reasoning as well as on good behavior, correct, and in accordance with the ethics. Morale is the knowledge concerning the manners of civilized man. Morale also means teaching the good and bad deeds, and behavior (morals). Demoralization means moral damages. The word always refers to the moral good and bad human beings. Moral attitude also called morality, namely the attitude of a person’s heart is revealed in outward action. Morality is the attitude and good deeds are truly selfless and only morality that could be worth morally. Moral values can be obtained on the value of morality. Morality is the attitudes and actions of conformity with the law or norms inward, which is seen as a liability. In the life of a bad assessment of both human nature has used a norm. Norma was called to the moral norm. Moral norms are used as benchmarks by the public to measure the goodness of a person as a human being. Moral norms can distinguish between the good and the bad, the good students and bad students, officials are good and bad officials. 2. Humans are social beings in which human beings with one another would interdependence. In social life among humans, they will need each other, complementary. When they interact, either directly or indirectly, any action will be assessed by a human or other individual. Given that assessment, every human action can distinguish between right and wrong and good and bad. In essence, the moral is reflection morals or manners. Overall the moral teachings of the rules and understanding that determine things considered good or bad. In Big Indonesian Dictionary (2007: 754) is defined as the moral doctrine of the good bad commonly accepted attitude regarding actions, obligations, passage and so forth; morals, manners; immorality. Moral reasonably be said to be right, wrong, good, bad, also defined as doctrine and morals can be drawn from a story. Morale is a term used to define the limits of nature, 106 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017 temperament, desires and opinions. In the life of the community ber will always be bound by the rules of life are respected and upheld by every individual who lives in the neighborhood. Man in his life is always limited by the norms prevailing in a society where he lives. Someone will say good moral behavior when someone is acting in accordance with the norms and values prevailing in society. Instead, one would say a bad immoral if his actions violated the norms and values that have become the collective agreement. Something actions can be justified morally if such action is actually referring to the size or standard of truth that has been recognized in general (Haricahyono, 2005: 229) Suseno explained that the moral is something that concerns morals or decency customs, habits and especially the rules of behavior accepted and embraced by the people. (Suseno, Franz Magnis. 2007: 60). Moral in fairy tales can be delivered directly and indirectly. So the reader must be creative in finding the moral values contained in a fairy tale. Author displays an evil character in a story is not solely in order to mimic the behavior of the character, but in order that the reader is able to take a lesson. Indirectly the reader will know the author’s intention that the figure of evil will be punished or not a good life, and vice versa leaders who do good will be rewarded. 3. Moral in Fairytale In fairy tales have something to convey the author to the reader. Something that delivered it could be moral, mandate, or a message that is always associated with something positive connotation, useful for life, and educate. As well as moral in fairy tales can be understood as a means to teach and educate in ways fiction. Moral teaching was delivered through concrete of attitudes and behavior displayed by the characters. Characters can be seen as a model for pointing and dialog is life as idealized by the author of the story (Nurgiantoro, 2005: 265). And through the attitude and behavior of the characters in the fairy tales, moral displayed by the authors intentionally used as guidance on good and bad in life, which may be done which should not be done, such as the behavior and manners in the association. Author featuring the characters of good and evil (Nurgiyantoro, 2000: 321). 4. Type and Being Moral According Nurgiantoro, type and form of moral in literary works will depend on beliefs, desires, and interests of the author. Moral type itself can include matters of life and life term. The whole issue concerning human dignity, or the problems of life and human life can be broadly subdivided into the following issues: (1) The relationship of man with himself. (2) Man’s relationship with other human beings in the social sphere, including in relation to the natural environment (3) Man’s relationship with God (Nurgiyantoro, 2010: 324). Here are some benefits / Courtesy of Tales for Children: Djojosuroto / Morals Values in a Fairytale Society 107

1. Teach Good Moral Values By choosing the good fairy story content, it will be embedded moral values are good. After the storytelling should explain where the good storyteller enviable and everywhere are poor and do not need to be replicated in everyday life. Various acts of delinquency can be reduced from instilling good behavior and properties of the modeled characters or character traits in fairy tales. Storytelling may have a better effect than arranging a child by means of violence (hitting, pinching, tweak, snapped, and others) 2. Develop Imagination Power Kids The stories in the form of sound can make a child’s imagination to imagine how the story and character. Children will get used imagination to visualize something in mind to describe or solve a problem. 3. Adding Insight Children Children who are accustomed to hearing a story from fairytale usually increases vocabulary, expression, character, the history, the nature of good, bad character, storytelling techniques, and so forth. A range of school subjects can we enter slowly in fairy tales to help the baby we understand the lessons given in school. 4. Improve Child Creativity Creativity children can develop in various fields if the fable delivered designed as such be weighted. We also fine if you want to add the contents of the story for not spoil the storyline so as to be strange not attractive anymore. 5. Closer Children With His parents People Question and answer interaction between children with parents will indirectly strengthen the affection. Besides laughing together also can bring emotional relationships between family members. If often done then it could disappear the rigid relationship between children and parents are men fairytale. 6. Eliminate Tension / Stress If the child has a hobby listening to a fairy tale, then the kids will feel happy and happy when I hear a fairy tale. With feelings of pleasure and perhaps with laughter, then the various tension, poor mud and other negative flavors can disappear by itself. III. DISCUSSION 1. Intrinsic Elements Theme The theme is the main idea of the story and is a benchmark for cerita.Topic develop a fairy tale “Si Se Wo telu Mekaloan Sumeselem” .Or “Three friends and ingenuity 108 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

Sumeselem is a blessing. With ingenuity three companions finally the Sumeselem died because of his own ignorance. The ingenuity of the trio theme can be seen in the following excerpt: “Hey….! If you’re human, you can show off your head!” Three friends show desiccated coconut levied on the street through the window fentilasi. Sumeselem asked again “Show me your teeth if you’re human!”. Three friends show ax. “If you’re human, you can show your hair!”. Three friends showed bundles of fibers. “If you’re human, show your hands!”. Three friends show machete. Sumeselem began to fear seeing objects that are shown three companions. However, to be sure the Sumeselem asked again: “Show me your feet if you’re human!”. Three friends show hoe long. “If you humans show clothes. Three friends mempelihatkan sacks obsolete. “If you’re human, perdengarkan voice!”. Three companions beating empty cans so frenetic sounds. Degreedekkk ...... Degreeedeeekkk .... Degreeedeeekkkk ... si Sumeselem hear canned saangat sounded frightened and ran helter-skelter. He thought the three friends are strange scary man. Sumeselem run continuously and stumble on a large stone (Watulambot). Finally fall headlong and died instantly. Three friends are grateful for the dreaded Sumeselem Tondano people have been killed on his own negligence.,. Plot Flow is the way the story is sorted exaggerated causation or even exaggerate the time sequence. Flow fairy tale “Si Se Wo telu Mekaloan Sumeselem”. is the flow of advanced / chronological flow as a sequence of events starting from the beginning to the end. Figure Figure is the holder of a role in fairy tales while Characterizations behavior is the appearance of characters with the characterization and properties. A character in a fairy tale “Si Se Wo telu Mekaloan Sumeselem”. are: The main character, Pereng Si, Si Pekol, and Si Lunteng. These three characters are the protagonists and Sumeselem as antagonist. Sedagkan parents of three friends and community leaders merely complementary. Background Background is one of the elements forming the story menunjukana where and when Djojosuroto / Morals Values in a Fairytale Society 109 circuits of the story. Background in a fairy tale “Si Se Wo telu Mekaloan Sumeselem”. is a typical setting for this story happened around forests Tondano .. Mandate Mandate is a message to be conveyed to the reader through the story Pengerang made. Mandate fairy tale “Si Se Wo telu Mekaloan Sumeselem” .adalah: 1. Human life should always be thankful despite having a defective body. 2. Friendship good will reap peace and kerukunan.3. With the intelligence / ingenuity they can solve all problems 2. Morality in a fairy tale “Si Se Wo telu Mekaloan Sumeselem”. Broadly speaking, a matter of life and human life in Dongang “Si Se Wo telu Mekaloan Sumeselem”. is: 1) Man’s relationship with oneself, is seen in the following excerpt: “The three of them living from forest products such as fruits, vegetables, tubers or catching fish in the river Tondano. Despite having a disability but they do not want to beg. Even his third helping parents work each They never complain or lament their physical disability “. “So the three friends have been cured of their disability and their families pick each to live together in a house Sumeselem very large and had rice barns and livestock pets very much”. Human life in the middle - the middle of the community will not be spared from social interaction and human conflict. It happened as a result of their interests - the interests and life goals are diverse. This is understandable, because man can not live alone without other creatures. They are interdependent, with humans or other beings or the environment. To avoid conflicts of necessary regulation and self-awareness that human beings than as individuals as well as a social creature Fairy tale “Si Se Wo telu Mekaloan Sumeselem”. is Jaton reflection of people’s lives at the time, both utopian mindset and attractive, so that people feel interested and gain moral ideals. The type of moral teachings cover all of life and living. 2) Man’s relationship with other human beings in the social sphere, including its relationship with the natural environment, can be seen in the following quote: “One fine morning, the three friends want to look for firewood and vegetables in the forest. Pereng and Lunteng Si Si Si Pekol alternately support. Si Pekol be pointing the way. “ “Si Lunteng knocked on the door and say” Tabea “, is there anybody in there? We want to rest! “The Lame gone down from his support come knocking on the door but there was no answer.” “The eyes of two friends stared at fruits and a variety of snacks served at the table. They wanted to taste these foods anymore because their stomachs are already hungry. Pekol said: “if, though hungry, we should not touch this food because homeowners have not agree right”. 110 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

At first the Pereng and the Lunteng not want to do for fear of hurting his own friends. But the fixed Pekol force. Finally the Lunteng banged bone in his foot. In that instant the direct Pekol straight legs and can walk normally. Then he banged Pekol bones into the eye of the Pereng. Direct eye of the Pereng so literate and be able to see the world. Lunteng last turn of the bones and magic hit with the Lunteng could hear again. “Trio do not forget to distribute foodstuffs and livestock to needy residents Tondano. Thus the three friends living in harmony with the people Tondano which is free from the threat of Sumeselem. “Human life in the middle - the middle of the community will not be spared from social interaction and human conflict. It happened as a result of their interests - the interests and life goals are diverse. This is understandable, because man can not live alone without other creatures. They are interdependent, with humans or other beings or the environment. To avoid conflicts of necessary regulation and self-awareness that human beings than as an individual as well as social beings. 3) Relationship with God “Although they stature defects yet they remain grateful to God (Opo Empung) because they were given the breath of life”. “Trio pray to God (Opo Empung) for help. Oh ... Opo. please protect us. Do we eat Sumeselem! “. “If, let mawinti’an (another treat). Try to take one human bone and hit the second leg limping (pekol). Last night I dreamed Opo Empung (God) tells us mawinti’a’n with human bones “. “They kneel and give thanks to Opo Empung (God) has given healing and happiness in their lives”. The quotations above proves that the Minahasa Tondano is a religious human beings, civilized, industrious, and love work together (mapalus) It may be pointed out that the fairy tale has a position and a very important function in supporting the community. Fairytale containing noble values of the nation, especially the values or moral teachings. D. Conclusions and Recommendations 1. Conclusions The message of the fairy tale “Si Se Wo telu Mekaloan Sumeselem” is: that human life should always be thankful despite having a defective body. 2. Friendship good will reap peace and harmony. 3. With the intelligence / human ingenuity can solve all the problems. Furthermore, the moral values contained therein includes: 1. Man’s relationship with oneself 2. Man’s relationship with other human beings in the social sphere, including its relationship with the natural environment (this moral value mendomina the entire contents of a fairy tale) 3. Man’s relationship with God B. Recommendations Fairy tale “Si Se Wo telu Mekaloan Sumeselem” It can be used as a means of moral education in schools, (local curriculum). By choosing the good fairy story content, it Djojosuroto / Morals Values in a Fairytale Society 111 will be embedded moral values are good. After the storytelling should explain where the good storyteller enviable and everywhere only bad thing and does not need to be replicated in everyday life. References : Agus Trianto.2006. Can Definitely, discussion Tuntus Competence Indonesian. Jakarta: Erland. Danandjaja, James. 2007. The Indonesian Folklore Studies Gossip and Tale. Jakarta: Graffiti Press. Dharmojo, et al. 2008.Oral Literature Ekagi. Jakarta: Development and Language Development Center. Maryati, R. and Kak agam. 2008. “Benefits and Strengths Tale In Child Psychology” Available: http: //www.dongengkakrico.com (December 31, 2015) Nurgiyantoro, Burhan. 2000. Assessment Theory of Fiction. Yogyakarta: Gadjah Mada University Press. Poerwadarminta, W.J.S. 2000. The Indonesian General Dictionary. Jakarta: Balai Pustaka. Sulistyorini, Dwi. 2003. Myth Legend Communities to Boyolangu Tulungagung subdistrict. Malang: Lemlit UM. Suseno, Franz Magnis. 2007. The basis Ethics Problems Principal Moral Philosophy. Yogyakarta: Canisius. http://www.ayahbunda.co.id/balita-psikologi/12-manfaat-dongeng (downloadable on June 6, 2015). http://rhainy23.blogspot.com/2012/03/pengertian-moral-dan-etika.html. (Downloaded on June 6, 2015). ALZHEIMER’S DISEASE AND COGNITIVE IMPAIRMENT IN OLDER PEOPLE:A CHALLENGE TO THE CARE PROFESSIONALS AND FAMILY CAREGIVERS *Dr.Arpita Roy **Nina Piyali Gupta

Abstract In society we look at old age as a negative perception where it is the fact of life that it is inevitable phenomena that every individual has to face one day or other. There is a fear of physical and mental decline associated with age. The concept of ageing is associated with numerous psychological and social role that challenge their sense of self and capacity to live happily.One of the problems with the advent of age is dementia which causes problems with memory thinking and behaviour. Alzheimers is the most common form of dementia where the individual suffers from memory loss and other intellectual abilities. Alzheimers is a progressive disease where dementia symptoms gradually worsen over a number of years. Those with Alzheimers live an average of eight years after their symptoms become noticeable to others, but survival can range from four to twenty years depending on age and health conditions. Current Alzheimer treatment cannot stop the disease from progressing but they can slow the worsening of dementia symptoms to certain extent and improve quality of life for those with Alzheimer and their caregiver. The caregiver plays a very important role in the well being of the individual and the caregiver must be aware of the conditions related to AD to give proper support to such individuals Keywords: Alzheimer, dementia ,psychological and social problems,caregiver. Introduction Alzheimer’s disease is a neurodegenerative disorder which afflicts an individual when he progresses in age. The symptoms manifest itself as loss of memory,loss in cognitive understanding, difficulty in remembering information and learning. Alzheimer’s is one of the highest leading causes of death. Depending on the age and the health conditions the patient can survive from five to twenty years after the symptoms become noticeable. .It is a condition *Associate Professor, Dept. of Home Science, Marwari College, Ranchi. **Asst. Professor , Dept. of Clinical Nutrition and Dietetics, Marwari College, Ranchi. Roy, Gupta / Alzheimer’s Disease 113 of loss of function of central nervous system and loss of muscle coordination leading to cell death. They are considered as neurodegenerative disease caused by toxins chemicals,genetics and viruses. The diseases also occur due to the degeneration of the brain cells. Among the patients diagnosed with Alzheimer’s disease the percentage in severe stages ranges from 28% to 33% to a maximum of 50%. In institutionalized patients prevalence is higher with an estimated 75% of patients with severe AD.As the disease progresses there is personal disorientation and a complete loss of personal care. In more advanced stage of the disease memory impairment is so severe that the person forgets his occupation, studies, date of birth, family composition, and sometimes even his name. In this stage the patient may suffer from mutism or a speech problem characterised by echolia and unable to recognise his family or even his own image in the mirror. The other issues significant in Alzheimer’s disease in weight management issues, difficulty with eating, and swallowing, no bladder or bowel control, considerable loss of memory, gradual loss of speech and inability to recognize once familiar surroundings and objects and wander aimlessly. Neurodegenerative Disorder There is a large spectrum of neurodegenerative disorder which may be caused by misfolded proteins with prions like properties. An important characteristic prions propagation is the ability to replicate distinct strains where the biological information are enciphered within different conformations of protein aggregates. Since in prion disease the ability of prion conformers to dictate specific phenotype variability is well known, it may be considered that Alzheimer’s disease may be related to Ab stains. A protein called Tau helps in vital cell transport in a proper tract like food molecules,cell parts, and other key materials that travel along the track in the healthy areas of the brains. This is disrupted by the presence of plaques and tangles. Plaques are abnormal clusters of chemically sticky proteins called beta amyloid that builds up between nerve cells. The most damaging form of Beta Amyloid may be a group of few pieces rather than the plaques themselves.The small clumps may block cell to cell signaling at the synapses. They may also activate immune system cells that trigger inflammation and devour disabled tangles from inside dying cells. Tangles are twisted fibers of the proteins tau. As the tangle forms the twisted strand of tau it disintegrates the transport system so that the nutrients and other essential supplies can no longer move through the cells and the cells eventually die. Though most people develop plaques and tangles as they age but those with Alzheimer’s disease tend to develop much more plaques and tangles than in normal persons. The most compelling cause of dysfunctional tau in AD and other taupathies is abnormal hyperphosphorylation of tau. The hyperphosphorylation not only results in the loss of tau function of promoting assembly and stabilizing microtubules 114 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017 but also in a gain of toxic function whereby the pathological tau sequesters normal tau. Slowly but progressively the affected neurons undergo a retrograde degeneration A decrease in the activity of protein phosphotase-2A in AD brain and certain messense mutations seen in the frontotemporal dementia promotes the hyperphosphorylation of tau. Inhibition of this tau abnormality can be one of the progressive approaches to AD and other taupathies. Caregivers Role in Alzheimer’s Disease In the early stage, the caregivers have to prepare themselves in a particular way for proper care taking. Learning – The caregiver must learn in depth the nature of Alzheimer dementia. He must also gain knowledge about early and middle stages of AD. They must consult other caregivers to learn about their experiences in caregiving. They must be able to handle the erratic moods of the patient who tends to distrust the caregiver. Emotional support –The diagnosis of AD can be devastating to the person diagnosed with the disease as well as the caregiver. The patient tends to deny the fact that they are suffering from Alzheimer. It is a difficult task for the caregiver to convince him to accept the fact that he suffers from Alzheimer. The caregiver has to give utmost emotional support to the patient with the help of other family members and also has to save himself from going into depression. Finances –Alzheimer’s disease is a costly disease. The financial needs have to be properly fulfilled by mapping out strategies to meet the same. Financial planning should include to review insurance coverage, health, disability and long term care. Legal help is also required by the aged suffering from Alzheimer dementia as they may forget their bank account number. Clear legal documentation can help to prevent someone from attempting to take advantage of or lay claim to financial resources for their personal gain. Alzheimer’s disease devastates the lives of the patients and he caregivers .The family members have to come to terms of accepting the fact that their loved ones are suffering from Alzheimer’s. The advanced stage requires the patient’s family to plan accordingly and timely assessment of function can provide accurate insight to the patient’s management team. Alzheimer’s disease poses real challenge for those diagnosed with AD and to those who assume caregiving responsibilities. This disease is called family disease because the family members undergo tremendous stress of watching their loved ones slowly decline. Caregivers have to focus on their own needs, take time for their own health and get support and respite from caregiving regularly to be able to sustain their own well-being during their caregiving journey. Emotional and practical support, counseling resource information and educational programs about Alzheimer’s disease all help a caregiver provide the best possible Roy, Gupta / Alzheimer’s Disease 115 care for the person suffering from this disease. The caregiver also has to undergo training to meet communication skills to understand the needs of the patients. They also have to bear the responsibility to keep the patient safe as they get more and more disoriented as the disease progresses. Support groups from whom the caregiver can learn the skills of caring for such patients will help to lower the stress of the affected individuals as well as their caregiver. Objectives Of The Study 1. To study the different living arrangements of the elderly in a family environment. 2. To study the mental health of the elderly in relation to their cognitive ability 3. To study the relationship between the elderly with Alzheimer’s dementia and their caregiver. Hypothesis:There is a change in relationship of the aged with their caregiver with progressing cognitive impairment. Design of the study: The present study was designed to investigate the mental health of the agedand their changing relationship with their caregiver. A descriptive research design was adopted by the investigator to conduct the study. Sample: The sample of the present study comprised of 158 males and 142 females purposively selected from 13 wards of Ranchi town. Tools: Personal Data Sheet –A personal data sheet was prepared by the researcher herself for collecting relevant in formations and were grouped into many categories such as physical health, .interpersonal life, economic status, income, source of income, psychological health etc.The respondents were interviewed at their residence. Some aspects of personal and family such as family relations, personal satisfaction and general awareness of the aged were judged by observation, group discussion and informal interviews and discussion with subject, their spouse or friends. Short IQCODE –The toolshort IQCODE is the short form of the Informant Questionnaire on Cognitive in the Elderly developed by A.F.Jor. This test is used to assess an individual’s level of cognitive impairment.This test is not affected by person’s education,language or level of intelligence. The Short IQCODE is generally scored by averaging the ratings. Scoring: To score the Short IQCODE the score of each question is added and then divided by 16. The result is a score that ranges from 1-5. A score of 3 means that the subject is rated on average as ‘no change’. A score of 4 means an average of ‘bit worse’. A score of 5 means average of ‘much worse’. 116 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

Result and Discussion: Table 1: Distribution of respondents (60 to 80 years) according to their living arrangements

Male Female Respondents Percentage Living arrangements N=158 N=142 M F With spouse only 41 39 26 27 With spouse and children 32 24 20 17 Spouse , children and other 42 28 27 20 members With other members 23 32 15 23 Living alone 20 19 13 13 TOTAL 158 142 100 100

The above table reflected on the percentage of aged living in different kinds of arrangement in the family. It was seen that the aged who lived alone with their spouse faced the dreary life of living alone and were very depressed about this fact. It was seen that they missed their children but they were able to support each other through difficult times life financial problems or health problems .The other category who lived with their children were of different opinion from family to family Some of them were content to live with their family but some were not treated with the respect due to them which caused a stress in the relationship between the parents and children. There was the other group who lived in atypically joint family along with their children and other members of the family. This group was much more looked after than the other groups though in some family the aged male enjoyed more privilege than their female counterparts. Another category were compelled to live with other members of the family as they were away from their children, had no issues or were abandoned by their children .This group was more harassed by their predicament and seemed more helpless than the other group.The group who were forced to live alone had to face all sorts of dire situations \where they had to struggle to make a living day to day. Table 2:Distribution of respondents(60 to 80 years) based on cognitive ability Male Female Respondents Percentage Cognitive Ability N=158 N=142 M F Without Alzheimer’s 82 47 52 33 dementia Mild cognitive impairment 44 53 28 37 With Alzheimer’s dementia 32 42 20 30 TOTAL 158 142 100 100

Roy, Gupta / Alzheimer’s Disease 117

Table 2 reflects on the cognitive ability of the respondents .The table revealed that52% male and 33% femalewas mentally quite alert for their age as they were active and interacted well with their family members.About 28% of male and 37% of female showed mild cognitive impairment as they forgot name, addresses, past memories but are able to go about their daily chores quite easily. The third group was the one who was suffering from Alzheimer’s dementia with 20% male and 30% female.Thisgroup suffered from severe cognitive impairment and they had problems of remembering their own names.They failed to recognize their family members and no memories of their past . They even had problem to go about their daily chores without help. Table 3: Distribution of respondents(60 to 80 years) without Alzheimer’s dementia according to their living arrangement Male Female Respondents Percentage Living arrangements N=82 N=47 M F With spouse only 28 20 34 43 With spouse and children 18 14 22 30 Spouse , children and other 22 8 27 17 members With other members 8 2 10 4 Living alone 6 3 7 6 TOTAL 82 47 100 100

This table shows the living arrangements of the respondents who did not have any cognitive impairment. This group was more adjusted to their present status and had no problem in fitting in with their family or other members of the family.The respondents living with other members or living alone were able go about their daily routines quite easily. Table 4: Distribution of respondents (60 to 80 years)with mild cognitive impairment according to their living arrangement Male Female Respondents Percentage Living arrangements N=44 N=53 M F With spouse only 8 6 18 11 With spouse and children 8 4 18 8 Spouse , children and other 7 10 16 19 members With other members 14 19 32 36 Living alone 7 14 16 26 TOTAL 44 53 100 100 This table reflects on the living arrangement of the respondents who are suffering from mild cognitive impairment. Though these patients showed signs of cognitive impairment yet they were quite adjusted to their family and their surroundings. The respondents show difficulty in remembering things like names, address, places from the past. They to try to handle financial transactions but in many cases they have to take help from their family member or other people from the community. 118 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

Table 5: Distribution of respondents(60 to 80 years) with Alzheimer’s dementia according to their living arrangement Male Female Respondents Percentage Living arrangements N=32 N=42 M F With spouse only 5 13 16 31 With spouse and children 6 6 19 14 Spouse , children and other 13 10 41 24 members With other members 1 11 3 26 Living alone 7 2 22 5 TOTAL 32 42 100 100 The above table reflected on the living arrangements of the respondents who suffered from Alzheimer’s dementia. These individuals were seen to have lost their ability to carry on a conversation and respond to their environment. The respondents showed disorientation,mood swings and behavioral changes deepening confusion about events, time, place, unfolded suspicion about family friends and professional caregivers, more serious memory loss and behavioral changes and difficulty in speaking, swallowing and walking.Contrary to the belief that Alzheimer’s disease is seen in those respondents living alone, it was found that in Ranchi town the respondents living with their spouse children and other members showed more signs of Alzheimer’s disease. Table 6: Distribution of respondents(60 to 80 years) with Alzheimer’s dementia according to their relationship with caregivers (Family/ professionals) Relationship with Respondents Percentage Male Female caregivers (Family/ N=32 N=42 M F professionals) Good 6 18 19 43 Not so good 10 12 31 29 Bad 16 12 50 29 TOTAL 32 42 100 100 Table 6 shows the relationship of the respondents with Alzheimer’s dementia with their caregivers .Among the respondents there was 19% male and 43% female who had good relationship with their caregivers .They responded more positively to the caregivers instruction and the interaction between them was very congenial. As compared to the first group the second group were not very cooperative, the group comprised of 31% male and 29% female. This group was suspicious about the care taken by their attendants and showed their distrust and displeasure towards their caregivers. The last group comprising of 50% male and 29% female were having very bad relationship with their caregiver. They were uncooperative and very demanding towards their care giver . The male respondents of this group were more aggressive and showed extreme mood swings. The women were comparatively more manageable than their male counterparts. The caregivers looking after this group had to have tremendous ability to relate to their problems and to handle them with care and patience. Roy, Gupta / Alzheimer’s Disease 119

References GalascoDr, Schmitt FA, Saxton J, Benett D, Sono M, Ferris SH (2000) Detailed assessment of cognition and activities of daily living in moderate to severe Alzheimer’s disease. Neurobiol Aging 21, S168. Volicer L, VandersteenJT(2014) Outcome measures for dementia in the advancedstage and at the end of life. AdvGeriatr 2014, 346485. Cohen Ml, Kim C, Haldimanetal.(2015) Rapidly progressive Alzheimer’s disease features distinct structures of amyloid -b brain 138, 1009-1022. Ballard C, Gauthier S, Corbett A, Brayne C, Aarsland D, Jones E. Alzheimer’s disease. Lancet. 2011 Mar 19;377(9770):1019-31. Epub 2011 Mar 1. Albert MS, Dekosky ST, Dickson D, Dubois B, Feldman HH, Fox NC, et al. The diagnosis of mild cognitive impairment due to Alzheimer’s disease: Recommendations from the National Institute on Aging-Alzheimer’s Association workgroups on diagnostic guidelines for Alzheimer’s disease. Alzheimer’s Dement. 2011 May;7(3):270-9. Epub 2011 Apr 21. Jack CR Jr, Albert MS, Knopman DS, McKhann GM, Sperling RA, Carrillo MC, et al. Introduction to the recommendations from the National Institute on Aging-Alzheimer’s Association workgroups on diagnostic guidelines for Alzheimer’s disease. Alzheimer’s Dement. 2011 May;7(3):257-62. Epub 2011 Apr 21. Mayeux R. Early Alzheimer’s disease. N Engl J Med. 2010 Jun 10;362(4):2194-2201. Seshadri S, Fitzpatrick AL, Ikram MA, DeStefano AL, Gudnason V, Boada M, et al. Genome-wide analysis of genetic loci associated with Alzheimer disease. JAMA. 2010 May 12;303(18):1832- 40. Regan C, Katona C, Walker Z, Hooper J, Donovan J, Livingston G. Relationship of vascular risk to the progression of Alzheimer disease. Neurology. 2006 Oct 24;67(8):1357-62. Andersen C., Wittrup-Jensen K., Lolk A., Andersen K., Kragh-Sorensen P. (2004) Ability to perform activities of daily living is the main factor affecting quality of life in patients with dementia. Health and Quality of Life Outcomes 2: 52. Avila R., Bottino C. M. C., Carvalho I. A. M., Santos C. B., Seral C., Miotto E. C. (2004) Neuropsychological rehabilitation of memory deficits and activities of daily living in patients with Alzheimer’s disease: A pilot study. Brazilian Journal of Medical and Biological Research 37: 1721–1729. Garand L., Lingler J. H., Deardorf K. E., DeKosky S. T., Schulz R., Reynolds C. F., Dew M. A. (2012) Anticipatory grief in new family caregivers of persons with mild cognitive impairment and dementia. Alzheimer Disease and Associated Disorders 26: 159–165 Gelinas I., Gauthier L., McIntyre M., Gauthier S. (1999) Development of a functional measure for persons with Alzheimer’s disease: The disability assessment for dementia. American Journal of Occupational Therapy 53: 471–481 Holley C. K., Mast B. T. (2009) The impact of anticipatory grief on caregiver burden in dementia caregivers. The Gerontologist 49: 388–396. Giebel, C. M., Sutcliffe, C., & Challis, D. (2014a). Activities of daily living and quality of life across different stages of dementia: A UK Study. Aging and Mental Health. doi:10.1080/ 13607863.2014.915920. TEACHERS’ PERCEPTION OF NEED FOR HEALTHY LIFE- STYLES *Dr. Bina Kumari Abstract The study was conducted on 220 teachers out of which51% of the sample of teachers was found having moderate perception of the need for healthy life-styles. 21% of the sample was found having perception of the need to the more extent, 21% was found having less extent of perception of the need, 4% of the sample was found having perception of the need to the most extent and 3% of the sample was found having perception of the need for healthy life-styles to the least extent. This classification revealed that though less but nearly one-fourth of the teachers was unable to perceive the unhealthy practices in various areas of life. Whereas one- fourth of the sample of teachers were able to have better perception of the growing trends, both positive and negative, in various walks of life. Half of the sample of teachers was able to have moderate extent of perception of the need. Key words: - Healthy, Life, Need, Perception & Style. Introduction:Life and education are interwoven in a meaningful way. Dewey considered education as life itself. Every moment of life is pregnant with possibilities. It appears like dew drops and reminds us of its transitoriness. Life is so beautiful because it is transitory. Education provides us with a sense of propriety, priority and perspective. It is also pragmatic as it changes with the on-going life. A human being comes on earth, grows and lives for a purpose. Education is the process of realizing this truth and reaching the goal. Education is both an art as well as science. It is the art of living and the science of doing. We live to love and love to live with a view to enjoying his creation. The immortal self is finding its way through education and culture. Our world today faces a serious question which ought to be of great concern to all the people who are seriously interested in the welfare of the humanity. Why is it that inspite of so much progress in science and technology, inspite of so many institutes of higher education and learning and all the effort that has gone into creating the modern educational system, inspite of all the great religions that we have founded and all the great spiritual

*Principal, Rajiv Gandhi Memorial TT College,Digwadih, DHANBAD. Kumari / Teachers’ Perception of 121 teachers whose teachings are available to us through books, that mankind has not really come upon either peace or health, happiness or anything that we could call genuine welfare. What is it that we are doing wrong? There is need to go into it, in all its different aspects, to the best of our abilities, so that we can decide whether we need to go in the same direction in which we have been going so far, or is there something fundamentally wrong that requires us to change to a totally different direction. According to Vivekananda, the aim of education is “the manifestation of the perfection already in man”. This perfection is the realization of the infinite power which resides in everything and everywhere, existence, consciousness and bliss. Vivekananda’s educational ideal formed a part of his larger social agenda for the spiritual regeneration of the Indian society. His credo was Reality is one, Wise men call it by different names – “Ekam sat, viprahbahudhavadanti”. His religious ideal in education was to elevate one from the narrow confines of theological beliefs. He believed in the eternal spiritual solidarity of man. The aim of education according to him was to make the youth rational, scientific and unorthodox in their approach to life. Dr. S. Radhakrishnan stated thatthe purpose of all education is to provide a coherent picture of the universe and an integrated way of life. It should provide a sense of perspective, a synoptic vision and a Samanvaya or a balance of the different items of knowledge, and oneness of life. Education should be centred on love for higher values of life, concern for the suffering, compassion, and respect for women, faith in human brotherhood, love of peace, freedom and justice. It should not be narrowed down to technological and materialistic pursuits alone. National unity and progress require a deeper spiritual foundation than political and economic arrangements and education should promote the cultural unity of India and the life of spirit that shapes and unifies our collective existence. The survival of life forms requires cooperation, non-aggression, non-violence, and living in harmony which the educated man has not adequately achieved. Our problem is not lack of efficiency and lack of ability, but lack of right thinking, right learning, right living and other healthy life styles. Teachers have crucial roles to play in preparing young people not only to face the future with confidence but to build it with purpose and responsibility. Teachers are instrumental in the development of attitudes- to learning, positive or negative. Teachers encourage intellectual rigor and create the conditions for success in education. The importance of the role of the teacher as an agent of change, promoting understanding and tolerance, has never been more obvious than today. 122 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

Objectives: -The objective of this study was to find out the teachers’ perception of the need for healthy life styles in two areas (a) Familial Healthy Life stylesand (b)Socially Healthy Life styles. Hypotheses:It was hypothesised that there would be no significant difference between male and female teachers in their perception of the need for healthy life styles. There would be no significant difference between urban and rural teachers in their perception of the need for healthy life-styles. There would be no significant difference between government and private teachers in their perception of the need for healthy life-styles. Methodology: - In order to study the perception of teachers’ regarding the need for healthy life-styles, a comprehensive questionnaire with close-end statements and open- end suggestions was administered. Results & conclusion: - Teachers’ perceptions of the need for healthy life styles in the Family area showed that more than half of the sample of teachers i.e. 56% was found to be moderate in their perception of need for healthy life-styles in family area. 21% of the teachers were found to have more extent and 19% were found to have less extent in their perception of the need for healthy life-styles. 1% of the teachers fall under the category of most extent and 3% of teachers in the least extent category in their perception of need for healthy life-styles in family area. Lack of healthy family life may be due to the following modes of behaviour, attitudes of the people, expectations and relationships maintained in the family unit as responded by this sample of teachers. More extent of teachers’ perception of the need for healthy life-styles in family area is lack of peace in the family which is disturbing the whole life; the main motive of the family being the raise of its economic standards; pressure over the children due to their parental expectations and that ruin the family ties; and ego conflicts between wife and husband. Moderate extent of the need perception of the sample was found in the aspect, lack of development of affections and relations with the close relatives in nuclear families. The study of Bhatnagar (1984) revealed that the students belonging to the small families have better adjustment, higher educational, personal and material values and better school learning. Moderate extent of the need perception of the sample was found in the aspects like possessiveness of husband or wife limiting the extension of family relations; demands of the children beyond the capacity of the family and scarcity of open-dialogue in the family. Kumari / Teachers’ Perception of 123

Teachers’ Perceptions of the Need for Healthy Life Styles in Social area showed more than half of the sample of teachers i.e. 53% was found to be moderate in their perception of the need for socially healthy life-styles. 22% of the teachers were found to have more extent and 20% were found to have less extent in their perception of need for socially healthy life-styles. 3% of the teachers fall under the category of most extent and 2% of teachers in the least extent category in their perception of need for socially healthy life-styles. Lack of healthy social life is due to the trends like development of pleasure-seeking nature; lack of concern for people, nature and surroundings, prevalence of selfish modes of behaviour in the society. Perception of the need for socially healthy life-styles of teachers’ sample to the more extent was found in the following aspects: Selfish motives of the people; greed behind denuded forests; lack of peoples’ concern for the surroundings; deforestation to meet the demands of population; Caste prejudices; unhesitant behaviours except for the fear of public opinion; indulgence in entertainment; problems of failure in practicing the knowledge; deprivation of co-operative spirit because of the competitive nature and entertainment for mere pleasure. This was supported by the finding of SusithaPriya and Mani Varma in 2010, in which the whole sample unanimously accepted the fact that media is showing its great impact on the development of criminal attitude among the adolescents. Moderate extent of perception of the need for healthy social life was found in the aspects like, Television diluting human relations; lack of concern for nature; rise of consumer culture due to advertisements; rise of complaining nature of the people; and lack of intimate relations with others. Need for Familial Healthy life styles: - Parental expression of affection for children and young people, whom we need to welcome into the society unreserved, and offer them the place that is theirs by right is most essentials. Home atmosphere provides secure feeling for the growing child. Open dialogue among the members of the family develops understanding, intimacy, tolerance and concern for each other. Over ambition, over attention and possessiveness in the nuclear family either suffocates the children or develops ego- centricity. Need for Socially Healthy life styles: - Parental expression of affection for children and young people, whom we need to welcome into the society unreserved, and offer them the place that is theirs by right is most essentials. Home atmosphere provides secure feeling for the growing child. Open dialogue among the members of the family develops 124 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017 understanding, intimacy, tolerance and concern for each other. Over ambition, over attention and possessiveness in the nuclear family either suffocates the children or develops ego- centricity. Mere education to bring wonderful engineers, brilliant scientists, capable executives, able workmen will never bring people together. But understanding deeply the relationship between each other not at any one level but integrally as a total process only can bring a healthy society. References : Arora. G. L. & Ravi Kanta Chopra. (2004). Professional Ethics for Teachers. Encyclopaedia of Indian education.Vol. II New Delhi, NCERT. Arora. G. L. & Ravi Kanta Chopra. (2004). Professional Ethics for Teachers. Encyclopaedia of Indian education. Vol. II New Delhi, NCERT. Dash, B. N. (2004). The Teacher and professional Growth. Vol. 1 & Vol. 2. Delhi: Dominant Publication. David.G.Ryans. (1969). Characteristics of Teachers- A research study. Delhi: Sterling Publication. Education for Affective Development: A Guide book on programmes and practices, Bangkok. UNESCO. Principal Regional Office. Kapadia, K.M. Marriage and family in India. (1992). Calcutta: Oxford University Press. Krishnamurti, J. (2000). Education and the significance of Life. Chennai: Krishnamurti Foundation India. Krishnamurti. J. (1999). On Relationship. Colombo, 25th Dec, 1949. Chennai: Indcom Press. Mohanty, J. (1992), Current Issues in Education. New Delhi: COSMO Publications. NEURO - CONTEMPLATION ON MANAGERIAL DECISION *Lt Col (Dr.) J. Satpathy Abstract How do we know where we are, where we have been and where we are going? It’s important to understand intricacy of managerial brain. Brain is main organ of nervous system. It has the same general structure as brains of other mammals, but with developed cerebral cortex. Size of brain comes from cerebral cortex, especially frontal lobes, which are associated with executive functions . The area of cerebral cortex devoted to vision, visual cortex, greatly enlarged as compared to other animals. Basic structural design of brain is constructed through a process that begins early in life and continues into adulthood. Simpler circuits come first and more obscure brain circuits endow with basic blueprint. Experiences influence how or whether genes are expressed. Imaging studies suggest that differences in cognition and behaviour (might) relate to differences in brain connectivity. Perceptive the coverage to which two brains can differ is crucial in basic neuroscience research. Key Words: Neuromanagement, Brain, Neuro - Management Decision Introduction Decision making is one of the important aspects of behavioural manifestations that every organism has to enterprise. Human decision making process is an outcome of both neuroscientific approach and environmental counterpart. The perspective of decision making revealed the idea, that focused on theobservations,ofwhatpeopleactuallychoose (orstatethattheywillchoose)on thebasisoftheirbiologicalandpsycho-socialpointofview. Managers make decision in complex situations. ‘Neuromanagerial decision needs decision maker (Manager) responsible for decision. This maker has number of alternatives and must choose the best alternative (or, optimised combination). When made, events may have occurred (maker has no control). Each (combination) of alternatives, followed by an event, leads to a result with some quantifiable significance. Cognitive research suggests that diverse preference orderings and decisions surface depending on which brain circuits are activated. This perchance contradicts micropostulate that complete preference ordering provide sufficient information to predict decision.

*Faculty, Academics Department, Officers’ Training Academy, Gaya [ [email protected]] Dr Adyasha Das, Faculty, Indian Institute of Tourism & Travel Management, Bhubaneswar [[email protected]] 126 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

Origin of decision management is traced to Smith’s The Wealth of Nations(1776). Smith described a phenomenon, based on ad hoc rules that explain how features of environment influenced behaviour, critical for appreciating decision behaviour and aggregation of decisions. One thought is that regularities in behaviour could (ceteris paribus) provide psychological basis to manage decision fluctuations. What followed were series of theorems which extend scope of revealed - preference to decisions with uncertain outcomes. Interesting is that they demonstrate one who obeys ‘ as if ’ he has continuous utility function that relates subjective value of any gain to its objective value and ‘as if’ his actions were aimed at maximising total obtained utility. These form basis to anticipate analysis unique to decision management. This was a landmark event to predict decisions from single neuron activity. Contributions characterised the idea that complex decision problems can be modeled through use of simple rationality model (maximise utility function of decision variables which signify preferences). Question is under what conditions such functions exist? Consistency properties are internal to Neuro decision functions that describe behaviour. Samuelson’s Revealed Preference formulation is scientifically respectable if behaviour is consistent, then it must be possible to explain behaviour without reference to anything other than behaviour. Sen (2002) identifies ‘internal consistency’ approach and ‘self-interest pursuit’ approach. Internal consistency model explains behaviour by finding regularities in observed behaviour that enable consistency without reference to anything other than (or external to) observed behaviour. In order to predict Neuro decisions, researchers work out which preferences are consistent by checking whether agents’ do or do not violate certain axioms of revealed preference. Added approach is ‘self-interest pursuit’ approach. It is assumed that self-interest, represented by complete preference ordering, dominates motivations in coherent matrix. ‘Rational’ behaviour consist in pursuit of self-interest. This provides basis for application of utility theory in coherent analysis which represents chooser’s preferences and explains how preferences determine Neuro decisions. Internal consistency is neither sufficient nor necessary condition of Neuro decision. It is not sufficient because ‘[a] person who always chooses things he values least and hates most would have consistency of behaviour. Interpretation of managerial activity in terms of neuroscience is typically concerned with neurophysiological underpinnings of Managerial neurodecision behaviours. One key insight is modularity of human brain (not all brain circuits get activated when executing response to given circumstances). Same stimuli may generate different behavioural responses depending on which brain circuits are activated. If hypothesis is accurate, different brain circuits guide to different decisions depending on which brain structures and circuits are Satpathy / Neuro-Contemplation 127 activated. Consequently, there would be various (possibly conflicting) preference orderings. Furthermore, if particular brain circuit act relatively insulated, distinctive preference ordering result (closed system). Human resources rely on cautious mock-up of ‘neuromanagerial decision making. Tactic consists in construction models to display relationship between cause and neuro incongruity. Freedom provided by introspection technique lead to selection problem. Neuro - decision makingresult in selection of path of action among alternative circumstances. Each process is regarded as incessant process integrated with situation. Investigation is concerned with rationale of ‘neuro decision making, reasonableness and invariant decision making. These reflect compensatory interface of brain structure potentiates traits and framework. Therefore, decision making is reasoning or emotional process which can be rational or irrational, based on explicit / tacit assumptions. This leads to formulation of a ‘neuromanagerial decision paradox’. Explorations on brain mechanisms juxtapose link between brain and behaviour to study neuronal activities, connections between neurons, plasticity of brain and relationship between brain and behaviour. These inherit methods as how brain encodes, processes information, stores representation in mind to craft actions in reaction to stimuli. These embrace sensation and perception of information, interface linking information in dissimilar modalities, matrix of memory and dispensation of information. Deduction is based on postulation that individual cognitive functions are based on neural activities in brain. Somatic Markers: Neuro-management has primarily challenged the standard management assumption that decision making is a unitary process-a simple matter of integrated and coherent utility maximization. The goal is a mathematical theory of how brain implementsdecisionsthatistiedtobehaviour. This theory is likely to show some decisions for which rational- decision making theory is a good approximation (particularly for evolutionarily sculpted or highly learned decision makings), provide a deeper level of distinction among competing neuro alternatives and provide empirical inspiration to incorporate nuanced ideas about endogeneity of preferences, individual differences, emotions and endogenous regulation. Research has begun to investigate central parameters viz. neural bases of decision predictability and value in theory of expected utility. Somatic-marker hypothesis (SMH) was first proposed by Demasio (1996), to explain process of decision-making, while incorporating role of emotion. This hypothesis developed after working with neuro patients who had damage to prefrontal region, specifically in ventral and medial regions and presented severe impairments in decision making abilities (Damasio, 1979, 1994). In complex situations, cognitive processes become overloaded and unable to provide informed option. In these, Somatic Markers aid decision process. 128 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017

In environment, reinforcing stimuli induce associated physiological affective state. These types of associations are stored as Somatic Markers, possibly in ventromedial prefrontal cortex (VMPFC). Somatic-Marker associations are reinstated physiologically and bias cognitive processing. In cases where complex and uncertain decisions need to be made, Somatic Markers are summed to produce net Somatic state. This state is used to direct (or bias) selection of appropriate action. This biasing process occur covertly (unconsciously), via brainstem and ventral striatum, or overtly (consciously), engaging higher cortical cognitive processing. In view of the importance of avoiding a general tendency towards either kind of imbalance in neurodecision behaviour, it might be argued that unit of analysis should be presumably structural elements that require attention if problem is to be overcome. This is undeniably correct but objective is less to overcome problems of imbalance. The central factor involved in diagnosing either extreme at individual level is temporal horizon since this correlates highly with influence of impulsive and/or executive systems. This is best considered, however, after the way in which cognitive language is used in neuro - behavioural decision theory, which brings understanding of role of temporal horizon in decision-making. It suggests a means of overcoming problems of impulsive-hyperactivity and executive- hypo activity at individual level which must be evaluated before solution can be proposed and appraised. There are four requirements of any candidate for cognitive component of neuro- behavioural decision. It must first be capable of filling need for a personal level explanation of causes of neurodecision Managerial behaviour. Second, it must provide an intentional explanation. Third, it should be capable of linking to the neurodecision Managerial economic behavioural management and Neuromanagement analyses. And, finally, it must relate philosophically to broader disciplinary concerns. A cognitive explanation is required to provide understanding of the ways in which individuals subjectively respond to circumstances which influence their neurodecision behaviour towards rewards that may have short-term benefits but which entail longer-term deleterious consequences. Being able to characterize what individuals’ desire and believe in these situations, what they perceive and how they feel, provide indication of underlying disposition to respond in a particular way at different times. This is of course a highly theoretical enterprise; in order to avoid undue speculation and conjecture, therefore, it is important that the cognitive requirements of neuro- behavioural decision theory are provided by a coherent body of knowledge relating personal level factors to situations that promote consumption. Satpathy / Neuro-Contemplation 129

The required personal level exposition must indicate the particular intentional terms that are applicable to the explanation of normal and addictive neurodecision Managerial economic behaviours within the framework of an overall theory that can systematically relate the two antipodal behaviour patterns. It must also be capable of explaining how intentional entities like beliefs and desires, perceptions and emotions would act upon the impulsion towards fulfillment of immediate wants, such as consumption of an addictive substance, in order to bring about a more advantageous long-term result. This calls for a well-worked out theory of human behaviour over continuum of normal to addictive neurodecision Managerial economic behaviours rather than an ad hoc application of intentional language on the basis of rapid observation of an individual’s neurodecision Managerial behaviour. Chaos: The decision field theory indicates that, the decision maker deliberates over these courses of action by thinking about the various possible consequences of each action. From moment to moment, different consequences come to mind over a period of time. For example, at one moment the decision maker may remember something (e.g., the kind face of the offender) that makes her think the offender can be reformed, and then she is appalled by the thought wasting his life, locked behind bars for 30 years. But at another moment, she may recall a recent story in which a parolee committed a horrible crime, and she may feel a cold fear arise fromtheideaofreleasinganotheronthestreetsinafewyears. Ateachmoment, theaffective reactions to the consequences of each action are evaluated and compared, and these comparisons are accumulated over time to form a preference state. The preference state for an action represents the integration of all the preceding affective reactions produced by thinking about that action during deliberation. This deliberation process continues until the accumulated preference for one action reaches a threshold, which determines the choice and the deliberation time of the decision .The threshold bound for the decision process, symbolized, is a key parameter for controlling speed and accuracy tradeoffs. If is settoal owthres hold, then only aweak preference is required to make a choice. In this case, decisions are made very quickly, which may be reasonable for trivial decisions of small consequence. However, a low threshold would cause the decision to be based on little thought about the consequences, which is likely to lead to a choice with bad unforeseen outcomes. For more serious decisions, is set to a very high threshold, so that a very strong preference is required to make a decision.Inthiscase,deliberationtakeslonger,butthedecisionisbasedonamore thoughtfulevaluationofalltheconsequences,producingachoicethatismore Quite often it is argued that in the microscopic world of quantum mechanics the uncertain principle makes the world non-deterministic. And due to chaos in Managerial 130 Odisha Journal of Social Science, Vol. 4, Issue-1, January 2017 decision making similar things does appear in the macroscopic world of daily life. Beside the fact that both statements are wrong they are not helpful. Due to chaos in Managerial decision making, small causes may evolve in time and have tremendous effects. It leads to important effects with implications for management and business. This paper discusses possible causes of chaos in Managerial decision making from a Managerial perspective. In decision making logic there are some rules how and when chaos in Managerial decision making is easy to describe. Almost everybody might have some understanding of the word chaos in Managerial decision making. At least in the sense as an ordinary dictionary defines it (great disorder or confusion). There is also a more elaborate definition of chaos in Managerial decision making in decision making logic. About 25 years ago inundation of publications dealing with chaos in Managerial decision making has come into motion. Unlike in many other such cases, they have left traces in ‘daily life’. Recently, chaos in Managerial decision making was used to show that Taylor’s management theory can’t be correct. The present paper gives hints where logical considerations of chaos in Managerial decision making will become important for business / management. Which system will show chaos in Managerial decision making and which won’t is one central question in most logical work about chaos in Managerial decision making. (The second question is how to describe it, if it is chaotic. It will be the central question of my next paper.) Unfortunately, a global answer to the question has not been found yet. In decision making logic and math systems are normally defined by a set of equations. If all equations are entirely linear, chaos in Managerial decision making won’t appear. This is obvious, because in a linear world everything is proportional to everything. The good news is that it will disappear, if non linearities are small enough. I.e. one can give (for certain classes of equations) exact proofs, whether their nonlinearity is big enough to cause chaos in Managerial decision making. For two reasons this is not too helpful for the present purpose. Firstly, the proofs are different for each class of equations and, evidentially, the infinite number of classes of equations couldn’t have been considered. Secondly, in management we often have rules how systems will evolve. Conclusion: When it is required to make decisions, one should always weight he positive and negative business consequences and should favour the positive outcomes. This avoids the possible losses to the organization and keeps the company running with asustained growth. Sometimes, avoiding decision making seems easier; especially, when somebody get into a lot of confrontation after making the tough decision. But, making the decisions and accepting its consequences is the only way to stay in control of the corporate life and time. Brain encodesall information and thus deals with decision making accordingly. Satpathy / Neuro-Contemplation 131

It use savariety of mechanisms to filter informationin a constrained optimal way. The important thing to see is what techniques are being used to study the brain. Neuro human resources model will soon play a crucial role in building of newreliabletheoriescapableofexplainingandpredictingindividualbehaviourand strategic choices. Main message is that individual is not one coherent body. Brain is a multi-system entity (with conflicting objectives, restricted information etc.) and therefore choice-maker must be modeled. Before the modern model, organisations were modeled as individual players characterised by an input-output production function. Systematic study of interactions between agents and choice processes within organisations (acknowledging informational asymmetries, incentive problems, restricted communications channels, hierarchical structures, etc.) led to novelin sights. Applying a similar methodology to study individual choice-making is the way to understand bondso frationality. References Chang, L.J. and Sanfey, A.G. (In press). Great expectations: Neural computations underlying the use of social norms in decision-making. Social Cognitive Affective Neuroscience. Chang, L.J., et al. (2011). Triangulating neural, psychological, and economic bases of moral sentiments. Neuron, 70, 560-572. Marchetti, A., et al. (2011). Expectations and outcome: The role of Proposer features in Ultimatum Game. Journal of Economic Psychology, 32, 446-449. Becker, W.J, et al. (2011). Organizational Neuroscience: Taking Organizational Theory beyond Neural Black Box. Journal of Management, 37(4), 933-961. Stallen, M. and Sanfey, A.G. (In Press) Neuromanagement and Game Theory, Wiley Encyclopedia of Operations Research and Management Science. Hytonen, K. and Sanfey, A.G. (In Press). Neuromanagement Insights for Decision Analysis. Wiley Encyclopedia of Operations Research and Management Science. General Information and Instruction to Authors Odisha Journal of Social Science is a self-financing, blind referred and peer -reviewed bi-annual (preferably, in January and July of every year) journal with inter disciplinary approach. 1. The articles are invited for the Journal with soft copy/print or hardcopy (type material) 2. The font style should be TIMES NEW ROMAN with size 12 and Auto spacing. 3. All articles must be accompanied by an abstract. Begin the abstract on a separate page. Type the abstract as a single paragraph without paragraph identification. An abstract for an empirical paper should be 200-250 words. 4. All articles must follow the style and format as suggested by the publication mannual of the American Psychological Association. 5. The title should be in 15 words or less in length. The running head (within 60 letters) must appear on the title page. The running head is a shortened title to be used for the printed article. 6. Figures and tables must appear on separate sheets of papers. These should be of professional quality and must not exceed 22-28cm. Figures must be drawn on tracing papers. 7. The length of the manuscript must be within 20 typed pages including tables, figures and references. 8. Must include all references except personal communications in the reference list. Mention personal communications only in the text. In reference list, place the year of publication in parentheses immediately after the author’s name. Reprints Authors of papers published in the journal will receive free of charge 10 off prints of their paper. Subscription Rates One Issue : $25.00 (foreign); Rs.250.00 (Inland) Subscription are to be sent by Bank Draft of Money Order only to Bhubaneswari Mohapatra, 2624/3484, Baragada Canal Colony, At/Po. BJB Nagar, Bhubaneswar - 751014, ODISHA (INDIA) Correspondence All correspondence should be made to : Dr. Santa Misra Chief Editor : Odisha Journal of Social Science 2624/3484, Baragada Canal Colony, At/Po. BJB Nagar, Bhubaneswar - 751014, ODISHA (INDIA), e-mail : [email protected], Mob. : 9457211371 OJSS Membership form 2014

Surname: ...... First Name: ...... Mailing Address: ...... City: ...... State:...... Postal Code: ...... Country: ...... E-mail:...... Date Submitted: ......

Would you like to receive the publications [ ] electronically or [ ] paper Person you are sponsoring (if applicable):

Surname: ...... First Name: ...... Mailing Address: ...... City: ...... State:...... Postal Code: ...... Country: ...... E-mail:...... Date Submitted: ......

Would she/he like to receive the publications [ ] electronically or [ ] paper.

Payment Summary : ...... Category of Membership:

PATRON Rs. 10,000 (ONE TIME) CORPORATE MEMBER Rs . 9000 (10 YEARS VALIDITY) FELLOW Rs. 8,000 (ONE TIME) LIFE MEMBER Rs. 10,000 (10 YEARS VALIDITY) ASSOOCIATE MEMBER Rs. 5,000 MEMBER Rs. 3,000 (PER ANNUM) STUDENT MEMBER Rs. 1,000 (PER ANUM)

Membership Fee for ______Category .TOTAL PAYMENT: ______.

The amount may be deposited in the account number - 30753198829 , IFSC NO. SBIN 0003341, OUAT, Bhubaneswar, Odisha., to the treasurer, B mohapatra, against OJSS.