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Purpose – The purpose of this study was to invent morphological North Aceh durian data as germplasm information.

Methodology – The research was conducted at Langkahan and Sawang, North Aceh Region, from March to August 2014. The material used was the durian plant that should be 20 years and preferred by the local community. Exploration as the first step of experiment was done by purposive sampling. Identification was done on the source of durian germplasm. The source of durian germplasm as the experimental object was observed for its growth and morphology. Data analysis for morphological characteristics was done by using NTSYSpc (Numerical Taxonomy and Multivariate Analysis) NTSYSpc versi 2.02.

Originality – The results showed that there were 25 accessions superior durian in Langkahan and 26 accessions superior durian in Sawang. They had different characters in the vegetative parts of the plant. The durian coefficient value of similarity in Langkahan ranged from 0.33 to 0.94, while in Sawang, it ranged from 0.24 to 0.86. The diversity of the morphological character in superior durian of Langkahan and Sawang was seen from the qualitative character (surface and color of bark, crown shape, top surface color of leaves, and leaf shape) and quantitative character (plant height, stem diameter, crown diameter, length, width, and leaf area).

The chapter discusses my response to the urgent need for a pedagogy that would effectively promote Israeli teachers’ meta-representational and particularly Visual Representational competencies in order to prepare new generations of school students to fully and successfully navigate the diverse, rich multimodal information that they encounter in the postmodern visual world. Currently, although VRs widely permeate school curricula, learners’ mass media sources for information gathering, and even matriculation testing, students’ meta-representational competence (MRC) are not intentionally developed to enable their dealing with visually transmitted information and their mindful manipulation of it for achieving their goals. VRs usages have been shown to be superficial, implicit, inadequate to utilize VRs’ potential for promoting knowledge acquisition and understanding, and even frequently erroneous. Following a short discussion of the constructs of Meta-Visual Representational Competencies and pedagogy, and potential institutional obstacles for introducing VRs, I propose core pedagogical guidelines for promoting such competencies in teachers, based on evidence collected continually over a decade of work with teachers at Haifa, Israel, while designing, developing, and refining this pedagogy in preservice teacher training and other programs at the University of Haifa and inservice frameworks. Each guideline is operationalized into tasks and activities designed for achieving its specific purpose, focusing on the application of these suggested guidelines in preservice teacher development program. The MRC-promoting pedagogy was designed and developed while keeping in mind the notion that a pedagogy should be flexible, adaptable to different instructional styles, goals, and contexts, and based on guidelines that are operationalized into detailed instructional plans for achieving specific goals, in accordance with teachers’ preferences.