Ismeal Reeds Chappie Puttbutt Essays - Spring,

Ismeal Reed's Chappie Puttbutt Mueting 1 A Change in Puttbutt's Environment Every man is wants to climb the social ladder, but to what extent will a man go to change his current environment to reach those goals? In the book Japanese By Spring (Ishmal Reed) working at a local university, Puttbutt exists within an environment where he is unhappy. He leaves it behind only to find out that the new environment, which he desired to be a part of, is not what he thought it would be. Puttbutt exists in a world of racism, hate crimes, and one in which he thinks he just doesn't belong. He wants to climb the social ladder to become somebody he isn't. In his new environment he discovers that he has the power to do anything he wants, or he can do nothing at all. However, he soon finds out that this world is not what he wants. He wants back into his old environment, but quickly finds out he has to fight to get back into it. Chappie Puttbutt is a man who has a job he doesn't enjoy and he hates his colleagues' (64). He is a Junior Professor at a local University and desires tenure. He is not well liked by his colleagues because he constantly changes his political values to go along with whatever is popular. He believes that the Japaneese will soon be taking over America. To make sure that he will not be left out of the His colleagues decide weather or not he gets Mueting 2 tenure. Puttbutt will try to do anything to get tenure; he stands up for everything and anything to get tenure, however each time his colleagues vote against him. In his new environment the Japanese have taken over the university (108) and restructure the curriculum so that only Japanese art, Literature and culture are taught. The Japanese believe all studies are inferior. He is still passed on tenure but is given the position of second in command of the university because he knows Japanese and the president was his Japanese tutor. Since he is second in command he has the power over all his colleagues and gets revenge on those who didn't vote to get him tenure. After he fires all the professors he soon discovers that he is fired because the head of the university only wants Japanese teachers to teach. This new environment quickly proves to be something he didn't want to be apart of anyway. He discovers that secretly a Japanese gang was behind the takeover of the university. The owners of the university think that America is a giant cesspool and they want to do something about it. (143) The president of the university is prejudice against all whites and all other non-Japanese so he only lets Japanese students into the university. Puttbutt decides to lead a revolt against the owners of the university. He soon finds out that his plan to take over the university wasn't going to work because his dad stepped in and took over. Chappie Puttbutt soon enters back into his old environment and is finally happy with being himself. During the time that it takes to enter finally happy back Mueting 3 into his old environment, he finally gets to meet his mother. He is with in the environment that he exists in. But he discovers that it is still a world of racism Hate crimes, and political correctness, but he has learned to at the better side of everything. Working at a local university, Puttbutt exists within an environment where he is unhappy. He leaves it behind only to find out that the new environment, which he desired to be a part of, is not what he thought it would be. Puttbutt exists in a world of racism, hate crimes, and one in which he thinks he just doesn't belong. He wants to climb the social ladder to become somebody he isn't. In his new environment he discovers that he has the power to do anything he wants, or he can do nothing at all. However, he soon finds out that this world is not what he wants. He wants back into his old environment, but quickly finds out he has to fight to

How to Prepare a Winning Business Pitch

How to Prepare a Winning Business Pitch How to Prepare a Winning Business Pitch To get a business idea off the ground, you may need some investment. And this means you’ll need to convince investors that you have a great business plan. But what goes into a good business pitch? A few things to consider when pitching a business include: The type of business pitch you’re preparing (e.g., verbal or written) Details to include, such as your target customers, market research, etc. Who you’re pitching your idea to and what they’re seeking. Who you are and who you’re working with in the business venture. How much to include in your pitch (as compared to a full business plan). So let’s take a closer look at how to prepare a winning business pitch. 1. Written vs. Verbal Pitches If you’ve been asked to pitch your business, make sure you know what type of pitch to give. The main distinction here is between written and verbal pitches: A written pitch is a short document, typically between one and three pages, where you outline the nature of your business for investors. A verbal pitch is a presentation you give to potential investors in person. This could be a short elevator pitch, which would last up to two minutes. Or it could be a full presentation with backup visuals and documentation. Chances are you’ll need to use both at different points of pitching a business (e.g., selling the idea with a short elevator pitch before writing a written pitch to flesh out the details). Thus, you should try to find out what kind of pitches investors are seeking and tailor yours accordingly. If you are preparing any written documents as part of your pitch, , moreover, make sure to have them proofread. This will ensure they are error free and easy to read, demonstrating your attention to detail. 2. The Essentials of a Business Pitch The exact content of your business pitch will depend on the kind of business you’re pitching and the type of pitch you’re delivering. However, there are at least a few details that any business pitch should include, such as: A brief overview of your business idea and your overall goals (this could be the introduction for a longer presentation or written document, but it might be the entirely of an elevator pitch). Your target customers and how your business idea will serve them. The market you’re entering and the opportunities it presents. How your business will distinguish itself from existing competitors. Your financial projections, including revenue and profit forecasts. Key team members and any partners you will work with in your business. How much investment you’re seeking and how you will spend it. Remember, though, that a business pitch is not a business plan. It’s about selling an idea. As such, telling a compelling story can be more important than the pure details. For instance, when outlining your business, you could tell an anecdote that demonstrates the need for your product. This can help your pitch resonate on a personal level – it’s about how your business will help real people, not just how much money you hope to make. 3. Do Your Research on Investors It always pays to do some basic research on investors before preparing a pitch. This will give you a better idea of what different people and groups are looking for in a business, as well as giving you a sense of the kind of pitch investors are expecting. Try to find out: Whether they typically invest in certain business types or areas, especially if this matches the profile of your proposed investment. If they usually invest in specific geographic regions. How much they usually invest and what they seek in return. Whether they take a hands-on or hands-off approach to companies they invest in and how this might affect your proposed business. This will help you pick the right investors for your business idea. 4. Sell Yourself Don’t forget you’re part of your business pitch! In fact, some investors focus more on the people pitching a business idea than what they are pitching. A great idea can be worthless in the wrong hands, after all, so you need to show investors they can trust you with their money. As such, you should include something about you and your team’s past achievements in your pitch. If possible, focus on success stories that show you know how to start and run a business. 5. Don’t Overload on Information Finally, when you’ve prepared a first draft of your pitch, cut it down to the essentials. The most common error when pitching a business is trying to cram too much in, especially in a verbal pitch, where you may end up rushing. Remember: this is a pitch, not a plan. So rather than launching straight into a full five-year financial breakdown, focus on key details that make your idea appealing. Another tip is to use visual aids, such as charts and tables, which can stop your presentation becoming too wordy. Ideally, your visual aids will be more detailed than this. In other words, your priority in a pitch is to make investors interested in your idea. And you won’t be able to do this if they’re struggling to keep up with reams of information. Of course, if all goes well, the people you’ve pitched to may ask follow-up questions. Or they may ask for a full written plan. This is when you’ll need the in-depth research you’ve prepared. But try to keep things engaging until you know the investors are already hooked!

W3 Asig Selection Criteria and Data Warehouses Essay

W3 Asig Selection Criteria and Data Warehouses - Essay Example When there is a need to add, modify, delete or display data, the application system simply makes a "call" to the RDBMS† (RDBMS Functionality, n.d., p. 1). As the administrator of a data warehouse for a hotel chain with leading presence in 10 western states in the United States, the criteria to be used to select the RDBMS for the head organization’s data warehouse are as follows: load balancing, parallel processing options, query governor, query optimizer, query management, load utility, metadata management, scalability, extensibility, portability, Query tool Application Program Interfaces (APIs), and administration (Ponniah, 2010). The tools for the data warehouse are aptly illustrated in the figure below: These criteria are relevant in terms of ensuring that all pertinent information could be accessible and available to authorized users and stakeholders at actual time frames. For instance, higher management would require pertinent data particular to the actual number of customers of the hotel over the 10 different states as of a particular date, then, the RDBMS would enable integration of inputs from local sites to be generated as a comprehensive data at the head office. Another example would be determining the total number of hotel rooms that could accommodate a corporate outing or seminar at an identified state and date. As such, the RDBMS could locate which among the 10 hotels could provide the needs of the clientele, as requested. Likewise, Ponniah (2010) also revealed that it is relevant to select the server hardware. In addition, the paralleling options were emphasized to be designed according to the need to perform interquery and intraquery parallelization (Ponniah, 2010). In addition, software tools that are to be installed in the data warehouse must be compatible and consistent among the hotels within the 10 states to enable decision makers to view and use needed information in the most accurate manner. Finally, one should be able to select

To what extent do you think Curley's wife is responsible for her own Essay

To what extent do you think Curley's wife is responsible for her own death - Essay Example She wanted to have some fun but was suddenly killed. Who can be blamed for such an odd death? Nowadays a person like Lennie would not be put to death for such acts, but did justice really triumphed in Steinbeck’s novella?   The question is worth-discussing, so the present paper will try to find the answer to it. The given writing will try to prove that Curley’s wife still can be considered responsible for her own death. The real fault of Lennie There is a famous proverb that teaches us to forgive â€Å"As you blame others, blame yourself; as you would forgive yourself, forgive others†. The proverb precisely portrays a perfect situation in which we forgive others and consider ourselves to be guilty in our misfortunes. In reality, when some accident happens people tend to blame others in order to authorize themselves as much as it is possible in this or that situation. In the situation under consideration we will dare to state that Lennie was not completely guilt y of Curley’s wife death. Certainly, nowadays a person would be unavoidably convicted for such crime, even if a good lawyer would prove that it was manslaughter, but he would not be cruelly punished taking into account his disability. The irresponsibility of George and Curley’s wife It is also right and can’t be denied that George as well as Curley’s wife manifested great irresponsibility. Really, George left Lennie along notwithstanding that he knew pretty well that Lennie was mentally disabled. Curley’s wife in her turn also knew about Lennie’s disability but still did everything to provoke him to kill her. Lennie told her: â€Å"George says I ain’t to have nothing to do with you — talk to you or nothing†(A Mice and Men). However, she continued bothering him: â€Å"All the guys got a horseshoe tenement goin’ on. It’s on’y about four o’clock. None of them guys is goin’ to leave that t enement. Why can’t I talk to you? I never get to talk to nobody. I get awful lonely†(A Mice and Men). She knew about his disability and these actions were too stupid and too inappropriate. She had also a chance to learn about Lennie’s strength: â€Å"I was jus’ playin’ with him.... an’ he made like he’s gonna bite me.... an’ I made like I was gonna smack him.... an’.... an’ I done it. An’ then he was dead† (The Mice and Men). She could assume that if he killed his puppy by chance, he can kill by chance, so it is dangerous to be open with him. Moreover, she was glaringly dressed and this could also provoke Lennie. Certainly we may argue that the woman couldn’t even imagine such accident to have happened, however, being aware about his disability, she should have behaved with caution. In our time disabled people are accused of crimes but are not cruelly punished for them as they can’t be f ully responsible for their acts and simply need more care. Under no circumstances such people should be left alone. Therefore, if George had not left Lennie alone, the unhappy accident wouldn’t have happened. The reason of tragic event Tragic event happened when Lennie appeared unsupervised. Every person has a right to defend himself, but due to his mental disability, Lennie could do that only using his strength, so he started to grab Curley’s wife hair, because the woman was too open with him and this led to the weird death. She can be blamed for own death, because every person should know

Relationship Between Self Confidence Academic Performance

Relationship Between Self Confidence Academic Performance RESEARCH PROPOSAL Title: The Relationship between Students’ Self Confidence and Learning Achievements in Descriptive Writing of the Tenth Grade of SMAN 41 Jakarta, 2013/2014 Academic Year. The Background of The Research Language is a medium used by people to communicate with others. Lock states that language is a medium of human to communicate that including of words either spoken or written.[1] Through the language, people can easily share their ideas, opinions, and feelings to others, either in spoken or written expression. English is the language that is used by almost people in the world. Rose assumed that international experts calculated that about 400 million people use English as a second language.[2] Therefore, English is the most dominant language used by people in the world. In Indonesia, one of the goals in teaching English is developing students’ communication skill by using English covering four skills: listening, speaking, reading, and writing. These four language skills have to be mastered by the students. In other words, learning English is aimed to make students to be able to use English in communication. Among the four skills, writing is viewed as the most difficult skill to be learned. According to Gorrel and Laird, â€Å"Writing requires thinking, and thinking is always complicated and hard.†[3] Therefore, it is clear that writing needs hard thinking in producing words, sentences, paragraphs and arranging them into a good sequence. In fact, the difficulties of writing also happened when the writer was doing training (PPL) in 41 Senior High School Jakarta. There are some factors that make writing becomes difficult for students. The psychology of the students can also influence the result of their learning achievement in writing. From the explanation above, the writer is interested in doing research to analyze the relationship between students’ self-confidence and learning achievements in descriptive writing of the tenth grade of SMAN 41 Jakarta. Therefore, the result of the research can be informed to the teacher as references in his/her teaching, what should be done in the future. The Scope of the Research In this research, the writer limits the analysis into the relationship between self-confidence and learning achievement’s students in writing especially in descriptive writing. The writer wants to make the questioner and written task form at tenth grade students of SMAN 41 Jakarta. The Problem of the Research Based on the explanation above, the writer formulates the problem as follows â€Å"Is there any significant relationship between students’ self-confidence and learning achievement in descriptive writing of the tenth grade of SMAN 41 Jakarta?† The Objective of the Research The objectives of this research is to find out the empirical data weather there is the significant relationship between students’ self-confidence and learning achievement in descriptive writing of the tenth grade of SMAN 41 Jakarta. Theoretical Framework Self-Confidence The Understanding of Self-Confidence Self-confidence is important for everyone, especially for students. According to Rakhmat, self-confidence is belief about ability himself/herself.[4] The key terms are belief, and himself/herself. Belief means the person has a faith about their ability. Himself/herself means being independent. It means self-confidence is something that is owned by people, and it makes them to believe their own ability. Rodgers in Koswara added self-confidence is the ability to make decisions and judgments without depending on others (independent).[5] The key terms is without depending on others. It means self-confidence is able to make decisions by their own selves. Hakim states, â€Å"Kepercayaan diri adalah suatu keyakinan seseorang terhadap segala aspek kelebihan yang dimilikinya dan keyakinan tersebut membuatnya merasa mampu untuk bisa mencapai berbagai tujuan di dalam hidupnya.†[6] In other words self-confidence is someone’s belief about all aspects that owned by themselves, and that belief makes them for being able to achieve something in their live. The key term is someone’s belief. Someone’s belief refers to someone who believes about their knowledge which then makes them to feel like they can do anything. It can be inferred that self-confidence is something that has someone about their competence which then makes them to feel like they can do anything. From those statements above, it can be concluded that self-confidence is something that someone has already had, and it seems like they can do anything while they have it without relying on others. The Characteristics of Self-Confidence Fatimah suggests some characteristics of self-confidence, there are:[7] Believe in the ability or competence of self, then not need praise, recognition, acceptance or respect from others. Not to be motivated to show the conformist attitude in order to be accepted by others. Dare to accept and face the rejection of others, dare to be yourself. Have a good self-control. Have a positive outlook about themselves, other people, and situations outside of them. Have a realistic expectations of themselves, so that when the expectations was realized, they were still able to see the positive side of themselves and the situation. Moreover, the characteristics of individuals who have self-confidence according to Hakim, they are:[8] Poised in doing something. Have the potential and ability of adequate. Be able to neutralize the tensions that arise in certain situations. Be able to adapt and communicate. Have the mental and physical condition of supporting the appearance. Have the sufficient intelligence. Have the sufficient level of formal education. Have the skills and other skills that support the life. Have the ability to socialize. Have the background of good family education. Have the life experience that forges mental and tenacity on variety of situations. Have the positive attitude in the face of problems. From those characteristics above, the students or individuals that have self-confidence are believe in the competence of self, dare to be yourself, have a good self-control, poised in doing something, be able to adapt and communicate, have the sufficient intelligence, have the ability to socialize, and have the positive attitude in the face of problems. Learning Achievement The Understanding of Learning According to Arthur in Syaiful defines that learning is a modification of behavior through experience and training.[9] The key term is modification of behavior. It means learning is a process that can change the behavior of someone through training and practicing. The second statement from Brown, â€Å"learning is acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction[10]†. It means learning is a process to get the knowledge by someone through study, experience, or instruction. The third definition comes from Good and Brophy in Purwanto, â€Å"Learning is the development of new associations as a result of experience.†[11] The key words are the development, and result of experience. The development refers to the process of the increasing knowledge from not knowing anything to know anything. Result of experience refers to something that the students face when they get the knowledge while they receive it. It can be inferred that learning is the process of getting the new knowledge when they study. From those definitions above, it can be concluded that learning is a process to get the knowledge or skill by studying or practicing. Moreover, it can change someone’s behavior. The Understanding of Achievement Soeito stated that achievement can be formulated as a relatively change of behavior as a result of experience in the past.[12] The key term is change of behavior. Change of behavior means the behavior of someone to be better. It can be summarized that achievement is something that can make the behavior of someone to be better as a result of their experienced. Travers added that achievement is the result of what an individual has learned from some educational experiences.[13] The key term is the result. The result means something which has been reached as an efforts. It can be summarized that achievement is something which has been reached as an efforts. Djamarah defined that achievement is the result of an activity that has been done, created, either individually or in a group.[14] The key term is has been done. Has been done means after the learning process. It can be inferred that achievement is the good result of an activity that has already done after the learning process by someone or in a group. From those definition above the writer concluded that achievement is something that individual earned after giving effort during the activity and it can also change the individual’s behavior. The Understanding of Learning Achievement By determining the previous description about learning and achievement. The writer concludes that learning achievement is something that individual earned after giving effort during the learning process, and it can also change the individual’s behavior. Writing The Understanding of Writing Writing is one kind of media that is used to communicate which is visible. Abrams states, â€Å"Writing is a visual form of communication, either printed in hard-copy or in electronic form.†[15] The key term is visual form; it means the writing is something that can be seen by the reader. Gould states, â€Å"†¦writing is not speech; it is careful arrangement of words on a page which has its own idioms and format and does not transcribe the informalities of speech performance.† The key terms are on a page, and format. On a page means the ideas that laid on a surface of paper. Format means the rules in writing. Therefore, it means writing are ideas that put on a page of paper which has the rules in writing. From two definitions above, it can be inferred from the first statement that writing is something which visible to the reader. While the second statement from Gould completes the first statement, writing is not speech which is arrangement of words on a page of paper that has the rules in making writing. The third statement comes from Yule; he states that â€Å"†¦writing as the symbolic representation of language through the use of graphic signs.†[16] The key terms are symbolic representation, and graphic signs. Symbolic representation means symbols which has the meaning. Graphic signs means the writing that made by people on a papers or any surface. It means writing is one of kinds of media which translated into meaningful symbol or letters on papers or any surface can be written upon. From the statements above, the writer concluded that the writing is ideas whose forms are using symbols. They are put on a page of paper that can be seen and have clear formats. Types of Writing According to Wishon and Burks there are four types of writing; there are Narration, Description, Expository, and Argumentation. Narration Narration is the form of writing used to relate the story of acts or events. Narration places occurrences in time and tells what happened according to natural time sequence. Types of narration include novels, short stories and news stories, as well as a large part of our everyday social interchange in the form of letters and conversation. Description Description reproduces the way things look, smell, taste, feel, or sound; it is may also evoke mood, such as happiness, loneliness or fear. It is used to visual image of people, places, even of units of time-days, times of day of the seasons. It may be used also to describe more than the outward appearance of people. It may tell about their traits character or personality. Exposition Exposition is used in giving information, making explanation, and interpreting meanings. It includes editorials, essays, informative and instructional material. Used in combination with narrative, exposition supports and illustrates. Used apart of narrative, it stands alone as an essay. Used alone or with narrative, exposition may be developed in a number of ways. Argumentation Argumentation is used in persuading and convincing. It is closely related to exposition and is often found combined with it. Argumentation is used to make a case or to prove or disapprove a statement of proposition.[17] From those types, the writer would focus on descriptive writing. Descriptive Writing The Understanding of Description Oshima and Hogue stated, â€Å"Descriptive writing appeals to the senses, so it tells how something looks, feels, smells, tastes, and/or sound.†[18] The key words are tells something looks, feels, smells, tastes, and sound. It means telling the readers about the characteristics and physical appearances of something. In other words, descriptive writing is telling the readers about something in particular by mentioning the characteristic and physical appearance. Similar with Oshima and Hogue, Wishon states, â€Å"Description gives sense impressions the feel, sound, taste, smell, and look of things.†[19] The key terms are gives impressions the feel, sound, taste, smell, and look of things. It means description telling the impressions of how something looks like. In other words description is describing of how something looks like. Trimmer assumed, â€Å"Description is a strategy for presenting a verbal portrait of person, place, or thing.†[20] The key terms are presenting a person, place, and thing. It means description is a composition that presents about person, place, or thing to others people. It can be inferred that writing is presenting about person, place, and thing. From those definitions above, the writer concluded that description is a way to describe the person, place, and thing about their physical appearances and characteristics that can be looked, felt, smelled, sound, and tasted. The Generic Structure Of Description According to Doddy et al, the generic structures of description are: Identification: Identifies phenomenon to describe. It means in this paragraph to describe about physical appearances. Description: Describe parts, qualities, characters. It means in this paragraph to describe about characteristic of the object and the detail information.[21] Research Methodology The Time and Location of the Research The research will be conducted in SMAN 41 Jakarta, 2013/2014 Academic Year on ________ 2014. The Population and Sample of the Research The population respondents will be taken from the students in tenth grade at SMAN 41 Jakarta, 2013 / 2014 Academic Year. The writer will take 60 students from two classes at SMAN 41 Jakarta which is chosen randomly. The Method of the Research The method of the research is a correlation method. To know the significant relationship between students’ self-confidence and learning achievements in descriptive writing of the tenth grade of SMAN 41 Jakarta. The Variable of the Research There are two variables of the research, they are: Independent variable (X): Self-confidence. Dependent variable (Y): Learning achievement in descriptive writing of the tenth grade of SMAN 41 Jakarta. The Instrument of the Research In this research, the writer will use a questioner to know the students’ self-confidence. Then, the writer will ask to the students to make the descriptive writing. The Technique of Data Analysis The data analysis of this research, the writer uses the quantitative research method; the writer processes and analyzes the data by using Pearson’s Product Moment Correlation. The formulas as follows:[22] Notes: r: Pearson r (the coefficient of correlation). N: Population. X: the individual scores get from the writing task. Y: the individual scores get from the equivalent task. ∑X: total scores get from the writing task. ∑Y: total scores get from the equivalent task. ∑XY: total scores of X multiplied by Y. ∑X2: total scores of quadrate X. ∑Y2: total scores of quadrate Y. The Procedure of the Research In this research, the writer will be done steps in doing the research: Asking for permission to the chief of English Department in HAMKA University to do the research. Asking for permission letter to the HAMKA University to be given to SMAN 41 Jakarta. Asking for permission to the headmaster and the English teacher of SMAN 41 Jakarta to do research. Arranging the time to do research. Preparing the questioner of self-confidence and writing task for instrument of testing writing. Asking the students to answer the questioner and make the descriptive writing. Collecting the data. Analyzing the data. Making conclusion of the research Making a report of the research result. Bibliography Abrams, Zsuzsanna. http://coerll.utexas.edu/methods/modules/writing/01/, viewed on January 3, 2014 Azar , Betty Schrampfer. 1989. Understanding and Using English Grammar (Guide for Correcting Writing Error).New Jersey: Prentice Hall. Brown, H. Douglas. 2000. Principle of Language Learning and Teaching 4. New Jersey: Prentice Hall. _______. 2000. Principle of Language Learning and Teaching: Fifth Edition.. New Jersey: Prentice Hall. Djamarah. 1994. Prestasi Belajar dan Kompetensi Guru. (Surabaya: Usaha Nasional. Doddy, Achmad. et al. 2008. Developing English Competencies: For Senior High School (SMA/MA) Grade X. Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional. Fatimah. 2006. Psikologi Perkembangan: Perkembangan Peserta Didik. Bandung: Pustaka Setia. Gorrel, Robert M. and Charlton Laird. 1962. Modern English Hand Book. New Jersey: Englewood Cliffs N.J Hakim , Thursan. 2002. Mengatasi Rasa Tidak Percaya Diri. Jakarta : Purwa Suara. Koswara. 1989. Teori Motivasi dan Penelitiannya. Bandung: PT Angkasa. Lock, Graham. 1997. Functional English Grammar; An Introduction for Second Language Teacher. Cambridge: Cambridge University Press Oshima, Alice and Ann Hogue. 1997. Introduction to Academic Writing: Second Edition. New York: Longman. Purwanto, M. Ngalim. 1996. Psikologi Perkembangan. Bandung: PT Remaja Rosdakarya. Rakhmat. 2008. Psikologi Komunikasi: edisi revisi. Bandung: PT Remaja Rosdakarya. Rose, Richard. The Internet Goes EFL (English as a Second Language), retrieved 30 May 2013. From www.cspp.strath.ac.uk/InetBrooking.pdf Sagala , Syaiful. 2003. Konsep dan Makna Pembelajaran. Bandung: PT Alfabeta. Soeito. 1974. Psikologi Pendidikan. Jakarta: Departemen Pendidikan dan Kebudayaan. Sumarsono, Sigit. 2013. Statistika Terapan: Dengan Alur Penelitian Pendidikan Bahasa. Jakarta: UHAMKA. Travers, John P. 1970. Fundamentals of Educational Psychology. Scrantom, Pensylvania: International Textbook Company. Wishon, George E. and Julia M. Burks. 1968. Let’s Write English: Complete Book. New York: Litton Educational Publishing Yule, George. 2010. The Study of Language: Fourth Edition. New York: Cambridge University Press. [1] Graham Lock. Functional English Grammar; An Introduction for Second Language Teacher.(Cambridge: Cambridge University Press,1997), p. 219 [2] Richard Rose. The Internet Goes EFL (English as a Second Language), retrieved 30 May 2013. From www.cspp.strath.ac.uk/InetBrooking.pdf [3] Robert M. Gorrel and Charlton Laird, Modern English Hand Book, (New Jersey: Englewood Cliffs N.J, 1962), p. 1 [4] Rakhmat, Psikologi Komunikasi, edisi revisi, (Bandung: PT Remaja Rosdakarya, 2008), P.46 [5] Koswara, E, Teori Motivasi dan Penelitiannya, (Bandung: PT Angkasa, 1989), P. 23 [6] Thursan, Hakim, Mengatasi Rasa Tidak Percaya Diri, (Jakarta : Purwa Suara, 2002), P.6 [7] Fatimah, Psikologi Perkembangan: Perkembangan Peserta Didik, (Bandung: Pustaka Setia, 2006), P. 42 [8] Hakim, Op. Cit., P.20 [9] Syaiful Sagala, Konsep dan Makna Pembelajaran, (Bandung: PT Alfabeta, 2003), P. 12 [10] H. Douglas Brown, Principle of Language Learning and Teaching: fifth edition, (New Jersey: Prentice Hall, 2000), P.7 [11] M. Ngalim Purwanto, Psikologi Perkembangan, (Bandung: PT Remaja Rosdakarya, 1996), P. 85 [12] Soeito, Psikologi Pendidikan, (Jakarta: Departemen Pendidikan dan Kebudayaan, 1974), P.5 [13] Travers, John P, Fundamentals of Educational Psychology, (Scrantom, Pensylvania: International Textbook Company, 1970), P.447 [14] Djamarah, Prestasi Belajar dan Kompetensi Guru, (Surabaya: Usaha Nasional, 1994), P.19 [15] Zsuzsanna Abrams,http://coerll.utexas.edu/methods/modules/writing/01/, viewed on January 3, 2014 [16] George Yule, The Study of Language: Fourth Edition, (New York: Cambridge University Press, 2010), p. 212 [17] George E. Wishon and Julia M. Burks, Let’s Write English: Complete Book, (New York: Litton Educational Publishing, 1968), pp. 321-377 [18] Alice Oshima and Ann Hogue, Introduction to Academic Writing: Second Edition, (New York: Longman, 1997) P.50 [19] George E. Wishon and Julia M. Burks, Op. Cit., P.322 [20] Trimmer/Sommers, Writing With a Purpose: Mc Crimmon Short Edition, (†¦.. [21] Achmad Doddy et al, Developing English Competencies: For Senior High School (SMA/MA) Grade X. (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008) P. 128 [22] Sigit sumarsono, Statistika Terapan: Dengan Alur Penelitian Pendidikan Bahasa, (Jakarta: UHAMKA, 2013), P.114

Anterior Cruciate Ligament (A.C.L) Tear :: essays research papers

Ligaments are tough, non-stretchable fibers that hold bones together. Damage to cruciate ligaments, which crisscross the knee to give it stability, is one of the most common sports injuries. The â€Å"tear† occurs from changing direction rapidly, slowing down from running, or landing from a jump improperly. The A.C.L tear is one injury that worries athletes in all sports at all levels because of its devastating effects. People ages 15-25 that participate in basketball and other sports that require pivoting are especially at risk.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  General Information   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The anterior cruicate ligament is a strong band that arises from the posterior middle part of the lateral condyle of the femur, it passes anteriorly and inferiorly between the condyle, and is attached to the depression in front of the intercondylar eminence of the tibia (Mosby‘s page. 105).† The tear of the A.C.L is described as a partial or complete rupture of the anterior cruciate ligament. The A.C.L. does not repair by itself. It is so important to an athlete in most sports because an athlete has to be able to rotate the knee in specific directions. The tear happens more frequently in soccer, basketball, and volleyball. Athletes who started participating in a sport while they were young have a greater chance of sustaining a tear. Women are more susceptible to this injury than men. Theories for this include hormonal, environmental, and biomechanical factors. â€Å"Women‘s muscles react differently in landing. Doctors say that women land with straighter legs than men do; thus, they pass their shock to the A.C.L. resulting in a tear. Environmental factors are shoes and playing surfaces.† (Patrick, Dick)   Ã‚  Ã‚  Ã‚  Ã‚  Causes and Symptoms   Ã‚  Ã‚  Ã‚  Ã‚  The most common way to tear the A.C.L is by violently twisting the knee. This can happen with or without contact. Most people say they hear â€Å"a popâ€Å". It can occur when you‘re slowing down from running, planting and suddenly changing direction, or hyperextending the knee. â€Å"When this happens immediate pain results, the knee will fully swell, tenderness occurs around the knee, and the range of motion will be greatly affected.† ( Micheli, Dr. Lyle J. ) The first thing to do if an injury occurs is to use R.I.C.E., which stands for rest, ice, compression, and elevation. Diagnosis   Ã‚  Ã‚  Ã‚  Ã‚  After the injury has occurred, the injured should see the family doctor or possibly a specialist to see if something is torn. The doctor will do some range of motion testing. Theses test are the Lachman, Dynamic extension and the pivot jerk.

Genetically modified organism Essay

Genetically engineered food is an epidemic all around the world. There are factors that make these types of foods undesirable for many reasons. Public opinions on how genetically engineered foods will effect the consumer market and farmers cannot afford the new seeds that are genetically altered. There are many cons of genetically engineered food that have long term and short term risks. Some risks have been found by scientists while other risks are still unknown and will remain so unless a researcher tests for them. These foods have become very common in America as well as other countries. Almost every grocery store in the United States carries a wide array of food that has been genetically modified. Most of the genetically engineered foods in markets are not labeled to tell consumers they were altered in any way. Environmental risks are also a concern for genetically engineered food. Different animals, including farm animals or insects can be harmed from genetically engineered food. Genetically engineered food has negative effects on the human population. Genetically engineered food was first introduced into society in the early 1990’s. Many people today do not know what kind of extensive research and development goes into making these types of foods. Sharon Palmer, a reporter, writes that genetic engineering is either â€Å"Doomsday tech† or â€Å"biotechnology for the future† (Palmer 1). The process of altering an organism completely changes the original organism and transforms it into something new. This new way of altering an organism’s genetic makeup bypasses common breeding methods used by scientists (Genetically Modified Foods 1). The process of creating genetically altered food usually involves â€Å"identifying the genes governing a desirable characteristic in one organism, and inserting them into another in the expectation that the trait will be transferred† (Genetically Modified Foods 1). Sometimes the process of creating these organisms does not work so scientists have to do the process over again until they get a transformed organism. In 1973 scientists were able to achieve using another organism as a vector which essentially was the beginning of the development of genetically engineered foods. Although genetically engineered foods were not fully introduced until the early 1990s, they were in the process of becoming what society knows today. Newer techniques have been introduced that make it easier for gene insertion. This new method is the use of DNA bullets where â€Å"microscopic metal beads can be coated with DNA fragments, and then â€Å"fired† from a miniature gun into the host cell, where DNA may integrate into the genome† (Genetically Modified Foods 1). A few of the genetically engineered foods are soybeans, corn, canola, cotton, squash and papaya (Palmer 1). There are many other foods that people see on the shelves in grocery stores that may be genetically altered but these are some main ones. Statistics show that â€Å"an estimated 70 to 75 percent of all processed foods in U. S.grocery stores probably contain ingredients from GE plants† (Palmer 6). Many foods have been genetically altered to make them â€Å"better† or resistant to herbicides. Despite the fact that scientists consider these foods to be revolutionary there are hidden consequences to the development of such organisms. The public opinion on genetically engineered food is that it is not a good improvement. Many citizens believe that the introduction of altered foods is going to have negative side effects on everything. People feel that genetically engineered foods should not be put on the market until they have had adequate testing (Current Issues 3). Many of the alterations done to food have not had extensive research conducted to find harmful effects that they might have on humans and animals. Any research that had been done usually had negative effects but scientists found a way to â€Å"throw out† the research so that it would not go against genetically engineered food. Andrew Simms states that the â€Å"evidence of harm is not evidence of the absence of harm† (Simms 1). In Simm’s article he describes how consumers do not need genetically modified food. Scientists brought genetically engineered foods into the market and advertised them as a way to help the world. Different techniques can be used to approach the issue of world hunger. Introducing these foods to third world countries can only harm them not help them. There is a high cost of development for making genetically engineered foods. Also there is a monopoly involved with these foods. There are only a few corporations in the United States that are developing genetically altered seeds. This in turn drives up the price of the seed making it more expensive and poor farmers cannot afford to buy them (Current Issues 3). Farmers have lost billions of dollars because foreign buyers do not want to buy genetically engineered foods (Kupfer 1). Many states have passed legislation against having genetically modified foods. States do not think that genetically engineered foods can help anything except make things worse (Kupfer 2). Foods are altered to have different traits that would normally take a few generations to make but with genetically engineering their DNA scientists are able to do a lot more. Scientist use genetic engineering to make crops or animals drought tolerant and be able to tolerate pests. Consumers do not want crops that are mutations. They want natural crops and animals. Other public opinions on worldwide hunger are that GM crops will not change it. â€Å"People go hungry because they’re either poor, powerless, both, or have no land to grow food on† (Simms 2). Public opinion on genetically engineered food is that they do not want it. Many factors have led people to choose not to accept genetically engineered foods into their lives. Genetically engineered food effects everything in a negative way. There are cons to the development and introduction of genetically engineered foods into civilization. There are many risks involved with these types of foods that are unknown to the public. Scientists try to cover up the experiments they had on genetically altered foods because they had negative outcomes. In one study scientists fed corn to rats and then checked the rats’ livers and kidneys, particularly males, and the study revealed adverse effects. In another study conducted on GM foods many of the mice that ate the food developed health problems or even died during the experiment (Current Issues 4). The introduction of genetically engineered foods has been linked to the rising levels of food allergies in the United States. Genetically modified foods can effect organic foods if they are processed in the same place. Allergic reactions are greater since genetically engineered foods have been introduced (Smith 1). There are many environmental concerns as well. Although long term impact is unknown many researchers can conclude some of the negative side effects. A few difficulties have already developed. Plants can cross-pollinate with other plants around them which may seem like a great thing but it is not. Some plants are engineered to be pest resistant which seems good but in all actuality those plants can cross-pollinate with the weeds around them which in turn makes the weeds stronger and become more resistant to herbicides. The cross-pollination of plants creates a problem for farmers who then have to spend additional money to buy more herbicide to kill new weeds (Current Issues 3). Another common modification is adding a gene called Bacillus thuringiensis which is a bacterium that helps that plant develop poison that kills pests such as bollworms and stem borers. This seemed like a good modification by scientists but in fact the plant emits these toxins into the environment and it is deadly to all insects, not just the pests. Reports have been shown that these toxins from the crops also killed a large amount of butterflies (Current Issues 1). U. S. Government does not require reviews on genetically engineered foods. Genetically altered foods are not FDA regulated either. Foods are being modified without having adequate testing and then put on grocery shelves. People are eating food that they do not know whether or not it is safe. There are many other potential concerns with genetic engineering like an organisms genetic makeup, anti-nutrients, viral DNA, antibiotic resistant genes, absorbing genes, and allergic responses. Many genetically altered foods have been used as feed for animals as well. These animals have shown effects on body growth, changes in blood, kidney, pancreas, liver, erosion and necrosis of the gastrointestinal tract, and alterations in reproduction, development and mortality (Palmer 6). There are many unknown risks of genetically engineered foods. Unknown long term health risks have not been identified and cannot be identified until researchers conduct more research. Genetically modified foods are not something people should rely on in the future as their base food. There are risks today and also many other unknown risks. Genetically engineered food is a hazard to the human population. This creation was introduced to try and stop world hunger, make food cheaper to buy and many other reasons. These issues have not changed because of the introduction of genetically engineered food. The effects these types of foods have on humans and even animals can be harmful. Research shows that there are long term risks involved with genetically engineered foods. Potential cancers, diseases, environmental changes, and possibly a rising cost in food are all negative factors of genetically engineered food. Genetically engineered foods should be eliminated from people and animal’s diets. Works Cited â€Å"Genetically Modified Food. † Current Issues: Macmillian Social Science Library. Detroit: Gale, 2010. Gale Opposing Viewpoints In Context. Web. 27 Nov. 2011. â€Å"Genetically Modified Foods. † The Hutchinson Unabridged Encyclopedia with Atlas and Weather guide. Abington: Helicon, 2010. Credo Reference. Web. 05 November 2011. Kupfer, David. â€Å"Genetically Modified Food Damages Trade with Other Nations†. Genetically Modified Food. Diane Andrews Henningfeld, Ed. At Issue Series. Greenhaven Press, 2009. David Kupfer, â€Å"The Genetic Resistance: ‘Mendocino Is the First GMO-free County in the Nation, and I am Sure It Will Not Be the Last,† Earth Island Journal, vol. 19, summer 2004, pp. 42-44. Copyright  © 2004 Earth Island Institute. Reproduced by permission. Palmer, Sharon, and Chris McCullum-Gomez. â€Å"Genetically Engineered Foods Update.. (Cover Story). † Environmental Nutrition 33. 7 (2010): I-6. Health Source: Nursing/Academic Edition. Web. 5 Nov. 2011. Simms, Andrew. â€Å"Genetically Modified Food Will Not Ease World Hunger†. Social Justice. David Haugen, Susan Musser, and Vickey Kalambakal, Eds. Opposing Viewpoints ® Series. Greenhaven Press, 2010 Andrew Simms, â€Å"World Hunger Needs a Simple Solution Rather Than Hi-Tech GM Food,† Guardian, (UK), August 4, 2003. Copyright  © 2003 Guardian Newspapers Limited. Reproduced by permission of the author Smith, Jeffrey M. â€Å"Genetically Modified Foods May Cause Allergic Responses†. Food Safety. Judeen Bartos, Ed. At Issue Series. Greenhaven Press, 2011. Jeffrey M. Smith, â€Å"Genetically Engineered Foods May Cause Rising Food Allergies,† Institute for Responsible Technology, May 2007. Copyright  © 2007 by Virago. Reproduced by permission by Time Warner Books UK.