Space Disasters essays

Space Disasters essays Even with the numerous technological improvements these disasters seem to be inevitable. The cause of the accidents may not be the fault of the technology though. The Columbia crash, for example, should be blamed on the ignorance of the upper-level managers and NASA scientist. They had considered hundreds of problems, literally, that might threaten the crafts safety, but they decided to launch it anyway. There were also many previous damages that the Columbia obtained in its twenty-two years of use, such as snapped pins and broken foam. Individuals within NASA felt that if it caused no problem the first time it must be safe. On January 28, 1986, the space shuttle Challenger exploded seventy-three seconds into its flight, killing the seven members aboard, including a teacher. This accident was believed to be caused by, believe it or not, the temperature that day. Due to the cooler temperatures than experienced on previous launches the O-rings, which seal two field joints together, were changed. Scientist said that the two different O-rings were not significantly different. So if NASA would have been patient and delayed the launch of the Challenger to a warmer day the lives of the astronauts, and one very unlucky teacher would not have been needlessly lost. Besides the two more commonly known accidents of the space shuttles Challenger and Columbia, there have been a number of other accidents around the world that have claimed many lives. On March 18, 1980, a Russian spacecraft exploded on the launch pad while being refueled killing fifty. None of the astronauts were killed only the unexpecting engineers and mechanics. Another accident occurred June 1971. This disaster was very mysterious at the time when three astronauts were found dead in the Soyuz II after an automatic landing. Further investigation suggested that the cause of death was loss of pressurization in the shuttle during re-entry into the Earths atmospher ...

Essay Sample on Physical Disabilities Research on the Effect of Amputation

Essay Sample on Physical Disabilities Research on the Effect of Amputation Introduction Various disabilities in the world include physical, cognitive and mental disabilities. Physical disabilities may be congenital, amputation, and other sclerosis. Amputation involves removal of injured body parts. The body part may be removed due to trauma, surgery or prolonged condition. It may occur as an injury after war or accident and unlike some animals that can grow their body parts back such as starfish, human parts do not grow back once they are removed. In US, most of the amputations today occur due to vascular systems complications caused by diseases such as diabetes. This may result from an injury or a planned surgery for preventing the spread of a disease on the hand or other parts of the body. Some of the amputated parts, for example, legs may be attached back into the body. Pinzur et al. (1667-1671) describes that an amputation occurs when the surgeon needs to remove the injured parts of the body. Before the surgery, the doctor examines the damage to the other part of the body. The area removed depends on the amount of damage. The surgeon closes the part to be amputated using skin and tendon from other parts of the body. Losing a body part such as a hand that is visible causes emotional upset to the victim. Victims for amputations take time to accept the changes in their body and the ability to function. It is essential to talk about the feelings to get more advice on adapting to the situation. Watson (2008) shows the victims may also talk to other patients who also have the disability to understand on the best way of accepting the changes. Victims should remember that with time they would adapt to the changes and need to find new ways of carrying out daily activities such as eating, bathing and changing clothes. It is important for patient to be strong during the recovery process. Patients should understand that the quality of life is directly associated to the expectations and attitude towards any situation. A positive attitude and a hopeful feeling are expected in the recovery process. According to Watson (2008), amputations on the hand have issues of accessing things, decrease coordination of eye-hand, endurance and physical stamina. The effect of amputation has an impact on the family members, friends and social life of the victim. The people close to an amputated person should ensure they support them in daily activities, for example, assist in cleaning and cooking. Family members and friends should ensure that when having a conversation with a person on the wheelchair, they should be on the same eye level. If the person needs assistance, it is necessary to ask if one may help and if they do not need assistance, this should be accepted graciously. There are possible side effects for amputation such as heterotopic ossification. This occurs when the bone injury affects the brain. The brain may signal the bone to grow rather than forming a scar tissue (American Society for Surgery of the Hand 2011). According to Pinzur et al (1667-1671), these growths interfere with the prosthetics and force the victims to carry out another operation. There are areas that assist in development of skills in areas affected by disability, for example, joining organizations that enables amputees to step out and share their issues. The Amputee Coalition shows that in US about 500 new amputations occur daily and there is need to show these people that they are part of a large community. In April 2013, the Amputee coalition launched a mettle day for encouraging amputees all over the world. The public law (PL) offers education services are provided for children with disabilities with no added costs. The free appropriate public education ((FAPE) ensures that children with disabilities get essential services and education with no cost to the family.

What are the core competencies of a programme manager Essay

What are the core competencies of a programme manager - Essay Example In order for organizations to succeed in their programs, they usually engage a program manager who takes charge of the administration of the particular program (APM 2008 p 26). This is a senior employee who is acts on behalf of the owners of the organization in coordinating the organization’s projects to ensure that they give the desired outcome. He/she is also in charge of ensuring that the projects are not exposed to risks or adverse external factors. The program manager has a responsibility of motivating the project managers and ensuring that they remain enthusiastic about their particular projects in order to ensure attainment of the desirable outcome in all. This helps in maintaining the overall productivity of the organization. The project managers usually analyze the needs of their individual projects and present them to the program manager who mobilizes the desired support from the organization. He has a responsibility of ensuring that the operating environment for each project is favorable for the success of the project (Lewis 2006 p 71). This essay is a critical evaluation of the core competencies of a program manager. These have been discussed in relation to their responsibilities within an organization. Leadership is the responsibility of building ideas and inspiring others as well as making them to believe that they can bring transformation for the better. It involves organizing the talents of every person to get out their best. In order for projects within a particular program to succeed, the leader needs to have a capability of putting efforts to get factual outcomes. He is also required to have the capability of setting objectives harmoniously in order to accomplish a mission and setting priorities right. Leadership involves motivating others to execute some duties and change their belief in certain issues as well as their way of acting. The program manager is

Materialism and Domination in Ben Jonson's Volpone Research Paper

Materialism and Domination in Ben Jonson's Volpone - Research Paper Example The concept materialism is many times associated with political nature where, agents of politics are seen as materialist. Marxist provided us with knowledge of how the society works and thus, poets and philosophers can predict how the society will behave over time (Friedman, 1974). When you look at Marxist versus historical materialism the idea of a society developing from one stage to another can be seen although such transition is characterized by several conflicts that arise between social relations and productive forces. Marxist believed that a change in ideas could not change the society because dominant ideas that the reformers use to bring change to the society are embedded in material conditions. In the play â€Å"Volpone† various characters portray acts of materialism and dominance among and against each other. In this play, two characters by the name Volpone and Moscow play the servant master relationship, for an individual to employ a servant, he must possess some m aterial things such as money, physical comforts which can be seen by the way a person spends his jewelry, his clothes and behavior around other people. Servants normally would be submissive to their master and follow their masters’ instructions to the letter. ... For example, in the capitalist exploitation of labor is a common phenomenon as portrayed by Marxist. In the play a similar behavior is seen in Volpone, he wants to exploit the likes of Voltore, Corbaccio and Corvino. Because he possesses a significant amount of vast wealth with no heir and he knows that several people would fall prey in his trap in the quest to be named the beneficiary of his wealth or at least be given a portion of the wealth. Volpone thinks that because he owns material wealth he can easily dominate over peoples thoughts. This is evident in the actions of the three characters, Voltore, Corbaccio and Corvino, who bring him gift after gift hoping their generosity to the sick man will be repaid in tenfold. It is so ironic that even though Volpone’s servant has no wealth he is able to manipulate him contrary to his expectation. Mosca plots a lot of schemes for his master and the other three individuals, Voltore, Corvino, and Corbaccio, portraying his desire to d ominate above everyone. The desire for wealth is a common phenomenon in this play, Volpone, Mosca, Corvino Corbaccio and Voltore all desire wealth. In their pursuit to achieve this goal, they seek to outdo each other in the different plots they come up with. Volpone and Mosca seek to cheat the lawyer, the merchant and the old miser who is also on the verge of dying, on the other hand, Mosca is encouraging the three to continue bringing gifts to his master, he does this intentionally because he has a plan that will benefit him. Volpone has a great desire to accumulate as much gold as he can, he says to his servant â€Å"I long to have possession of my new present†, his servant uses

Describe the effects of the Blitz on everyday life in Britain Essay Example for Free

Describe the effects of the Blitz on everyday life in Britain Essay At 4:56pm on 7 September 1940, the air raid sirens wailed as the German Air Force, the Luftwaffe launched a massive raid on London.Over 350 bombers flew across the Channel from airfields in France and dropped 300 tonnes of bombs all over Britain. This caused a lot of problems for the people of Britain. The aim of the Blitz was to break the morale of the British people by destroying their homes, their source of transport and industry. In London the docks were attacked regularly and across Britain the Luftwaffe also tried to hit railway lines and junctions, power stations and ports. People’s daily routines were also ruined. Because of the lack of availability of food, the Government were forced to ration the small amounts of food that was left in the whole of the UK, which left very many people with virtually nothing. Bacon 6oz, cheese 4oz, dried milk 4 pints a week and dried eggs 12 every eight weeks. This is just a small fraction of what the government had to ration. In the morning queue would be everywhere and anyone would stand in one queue just to see what was selling. Hopefully it was food. The government took a number of steps to try and protect people. They ordered a total blackout at night to make sure that none of the bombers could see them. All windows would have to be covered by thick black curtains; street and vehicle lights were shielded of dimmer. It was known as an offence if light was shown, because even the smallest amount of light could tell the Germans were to bomb. Every night an inspector would come and make sure that each house was covered up properly and if it was not, a fine would be issued and the owners would fix the problem. Everyone was also given a gas mask in case the Germans were to drop a gas bomb anywhere. Throughout the whole time, 31% of the population got no sleep at all, 32% got less than 4 hours and a mere 22% got 4-6 hours sleep. This caused a lot of problems for people who were working. Workers were falling asleep at their stations and even more were fired because they kept on arriving late to work. However, the people who did make it to work, never gave up they were determined to carry on. Shopkeepers covered their smashed windows with plywood and put up notices saying ‘business and usual’, to show that nothing had stopped them from running their lives. Transport was still running, even though there was a lot less. Postmen and milkmen marched through the rubble to make their deliveries, Clergymen held regular services in bombed churches, bomb sites were used as pen-air concerts and dances and many theatres, music halls and cinemas stayed open throughout the whole war. Even though people were moving on with their lives, over 1.4 million people had lost their homes and many had their friends killed or badly injured by the Blitz. This drove many people to theft. They would break into bombed factories and steal whatever they thought would have a value for money. They would then sell these items on for as much as they could and use that money to buy food if they could find it. If anyone was caught, the punishment was death. Even though there were two million Anderson shelters produced in the early years of the First World War, many people had no shelters to stay in while the bombs were taking place. Many people moved in with family and friends where as others went to underground stations and stayed in the tunnels all night. They would stop the trains and the escalators from running so that people could sleep down there without any injuries. These tunnels gave the population the encouragement that they needed. Many people got a lot of sleep down there and even more were getting used to the bombs. However, the government were scared that people might not come back up again, because they were too scared, and tried to stop them, but each night up to 60,000 would demand to go down into the tunnels for protection. In the end the government gave up. So the Salvation Army and the Women’s Voluntary Service ran shuttle services of buns and drinks from station to station to keep them alive. Others would stay at home and hide in a Morrison’s shelter that was attached to the dining room table, or even hide under the stairs because they were designed to carry a heavy weight. Day after day, night after night, so many fire services fought to control the many fires that were going on. Not including the regular fire services, there were 60,000 volunteers in the Auxiliary fire service. Many were on duty for two days in a row and had very little chance to get some sleep. Fire fighters were under constant heat and falling buildings, not to mention the falling bombs the surrounded them. They ran out of water quick because the bombs would hit the main pipe lines. There were also not enough fire trucks so people would have to run to the fire and hope to God that there was a water supply nearby. As people were pulling together and relying on themselves more, community sprit had increased so much throughout the whole of the Blitz. People went straight into action as soon as they heard the bombs going off. People helped the ambulances and the fire department. The heavy rescue squad used ropes and chains to clear away the rubble and then doctors and nurses would then run in and pull people out. To sum up, many people’s lives had been ruined. Loss of family and friend, the loss of their homes, but people really did turn things around. The community really did join together to stick through the whole problem.

Mother-Daughter Relationship in Toni Morrisons Beloved Essay -- Toni

The Mother-Daughter Relationship in Toni Morrison's Beloved In Toni Morrison novel, Beloved , the author creates a mother-daughter relationship in which the mother Sethe, out of love, murders her daughter Beloved to free and protect her from the harshness of slavery. Because of this, the baby ghost of her deceased daughter haunts her conscience and is later resurrected to further torment Sethe about her act of love. From the time she slits the throat of her infant daughter and until the end of the novel, we are associated with the justifications of Sethe's actions and become understanding of Morrison's use of this conflict to recreate history in relaying the harshness of slavery in this time period.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The sources of this intricate mother-daughter relationship spurt from Sethe's undying love for her children, a love so strong that causes her to kill her two-year old daughter and in turn for Beloved to haunt her with a "powerful spell" that parallels the powerful love Sethe has for her (4). The complexity of this conflict heightens when the reader takes i... Mother-Daughter Relationship in Toni Morrison's Beloved Essay -- Toni The Mother-Daughter Relationship in Toni Morrison's Beloved In Toni Morrison novel, Beloved , the author creates a mother-daughter relationship in which the mother Sethe, out of love, murders her daughter Beloved to free and protect her from the harshness of slavery. Because of this, the baby ghost of her deceased daughter haunts her conscience and is later resurrected to further torment Sethe about her act of love. From the time she slits the throat of her infant daughter and until the end of the novel, we are associated with the justifications of Sethe's actions and become understanding of Morrison's use of this conflict to recreate history in relaying the harshness of slavery in this time period.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The sources of this intricate mother-daughter relationship spurt from Sethe's undying love for her children, a love so strong that causes her to kill her two-year old daughter and in turn for Beloved to haunt her with a "powerful spell" that parallels the powerful love Sethe has for her (4). The complexity of this conflict heightens when the reader takes i...

The Forensic Consultation Corporation

The terrorism threat to the US and the US interest worldwide remains significant years after the 9/11 attacks. According to the counter terrorism center, terrorism incidences against the US homeland have reduced considerably in the last three years. (Court TV Crime Library) The primary threat has been and remains the Al Qaeda network, as well as other terrorism activities sanctioned by such countries as Cuba, North Korea, Syria and Iran. The government through intelligence agencies has doubled efforts to increase the information on terrorism and terrorists. Additionally, there have been reviews of the existing techniques of profiling terrorists. This follows the fact that some of these techniques have failed in providing effective models of profiling terrorists. Profiling models for terrorists consist of analyzing different persons and using the information gained to determine identities of potential terrorists or perpetrators of terrorism activities. Some of the technology used in the detection of terrorists is intrusive and violates the privacy issues (Turvey, Brent, 1998). Therefore, it has been difficult to distinguish between criminals and innocent people. Additionally, some state of the art technologies and profiling techniques are difficult to use by non-technical people. HOW PROFILING THECHNIQUES SHOULD CHANGE According to security experts the US as well as the world at large is at an increasing threat of terrorist attacks that are worse than the 9/11 attacks in terms of loss of life and property. There is increased innovation and sophistication in the operations in the modern terrorist. The destructive potential of the weapons used today, has also increased significantly (Turvey, Brent, 1998). It is therefore imperative that some changes be implemented to ensure that the techniques are able to meet the threat of terrorism not only in the US but also else where in the world where such a threat exists. Some of the recommended changes include:  ·   Professionals especially psychologists, psychiatrists and sociologists have an ever increasing role in the practice of terrorists profiling.   Through behavioral analysis, documentation, and skilled interviewing; as well as proactive questioning techniques, it is possible to sift persons with criminal motives from innocent citizens so that security personnel can further scrutinize them. (Court TV Crime Library) The FBI academy, behavioral science unit, is a step in the right direction.  ·    Developing analysis support systems that can separate terrorist activities from innocent activities.  ·      Raising awareness among the general public, so they can be able to take note of innocuous activities, which could be indicative of terrorist activities.  · The importance of new technology in the fight against terrorism cannot be over emphasized, especially development of systems that allows surveillance without violating on people’s privacy.  ·   The progress that has been made to move beyond the guilty by association and model should be consolidated so as to eliminate or reduce errors associated with it.  ·   Due to the constant changes in terrorist behaviors and operations the profiling techniques need to be constantly changing, revised and research on different models should continue with greater tempo.  · Important security personnel such as airport, airline and sea port security managers, representatives from various embassies and consulates, security managers, police officers and finally the government personnel involved in critical infrastructure protection should be thoroughly trained so as to be attentive to strange behaviors that could be an indication of terrorism intents. ROLE OF FORENSIC PSYCHOLOGISTS Due to the increased threat of terrorism in recent years and events such as the anthrax scare that followed the September 11, 2001 terrorist attacks in New York and Washington DC, the work of forensic psychologists became critical and more critical though is forensic techniques. This involves the application of both personality and criminal profiling theory towards the psycho-behavior profiling of terrorist and their leaders/commanders. Profiles of these types of figures would serve multiple purposes. They would suggest how an individual is most likely to proceed on their terrorism endeavor, how they would respond to a particular action by the profiler’s allies or how persistent the individual is at obtaining particular goals. For instance, saddam Hussein and Bin Laden could have two contrasting traits in that Saddam is tyrant in nature while laden is a highly rebellious character. These profiles help the forensic psychologists to identify and track the terrorists to identify and track the terrorists together with their associates hence greatly impacting on thE terrorism rate. PROFILE OF A TYPICAL TERRORIST Comparative and Theoretical Aspects.  ·      The typical terrorist is unmarried. Many terrorists are ready to die for the cause and they have no faith in the future. Many remain unmarried because they wish to avoid long-term commitments (Schneier, Bruce. 2004).  ·      Religious. Most terrorists are Muslims and although not all Muslims support terrorism, there is a strong historical link between Islamic and terrorism which cannot be overlooked.  ·    Considerably educated. The terrorist of today are most likely to be well educated, meticulous in their planning, and knowledgeable in the use of modern communication equipments and methods.  ·      Subscribes to radical and revolutionary ideologies. The man or woman who is ready to die for a cause is either a nationalist/patriot or a â€Å"psychopath† who more often than not has a poor family background and seeks recognition in a bad way. However the modern terrorist is really not mentally ill, but rather has been deeply brainwashed with very narrow â€Å"ideologies.†  ·    Could be male or female although there is a bias for male terrorists.  ·    The age of probable terrorist is twenties or early thirties.  ·    Family connections.   A likely candidate could have family relations with people who have been involved in terrorism or those who sympathize with terrorist activities. PSYCHOLOGICAL ASPECTS  ·    A modern day terrorist is ready to die and is not very interested in planning for an escape route.  ·    A terrorist is ready to forfeit concerns about personal security in order to break the barriers of defense that may exist.  ·    The goal of the terrorist is to make a statement that advances their cause and is mentally convinced they are doing not only the right thing but the â€Å"honorable† thing. CONCLUSION The threat of terrorism is very real today and governments all over the world should collaborate and work together to ensure they reduce their collective and individual vulnerability to terrorist activities. Measures should be put into place to protect the US homeland. However, it should be noted that all terrorist activities are difficult to eliminate; and profiling terrorist remains an uphill task for security experts and personnel. Research and regular review of and revisions of techniques should be made in the area of terrorist profiling, to ensure the techniques utilized are constantly up to date and able to keep up with the dynamics of modern terrorist operations. References Schneier, Bruce (2004). Behavioral Assessment Profiling. Retrieved on June 19, 2007 www.schneier.com/blog/archives/2004/11/profile_hinky.html Turvey, Brent, (1998). Deductive Criminal Profiling: Comparing Applied Methodologies   

Extensive Reading Essay

There are many experts who give the definition of reading. One of them is Aebersold and Field. They say: â€Å"†¦ , reading is what happens when people look at a text and assign meaning to the written symbols in that text, further, the text and the reader are the two physical entities necessary for the reading process to begin (1997: 15). † It means that when someone sees written symbols in a text, there will be something visualized on the reader’s mind. This process is called reading. Another expert, Williams (1999: 2) states that reading is a process whereby one looks at and understands what has been written. In line with Williams, Heilman (1961: 8) says that reading is a process of getting meaning from printed word symbols. It is not merely a process of making conventionalized noises associated with these symbols. In line with them, De Boer and Dallmann (1982: 23) say that reading is a process involving meaningful reaction to printed symbols. Wallace, in his book entitled â€Å"Reading† adds that reading is interpreting which means reacting to a written text as a piece of communication (1996: 4). These four definitions have the same point. The point is that reading is a process of getting the meaning of written text and giving reaction of it as the form of communication between the reader and the writer. Different from some experts above, Davies defines reading from the other point of view. He says that reading is a private. It is a mental or cognitive process which involves a reader in trying to follow and respond to a message from a writer, who is in distant space and time (1995: 1). It means that reading activity connects the reader and the writer although they live in different places and life in different period. Reading is a mental cognitive process, so as the result of this activity the reader is able to give responses about the text’s message. Because reading is a private activity, the process of reading and responding is not directly observable. Most events told in written texts are past experiences; either it is the writer’s experiences or the others’. The success of reading activity is depending on the reader’s ability to visualize it in order to be able to understand and interpret its meaning. Dealing with this fact, Kennedy says: Reading is ability of an individual to recognize a visual form associate the form with a sound and/or meaning acquired in the past, and on the basis of past experience, understand and interpret its meaning (1981: 5). Another expert, Grellet (1981: 7), defines reading as a constant process of guessing, and what one brings to the text is often more important than what one finds in it. It means that before the reader reads the text, he guessed the content of the text and he had already had his own concept. After he reads the text, the reader relates his own concept with the text’s message. Based on some definitions above, it can be concluded that reading is the process of bringing a concept to the text and relating it with the meaning got from the text, in which it is usually a past experience, visualizing it, understanding it, and giving responses as interpretation of this process. Kennedy (1981: 188) says that comprehension is the ability of one to find, interpret, and use ideas. Then, in Oxford Advanced Learner’s dictionary, comprehension is defined as a power to understand something (Hornby, 1995: 235). According to these two definitions, it can be said that comprehension is the ability to understand something through finding interpreting, and using ideas. In line with the statement above, it can be concluded that reading comprehension is the ability to get the meaning of written symbols, visualize it, and give responses as the interpretation of this process. Narrative text There are some approaches in teaching reading; one of them is genre based approach. According to Hartono (2005:4) the term â€Å"genre† is used to refer to particular text-types, not to traditional varieties of literature. It means that genre is a type or kind of text, defined in terms of its social purposes; also the level of context dealing with social purposes. Based on the communicative purpose, Pardiyono (2007:93-98) classifies the text into eleven types, they are; description, recount, narration, procedure, explanation, discussion, exposition, news item, report, anecdote, and review. However in this study, the text will be focused on the narrative text. Considering the social function, generic structure, and language features of narrative text, narrative text can be defined as a text which tells about past activities or event which concerns on the problematic experience and resolution in order to amuse and even give the moral messages to the reader. The explanation about social function, generic structure, and language features of narrative text is as follow: 1. Social function The social function of a text is quite similar with the purpose of the text. Related to narrative text, the social function is to amuse, entertain and to deal with actual or various experience in different ways. 2. Generic structure The generic structure of narrative text consits of three parts, those are orientation, complication, resolution, and sometimes completed by coda. The further explanation about these parts of narrative text is as follow: a. Orientation Orientation is the introduction of the text. It includes what is inside the text, what the text talks in general, who involves in the text, when and where it happen. b. Complication. In complication, the text talks about what happens with the participants. It explores the conflict among the participants. Complication is the main element of narrative. Without complication, the text is not narrative. The conflict can be shown as natural, social or psychological conflict. c. Resolution Resolution is the end of narrative text. This is the phase where the participants solve the problem aroused by the conflict. It is not matter whether the participants succeed or fail. The point is the conflict becomes ended. 3. Language features According to Hartono (2005:7), the language features used in narrative  text are: a. Focus on specific participants b. Use of past tense c. Use of temporal conjunction d. Use of material (or action) processes Video as Media in Teaching 1. Media a. The Definition of Media Etymologically, the word â€Å"media† comes from Latin language â€Å"medius†. Literally, it means mediator or companion. Media is the messages mediator or companion from the sender to the receiver (Arsyad, 2005:3) Association for education and communication technology (AECT) in Sadiman (2002:6) defines media as all forms and lines which are used by people to convey information. According to Gagne, media is many kinds of components in students’ environment that can stimulate them to study (Sadiman dkk, 2002:6). Based on those definitions above, it can be concluded that media are all things that can be used to deliver the message from sender to receiver so it can stimulate the mind, feeling, attention, and students’ interest in order to attain the teaching and learning process. b. Kinds of Media Media can be classified into three categories: visual, audio, and audio visual. (http://edu-articles. com) 1) Visual media. There are two kinds of visual media; those are unprojected media and projected media. a) Unprojected media Unprojected media can be divided into: (1) Realia or real thing. The object must not be presented in class, but students should be able to see and observe them. For example the students observe the ecosystem, plant, the diversity of living thing, et cetera. This media is able to give real experiences to the students. (2) Model. Model is the imitation of real thing presented in three dimension form as substitution of the real thing. This media helps the teacher to present the object that cannot be brought into the class, for example digestion system, respiration system, excretion system, et cetera. (3) Graphic. The functions of graphic are to catch the students’ attention, clarify the lesson, and illustrate the fact or forgettable concept. There are many kinds of graphic, such as picture, sketch, scheme, chart, and graph. b) Projected media There are two types of projected media: (1) Transparency of OHP. This is stated as the real media because the teacher must not change the lay out of the class and still able to face the students. Transparency media includes software (OHT) and hardware (OHP). (2) Bordered film or slide. This is a transparent film that usually has measurement of 35mms and border 2Ãâ€"2 inches. The use of this media is the same as OHP, but the visualization of this media is better than OHP. 2) Audio media There are two kinds of audio media that are commonly used: a) Radio. Radio is electronic tool that can be used to listen to the news, new important events, life problems, et cetera. b) Audio cassette. This tool is cheaper than the other because the supplying and the treatment cost are relatively cheap. 3) Audio visual media There are many kinds of audio visual tool: a) Video. This is one kind of audio visual media, besides film. In learning process, this tool is usually presented in the form of VCD. b) Computer. This tool has all the benefit of the other media. Computer is able to show text, picture, sound and picture, and can also be used interactively. Even, computer can be connected to internet to browse the unlimited learning sources. c. The Characteristics of Education Media Gerlach and Ely in Arsyad (2005: 12-14) propose three characteristics of education media; those are fixative property, manipulative property, and distributive property. 1) Fixative property This characteristic explains the ability of media to record, save, continue, and reconstruct an event or object. The event or object can be put in the right order and rearranged using media such as photograph, video tape, audio tape, computer disc, and film. By this characteristic, an event that just  once in a life time can be perpetuated and rearranged for education 2) Manipulative property This characteristic enables an event to be transformed, so the event that needs long time can be shorted in order to be showed in class, for example the process of metamorphosis, the record of motion in sport class, the plant treatment, et cetera. 3) Distributive property This kind of characteristics enables an object or event to be transported through space and be served together in a number of students, in which each other get the same experiences. Once information was recorded, it can be reproduced for many times and be together in many different places. d. The Importance of Media in Teaching The importance of media can be seen from its roles and functions in education. As stated by Prawiradilaga and Siregar, media have two main roles, those are: media as AVA (audio visual aids) so it can give the students concrete experiences and media as communication so it can connect the students as receivers with the material in order that it can be received well (2004: 6). In the next pages, Prawiradilaga and Siregar (2004:8-13) explain the detail functions of media are: 1) Give the knowledge about the learning goals 2) Motivate the students 3) Present the information 4) Stimulate the discussion 5) Lead the students’ activities 6) Do the exercises and quizzes 7) Strength the learning process 8) Give the simulation experiences Meanwhile, Encyclopedia of Educational Research in Arsyad (2005: 25) elaborates the functions of media in teaching as follow: 1) Put on the concrete basics to think, so it decreases the verbalism 2) Improve the students’ attention. 3) Put on the important basics for the development of study, so it makes the lesson more steady 4) Give real experiences for the students so they can effort by them self 5) Emerge the regular and continued thinking, especially about life pictures 6) Help the emerge of understanding that can help the students’ language development 7) Give experiences that cannot be achieved by the other way and give the efficiency and variety in the way of study Besides, Nugraha adds the importance of media (http://yudinugraha. co. cc ), such as: 1) The presentation of the material becomes more standard. 2) The arrangement of the media that is structured and planned well helps the teacher teaches in the same quality and quantity for all classes. 3) The learning process is more interesting and interacting. 4) The students are more active. 5) It is efficient in using time. 6) The learning quality of the students can be improved. 7) Et cetera. e. The Ways in Choosing Media in Teaching Sudirman (1991) in Nugraha (http://yudinugraha. co. cc ) proposes three principles of choosing media in teaching as follow: 1) The goal of choosing media. The choosing of the media that will be used should be based on the goal of its choosing. 2) The characteristic of media. Each media has its own characteristic so it should be adjusted with the material. 3) Alternative choices. Choosing media is the process of making decision and many of alternative choices. Besides the principles above, according to Aristo, the factors that should be taken into account in choosing media are (http://aristorahadi. wordpress. com): 1) Objectivity. A teacher should be objective. It means that a teacher cannot choose the media based own his own. 2) Learning program. The media that will be used should be suited with the level of the students. 3) Technical quality. Technically, the media used should be checked whether it is filling the requirement or not. 4) The effectiveness. Are the media can help the students achieve the learning goal? 5) Time. How long time is needed to prepare and present this media? 6) Cost. The cost that should be paid to present this media must be adjusted with the budget. 7) Availability. The easiness of finding this media should be considered too. If the media we look for are not available, we can substitute it with other media that are suitable. 2. Narrative Video a. The Definition of Narrative Video Video is one of media used to convey the learning’s message. In Oxford Learner’s Dictionary, video is defined as type of magnetic tape used for recording moving pictures and sound (1995: 1327). It means that video has two elements, those are audio and visual. The audio enables the students to receive the message using their hearing and the visual enables the students to receive the message using their eyesight. According to Sadiman (2002: 76), the message presented in the video can be a fact or fictitious, can be informative, educative, or instructive. It is informative, it means that much information from many experts in this world can be recorded in video tape, so it can be received by the students everywhere they are. Video is also educative and instructive; it means that the message of the video can give concrete experiences to the students, so they can apply it in their daily life. Related to narrative, narrative can be defined based on its social function, generic structure, and language feature as a text which says the past activities or event which concerns on the problematic experience and resolution in order to amuse and even give the moral messages to the reader. Considering the definition above, narrative video can be describe as a certain kind of magnetic tape used for recording moving pictures and sound about past activities or event which concerns on the problematic experience and resolution in order to amuse and even give the moral messages to the reader. b. The Benefit of Using Narrative Video in Teaching Generally, the benefit of using narrative video in teaching is quite the same as the benefit of using other videos in teaching. According to Sadiman dkk, (2002:76-77) video has some benefits, those are: 1) It can catch the students’ attention easily. 2) Much information from many experts in this world can be recorded in video tape, so it can be received by the students everywhere they are. 3) The difficult demonstration can be prepared before, so the teacher is able to concern on his presentation. 4) It is more efficient in using time. 5) It can present dangerous object that cannot be brought into the class. 6) The volume can be adjusted. 7) The picture can be frozen so it can be inserted the teacher’s comment. 8) The light of the room does not need to be turn off. c. The Purposes of the Use of Narrative Video in Teaching Anderson (1994: 104-105) proposes some purposes of the use of video in teaching. These purposes are divided into three aspect, for cognitive aspect, for psychomotor aspect, and for affective aspect. These purposes are the same with the purposes of narrative video in teaching, those are: 1) For cognitive aspect a) Develop the recall and motion skill. For example, the observation about relative speed and a moving object. b) Able to show a series of motionless pictures, without sound, as photo or bordered film c) Able to give knowledge about certain laws and principles d) Able to show the right way in having attitude in a performance, especially about the students’ interaction 2) For psychomotor aspect a) Able to show the skill about motion well because it can speed up or down so the motion can be observed clearly. b) The students get the feedback directly and visually about a motion so they can repair their motion well. 3) For affective aspect Video can be a good media to influence the attitude and emotion. For example, play a short story that is suitable with the topic. BIBLIOGRAPHY Aebersold, Jo ann and Mary Lee Field. 1997. From Reader to Reading Teacher. USA: Cambridge University Press Anderson, Ronald. 1987. Pemilihan dan Pengembangan Media dalam Pembelajaran. Jakarta: Rajawali Press Arsyad, Azhar. 2005. Media Pembelajaran. Jakarta: Raja Grafindo Persada Brown, H. Douglas. 1994. Priciples of Language Learning and Teaching. New Jersey: Prentice Hall Inc. Burns, Anne. 1999. Collaborative Action Research for English Language Teachers. New York: Cambridge University Press. Dallman, Martha, Roger L.R. , Lynette Y. C. C. , John J. D. 1982. Reading . New York: CBS College Publishing Davies, Florence. 1995. Introducing Reading. England: Penguin Book Elliot, et al†¦ 1999. Educational Psychology: Effective Teaching, Effective Learning. Boston: Mc GrawHill. Grellet, Francoise. 1981. Developing Reading Skills: A Practical guide to Reading Comprehension Exercises. New York: Cambridge University Press Furchan, Arief. 1982. Pengantar Penelitian dalam Pendidikan. Surabaya: Usaha Nasional. Harmer, Jeremy. 1998. How To Teach English. Harlow: Longman Hartono, Rudi. 2005. Genre of Texts. Semarang: Semarang State University Heilman, Arthur W. 1961. Principles and Practices of Teaching Reading. Columbus: Charles E Merrill Books Inc. Hopkins, David. 1985. A Teacher’s Guide to Classroom Research. Philadelphia: Open University Press. Hornby, A. S. 1995. Oxford Advanced Learners’ Dictionary. New York: Oxford University Press Kartono, Kartini. 1983. Pengantar Metodologi Riset Sosial. Bandung: Penerbit Mandar Maju. Kennedy, Eddie C. 1981. Methods of Teaching Developmental Reading. USA: FE Peackock Publisher Inc. Nugraha, Yudi. _____. Media Pembelajaran dalam Pendidikan. Available at http://yudinugraha. co. cc Nunan, David. 1992. Research Method in Language Teaching. New York: Cambridge University Press. Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta: Andi Offset. Prawiradilaga, Dewi Salma dan Eveline Siregar. 2004. Mozaik Technology Pendidikan. Jakarta: Prenada Media Rahadi, Aristo. 2008. Bagaimana Memilih Media Pembelajaran. Available at http://aristorahadi. wordpress. com Sadiman, Arif S. Dkk. 2002. Media Pendidikan. Jakarta: Raja Grafindo Perkasa Wallace, Catherine. 1996. Reading. New york: Oxford University Press Williams, Eddie. 1999. Reading in the Language Classroom. London: Pheonix FLT Zainul, Asmawi and Noehl Nasoetion. 1997. Program Pengembangan Keterampilan Teknik Intruksional (pekerti) Untuk Dosen Muda. Jakarta: Universitas Terbuka Jakarta Press. Zuber, Ortrun and Skerritt. 1996. New Directions in Action Research. London: Falmer Press. www. smanbanyumas. sch. id www. youtube. com IMPROVING STUDENT’S READING COMPREHENSION ON NARRATIVE TEXT USING NARRATIVE VIDEO (An Action Research at Tenth Grader of SMA Negeri Banyumas in Academic Year of 2010/2011) PRI WAHYUDI HERMAWAN K2208043 ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION SEBELAS MARET UNIVERSITY 2010.

Definition and Examples of Polyptoton in Rhetoric

Definition and Examples of Polyptoton in Rhetoric Definition Polyptoton (pronounced  po-LIP-ti-tun)  is a  rhetorical term for the repetition of words derived from the same root but with different endings. Adjective: polyptotonic. Also known as  paregmenon. Polyptoton is a figure of emphasis. In the Routledge Dictionary of Language and Linguistics (1996), Hadumod Bussmann points out that the double play of varying sound and contrasting meaning in many aphorisms is achieved through the use of polyptoton.  Janie Steen notes that polyptoton is  one of the most frequently employed types of repetition in the Bible (Verse and Virtuosity, 2008). Pronunciation: po-LIP-ti-tun EtymologyFrom the Greek, use of the same word in many  cases Examples and Observations I dreamed a dream in times gone byWhen hope was highAnd life worth living.(Herbert Kretzmer and Claude-Michel Schà ¶nberg, I Dreamed a Dream. Les Miserables, 1985)Choosy Mothers Choose Jif(commercial slogan for Jif peanut butter)To imagine the unimaginable is the highest  use of the imagination.(Cynthia Ozick, The Paris Review, 1986)I have no sharp taste for acquiring things, but it is not necessary to desire things in order to acquire them.(E.B. White, Goodbye to Forty-Eighth Street. Essays of E.B. White. Harper, 1977)The things you own end up owning you.(Brad Pitt in the movie Fight Club, 1999)[S]he now mourned someone who even before his death had made her a mourner.(Bernard Malamud, The Natural, 1952)Flattery is so necessary to all of us that we flatter one another just to be flattered in return.(Marjorie Bowen)To be ignorant of ones ignorance is the malady of the ignorant.(A. Bronson Alcott, Conversations. Table-Talk, 1877)By dint of railing at idiots, one runs the risk of be coming idiotic oneself.(Gustave Flaubert) The young are generally full of revolt, and are often pretty revolting about it.(Mignon McLaughlin, The Complete Neurotics Notebook. Castle Books, 1981)[T]he signora at every grimace and at every bow smiled a little smile and bowed a little bow.(Anthony Trollope, Barchester Towers, 1857)Divine Master, grant that I may not so much seek to be consoled as to console;To be understood as to understand;To be loved as to love;For it is in giving that we receive;It is in pardoning that we are pardoned;And it is in dying that we are born to eternal life.(Prayer of St. Francis of Assisi)Morality is moral only when it is voluntary.(Lincoln Steffens)Facing it- always facing it- thats the way to get through. Face it.(Attributed to  Joseph Conrad)A good ad should be like a good sermon: it must not only comfort the afflicted; it also must afflict the comfortable.(Bernice Fitzgibbon)Friendly Americans win American friends.(Slogan of the United States Travel Service in the 1960s)Behold, I shew you a mystery; we shall not all sleep, but we shall all be changed, In a moment, in the twinkling of an eye, at the last trump: for the trumpet shall sound, and the dead shall be raised incorruptible, and we shall be changed. For this corruptible must put on incorruption, and this mortal must put on immortality. So when this corruptible shall have put on incorruption, and this mortal shall have put on immortality, then shall be brought to pass the saying that is written, Death is swallowed up in victory.(St. Paul, 1 Corinthians 15:51-54) His griefs grieve on no universal bones, leaving no scars.(William Faulkner, Nobel Prize Acceptance Speech, December 1950)Sentimentality is the emotional promiscuity of those who have no sentiment.(Norman Mailer, Cannibals and Christians, 1966)Shakespearean Polyptoton- ...love is not loveWhich alters when it alteration finds,Or bends with the remover to remove...(William Shakespeare, Sonnet 116)- Shakespeare takes great interest  in this  device; it increases patterning without wearying the ear, and it  takes  advantage of the differing functions, energies, and positionings that different word classes are permitted  in speech. Schaar [in An Elizabethan Sonnet Problem, 1960] says that Shakespeare uses polyptoton almost to excess, using derivatives of more than a hundred stems in the sonnets.(The Princeton Handbook of Poetic Terms, 3rd ed., ed. by  Roland Greene and  Stephen Cushman. Princeton University Press, 2016)Polyptoton and the BeatlesPlease Please Me [a song by Jo hn Lennon recorded by the Beatles]  is a classic case of polyptoton. The first please is please the interjection, as in Please mind the gap. The second please is a verb meaning to give pleasure, as in This pleases me. Same word: two different parts of speech.(Mark Forsyth,  The Elements of Eloquence: Secrets of the Perfect Turn of Phrase. Berkley, 2013) Polyptoton as an Argumentative StrategyIt is sometimes the goal of an argument to take a concept accepted by an audience in one role or category of a sentence action and transfer it to others, an agent becoming an action or an action becoming an attribute and so on. This work is epitomized by polyptoton, the grammatical morphing of the word, as Aristotle explains repeatedly in the Topics... He points out, for example, how peoples judgments follow a term as it changes from one part of speech to another. So, for example, an audience who believes that acting justly is better than acting courageously will also believe that justice is better than courage and vice versa... [T]he Topics is not concerned with immutable rules of validity but with the patterns of reasoning that most people follow most of the time, and most people will indeed follow the logic of polyptotonic morphing as Aristotle describes it.(Jeanne Fahnestock, Rhetorical Figures in Science. Oxford University Press, 1999)

Custom Essay Help

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Greek Mythology Assignment Research Paper Example | Topics and Well Written Essays - 2000 words

Greek Mythology Assignment - Research Paper Example He evidently does not see their humanity and spiritual value, presenting their stories as embroidery on male tales. It is the thesis of this paper that female characters in the Iliad are like trophies, and what they do or say does not affect what happens in any important way. Trophies are awarded for accomplishments and they attest to the competence of the person to whom they were awarded. Trophies are motivators of competition between opponents or groups of opponents. Trophies are useful as launching pads for bragging. Trophies indicate that the trophy holder is a winner, but they give no assessment of how much skill was demonstrated or what the criteria was. Trophies can give a biased picture of the trophy-holder as more than what he/she actually is. Trophies can also become an annoying distraction as they require dusting and polishing, arranging and protecting, all the requirements of object management. Some people buy themselves trophies, so they will look and feel more important and powerful than they really are. Trophies can arouse jealousy in others who have no recognized accomplishments. Trophies come in various levels of quality. Although they usually look elegant, and most often come with a pedestal, some are of a more fragile nature while othe rs last well. Trophies are usually placed in a designated area, such as an enclosed cabinet, a wall of shelves with other trophies, or on a bookcase, and they are kept there in one place, being viewed from a single perspective. These characteristics of trophies, their place and use, apply to the Iliad’s women too. Helen was a top quality trophy. She was intelligent, expressive, self-motivated in spite of tremendous restraints. She was a hated foreigner, inadvertently responsible for the Trojan War and a lot of suffering. She is a captive, possessed object. Being a possessed object was par for the course in the time of the Iliad.

Philo 115 Essay Example | Topics and Well Written Essays - 750 words

Philo 115 - Essay Example been playing dirty power politics in the White House, the man in the conversations responds by derogatorily attacking the Clintons and he says that the Clintons are Arkansas ad for that reason they are next to the Orkies. Question 3. The correct fallacy for this snippet is the fallacy of begging the question. This is because the conclusion that, weeks of patient investigation had revealed that gas leaked at Bhopal India with thousands of investigation is already presumed in the premise that something went wrong. (a) Small Sample fallacy: Paul Stiglich committed this fallacy by claiming that there was a necessary connection between the ceremony performed by the Red Indian and the heavy rain that fell shortly after the performance. This is because Stiglich did not have enough samples to make that conclusion; Stiglich’s conclusion is based on small sample ( one sample only). (b) Hasty Conclusion: Paul Stiglich committed this fallacy by drawing a general conclusion from a particular single case. By claiming that the Red Indian’s performance had a connection and actually caused the heavy rain that fell after the Indian’s performance, Stiglich made a hasty generalization because he did not have sufficient evidence to make such a general claim. (c) The Fallacy of Supressed Evidence : By claiming that the performance of the Red Indian cause the heavy rain that fell shortly after the Red-Indian’s performance, Paul Stiglich overlooking, suppressed, and omitting other important evidence on what causes the rain. This is because there is sufficient scientific evidence on what causes rain and how rain comes about. Stiglich omitted such evidence in making his conclusion that the Red Indian’s performance caused the rain. (d) The Fallacy of Superstition: Paul Stiglich’s claim that the Red-Indian’s performance cause the heavy rain that fell after the performance is clearly a superstitious claim. This is because there is no scientific proof that such a