Sabtu, 26 April 2014

Saussure: LANGUAGE AS A SOCIAL FACT

Saussure: LANGUAGE AS A SOCIAL FACT


Towards the end of the XIX century - apparently everything looks good for the time, and some still remain convincing for the present - the language similarities with biology has been widely rejected . This raises the difficulty of understanding the language as an academic discipline : If the language is not the species alive , in the sense of whether the language is " stuff " that can be investigated ? A layman pleased that the French language is something that can be learned , which have certain devices and in some cases the same or similar to English but in other respects different ; but when the French language in an item and that item is something strange . It is clear that the language was not a concrete object such as a table or as a stretch of land called France . You can not see or hear the French language . You can hear is Gaston the waiter said " pas si bete ... " : You can see a line of printed letters on a sheet of newspaper " Le Monde " : but how can we interpret a being called the French language which is behind thousands and thousands of concrete phenomena that can be observed as in the two examples that? kind of form is that language ? paradigm of biology shows the relationship between the speech and language of France such as the relationship between carrot ( carrot ) and certain species of carrots : and to the rejection of the biological paradigm opinion , such opinion this is considered satisfactory - although one can only see or eat carrots , vote important enough to talk about carrots species and discuss , say , genetic relationship with species of potatoes . , but the first time biology has been thrown to the side of the road , the second , the already found that paradigm can not provide a complete answer to the ongoing discussion . In biology , because the species is an abstraction , not least the individual species are goods that are concrete , some kinds of goods can be easily felt than carrots . But the linguistic analogy to biological individual is idiolek ; and almost all , if not all , the same as a broad abstraction of the concept of language . We can not hear idiolek Gaston as a form ; we can only hear the idiolek examples - comments which he says that he saw a tip that we left behind , and examples idiolek it does not have parallels in biology . So although it is not regarded as a particular problem by linguists of the nineteenth century , the question " How does understanding a form called a language or a dialect of the underlying reality that can be felt rather than specific utterances ? Remain open at that time . People who answer that can satisfy experts as well as experts during her today is the Swiss scholar : Ferdinand de Saussure .


MONGIN Ferdinand de Saussure , his full name , was born in Geneva in 1857 , the son of the Huguenot families who moved from Lorraine during the French religious wars in the late sixteenth century . Although people now regard as the first Saussure provides a definition of the notion that so-called synchronic linguistics - the study of language support as the system contained in the given time , which is distinguished by historical linguistics ( which to distinguish Saussure called diachronic linguistics ) is for experts contemporaries is the only approach available for studying that time was - in his lifetime was not meant to make it famous . Saussure got educated as an ancient language , and successfully while still a young man published a book entitled Memoire sur lesysteme primitive dans les langues des Voyelles indo - europeennes ( 1878) . The book was published a few weeks after his birthday XXI : When he was a student in Germany . The book is one of the basic reconstruction of Proto- Indo- European language . Saussure gives Ecole Pratique des Hautes lecture Etudes in Paris from 1881 to 1891, before he returned to teaching in Geneva , all publishing , and almost all the lectures he gave , throughout his more than dealing with historical linguistics synchronic linguistics , with in-depth analysis about the various Indo- European languages ​​and not with the general theory that makes it famous now .


In fact , although Saussure produce his work on the theory of general linguistics at about 1890 ( Koerner , 1973: 29 ) , he seems reluctant to give it to someone else , and the story of how his ideas can go into publishing is a strange story . In late 1906 he was asked to take over responsibility in giving lectures on general linguistics and comparative history and languages ​​of the Indo - European from a scholar who has quit his service for 30 years ; Saussure taught the material on the rest of her student days and on the lectures in 1908-1909 and in 1910-1911 . In the first years of Saussure limit at only about historical matters ; but when he gave the two years he was also a brief introduction to post a synchronic linguistics , and the third lecture , the entire semester is used to provide synchronous linguistic theory . Shortly afterward he died , without a chance to publish any material that theory . Some people have been asked to publish , but he always answered that for preparing lecture materials very time-consuming , but two of his colleagues , Charles Bally and Albert Sechehaye decided on a new fabric of the student lecture notes together with notes Saussure left college . The book they produced is called Cours de linguistique gererale ( Saussure 1916) is a medium that can be used by scholars in the world to understand the ideas of Saussure , Saussure and since this document is known as the father of twentieth -century linguist .
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Minggu, 24 November 2013

Article and Explain (Tugas softskill 3)



Health effects of tobacco

The health effects of smoking are the circumstances, mechanisms, and factors of tobacco consumption on human health. Epidemiological research has been focused primarily on cigarette tobacco smoking, which has been studied more extensively than any other form of consumption 

Tobacco is the single greatest cause of preventable death globally. Tobacco use leads most commonly to diseases affecting the heart, liver and lungs, with smoking being a major risk factor for heart attacks, strokes, chronic obstructive pulmonary disease (COPD) (including emphysema and chronic bronchitis), and cancer (particularly lung cancer, cancers of the larynx and mouth, and pancreatic cancer). It also causes peripheral vascular disease and hypertension. The effects depend on the number of years that a person smokes and on how much the person smokes. Starting smoking earlier in life and smoking cigarettes higher in tar increases the risk of these diseases. Also, environmental tobacco smoke, or secondhand smoke, has been shown to cause adverse health effects in people of all ages. Cigarettes sold in underdeveloped countries tend to have higher tar content, and are less likely to be filtered, potentially increasing vulnerability to tobacco-related disease in these regions. 

The World Health Organization (WHO) estimates that tobacco caused 5.4 million deaths in 2004 and 100 million deaths over the course of the 20th century. Similarly, the United States Centers for Disease Control and Prevention describes tobacco use as "the single most important preventable risk to human health in developed countries and an important cause of premature death worldwide." Several countries have taken measures to control the consumption of tobacco with usage and sales restrictions as well as warning messages printed on packaging.

Smoke contains several carcinogenic pyrolytic products that bind to DNA and cause many genetic mutations. There are 45 known or suspected chemical carcinogens in cigarette smoke. Tobacco also contains nicotine, which is a highly addictive psychoactive drug. When tobacco is smoked, nicotine causes physical and psychological dependency. Tobacco use is a significant factor in miscarriages among pregnant smokers, and it contributes to a number of other threats to the health of the fetus such as premature births and low birth weight and increases by 1.4 to 3 times the chance for Sudden Infant Death Syndrome (SIDS). The result of scientific studies done in neonatal rats seems to indicate that exposure to cigarette smoke in the womb may reduce the fetal brain's ability to recognize hypoxic conditions, thus increasing the chance of accidental asphyxiation. Incidence of impotence is approximately 85 percent higher in male smokers compared to non-smokers, and is a key factor causing erectile dysfunction (ED)


Infinitive
·         Several countries have taken measures to control the consumption of tobacco

Explain
Using to infinitive because there is word “Measures” before control which is indicate that control must have using to infinitive instead of gerund.

Indefinite adjectives
·       Smoke contains several carcinogenic pyrolytic products that bind to DNA and cause many genetic mutations.



Explain :

-  The indefinite adjective many modifies the noun genetic mutation
·         unlike demonstrative adjective, which indicate specific items, indefinite adjectives do not point out specific things. they are formed from indefinite pronouns. The most common indefinite adjective are no, any. many, few, several
 www.grammar-monster.com/lessons/adjectives.htm

Using commas between conjunction and clause
·         The health effects of smoking are the circumstances, mechanisms, and factors of tobacco consumption on human health. (and)
·         Tobacco also contains nicotine, which is a highly addictive psychoactive drug. (clause)
Explain :
·         Use commas to separate independent clauses when they are joined by any of these seven coordinating conjunctions: and, but, for, or, nor, so, yet
Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that are not essential to the meaning of the sentence. Use one comma before to indicate the beginning of the pause and one at the end to indicate the end of the pause


http://en.wikipedia.org/wiki/Health_effects_of_tobacco

Kamis, 31 Oktober 2013

Learning And Teaching Social Skills: A Relationship-Based Approach

Learning And Teaching Social Skills: A Relationship-Based Approach


For those of us committed to helping children overcome learning challenges, the quest to teach social skills is particularly important. Social learning impairments are associated with a wide variety of learning disabilities, although they are especially problematic for people with nonverbal learning disabilities (NLD), noted to have underdeveloped right-hemisphere abilities, including deficits in:
  • reading facial expressions
  • perceiving emotions
  • using nonverbal communication (body language)
The constellation of social skills deficits often encountered in school age children are perhaps best described as pragmatic communication deficits, which encompass challenges understanding social conventions and applying social cognitive skills. On the next page you will find some common examples of pragmatic communication skills. This information is taken from my book, Boys of Few Words: Raising Our Sons to Communicate and Connect, 2006.

Pragmatic (Practical) Communication Skills

**All these skills should be considered in an age-appropriate context. Many of these skills are developed in adolescence. Compare your child's abilities relative to his peers.

PHYSICAL

Maintaining appropriate conversational distance
Example: Other children may complain that "he's bothering me," or say "tell him to stop touching me" while playing together. Sometimes inserts himself physically into a group of children by pushing or nudging others out of the way in order to join the conversation.


Eye contact
Example: Doesn't look others in the eye; hides behind hair/hat/sunglasses; stares to the point of discomfort.

Linking gestures with ideas and emotions
Example: Body language doesn't match speech (thanks you for giving him a desired gift but slumps and stares off into space); waves too strongly or too unenthusiastically for the circumstances; forgets to reinforce emotion with body language.

Using facial expression effectively
Example: Facial expressions don't convey interest in other people; expression is not congruent with topic or situation; doesn't nod to show he gets the point, looks furious at small disappointment; forgets to smile.

VERBAL

Attending to time and place
Example: Talks too fast; doesn't know when to interject a comment or let others speak, doesn't know how much information to share (goes on and on about a subject to someone's obvious irritation).

Turn-taking
Example: Consistently interrupts; doesn't perceive when it's someone else's turn to talk.

Voice modulation
Example: Has trouble with prosody (pitch, tone, volume, inflection); speaks too softly or loudly without regard for physical proximity (you're across the room but he doesn't raise his voice to answer you).

Giving compliments
Example: Doesn't know how to give a compliment relevant to a person and circumstances; sometimes unintentionally insults people ("you're a lot less fat than you were").

Greetings and Good-byes
Example: Doesn't know how to introduce himself to individuals or groups; can't initiate social contact (avoids parties and gatherings); doesn't know how to close a conversation (just walks off when he's done talking); doesn't shake hands/share hugs with close friends or family members; forgets to say "hello."

THINKING

Detecting emotions in other people
Example: Doesn't consider other people's emotional state before speaking (you're in the middle of an argument with someone and he asks you to make him a snack); doesn't realize when it's time to "back off"; doesn't read signs about how you feel (thinks you're mad when you're not)

Perceiving and expressing humor
Example: Takes jokes, sarcasm or irony literally; laughs at inappropriate times; doesn't engage in word play or friendly teasing with peers.

Knowing how to make conversational transitions
Example: Forgets to take his turn in conversations (calls you up on phone and then says nothing); discussions filled with uncomfortable "dead space"; doesn't pick up on "leads" to continue conversation (So, you like baseball? Who's your favorite team?)

Anticipating other people's reactions
Example: Neglects to consider the impact of his words before speaking; can't easily imagine how his words or actions will be perceived by others (says he likes one present more than another at his birthday party without anticipating that someone's feelings will be hurt).

Why Are Social Skills So Hard To Learn?
Most people use social skills quickly and automatically, and as a result, don't have the benefit of time to analyze which skills will be used in particular situations, or how best to apply them. When our social reflexes are well-attuned and effective, we don't need time to think - we just do and say what comes naturally.

Important to emphasize is that social skills are built on a foundation of interpersonal awareness. Without an appreciation of other people's nonverbal behavior, including sensitivity to nuances of language rhythm and intonation (prosody), it is difficult to formulate appropriate and constructive verbal and behavioral responses. In addition to having a basic awareness of other people, having an empathetic orientation toward others is very helpful in bolstering one's intuition about how to relate effectively. As some readers may be aware, a disproportionate number of children and adolescents with learning disabilities are observed to have low empathy.

To be in an empathic relationship with another person or group is the opposite of self-absorption. Empathy implies a departure from a state of self-centeredness, and immersion into the subjective experience of others. By definition, empathy is prosocial, because it emphasizes the value of comprehending and appreciating the thoughts and feelings of other people.

We all function in various types of groups: families, schools, teams, neighborhoods, and communities, among others. Social skills make our participation in these groups easier and more satisfying. Although lack of empathy has been associated with the presence of NLD, I would argue that what is missing for many learning disabled children are overt expressions of empathy, as are often conveyed through pragmatic communication. This is very different from the absence of empathy found among antisocial children and adolescents.

Many children with nonverbal learning disabilities are better understood as being asocial, meaning that they can appear indifferent to social interaction.

We Can Help Teach Children to Solve Their Own Social Problems
Not long ago, I was leading a social skills group for 3rd and 4th grade boys, about half of whom had been identified as having a learning disability. We were huddled in my office with kids bunched on sofas, sitting on the floor, and twirling in my desk chair. One seven year-old boy, Grant, resisted joining in our group activity, which was to design and build a big "cyborg." He stood near the door on the periphery of the group with a scowl on his face and body language that conveyed his fear and distrust of the group. Grant wasn't responding to cajoling and encouragement to join us. I tried all kinds of approaches, changing the tone of my voice and my facial expression, in search of the combination that would help him join in. Still, he would not budge.

Several years earlier, my frustration probably would have resulted in me taking Grant outside and pleading with him to sit down and join the group. That's because I used to have the faulty impression that "leading" a group, meant "controlling" the group. Since then, I have come to appreciate the extraordinary strong will of boys to do things in ways that reflect their own logic about how problems should be solved.

As the situation unfolded, it became apparent that Grant's resistance provided the boys with a good problem-solving opportunity, and so I posed a question to the group. Did anyone have any ideas about how we could get Grant to join us? Most of the kids responded with suggestions of various kinds of rewards: games, candy, or premium seating (twirling chair). One typically shy boy, Tyler, suggested we could "buddy-up" so that everyone could have a partner, including Grant. Tyler also suggested that buddies sit next to each other so they could share tools. Most of the boys agreed this was a good idea and so we began a discussion of how buddies would be chosen. Again, Tyler spoke up, suggesting that Grant could pick his buddy.

Throughout this process, I was watching Grant closely, and was struck by his awareness of the group's concern about him. His facial expression changed from one of distrust to a cautious grin. He'd obviously had some significant doubt about whether the boys would accept him, and how he would fit in, figuratively and literally. Tyler's leadership in breaking through his fears paved the way for his integration in the group. As you might imagine, I felt very proud of Tyler for his sensitivity to Grant, and his ability to apply that sensitivity through active problem-solving. Although he never verbalized Grant's feelings, Tyler's suggestions were, emotionally speaking, quite sophisticated, and reflected an understanding of what Grant was feeling.

Socializing is not a "Logical" Process
When we think about teaching social skills to children, it is a natural step for us to begin thinking about skills as component parts of a larger system. While this may be a logical and practical way to go about the teaching of a "system," it is not necessarily the best, or only, aspect of a therapeutic process designed to facilitate the development of social skills.

In addition, for individuals such as psychologists or counselors who may teach social skills, there is a tendency to systematize the teaching of such skills in limited periods of time, such as teaching one skill per session for 12 - 15 weeks. When social skills are taught to groups this approach may be inevitable, but when working with children individually, there is typically more latitude, including allowing the child to play an important role in how the learning evolves. Experience has taught me not to exclude the importance of the relationship between teacher and student, or therapist and client, in helping children integrate new skills. In this sense, professionals allow the process of learning to be as organic as would be the process of healing syndromes like depression or anxiety.

An excellent working alliance is a critical foundation for learning most things, including how to relate to others.

This is because gaining social competence is more than conceptually grasping "skills," it also involves relaxing enough to take risks - trying new things with uncertain outcomes.

From Skills to Awareness
Perhaps we need to remember that for the brain and mind to integrate new ideas, a fertile ground of receptivity must first be prepared. That receptivity often springs from an effective, trusting, working alliance. For many children, this means engaging in therapeutic and relational activities that are not purely didactic, because such structured activities are often associated with domains where they lack success. In other words, you can make it fun - play is the work of children.

While I would never want to give up my use of behavioral charts and records, or surrender my collection of therapeutic games designed to teach things like communication pragmatics and listening skills, I have come to believe that those exercises are somewhat empty without a solid alliance between my clients and myself.

The alliance gives children and teens the capacity to be receptive. Sometimes, people may not even be aware of their own resistance to learning new skills. For children with learning disabilities, these walls often come down slowly, but they do come down with tools like patience, commitment, and belief in the desire of children to connect with others.

Anything that might help a child connect the development of social awareness with a positive outcome should be considered a potential tool. Still, we should remember that what we are building with these tools is a mind, and a mind is not a machine - it is the very essence of being a person. We simply can't program a mind according to standards of efficiency without regard for the individual within whom that mind lives.

source: http://www.edarticle.com/article.php?id=72

Jumat, 24 Mei 2013

Order Letter



Order Letter


                                    CV. FAMILI GRAFIKA
                                                Jl. Pejuang XV No.196A,Bekasi Barat,Indonesia
                                                                Telp : (021) 88799469


 


May 8 2013
CV. Famili Grafika
Jl. Pejuang XV No.196
Telp: (021) 88799469
Bekasi,17131


Dear Mr
1.10 Box  names card
2 20Rims brochures my company profile
3 12 pack uniform clothes
4 10 pack attendance list my company
5.7 books safety card

These items should be sent before July 9,2013 packing hope stand water with their insurance Letters of credit are made to our Bank MANDIRI has been sent through the services of the delivery good JNE

Your sincerely
Siti Herdiani Poetri