Sabtu, 12 Juli 2014

Family structure in the United States

The traditional family structure in the United States is considered a family support system involving two married individuals providing care and stability for their biological offspring. However, this two-parent, nuclear family has become less prevalent, and alternative family forms have become more common.[1] The family is created at birth and establishes ties across generations.[2] Those generations, the extended family of aunts, uncles, grandparents, and cousins, can hold significant emotional and economic roles for the nuclear family.
Over time, the traditional structure has had to adapt to very influential changes, including divorce and the introduction of single-parent families, teenage pregnancy and unwed mothers, and same-sex marriage, and increased interest in adoption. Social movements such as the feminist movement and the stay-at-home dad have contributed to the creation of alternative family forms, generating new versions of the American family.

Nuclear family

For more details on this topic, see Nuclear family.
The nuclear family has been considered the "traditional" family since the communist scare in the cold war of the 1950s. The nuclear family consists of a mother, father, and the children. The two-parent nuclear family has become less prevalent, and pre-American and European family forms have become more common.[1] These include homosexual relationships, single-parent households, adopting individuals, and extended family systems living together. The nuclear family is also choosing to have fewer children than in the past.[3] The percentage of married-couple households with children under 18 has declined to 23.5% of all households in 2000 from 25.6% in 1990, and from 45% in 1960.

Single parent

For more details on this topic, see Single parent.
A single parent (also termed lone parent or sole parent) is a parent who cares for one or more children without the assistance of the other biological parent. Historically, single-parent families often resulted from death of a spouse, for instance in childbirth. Single-parent homes are increasing as married couples divorce, or as unmarried couples have children. Although widely believed to be detrimental to the mental and physical well being of a child, this type of household is tolerated.[4]
The percentage of single-parent households has doubled in the last three decades, but that percentage tripled between 1900 and 1950.[5] The sense of marriage as a "permanent" institution has been weakened, allowing individuals to consider leaving marriages more readily then they may have in the past.[6] Increasingly single parent families are due to out of wedlock births, especially those due to unintended pregnancy.

Step Families

Stepfamilies are becoming more familiar in America. Divorce rates are rising and the remarriage rate is rising as well, therefore, bringing two families together making step families. Statistics show that there are 1,300 new stepfamilies forming every day. Over half of American families are remarried, that is 75% of marriages ending in divorce, remarry.[7]

Extended family

For more details on this topic, see Extended family.
The extended family consists of grandparents, aunts, uncles, and cousins. In some circumstances, the extended family comes to live either with or in place of a member of the nuclear family. An example includes elderly parents who move in with their children due to old age. This places large demands on the caregivers, particularly the female relatives who choose to perform these duties for their extended family.[8]
Historically, among certain Asian and Native American cultures the family structure consisted of a grandmother and her children, especially daughters, who raised their own children together and shared child care responsibilities. Uncles, brothers, and other male relatives sometimes helped out. Romantic relationships between men and women were formed and dissolved with little impact on the children who remained in the mother's extended family.


Roles and relationships

Married partners

For more details on this topic, see Marriage in the United States.
A married couple was defined as a "husband and wife enumerated as members of the same household" by the U.S. Census Bureau,[9] but they will be categorizing same-sex couples as married couples if they are married. Same-sex couples who were married were previously recognized by the Census Bureau as unmarried partners.[10] Same-sex marriage is legally permitted in 19 U.S. states, 8 Native American Tribal Jurisdictions, and the District of Columbia. Limited recognition has been granted to out-of-state same-sex marriages in Alaska, Colorado,[11] Missouri, Utah, and Ohio.[12] Polygamy is illegal throughout the U.S.[13] Although Cousin marriages are illegal in most states, they are legal in many states, the District of Columbia and some territories. Some states have some restrictions or exceptions for cousin marriages and/or recognize such marriages performed out-of-state. Since the 1940s, the United States marriage rate has decreased, whereas rates of divorce have increased.[14]

Unwed partners

Living as unwed partners is also known as cohabitation. The number of heterosexual unmarried couples in the United States has increased tenfold, from about 400,000 in 1960 to more than five million in 2005.[15] This number would increase by at least another 594,000 if same-sex partners were included.[15] Of all unmarried couples, about 1 in 9 (11.1% of all unmarried-partner households) are homosexual.[15] The cohabitation lifestyle is becoming more popular in today's generation.[16] It is more convenient for couples not to get married because it can be cheaper and simpler. As divorce rates rise in society, the desire to get married is less attractive for couples uncertain of their long-term plans.[15]

Parents

Parents can be either the biological mother or biological father, or the legal guardian for adopted children. Traditionally, mothers were responsible for raising the kids while the father was out providing financially for the family. The age group for parents ranges from teenage parents to grandparents who have decided to raise their grandchildren, with teenage pregnancies fluctuating based on race and culture.[17] Older parents are financially established and generally have less problems raising children compared to their teenage counterparts.[18]

Housewives

For more details on this topic, see Housewife.
A housewife is a married woman with who does not work outside of the home for income but stays and takes care of the home and children. This includes doing the cooking, washing, cleaning, etc. The roles of women working within the house has changed drastically as more women start to pursue careers. The amount of time women spend doing housework declined from 27 hours per week in 1965 to less than 16 hours in 1995, but it is still substantially more housework than their male partners.[19]

"Breadwinners"

For more details on this topic, see Breadwinner model.
A breadwinner is the main financial provider in the family. Historically the husband has been the breadwinner; that trend is changing as wives start to take advantage of the women's movement to gain financial independence for themselves. According to the New York Times, "In 2001, wives earned more than their spouses in almost a third of married households where the wife worked."[20] Yet, even within nuclear families in which both spouses are employed outside of the home, many men are still responsible for a substantially smaller share of household duties.[21]

Stay-at-home dads

For more details on this topic, see Stay-at-home dad.
Stay-at-home dads are fathers that do not participate in the labor market and raise their children—the male equivalent to housewives. Stay-at-home dads are not as popular in American society.[22] According to the U.S. Census Bureau, "There are an estimated 105,000 'stay-at-home' dads. These are married fathers with children under 15 who are not in the labor force primarily so they can care for family members while their wives work outside the home. Stay-at-home dads care for 189,000 children."[23]

Children

See also: family planning

Only child families

An only child (single child) is one without any biological or adopted brothers or sisters. Single children are stereotypically portrayed as spoiled, self-centered, and selfish. Single children often excel more in school and in their careers than children with siblings.[19]

Childfree and Childlessness

Childfree couples chose to not have children. These include young couples, who intend to have children later, as well as those who do not plan to have any children.
Involuntary childlessness may be caused by infertility, medical problems, death of a child, or other factors.

Adopted children

Adopted children are children that were given up at birth, abandoned or were unable to be cared for by their biological parents. They may have been put into foster care before finding their permanent residence. It is particularly hard for adopted children to get adopted from foster care: only 50,000 children were adopted in 2001.[24] The average age of these children was 7 years old, which shows that fewer older children were adopted.[24]

source http://en.wikipedia.org/wiki/Family_structure_in_the_United_States

Senin, 09 Juni 2014

Interview with Grand Finalist L-Men of the Year 2014; Kevin Hendrawan


KEVIN

Biography

- Full Name: Yohanes Kevin Hendrawan

- Place / Date of Birth: Purwokerto, June 21, 1992

- Height / Weight: 176 cm / 64 kg

- Profession: Student, Entrepreneur

- Hobbies: swimming, wingchun, reading

- Last Education: SMU

- Favorite song: "You Raised Me Up" (Josh Groban)

- Favorite musicians: Agnes Monica

- Favorite Movie: "The Amazing Spiderman"

- Favorite Actor: Joe Taslim

- Achievements:
 
3rd Champion  of Mathematics Competition at Banyumas

3rd Place High School Level Quiz Competition in the regency level

Junior High Physics Olympic Team member

Rating 4 for the 50 meters backstroke in Indonesia in 2004

3rd Place Championship Pool Association Invitational in Indonesia between 2007

Bali's representative at National University English Debating Championship in 2011
kevin1
Tell me about who you are and what you draw from! I am an eldest of three brothers, who since childhood in learners hard by my parents, from childhood I've invested in learning and harsh discipline. That is why I grow into a disciplined, diligent and have a high willingness to learn. For me, learning is a process towards maturity / make us more mature and professional. What's interesting about me is because I have a high willingness to learn, so I am critical and have a high sense of curiosity about many things, and like to try new things in life.

What is your personal quote or motto that you make your life motivation?
Make your life more meaningful to be successful, so successful it could become a model for many others to also be successful.
Tell me the funniest experience you've ever had!

Tell me the funniest experience you've ever had!
Funny story that I've ever experienced was in 2002 when I first followed a swimming competition, I have not been able to make the jump start, so what I do is jump like frogs and caused a lot of people are laughing at me. It was truly a moment of very funny ... ha ha ha.

How do you see yourself ten years from now?
Ten years from now, my age is 32 years, which at that age I would have to be someone that is successful both financially and non-financially. I will be more focused to inspire people to become more healthy and a more positive view of life.
Kevin2
When you have to choose one of the most memorable of all the years that you've lived in your life, what year you choose, and why?
2014 where I selected and given an incredible opportunity to share what I have used as inspiration for the community, as part of the L-Men of the Year 2014.

Explain what the meaning of the word "invincible" to you in five words!
Success in various aspects of life.
 
The biggest potential of what you have that you think you can be an inspiration to others who see it?
My biggest potential is my willingness to learn and my ability to manage my time with the show becoming athletes, teams and quiz Physics Olympiad since childhood. And set the time between business and college English and debate at the same time at the same time. So that others, especially the younger generation can see that if we use the time properly and effectively, then we can learn many things grow and become more mature and ready to face the future.

Disclosure of social media can help you to spread inspiration, but on the other hand social media openness can interfere with your personal life as well. How do you respond?
As an inspiration in today's world, social media functionality is not inevitable, but everything always has two sides, good and bad side, we have to do is be careful in speech, and use social media to spread positive inspiration only. Indeed, not everyone would love us, but we have to do is fight on and remain positive in order to inspire more people are inspired and started to work for the betterment of the nation.
Kevin4
Can you tell a little about the concept of a tourist village that you are developing?Tourist village that I developed while located in Tabanan area, where the village has a rural layout that has the potential to be developed, but the surrounding communities are still passive in tapping this potential. What I and my team are doing is to inspire people to enable them to explore their potential, and we can assist in the implementation, training up to the sale so that the village is ready to sell its products. Currently we initiate papaya jam-making program that can be used as souvenirs typical of the region, and also conducted training sessions reception processes are mostly from Europe with a standard cottage standards we've set. until now the village development program almost reached the final stage in the near future and this program will reach the peak of its closure.

What is your target forward if later plunge into the world of tourism?
I want to promote Indonesian tourism destinations so travelers could be the world's most popular.

As to the target Grand Finalist L-Men of the Year, What is your suggestion or idea whether that can provide for the community to L-Men who are now scattered in various growing regions and can be beneficial to society?
First when we talk community, is a group of individuals who have the same interest in a matter, and intends to develop a growing interest in the order. And how to develop a community that is very easy, just one, do activities that many people who know that such a community exists, as more is known of a community, of course, will inspire people with similar interests to join, and then could draw the others to follow us. Connected with the community of L-Men, of course, we must be active in the action, so that more people are aware of the existence of L-Men of this community, and inspire the community through positive action, so that more and more are joining. front of you if one day plunge into the world of tourism?

Kevin6

Thanks to Kevin and the Nutrifood for the opportunity to do this interview.

source: 
http://indonesianpageants.com/national/interview-dengan-grand-finalist-l-men-year-2014-kevin-hendrawan/

Sabtu, 22 Februari 2014

Strategic for Successful Words Choice

  1. Be careful when using words you are unfamiliar with. Look at how they are used in context and check their dictionary definitions.
  2. Be careful when using the thesaurus. Each word listed as a synonym for the word you’re looking up may have its own unique connotations or shades of meaning. Use a dictionary to be sure the synonym you are considering really fits what you are trying to say.
  3. Don’t try to impress your reader or sound unduly authoritative. For example, which sentence is clearer to you: “a” or “b”?
    1. Under the present conditions of our society, marriage practices generally demonstrate a high degree of homogeneity.
    2. In our culture, people tend to marry others who are like themselves. (Longman, p. 452)
  4. Before you revise for accurate and strong adjectives, make sure you are first using accurate and strong nouns and verbs. For examlpe, if you were revising the sentence “This is a good book that tells about the Civil War,” think about whether “book” and “tells” are as strong as they could be before you worry about “good.” (A stronger sentence might read “The novel describes the experiences of a Confederate soldier during the Civil War.” “Novel” tells us what kind of book it is, and “describes” tells us more about how the book communicates information.)
  5. Try the slash/option technique, which is like brainstorming as you write. When you get stuck, write out two or more choices for a questionable word or a confusing sentence, e.g., “questionable/inaccurate/vague/inappropriate.” Pick the word that best indicates your meaning or combine different terms to say what you mean.
  6. Look for repetition. When you find it, decide if it is “good” repetition (using key terms that are crucial and helpful to meaning) or “bad” repetition (redundancy or laziness in reusing words).
  7. Write your thesis in five different ways. Make five different versions of your thesis sentence. Compose five sentences that express your argument. Try to come up with four alternatives to the thesis sentence you’ve already written. Find five possible ways to communicate your argument in one sentence to your reader. (We’ve just used this technique—which of the last five sentences do you prefer?) Whenever we write a sentence we make choices. Some are less obvious than others, so that it can often feel like we’ve written the sentence the only way we know how. By writing out five different versions of your thesis, you can begin to see your range of choices. The final version may be a combination of phrasings and words from all five versions, or the one version that says it best. By literally spelling out some possibilities for yourself, you will be able to make better decisions.
  8. Read your paper out loud and at… a… slow… pace. You can do this alone or with a friend, roommate, TA, etc. When read out loud, your written words should make sense to both you and other listeners. If a sentence seems confusing, rewrite it to make the meaning clear.
  9. Instead of reading the paper itself, put it down and just talk through your argument as concisely as you can. If your listener quickly and easily comprehends your essay’s main point and significance, you should then make sure that your written words are as clear as your oral presentation was. If, on the other hand, your listener keeps asking for clarification, you will need to work on finding the right terms for your essay. If you do this in exchange with a friend or classmate, rest assured that whether you are the talker or the listener, your articulation skills will develop.
  10. Have someone not familiar with the issue read the paper and point out words or sentences he/she finds confusing. Do not brush off this reader’s confusion by assuming he or she simply doesn’t know enough about the topic. Instead, rewrite the sentences so that your “outsider” reader can follow along at all times.
  11. Check out the Writing Center’s handouts on style, passive voice, and proofreading for more tips.
adapted from: http://writingcenter.unc.edu/handouts/word-choice/

Selasa, 31 Desember 2013

Denpasar Festival 2013

Thematically , the implementation of the first five - year Denpasar Festival (2008-2012) mapped as Gajah Mada Town Festival : Inspirational Memories (2008 ) , Embracing Tomorrow - Toward a Bright Future (2009 ) , then Buana Citra Kara - Studded Sphere Creation and Performance ( 2010) , followed by Baris : Reflections spirit of heroism City ( 2011) and the recent past , Denpasar Kotaku, My Home ( 2012) confirms Denpasar Festival as a "good story telling " will Denpasar strong identity , especially diverse community of creative potential ( talent ) , ability to adapt to the challenges of the times ( technology ) and related to the values ​​of local, national and universal ( tolerance ) that underlie its existence as an open city , multicultural and growing .

Referring to the necessity of dignity , transformation , education , life , and the responsibilities mentioned above , the implementation of the second five - year Denpasar Festival will be framed by the spirit of " Nurturing Legacies , fostering Growth" or " Caring for Cultural Heritage , Stimulate Creativity rate " to encourage the continuity of the spectrum full creative exploration and adventure , which is able to contribute and take part , useful and bring Denpasar achieve equivalent horizon of creative cities of the world.

sources: http://denpasarfestival.com/event-summary/denpasar-festival-2013-3/

Selasa, 08 Oktober 2013

Writing Effective Paragraphs

Writing Effective Paragraphs

Focus on a Main Idea
Use Specific Details
Develop Using a Pattern
Make Paragraphs Coherent
Transitional Words and Phrases
Cohesion and Coherence
Cohesion
Coherence
Combining Cohesion and Coherence
Avoiding Illusory Cohesion

A paragraph is a sentence or group of sentences set off as a unit. Usually all the sentences in a paragraph can be related to a single main idea.
The main problems affecting paragraphs are focus and development. A poorly focused paragraph is difficult to understand because there seems to be no relation between the individual sentences. A paragraph may appear to be poorly focused because it is (the writer tries to cover too many ideas instead of focusing on the single important idea), or because the writer has not provided transitions to connect the ideas together.
A poorly developed paragraph can be well-written, but it is usually ineffective and unpersuasive. Poor development usually results from an over-reliance on generalization (and a parallel lack of specific detail), and a misunderstanding of audience. Often, the writer leaves out important information, such as background and context for someone else's idea, description of setting, definition of a key term, or evidence to support an assertion. The writer omits such information because she or he believes the reader already knows it and would be "bored" by seeing it again.
This section contains some basic advice for good paragraphs.

Focus on a Main Idea

Most paragraphs have recognizable main ideas. The main idea is simply what the paragraph is about, and may be stated in a topic sentence which occurs at the beginning of the paragraph, or may be so obvious that it is implied.
All other sentences in the paragraph should be related to and contribute to the main idea.

Use Specific Details

An effective paragraph develops the main idea with enough detail to hold the reader's attention and explain the writer's ideas. Too little detail produces boring and abstract paragraphs. Too much detail produces unfocused paragraphs that overwhelm the reader.

Develop using a Pattern

The structure of a paragraph can take almost an infinite variety of forms. However, certain patterns occur frequently.
Narration A narrative paragraph uses a story or part of a story to develop the main idea. Often the story serves as anecdotal evidence in support of the main idea, producing a paragraph similar to the example and illustration pattern.
Description A descriptive paragraph uses specific details to create a clear idea of a place, time, person, or object. Descriptive paragraphs show rather than tell, and use details such as sensory details to help the reader construct a "picture" of the scene.
Definition A definition paragraph provides a detailed definition of a key term in the essay.
Example and Illustration An example or illustration paragraph illustrates a point with one or more examples.
Division and Classification A classification paragraph groups items into categories according to some specific principle. A division paragraph breaks a single item into its parts according to some specific principle.
Comparison and Contrast A comparison paragraph looks at the similarities between two or more items. A contrast paragraph looks at the differences between two or more items. Sometimes items are both compared and contrasted.
Analogy Occasionally, analogies can be used to develop an idea. An analogy draws a comparison between two items, usually for the purpose of showing some surprising similarity.
Cause and Effect A cause and effect paragraph develops an idea by explaining the causes of something or by showing the effects of something. The paragraph might move from cause to effects or from an effect to its causes.
Process A process paragraph depicts or explains a process, often using chronology to order the individual stages in the process.

Make Paragraphs Coherent

A paragraph has coherence, or flows, when the details of the paragraph fit together in a way that is clear to the reader. Coherence is partially the product of choosing an appropriate paragraph pattern for your ideas, and partially the product of sentence-level control.
Here are some ways to improve paragraph coherence:
  • Repeat key words or phrases—or pronouns that point to them—to link sentences (and alert them to the importance of the ideas represented by those words and phrases).
  • Use parallelism. Parallelism can be applied to parts of a sentence. It can also be applied to sentences within a paragraph.
  • Maintain consistency of tone, register, and point of view.
  • Provide transitions. See "Transitional Words and Phrases" below.

Transitional Words and Phrases

Transitions are words or phrases that specify a relationship between sentences and between paragraphs. They help direct the reader from one idea to another. Skilled writers use transitions with care, making sure to use the correct one and also making sure not to overuse them. Commonly used transitions are shown below:
To Specify Sequence again, also, and, and then, besides, finally, first . . . second . . . third, furthermore, last, moreover, next, still, too
To Specify Time after a few days, after a while, afterward, as long as, as soon as, at last, at that time, before, earlier, immediately, in the meantime, in the past, lately, later, meanwhile, now, presently, simultaneously, since, so far, soon, then, thereafter, until, when
To Specify Comparison again, also, in the same way, likewise, once more, similarly
To Specify Contrast although, but, despite, even though, however, in contrast, in spite of, instead, nevertheless, nonetheless, on the contrary, on the one hand . . . on the other hand, regardless, still, though, yet
To Specify Examples after all, for example, for instance, indeed, in fact, of course, specifically, such as, the following example, to illustrate
To Specify Cause and Effect accordingly, as a result, because, consequently, for this reason, hence, if . . . then, since, so, then, therefore, thereupon, thus, to this end
To Specify Place above, adjacent to, below, beyond, closer to elsewhere, far, farther on, here, near, nearby, opposite to, there, to the left, to the right
To Specify Concession although it is true that, granted that, I admit that, it may appear that, naturally, of course
To Specify Summary, Repetition, or Conclusion as a result, as has been noted, as I have said, as mentioned earlier, as we have seen, in any event, in conclusion, in other words, in short, on the whole, therefore, to summarize

Cohesion and Coherence

Cohesion: Readers must feel that they move easily from one sentence to the next, that each "coheres" with the one before and after.
Coherence: Readers must also feel that sentences are not just individually clear but constitute a unified passage focused on a coherent set of ideas.

Cohesion

Cohesion refers to how a group of sentences "hang together." Sometimes, to achieve better cohesion we have to "violate" other writing "rules" we think are sacrosanct. Take for example the following two sentences:
  1. The collapse of a dead star into a point perhaps no larger than a marble creates a black hole.
  2. A black hole is created by the collapse of a dead star into a point perhaps no larger than a marble.
Given a choice between these two sentences we would probably choose the first since it uses an active verb while the second uses a passive verb. But the passive does have its uses, such as helping readers create that sense of flow that characterizes a coherent passage. Which of the following two passages "flows" better?
  1. Some astonishing questions about the nature of the universe have been raised by scientists studying black holes in space. The collapse of a dead star into a point perhaps no larger than a marble creates a black hole. So much matter compressed into so little volume changes the fabric of space around it in puzzling ways.
  2. Some astonishing questions about the nature of the universe have been raised by scientists studying black holes in space. A black hole is created by the collapse of a dead star into a point perhaps no larger than a marble. So much matter compressed into so little volume changes the fabric of space around it in puzzling ways.
The second passage reads more coherently because the concept introduced by each new sentence seems to follow from the previous sentence. This technique is called "old-to-new" and is one of the most important principles of a cohesive writing style. The principles of old-to-new are:
  1. Begin your sentences with information familiar to your readers.
  2. End your sentences with information your readers cannot anticipate.

Coherence

However, writing can have a cohesive "flow" and be almost indecipherable. Consider the following passage:
Saner, Wisconsin, is the snowmobile capital of the world. The buzzing of snowmobile engines fills the air, and their tanklike tracks crisscross the snow. The snow reminds me of Mom’s mashed potatoes, covered with furows I would draw with my fork. Mom’s mashed potatoes usually made me sick, that’s why I play with them. I like to make a hole in the middle of the potatoes and fill it with melted butter. This behavior has been the subject of long chats between me and my analyst.
This passage is cohesive, moving from Saner to snowmobiles to snow to Mom’s mashed potatoes to behavior, but it certainly is not coherent.
To understand coherence we need to consider how readers make sense out of larger groupings of sentences. Readers feel a passage is coherent when the writer helps them accomplish two tasks:
  1. Identify the topics (what the sentence is about) of individual sentences quickly.
  2. Recognize how the topics form a connected set of ideas.
Readers want to know what a sentence is about, its topic. However, this is not always easy to find. Consider the following sentences. What are the topics?
  1. And therefore, politically speaking, in Eastern states since 1980, acid rain has become a serious problem.
  2. International cooperation is still the goal of most countries.
  3. It is impossible for your claims to be proved conclusively.
  4. In regard to these questions, I believe there is a need for more research.
  5. It is likely that our proposals will be accepted.
  6. Results like these no one could have predicted.
Topic refers not to the grammatical subject of a sentence, but to its "psychological" subject, and we expect to find the topic in the first few words of the sentence. Readers are more comfortable with these early topics because it helps them understand what the sentence is about. More important, readers depend on seeing in a sequence of topics (in a sequence of sentences) what the whole passage is about.

Combining Cohesion and Coherence

If you begin sentences and even clauses with information familiar to your readers, with phrases that are short, simple, and familiar, your readers are more likely to think you can write clearly and coherently. And no two units of information are shorter and simpler than the subject of a sentence and that subject’s specific actions as a verb.
Try revising the following:
Some sort of palace revolt or popular revolution plagued seven out of eight reigns of the Romanov line after Peter the Great. In 1722, achievement by merit was made the basis of succession when the principle of heredity was terminated by Peter. This resulted in many tsars’ not appointing a successor before dying, including Peter. Ivan VI was less than two months old when appointed by Czarina Anna, but Elizabeth, daughter of Peter the Great, defeated Anna and ascended to the throne in 1741. Succession not dependent upon authority resulted in the boyars’ regularly disputing who was to become sovereign. Male primogeniture became the law in 1797 when Paul I codified the law of succession. But conspirators strangled him, one of whom was probably his son, Alexander I.

Avoiding Illusory Cohesion

This handout lists ways of improving cohesion through providing consistency of topics and by helping the reader see the movement between various ideas. Some writers try to create cohesion by using logical conjunctions like thus, therefore, however, and so on, regardless of whether those words signal any genuine logical connections. Is the following passage cohesive?
Because the press is the major medium or interaction between the president and the people, how it portrays him influences his popularity. Therefore, it should report on the president objectively. Both reporters and the president are human, however, subject to error and favoritism. Also, people act differently in public than they do in private. Hence, to understand a person, it is important to know the whole person, his environment, upbringing, and education. Indeed, from the correspondence with his family, we can learn much about Harry S. Truman, our thirty-third president.
The connectors are virtually meaningless. Experienced writers rely more on the intrinsic flow of their prose than on connecting devices like these. While you might need a but or however when you contradict or qualify what you have just said, and a therefore, consequently, or as a result to wind up a line of reasoning, you probably should not need more than a few such connecting devices per page. Any more than that and it begins to look as though you were worried that the prose did not hang together on its own.
In short:
  1. Begin sentences with short simple words and phrases communicating information that appeared in previous sentences, or with knowledge that you can assume you and your reader share.
  2. Through a series of sentences that you want your readers to understand as a coherent, focused passage, keep your topics short and reasonably consistent.
This handout made extensive use of the following sources:
Hacker, Diane. A Writer's Reference. 4th ed. New York: Bedford/St. Martin's, 1999.
Lunsford, Andrea. The Everyday Writer. 2nd ed. New York: Bedford/St. Martin's, 2001.
Williams, Joseph. Style: Ten Lessons in Clarity and Grace. 6th ed. New York: Longman, 2000.

source: http://www.calstatela.edu/faculty/jgarret/paragraphs.htm

Selasa, 24 September 2013

The Teenage Of the Week; PUTU GDE JUNI ANTARA


As one of National team football back Indonesia U-19 Putu Gede Juniantara (18), surprised himself contributed one goal in penalty match; 7-6 win over Vietnam in Final Match AFF U-19 Cup in Deltras Sidoarjo. Stadium on Monday (23/09/2013 ). Below are His Biodata:

PUTU GDE JUNI ANTARA

Position:Defender
Squad No:
Age:18
Date of Birth:1995-06-07
Place of Birth:Denpasar
Height:60
Weight:170
 

Minggu, 08 September 2013

Ocsen L-Men Of The Year 2013

Grand Finalist L-Men Of The Year 2013
Maluku Utara – Ocsen

Ocsen's commitment to healthy living inspiration showed by 20 kg of weight. The desire to stop unhealthy habits, is the main reason of this civil engineering students to train themselves in the gym to be able to achieve the ideal body. While still a student, Ocsen is an honor student in school with academic achievement and the race to qualify for the chemistry olympiad provincial level. He has a principle that is very important to keep trying in life, North Maluku bloody man is ready to compete in the Grand Final.
.source: http://www.l-men.com/loty