Teen moms? Killer kids? 6 best young adult novel-for adult

Suicide, pregnancy, murder and adultery: These are probably the last topics you’d expect to find as you peruse the young adult section of the bookstore. Yet all of these grown-up topics are approached with humor and depth in books geared toward the 14-and-older set. It's no wonder more and more fiction writers are trying their hand at this genre; between teens and adults, the market for these books is huge. Conversely, many authors who have found success with young audiences are choosing to revisit their characters in adulthood, an extra treat for readers who have grown up with a series. Young adult novels are quick to draw you in, as they’re easy reads, and surprisingly absorbing: You'll find yourself polishing them off in just a few sittings, and racing to the bookstore for the next installment. Here are a few to get lost in this summer. Amazon.com Sisterhood Everlasting (Random House) In "Sisterhood Everlasting", New York Times best-selling author Ann Brashares visits the four protagonists of her popular series, "Sisterhood of the Traveling Pants," in their adulthood. Carmen, Lena, Bridget and Tibby are all approaching 30 and barely in touch when Tibby sends them plane tickets to reunite in Greece. The girls are excited to be back together, but tragedy cuts their reunion short, and they must once again rely on the power of their friendship to get them through. Brashares makes a powerful and moving transition into adult fiction for readers who have grown up with her beloved characters. Stranger than fiction: 8 celebrity novelists Amazon.com Spoiled (Poppy) Fans of Jessica Morgan and Heather Cocks, the hilariously caustic duo behind the popular Hollywood fashion blog “GoFugYourself,” will not be disappointed with their debut novel. "Spoiled"is packed with all the Hollywood snark and pop-culture references readers of their blog have come to expect — plus an impressive amount of pathos for what could otherwise be a bubblegum novel. Brooke and Molly, both 16, get the surprising news that they share a father, movie star Brick Berlin. So Molly moves to Beverly Hills and war erupts as the girls tussle with each other for clothes, tabloid spreads and, most of all, their father’s affection. Amazon.com Advertise | AdChoices Advertise | AdChoices Advertise | AdChoices Slam (Putnam Juvenile) Beloved British novelist Nick Hornby, author of "High Fidelity" and "About A Boy," made his young adult debut in 2007 with "Slam," a laugh-out-loud book about teen pregnancy. Despite the topic, an after-school special this is not: Protagonist Sam is a loveable skater, more confused by his sudden fatherhood than disgruntled by it. The adult characters are just as flawed as the teens, and Hornby ties the whole book together with a truly imaginative conceit: Sam’s best friend is a poster of legendary Tony Hawk, who talks back to him (or rather quotes Hawk’s autobiography). Slam is like visiting Hornby’s lost-boy adult characters in younger form — and the result is deeply endearing. Amazon.com The Hunger Games Trilogy (Scholastic) This fantasy trilogy by Suzanne Collins has managed to have the same fanatic affect on adults that the "Twilight" series has on tweens. The story follows 16 year-old Katniss, a hard-edged young girl who is chosen to represent her village in the ruthless and cruel Hunger Games. Katniss must kill or be killed by the other contestants in order to win food for her family. The book is sometimes brutal, sometimes tender, and always fast paced. Grown-up readers will want to polish off the trilogy in one weekend — and then join the growing number of adult fans who are eagerly anticipating the movie version, due out next winter. Amazon.com Sweet Valley Confidential (St. Martin’s Press) Fans of “Sweet Valley High”, the popular Francine Pascal book series that dominated young adult bookshelves from 1983 on, will be thrilled to be reunited with Jessica and Elizabeth Wakefield. Now 27, Elizabeth is working at a theater magazine in New York, after discovering that Jessica has been having an on-off affair for five years with Elizabeth’s childhood sweetheart, Todd. The book is every bit as soapy as the original Sweet Valley incarnations, but fans of the series shouldn’t miss the opportunity to visit the dramatic Wakefield twins, all grown up. Sweet Valley twins' return causes fan frenzy Amazon.com Divergent (Katherine Tegen Books) Beatrice Powell is a young girl living in a dystopian Chicago, where society is divided into five groups based on virtues: Candor (the honest), Abnegation (the selfless), Dauntless (the brave), Amity (the peaceful), and Erudite (the intelligent). On her 16th birthday, Beatrice must choose which faction to join — should she follow her true talents, even if it means being separated from her family? Divergent is the latest young adult fantasy series to capture the imagination of adult readers with its strong female protagonist, thrilling dystopian scenarios and surprisingly romantic moments. © 2011 MSNBC Interactive. Reprints

Principles for Paragraphs

Paragraph development rules. Samples paragraphs More samples of point-sentence locations. Location of point sentence in science writing. Paragraph development rules: Fixed Issue | Discussion Variable Point | (Point) 1. A cohesive paragraph has consistent topic strings. Consistent topics constitute the core idea(s) that drive the paragraph. Further they concentrate the readers attention on a particular point of view. Topic strings focus your reader's attention on what a passage is globally about. 2. A cohesive paragraph introduces new topic in a predictable location: at the end of the sentence(s) that introduce the paragraph. These introductory sentence are called the issue. The rest of the paragraph is discussion aimed at making the paragraph's point. 3. A coherent paragraph will usually have a single sentence that clearly articulates its point. This is the *point* sentence. The most common problem that writers have with points is that they fail to articulate them clearly, and so the reader doesn't get the point of the paragraph, of a section, or of a whole document. Or worse, the reader gets the wrong one. By *point* we mean the specific sentence which the writer would send as a telegram if asked "What's your point?" The better question is not "What's your point," but "Where's your POINT?" 4. A coherent paragraph will typically locate that point sentence in one of two places: at the end of the issue or the end of the paragraph. The issue may be as long as three sentences, the last of which must be the point sentence. Sample paragraphs. Find the POINT sentence in the following paragraphs. Though most economists believe that business decisions are guided by a simple law of maximum profits, in fact they result from a vector of influences acting from many directions. When an advertiser selects a particular layout, for example, he depends not only on sales expectations or possible profit but also on what the present fad is. He is concerned with what colleagues, and competitors will think, beliefs about the actions of the FTC, concerns about Catholics or the the American Legion, whether Chicanos or Italian-Americans will be offended, how the "silent majority" will react. He might even be worried whether the wife or secretary of the decision maker will approve. Our main concern was to empirically test the theory that forms the background for this work. To a great extent, we have succeeded in showing our theory is valid. Chapter Two reports a study which shows that the rate of perceiving variations in length relates directly to the number of connectives in the base structure of the test. In Chapter Three, we report a study that found that subjects perceive as variable units only what the theory claims is a unit. Another series of crucial studies is the comparison and contrast experiments reported in Chapter Four, which shows that we do not distinguish complex concepts of different lengths as some current theories do. The United States is at present the world's largest exporter of agricultural products. Its agricultural net balance of payments in recent years has exceeded $10 billion a year. As rising costs of imported petroleum and other goods have increased the U.S. trade deficit, this agricultural surplus has taken on great financial importance in both the domestic and international markets. First, agricultural exports maintain profitable market prices for the American farmer and and bolster the national economy by providing over one million jobs. The income from farm exports alone is used to purchase $9 billion worth of domestic farm machinery and equipment annually. Exports of U.S. agricultural products also reduce price-depressing surpluses. Without exports, the government would be subsidizing American farmers more than $10 billion a year over the current rate. Finally, agricultural exports provide an entry to foreign markets that can be exploited by other industries. We can say that two people use the same language--or dialects of that language--if they can understand each other's speech. If they can't communicate, they are speaking separate languages. But linguists define languages politically and culturally, as well as by degree of comprehension. Mandarin and Cantonese are not mutuallly intelligible, yet both are Chinese. They are held together by an army and a navy and share a common system of writing, as well a common cultural definition of what it means to be Chinese. Serbian and Croatian are mutually intelligible, although they use different alphabets, but, because of their separate armies, what once was Serbo-Croatian is now considered by Serbs and Croats to be two separate languages. Most linguists think of black English, or African-American Vernancul English, as a dialect or variety of English. It may exhibit some features derived from African languages, but is readily recognized and understandable as English. As the experimental evidence has accumulated, it has begun to seem that if quarks are real particles at all, they must be permanently bound within the nuclear particles. Any theory of quark interactions ought to account for this phenomena, which is called quark confinement. It is easy to construct pictorial models of particles such as the proton in which the constituent quarks are confined. For example, the quarks can be thought of as being fastened to ends of an unbreakable string, they are then free to move about the volume defined by the length of the string but cannot wander away from each other. It is a formidable task, however, to formulate a theory that can account for the permanent binding of quarks and the structure of nuclear paricles without violating the constraints imposed by the theory of relativity, quantum mechanics, and the principle of ordinary causality. [Answers: sentence 1, 2, 3, 3 and 2.] More examples of the location of point sentence. Opening paragraph of a document. Man's fascination with machinery that move under their own power and control is at least as old as recorded history. In Aristotle's Greece, plays of several acts are said to have been performed entirely by automatic puppets driven by weights hung on twisted cords. Much later European royalties were enthralled by lifelike automata that could write, draw and play musical instruments. In recent year most of the magical aura surrounding mechanical automata has been dispelled. Today automatic machines and industrial robots are used in factories throughout the world to perform tasks that are too hazardous, too onerous, too boring, or simply too uneconomic for human beings to undertake. [The rest of the document is on modern use of robots.] Two examples where the point is last. Something has happened to the American male's need to display the signs of stereotypical masculinity that once seemed necessary for the survival on the frontier. For a long time, American males were confident in their manhood, sure of their sexual roles and images. Indeed the rugged frontiersmen never even thought about their masculinity; they were simply men surviving in a dangerous world and dressing the part. Then in the nineteenth century, our ideal male became the cowboy, then the world adventurer, then the war hero. They all were confident of themselves and unselfconsciously dressed their part. But in this century, something happened: Hemingway's heroes, for example, seemed to feel that they had to prove that it was still important to be a man among men, and our image of them is one of a kind of Brooks Brothers ruggedness. They seemed less confident that masculinity had a real function. Now one can detects a new theme: as the male image as conqueror and survivor has lost its value, men have felt free to dress in ways once thought feminine, to wear earrings, even to wear makeup. These signs of a change in the American male's sexual image of himself suggests something deeper than changes in appearance: he is adapting to a world in which image of traditional masculinity is no longer necessary for survival. 0: Event not found. The tasks of stripping, cleaning, and waxing floors may sound trivial, but in circumstances commonly found in the janitorial world require some ingenuity. Not only is the supervising janitor most often asleep, but also the bottles with the various cleaning products have long since lost their labels. Using the wrong product at the wrong time could ruin the floor tile. Science, experimental science, comes to the rescue. Using a different bottled fluid on extra tiles tells something about each one. More experiments reveal their interactions in various combinations. The proper order is recorded for future novice janitors. Then I can safely use my newfound knowledge to strip, clean, and wax the floor -- in the trade, the so-called "strip and re-coat" procedure. To those who scoff that this is not science, I ask them to imagine that the bottled products were instead naturally occurring substances. Then probing their properties would be respected by the scientific community. The essence and power of science lies in its methodology, not in its application. Location of point sentence for academic and non-science community. 1. If the paragraph is a body paragraph, i.e., it does not introduce a section or whole document, the point sentence can be (a) at the end of the introductory issue, and/or (b) at the end of the paragraph. 2. But if the paragraph introduces a section or even a whole document, then you should put your POINT sentence at the end of the paragraph. Location of point sentence for science/engineering community. BUT, in nonacademic situations, most readers don't like that kind of organization. They want to see the point up front. So unless you can justify creating a point-last document (see below), don't do it. Even if you put the point first, observe the following two principles. At the end of the introductory issue of your document, you must a. offer some promise of specific anticipatory point sentence(s) that clearly promise a main point still to come; and b. include toward the end of that anticipatory point sentence the themes and topics that you will pursue. In other words, no matter where the point sentence is, you must always frame the space that the reader is about to enter Why point-last document? (NOT!) 1. Timidity or Politeness. If document delivers bad news, some think they should first provide the history, evidence and reasoning. Bad idea. 2. Discovery. Some writers want the reader to work through an argument or body of data to experience a sense of discovery. In science this is wrong headed. If you are selling a conclusion, it is much better to put the conclusion at the front so that the reader or listener will focus on the argument to see what parts are necessary to reach the conclusion. 3. Failure to revise. Often we just start writing having no idea where we are going or what the point sentence is until we discover it. If we don't revise, then the points -- if they are explicit at all -- are distributed randomly through the document. Plan ahead with a sentence outline and avoid this. Souerce : http://www.physics.ohio-state.edu/~wilkins/writing/Handouts/paragraph.html

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How to Write Poetry Do you want to learn how to write poetry or how to improve as a poet? Would you like step-by-step advice on how to get poetry ideas and turn them into poems? You're in the right place! Find answers to these questions: * "What should I write poems about?" * "How should I decide the right form for my poem?" * "What are common poetry problems that affect the work of new poets, and how can I avoid them?" * "People say it's not the size that matters, but what you do with it -- how does this relate to poetry?" Do you like this page? Please click the +1 button to recommend it. How to Write Poetry - Contents Definition of Poetry. What is poetry, and how is it different from other types of writing? Here is CWN's take on these questions. Poem Structure. How should a poem be divided into lines? ("At random" is the wrong answer to this question!) Here you'll find some better ideas about choosing the right structure for your poem. Poetry Meter. What poetic meter is, and why you should care. An easy-to-understand guide to the rhythmic side of poetry. Rhyme Schemes. Rhyme is an important tool in your poetry toolbox. Why do some poets intentionally choose rhymes that aren't exact? What's the rhyme scheme of a limerick? Find out here! How to Write a Poem - Poetry Techniques 1. A step-by-step guide on how to write poetry. Advice on what to write about, how to get started, and choosing the right words. How to Write a Poem - Poetry Techniques 2. Advice on how to write well about abstractions such as Love and Death, how to choose a form for your poem, and a checklist to improve your poetry writing. How to Write Poems - Poetry Techniques 3. Can you guess the most common problems which damage the work of new poets? Find out how to write poetry without falling into these traps. Types of Poems - How to Write a Sonnet. A clear explanation of the sonnet form, plus poem starters for writing your own sonnet. Types of Poems - How to Write: Acrostic Poems, Blank Verse, Sestinas. Explanations of these poem types with ideas for trying them yourself. Download a free poetry tool to help you write sestinas. Poem Types - How to Write a Narrative Poem or Ballad.. Explanations and examples of narrative poetry. Advice on writing your own narrative poem or ballad and poetry prompts to get you started. Poem Types - How to Write a Limerick. Limericks are a lot of fun to read and write. They don't have to be dirty -- that's up to you. Get started here. Poem Types - How to Write a Haiku. Haiku is a Japanese poetry form which captures a moment in just a few words. Learn how to preserve your own insights and memories by writing haiku. Poem Types - Found Poetry. Writing found poetry is a kind of treasure hunt. Learn to discover poetic material in surprising places and turn it into poems. Interview: Michael Klam on Poetry Slams. Poet, teacher, and translator Michael Klam spoke to us about poetry slams, performance poetry, and literary translation. Interview: Karl Elder on Language Poetry. Karl Elder offers his view on the limitations of language poetry and the "aesthetic of chance." Interview: Jessie Carty on Narrative Poems. Jessie Carty talks about her poetic influences and her experience as the editor of a literary magazine. If you like this page, please click the +1 button to recommend it. << BACK from How to Write Poetry to Creative Writing Now Home Share this page: What's This? Facebook Twitter Enjoy this page? Please pay it forward. Here's how... Would you prefer to share this page with others by linking to it? 1. Click on the HTML link code below. 2. Copy and paste it, adding a note of your own, into your blog, a Web page, forums, a blog comment, your Facebook account, or anywhere that someone would find this page valuable. How to Write Poetry - Creative Writing Lessons © 2010 William Victor, S.L., All Rights Reserved. Terms - Privacy - Returns & Cancellations - Affiliate Disclosure

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"Intensive English Program" IEP lacks accreditation for paying students Posted on 03 February 2011. Tags: Ayumi Kawaski, Intensive English Program, International Students, Laura Tholen, Roy Briggeman, Yang Hui When international students study in America, they are expected to be able to pass English exams to show that they are knowledgeable enough of the language to attend classes taught in English. But students who don’t meet the requirements must take classes through the ESU Intensive English Program – classes that students don’t currently receive academic credit for, despite paying $6,600 for all four classes at once, according to the Office of International Education’s website. Students must take those classes before moving on to academic classes, but there are several ways to be exempt from taking part in the program which includes passing one of two English proficiency exams available, being from a country that speaks English as its native language or having a degree from an English speaking country. “It is not fair because I want to graduate as soon as possible, but I took IEP classes last semester and I couldn’t receive any credit, so I can’t graduate as soon as (what would have been) possible,” said Ayumi Kawaski, freshman communications major from Japan. If students are in four IEP classes, they are considered full time students and are not allowed to take other academic classes. If they are in three IEP classes, one additional academic class is allowed, and so forth. If they are in full time IEP classes, then they have class 20 hours per week, as every class meets every day, said Roy Briggeman, assistant director of the Intensive English Program. “(The program) is really good,” said Yang Hui, junior elementary education major from China. “Our instructors are very professional and they try their best to help us to improve our English. And they know our advantages and disadvantages about English.” But Hui said that since international students in IEP classes spend so much time and energy on completing their assignments, they should receive credit for the courses. Briggeman said that academic credit for IEP courses should be available within the next two years, as the program is currently in the process of accreditation. “As a program, we think that credit for classes is something that the university needs to look at, and I think they are. We are working on becoming accredited and we think that maybe when the IEP becomes accredited, perhaps then we can peruse the idea of having some credit for classes,” Briggeman said. Although some international students feel that the program is unfair, due to the strict attendance requirements, constant writing assignments and the fact that American students are allowed to take a foreign language and receive credit for it, they also feel that it helps them progress quite a bit as English speakers. “Like, in writing class, we have assignments every day, such as how to write a newsletter…although it is difficult, it is very helpful,” Hui said. Some ESU students thought the extra classes in English would be helpful to international students. “International students don’t know English quite as well (as native speakers) and in order to progress, they need to take more English classes… the opposite goes for Americans learning foreign languages because they can choose whether or not to continue their studies in that foreign language, whereas the international students, who are already here, clearly have chosen to take classes in America in English, and so they need to further that skill,” said Laura Tholen, freshman biochemistry and molecular biology major. By Samantha Jones Send article as PDF to PDF Posted in Coverage, NewsComments (0) Letter to the Editor: Jan. 27, 2011 Posted on 27 January 2011. Tags: class credit, English placement, IEP tests, Intensive English Program When international students come to ESU, they need to have the English placement tests if they have no any certificates in English. If they failed in IEP tests, they should take IEP classes, which is short for Intensive English Program and focuses on improving the English of English learners. To our surprise, we can’t receive any credit for IEP classes. Compared to IEP students, American students can receive credits when they learn second languages. For instance, when they take Spanish or French, they will receive five credits. As a result, we think it’s unfair to IEP students and we think that IEP students should receive credits for IEP classes. Before international students enroll, they need to pay money for IEP classes. For example, Denghao, who has four IEP classes this semester, paid three thousand and three hundred dollars for these classes. Although he paid so much money and had difficult classes, he still can’t receive credit for IEP classes. That really makes him feel frustrated. There is another unfair situation for IEP students who can’t receive credit for classes. Ai Date, who is an exchange student in ESU, will just stay here for one year. Because she has to take some IEP classes, she doesn’t have enough time to take academic classes. But she should bring credits as many as she can to her Japan collage after one year. There are fierce competitions in Japan so Ai feels stressed when she can’t receive credit for IEP classes. Similarly, Ayumi has the same opinion. She wants to get a bachelor degree in ESU. As usual, it takes American students four years to graduate from ESU. But international students who enter this university at 18 years old and take some IEP classes would graduate when they are older than 22. Ayumi thought that if IEP students can’t receive credit for classes, it prevents them from advancing to society early as workers. IEP students have a busy day. Nobu, who has four IEP classes, has a very busy day. “It takes me four hours to take IEP classes every day. In addition, I have read a difficult text book in my reading class, taken a lot of tests and tutoring for my structure class, written a lot of essays in my writing class and had a presentation and three reaction reports in my speaking class.” Because he should finish lots of assignments, he said, “I have studied a lot of things in IEP classes.” After finishing lots of tasks in IEP classes, each student gains a lot. Based on this argument, we want to list what IEP students have done in advanced writing class. Our writing instructor gives us some assignments every day. In his class, we have learned how to make our essays formats more professional, including how to change them into APA/MLA formats. In addition, we have learned how to plan a big project, such as how to work with your teammates and publish prefect newsletters. “The newsletters that we have made have given much useful information to international students,” said Dahao Yu. Some reactions of IEP students reflect that IEP classes can improve our English with many kinds of activities. Some of the tasks took IEP students much more time than homework in our academic classes. Above all, we think that IEP students endeavored to learn English in IEP classes, and most of them made big progress in improving their English. They should receive credit for classes, because it is effective to encourage them to study English better and make them feel fair. © 2010 ESU Bulletin

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Cara Penulisan Daftar Pustaka (Dari Internet, Buku, Artikel, Jurnal, Koran) Posted by anascava on June 17, 2010, filed in: Info 3 Artikel ini didasari oleh seringnya saya jumpai teman mahasiswa yang salah dalam menuliskan daftar referensi atau acuan dalam skripsi atau laporan ilmiah. Eh… yang benar tuh daftar referensi/acuan atau daftar pustaka ya? sama nggak ya kedua istilah tersebut? jangan-jangan… keduanya beda. Hayoo sama nggak? Dulu saya sendiri menganggapnya sama. Tetapi setelah saya coba cari-cari di internet mengenai kedua hal tersebut, ternyata… keduanya beda. Daftar acuan berisi informasi yang diacu dari sumber lain yang dimanfaatkan dalam penelitian, dan dikutip baik esensinya maupun statement lengkapnya dalam teks penulisan tesis/disertasi atau laporan penelitian. Penulis dari sumber informasi yang diacu ini harus tercatat dalam Daftar Acuan pada halaman terakhir dari penulisannya. Nah… daftar acuan ini hanya terdapat dalam laporan penelitian, skripsi, tesis maupun disertasi. Sedangkan Daftar Pustaka adalah daftar bacaan yang disarankan untuk dibaca dan tidak diacu dalam tulisan, baik dalam tesis/disertasi/laporan, tetapi sekedar untuk memperluas wawasan bagi mereka yang ingin mengetahuinya lebih lanjut. Daftar Pustaka tidak disarankan dalam penulisan laporan penelitian, skripsi, tesis dan disertasi. Maksudnya tentu agar penelitian, skripsi, tesis dan disertasi memanfaatkan sumber informasi yang telah ada atau penelitian yang telah dilakukan orang lain untuk dikembangkan sebagai inspirasi penelitian baru atau membangun suatu informasi baru. Kedua statement di atas saya ambil dari apa yang ditulis oleh Jacub Rais (Anggota Dewan Riset Nasional). Tulisannya dapat dibuka melalui situs http://mit.biotrop.org OK setelah kita tahu keduanya ternyata beda, sekarang kita tinjau bagaimana cara menulis daftar acuan yang benar sesuai dengan aturan atau format ilmiah? Tentu kita tahu bahwa sumber referensi yang dapat dijadikan sebagai acuan kita dalam menuliskan laporan penelitian, skripsi, tesis maupun disertasi sangat banyak. Bisa berasal dari jurnal ilmiah, internet, email, artikel di koran dan majalah, dokumen resmi, makalah seminar dll, yang masing-masing sumber memiliki aturan yang berbeda dalam penulisannya dalam daftar acuan. Berikut ini beberapa contoh penulisan daftar acuan yang baku dari berbagai sumber referensi Buku: Anderson , D.W., Vault, V.D. & Dickson, C.E. 1999. Problems and Prospects for the Decades Ahead: Competency Based Teacher Education . Berkeley: McCutchan Publishing Co. Buku kumpulan artikel: Saukah, A. & Waseso, M.G. (Eds.). 2002. Menulis Artikel untuk Jurnal Ilmiah (Edisi ke-4, cetakan ke-1). Malang: UM Press. Artikel dalam buku kumpulan artikel: Russel, T. 1998. An Alternative Conception: Representing Representation. Dalam P.J. Black & A. Lucas (Eds.), Children’s Informal Ideas in Science (hlm. 62-84). London: Routledge. Artikel dalam jurnal atau majalah: Kansil, C.L. 2002. Orientasi Baru Penyelenggaraan Pendidikan Program Profesional dalam Memenuhi Kebutuhan Dunia Industri. Transpor , XX (4): 57-61. Proceeding Konferensi atau Simposium Australian Association of Social Workers. 1969. Social issues of today. Proceedings of the Australian Association of Social Workers’ 11th Annual Conference. Hobart, Australia. pp 17-34 Artikel dalam koran: Pitunov, B. 13 Desember, 2002. Sekolah Unggulan ataukah Sekolah Pengunggulan? Majapahit Pos , hlm. 4 & 11. Tulisan/berita dalam koran (tanpa nama pengarang): Jawa Pos. 22 April, 1995 . Wanita Kelas Bawah Lebih Mandiri, hlm. 3. Dokumen resmi: Pusat Pembinaan dan Pengembangan Bahasa. 1978. Pedoman Penulisan Laporan Penelitian . Jakarta: Depdikbud. Undang-undang Republik Indonesia Nomor 2 tentang Sistem Pendidikan Nasional.1990. Jakarta: PT Armas Duta Jaya. Undang-undang, Peraturan Pemerintah, Keppres Republik Indonesia. 1992. Undang-Undang No. 24 Tahun 1992 tentang Penataan Ruang. Lembaran Negara RI Tahun 1992, No. 115. Sekretariat Negara. Jakarta. Buku terjemahan: Ary, D., Jacobs, L.C. & Razavieh, A. 1976. Pengantar Penelitian Pendidikan . Terjemahan oleh Arief Furchan. 1982. Surabaya: Usaha Nasional. Ensiklopedia, Kamus Stafford-Clark, D. 1978. Mental disorders and their treatment. The New Encyclopedia Britannica. Encyclopedia Britannica. 23: 956-975. Chicago, USA . Echols, J.M. dan Shadily, H. (Eds). 1989. Kamus Inggris – Indonesia. PT Gramedia. Jakarta. Skripsi, Tesis, Disertasi, Laporan Penelitian: Kuncoro, T. 1996. Pengembangan Kurikulum Pelatihan Magang di STM Nasional Malang Jurusan Bangunan, Program Studi Bangunan Gedung: Suatu Studi Berdasarkan Kebutuhan Dunia Usaha Jasa Konstruksi . Tesis tidak diterbitkan. Malang: PPS IKIP MALANG. Makalah seminar, lokakarya, penataran: Waseso, M.G. 2001. Isi dan Format Jurnal Ilmiah . Makalah disajikan dalam Seminar Lokakarya Penulisan Artikel dan Pengelolaan Jurnal Ilmiah, Universitas Lambungmangkurat, Banjarmasin , 9-11 Agustus. Internet (karya individual): Hitchcock, S., Carr, L. & Hall, W. 1996. A Survey of STM Online Journals, 1990-1995: The Calm before the Storm , (Online), (http://journal.ecs.soton.ac.uk/survey/survey.html , diakses 12 Juni 1996). Internet (artikel dalam jurnal online): Kumaidi. 1998. Pengukuran Bekal Awal Belajar dan Pengembangan Tesnya. Jurnal Ilmu Pendidikan . (Online), Jilid 5, No. 4, (http://www.malang.ac.id/artikel/pengukuran-bekal-awal.htm , diakses 20 Januari 2010). Internet (forum diskusi online): Wilson, D. 20 November 1995 . Summary of Citing Internet Sites. NETTRAIN Discussion List , (Online), (NETTRAIN@ubvm.cc.buffalo.edu , diakses 22 Februari 2010). Internet (e-mail pribadi): Naga, D.S. (ikip-jkt@indo.net.id ). 1 Oktober 2009. Artikel untuk JIP . E-mail kepada Ali Saukah (jippsi@mlg.ywcn.or.id ). Kaset Video Burke, J. 2009. Distant Voices, BBC Videocasette , London, UK. 45 mins. Film (Movie) Oldfield, B. (Producer) 1977. On the edge of the forest. Tasmanian Film Corporation. Hobart, Austraalia,. 30 mins. Slides (Kumpulan Slides) Reidy, J.F. 1987. The Thorax Slides. Grave Medical Audiovisual Library. Chelmsford, UK. 54 mins. Sumber : http://leoriset.blogspot.com dan http://mit.biotrop.org Pencarian anda: cara penulisan daftar pustaka dari internet, cara menulis daftar pustaka, penulisan daftar pustaka, cara membuat daftar pustaka dari internet, penulisan daftar pustaka dari jurnal, contoh daftar pustaka dari internet, DAFTAR PUSTAKA INTERNET, cara menulis daftar pustaka dari internet, cara penulisan daftar pustaka, daftar pustaka dari koran, daftar pustaka dari internet, daftar pustaka jurnal, menulis daftar pustaka, contoh penulisan daftar pustaka dari internet, daftar pustaka buku, cara membuat daftar pustaka, daftar pustaka koran, cara penulisan daftar pustaka jurnal, contoh daftar pustaka jurnal, penulisan daftar pustaka yang benar dari internet, contoh daftar pustaka dari jurnal, penulisan daftar pustaka dari internet, cara menulis daftar pustaka dari buku, penulisan daftar pustaka jurnal, cara menulis daftar pustaka dari jurnal, contoh daftar pustaka dari koran, penulisan daftar pustaka dari koran, penulisan daftar pustaka dari buku, cara menulis daftar pustaka dari koran, membuat daftar pustaka dari internet, penulisan daftar pustaka internet, contoh penulisan daftar pustaka dari jurnal, daftar pustaka artikel, daftar pustaka dari majalah, aturan penulisan daftar pustaka, cara menulis daftar pustaka dari artikel, cara penulisan daftar pustaka dari jurnal, menulis daftar pustaka dari jurnal, cara membuat daftar pustaka dari jurnal, cara menulis situs dalam daftar pustaka, daftar pustaka, DAFTAR PUSTAKA DARI ARTIKEL, Penulisan daftar pustaka dari artikel, cara penulisan daftar pustaka yang benar, menulis daftar pustaka dari internet, contoh daftar pustaka koran, cara penulisan daftar pustaka dari koran, cara menulis daftar pustaka dari internet yang benar, cara penulisan daftar pustaka dari buku, teknik penulisan daftar pustaka Tags: cara membuat daftar pustaka, cara menulis daftar pustaka dari internet, cara penulisan daftar pustaka dari internet, cara penulisan daftar pustaka jika referensi dari internet, contoh penulisan referensi, contoh tata cara penulisan daftar pustaka, penulisan daftar pustaka yang benar, tata cara penulisan daftar pustaka. © 2010 ANASCAVA.COM. 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Rape-Related English and Yoruba Proverbs Journal article by Yisa Kehinde Yusuf; Women and Language, Vol. 21, 1998 Journal Article Excerpt See below... Ads by Google 7 Star Purchasing Report Shows the 7 Things you must do as a Purchasing Manager. Get Report Here purchasing-procurement-center.com Rp. 300.000 in Free Ads Gain New Customers In Just 30 Mins With Google AdWords. Sign Up Now! www.Google.com/AdWords Orchid Virus Test Fast and easy orchid virus testing Detect ORSV/CymMV in minutes www.agdia.com Rape-related English and Yoruba proverbs. by Yisa Kehinde Yusuf Introduction A proverb has been defined as a short, repeated, witty statement or set of statements of wisdom, truth and experience which is used to further a social end (see Mieder 1989a; Seitel 1981; Egblewogbe 1980). About the truth of proverbs, Kirshenblatt-Gimblett (1973:821) notes, following Malof (1966), that Neat symmetries and witty convergences of sound and meaning, tight formulations of logical relations, highly patterned repetitions, structural balance, and familiar metaphors encapsulate general principles and contribute to the feeling that anything that sounds so right must be true. She states that, contrary to this feeling, a proverb "expresses relative rather than absolute truths" (p. 821). She justifies this claim with the fact a proverb may express more than one meaning which may contradict one another. According to Albig (1931:529), "the proverb is a social definition of a situation." Oduyoye (1979:5) also notes that "proverbs, aphorisms and other pithy sayings serve as socialisation maxims." Similarly, Page and Washington (1987:50) observe that Once internalized, proverbs, like values, become unconscious as well as conscious standards for action and attitudes toward self and others . . . Proverbs, like values, protect the self against feelings of inadequacy and frustration, allowing us to rationalize beliefs, attitudes and actions that would otherwise be personally and socially unacceptable. The foregoing views accord with what is referred to as the Sapir-Whorf hypothesis, the belief that language may influence thought and behaviour (see, e.g., Sapir 1949; Whorf 1956; Fishman 1982). The views also agree with Taylor's (1981) belief that, in difficult social situations, people who turn to proverbs find answers there. One such difficult situation is created by the prevalence of rape which the present study defines as engaging in a sexual act with a woman, without her consent, usually through the use of force, coercion or deceit (see Herman 1989). According to Sheffield (1989:9-10), the Federal Bureau of Investigation (FBI) Uniform Crime Report for 1987 estimates that in the United States "a rape occurs every two minutes." Relatedly, based on information from the Federal Bureau of Justice (1992), Shugart (1994:12) notes that, in the United States, "current statistics indicate that one in three women will be raped in her lifetime, and conditions appear likely that these statistics will be even higher by the turn of the century." A series of studies link cultural rape myths from a heterogeneous set of sources with these alarming statistics (see, e.g., Herman 1989; Margolin & Moran 1989; Shugart 1994). Such sexist rape myths include: "All women want to be raped. No woman can be raped if she doesn't want it (You-can't-thread-a-moving needle argument). She asked for it. She changed her mind afterwards. When she says no she means yes. If you are going to be raped you might as well enjoy it" (Sheffield 1989:14; see, also, Kanin and Parcell 1977). Related rape myths exist in and can be said to be the basis for the various forms of rape that occur in the Yoruba culture of southwestern Nigeria. However, statistics of the kind cited above for the United States are not readily available for the incidence of rape in the Yoruba society. All the same, useful insights can be gained from studying the Anglo-American and Yoruba cultures comparatively in relation to rape-related myths from a single (and probably the most authoritative) folkloristic source, proverbs. This is precisely what the present study intends to do. Basing the study on English and Yoruba proverbs from a number of published and unpublished (misc.) sources derives justification from the fact that proverbs from different cultures may express similar attitudes towards a particular phenomenon (see, e.g., Whiting 1931; Perumal 1986; Litovkina 1990; Paczolay 1993). Moreover, a proverb from one of the cultures may articulate a situation in the other culture quite or even more precisely (see Lewis 1974). This fact is especially important when the two cultures significantly co-exist and, to some extent, diffuse as the Western and Yoruba cultures do in southwestern Nigeria due to the British colonisation of the country, Christianity and the trans-Atlantic trade in African (including Yoruba) slaves. The Proverbial Rape Myths The most basic of the proverbial rape-related myths in both languages is that women are by nature licentious or adulterous. English and Yoruba proverbs propagating or sustaining this sexist view include the following: i. He that has neither fools, whores nor beggars among his kindred is the son of a thundergust (Whiting 1977:162). ii. Why does the blind man's wife paint herself?. (whiting ... Read this entire Journal Article and more with a FREE trial. Read more than 5,000 classic books FREE! Free Newsletter Get helpful how-to's, writing tips, search strategies, quizzes & more! Search the Library Customize Customize your search: Search within the topic [refine search] Search in: Books Journals Magazines Newspapers Encyclopedia Research Topics * Type your specific word or phrase in the box above after the word and, then click Search. * Put exact phrases in double quotation marks. Do not put single words in quotation marks. AddThis Social Bookmarking Widget Add a link to this page Link to This © Questia Media Inc. 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