Stability over Everything :: essays research papers

â€Å"Stabilità ¤t à ¼ber alles† The Transition of German and Hungarian Politics since 1989 There can be little doubt when studying the political transition within Germany and Hungary that since 1989 there has been a change in ideology since the collapse of the communist regime in Eastern Europe and the reunification of East and West Germany. Nevertheless it must be acknowledged that the truly astonishing events of 1989/90, â€Å"which even at the beginning of 1989 could not have been predicted, brought about the most exciting and far far-reaching changes in life and society in Germany† and Hungary since 1945. Through the various paradigms Globalization, Europeanisation and Democratisation, we are able to come to an understanding of the politics in transition and also highlight and explain several key aspects of the political, economic, social and cultural life in contemporary Germany and Hungary. The trend of ‘globalization’ is attracting more and more attention and with this is â€Å"transforming the historical approach that â€Å"state, society and economy are, as it were co-extensive within the same national boundaries. The international economic system, in which states draw the borderline between the domestic economy and foreign trade relations, is being metamorphosed into a transnational economy in the wake of the globalization of markets†. These trends are mirrored by the current emphasis of Germany to grow as a major leader within the European Union and Hungary in their approach for acceptance by the European Union as a member. Since the fall of the Berlin Wall, we have seen Germany come forward as one of the forefront leaders in the European market. â€Å"From an economic perspective, globalization has brought incontestable welfare gains to Germany and Europe through an enhanced international division of labour† (e.g. trade and investment). â€Å"Yet globalization has also exposed and intensified weaknesses in growth, investment, and innovation in Europe and has led to exceedingly high unemployment rates†. For ten years now â€Å"the German economy, has been transferring DM 150 billion in net payments from the West to the East. This is not a symptom of the economy’s weakness, but rather a symptom of strength, and is maintained by the fact that few economies in the world could do this successfully, and none is required to do so†. Undoubtedly it puts an enormous strain on the German economy, but it is shouldering it well. Even though Germany has been transferring money to the East , it has still managed to register a â€Å"trade surplus of DM 100 billion annually†.

Applied linguistic and language learning Essay

Today, linguistics is developed rapidly. Another aspect related to the fields of language study is also growing. Studies on language not only covers one aspect only, but has extended to areas or aspects outside the language associated with the use of language and human life. Linguistic theory is a branch of applied linguistics that focuses on the general theory and methods common in language research. Branches of linguistics can be divided into phonology, morphology, syntax, and semantics. Therefore, applied linguistics can be applied in any field. One is education related to language learning. According to Bloom & Lahey (Owen, 1992:14), language is very complex systems that can be well understood with elaborate an element or component functions. Language can be divided into three principal, though not equally important components: patterns, content, and usability. When people use language, it encodes the ideas (semantics), ie, it uses a symbol of sounds, words, and so represent an actual incident, object, or relationship. To communicate these ideas to others, the use of certain patterns, which include such an important part together with the corresponding sounds (phonology), the appropriate word order (syntax), and the prefix and suffix appropriate word (morphology) to clarify more specific. Speaker uses components to receive certain communications purposes, such as searching for information, get information or to get a response (pragmatics). To discuss more in depth the relationship of applied linguistics and language learning,  the following is mentioned several things that become problems in this study. The question is as follows: 1. What is the applied linguistics? 2. What are the objects of study that applied linguistics? 3. How is the relationship between applied linguistics with language learning? II. REVIEW OF RELATED LITERATURE 2. 1 Definition of Applied Linguistics The words applied/ apply, worthily to apply, which means Wearing or Using could also be interpreted tread, use, and deploy. Word meaning Applied = put to practical use. Word applied derived from compounding of applied linguistics. There are also linguists who disagree with the term applied linguistics, for example, Spolsky (1978) in Pateda (2011), he is more likely to agree with the terms of educational linguistics. The reasons of it, the scope of applied linguistics are broader than linguistic education, because applied linguistics also related to the translation, lexicography, language planning and other aspects. The term applied linguistics refers to a variety of activities that involve some aspects related to the language problem solving or addressing some of the concerns related to language. The object of applied linguistics study is not another language, that are the human language that serves as (1) communication systems that use speech as a medium, (2) human language daily, (3) the language that is used daily by humans as members of a particular community, or in English is called with an ordinary language or a natural language. This means the spoken language as the primary object of linguistic, whereas written language as a secondary object of linguistics, as written language can be considered as â€Å"derivative† of spoken language. The following is mentioned several sciences related to applied linguistics as the object of his studies that are: (1) Applied Linguistics or the sciences of language aspects, and in this case the language used in the literal sense. This is called pure linguistic, (2) the sciences of language, and in this case, the term language used in a figurative or metaphorical sense. Examples of science that category is kinesic and paralinguistic. Kinesic is the science of body motion/ gesture/ body language, such as head nods, hand signals and others. Paralinguistic is a science that focuses on specific activities that accompany the pronunciation of the language, such as wheezing breath, clicking sound, laughing, small coughing, astonished forms such as ehm, anu, apa itu, apa ya and so forth, (3) Science on the opinions of the language. Metalinguistic, for example, the science that discuss the ins and outs of â€Å"language† used to describe language that is reflected in terms of linguistic theory studies, linguistics methods study, etc. , (4) The sciences of the language sciences. Which belong to this category are studies that specialize in linguistics itself, just as the study of the history of linguistics, linguistic studies in the twentieth century and others. The four types of knowledge mentioned above, the only number (1) who could be called as a purely linguistic knowledge because it’s really language, while the others are not a science of language in daily terms. It could be argued that the language be applied linguistics object studied from various aspects. Those include aspects of sounds, morphemes and words, phrases and sentences as well as meaning. Branch of linguistics which studies of sound is phonological. Morpheme or word level studied in morphology. Phrases/ sentences discussed in syntax. Whereas meaning studied in separate science called as semantics. Thus, it can be said that linguistic branches in terms of â€Å"tataran† consist of phonology, morphology, syntax and semantics. Based on the above, it appears that applied linguists focused more on the application of linguistics in language teaching. This means that the applied linguistic closely related to: (1) the application of linguistic in the field of a practical use, (2) not applied linguistic theory, but the application of the theory that is linguistic theory, (3) the goal of improving the practical tasks with focusing on language. 2. 2 Definition Language Learning According Degeng (1997), Learning is an attempt to learn student. Teachers should be able to select appropriate learning strategies in any kind of learning activity, so it will be the actual achievement of learning objectives. Gilstrap and Martin (1975) also stated that the teacher’s role is more closely related to the success of learners, especially with respect to the ability of teachers to define learning strategies. Learning a language is essentially a study of communication. Therefore, learning the language is directed to enhance the learner’s ability to communicate, both orally and in writing (Department of Education, 1995). This is relevant to the curriculum in 2004 that the competence of language learning directed into four, sub-aspects namely reading, speaking, listening, and listening. Brown (2000:7) suggested reconsidering some of the traditional definitions. Dictionary ‘ present ‘ reveals that learning is the acquisition of knowledge, (acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction). 2. 3 The Relationship between Applied Linguistics and Language Learning The link between applied linguistics and language teaching, Soenardji explained as follows: a scientific analysis of the various symptoms formulated into rules phonologic, morphological and syntactic processing into instructional materials in language teaching. According Basiran (1999) purpose of language learning is to improve the communication skills of learners in a variety of communication contexts. Capabilities developed are comprehension of meaning, the role, the power of interpretation, assess, and express themselves with language. All of them are grouped into language, understanding, and use. To achieve the objectives above, language learning should recognize the principles of language learning that is then manifested in their learning activities, as well as make these aspects as a guide in their learning activities. Principles of language learning can be summarized as follows: (1) Learners will learn best when treated as individuals who have needs and interests, (2) Learning is given the opportunity participated in communicative language use in a variety of activities, (3) Learning is when he intentionally focused learning to shape, skills, and strategies to support language acquisition process, (4) Learning is deployed in the data socio-cultural and direct experience with being part of a culture of the target language, (5) If aware of the role and nature language and culture, (6) If given appropriate feedback regarding their progress, and (7) If given the opportunity to manage their own learning (Aminuddin, 1994). In language teaching there are terms and concepts need to be understood in the proper sense, for example, approaches, methods, and techniques. The approach is a set of assumptions regarding the nature of language, and language learning. The method is an overall plan in a systematic presentation of language based approaches is determined. While the technique are specific activities that are implemented in the classroom, in harmony with the methods and approaches that have been. Thus the approach is axiomatic, a method is procedural, and technique is operational. III. PROBLEM & DISCUSSION Generally, it can be stated that linguistics is the science of language, or the science that makes language as an object of its study, as stated Martinet (1987:19) study of the science of human language. Linguistics often called general linguistics, linguistic science means that not only examines a language course, but examining the intricacies of language in general, the language became a tool of social interaction of humans, which is the French term called â€Å"langage†. For example, words in Indonesian â€Å"Perpanjang† can be analyzed into two morphemes, namely the â€Å"per-â€Å" and â€Å"panjang†. Morpheme per- referred to as the causative morpheme because it gives the sense of ‘ caused so ‘ extended meaning ‘ caused something to be long ‘. As a means of human communication, language is a system that is at once systematic and systemic. What is meant by systemic is that language is not a single system, but also consists of several subsystems of phonology, morphology, and syntax. As a science, linguistics also has a long history. Language learning activities result in an attempt to learn the language learners with effective and efficient manner. Efforts can be made and the purpose of analysis and study of the students’ characteristics, analysis of learning resources, establish a strategy of organizing, learning content, learning delivery strategy set, set a learning management strategy, and establish procedures for the measurement of learning outcomes. Therefore, every teacher must have skills in choosing learning strategies for each type of learning activity. Thus, selecting appropriate learning strategies in any kind of learning activity, the expected achievement of learning objectives can be met. A language learning program that is comprehensive and integrated cannot escape from giving input linguistic and cultural aspects at the same time. This is necessary so that students can apply their linguistic skills and language skills in a cultural context, as embraced by the community. In the process of language learning, there are a number of variables, which is both linguistic and nonlinguistic nature, which can determine the success of the learning process. Variables it is not a thing apart and stand on their own, but is interconnected, related, so it is a system network. Language learning successes namely called principles of learning, which can be grouped into the principles of psychological students, and the nature of linguistic material. Psychological principles include motivations, their own experience, curiosity, analysis and synthesis of individual distinction. Thus, it can be concluded that applied linguistics is associated with both Indonesian language learning and second language taught to students. One study applied linguistics is contrastive analysis is very useful for educators in determining what material will be delivered in the language learning, which is adapted to the similarities and differences between the native language of students with second language students will learn. In the error analysis, easier for students to use second language and to correct any errors that may occur in the use of the second language, so that minimize the occurrence of errors in language. Analyzing language also helps in determining the method to be used in language learning.. IV. CONCLUSION Applied linguistics is the utilization of knowledge about natural language produced by students of language that is used to increase keberhasilgunaan practical tasks that use language as a core component. The object of study of applied linguistics is not another language, the human language that serves as a communication system that uses speech as a medium; human language daily, a language that is used daily by humans as members of a particular community, or in English is called with an ordinary language or a natural language. For the purposes of language learning, applied linguistics focused on: (1) theoretical grains that have strong validity in linguistics, and (2) a wide range of possibilities and alternatives to guide the implementation of language teaching. Possibilities and alternatives were sought to be consistent and in line with the theoretical point in linguistics. Based on the above, it can be said that applied linguistics is associated with both Indonesian language learning or second language is taught to students. One study applied linguistics is contrastive analysis is very useful for educators in determining what material will be delivered in language learning that is adapted with similarities and differences between the native language of students with second language students will learn. In  the error analysis, easier for students to use second language and to correct any errors that may occur in the use of the second language, so that minimize the occurrence of errors in language. Analyzing language also helps in determining the method to be used in language learning. REFERENCES Aminuddin. Semantics: Introduction to the Study of Meaning. New York: New Light in 1994. Basiran, Mokh. Is the Indonesian Sued GBPP 1994 curriculum ? London: Department of Education, 1999. Brown. Principles of Language Learning and Teaching. New Yersey: Prentice Hall, 2000. Cresswell, J. W. Research Design: Qualitative and Quantitative Approaches. London: SAGE Publicational, 1998. Degeng, I. N. S. Learning Strategies Organizing Content with Elaboration Model. Malang: Teachers’ Training College and IPTDI, 1997. Department of Education. Guidelines for Teaching and Learning in elementary school. Jakarta: Primary School Development Project, 1995 Hornby, a U. S. Oxford Advanced Learner’s Dictionary (5th edition). Oxford: Oxford University Press, 1995. Martinet, Andre. Linguistics: Introduction. London: Canisius, 1987 Moleong, Lexi J. Qualitative research methodology. London: Teen Rosydakarya 2007 Owen, Robert. Organizational Behavior in Educational Administration. New York: Prentice Hall, 1992. Pateda, Mansoer and Jeni Pulubuhu. Applied Linguistics. Gorontalo: Viladan, 2011. Robert L. And William R. Gilstrap Martin. Current Strategies for Teachers. California: Goodyear Publishing Company, 1975

The Colombia FARC Guerrilla Group

FARC is an acronym for Revolutionary Armed Forces of Colombia (Fuerzas Armadas Revolucionarias de Colombia). FARC was founded in Colombia in 1964. Objectives of FARC According to FARC, its goals are to represent Colombias rural poor by seizing power through armed revolution, and establishing government. FARC is a self-proclaimed Marxist-Leninist organization, which means it is committed in some fashion to the the redistribution of wealth among the countrys population. In keeping with this position, it opposes multinational corporations and the privatization of national resources. FARCs commitment to ideological goals has waned considerably; it often appears largely to be a criminal organization. Its supporters tend to join in search of employment, less than to fulfill political goals. Backing and Affiliation FARC has supported itself through a number of criminal means, most notably through its participation in the cocaine trade, from harvest to manufacture. It also has functioned, like the mafia, in rural areas of Colombia, requiring businesses to pay for their protection against attack. It has received outside support from Cuba. In early 2008, news surfaced, based on laptops from a FARC camp, that Venezuelan president Hugo Chavez had forced a strategic alliance with FARC to undermine Colombias government. Notable Attacks July 17, 2008: Eight civilians were kidnapped and held for a week before being released. FARC is estimated to be holding about 800 hostages.April 15, 2005: A cylinder gas bomb attack killed a child and injured over twenty civilians in the town of Toribio. The attack was part of FARCs ongoing conflict with the government. FARC has frequently been accused of causing unnecessary civilian deaths.June 3, 2004: 34 coca farmers were found bound and shot. FARC took responsibility, and said they had killed the men for support of right-wing paramilitaries. FARC was first established as a guerrilla fighting force. It is organized in military fashion, and governed by a secretariat. FARC has employed a vast array of tactics and techniques to achieve military and financial goals including bombings, assassinations, extortion, kidnapping and hijacking. It is estimated to have about 9,000 to 12,000 active members. Origins and Context FARC was created in a period of intense class turmoil in Colombia and after many years of severe violence over the distribution of land and wealth in the rural country. In the late 1950s, two warring political forces, Conservative and Liberals, backed by army power, joined to become a National Front and began consolidating their hold over Colombia. However, both were interested in helping large landowners invest in and use peasant land. FARC was created out of guerrilla forces that opposed this consolidation. The increasing pressure on peasants by the government and property owners in the 1970s helped FARC grow. It became a proper military organization and gained support from peasants, but also students and intellectuals. In 1980, peace talks between the government and FARC began. The government hoped to transform FARC into a political party. In the meantime, right wing paramilitary groups began to grow, in particular to protect the lucrative coca trade. In the wake of peace talk failures, violence between FARC, the army and the paramilitaries grew in the 1990s.