Disease Profile Copd Essay Example for Free

Disease Profile Copd Essay Pipe, cigar, and other types of tobacco smoke also can cause COPD, especially if the smoke is inhaled. Breathing in secondhand smoke, air pollution, and chemical fumes or dust from the environment or workplace also can contribute to COPD. (Secondhand smoke is smoke in the air from other people smoking. ) In rare cases, a genetic condition called alpha-1 antitrypsin deficiency may play a role in causing COPD. People who have this condition have low levels of alpha-1 antitrypsin (AAT)—a protein made in the liver. Having a low level of the AAT protein can lead to lung damage and COPD if youre exposed to smoke or other lung irritants. If you have this condition and smoke, COPD can worsen very quickly. Signs and symptoms: The signs and symptoms of COPD include: * An ongoing cough or a cough that produces large amounts of mucus (often called smokers cough) * Shortness of breath, especially with physical activity * Wheezing (a whistling or squeaky sound when you breathe) * Chest tightness These symptoms often occur years before the flow of air into and out of the lungs declines. However, not everyone who has these symptoms has COPD. Likewise, not everyone who has COPD has these symptoms. Some of the symptoms of COPD are similar to the symptoms of other diseases and conditions. You can find out whether you have COPD. If you have COPD, you may have colds or the flu (influenza) frequently. If your COPD is severe, you may have swelling in your ankles, feet, or legs; a bluish color on your lips due to a low blood oxygen level; and shortness of breath. COPD symptoms usually slowly worsen over time. At first, if symptoms are mild, you may not notice them, or you may adjust your lifestyle to make breathing easier. For example, you may take the elevator instead of the stairs. Over time, symptoms may become severe enough to see a doctor. For example, you may get short of breath during physical exertion. How severe your symptoms are depends on how much lung damage you have. If you keep smoking, the damage will occur faster than if you stop smoking. In severe COPD, you may have other symptoms, such as weight loss and lower muscle endurance. Some severe symptoms may require treatment in a hospital. You—with the help of family members or friends, if youre unable—should seek emergency care if: * Youre having a hard time catching your breath or talking. * Your lips or fingernails turn blue or gray. This is a sign of a low oxygen level in your blood. ) * Youre not mentally alert. * Your heartbeat is very fast. * The recommended treatment for symptoms that are getting worse isnt working. Diagnostic Procedures: Your doctor will diagnose COPD based on your signs and symptoms, your family and medical histories, and test results. He or she may ask whethe r you smoke or have had contact with lung irritants, such as secondhand smoke, air pollution, chemical fumes, or dust. If you have an ongoing cough, your doctor may ask how long youve had it, how much you cough, and how much mucus comes up when you cough. He or she also may ask whether you have a family history of COPD. Your doctor will examine you and use a stethoscope to listen for wheezing or other abnormal chest sounds. You also may need one or more tests to diagnose COPD. Lung Function Test: Lung function tests measure how much air you can breathe in and out, how fast you can breathe air out, and how well your lungs deliver oxygen to your blood. The main test for COPD is spirometry. Other lung function tests, such as a lung diffusion capacity test, also may be used. Spirometry; During this painless test, a technician will ask you to take a deep breath in. Then, youll blow as hard as you can into a tube connected to a small machine. The machine is called a spirometer. The machine measures how much air you breathe out. It also measures how fast you can blow air out. Your doctor may have you inhale medicine that helps open your airways and then blow into the tube again. He or she can then compare your test results before and after taking the medicine. Spirometry can detect COPD long before its symptoms appear. Doctors also may use the results from this test to find out how severe your COPD is and to help set your treatment goals. The test results also may help find out whether another condition, such as asthma or heart failure, is causing your symptoms. Other Tests Your doctor may recommend other tests, such as: * A chest x ray or chest CT scan. These tests create pictures of the structures inside your chest, such as your heart, lungs, and blood vessels. The pictures can show signs of COPD. They also may show whether another condition, such as heart failure, is causing your symptoms. * An arterial blood gas test. This blood test measures the oxygen level in your blood using a sample of blood taken from an artery. The test can help find out how severe your COPD is and whether you may need oxygen therapy. Treatment – Medical/Nursing: COPD has no cure yet. However, treatments and lifestyle changes can help you feel better, stay more active, and slow the progress of the disease. Quitting smoking is the most important step you can take to treat COPD. Talk with your doctor about programs and products that can help you quit. Other treatments for COPD may include medicines, vaccines, pulmonary rehabilitation (rehab), oxygen therapy, and surgery. Your doctor also may recommend tips for managing COPD complications. The goals of COPD treatment include: * Relieving your symptoms * Slowing the progress of the disease * Improving your exercise tolerance (your ability to stay active) * Preventing and treating complications * Improving your overall health Specialists Involved To assist with your treatment, your family doctor may advise you to see a pulmonologist. This is a doctor who specializes in treating people who have lung disorders. Medicines Bronchodilators Bronchodilators relax the muscles around your airways. This helps open your airways and makes breathing easier. Depending on how severe your disease is, your doctor may prescribe short-acting or long-acting bronchodilators. Short-acting bronchodilators last about 4 to 6 hours and should be used only when needed. Long-acting bronchodilators last about 12 hours or more and are used every day. Most bronchodilators are taken using a device called an inhaler. This device allows the medicine to go right to your lungs. Not all inhalers are used the same way. Ask your health care team to show you the correct way to use your inhaler. If your COPD is mild, your doctor may only prescribe a short-acting inhaled bronchodilator. In this case, you may only use the medicine when symptoms occur. If your COPD is moderate or severe, your doctor may prescribe regular treatment with short- and long-acting bronchodilators. Inhaled Glucocorticosteroids (Steroids) Inhaled steroids are used to treat people whose COPD symptoms flare up or worsen. These medicines may reduce airway inflammation. Your doctor may ask you to try inhaled steroids for a trial period of 6 weeks to 3 months to see whether the medicine helps relieve your breathing problems. Vaccines Flu Shots The flu (influenza) can cause serious problems for people who have COPD. Flu shots can reduce your risk of the flu. Talk with your doctor about getting a yearly flu shot. Pneumococcal Vaccine This vaccine lowers your risk of pneumococcal pneumonia (nu-MO-ne-ah) and its complications. People who have COPD are at higher risk of pneumonia than people who dont have COPD. Talk with your doctor about whether you should get this vaccine. Pulmonary Rehabilitation Pulmonary rehabilitation, or rehab, is a medically supervised program that helps improve the health and well-being of people who have lung problems. Rehab may include an exercise program, disease management training, and nutritional and psychological counseling. The programs goal is to help you stay more active and carry out your daily activities. Your rehab team may include doctors, nurses, physical therapists, respiratory therapists, exercise specialists, and dietitians. These health professionals work together and with you to create a program that meets your needs. Oxygen Therapy If you have severe COPD and low levels of oxygen in your blood, oxygen therapy can help you breathe better. For this treatment, youre given oxygen through nasal prongs or a mask. You may need extra oxygen all the time or just sometimes. For some people who have severe COPD, using extra oxygen for most of the day can help them: * Do tasks or activities, while having fewer symptoms * Protect their hearts and other organs from damage * Sleep more during the night and improve alertness during the day * Live longer Prognosis: COPD, or chronic obstructive pulmonary disease, is a disease of the lungs that develops over many years and gradually gets worse with time. When you have COPD your airways become persistently blocked, which can eventually make breathing difficult. More than 12 million Americans have been diagnosed with it, and another 12 million might have COPD without knowing it. COPD encompasses two diseases commonly caused by smoking: emphysema and chronic bronchitis. It’s the fourth leading cause of death in the U. S. But while COPD cant be cured, there are steps you can take to improve symptoms, prevent complications such as pneumonia, and improve your quality of life. Just like people living with heart disease, people with COPD can make changes to their lifestyle to vastly improve how they feel and function each day. Here are five important measures to discuss with your doctor:Â   1. Stop Smoking Cigarette smoking is the most significant reason that people develop COPD. While kicking the habit wont return your lungs to normal condition, it will delay progression of symptoms because the rate of decline of lung function returns to that of nonsmokers. In susceptible people, smoking accelerates the lung function decline of aging. Your lungs will age faster, and if you stop smoking, you go back to normal aging, says Gail Weinmann, MD, deputy director for the Division of Lung Diseases at the National Heart, Lung and Blood Institute. Its also a good idea to avoid crowds during flu season. Because COPD leaves a person more prone to pneumonia, patients also should talk to their doctors about also getting the pneumococcal vaccine, Weinmann says. 4. Seek Regular Medical Care and Take Medications as Directed Your doctor can prescribe drugs, such as bronchodilators and corticosteroids, to treat your symptoms. Bronchodilators, which are usually delivered through an inhaler, relax muscles around your airways. This, in turn, opens them up and eases breathing. Inhaled corticosteroids fight inflammation in the airways. Patients with COPD frequently have other health problems, too, such as heart disease, vascular diseases, gastroesophageal reflux (GERD), and type 2 diabetes, Weinmann says. People with COPD are likely to have other diseases, and its important that they treat all of their diseases. In fact, heart disease and COPD share overlapping symptoms, which can lead people to mistakenly attribute heart disease to lung disease. According to Weinmann, these shared symptoms include shortness of breath, including breathlessness when exercising or waking up at night, and sometimes a sensation of chest tightness. 5. Consider a Pulmonary Rehabilitation Program and Learn to Exercise Your doctor may suggest a pulmonary rehabilitation program. Such programs wont actually improve lung function, but they can help people with COPD to stay more active and independent. Youll learn exercises to strengthen your arms and legs, as well as exercises that aim to strengthen muscles for breathing. Pulmonary rehab includes a variety of exercises for the lower and upper extremities, as well as breathing techniques and counseling, Weinmann says. Some patients feel reluctant to join a pulmonary rehab program, but Weinmann encourages them to try it. Once the lung is damaged, it doesnt really ever repair itself, so its very important that individuals stay in good shape in every way that they can. Its very common for patients with COPD to become deconditioned. Its hard for them to breathe, so the tendency is to not do anything at all. Reconditioning their muscles and their heart can make them feel a lot better. Some p atients feel that they have greatly benefited from it [rehab], she adds. It has improved their quality of life and their exercise ability. You have to keep at it. Its not something that you can do once.

Behavioral and Side Effects of Caffeine :: Coffee Caffeine Science Chemistry Research Papers

Behavioral and Side Effects of Caffeine Caffeine is the most consumed psychoactive drug in the world (Solinas et al, 2002). Caffeine has been known to have many side effects on hour external behavior and our internal physiological behavior. We use caffeine in our lives to sometimes stay awake to study or just get through the day. Caffeine decreases the blood flow to the brain by constricting the blood vessels but can also increase blood flow after continuous intake that may cause headaches (Kalat, 2004). Caffeine has a tendency to block adenosine (A1-, A2A-, A2B-, A3), which increases throughout the day to allow us to sleep and then decreases as we sleep which allows us to wake. Thus, if caffeine blocks adenosine we are unable to sleep when feeling the urge or wanting to sleep, which may cause us to decrease our caffeine intake. Caffeine acts to antagonize adenosine receptors, which then affects cell populations because it counteracts many adenosine effects. The caffeine mainly has an effect on the A2a adenosine receptors which then elevates the energy metabolism in the brain and also causes a decrease in cerebral blood flow (Cameron,et.al, 1990; Ghelardini, et.al, 1997; Nehliget.al,1992; Neuhauser-Berthold et.al, 1997). Along with caffeine affecting the adenosine it also has an effect on GABA receptors and the release of dopamine (Nehlig et.al, 1992). Caffeine not only blockades adenosine it also releases intracellular calcium, inhibits phosphodiesterases and blockade or regulatory sites of GABAa-receptors (Gupta and Gupta, 1999). Withdrawal symptoms of caffeine are headache, drowsiness, fatigue and lethargy (Gupta and Gupta, 1999). Dopamine and glutamate neurotransmission is modulated by adenosine in the striatum. Adenosine A1 in the nerve terminals inhibits dopamine and glutamate from being released. Caffeine has an effect in this system by antagonizing of adenosine, which can then stimulate neurotransmitters to release dopamine and stimulate dopamine receptors (Solinas et al, 2002). A study done on rats showed that caffeine increased extracelluar concentrations of dopamine and glutamate in the shell of the nucleus accumbens (Solinas et al, 2002). These results of dopamine and glutamate in the shell of the nucleus accumbens might be related to the psycho stimulant effects of caffeine (Solinas et al, 2002). Studies show that Dopamine2 receptors are needed for caffeine activation in the brain (Zahniseret al, 2000). Adenosine receptors, dopamine receptors and GABA have been shown in studies to be involved in

Extensive Reading Essay

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

Unreliability of Appearances in A Dolls House Essay

Over the course of Henrik Ibens A Dolls House, appearances prove to be misleading, which, in turn lead to the revelation of the reality of the plays characters and situations. The first impressions of Nora, Torvald, and Krogstadt are all eventually undercut. Nora initially seems to be a silly, childish woman, but as the play goes on, we see that she is intelligent, motivated, and, in the end, a strong-willed, independent thinker. Torvald plays the role of the strong benevolent husband, but later reveals himself to be cowardly, petty and selfish when he thinks that Krogstadt might expose him to scandal. And once Krogstadt situation is explained, he evolves from a villainous character to more of a sympathetic one. Ibsen does a†¦show more content†¦Other minor characters, such as Mrs. Linde and Dr. Rank, are also given initial characterizations. Mrs. Linde appears to dislike Krogstadt, while Dr. Rank is originally led on to be Noras creditor, but as we would later find, neither was the case. There are several factors that contribute to each characters evolution. The change in Nora is sparked when she, without Torvalds knowledge, illegally borrows money to pay for their trip to Italy. She is dishonest with him and says the money came from her father. This is the first of many lies that Nora tells to her husband, before it all comes to a head. The deliberate dishonesty marks the first of many changes in her. Torvalds change in character may have been more of a suppression of traits, rather that a change of nature. He is a very proud man and he doesnt take well to humiliation. This hadnt been expressed very frequently due to the lack of embarrassment that he had endured in his life to date. But once there is a slight sign that his pride is in jeopardy or he is being made a mockery of, he reacts uneasily and negatively. At one point in the play, he fears that Krogstadt would make him a laughing stock before the entire staff. And toward the end of the play, he says his chief concern is saving the appearance of he and Noras household. When his image is in anyShow MoreRelatedHenrik Ibsen s A Doll s House1247 Words   |  5 PagesHenrik Ibsen’s â€Å"A Doll’s House,† at first take, is often seen as what he suggest by naming it as such. But, by reading carefully or watching, as it is a play, there are certain things to pick up that really help the play come together as so much more. Through his use of symbols, motifs, and reoccurring â€Å"women-based† themes, Henrik Ibsen effectively presents his characters, and the play as a whole, as a wonderful work of art and a great â€Å"problem play.† It is in the first line, that the season inRead MoreA Doll House by Henrik Ibsen7379 Words   |  30 PagesMa. Jennifer S. Yap Dr. Sherwin Perlas World Literature January 14, 2012 A Doll House by Henrik Ibsen Translated by Rolf Fjelde I. Introduction During the late nineteenth century, women were enslaved in their gender roles and certain restrictions were enforced on them by a male dominant culture. Every woman was raised believing that they had neither self-control nor self-government but that they must yield to the control of a stronger gender. John Stuart Mill wrote in his essay, â€Å"The Subjection