23 Peneliti Asing Kaji Hubungan Makhluk Laut dengan Pembentukan Awan

23 Peneliti Asing Kaji Hubungan Makhluk Laut dengan Pembentukan Awan

REPUBLIKA.CO.ID, WELLINGTON - Sebanyak 23 ilmuwan dari Selandia Baru, Australia, Finlandia, Amerika Serikat, Kanada dan Irlandia akan melakukan penelitian mengenai hubungan organisme mikroskopis yang hidup di lautan dengan pembentukan awal. Para peneliti meyakini hipotesa bawah pembentukan awan dimulai dengan makhluk laut berbentuk mikroskopis.

Mereka akan menguji hipotesa tersebut di lepas pantai timur Selandia Baru, pekan depan. Mereka meninggalkan Selandia Baru dengan menggunakan sebuah kapal penelitian yang dioperasikan Selandia Baru National Institute of Air dan Penelitian Atmosfer (Niwa).
Kapal 'Rise Chatham' merupakan wahana untuk melakukan penelitian di bawah air yang berjalan selama lebih dari 100 km.
"Kita perlu memahami apa peran proses-proses yang terjadi di laut terhadap awan dan iklim," kata Dr Cliff Law, pemimpin pelayaran dan kepala ilmuwan Niwa, Kamis (9/2).
Studi selama tiga minggu yang disebut SOAP (Permukaan Samudera Aerosol Proses) tersebut akan menyelidiki bagaimana fitoplankton, sel-sel tanaman mikroskopis yang hidup di perairan permukaan yang diterangi matahari tersebut, mengeluarkan senyawa sulfur yang dapat membumbung ke atmosfer.
Setelah mencapai atmosfer, senyawa tersebut akan membentuk partikel aerosol, di mana air mulai mengembun dan merangsang produksi awan.
Beberapa mikroorganisme yang terkonsentrasi pada permukaan laut menghasilkan senyawa organik, seperti yang telah diperkirakan, menghasilkan partikel aerosol kecil seperti saat buih yang meledak dalam pecahan gelombang.
Para ilmuwan bertujuan untuk mengukur komposisi air permukaan, udara di atasnya dan pertukaran atau 'fluks' antara keduanya.
Law mengatakan mereka berharap dapat melihat variasi dan kecenderungan sifat saat mereka bergerak di seluruh mekaran fitoplankton yang berbeda.
"Perjalanan SOAP akan cukup menghadapi tantangan. Selain menemukan mekaran plankton kita perlu ketenangan kondisi untuk beberapa pengukuran dan angin kencang untuk beberapa hal lain," ujar Law

Environment

Environment

Analysis

Environment analysis (Tessmer, 1990) involves looking at the factors that will

have a strong effect on decisions about the goals of the course, what to

include in the course, and how to teach and assess it. These factors can arise

from the learners, the teachers, and the teaching and learning situation.

Environment analysis is also called “situation analysis” (Richards, 2001) or

“constraints analysis”. A constraint can be positive in curriculum design. For

example, a constraint could be that the teachers are all very highly trained

and are able and willing to make their own class activities. This would have a

major effect on curriculum design as much of the format and presentation

work could be left to the teachers. In some models of curriculum design,

environment analysis is included in needs analysis.

Environment analysis is an important part of curriculum design because at

its most basic level it ensures that the course will be usable. For example, if

the level of training of the teachers is very low and is not taken into account,

it might happen that the teachers are unable to handle the activities in the

course. Similarly, if the course material is too expensive or requires technology

and copying facilities that are not available, the course may be unusable.

There are many factors that could affect curriculum design, so as a part of

the procedure of environment analysis, the curriculum designer should

decide which factors are the most important. The importance of a factor

depends on:

1 whether the course will still be useful if the factor is not taken into

account

2 how large and pervasive the effect of the factor is on the course.

An Example of Environment Analysis

Here is an example of an environment analysis on a course for young

Japanese learners aged six to nine years old who had lived in Englishspeaking

countries while their parents were posted there. During their time

overseas they learned quite a lot of English in much the same way as nativespeaking

learners do. On their return to Japan, once a week for one and

a half hours they attended a special class to help maintain their English. They

all could speak Japanese and were attending Japanese medium schools in

Japan.

The important constraints on the special second language maintenance

class were as follows.

1 There was very limited class time and contact time with English.

2 There would be a drop in the learners’ interest in learning English as

they identified more strongly with Japan and being Japanese.

3 The learners knew that they could communicate more easily with each

other in Japanese than in English.

4 There was a range of levels of English proficiency with some learners

appearing to be veryproficient for their age.

5 The learners had been learning English in much the same ways as native

speakers acquire their first language

These constraints could have the following effects on curriculum design.

1 Parents should be guided in giving their children some extra contact

with English.

2 The activities should be fun so that the children look forward to doing

them for their own sake.

3 Some of the activities should carry over to the next class so that the

children look forward to continuing them.

4 The activities should be largely teacher-centred rather than group or

pair work.

5 Most of the activities should be meaning-focused. Language-focused

activities should mainly involve correction

This would mean using activities like the following.

1 Listening to a serial story.

2 Reading comics and other high-interest material.

3 Listening and speaking games.

4 Writing to be “published” or read aloud.

5 Learners giving talks to the group, e.g. show and tell.

6 Reading at home and reporting to the class.

7 Diary writing to the teacher or a secret friend.

8 High-success quizzes and activities with awards.

9 Production of a newsletter where everyone gets a mention.

10 Pen pals.

11 Watching English movies and TV programmes.

12 Playing video games that use English.

13 Production of a play, etc.

CIUMAN JUDAS

CIUMAN JUDAS 

Kedudukan, pangkat-pangkat serta tingkah laku yang dipamerkan oleh Mirza Ghulam Ahmad, putera dan cucunya maupun oleh pengikut-pengikutnya yang tiada tolok-bandingannya, pada hakikatnya hanyalah merupakan perisai atau selubung dari kelemahan, kepalsuan yang terdapat didalam diri Mirza Ghulam Ahmad dan Ahmadiyahnya. Demikianlah satu kelemahan harus dilindungi banyak kekuatan, barulah persembunyian itu berhasil lolos dari setiap pencaharian. Akan tetapi satu keanehan telah terjadi, bahwa kekuatan-kekuatan yang dipamerkan Ahmadiyah itu, ternyata menjadi boomerang memukul balik pada dirinya sendiri.

Kekuatan-kekuatan dalil yang dipakai tentang kemahdian Mirza Ghulam Ahmad, kealmasihannya, kenabian dan kerasulannya akhirnya menjadi satu bahan yang menarik untuk dibicarakan. Justru pada posisi-posisi Mirza Ghulam yang berat itulah, ia dan alirannya menutup semua kemungkinan bagi lolosnya suatu penelitian terhadap dirinya. Kubu-kubu pertahanan yang dibangun Mirza dan Ahmadiyahnya dalam masalah ke-mahdian kealmasihan, kenabian maupun kerasulannya, merupakan kubu-kubu yang ampuh untuk diterobos.

Akan tetapi, sebagaimana dikatakan tadi, satu keanehan telah terjadi; justru daripada pertahanan yang tertutup rapat itu, secara tidak sengaja pintu-pintu rahasia dari kubu-kubu pertahanan Ahmadiyah, terbuka lebar dan mereka sendirilah yang membukanya. Bahkan boleh dikata ibarat tubuh bertelanjang bulat di hadapan cermin seiarah, Mirza Ghulam Ahmad dan Ahmadiyahnya telah mempertontonkan segala jenis kemunafikannya yang paling samara sekalipun. Padahal Ahmadiyah pada zhahirnya menyuguhkan ajaran-ajarannya ke tengan-tengah masyarakat diluar Jemaatnya, dengan segala macam kalimat-kalimat puji dan puja kepada Allah dan Nabi Muhammad s.a.w.

Penjelasan-penjelasan yang menarik yang disajikan Mirza dan Ahmadiyahnya tentang sebab-sebabnya mengapa ia harus menjadi nabi, rasul dan sebagainya itu, menurut Ahmadiyah sama sekali tidak mengandung maksud untuk mengecilkan kedudukan Nabi Muhammad s.a.w Mirza Ghulam Ahmad, kata Ahmadiyah, tidak lain hanyalah khadim nabi Muhammad, melanjutkan serta menerangkan ajaran-ajaran tuannya.2 Bahkan Mirza Ghulam adalah orang pertama yang jatuh cinta pada Nabi Muhammad.
Dalam syairnya Mirza Ghulam berkata:

“Lihatlah kepadaku dengan pandangan rahmat dan kasih wahai penghuluku aku adalah seorang sahayamu yang paling hina dina. wahai kekasihku, cinta kepadamu sudah amal meresap dalam jiwa ragaku, ke dalam jantungku dan benakku wahai taman firdaus dari seluruh kegembiraanku! Alam pikiranku tidak pernah sunyi sesaat atau sedetikpun dari mengenang engkau. Jiwaku sudah menjadi milikmu. Jisimkupun bercita-cita benar ingin terbang ke hadiratmu. alangkah bahagianya bila dalam diriku ada daya untuk terbang.”3

Dalam syairnya yang lain, Mirza Ghulam berkata lagi:

“Sesudah asyik kepada Allah, akupun mabuk pula pada keasyikan terhadap Muhammad. Kalau ini dikatakan kufur, maka demi Tuhan akulah orang yang sangat kafir!”4

Bahkan dari keasyikan Mirza Ghulam kepada Nabi Muhammad, menurut Ahmadiyah, ia telah fana fir-rasul yakni pada dirinya membayang wujud yang mulya Rasulullah s.a.w.5 Malahan bila diperhatikan benar-benar, Mirza Ghulam adalah kenabian Muhamadiyan juga, yang zhahir dalam suatu cara yang baru. Ibarat melihat cermin, demikian Ahmadiyah melanjutkan, kamu tidak menjadi dua, bahkan kamu tetap satu juga adanya, kendatipun nampaknya dua.6 Salah seorang pengikut Mirza yang setia menceritakan bahwa ia pernah melihat dalam mimpi, wujud suci Hadrat Rasulullah Muhammad Mustafa s.a.w adalah juga merupakan wujud suci Hadrat Mirza Ghulam Ahmad, Masih Ma’uud a.s. Aku tidak ingat, demikian sahibul mimpi melanjutkan, apakah lebih dahulu melihat Mirza sahib Mirza Ghulam Ahmad atau melihat wujud suci nabi Muhammad s.a.w. Tetapi yang jelas ialah kedua wujud suci itu telah diperlihatkan dalam keadaan hanya merupakan satu wujud suci.

Hal ini mengandung arti, bahwa pada masa kini, pantulan dan kazhahiran yang sempurna dari wujud suci nabi Muhammad adalah wujud Mirza Ghulam Ahmad.7

Apakah yang demikian itu, tidak suatu penghormatan pada nabi Muhammad oleh Mirza Ghulam?! Maka, terimalah nabi yang datang dari Allah ini, demikian seru seorang Ahmadiyah.8 Akan tetapi dilain kesempatan dating ancaman keras dari Ahmadiyah pada mereka yang tidak mau percaya pada kenabian Mirza, dengan kata-kata lantang:

“bahwa semua orang Islam harus percaya pada nabi Mirza Ghulam Ahmad; kalau tidak, berarti mereka tidak mengikuti ajaran-ajaran Al-Qur’an. Dan siapa-siapa yang tidak mengikuli Al-Qur’an maka ia bukan muslim. Dan barangsiapa mengingkari seorang nabi, menurut istilah agama Islam disebut kafir!”9

Demikian Ahmadiyah, mula-mula mereka memuji-memuji Nabi Muhammad, kemudian minta agar ia diakui sebagai nabi, akhirnya ia mengancam vonnis kafir bagi siapa-siapa yang tidak mau percaya kenabiannya. Jelas disini adanya watak-watak munafik pada diri Mirza Ghulam maupun pengikut-pengikutnya.

Namun demikian apakah benar kaum Muslimin tidak mengikuti ajaran-ajaran Al-Qur’an bila tidak mengakui Mirza Ghulam Ahmad sebagai nabi? Untuk menjawab soal diatas sebaiknya kita lebih jauh melihat ajaran-ajaran Ahmadiyah tentang sebab-sebabnya mengapa Mirza Ghulam memakai gelar nabi.

Dalil-dalil yang dipakai Ahmadiyah guna menguatkan landasan bagi tegaknya kenabian maupun kerasulan Mirza Ghulam, ialah dalil-dalil Al-Qur’an dan Hadits. Tentu saja menurut penafsiran cara-cara mereka sendiri. Mula-mula dalil yang dipakai, berkisar pada ayat “khataman nabiyin” dalam surah Al-Ahzab ayat 40. Kata khatam disitu menurut Ahmadiyah bukan berarti “penutup” melainkan termulya. Jadi nabi Muhammad adalah nabi yang “termulya,” bukan nabi penutup. Oleh karena itu pengertian yang diberikan oleh sebagian orang-orang Islam terhadap kata khatam dengan pengertian pintu wahyu tertutup, bertentangan dengan kandungan Al-Qur’an dan sabda-sabda Rasulullah s.a.w.

English Grammar for ESL Learners

English Grammar for ESL Learners

Nouns

Nouns can be either proper or common. Proper nouns are those that

refer to a particular person, place, thing, or idea. Such nouns are

capitalized: America, George Washington, Mr. Neruda, October.

Nouns that do not refer to a particular person, place, thing, or idea

are common nouns. They are not capitalized: land, girls, money, test.

Compare the following list of proper and common nouns:

Proper Nouns                           Common Nouns

Mexico                                    country

Ms. Finch                                woman

English                                    language

McGraw-Hill                           publisher

American Airlines                   company

December                                month

Next to each noun write the word proper or common.

1.................... France

2.................... rope

3. ..................United States

4. ..................Professor Hall

5.................. .professor

6................... the stadium

7................... the Olympics

8................... horses

exercise

Nouns can be used as the subject of a sentence. The subject is the word that is performing the

action in the sentence. The subject can be a proper noun or a common noun, and it can be singular

or plural:

Juanita is a friend of mine.

The boys like to play soccer.

Where is the school?

Nouns can also be used as direct objects. The direct object in a sentence is the noun that receives

the action of the verb. To find the direct object in a sentence do three things:

1. Find the subject of the sentence.

2. Find the verb in the sentence.

3. Ask whom or what with the subject and the verb.

Look at these sample sentences:

“Sara likes my brother.”                      “The girls find a book.”

1. subject _ Sara                                 1. subject _ girls

2. verb _ likes                                      2. verb _ find

3. ask whom _ Whom does                 3. ask what _ What do the

Sara like? girls find?

The direct object is my brother The direct object is book.

Nouns are sometimes indirect objects. They stand before the direct object in the sentence. It is the

person to whom or for whom something is provided. To find the indirect object in a sentence

do three things:

1. Find the subject of the sentence.

2. Find the verb in the sentence.

3. Ask to whom or for whom with the subject and the verb.

Look at these sample sentences:

“Justin buys the girl a magazine.”                   “Mother gives Nate five dollars.”

1. subject _ Justin                                            1. subject _ Mother

2. verb _ buys                                                  2. verb _ gives

3. ask to whom or for whom _ Fo                  3. ask to whom or for whom _ To whom

whom does Justin buy a magazine? does Mother give five dollars?

The indirect object is girl. The indirect object is Nate.

Note: It is rare that something inanimate is used as an indirect object.

When a noun is used as a predicate noun, it follows the predicate in the sentence. The predicate

can be a single verb or a verb phrase:

Verb as the predicate: Maria helps us.

Verb phrase as the predicate: Maria usually helps with the gardening.

Predicate nouns most often follow the verbs to be and to become:

v  My mother wants to be a doctor.

v  Celine became an actress.

v  Are you the manager of this building?

Definite and Indefinite

Articles

The English definite article is the. It is used to identify a particular

person or thing. If you are speaking about someone or something

you are already familiar with, you use the with the noun. Look at

these examples:

Ø  I already know the man.

Ø  She met the women who won the lottery.

Ø  This is the book that I told you about.

The indefinite article is used to describe someone or something

that is unfamiliar to you or about which you are speaking in

general. There are two forms: a and an. Use a before a word

beginning with a consonant. Use an before a word beginning with

a vowel. Look at these examples:

v  He sees a stranger on the corner.

v  Did you buy an apple or an orange?

v  Is the woman a good lawyer?

v  She has an idea.

Compare the difference between the definite and indefinite article

by using these sentences:

Ø  I want an apple. (I do not see an apple. But I feel hungry for

            one.)

Ø  I want the apple. (I am choosing between the apple and the

orange that I see before me.)

The definite article for plural nouns is also the. But there is no

indefinite article for plural nouns. The plural articles are used in

the same way as the singular articles.

Singular Definite       Singular Indefinite    Plural Definite                       Plural Indefinite

the boy                                    a boy                          the boys                        boys

the house                                 a house                     the houses                      houses

the idea                                   an idea                      the ideas                        ideas

Adjectives

Adjectives are words that describe nouns. They tell the size, color,

or quality of something: a big room, the red car, four interesting

books. Here are some commonly used adjectives:

beautiful          fast                 loud                 tall

big                   funny               old                  terrible

black                handsome       quiet               thirsty

boring              interesting      right                 ugly

careful             late                 sad                  young

careless            little                short                white

early                long                slow                wrong

Personal Pronouns

Pronouns are words that take the place of nouns. The English personal

pronouns are:

Singular Plural

First Person I we

Second Person you you

Third Person he, she, it they

Notice that you is both singular and plural. When speaking to one

person, say you. When speaking to two or more persons, say you:

      Tim, you are a very good student.

      Bruno and Rene, you have to study more.

Just as nouns have gender, pronouns also do. I, we, and you can be

used by males or females. He is always masculine, she is always feminine,

and it is always neuter. The plural of the third-person pronouns

is always they, whether masculine, feminine, or neuter. And

just like nouns, pronouns can be used as:

1. the subject of a sentence

2. a direct object

3. an indirect object

But when used as a direct object or indirect object, some of the

pronouns change:

Subject                                               Direct Object                                   Indirect Object

I                                                           me                                                      me

You                                                     you                                                     you

he                                                        him                                                      him

she                                                       her                                                       her

it                                                          it                                                          it

we                                                       us                                                         us

you                                                     (plural) you                                       you

they                                                     them                                                    them

If a pronoun replaces a noun in the sentence, it must have the same characteristics as the noun:

the same number (singular or plural), the same gender (masculine, feminine, or neuter), and

the same use in the sentence (subject, direct object, or indirect object).

preposition and a noun or a pronoun. Here are some of the most commonly used prepositions

after, behind, between, for, from, in, near, on, of, through, to, with, without

Look at these sample prepositional phrases:

v  after the concert                      behind me

v  between the girls         for you

v  from a friend               in him

v  near the city                on it

v  of a book                     through her

v  to a student                 with us

v  without the money      without them

In a prepositional phrase, use the same form of the pronoun that is used as a direct or indirect

object:

Subject Pronoun                   Direct or Indirect Object                  Prepositional Phrase

I                                               me                                                      after me

You                                         you                                                     behind you

He                                           him                                                     for him

she                                           her                                                       from her

it                                              it                                                           in it

we                                           us                                                        between us

they                                         them                                                   near them

Verbs

Verbs are the words in a sentence that describe the action of a sentence

or that introduce the condition or state of someone or something

in the sentence.

Action: Anna throws the ball.

Introduction of a condition: Trent is very sick.

There are many action verbs. Those that can have a direct object are

often called transitive verbs. Here is a list of some commonly used

transitive verbs. Note that they can be used with a direct object.

Transitive                                                       Verbs Used in a Sentence

buy                                                                  He buys a newspaper.

Carry                                                               I am carrying the child.

find                                                                 Can you find the book?

help                                                                 She helps us.

like                                                                  I don’t like cabbage.

lose                                                                  Don’t lose your money.

read                                                                 She is reading a book.

pull                                                                  The dentist pulled the tooth.

Push                                                                The boy pushes the cart.

sell                                                                   I am selling my car.

Speak                                                              Father speaks Spanish.

write                                                                We are writing some postcards.

Understand                                                     Do you understand me?

Intransitive verbs are not followed by a direct object. They often

show a movement to a place and are sometimes followed by a

prepositional phrase. Following is a list of some commonly used

intransitive verbs:

Intransitive                                         Verbs Used in a Sentence

Come                                                   Can you come to the party?

Crawl                                                  The baby crawls on the floor.

Drive                                                   We are driving fast.

fly                                                         I flew here from Paris.

Go                                                       Are you going home?

hurry                                                    We hurry to the window.

jump                                                    Peter jumps from the roof.

Ride                                                    I am riding in his car.

run                                                       The girls run past the school.

sail                                                       We are sailing to Europe.

travel                                                   Do you want to travel with us?

walk                                                    I walk out of the theater

Still other verbs introduce the condition or state of someone or something. They do not take a

direct object and are most often followed by an adjective. These verbs are usually called linking

verbs. Here are some commonly used linking verbs:

Linking Verbs                                                           Used in a Sentence

appear                                                               The boy appears quite well.

be                                                                     I am hungry.

Become                                                           The weather becomes bad.

Feel                                                                 It feels hot.

grow                                                                The dog is growing weak.

look                                                                 She looks unhappy.

Seem                                                               The coat seems too small for you.

Smell                                                               The pizza smells good.

Sound                                                              The music sounds awful.

taste                                                                 The popcorn tastes salty.

Careful! Some of the linking verbs have a second usage. They can be used as transitive verbs.

Look at these examples:

Ø  Linking Verb: His skin feels hot. (hot _ adjective)

Ø  Transitive Verb: He feels a sharp pain. (a sharp pain _ direct object)

Ø  Linking Verb: The sky grows cloudy. (adjective)

Ø  Transitive Verb: We grow vegetables. (direct object)

Ø  Linking Verb: That smells beautiful. (adjective)

Ø  Transitive Verb: She smells the flowers. (direct object)

Ø  Linking Verb: My coffee tastes bitter. (adjective)

Ø  Transitive Verb: Risa tasted the ice cream. (direct object)

You can identify linking verbs by substituting am, is, or are for the verb. If the sentence makes

sense with the substitution, it is a linking verb. If it does not make sense, it is a transitive verb.

Some examples:

It feels cold. (It is cold.) This makes sense. _ Linking Verb

He feels her pulse. (He is her pulse.) This makes no sense. _ Transitive Verb

They smell nice. (They are nice.) This makes sense. _ Linking Verb

We smell coffee. (We are coffee.) This makes no sense. _ Transitive Verb

The Present Tense

In some languages, present tense conjugations are very complicated. Each pronoun requires a

different ending on the verb. English is much simpler. Only the third-person singular (he, she,

it) requires an ending. That ending is an -s (or -es). And with some verbs there is no ending

change at all. Look at these examples of the present tense:

to go                to see                         to want           can                  must

I                       go                   see                               want                can                  must

you                  go                    see                               want               can                  must

he, she, it        goes                 sees                              wants                can                  must

we                   go                    see                              want               can                  must

they                 go                    see                               want                can                   must

When the verb ends in the vowel -o, add -es for the third-person singular pronouns:

do                    does

Can and must are special auxiliary verbs. They never have an ending change in the present tense.

There are other auxiliaries that do the same thing. They will be taken up later.

Asking Questions

A sentence that has the verb to be in it is easily formed as a question. Just invert the position of the

verb and the subject. Look at these examples:

Statement                               Question

I am late.                                 Am I late?

She is his sister.                       Is she his sister?

They are from Puerto Rico.     Are they from Puerto Rico?

All other verbs, including to have, form a question by using the verb to do (do, does). The verb to

do is conjugated for the subject of the sentence. The original verb in the sentence becomes an

infinitive. English infinitives begin with the word to: to run, to jump, to sing, and so on. Sometimes

the word to is omitted: run, jump, sing, and so on. The word to is omitted in questions.

Statement                                                       Question

Jacques has a new job.                                    Does Jacques have a new job?

You see the ocean.                                          Do you see the ocean?

She likes my brother.                                      Does she like my brother?

Tanya usually finds the books.                       Does Tanya usually find the books?