A PRAGMATIC ANALYSIS OF SPEECH ACTS OF THE MAIN CHARACTER IN RYAN FLECK’S HALF NELSON

This research aims at (1) identifying and describing the types of speech acts in terms of the locutionary acts, the illocutionary acts and the perlocutionary acts delivered by the main character in Ryan Fleck’s Half Nelson outside and inside the school and (2) describing the way the main character copes with the life outside and inside the school. This research employed a descriptive qualitative method. The existence of number was used to reveal the frequencies of the types of speech act. The object of this research was the main character’s utterances in Ryan Fleck’s Half Nelson. The data were in the form of scenes that were analyzed based on Austin’s classification of types of speech act and Searle’s classification of illocutionary acts, and Holmes’s theory of context. The researcher was the primary instrument in this research. The secondary instrument was the data sheet. The data analyses of this research were based on the types of speech acts outside and inside the school. The results show that: first, related to the types of speech act, in terms of locutionary acts, there are three kinds of form, i.e. declarative, interrogative, and imperative. Declarative is the most dominant form used outside and inside the school. It is used in almost all functions of illocutionary act types. Regarding with the illocutionary acts, the main character, Dan, employs four types of act outside the school, i.e. assertive, directive, expressive, and commissive. Assertive holds the highest frequency. In the daily life, he feels that the condition around him is not in line with his opinion. Therefore, he uses his utterances to assert what he believes to be the case. Declaration is not performed by him outside the school since he is as a common person, who has no institutional position. On the other hand, inside the school, directive, assertive, expressive, commissive, and declaration are found. Directive is in the highest frequency because he is a teacher and a basketball coach who performs questioning, requesting, commanding, encouraging, suggesting, etc. Concerning the perlocutionary acts, there are four types of act found outside the school, i.e. get h to know, get h to do something, to express feeling, and get h to expect something. The most-dominant act is get h to know. He often expresses what he believes to others, so that they recognize it. Further, there are five kinds of perlocutionary act found inside the school, i.e. to get h to do something, get h to know, express feeling, praise, and get h to expect something. As a teacher, he employs the acts aimed to get h to do something most, such as questioning, requesting, commanding, etc. Second, he cannot completely split between both lives, outside and inside the school because of the effects of cocaine on his brain. However, he can be honest to tell what he thinks and feels about his life to people he likes or considers them as his ‘friends’ everywhere

Temporally resolved laser induced plasma diagnostics of single crystal silicon - effects of ambient pressure

Laser-Induced Breakdown Spectroscopy of silicon was performed using a nanosecond pulsed frequency doubled Nd:YAG (532 nm) laser. The temporal evolution of the laser ablation plumes in air at atmospheric pressure and at an ambient pressure of ∼10−5 mbar is presented. Electron densities were determined from the Stark broadening of the Si (I) 288.16 nm emission line. Electron densities in the range of 6.91×1017 to 1.29×1019 cm−3 at atmospheric pressure and 1.68×1017 to 3.02×1019 cm−3 under vacuum were observed. Electron excitation temperatures were obtained from the line to continuum ratios and yielded temperatures in the range 7600–18,200 K at atmospheric pressure, and 8020–18,200 K under vacuum. The plasma morphology is also characterized with respect to time in both pressure regimes

Origin and structure of Devensian depressions at Letton, Herefordshire

Groups of circular to oval enclosed depressions in soft sediments of Pleistocene age are relatively common in north-west Europe. These features are normally interpreted as being either glacial or periglacial in origin. Where these features are developed in glacial sediments, a glacial (and specifically ‘kettle hole’) genesis is considered most likely. Some groups of features, however, have been re-interpreted as being periglacial in origin and are thought to be the remains of cryogenic mounds (former pingos or palsas/lithalsas). The problem at many sites, of course, is correct identification and previously this was often resolved through extensive trenching of the sediments. The use of geophysics in the form of electrical resistivity tomography and ground probing radar, however, can aid investigation and interpretation and is less invasive. A group of enclosed depressions in the Letton area of Herefordshire within the Last Glacial Maximum ice limit (Late Devensian) have been investigated in this way. The morphology and internal structure of the features and their existence in glaciolacustrine sediments of Late Devensian age strongly suggests that these depressions are kettle holes resulting from ice block discharge into a shallow lakes or lakes, and hence a glacial origin is supported. The lack of any ramparts surrounding the depressions (at the surface or any evidence of these at depth) and the fact that they do not overlap (‘mutually interfere’) indicates that they are not the remains of cryogenic mounds

Pendidikan 4.0 di era generasi Z: tantangan dan solusinya

Pendidikan di era revolusi industri 4.0 dipandang sebagai pengembangan tiga kompetensi besar abad ke-21, yakni kompetensi berpikir, bertindak dan hidup di dunia. Kompetensi berpikir meliputi berpikir kritis, berpikir kreatif, dan pemecahan masalah. Kompetensi bertindak meliputi komunikasi, kolaborasi, literasi digital dan literasi teknologi. Sedangkan kompetensi hidup di dunia meliputi inisiatif, mengarahkan diri, pemahaman global serta tanggung jawab sosial. Pendidikan  4.0  secara keseluruhan akan berkontribusi dalam membangun generasi Z atau igeneration. Untuk itu diperlukan proses pendidikan yang mampu menyiapkan peserta didik untuk bisa bekerja yang pekerjaannya saat ini belum ada, untuk bisa menyelesaikan masalah yang masalahnya saat ini belum muncul dan bisa menggunakan teknologi yang sekarang yang teknologinya belum ditemuka

Strengthening Civic Engagement Responses to Sexual Violence against Women in the Public Sphere

Civic engagement is individual and collective actions designed to identify and address issues of public concern. This definition explicitly identifies the involvement of citizens in handling public problems including humanitarian problems. Indonesia as a democratic country and upholds human rights as proven normatively in the 1945 Constitution of the Republic of Indonesia Article 1 paragraph (2) and Law Number 39 of 1999 Article 2 concerning Human Rights. Democracy contains complex definitions including aspects institutionalized in the daily behavior of citizens. Apathy and the lack of citizen involvement and awareness in dealing with humanitarian problems are problems in a democratic country and uphold human rights, including in this case the response of citizens to cases of sexual violence experienced by women in public sphere. The purpose of this study was to determine efforts to increase civic engagement in responding to cases of sexual violence against women in the public sphere. The research method uses literature review. The results of the study indicate the low engagement of citizens in responding to the phenomenon of sexual violence in public spaces so that efforts are needed to increase civic engagement, among others, by participating in activities or organizations in the community and participating in volunteer activities whose implications can increase civic engagement.Keywords: civic engagement; public sphere; sexual violence; women

Poetic Possibilities: Poetry and Experience in Emerson, Nietzsche, and Freud

Senior Project submitted to The Division of Social Studies of Bard College