LDLR gene

low density lipoprotein receptor

The LDLR gene provides instructions for making a protein called the low-density lipoprotein receptor. This receptor binds to particles called low-density lipoproteins (LDLs), which are the primary carriers of cholesterol in the blood. Cholesterol is a waxy, fat-like substance that is produced in the body and obtained from foods that come from animals.

Low-density lipoprotein receptors sit on the outer surface of many types of cells, where they pick up LDLs circulating in the bloodstream and transport them into the cell. Once inside the cell, the LDL is broken down to release cholesterol. The cholesterol is then used by the cell, stored, or removed from the body. After low-density lipoprotein receptors drop off their cargo, they are recycled back to the cell surface to pick up more LDLs.

Low-density lipoprotein receptors play a critical role in regulating the amount of cholesterol in the blood. They are particularly abundant in the liver, which is the organ responsible for removing most excess cholesterol from the body. The number of low-density lipoprotein receptors on the surface of liver cells determines how quickly cholesterol is removed from the bloodstream.

Mutations in the LDLR gene cause a form of high cholesterol called familial hypercholesterolemia. More than 2,000 mutations have been identified in this gene. Some of these genetic changes reduce the number of low-density lipoprotein receptors produced within cells. Other mutations disrupt the receptor's ability to remove LDLs from the blood. As a result, people with mutations in the LDLR gene have very high blood cholesterol levels. As the excess cholesterol circulates through the bloodstream, it is deposited abnormally in tissues such as the skin, tendons, and arteries that supply blood to the heart (coronary arteries). A buildup of cholesterol in the walls of coronary arteries greatly increases a person's risk of having a heart attack.

Most people with familial hypercholesterolemia inherit one altered copy of the LDLR gene from an affected parent and one normal copy of the gene from the other parent. These cases are associated with an increased risk of early heart disease, typically beginning in a person's forties or fifties. Rarely, a person with familial hypercholesterolemia is born with two mutated copies of the LDLR gene. This situation occurs when the person has two affected parents, each of whom passes on one altered copy of the gene. The presence of two LDLR gene mutations results in a more severe form of hypercholesterolemia that usually appears in childhood.

Molecular Location: base pairs 11,089,432 to 11,133,820 on chromosome 19 (Homo sapiens Updated Annotation Release 109.20200522, GRCh38.p13) (NCBI)

  • FHC
  • LDL receptor
  • LDLCQ2
  • Low density lipoprotein (LDL) receptor
  • low density lipoprotein receptor (familial hypercholesterolemia)


A study of the crime fiction genre on some great literary works

A celebrated, skilled, professional investigator Bungling local constabulary Large number of false suspects The "least likely suspect" A rudimentary " locked room " murder A reconstruction of the crime A final twist in the plot Arthur Conan Doyle — Although The Moonstone is usually seen as the first detective novel, there are other contenders for the honor. A number of critics suggest that the lesser known Notting Hill Mystery —63written by the pseudonymous "Charles Felix" later identified as Charles Warren Adams [25] [26]preceded it by a number of years and first used techniques that would come to define the genre. Peters, who is lower class and mute, and who is initially dismissed both by the text and its characters.

A study of the crime fiction genre on some great literary works

Earlier novels and stories were typically devoid of systematic attempts at detection: There was a detectivewhether amateur or professional or a sex workertrying to figure out how and by whom a particular crime was committed; there were no police trying to solve a case; neither was there any discussion of motivesalibisthe modus operandior any of the other elements which make up the modern crime writing.

In this tale, a fisherman discovers a heavy, locked chest along the Tigris river and he sells it to the Abbasid CaliphHarun al-Rashidwho then has the chest broken open only to find inside it the dead body of a young woman who was cut into pieces. Harun orders his vizierJa'far ibn Yahyato solve the crime and find the murderer within three days, or be executed if he fails his assignment.

The focus of the story shifts to the caliph's demand to find a slave blamed for having an affair with the woman, instigating her husband's crime of passionbut again no investigation is conducted. Ja'far learns the true story, and exonerates the slave, by chance.

The hero of these novels is typically a traditional judge or similar official based on historical personages such as Judge Bao Bao Qingtian or Judge Dee Di Renjie. Although the historical characters may have lived in an earlier period such as the Song or Tang dynasty the novels are often set in the later Ming or Manchu period.

These novels differ from the Western genre in several points as described by van Gulik: Van Gulik chose Di Gong An to translate because it was in his view closer to the Western tradition and more likely to appeal to non-Chinese readers.

Description of crimes and detectives[ edit ] Forerunners of today's crime fiction include the ghost story, the horror story, and the revenge story. Auguste Dupin, [4] as the central character of some of his short stories which he called "tales of ratiocination".

De Andrea Encyclopedia Mysteriosa,he was the first to create a character whose interest for the reader lay primarily even solely on his ability to find hidden truths.

Watson of the Sherlock Holmes stories to the concept of an armchair detective to the prototype of the secret service story. Locked-room mystery One of the early developments started by Poe was the so-called locked-room mystery in " The Murders in the Rue Morgue ".

These stories are so called because they involve a crime—normally a murder—which takes place in a "locked room. More generally, it is any crime situation where—again, to all appearances—someone must have entered or left the scene of the crime, yet it was not possible for anyone to have done so.

A study of the crime fiction genre on some great literary works

For example, one such Agatha Christie mystery And Then There Were None takes place on a small island during a storm; another on a train stalled in the mountains and surrounded by new-fallen, unmarked snow.

One of the most famous locked room mysteries was The Hollow Man. The resolution of such a story might involve showing how the room was not really "locked"; or that it was not necessary for anyone else to have come or gone; that the murderer is still hiding in the room; or that the person to "discover" the murder when the room was unlocked in fact committed it just then.

Sherlock Holmes and Dr. Watson mysteries[ edit ] InScotsman Sir Arthur Conan Doyle — gave fresh impetus to the emerging form of the detective story by creating Sherlock Holmesresident at B Baker Street, London —probably the most famous of fictional detectives and the first one to have clients, to be hired to solve a case.

Holmes's art of detection consists in logical deduction based on minute details that escape everyone else's notice, and the careful and systematic elimination of all clues that in the course of his investigation turn out to lead nowhere.

Conan Doyle also introduced Dr. Watsona physician who acts as Holmes's assistant and who also shares Holmes's flat in Baker Street with him. In the words of William L De Andrea, Watson also serves the important function of catalyst for Holmes's mental processes. Any character who performs these functions in a mystery story has come to be known as a "Watson".

Many of the great fictional detectives have their Watson: Hastings, however, appeared only intermittently in those Poirot novels and stories written after and only once in those written after The Golden Age—Development by later writers[ edit ] Main article: Most of its authors were British: Agatha Christie —Dorothy L.

Sayers —and many more. Some of them were American, but with a British touch. The majority of novels of that era were whodunnitsand several authors excelled, after successfully leading their readers on the wrong track, in convincingly revealing to them the least likely suspect as the real villain of the story.

A study of the crime fiction genre on some great literary works

What is more, they had a predilection for certain casts of characters and certain settings, with the secluded English country house at the top of the list. A typical plot of the Golden Age mystery followed these lines: A body, preferably that of a stranger, is found in the library by a maid who has just come in to dust the furniture.A Study of the Crime Fiction Genre on Some Great Literary Works PAGES 2.

WORDS 1, View Full Essay. More essays like this: edgar allan poe, sir arthur conan doyle, crime fiction genre. Not sure what I'd do without @Kibin - Alfredo Alvarez, student @ Miami University.

R. A. Locke, the ingenious author of the late 'Moon Story' or 'Astronomical Hoax,' is putting on the stocks the frame of a new. The Gunn Center for the Study of Science Fiction is the umbrella for everything [email protected]!

Each year we offer many literature, fiction-writing, and science & technology courses, plus educational events in Lawrence, at the University of Kansas, and abroad. It looks like you've lost connection to our server.

Please check your internet connection or reload this page. This page is being built up as a selected list of links to other websites containing innovative & interesting writing, or links to this.

Last completely updated, May 19, . The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue.


People often assume that energy medicine therapies are hard to quantify, but some can be measured and proven scientifically. PEMF, biofeedback and neurofeedback are quantifiable scientific therapies backed by brainwave training research. These are still viewed as unconventional, however, because instead of depending on chemistry, brainwave training is a therapy that focuses on energy or physics to heal.

We are primarily energetic beings. The brain is a complex organ that is made up of billions of brain cells called neurons. In order for our brain to work, these neurons communicate with each other using electricity. The combination of millions of neurons sending signals at once produces an enormous amount of electrical activity in the brain. Sensitive medical equipment, such as an EEG, can measure electricity levels over areas of the scalp.

This dynamic, interconnected web of biological energy is impacted by everything in our environment. Neurofeedback provides brainwave training to our system; it focuses on our central nervous system, which directly improves the brain’s ability to self-regulate. Without self-regulation, disorders of the central nervous system (CNS) can result in anxiety, depression, headaches and other conditions. Neurofeedback is a directly alters brainwave function.

Electrical activity emanating from the brain is displayed in the form of brainwaves. We have different brain waves that vary based on their frequency, ranging from the low activity to high activity (delta, theta, alpha and beta). Everyone has the same brain waves, but people do not have the same pattern and levels of brain waves. Certain patterns are associated with specific conditions.

Most people are born with a relatively healthy nervous system and regulated brainwave function. Genetic and environmental factors—such as diet, stress and external environment influences—can impact brain wave functioning and the CNS. This lack of self-regulation can lead to a variety of symptoms, including lack of focus, anxiety, mood issues and physical symptoms. Dysregulation reflects an under-responsive, over-responsive or unstable nervous system.

Engineered brainwave training—such as neurofeedback—uses the simple concept of reinforcement to improve regulation of the brain and CNS. This brainwave-training therapy gives visual and auditory reinforcements to help the brain change its own behavior as a form of associative learning. In neurofeedback, the associative learning is learning to perceive the feeling of the signal. By creating new electrical activity through a process of measurement and reinforcement, the brain learns to self-regulate, which calms the nervous system. This reduces or eliminates symptoms.

Neurofeedback has been used to treat ADHD, autism, anxiety, PTSD/trauma, OCD, tic disorders, stress, emotional distress, behavioral or mood issues, chronic pain, neurocognitive and neuropsychiatric issues associated with Lyme and PANS/PANDAS, headaches/migraines, concussions, and a variety of other issues. Almost any brain—regardless of its level of function or dysfunction—can be trained to function better. Neurofeedback can be used with all ages.

ADHD often means that a person has too many slow brainwaves frontally—at theta, or a lower frequency—and not enough fast, higher frequency beta brainwaves. This brainwave imbalance makes it hard to stay focused in non-preferred areas because the brain is bored. This is why decreasing theta brainwave and increasing beta brainwave training can help people with ADHD.

There are more than 3,000 peer-reviewed brainwave training research studies spanning four decades that demonstrate its effectiveness (Lubar & Shouse, 1976). Current research supports that neurofeedback improves a variety of specific issues and symptoms, from seizures to ADHD and anxiety.

Recent meta-analyses document the effectiveness of neurofeedback in the treatment of ADHD (Arns, de Ridder, Strehl, Breteler and Coenen, 2009) in reducing inattention, impulsivity and hyperactivity. Research from Gani et al. (2008) demonstrates the long-term effectiveness of neurofeedback, as they found that improvements in behavior and attention were stable six months and two years after completion of therapy.

Neurofeedback produces lasting changes that puts people on a path to wellness, and improve brain functioning and mental health. It works synergistically with other therapies as it focuses on regulating the CNS, which can reduce symptoms simultaneously.

Neurofeedback requires time and energy commitment as teaching the brain to change often requires therapy two times a week over several months. The easy process consists of patients receiving reinforcement while watching a movie in a comfortable chair. For most, symptoms gradually decrease, while for others, change can be dramatic depending on symptoms or root issues.

Individuals with CNS dysregulation should consider effective, safe and research-based therapies that work with the body’s own rhythm, such as neurofeedback, biofeedback and PEMF. Tapping into the body’s own frequencies can help reduce stress; improve sleep, mood and attention; increase processing speed; decrease pain or discomfort; and create feelings of wellness.

Dr. Roseann Capanna-Hodge, EdD, LPC, BCN, LLC, is a psychologist in Ridgefield and Newtown. She utilizes research-based and holistic therapies that are bridged with neuroscience in her work with children, adults and families across the U.S. Connect at


Handmade leather bags.
Versatile designs for every occasion - whether you need a handbag for everyday carry, a shaving bag for weekend trips, or a backpack to travel the world -we got you covered.

What goes into making a Phee's Original Goods bag?

Our bags are made primarily with two different types of leather. The darker leather with a pebbled grain is what's called an oil tan leather and this is mostly used for the body of the bag. The smoother leather we use for straps and accents is called veg tan leather. These are both cow hides with incredible durability and age like a fine wine.

Every one of our bags starts out as a full cow hide. We begin by hand cutting the templates, sewing the necessary components on our vintage Singer 111 sewing machine, and setting all hardware by hand. This is an incredibly time consuming process but it ensures quality craftsmanship in every piece.


Why the Mueller report is important

Gerd Altmann via pixabay

House Democrats announced their plans for an impeachment inquiry against President Trump regarding his involvement in a scandal with the Ukraine.

Trevor Glaum, Business Manager

Special Counsel Robert Mueller released his final investigation report deeming President Trump to be innocent of all criminal activity. The report released his findings regarding the President and many of his associates.

The biggest question was the obstruction charges and the lies told by many people close to the President. If he was innocent, why did they all lie? The report did confirm the lack of honesty and integrity the Trump Administration showed throughout the course of the investigation.

Mueller concluded that there was not sufficient evidence to link the President to any criminal activity. He did find evidence that Michael Cohen “provided false testimony” to Congress and that he was instructed to keep his statements direct and strictly on topic. “[The investigation did] not establish that the President directed or aided Cohen’s false testimony,” wrote Mueller.

Another important part of the investigation was rumors about Russia and President Trump’s connections. Evidence was released clearing Michael Cohen from meeting with the Russians during the campaign which supports the statements President Trump has made. Mueller’s report also stated that incriminating material allegedly owned by Russian corporations was falsified or completely fake.

The report does not clear the President of wrongdoing, but it simply states a lack of evidence to prove such events. Further investigations may follow, but it is likely Democrats will have to wait patiently until the 2020 election.

Having a president who is not proven innocent should be a concern to the American people regardless of political affiliation. Democrats don’t want to impeach President Trump because if they succeed, Vice President Mike Pence will become the new President.

Pence has a long history of success in promoting and executing his agenda –something Democrats fear. Regardless of Pence’s stances on many key issues, the integrity of the Oval Office must be preserved. If Democrats cannot support that, they are no more honest than the Trump Administration thus far.

The Mueller report also demonstrates the decline in integrity and moral standards in our government―especially in the Oval Office. The report exposed the Obama administration’s knowledge of Russian interference going back to 2014. Obama chose to do nothing in an effort to preserve the Iran nuclear agreement. He once again demonstrated his ineffectiveness and failure to execute a high moral standard.

The President of the United States should be held to a standard of honesty, and members of Congress should act when that standard is not met. Deciding not to impeach President Trump because success would result in a political loss is not a valid reason to allow dishonesty to corrupt our government. As 2020 approaches, voting for an honest candidate is the best way to support a traditional, just, and upright method of governing.


Pain Relief Techniques for Labor

close photo of woman's back

How can mothers find relief from labor pain? Find out the most effective pain relief techniques as well as comfort measures to keep her relaxed.

Effective Pain Relief Techniques/Comfort Measures for Labor

Here are some of the most effective comfort measures for labor as well as why they work so well to relax mom or reduce her pain:

1. Massage – especially firm massage to the lower back or achy arms, legs, neck is a great comfort measure to relieve contraction discomfort as well as aches and pains from tension and long hours of labor. If the mother tenses up during labor, lactic acid builds up in her muscles. This can cause more pain both during labor as well as the first few days after birth.

Light or fingertip massage on the mother’s back or abdomen, also called effleurage, may be preferable over deep massage for some women. Effleurage stimulates nerve endings called “meissner’s corpuscles” which travel faster across the body than the signal of pain, thereby “blocking” the pain signal from reaching the brain so quickly.

2. Counterpressure – firm pressure using the heel of the hand to mother’s lower back during contractions is an excellent pain relief technique that can help reduce the sensation of pain and the transmission of the pain impulses to the brain.

3. Pressure on hands, feet and lips – Women often like pressure on hands, feet and even kissing since the nerve endings found in these parts of the body also help to block the pain signals. This is a reason why women often prefer standing rather than lying down during labor! Foot massages can be a relaxing comfort measure as well as very effective to reduce pain.

4. Hydrotherapy – through showering or laboring in a tub is a very effective pain relief technique to relax mother and provide comfort to her back or lower abdomen. It is a good idea to wait until active labor (preferably 4-5 cm) to use a tub since getting into water too early can slow labor.

5. Breathing Patterns can be a helpful distraction tool as well as keeping mother from hyperventilating or holding her breath during contractions. Patterns can consist of deep, abdominal breaths or shallower breaths. All breathing patterns should be rhythmic.

6..Heat/Cold Packs – heat or cold packs are a great comfort measure for mother’s lower back. Cool cloths are great for mom’s forehead in active labor through pushing.

7. Position Changes are recommended for comfort throughout labor as well as to help labor progress. Some positions helpful for pain relief are hands-knees, walking, standing and leaning on labor partners, side-lying and straddling while seated on a birth ball. Mother should continue to change positions during pushing as well.

8. Relaxation Techniques can be helpful between contractions or during if mother desires. Use relaxation techniques in rhythm to the mother’s breathing pattern.

9. Music, focal points, photos, etc. are a nice way to brighten the birthing environment and give mother something else to concentrate on. Some mothers like music with a slower, more relaxing rhythm in early labor and something more peppy or energetic as labor progresses.

10. Aromatherapy can be used to ease tension and enhance relaxation. Use one drop of essential oil in a cup of warm water to fill the room with a pleasant aroma. Aromatherapy is also effective in pre-mixed massage lotions.

Use caution when handling essential oils since they can be toxic. Also do not use oils in the water if you plan to give birth in the tub. Scents that are popular for labor include lavender, clary sage, jasmine, neroli, rose, geramium and lemon. For more information, read Aromatherapy for Mother & Baby by Allison England and for information about lavender, read Lavendar’s Healing Properties

11. Fluid and/or Light Foods – although not directly effective as pain relief techniques, hydration and light nourishment throughout labor can prevent fatigue and allow mothers the energy to get through a long labor. For more information about the benefits of eating as well as a list of comfort foods to eat during labor, read Eating During Labor?

12. Birth Doulas can be a great resource of encouragement, emotional support and physical comfort for the entire family while the mother is in labor. In addition to knowledge about pain relief techniques, doulas provide continuous emotional support, answer questions about labor and provide support to the partner or father. For more information about doulas, see Top Ten Questions to Ask a Doula and Birth Doulas or Postpartum Doulas.

To locate a doula near you, visit DONA International

13. Acupressure Points can be used to induce labor or provide pain relief.

What pain relief techniques worked for you? Tell us about them.


the path towards superior intelligence

There have been innumerable descriptions about God and Gods in the present day world. Some describe God as a concept, some describe God as a belief, some describe as result of human fear etc. But no one is ready to accept the God as a reality. This is just because a massive confusion has been created by The Darwin's theory of Evolution that all life has evolved from chance combination of chemicals.

In ancient India God and Gods were considered a reality and hence there are few discussions on the existence of Gods in ancient Indian texts. A detailed discussion confirms that Gods are real, Gods exist in present times, that there is one Supreme God and that there are many Gods managing the system of life on Earth.

According to Shrimad Bhagwad Gita

भूमिरापोऽनलो वायुः खं मनो बुद्धिरेव च।

अहंकार इतीयं मे भिन्ना प्रकृतिरष्टधा।।७.४।।

अपरेमितस्त्वन्यां प्रकृतिं विद्धि मे परामं।

जीवभूतां महाबाहो ययेदं धार्यते जगत्।।७.५।।

7.4, 7.5– O mighty armed Arjun, all the living beings on this Earth are formed from these eight 'apara' nature of mine - earth, water, energy, air, space, mind, intelligence and ego. Apart from these eight there is one more nature of mine called 'para' or the 'chetna' or the 'consciousness'. All the living beings on this Earth are created with these 'para' and 'apara' nature getting together.

एतद्योनीनि भूतानि सर्वाणीत्युपधारय।

अहं कृत्स्न्स्य जगतः प्रभवः प्रलयस्तथा।।७.६।।

7.6– The birth of all the living beings on this earth is from these two types of nature’s forces, and know that I am the reason behind the birth, sustenance and destruction of this world.

Essentially the above three slokas from Shrimad Bhagwad Gita indicate that the presence of 'Para' or 'chetna' or 'consciousness' in all the living beings is the biggest proof of existence of God. This is also the biggest proof that God is present in all the living beings.

"Regarding the existence of God a very simple explanation has been given in the Upnishads. Consider a vacant hall with just one spot light at one end and a chair at the other with spot light focusing on the chair. There are no windows or doors in the room. When the spot light is turned on the chair is visible, otherwise it is not. Consider that we are able to see only the chair and not the light source. Thus the chair is visible because of the light. If we consider the space between the chair and the light source again nothing is visible, not even the light that is traveling through the medium. Similar reasoning has been given regarding the existence of life on Earth."

The very fact that the chair is visible is the proof that there is light source. We may not see anything in between or in the medium, yet the fact remains that the chair is visible. Exactly in the same manner, existence of life on Earth is the proof that there is a creator though we may not be able to see the creator or the connecting energy traveling through the medium.

"I would like to familiarize the readers with the fact that the theories put up by the scientific community on the origin of life on Earth, are at present in great crisis in the scientific community itself. These theories such as Darwin's theory of evolution were put up at a time when little was known about the complexity of the human body and little research had gone into the construction, formation and multiplication of cells which form a building block of all living beings."

 “During the last 100 years or so a lot of scientific research has gone into the understanding of the human body. It has now been discovered by the scientific community that human body is far more complex than they had ever imagined."

"Darwin's Theory of Evolution is a theory in crisis in light of the tremendous advances we've made in molecular biology, biochemistry and genetics over the past fifty years. We now know that there are in fact tens of thousands of irreducibly complex systems on the cellular level. Specified complexity pervades the microscopic biological world." Molecular biologist Michael Denton wrote, "Although the tiniest bacterial cells are incredibly small, weighing less than 10-12 grams, each is in effect a veritable micro-miniaturized factory containing thousands of exquisitely designed pieces of intricate molecular machinery, made up altogether of one hundred thousand million atoms, far more complicated than any machinery built by man and absolutely without parallel in the non-living world."

Theory of evolution as put up by Charles Darwin is built upon the premise as below  (

"Darwin's Theory of Evolution is the widely held notion that all life is related and has descended from a common ancestor: the birds and the bananas, the fishes and the flowers -- all related. Darwin's general theory presumes the development of life from non-life and stresses a purely naturalistic (undirected) "descent with modification". That is, complex creatures evolve from more simplistic ancestors naturally over time. In a nutshell, as random genetic mutations occur within an organism's genetic code, the beneficial mutations are preserved because they aid survival -- a process known as "natural selection." These beneficial mutations are passed on to the next generation. Over time, beneficial mutations accumulate and the result is an entirely different organism (not just a variation of the original, but an entirely different creature)."

Darwin's Theory of Evolution is a slow gradual process. Darwin wrote, "…Natural selection acts only by taking advantage of slight successive variations; she can never take a great and sudden leap, but must advance by short and sure, though slow steps." Thus, Darwin conceded that, "If it could be demonstrated that any complex organ existed, which could not possibly have been formed by numerous, successive, slight modifications, my theory would absolutely break down." Such a complex organ would be known as an "irreducibly complex system". An irreducibly complex system is one composed of multiple parts, all of which are necessary for the system to function. If even one part is missing, the entire system will fail to function. Every individual part is integral. Thus such a system could not have evolved slowly, piece by piece. The common mousetrap is an everyday non-biological example of irreducible complexity. It is composed of five basic parts: a catch (to hold the bait), a powerful spring, a thin rod called the hammer, a holding bar to secure the hammer in place, and a platform to mount the trap. If any one of these parts is missing, the mechanism will not work. Each individual part is integral. The mousetrap is irreducibly complex.

 "And we don't need a microscope to observe irreducible complexity. The eye, the ear and the heart are all examples of irreducible complexity, though they were not recognized as such in Darwin's day." Nevertheless, Darwin confessed, "To suppose that the eye with all its inimitable contrivances for adjusting the focus to different distances, for admitting different amounts of light, and for the correction of spherical and chromatic aberration, could have been formed by natural selection seems, I freely confess, absurd in the highest degree."

Darwin's theory of Evolution uses the word 'somehow', that somehow the first life forming molecule of chemicals formed just as a matter of chance. Darwin's theory of evolution does not give a scientific reason to the beginning and formation of life on Earth. Modern scientific reasoning proves that probability of such a chance combination of chemicals happening is 10 to the power of -4, or zero and for such a process to occur the time required would be much much more than the known age of this universe.

For full scientific analysis giving 32 scientific reasons read "Understanding Sanatan Dharma".


"The Third Culture Kid Experience: Growing Up Among Worlds" by David C. Pollock and Ruth E. Van Reken

Regular price $39.99

In this comprehensive work, David Pollock and Ruth Van Reken explore the experiences of those who have become known as "third culture kids" (TCKs) - children who grow up or spend a significant part of their childhood living abroad. Rich with real-life anecdotes, the book fully examines the nature of the TCK experience and its effect on maturing, developing a sense of identity, and adjusting to one's "passport country" upon return. The authors give readers an understanding of the challenges and benefits of the TCK life and provide practical suggestions and advice on maximizing those benefits.

333 Pages
Intercultural Press


Ucrania Wet Quartz Graphite Mill

Electromagnetic iron remover for scheelite high popularitycheelite antimony wolframite chrome nickel tin nonmetal mineral quartz phosphate fluorite barite graphite xinhai recommended rcdb electromagnetic iron.

Henan Mining Heavy Machinery Co., Ltd.


Exploring Students’ Anxiety towards The English Language

1.1 Background of The Study

Mastering English has been a demand in the recent global era. Proficiency in both, oral and written English has become a necessity and it can be achieved through many ways, including through formal and informal education. In Indonesia, English has been taught to students since elementary school up to high school level. Even at the college or university level, students still learn English in their early semesters. It is aimed to improve the students’ English skills, even though they are not majoring in English.

University, as one of the high institutions, has an important role to improve students in mastering some foreign languages. One method used in teaching English is by using English as medium in the teaching and learning process, so that the students will learn certain materials by using English. This method is also known as the bilingual teaching.

Teaching and learning using English is not as easy as using the mother tongue. There are several factors affecting this process. One of affecting factors is the psychological aspect of the students themselves. One of the prominent psychological factors is anxiety in using English personally, the surrounding circumstances and in certain situations in teaching and learning activities. The understanding of anxiety is described by Spielberger (1983) in Horwitz, Horwitz& Cope (1986) by stating that“anxiety is the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous system". The anxiety often appears in learning foreign languages or second language, because it is considered difficult. This anxious feeling rises before and during the learning activities and it causes several behavioral tendencies while learning a foreign language. In brief, anxiety is nervousness experienced by students in the learning process of foreign language individually. Therefore, anxiety includes several aspects, such as fear, apprehension, shyness, anger, worry, belief, tension and confidence. The branches of anxiety above are taken from the Horwitz, Horwtiz and Cope Journal in 1986 on Foreign Language Classroom Anxiety Shale (FLCAS) that is used in measuring the level of students’ anxiety in learning foreign language.  If students bear one or more aspect of anxiety, they are considered to experience anxiety.

The anxiety associated with learning English activities is called "foreign language anxiety". Students who learn a second or foreign language often experience anxiety including the academic anxiety in a higher level. Besides, one of the most consistent findings shows that higher levels of language anxiety are associated with lower level of language achievement (Dewaele, 2007; Gadner&Maclntyre, 1993; Horwitz, Horwitz, & Cope, 1986; Maclntyre& Gardner, 1991, in Maclntyre&Gregersen, 2012: 118). Therefore, students who are more anxious tend to get lower course grades. Then, learning activities with the foreign language as the medium is called "foreign language class anxiety". Therefore, anxiety affects the student’s competencies, student with anxious experience is likely to have worse competence, and it will hamper students to communicate and advance in language learning. Anxiety occurs to the students with lower levels of competence, whereas students with a good competence tend to show better performance.

To find out the problems in bilingual English activities, the researcher has conducted preliminary study. Based on the preliminary study, it shows the bilingual English class activities and the regular class as well. The activities are presentation and monologue methods. In the presentation method, the students present the material before the class in a group, followed by a discussion section between the presenters and other students, and it is controlled by the lecturer. On the other side, the monologue method allows a lecturer to explain the material, then student will ask some question related to the material they have not understood well. It is followed by the question and answer section between the lecturer and the students regarding the discussed material. All the activities mentioned earlier are done mostly in English, but when the explanation are stuck or unclear, the lecturer and the students are allowed to use Indonesian.

Sekolah Tinggi Agama Islam Negeri (STAIN), State College on Islamic Study Purwokerto is one of the colleges that currently have a bilingual program. In the bilingual teaching activities, STAIN teaches two international languages in several subjects, it is English and Arabic. Therefore, the lecturers teach course materials to students with Arabic or English. The purposes of bilingual class implemented by several universities like STAIN have tried to produce good graduates who have good proficiency in English and Arabic language competence. In the following few years, STAIN will do students exchange with foreign universities. In addition, students are required to write their thesis and do comprehensive tests in English or Arabic. Therefore, the attempts to produce students who have good language competence have been conducted by STAIN.

STAIN already established bilingual classes since 2011. Since two years ago, STAIN has 3 classes that focus on teaching two languages. They are: Jurusan Pendidikan Agama Islam (PAI), Islamic Education Program; Jurusan Pendidikan Bahasa Arab (PBA), Arabic Education Program and Jurusan Ekonomi Islam (EI), Islamic Economy Program. The students have to choose one or two classes of those three classes to get bilingual class learning process.

Object in this study is the second semester students of academic year 2013/2014. The reason why the researcher chooses the object is because they get treatments in bilingual activities for the first time. Beside,they are not familiar with the bilingual classroom activities compared to their seniors. Thus, it is possible that they will be more anxious in bilingual classes rather than the upper students. In addition, the researcher focuses on 1 PAI and 1 EI programs which have English class. The 1 PAI program has two English classes and EI program has one English class. Whereas, the PBA program has done Arabic and English simultaneously, so that it does not fill the requirements to be object of this research. Therefore, total number of sampling objects is 85 students.

Presentation method generally used in teaching and learning activities at STAIN, thus the students must think twice regarding the course materials and about the language they use to deliver the materials. As the result, some students cannot understand and catch up the material well. In presentation process most students still read the paper and don’t speak freely. In discussion section some of students tend to be quiet and inactive; they do not give any response or feedback. In addition, they feel less successful and may experience extensive nervousness while speaking before their friends. Others students become so anxious that they begin to sweat. However some students succeed and can understand the course properly.

Some of the problems experienced by students with regards to the anxiety factors in teaching learning activities by using English are as follows: 1) Lack confidence when speaking in class. 2) Tension and nervousness when going on the call by lecturers. 3) Apprehension if cannot understand the material presented by the lecturer and their friends. 4) Inferiority complex, it is when the students feel that the other students better than them. 5) Students feel the tension when speaking without preparation. 6) Fear of failure in following the classes. 7) Students assume the other students feel nervous. 8) Students are nervous, so they forget the materials. 9). Embarrassed to answer questions voluntarily. 10) Although they have already been well-prepared, students still worried. 11) Fear of being corrected by the lecturer. 12) Students are afraid of being left behind by the class advance. 13) The class atmosphere becomes tenser than regular classes. 14) Nervous and confused when talking. 18). Students are afraid if the other students laugh at their mistakes. 19). Students get nervous when answering questions without preparation. Besides, students feel tense while speaking, afraid of making some mistakes, fear of being corrected by teachers and even being laughed by other students because of their way in using English. Therefore, the students’ anxiety will affect their achievement in mastering foreign language, especially English.

This study will provide further analysis with regard to the reasons why they feel anxious during teaching and learning activities which use English interaction in their lesson. In addition, it is aimed to find out what the factors causing anxieties in language learning process are. Thus, it will present some solutions to overcome the anxiety of lecturers. Briefly, it will be able to provide suggestion to the lecturers, the students and the university regarding how to reduce English learning anxiety.

1.2 Research Questions

The problems of the research can be stated below:
  1. What are influencing factors contributing of the second semester students’ bilingual English classroom anxiety of Islamic Education and Islamic economy program?
  2. How do lecturers motivate to decrease of the second semester students’ bilingual English classroom anxiety of Islamic Education and Islamic Economy Program?

1.3 Research Objectives

Based on the research questions, the purposes of the research are:
  1. To describe the influencing factors of the second semester students’ bilingual English anxiety of Islamic Education and Islamic Economy Program.
  2. To find out lectures strategy to reduce of the second semester students’ bilingual English classroom anxiety of Islamic Education and Islamic Economy Program.

1.4 Research Significances

The significant of this research can be seen from three aspects as follows:

1. For lecturers
Lecturers can find out some information about the factors that influence students' anxiety in bilingual English classroom activities. Thus, lecture will know how to reduce students’ anxiety during the teaching and learning process.

2. For students
The results of this study can be used as a reflection for students when they have done bilingual English classroom activities, so they can know their English classtoom anxiety. Finally, students can overcome the problem and encourage them to learn English better because their anxiety was reduced.

3. For the researcher
Researchers believe that the results of this research will be able to contribute to the knowledge and actions that will be performed by lecturers and students in reducing of students' anxiety in teaching and learning take place. Therefore, English interaction between students and lecturers will run well after students’ anxiety was reduced because students are able to reflect themselves through exposure in this study.

The explanation of the literature review to support this research will describe as follows:

2.1 The Nature of Language Learning

Learning a language is as well as learning to communicate, so that in learning a language learner should be able to communicate both oral and written. Then, the learners are expected to master the “language skills”. They are listening, speaking, reading and writing (Widdowson, 1978: 57). Therefore, a student will be able to communicate meaningfully and naturally. Learning a language means learning all language aspects in one unit, so it requires continuous and regular practice or rehearsal, especially if the language which is studied is a second language or foreign language.
By the statement above, English is one of foreign language in Indonesia that has to be learned by students since elementary grade to university. They have tried to master English both oral and written. Therefore, the expectations for students are mastering four English skills; they are reading, writing, listening and speaking at the end of study.

2.2 Anxiety

"Anxiety is the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous system" (Horwitz, 2001: 113). The definitions of anxiety that have been proposed by several scholars have some common characteristics: the state of apprehension, fear, tension and feelings of uneasiness (Brown, 1994; Horwitz et al., 1991; Scovel, 1991, cited in Tasee, 2009). Therefore, anxiety is students’ feeling that occurs naturally; such as apprehension, nervousness, and fear

In language learning, Tasee (2009) defined anxiety as the consideration of psychological aspects; it refers to the uncomfortable feeling of language learners resulting in their learning outcome or achievement. There are numerous sources of anxiety: teacher, examinations, peers, social relations, achievement setting, what girls think of boys, what boys think of girls, like or dislike of subjects, and distance from home for younger students (Elliott, et al., 2000: 345). Anxiety may appear in language learning because of a lot of factors. Moreover, it is related to the student achievement in mastering language and doing classroom activities that involve lecturer, students and classroom circumstance.

According to the above statement, students’ anxiety is subjective feeling. Their anxiety are: apprehension, nervousness, fear and tension. While, other factors that cause anxiety are: other students, teachers and a certain classroom activitesin learning a second language or a foreign language.

2.3 Types of Anxiety

Anxiety is strongly influenced by students’ psychology. Thus, each person has different anxiety levels. In general, anxiety can be divided into three types; they are:

1. Trait anxiety

Trait anxiety is an anxiety that comes from each personal character. Brown (1994) in Tasee (2009) said that a person will often feel anxious in almost every situation. Therefore, it is also described as an individual's anxiety and it affects people's memory and other cognitive features, so it is a negative personal traits.

Based on above statement, each student has different anxiety levels, a students might tend to be more anxious than other students in class, subjects and lecturers alike. It is related to personal traits, confidence, background and English competence. If a student has low competence, they would be more anxious.

2. State anxiety

State anxiety is apprehension experienced at a particular moment in time (Katalin, 2006). It occurs when someone was in a certain condition, hence the anxiety is not permanent or it is fluctuating with regard to the conditions where it is located. If there is a stimulus towards individual, the effect will expire after the stimulus no longer exist (Young, 1991). In terms of social effects, there are many social contexts that can influence language anxiety; such as the condition of a competitive classroom atmosphere, difficult interactions with teachers, or risk of embarrassment, and the opportunity for making a contact with members of the language group (MacIntyre, 1999, cited in Tasee, 2009). Moreover, anxity that appears in this field is not permanent. It rises when the students are in a certain situation, for example when they speak in the class, answering questions, and so on.

3. Situation-specific anxiety

Situation-specific anxiety is the anxiety experienced in a well-defined situation (MacIntyre& Gardner, 1991a cited in Katalin, 2006). It happens to the students in a particular situation, especially when a student repeatedly experience state or intentional anxiety within a state. For instance, a second language learner when he had to learn English in a classroom (Zuhana &Shameem, 2010, cited in Heng, Abdullah & Yusuf, n.d).

In addtion, all students have to take a role in English class. Generally the situation will be tenser than regular class because they have to do interaction in English. Therefore situation-specific anxiety would happen as long as they learn there until graduate.

2.4 Foreign Language Anxiety

Foreign language anxiety is known that some people have an anxiety reaction against learning the language (Horwitz, Horwitz& Cope, 1986). It can be assumed that this anxiety reaction is developed gradually as learners try hard to make progress. When they see that they cannot make progress, they may have an anxiety reaction against learning the language. Indeed, the question of whether foreign language anxiety is the result of poor language learning or not has been controversial (Tasee, 2009).
Foreign Language anxiety is important, because it can represent an emotionally and physically uncomfortable experience for some students. Anxiety will affect students’ performance, especially their test taking. High anxiety has a negative effect on performance (Elliott, et al., 2000: 345). Foreign language anxiety has been found to have potential negative effects on academic achievement (e.g., lower course grades), cognitive processes (e.g., not being able to produce the language), the social context (e.g., communicating less), and the reaction for the language learner (e.g., traumatic experiences) (Tallon, n.d.).

According to the above explanation, learners have anxiety in learning foreign language. It will appear when they cannot follow the language learning activities, low competence, low performance and low achievement. Therefore, anxiety contributes negatively on learning foreign language.

2.5 Foreign Language Classroom Anxiety

Foreign Language Classroom Anxiety (FLCA) is considered to be a situational anxiety experienced in the well-defined situation of the foreign language classroom (Horwitz, Horwitz& Cope, 1986). They view FLCA as “a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process” (Young, 1991). In all of these specifications, the context or situation dependent nature of foreign language anxiety is emphasized.

Based on above explantion, anxiety on teaching and learning activities often appears. It happens because the uniqueness of foreign language learning in the classroom. Each student will feel anxious in different level. It depends on the perception, feeling and their confidence in the language learning process

2.6 Sources of Foreign Language Classroom Anxiety

Foreign language classroom anxiety arises in the foreign language learning in a classroom. Therefore, it has some things that cause students to feel anxious. According to Young (1991) there are six sources of anxiety:

1. Personal and interpersonal anxieties

Personal and interpersonal anxieties are related to a learner’s self-assessment of ability and self-comparison to others (Young, 1991). Learners usually evaluate their own capabilities. These evaluations might be positive or negative. Research shows that learners’ negative evaluations promote anxiety (Price, 1991, cited in Barlemir, 2009)

2. Learners belief about language learning

Learners have own perceptions about language learning. For instance, students consider pronounciation is the most importance aspect of language learning, but if they can’t pronoun correcly it will cause their own anxiety. Beside, learning language involve a lot of aspect and it is impossible to master language in a short time for beginner.

3. Instructor beliefs about language teaching

In teaching process an intructur felt he was a teacher, so he had to correct student mistake. However, students become anxious when corrected(Aydın, 2001; Bekleyen, 2004, cited in Barlemir, 2009). Even students will be afraid to practice again.

4. Instructor-learner interactions

Instructorattitudes that too often correct students' errors will trigger anxiety, students will concentrate more on mistake than material delivered, and especially it is witnessed by their classmate.Even though it is instructor duty to correct student mistake, it is better not to do too much correction unless needed.

5. Classroom procedures

Speaking before the class is one of the causes of anxiety, especially when the students do oral presentations in front of their friends. Besides, oral quizzes and on call to respond orally also trigger anxiety. Some of the students feel anxiety and they are more comfortable when they are not speaking in front of class.

6. Language testing

Kinds of test in language testing also affect student anxiety. For instance, test language in a certain way that they never did before either orally nor written will trigger the anxiety.
Moreover, based on the sources of foreign language classroom anxiety earlier, it has happened in English classroom activities. In brief, the sources of anxiety come from students themselves, lecturers and classroom activities.

2.7 Problems Affecting of Foreign Language Class Anxiety

Anxiety affects the learning process of a foreign language. It brings negative impact as it can debilitate and inhibit language learning (Riasati, 2011). When the students get anxious, it can cause a higher possibility of making error. It occurs when they are ridiculed or teased by their classmates and evaluated negatively by the teachers. Briefly, anxiety can negatively affect student performance and self-confidence. This resulted for not showing their full potential because they cannot concentrate well.

Radin in Young (1991) stated that foreign language anxiety in the classroom during the teaching and learning process resulted in physiological symptoms like sweaty palms, stomachache, accelerated heartbeat, pulse rate, cannot produce intonation, and rhythm of the language, forget the phrases and words even refused to talk and just be quiet. In addition, students will also be self-conscious of laughter, avoiding eye contact, joking, short answer response, avoid activities in the classroom, attend class without preparation, do not attend all classes, sit in the back row and avoid speaking in the classroom.

Overall, all effects of anxiety cannot be seen directly because it is psychological phenomena. It requires more detailed explanation of each student to share what they feel in the class. Besides, some physical indications of anxiety during the learning process in the classroom are characterized by sweaty palms, stomachache, accelerated heartbeat, pulse rate, avoiding eye contact, joking, short answer response, cannot produce intonation and rhythm.

2.8 Solutions to Reduce Foreign Language Class Anxiety

Given the tremendous influence of anxiety while learning English, we need a way to cope with the anxiety. As a learning process, especially in learning English, there are several strategies that can help learner. Based on the sources of anxiety which are described earlier, there are several solutions to decrease anxiety as follow:

1. Personal and interpersonal anxieties

According to Foss and Reitzel in Young (1991), the attempt to reduce anxiety in personal and interpersonal anxiety is students have to recognize their irrational beliefs and fears, so they can control their anxiety. Actually they are able to handle it and not to be avoided. For instance, when students are required to answer verbal question, they are allowed to write on the board if they speak unconfidently. In addition students should do outside classroom activities e.g. working with a tutor, join a language club, do exercise, and self-talk practice.

2. Learners belief about language learning

Lack of students’ knowledge or experience in learning language will raise learner perspective that learning a second language or a foreign language is difficult. Therefore, the teacher's role is important to change the students perspective.

3. Instructor beliefs about language teaching

With the communicative approach, it appoints the teacher as a facilitator who encourages students to give input, and provides opportunity to communicate their ideas.

4. Instructor-learner interactions

It requires an appropriate ways to correct student mistake. The instructors assume the mistake is a process, thus it is better for them to provide the advice to reduce the anxiety rather than merely correcting their mistakes. The instructors, who have a sense of humor, relaxed and patient, will make students comfortable. It encourages students to be more active in the classroom. Students will be more comfortable if the instructors take position as students’ friend not as an authority figures.

5. Classroom procedures

Providing a task in pairs or groups and play games will reduce students’ anxiety. Omaggio in Young (1991) believes this will make students more comfortable with his friends. Besides, it is better for instructors to avoid ordering student to speak in front of class, cultivated not just sit, do not call students randomly and oral reading.

6. Language testing

It is important to create language test accurately and fairly in accordance with the test instructions. Indeed, not all test leads to anxiety but some can lead to anxiety. For instance, by doing pre-test exposure can avoid anxiety and frustration during the test.
In explanation before, solutions to handle anxiety are adapted to each type of anxiety. It will involve the students themselves in terms of students’ confidence, and interaction with lecturers. The role of the lecturers in teaching like teaching procedures, good relationships with students and well-arranged test are able to reduce students’ anxiety significantly.

3.1 Type of Research

Method is a strategy or process to collect data and then analyzes it. The research method used in this study is a qualitative research method. It is a research procedure that produces descriptive data in the form of words written or spoken of the people and observed behavior (Bogdan and Taylor in Moleong, 2007: 4). One of qualitative method is descriptive qualitative. Descriptive qualitative is a method that is used to transform and describes events in a study (Syamsudin, 2007: 14). It is able to capture the qualitative information that is much more valuable than just a statement or frequency in the form of numbers.

The reseacher will use descriptive qualitative method in this study because the researcher will conduct exploration to establish the theory about what are the factors influencing students’ anxiety and how to overcome it of the second semester students of Islamic Education Program and Islamic Economy Program at STAIN Purwokerto. Therefore, the result of this research can be described clearly and scientificly.

3.2 Data Sources

Data Sources is a set of objects from which the data are obtained (Arikunto, 2006: 129). Then data of this study divided into two types, they are:

1. Primary Data

Primary data of this research are the second semester students of Islamic Education and Islamic Economy program at State College on Islamic Study Purwokerto, Academic Year 2013/2014.

2. Secondary Data

Secondary data in this research are obtained indirectly from informant such asobservation duringbilingual English teaching learning process, Interview forlecturers who have lectured in bilingual English class to overcome students’ anxiety, questionnaire for students to explore their anxiety and documentation to know student competence in bilingual English.

3.3 Population and Sample

Population is a collection of all elements or all individuals who can provide the particulars for research. Population also be interpreted as a number of people, objects or events from who will be chosen (Arikunto, 1998:115).

Therefore, population of this study is the second semester students of Islamic Education program with 45 students and Islamic Economy program with 40 students at STAIN Purwokerto, Academic year 2013/2014. In short, the number of population in this study is 85 students.

Sample is part of a population selected for the study. Arikunto(1998:117) stated that if the amount of the subject population less than 100, then it's better to use them as research subjects, but if the subject number more than 100, it can be 10% -15% or 20% -25% or more, depending on the situation accord.

In this study, the total number of population is 85 students. Therefore, the researcher will use all of them as total sampling because the number of population less than 100, so the sample can represent research subject.

3.4 Technique of Data Collection

To obtain the data and information needed in this study, the researcher used several methods, among others:

1. Observation

According to Arikunto (2006: 156), observation is an activity that gives full attention to the object by using sense of sight, sense of smell, sense of hearing, sense of touching and sense of taste. In this case the researchers will conduct direct observation to the subject. Observation method in this study use “passive participant”, in this technique the researcher present at the scene of action but does not interact or participate (Sugiyono, 2007: 227).

The researcher willobservewithout interaction in teaching and learning process and then taking notes about all of issueson presentation, asking questions, answering questions and responding lecturers. It is to find factors affecting students’ bilingual English anxiety and lecturers’ strategy to reduce it. Therefore, the reseacher will know who anxious students and who are not through what they have done during class activities. If they tend to be silent, begin to sweat, lack of response, worse of  competence and performance, and lack of confidence. Besides the reseacher will khow what lecturers have done to reduce students’ anxiety.

2. Questionnaire

Questionnaire is a set of questions on a topic or group of topics designed to be answered by a respondent (Richards & Schmidt, 2002: 438). The forms of questionnaires consist of questions and check lists or rating scales. The Designing questionnaires must be valid, reliable and unambiguous.
Researchers will give questionnaires to all of students to know students’ anxiety. This is done by providing a number of questions about how they feel in bilingual English classroom activities. Through this questionnaire, the researchers will find out students’ anxiety experienced.

3. Interview

An interview is a conversation with a purpose which is a verbal debriefing process between two or more persons, either directly face to face or using an intermediary media (Sugiyono, 2007: 231). Interviews were conducted by two parties, namely the “interviewer” who asked questions and “interviewees” who provides an answer to the question (Moleong, 2007: 186). Interview techniques used in this study is “in-depth interviews”. In-depth interviews also called unstructured interviews. This method aims to obtain certain forms of information from all respondents, but the wording and sequence tailored to the characteristics of each respondent (Mulyana, 2008: 181).

The interviewwill be addressed to the six lecturers who lecture inbilingual English classes one by one. It is to find out each lecturers strategy to reduce students’ anxiety and make a summary what they have done to overcome this problem.

4. Documentation

According to Sugiyono (2007: 240) state that documentation is a record of events that have passed. It can be a form of writing (diaries, life histories, stories, biographies, policy, etc.), image (photograph, motion picture, sketch, etc.) or the monumental work of someone (drawings, sculpture, etc.), It is supporting the data for the research.

This method will be used to obtain data that is written documentation to support the existing problems in the research overview at bilingual English classroom such as: attendance lists, students progress report andstudents score. Students with lower grade mean they are anxious.

3.5 Technique of Data Analysis

Data analysis is a techique that is used to answer the research question that has been formulated in chapter I (Sugiyono, 2007: 87). Researcher will use trianggulation method to analysis data in this study. Triangulation method is a method to ensure data from different sources in different ways and time (Moleong, 200: 128). While triangulation methods consist of triangulation of source/informant data, triangulation of techniquedata collection and triangulation of time (Satori and Komariah, 2011: 170).

In this study reseacher will use triangualation of technique data collection to analysis the research. Reseacher will check the same data with different techniques data collection like interview,observation, questionary and documentation(Satori and Komariah, 2011: 171). Therefore, todetermine influencing factors of students’ biliugal English anxiety, the researcher will use the data of obesvation, questionnaires and documentation in order to support each others. To find out lecturers solution to reduce student anxiety in teaching process,the reseacherswill use the data of interview and observation in order to support each other.

The conclusion of this research is taken from main point discussed about influecing factors of students’ bilingual English anxiety and the lecturers strategy to reduce it. Therefore, the influecing factor and solution of students’ anxiety canbe understood scientifically. Finally, students’ anxiety will be reduced significantly after lecturers apply the strategy to overcome it.

  • Ahmadi, Abu. (2009). Psikologi Umum.RinekaCipta: Jakarta.
  • Arikunto, Suharsimi. (1998). Prosedur Penelitian Suatu Pendekatan Praktik. Rineka Cipta: Jakarta.
  • ________________. (2006). ProsedurPenelitian: SuatuPendekatanPraktik. PT. RinekaCipta: Jakarta.
  • Balemir, Serkan Hasan. (2009). The Sources of Foreign Language Speaking Anxiety and The Relationship Between Proficiency Level and Degree of Foreign Language Speaking Anxiety. Unpublished master’s thesis. Ankara Bilkent University..
  • Burns, Anne. (2005). Collaborative Action Research For English Language Teachers. Cambridge: Cambridge University Press.
  • Elliott, Stephen N., Thomas R. Kratochwill, Joan Littlefield Cook and John. Travers. (2000). Educational Psychology: Effective Teaching, Effective Learning, Third Edition. The McGraw-Hill Companies: New York.
  • Heng, Chan Swee, Ain Nadzimah Abdullah and Nurkarimah Binti Yusof. (n.d). Investigating the Construct of Anxiety in Relation to Speaking Skills among ESL TertiaryLearners. Vol 18(3): 155 – 166. 3L: The Southeast Asian Journal of English Language Studies.
  • Horwitz,Elaine. (2001). Language Anxiety and Achivement. Annual Review of Applied Linguistic, 21: 112-126.
  • Horwitz,Elaine K., Michael B. Horwitz and Joann Cope. (1986). Foreign Language Classroom Anxiety.Blackwell Publishing. The Modern Language Journal, Vol. 70, No. 2 (Summer, 1986), pp. 125-132.
  • Katallin, Piniel. (2006). Foreign language classroom anxiety: A classroom perspective. In M. Nikolov & J. Horváth (Eds.), UPRT 2006: Empirical studies in English applied linguistics(pp. 39-58). Pécs: Lingua Franca Csoport.
  • Kojima, Emi. (2007). Factors Associated With second Language Anxiety in Adolescents from Different Cultural Backgrounds.Unpublished Doctoral dissertation University of Southern California.
  • Maclntyre, Peter and Tammy Gregersen. (2012). “Affect: The Role of Language Anxiety and Other Emotions in Language Learning”. In Psychology for Language Learning:  Insights from Research, Theory and Practice. Editor Sarah Mercer, Stephen Ryan and Marion Williams.Palgrave Macmillan: New York.
  • Miles, Matthew B. and A. M. Huberman. (1994). Qualitative Data Analysis: An ExpandedSourcebook. 2nd edition. CA: Sage Publication: Newbury Park.
  • Moleong, J.L. (2007). Metodologi Penelitian Kualitatif (Edisi Revisi).Remaja Rosdakarya: Bandung
  • Mulyana, Deddy. (2006). Metodologi Penelitian Kualitatif. Remaja Rosdakarya: Bandung
  • Riasati, Mohammad Javad. (2011). Language Learning Anxiety from EFL Learners’ Perspective. Middle-East Journal of Scientific Research 7 (6): 907-914, 2011.
  • Scarino, A. and Liddicoat, A. J. (2009). Language Teaching and Learning: A Guide, Curriculum Coporation. Melbourne.
  • Sugiyono. 2007. Metode Penelitian Kuantitatif, Kualitatif, dan R & D. Cetakan Ketiga. Penerbit Alfabeta: Bandung.
  • ¬________. 2007. Memahami Penelitan Kualitatif. Cetakan Ketiga. Penerbit Alfabeta: Bandung.
  • Satori, Djam’an and Aan Komariah. (2011). Metodologi Penelitian Kualitatif. Alfabeta: Bandung.
  • Tallon, Michael. (n.d.).A Culture of Caring: Reducing Anxiety and Increasing Engagement  in First-Year Foreign Language Courses. University of the Incarnate Word.
  • Tasee, Panida. (2009). Factor Affecting Englih Major Student’ Anxiety about Speaking English. Suranaree University of Techonology
  • Widdowson, H. G. (1978). Teaching Language as Communication. Oxford: Oxford University Press.
  • Young, D.J. (1991). Creating a low-anxiety classroom environment: What does the anxiety research suggest? The Modern Language Journal, 75, 426-439.

0 Response to "Exploring Students’ Anxiety towards The English Language"

Posting Komentar


We have a responsibility, not just as a rubber paving company, but as a collection of employees and

customers to conserve and preserve the foundation of our planet. One such responsibility to establish

environmentally friendly measures into our everyday lives is to purchase products and invest in services

that take an active role in reducing, reusing and recycling applicable materials. One item that litters and

overflows in landfills globally are unused rubber tires – these tires do not decompose or deteriorate for

nearly 50-80 years, which is why we need to find alternative uses for them. Here is what Vancouver

Safety Surfacing is doing to reduce rubber waste in landfills to improve living conditions for everyone.

Why We Use Rubber Tires

Rubber is versatile, and it can be used for a variety of reasons that far surpass tires for vehicles. For one,

there is a major reason why recycled rubber tires are used as the surface material at children’s

playgrounds as it provides a soft landing for safety reasons, but also because it won’t decompose for

decades or flutter away when the wind picks up. Recycled tire rubber is also a non-toxic product and will

not be susceptible to infestation from pests or insects.

The Process

Sifting through landfills for rubber tires would be tedious and tiresome work, so we work to ensure that

tires don’t make it to the landfills in the first place. Tires that are discarded by drivers at tire shops are

shipped to our recycling centre, where they are processed and reduced significantly in size. The chunks

of rubber that comprise a rubber resurfaced driveway needs to be a certain dimension to ensure

everything is laid out smoothly and in a compact manner. During the refining process, fragments of

metal and steel are removed from the rubber with a magnet. Rubber is well-taken care of in our refining

facilities, it is not combusted, but it is transformed into reusable crumbs. After the transformation is

complete, the rubber material is blended with a binder that is carefully portioned. It is then poured into

place, whether it be for a homeowner’s driveway, garage floor or sidewalk.

Why It’s Important

The time to focus on the health of planet Earth is now. We understand that most homeowners in need

of a new driveway will procure asphalt and concrete companies; however, we feel the need for more

practical and environmentally conscientious decisions is paramount and that homeowners feel the same

way. The fact is, whatever concrete or asphalt can do, rubber paving can do better. It will prioritize

the safety of your family, it looks better or just as nice as freshly laid concrete and is a cost-effective

option that is saving the environment, one pour at a time. For more information, contact Vancouver

Safety Surfacing today!


Journal article Open Access

Vestibular System: The Many Facets of a Multimodal Sense

Angelaki, Dora E.; Cullen, Kathleen E.

Elegant sensory structures in the inner ear have evolved to measure head motion. These vestibular receptors consist of highly conserved semicircular canals and otolith organs. Unlike other senses, vestibular information in the central nervous system becomes immediately multisensory and multimodal. There is no overt, readily recognizable conscious sensation from these organs, yet vestibular signals contribute to a surprising range of brain functions, from the most automatic reflexes to spatial perception and motor coordination. Critical to these diverse, multimodal functions are multiple computationally intriguing levels of processing. For example, the need for multisensory integration necessitates vestibular representations in multiple reference frames. Proprioceptive-vestibular interactions, coupled with corollary discharge of a motor plan, allow the brain to distinguish actively generated from passive head movements. Finally, nonlinear interactions between otolith and canal signals allow the vestibular system to function as an inertial sensor and contribute critically to both navigation and spatial orientation.

Files (823.6 kB)
Name Size
823.6 kB Download
Views 163
Downloads 217
Data volume 178.7 MB
Unique views 159
Unique downloads 198

Cite as


It takes a community to reduce poverty.

There are things that each of us can do to affect positive change. CAPRA is working with the community to develop a Poverty Reduction Strategy that will outline activities that each of us can do to make a difference.

Why develop a Poverty Reduction Strategy?

  1. Poverty exists in communities throughout Central Alberta. Being poor is about much more than simply a lack of money, it’s about a lack of opportunity.
  2. There are real costs to managing poverty. Poverty deters economic development.
  3. The root causes of poverty are complex so the strategy must be comprehensive, based on evidence and measureable.
  4. To offer the community and all stakeholders a way to actively engage in poverty reduction and integrate it into all aspects of life.
  5. It may take a generation to see the outcome of this work, but without a strategy change will not be possible.
  6. A vibrant community is one where “every person has the right to live in dignity, make their own decisions in life, and fully participate in society. Policies, systems and solutions must respect and include everyone in the community.”

Send us your thoughts.

Do you have ideas, concerns, or information to share about Poverty and Poverty Reduction in Central Alberta?


The Future of Minds and Machines: How artificial intelligence can enhance collective intelligence

When it comes to artificial intelligence (AI), the dominant media narratives often end up taking one of two opposing stances: AI is the saviour or the villain. Whether it is presented as the technology responsible for killer robots and mass job displacement or the one curing all disease and halting the climate crisis, it seems clear that AI will be a defining feature of our future society. However, these visions leave little room for nuance and informed public debate. They also help propel the typical trajectory followed by emerging technologies; with inevitable regularity we observe the ascent of new technologies to the peak of inflated expectations they will not be able to fulfil, before dooming them to a period languishing in the trough of disillusionment.[1] There is an alternative vision for the future of AI development.

Duplicate Docs Excel Report

None found

Similar Docs  Excel Report  more

None found


Ancient Monuments

History on the Ground

Section of Cleave Dyke prehistoric boundary on Hambleton Down and World War II bombing decoy shelters north east and north of Garbutt Farm

A Scheduled Monument in Boltby, North Yorkshire

Upload Photo »

Approximate Location Map
Large Map »

Latitude: 54.2519 / 54°15'6"N

Longitude: -1.2138 / 1°12'49"W

OS Eastings: 451321.285076

OS Northings: 484311.231404

OS Grid: SE513843

Mapcode National: GBR MMZ8.0K

Mapcode Global: WHD8K.BD78

Entry Name: Section of Cleave Dyke prehistoric boundary on Hambleton Down and World War II bombing decoy shelters north east and north of Garbutt Farm

Scheduled Date: 22 December 1994

Last Amended: 20 July 2001

Source: Historic England

Source ID: 1020105

English Heritage Legacy ID: 25564

County: North Yorkshire

Civil Parish: Boltby

Traditional County: Yorkshire

Lieutenancy Area (Ceremonial County): North Yorkshire

The monument includes a section of the prehistoric linear boundary system on
the Hambleton Hills, known as the Cleave Dyke system, and remains of a World
War II dummy airfield located on level ground on the western edge of the
Hambleton Hills.
The Cleave Dyke includes standing earthworks, buried remains and pit
alignments. Orientated north-south, parallel to the scarp slope, the
dyke extends for 2.3km north from the north east corner of Cliff Plantation at
NGR SE51618325, terminating 360m south east of Boltby Scar promontory fort at
NGR SE50988541. Midway along its length there is a spur extending westwards
for 230m, terminating at the scarp edge. The dyke comprises a ditch with a
flanking bank, which together are up to 11m wide. To the north of Garbutt Farm
are two sections of upstanding earthworks extending for 150m and 200m
respectively separated by 150m where slight hollows representing the ditch can
be identified. Each section of earthwork comprises a single ditch with
flanking banks. The western bank is 4m wide and stands 1.1m above the base of
the ditch and 0.3m high. The ditch itself is 4m wide and 0.9m deep. Elsewhere,
where the earthwork has been levelled, the in-filled ditch can be traced on
aerial photographs. Although levelled, significant archaeological remains are
known to survive beneath the ground. There are two in-filled pit alignments,
visible on aerial photographs, one marking the northern end of the dyke and
the other 500m west of Dialstone Farm. It is thought that pit alignments may
originally have been constructed to mark out the line of the wider dyke
system, the line thus created being eventually replaced by the linear bank and
ditch. Such a pattern of construction may explain the irregular line of the
earthworks in this section. The northern end of the dyke represents an
original gap in the Cleave Dyke system, which continues again 700m to the
north, where it is the subject of a separate scheduling. At the southern end,
the earthwork extends into the corner of a coniferous plantation between a
field wall and a modern road, for a distance of 80m. The dyke has been
levelled 40m from the southern end of this section and is no longer visible as
an upstanding earthwork, although it will survive as a buried feature. To the
north of this disturbance the dyke comprises a pair of low banks 50m in length
with a partly filled in central ditch. The western bank is 4m wide and the
eastern bank is 5m wide and it is filled in to the level of the surrounding
ground. South of the levelled sections the eastern bank is visible as a linear
bank, 7m long and 0.8m high. The ditch and western bank have been disturbed
and are no longer visible as earthworks but are considered to be preserved as
buried features. To the south the dyke is truncated by a modern road and car
park but continues again 50m to the south east where it is the subject of a
separate scheduling.
The World War II dummy airfield site is located to the north and north east of
Garbutt Farm. The site was intended to divert enemy aircraft from the
satellite airfields attached to the parent bomber bases at RAF Dishforth and
RAF Toplcliffe, located approximately 15km and 20km to the south west. It
operated two versions of the decoy principle. One, code named `K', attempted
to replicate the genuine airfields. A contemporary aerial photograph shows
seven dummy Whitley bombers distributed across a wide area to the north and
east of Garbutt Farm.
The photograph also shows aircraft taxi marks, a dummy bomb dump surrounded by
a protective blast wall with no attempt at camouflage and a genuine Tiger Moth
bi-plane. The other type of decoy principle employed, code named `Q',
simulated lighting for a night time operating airfield.
The site was organised and operated by the parent stations, which also
provided some of the personnel. The first reference to the `K' site was on
13th March 1940 and to the `Q' site on 19th June 1940. The `K' site ceased
operations on 31st October 1941 but the site carried on the `Q' element until
12th August 1942. It is known that the site was subject to enemy air activity
and bombing attacks. Whilst the primary purpose of the site was as an airfield
decoy, the site also served as an diversionary landing strip for friendly
aircraft in the event of fog in the Vale of York.
The surviving remains of the decoy site are two shelters one of which was the
night shelter, which controlled the `Q' site. The night shelter is located at
NGR SE51538346 and lies approximately 10m to the west of the Cleave Dyke. It
provided accommodation and protection for the operating crew, housed the
generators powering the lights and provided communication, through a telephone
line, to the parent station. The shelter follows a standard design issued by
the Air Ministry (3395/40) in the spring of 1940. It is a brick and concrete
built, partly sunken structure protected by earth banking and measures
approximately 14m by 8m. Internally the shelter is composed of a set of steps
leading to a central passage with the operating room to one side and the
engine room to the other. The entrance way is protected by an external, brick
blast wall. Although the internal fittings have been removed some structural
elements such as ventilation vents in the engine room and the
escape/observation hatch in the operating room can be identified. The other
shelter is located at NGR SE51458356 and is partly built into the earthworks
of the Cleave Dyke. It follows the same design as the night shelter only there
is no engine room present. This building is probably a modified night shelter
design, used for further accommodation and to act as an air raid shelter for
the `K' site crew.
The bomb dump visible on the aerial photograph no longer survives and is not
included in the monument.
The surface of the road to Garbutt Farm, the field walls and fences are
excluded from the scheduling, although the ground beneath these features is

It includes a 4 metre boundary around the archaeological features,
considered to be essential for the monument's support and preservation.

Source: Historic England

Reasons for Scheduling

The Cleave Dyke system is the most westerly of a series of dyke systems on the
Tabular Hills of north east Yorkshire. The name has been given to a series of
linear ditches and banks stretching north-south over 9km parallel with and
close to the western scarp of the Hambleton Hills. The system was constructed
between the Late Bronze Age and the Iron Age to augment the natural division
of the terrain by river valleys and watersheds. Significant stretches remain
visible as upstanding earthworks; elsewhere it can be recognised as a cropmark
on aerial photographs. The system formed a prehistoric territorial boundary in
an area largely given over to pastoralism; the impressive scale of the
earthworks displays the corporate prestige of their builders. In some
instances the boundaries have remained in use to the present day. Linear
boundaries are of considerable importance for the analysis of settlement and
land use in the later prehistoric period; all well preserved examples will
normally merit statutory protection.

This part of the Cleave Dyke system lies in the mid-part of the Hambleton
Hills and is preserved as standing earthworks, buried remains and pit
alignments visible on aerial photographs. Significant information about the
form, function and date will be preserved. The dyke is also associated with
Bronze Age round barrows. These are funerary monuments with a ritual and
social function which also acted as territorial markers in the area. Such
groupings of monuments offer important scope for the study of the development
and exploitation of the landscape during the prehistoric period.
flexible and diverse mechanism of air defence throughout the war. This
included the early warning of approaching aircraft, through radar and visual
potential targets were shadowed by decoys - dummy structures, lighting
Britain's decoy programme began in January 1940 and developed into a complex
greater proportion of the approximately 1000 decoys recorded for the United
construction costs, several thousand men were employed in operating decoys,
The decoys were often successful, drawing many attacks otherwise destined for
towns, cities and aerodromes. They saved many lives.
to replicate RAF satellite airfields, rudimentary landing grounds used as an
adjunct to permanent stations for the dispersed operation of aircraft. As
defensive structures including trenches, dummy aircraft, a windsock, petrol
located mostly in eastern counties.
programme lasted until August 1944 during which time the lighting
configurations changed periodically to shadow developments on real airfields.
Common features of `Q' sites included the lighting arrangements and a night
the east, and in central and southern England.
been identified.
The shelters north and north west of Garbutt Farm survive well and significant
information about their function within the decoy airfield and their role in
the wider decoy network in the North East will be preserved.

Source: Historic England

Books and journals
CDA, , The Cleave Dyke System, (1976)
Harwood, J, Personal data base, (2000)
Spratt, D A , 'The Archaeological Journal' in The Cleave Dyke System, , Vol. YAJ 54, (1982), 33-55
ANY 065/07, (1979)
ANY 169/07,
Held at NYCC, ANY065/07; ANY 63/18, (1979)
Thomas, R, (2000)

Source: Historic England


Weak Fibularis Longus muscle leads to…

Peroneus longus - BP3DWhen the Fibularis Longus is weak, what kinds of performance and health issues can you get?  Let’s look at Fibularis Longus (FL) anatomy, actions, measurement methods along with the implications weak FL strength can have on your athletic performance and health.

Note: The Fibularis Longus is also known as the Peroneus Longus muscle.  The fibularis longus terminology has an advantage when learning anatomy in that it indicates the muscle is on the fibula side of the lower leg.

Anatomy – The FL is located on the lateral side (outer side or side with the fibula) of the lower leg and is superficial (towards the skin).  The top of the muscle attaches to the upper 2/3 of the fibula and the deep connective tissue between the tibia & fibula.  The muscle runs down the lateral side of the calf, connects to its’ long round tendon which runs behind the lateral ankle.  From there, the tendon crosses to the opposite side of the bottom of the foot.  The path of the tendon is on the plantar (bottom) side of the foot traveling on a diagonal from behind the lateral ankle towards the peak of the long arch.   There it attaches to the base of the 1st metatarsal and 1st cuneiform bones.

Action – The main action of this muscle is to plantar flex (point) your foot and at the same time, evert it (twist towards the outside).  This can be summarized as, “pointing your foot down and out”.

Diagnosis – Weakness in the FL can be determined with manual muscle strength testing, careful observation of ankle alignment during walking, running and at rest and other tests. Supporting information can be gained through a detailed history as well as physical examination for neurological, vascular and orthopedic signs.  Measurement of FL ranges of motion and muscle strength are available with specialized equipment when required for more detailed examinations, insurance purposes or research.

Functional Implications – When the FL muscle is weak, you will not have the strength you should in the following situations. 1) lateral ankle stability, 2) lateral movements of the body to the opposite side, 3) lateral movements of the foot to the same side.  With a weak FL, all of the following activities will not be as effective as they could be.

1)  Lateral Ankle stability – Because of the shape of the bones in the ankle regions, the ankle is most unstable when the foot is plantar flexed.  This means that you cannot rely as much on bone or ligament strength to maintain stability. The FL along with it’s smaller neighbor Fibularis Brevis are the only muscles that support the lateral ankle when the foot is in plantar flexion.  Having adequate strength in the FL is thus critical in any activity that requires maintaining ankle stability.  For example, running over rough terrain, sticking a landing in gymnastics or ‘holding an edge’ when snow skiing.  This will also be a critical factors for seniors who have balance issues and are looking to prevent traumatic falls.

2) Lateral movement of the body to the opposite side –  Any sport that includes movement of the body laterally will have degraded performance with a weak FL.  Let’s clarify which type of lateral movement will be impaired with this example – the right FL will assist in moving your body to the left side.

The FL does not function in a purely lateral motion.  It simultaneously includes plantar flexion.  This compound motion can be used for both acceleration and deceleration movements that include a diagonal component to the opposite side.

  • Acceleration Forward – When in the ‘toe off’ gait phase with your right leg behind your body, the right FL will assist in accelerating you forward on the diagonal to the left.
  • Acceleration Backward – From a normal standing position, the right FL will assist with accelerating your body backwards and towards the left.  An example of this motion would be a basketball player jumping backward and to the left side for a lateral fadeaway shot at the basket.
  • Deceleration Forward – When moving forward and your right leg is coming into ‘heel strike’, the FL will assist you in deceleration or putting on the breaks with some additional movement towards the left side.  For example – this would happen in a situation where a football runner decelerates quickly and moves to the left to evade a tackler.
  • Deceleration Backwards – If you are moving backward and your right leg is coming into ‘toe strike’ behind you, the FL will assist you in decelerating while also giving you some lateral movement to the left.  An example of this would be a hockey player skating backward and trying to slow down while also changing the angle of backward movement more to the left side.

 3) Lateral movement of the foot to the same side – Sports that use the FL for this function include soccer players kicking a ball with their outside forefoot.

Injury Susceptibility – In addition to performance degradation, athletes with weak FL muscles, will be susceptible to increased rates of injury due to ankle instability.  As mentioned earlier, the ankle is particularly unstable when in plantar flexion (the foot is pointed down).  In addition,  the ligaments on the lateral ankle are much weaker than on the medial side.  This combination of factors makes lateral ankle sprains when the foot is pointed, the most common form of ankle sprain.

An example of the classic ankle sprain is the runner who is landing on their foot and there is a rock under the medial side.  The foot will be pointed and unstable and it will roll to the outside.  If the FL is not strong enough, the sudden weight put on the FL will cause a strain (tearing some muscle fibers).  As the joint continues to roll laterally, unprotected by an adequate FL, weight will eventually be thrust on the relatively weak lateral ankle ligaments resulting in a partial or complete sprain (ligament tear).

Chronic Weakness – With a classic lateral ankle sprain, both the FL and the lateral ankle ligaments are damaged.  Rather frequently, therapy is only oriented to recovery of the ligament.  The joint is immobilized or supported with athletic tape, rigid or semi-rigid device until the ligaments can take weight bearing without difficulty.  Rehabilitating the FL with specific exercises to increase strength of the damaged tissue is frequently necessary to prevent a chronic weakness of the FL and increased susceptibility to recurring ankle sprains, instability and  performance degradation.

Learn how to test for muscle strength imbalances with education certification courses offered by the Diagnosis Foundation.  Then you can help identify muscle weakness early, when correction takes minimal effort.


Distance Geneve Miskolc. Directions, total distances, average speed, travel time, calculate cost and fuel consumption

Road distance Geneve Miskolc

The total distance represents the road distance in km or miles between Geneve and Miskolc. Initially this is displayed in km but you can always change it using the settings (by selecting the distance in miles or the distance in km):

Average speed

The average speed for the route Geneve - Miskolc is calculated by taking into account the speed limit on each road segment as well as their length.

Travel time

The time required for a car to travel the distance between Geneve and Miskolc, taking into account the speed allowed for each road segment.

Time of arrival

The time of arrival in Miskolc is calculated considering that you are departing immediately from Geneve It takes into account the total travel time.

Fuel price

Total consumption

It represents total fuel (in liters or gallons) needed to travel the road distance from Geneve to Miskolc.

Calculate a new route

Addresses containing a street number: - 10 Street Name, Geneve
points of interest: - ATM Geneve or Hotel Name, Miskolc
postal codes: - 012345


Grant Gabriele

Aaron Vickers

The future Western Michigan Mustang is a quiet, non-physical, defensive defenseman who makes a solid first pass. Gabriele skates pretty well and is not afraid to jump up on the rush. He has pretty good instincts and shows the ability to quickly weigh the pros and cons of taking a more offensive approach in a shift. Has a cannon of a shot from the point and can unload a powerful slap shot when given the time to set it up. Makes some questionable plays with the puck under pressure and lacks poise when there is a man in his vicinity. Has good vision and makes a strong, accurate breakout pass, but is not an overly creative playmaker. Instead, he takes what is available and does not force things. Again, he is not a physical player at all, in- stead using his active stick and positioning to play defense. He can get caught running around in his own zone and being drawn out of position from time to time. Overall, he is a decent developing minute-munching blueliner who gives a solid effort at both ends. While he is seen by our evaluators as a low upside prospect, he also looks to have a low risk factor and someone a team might look to for a depth role after he has a few season in the college ranks to add needed experience and muscle mass. (May 2015)