Articoli di riviste sul tema "Taggart series"

The research is aimed to know whether the students ability in writing procedure text be improved through the use of Instagram picture series as teaching media. This is a classroom action research (CAR) on the eleventh grade of Madrasah Aliyah NU Sidoarjo in 2018/2019 academic year. The researcher used the CAR model developed by Kemmis and Mc Taggart (1990:14) which includes four steps. They are planning, acting, observing and reflecting. This research used quasi-experimental design. Participants were equally assigned to experiment group and control group. The population is 126 students. The samples are ten students of XI MIPA 1 as the experimental group and ten students of XI MIPA 1 XI MIPA 2 as the control group. The researcher applied two kinds of instrument: writing pre-test and writing post-test. The data was analyzed statistically using T-test. As the result, the percentage growths margin between experimental group and control group is 4.52%. The use of Instagram picture series as teaching media was an appropriate strategy for eleventh grade students of Madrasah Aliyah NU Sidoarjo to improve their ability in writing procedure text. It means that, the use of Instagram picture series as teaching media had the significant positive impact to the improvement of the students ability in writing procedure text.Keywords: instagram picture series, procedure text, improvement, CAR

The research is aimed to know whether the students ability in writing procedure text be improved through the use of Instagram picture series as teaching media. This is a classroom action research (CAR) on the eleventh grade of Madrasah Aliyah NU Sidoarjo in 2018/2019 academic year. The researcher used the CAR model developed by Kemmis and Mc Taggart (1990:14) which includes four steps. They are planning, acting, observing and reflecting. This research used quasi-experimental design. Participants were equally assigned to experiment group and control group. The population is 126 students. The samples are ten students of XI MIPA 1 as the experimental group and ten students of XI MIPA 1 XI MIPA 2 as the control group. The researcher applied two kinds of instrument: writing pre-test and writing post-test. The data was analyzed statistically using T-test. As the result, the percentage growths margin between experimental group and control group is 4.52%. The use of Instagram picture series as teaching media was an appropriate strategy for eleventh grade students of Madrasah Aliyah NU Sidoarjo to improve their ability in writing procedure text. It means that, the use of Instagram picture series as teaching media had the significant positive impact to the improvement of the students ability in writing procedure text.Keywords: instagram picture series, procedure text, improvement, CAR

This action research aims to improve students' ability in writing Japanese narrative through the medium of series images. The subjects of this study are students of class XI Accounting at SMK Negeri 18 Jakarta, the year of learning 2016-2017. The research data was collected through observation, prates, collaborator notes, and final tests of each cycle. This action research model uses the research model of Kemmis and Mc Taggart action that is planning, action, observation, and reflection. This study was conducted for two months consisting of eight meetings in two cycles. Four cycles meeting I and four cycle II meetings. Improvements are made in each cycle and follow the post test at the end of the lesson. Research data were analyzed through qualitative and quantitative procedures. The result of the research stated that the students' ability in writing Japanese language narration in cycle I was only 68.5 and cycle II became 83.2. Based on that, the medium of the series image can improve students' ability in writing Japanese narrative.

This research aims to: (1) describe and explain the process of speaking ability by picture series media of the students in B1 group at Bustanul Athfal Aisyiyah Keniten Ponorogo in academic year 2017-2018, (2) describe and explain the result of speaking ability by picture series media of the students in B1 group at Bustanul Athfal Aisyiyah Keniten Ponorogo in academic year 2017-2018. The picture series media chosen because it can to train of language skill and expression skill the child (speaking and telling story). The type of this research was classroom action research with Kemmis and Mc Taggart model. The subject of this research was the students of B1 group at Bustanul Athfal Aisyiyah Keniten Ponorogo consisting of 20 students. The data technique were collected by using observation, documentation and interview. Data analysis of this research used the qualitative data and quantitative data. The success indicator in this action research it said success when percentage of speaking ability of the students were 80%. Based on the result of the research show the speaking ability by the picture series able to improve the speaking ability of the students in B1 group at Bustanul Athfal Aisyiyah Keniten Ponorogo in academic year 2017-2018. It showed by the mean percentage of speaking ability by the picture series in pra cycle that have a good criteria that is 15%. In the first cycles percentage of speaking ability by the picture series that have a good criteria that is 30%. In the second cycle percentage of speaking ability by the picture series that have a good criteria increase to 85%. It shows the classroom action research it says success, because the percentage of speaking ability by the picture series of the students get success indicator that is 80%.

Essay writing skills, especially descriptive text essays, are still relatively low for grade IV students at SD. This problem requires a solution so that students' essay writing skills will increase. The purpose of this study is to determine the planning, implementation, and improvement of essay writing skills through the use of picture series media. The subjects of this study were 24 grade IV students at SD. The study used a class action research design by Kemmis and Mc Taggart. Data was collected through tests, observations, and documentation and then analyzed using descriptive statistical techniques. The results showed that students' ability to write essays, especially descriptive texts, increased by using picture series. After learning using picture series students can describe objects completely and clearly then in writing descriptive text students can also write them using good grammar and use correct punctuation and spelling. From the results of the assessment it was found that in the pre-cycle the average value obtained was 67.26 and was included in the criteria of being quite capable. Then in cycle I there was an increase of 11.31 so that the average value obtained was 78.57 and included in the capable criterion. In cycle II it increased again by 11.01 so that in cycle II the average value obtained was 89.58 and it was included in the very capable criteria.

This research was carried out with the aim of improving student’s writing by using picture series media for third grade students of MI Muhammadiyah Kalimandi, for the academic year 2021/2022. This type of the research includes classroom action research, which is carried out in two cycles. The research subjects were students of class III MI Muhammadiyah Kalimandi, with 9 students. The research design used is a cyclical design with a spiral model developed by Kemmis and MC. Taggart. The research methods used include: interviews, tests, observations, documentation. Descriptive statistical data analysis technique is to find the mean. The results of this study indicate that the use of serial image media can improve writing skills of third grade students of MI Muhammadiyah Kalimandi. This increase is indicated by the average score of students in the pre-action by 35.5, increasing to 54.4 in the first cycle and in the second cycle increasing to 77.7.

This research aims to improve the beginning reading skills of children in group A aged 4-5 years at RA AL-HIDAYAH Clarak-Leces-Probolinggo using flannel book media. The background of this research is the low initial reading ability of children. This research uses the Classroom Action Research (PTK) method which is carried out in two cycles. The model used is the Kemmis and Mc Taggart spiral model which consists of 4 components, namely: planning, implementing actions, observing and reflecting. The indicators studied are that the child understands the picture shown, the child recognizes letters according to the picture shown, the child can arrange a series of letters according to the picture shown, the child knows the letters in the words he sees and the child knows the series of letters that form syllables. The research results show that flannel book media can improve beginning reading skills. At the pre-action stage, the average percentage of children's achievement only reached 18.3%. In the implementation of Cycle I, the percentage achieved was 33.25%, and the achievement of beginning reading skills in Cycle II was 81.5%. The increase from pre-action to Cycle I was 14.95% and the increase from Cycle I to Cycle II was 48.25%. In conclusion, flannel book media can improve the beginning reading skills of group A children at RA AL-HIDAYAH Clarak-Leces-Probolinggo. Keywords: beginning reading, flannel book media, aged 4-5 years

This research is a classroom action research that aims to describe whether there is an increase in the activity of learning biology after the teacher applies a think pair share learning model. The subjects in this study were students of class VIII-A SMPN 18 Ambon with 28 students consisting of 15 male students and 13 female students. The research procedure was a series of stages of research from beginning to end. The design or design in this class action research is a model developed by Stephen Kemmis and Robbin Mc Taggart .. The stages in this study there are four components, namely planning, implementation, observation and reflection. Data in the study were collected through observation sheets, student worksheets, and documentation. From the observations using observation sheets the level of student learning activeness in learning science biology before the action as much as 32% with a low category. In the first cycle the level of student learning activeness with the application of the think pair share model increased to 62.2% in the medium category and in the second cycle increased to 82.6% with a high category.

This study aims to improve the competence of social studies teachers in online learning with academic supervision. This research is school action research (PTS), which is designed following the Kemmis and Mc Taggart Model which includes a series of interrelated (continuous) with 2 cycles, each cycle consists of 4 activities namely planning, action, observation and reflection followed by planning in the second cycle. The next step is to utilize the results of the previous reflection. The solution design in question is an action in the form of academic supervision carried out collaboratively consisting of the Principal and School Supervisor. The sample in this study amounted to 18 teachers consisting of 9 junior high schools fostered by Team 4 Deli Serdang Regency. The results showed that the competence of social studies teachers, namely the development of lesson plans with academic supervision, increased from the first cycle, namely 65% ??to the second cycle, 86% of teachers were able to make lesson plans in the emergency curriculum. Likewise, there is an increase in the making of online media in each cycle, namely 70% of teachers to 89% of teachers using media in online learning. Teacher competence in designing learning is good so that the quality of student learning increases. ABSTRAKPenelitian ini bertujuan untuk meningkatkan kompetensi guru IPS dalam pembelajaran daring dengan supervisi akademik. Penelitian ini adalah penelitian tindakan sekolah (PTS), yang dirancang mengikuti Model Kemmis dan Mc Taggart yang meliputi serangkaian yang saling terkait (berkesinambungan) dengan 2 siklus, setiap siklus terdiri 4 kegiatan yaitu perencanaan, tindakan, observasi dan refleksi yang diikuti oleh perencanaan pada siklus berikutnya dengan memanfaatkan hasil refleksi sebelumnya.. Adapun rancangan solusi yang dimaksud adalah tindakan berupa supervisi akademik yang dilakukan secara kaloboratif yang terdiri dari Kepala Sekolah dan Pengawas Sekolah. Sampel dalam penelitian ini berjumlah 18 orang guru yang terdiri dari 9 sekolah SMP Binaan Tim 4 Kabupaten Deli Serdang. Hasil penelitian menunjukkan bahwa kompetensi guru IPS yaitu pengembangan RPP dengan supervisi akademik meningkat dari siklus I yaitu 65 % ke siklus II 86 % guru sudah dapat membuat RPP pada kurikulum darurat. Demikian juga ada peningkatan pada pembuatan media daring di tiap siklusnya yaitu 70 % guru menjadi 89 % guru menggunakan media pada pembelajaran daring. Kompetensi guru dalam merancang pembelajaran sudah baik sehingga kualitas belajar siswa meningkat.

Background: Students who have a good understanding of mathematics tend to have proud learning achievements. Good mathematics learning outcomes are influenced by intelligence and material mastery. However, teachers interact more with the white board than with students. students feel less enthusiastic because the teacher asks students to listen during the delivery of the lecture. Purpose: This study aims to determine the appropriate method in conveying integer material to elementary school students. Design and methods: This research uses classroom action research methods on 25 of fifth grade students of SD Negeri Cibunian in the second semester. This classroom action research adapted the cycle scheme proposed by Kemmis and Taggart. This scheme consists of a series of plots, including planning, acting, observing, reflecting, and revised plans for each cycle. Results: The results of this study reveal the use of number lines in mathematics subject matter integers in class V can improve student learning outcomes. This is evidenced by the percentage of students who score above the pre-cycle passing score of 28% or 7 students complete learning, in the first cycle it increases to 56% or 14 students complete their learning, and in the second cycle it reaches 80% or 20 students complete learning.

Abstrak: Penelitian ini bertujuan untuk memperoleh deskripsi penerapan model pembelajaran kooperatif tipe MURDER untuk meningkatkan hasil belajar siswa pada materi barisan dan deret aritmatika di kelas X TKJ A SMK Negeri 1 Poso Pesisir Utara. Subjek penelitian ini adalah siswa kelas X TKJ A yang berjumlah 20 siswa, terbagi atas 8 siswa laki-laki dan 12 siswa perempua serta di pilih 3 siswa sebagai informan. Penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang mengacu pada desain penelitian Kemmis dan Mc. Taggart yakni (1) perencanaan, (2) pelaksanaan tindakan, (3) observasi, dan (4) refleksi. Penelitian ini dilaksanakan dalam dua siklus. Pada siklus I banyaknya siswa yang tuntas yakni 14 siswa dengan persentase ketuntasan 70% dan pada siklus II banyak siswa yang tuntas yakni 17 siswa dengan persentase ketuntasan 85%. Hasil observasi aktivitas guru pada siklus I berada pada kategori baik dan mengalami peningkatan pada siklus II berada pada kategori sangat baik. Hasil observasi aktivitas siswa pada siklus I berada pada kategori baik dan mengalami peningkatan pada siklus II berada pada kategori sangat baik. Penerapan model pembelajaran kooperatif tipe MURDER yang dapat meningkatkan hasil belajar siswa kelas X TKJ A SMK Negeri 1 Poso Pesisir Utara pada materi barisan dan deret aritmatika, dengan enam komponen yaitu: 1) Mood, 2) Understand, 3) Recall, 4) Detect, 5) Expand, 6) Review. Kata Kunci: Kooperatif Tipe MURDER; Hasil Belajar; Barisan dan Deret Aritmatika Abstract: This study aims to obtain a description of the application of the MURDER type cooperative learning model to improve student learning outcomes in arithmetic sequence and sequence material in class X TKJ A of SMK Negeri 1 Poso North Coast. The subjects of this study were students of class X TKJ A, amounting to 20 students, divided into 8 male students and 12 female students and 3 students were selected as informants. This research is Classroom Action Research (CAR) which refers to the research design of Kemmis and Mc. Taggart namely (1) planning, (2) implementation of actions, (3) observation, and (4) reflection. This research was conducted in two cycles. In the first cycle the number of students who completed were 14 students with a percentage of completeness of 70% and in the second cycle many students were completed ie 17 students with a percentage of completeness 85%. The results of the observation of teacher activities in the first cycle were in the good category and experienced an increase in the second cycle in the very good category. The results of the observation of student activities in the first cycle were in the good category and experienced an increase in the second cycle in the very good category. The application of the MURDER type cooperative learning model that can improve the learning outcomes of class X TKJ A students of SMK Negeri 1 Poso Pesisir Utara in arithmetic sequence and series material, with six components, namely: 1) Mood, 2) Understand, 3) Recall, 4) Detect, 5) Expand, 6) Review. Keywords: Cooperative Type MURDER; Learning outcomes; Arithmetic Rows and Series.

The Arabic language learning strategy is a series of efforts made by the Arabic teacher to make the learning process run according to predetermined concepts. The concept that must be created by the teacher is learning that is effective, communicative, efficient, fun, innovative, and quality. To improve the development of learning Arabic in educational institutions, it is necessary to create innovative strategies from Arabic teachers so that learning objectives are achieved properly. The ability to communicate in Arabic is the main goal in language because the nature of language is speech or speaking, plus the demands of the world of work today, people must be able to communicate in foreign languages, one of which is Arabic. The research model used in this research is Classroom Action Research (CAR) using a qualitative descriptive approach that aims to improve the Arabic language writing skills of tenth tenth-gradents at Madrasah Aliyah Islamic Boarding School Al Ikhlas Addary DDI Takkalas by using an Active Knowledge Sharing Strategy which has unique characteristics. other strategies do not have, namely using a list of questions with various categories including defined words. MultipMultiple-choiceions about facts or concepts ask for possible attitudes or actions. Complete sentences or match. Teachers can include some or all of the categories in making a list of questions. In accordance with the type of research chosen, namely action research, this research uses the action research model from Kemmis and Taggart, which includes planning (planning), implementation (acting), observation (observing or monitoring), and reflection (reflecting or evaluating). These four main steps form a cycle. Action research is an ongoing strategy. Learning using the Active Knowledge Sharing strategy can improve students' writing skills in class X Madrasah Aliyah Pondok Pesantren Al Ikhlas DDI Takkalasi in Arabic subjects. This is shown by the data before it is applied and after it is applied, thus answering the action hypothesis in the research that has been done that the application of the Active Knowledge Sharing strategy can improve Arabic writing skills in class X Madrasah Aliyah Pondok Pesantren Al Ikhlas Addary DDI Takkalasi Barru Regency

Abstract Examination questions classification according to Bloom’s Taxonomy uses Natural Language Processing (NLP) approach, a series of text processing approach that generally can divided into the keywords identification stage and then the identified keywords classification to Bloom’s Taxonomy levels stage. Since this NLP approach is a pipeline processes, the keywords identification stage’s performance in term of accuracy is affecting the subsequent stage - the identified keywords classification and subsequently limits the final accuracy performance of the questions classification. The keywords identification stage’s performance is mainly depending on the effectiveness of Part-Of-Speech (POS) tagging. Thus, this paper aims to identify the best performing POS tagger in keywords identification stage and enhance the tagger’s performance with rule-based approach to achieve high accuracy performance and benefit the subsequent keyword classification and then the questions classification accuracy. The Perceptron tagger and the Stanford POS tagger are selected to be evaluated their performance in identifying the keywords of the randomly selected 200 examination questions from STEM subjects. This paper has observed the Stanford POS tagger is the best performing tagger in POS tagging with accuracy of 80.5%. Some rules are applied to the POS tagging to improve the accuracy further to 91.5%.

The following text is a transcription and translation from a conversation with Eduardo Santos, a Brazilian tagger and street artist who currently lives in Lisbon, Portugal. Santos, more widely known as Shp (‘sheep’), member of the group Pregos (literally translated as ‘nails’), responded to questions about identity, life philosophy and art through a series of WhatsApp audios. In addition, Shp and Xiên, another Brazilian migrant, provide a voice-over for a ten-minute video that shows a ‘night in the life’ of a pixador, the name given in Brazilian Portuguese to a street artist who practises the Brazilian variant that mixes elements of tagging and graffiti. Topics broached include: a comparison between pixo and Brazilian funk, marginalized arts, the street, the origins of pixo in Lisbon, respect and the presence of Brazil in the tuga (Portugal). English subtitles were done by Mariana Gil, a Brazilian photographer and migrant living in Aarhus, Denmark (video link: https://www.instagram.com/tv/CQYue_MnUuk/?utm_medium=copy_link).

Translating Natural Language Queries (NLQs) to Structured Query Language (SQL) in interfaces deployed in relational databases is a challenging task, which has been widely studied in database community recently. Conventional rule based systems utilize series of solutions as a pipeline to deal with each step of this task, namely stop word filtering, tokenization, stemming/lemmatization, parsing, tagging, and translation. Recent works have mostly focused on the translation step overlooking the earlier steps by using adhoc solutions. In the pipeline, one of the most critical and challenging problems is keyword mapping; constructing a mapping between tokens in the query and relational database elements (tables, attributes, values, etc.). We define the keyword mapping problem as a sequence tagging problem, and propose a novel deep learning based supervised approach that utilizes POS tags of NLQs. Our proposed approach, called DBTagger (DataBase Tagger), is an end-to-end and schema independent solution, which makes it practical for various relational databases. We evaluate our approach on eight different datasets, and report new state-of-the-art accuracy results, 92.4% on the average. Our results also indicate that DBTagger is faster than its counterparts up to 10000 times and scalable for bigger databases.

Most errors in Korean morphological analysis and part-of-speech (POS) tagging are caused by unknown morphemes. This paper presents a syllable-pattern-based generalized unknown-morpheme-estimation method with POSTAG (POStech TAGger), 1 which is a statistical and rule-based hybrid POS tagging system. This method of guessing unknown morphemes is based on a combination of a morpheme pattern dictionary that encodes general lexical patterns of Korean morphemes with a posteriori syllable trigram estimation. The syllable trigrams help to calculate lexical probabilities of the unknown morphemes and are utilized to search for the best tagging result. This method can guess the POS tags of unknown morphemes regardless of their numbers and/or positions in an eojeol (a Korean spacing unit similar to an English word), which is not possible with other systems for tagging Korean. In a series of experiments using three different domain corpora, the system achieved a 97% tagging accuracy even though 10% of the morphemes in the test corpora were unknown. It also achieved very high coverage and accuracy of estimation for all classes of unknown morphemes. 1 The binary code of POSTAG is open to the public for research and evaluation purposes at http://nlp.postech.ac.kr/. Follow the link OpenResources→DownLoad.

We present the development of a deep neural network for identifying generic displaced jets arising from the decays of exotic long-lived particles in data recorded by the CMS detector at the CERN LHC. Various jet features including detailed information about each clustered particle candidate as well as reconstructed secondary vertices are refined through the use of 1-dimensional convolution layers before being combined with high-level engineered features and passed through a series of fully-connected layers. The proper lifetime of the long-lived particle, cτ0, is treated as a parameter of the neural network model, which allows for hypothesis testing over several orders of magnitude ranging from cτ0 = 1 µm to 10 m. Domain adaptation by backward propagation is performed to construct domain-independent features at an intermediate layer of the network to mitiage difference between simulation and data. The training is performed by streaming ROOT trees containing O(100M) jets directly into the TensorFlow queue system, which allows for a flexible selection of input features and asynchronous preprocessing. The application of the tagger is showcased in a search for long-lived gluinos as predicted by split supersymmetric models demonstrating significant gains in sensitivity over a reference analysis.

The purpose of this study is to examine the relationship between features of conference abstracts and reviewer scores. Previous researchers have described the discourse structures of abstracts (e.g., Blanco, 2005 ) and have reported on the characteristics of successful abstracts ( Cutting, 2012 ; and Kaplan et al., 1994 ). We build on this research by considering both accepted and rejected abstracts, investigating the relationships between a wide range of linguistic and stylistic features and reviewer scores. The corpus used in this study consists of 287 abstracts submitted to the 2009 Second Language Research Forum. Each abstract was scored according to four criteria by three independent abstract reviewers. Additional coding was carried out by the researchers to measure ten stylistic features (e.g., word counts and number of citations). The Biber Tagger was used to annotate grammatical and lexico-grammatical features. A series of t-tests and Pearson's correlations revealed a number of significant relationships between linguistic and stylistic features and abstract ratings. The results of a stepwise multiple regression showed that 31 percent of the variance in abstract scores can be predicted by a combination of the following: more words, citations, the presence of a Results section, more nouns, no errors, and fewer first-person pronouns. In addition to presenting a comprehensive description of the stylistic and linguistic characteristics of conference abstracts, the findings from this study offer practical recommendations for successful abstract writing in applied linguistics.

It is well known that the extant corpus of Old English literature preserves only a proportion of the vocabulary that once existed. In some instances, terms for concepts that must have been familiar to the Anglo-Saxons have been lost without trace; in others, they may be reconstructed from non-literary forms of evidence such as the place-names coined by early settlers in the areas now known as England and southern Scotland. The main dictionary of place-name terminology, Smith's English Place-Name Elements of 1956, includes many entries for words which are otherwise either unattested, or attested only with other meanings. Animal names in particular constitute an area of vocabulary which is under-represented in literary sources but common in place-names, and for which toponymic evidence often proves crucial. Old English animal names unattested in the extant literature but included in English Place-Name Elements are *bagga ‘badger’, *bula ‘bull’, *ean ‘lamb’, *gæten ‘kid’, *galt ‘pig, boar’, *græg ‘badger’, *hyrse ‘mare’, *padde ‘toad’, *padduc ‘frog’, *pigga ‘young pig’, *stedda ‘horse’, *tacca and *tagga ‘teg, young sheep’, *tige ‘goat’, *todd ‘fox’ and *wiðer ‘ram, wether’. Those identied more recently include *brun ‘pig’ and *wearg ‘wolf ’. As the English Place-Name Survey progresses, providing detailed coverage of the country's toponyms in a series of annual volumes inaugurated in the 1920s, further examples may be expected to come to light. The aim of this article is to offer a new addition to the corpus.

Problem solving skills are very important in supporting social development. Children with problem solving skills can build healthy relationships with their friends, understand the emotions of those around them, and see events with other people's perspectives. The purpose of this study was to determine the implementation of playing unplugged coding programs in improving early childhood problem solving skills. This study used a classroom action research design, using the Kemmis and Taggart cycle models. The subjects of this study were children aged 5-6 years in Shafa Marwah Kindergarten. Research can achieve the target results of increasing children's problem-solving abilities after going through two cycles. In the first cycle, the child's initial problem-solving skills was 67.5% and in the second cycle it increased to 80.5%. The initial skills of children's problem-solving increases because children tend to be enthusiastic and excited about the various play activities prepared by the teacher. The stimulation and motivation of the teacher enables children to find solutions to problems faced when carrying out play activities. So, it can be concluded that learning unplugged coding is an activity that can attract children's interest and become a solution to bring up children's initial problem-solving abilities. Keywords: Early Childhood, Unplugged Coding, Problem solving skills References: Akyol-Altun, C. (2018). Algorithm and coding education in pre-school teaching program integration the efectiveness of problem-solving skills in students. Angeli, C., Smith, J., Zagami, J., Cox, M., Webb, M., Fluck, A., & Voogt, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Educational Technology & Society, 12. Anlıak, Ş., & Dinçer, Ç. (2005). Farklı eğitim yaklaşımları uygulayan okul öncesi eğitim kurumlarına devam eden çocukların kişilerarası problem çözme becerilerinin değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakülte Dergis. Aranda, G., & Ferguson, J. P. (2018). Unplugged Programming: The future of teaching computational thinking? Pedagogika, 68(3). https://doi.org/10.14712/23362189.2018.859 Arinchaya Threekunprapa. (2020). Patterns of Computational Thinking Development while Solving Unplugged Coding Activities Coupled with the 3S Approach for Self_Directed Learning. European Journal of Educational Research, 9(3), 1025–1045. Arı, M. (2003). Türkiye’de erken çocukluk eğitimi ve kalitenin önemiNo Title. Erken Çocuklukta Gelişim ve Eğitimde Yeni Yaklaşımlar. Armoni, M. (2012). Teaching CS in kindergarten: How early can the pipeline begin? ACM Inroads, 3(4), 18–19. https://doi.org/10.1145/2381083.2381091 Aydoğan, Y. (2004). İlköğretim ikinci ve dördüncü sınıf öğrencilerine genel problem çözme becerilerinin kazandırılmasında eğitimin etkisinin incelenmesi. Bell, T., Alexander, J., Freeman, I., & Grimley, M. (2009). Computer Science Unplugged: School students doing real computing without computers. 10. Berk, L. E. (2013). Bebekler ve çocuklar: Doğum öncesinden orta çocukluğa. N. Işıkoğlu Erdoğan, Çev. Bers, M. U. (2018). Coding, playgrounds, and literacy in early childhood education: The devel_opment of KIBO robotics and Scratch Jr. IEEE. Brackmann, C. P., Moreno-León, J., Román-González, M., Casali, A., Robles, G., & Barone, D. (2017). Development of computational thinking skills through unplugged activities in primary school. ACM International Conference Proceeding Series, 65–72. https://doi.org/10.1145/3137065.3137069 Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. 25. Deek, F. P. (1999). The software process: A parallel approach through problem solving and program development. Computer Science Education. Demi̇Rer, V., & Sak, N. (2016). Programming Education and New Approaches Around the World and in Turkey. 26. Dereli-İman. (2014). Değerler eğitimi programının 5-6 yaş çocukların sosyal gelişimine etkisi: Sosyal beceri, psiko-sosyal gelişim ve sosyal problem çözme becerisi. Kuram ve Uygulamada Eğitim Bilimleri. Doğru, M., Arslan, A., & Şeker, F. (2011). Okul öncesinde uygulanan fen etkinliklerinin 5-6 yaş çocukların problem çözme becerilerine etkisi. Uluslararası Türkiye Eğiti Araştırmaları Kongresi. Erickson, A. S. G., Noonan, P., Zheng, C., & Brussow, J. A. (2015). The relationship between self-determination and academic achievement for adolescents with intellectual disabilities. Research in Developmental Disabilities, 36, 45–54. Fee, S. B., & Holland-Minkley, A. M. (2010). Teaching computer science through problems, not solutions. Computer Science Education, 20(2), 129–144. https://doi.org/10.1080/08993408.2010.486271 Futschek, G., & Moschitz, J. (2010). Developing algorithmic thinking by inventing and playing algo_rithms. Gretter, S., & Yadav, A. (2016). Computational Thinking and Media & Information Literacy: An Integrated Approach to Teaching Twenty-First Century Skills. Grover, S., & Pea, R. (2013). Computational thinking in k-12: A review of the state of the field. Educational Researcher. Harrop, W. (2018). Coding for children and young adults in libraries: A practical guide for librarians. 45. Hazzan, O., Lapidot, T., & Ragonis, N. (2011). Guide to Teaching Computer Science. Springer London. https://doi.org/10.1007/978-0-85729-443-2 Horn, M. S., Crouser, R. J., & Bers, M. U. (2012). Tangible interaction and learning: The case for a hybrid approach. Personal and Ubiquitous Computing, 16(4), 379–389. https://doi.org/10.1007/s00779-011-0404-2 Hsu, T.-C., Chang, S.-C., & Hung, Y.-T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, 126, 296–310. https://doi.org/10.1016/j.compedu.2018.07.004 Ismail, M. N., Ngah, N. A., & Umar, I. N. (2010). Instructional strategy in the teaching of computer programming: A need assessment analyses. TOJET: The Turkish Online Journal of Educational Technology. Ismail, M. N., Ngah, N. A., & Umar, I. N. (2010). Instructional Strategy in The Teaching of Computer Programming: A Need Assessment Analyses. The Turkish Online Journal of Educational Technology, 9(2), 7. Jitendra, A. K., Petersen-Brown, S., Lein, A. E., Zaslofsky, A. F., Kunkel, A. K., Jung, P.-G., & Egan, A. M. (2013). Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure. Journal of Learning Disabilities, 48(1), 51–72. https://doi.org/10.1177/0022219413487408 Joohi Lee. (2019). Coding in early childhood. Contemporary Issues in Early Childhood. Kalyuga, S., Renkl, A., & Paas, F. (2010). Facilitating flexible problem solving: A cognitive load perspective. Educational Psychology Review. Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2 Kesicioğlu, O. S. (2015). Okul öncesi dönem çocukların kişilerarası problem çözme becerilerinin incelenmesi. Eğitim ve Bilim. Koksal Akyol, A. ve Didin, E. (2016). Ahlak gelisimi [Moral development]. In Cocuk Gelisimi icinde [In Child Development]. Lazakidou, G., & Retalis, S. (2010). Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics. Computers & Education, 54(1), 3–13. https://doi.org/10.1016/j.compedu.2009.02.020 Looi, C.-K., How, M.-L., Longkai, W., Seow, P., & Liu, L. (2018). Analysis of linkages between an unplugged activity and the development of computational thinking. Computer Science Education, 28(3), 255–279. https://doi.org/10.1080/08993408.2018.1533297 McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N., & Levine, M. H. (2017). Grounding science, technology, engineering, and math education in early childhood. 68. McLennan, D. P. (2017). Creating coding stories and games. Teaching Young Children. McNerney, TimothyS. (2004). From turtles to Tangible Programming Bricks: Explorations in physical language design. Personal and Ubiquitous Computing, 8(5). https://doi.org/10.1007/s00779-004-0295-6 Mittermeir, R. T. (2013). Algorithmics for preschoolers—A contradiction? Montemayor, J., Druin, A., Chipman, G., Farber, A., & Guha, M. L. (2004). Tools for children to create physical interactive storyrooms. Computers in Entertainment, 2(1), 12–12. https://doi.org/10.1145/973801.973821 Pane, J. F. (2002). A Programming System for Children that is Designed for Usability. 204. Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2018). Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-29 first century skills. Pellegrino, J. W., & Hilton, M. L. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Pila, S., Aladé, F., Sheehan, K. J., Lauricella, A. R., & Wartella, E. A. (2019). Learning to code via tablet applications: An evaluation of Daisy the Dinosaur and Kodable as learning tools for young children. Computers & Education, 128, 52–62. https://doi.org/10.1016/j.compedu.2018.09.006 Root, J., Saunders, A., Spooner, F., & Brosh, C. (2017). Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability. Career Development and Transition for Exceptional Individuals, 40(1), 5–14. https://doi.org/10.1177/2165143416681288 Scanlan, D. A. (1989). Structured flowcharts outperform pseudocode: An experimental comparison. IEEE Software, 6(5), 28–36. https://doi.org/10.1109/52.35587 Sheehan, K. J., Pila, S., Lauricella, A. R., & Wartella, E. A. (2019). Parent-child interaction and children’s learning from a coding application. Computers & Education, 140, 103601. https://doi.org/10.1016/j.compedu.2019.103601 Shute, V. J., Sun, C., & Asbell-clarke, J. (2017). Demystifying computational thinking. Educational Research Review. Sigelman, C. K., & Rider, E. A. (2012). Life-span Human Development (7th ed.). Cengage Learning. Sullivan, A., & Bers, M. U. (2016). Robotics in the early childhood classroom: Learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Tech_nology and Design Education, 26, 3–20. Sullivan, A. A., Bers, M. U., & Mihm, C. (2017). International conference on com_putational thinking education. Imagining, Playing, and Coding with KIBO: Using Robot_ics to Foster Computational Thinking in Young ChildreImagining, Playing, and Coding with KIBO: Using Robot_ics to Foster Computational Thinking in Young Children. Sullivan, A., Elkin, M., & Bers, M. U. (2015). KIBO robot demo: Engaging young children in programming and engineering. Proceedings of the 14th International Conference on Interaction Design and Children, 418–421. https://doi.org/10.1145/2771839.2771868 Threekunprapa, A., & Yasri, P. (n. d.). (2020). The role of augmented reality based unplugged computer programming approach in the effectiveness of computational thinking. Uysal, A. & Kaya-Balkan, İ. (2015). Sosyal beceri eğitimi alan ve almayan okul öncesi çocukların, sosyal beceri ve benlik kavramı düzeyleri açısından karşılaştırılması. Psikoloji Çalışmaları. Vorderman, C. (2017). Computer coding for kids: A unique step-by-step visual guide, from binary code to building games. Voronina, L. V., Sergeeva, N. N., & Utyumova, E. A. (2016). Development of algorithm skills in preschool children. Procedia-Social and Behavioral Sciences, 233, 155-159. Wang, D., Han, H., Zhan, Z., Xu, J., Liu, Q., & Ren, G. (2015). A problem solving oriented intelligent tutoring system to improve students’ acquisition of basic computer skills. Comput. Educ., 81, 102–112. Wang, D., Zhang, C., & Wang, H. (2010). Proceedings of the 10th international conference on interaction design and children. T-Maze: A Tangible Programming Tool for Children. Wang, Danli, Zhang, C., & Wang, H. (2011). T-Maze: A tangible programming tool for children. Proceedings of the 10th International Conference on Interaction Design and Children - IDC ’11, 127–135. https://doi.org/10.1145/1999030.1999045 Woods, D. R., Hrymak, A. N., Marshall, R. R., Wood, P. E., Crowe, C. M., Hoffman, T. W., Wright, J. D., Taylor, P. A., Woodhouse, K. A., & Bouchard, C. G. K. (1997). Developing Problem Solving Skills: The McMaster Problem Solving Program. Journal of Engineering Education, 86(2), 75–91. https://doi.org/10.1002/j.2168-9830.1997.tb00270.x Yıldırım, A. (2014). Okul öncesinde yaratıcı problem çözme etkinliklerinin yaratıcılığa etkisi (5 yaş örneği). Hacettepe University, Ankara, Turkey. Yohanes. (2018). Mengajarkan Computational Thinking dan Coding Pada Anak-Anak. Amazing Grace. https://blog.compactbyte.com/2018/05/26/mengajarkan-computational-thinking-dan-coding-pada-anak-anak/ Yu, K.-C., Fan, S.-C., & Lin, K.-Y. (2015). Enhancing Students’ Problem-Solving Skills Through Context-Based Learning. International Journal of Science and Mathematics Education, 13(6), 1377–1401. https://doi.org/10.1007/s10763-014-9567-4 Yuksel, H. S. (2019). Experiences of Prospective Physical Education Teachers on Active Gaming within the Context of School-Based Physical Activity. European Journal of Educational Research, 8(1). https://doi.org/10.12973/eu-jer.8.1.199 Zvarych, I., Kalaur, S. M., Prymachenko, N. M., Romashchenko, I. V., & Romanyshyna, O. Ia. (2019). Gamification as a Tool for Stimulating the Educational Activity of Students of Higher Educational Institutions of Ukraine and the United States. European Journal of Educational Research, 8(3). https://doi.org/10.12973/eu-jer.8.3.875

The results of a preliminary study of writing and telling the result of summary nonfiction books of a low so the reseascher need to solve the problem using the learning integrative model. The purpose of this study is to describe the application of the Integrative Learning Model to improve learning outcomes of writing a summary, and to tell the results of a nonfiction book summary.The research method developed was Classroom Action Research, Kemmis and Taggart models. The results showed that the results of writing a summary in the form of a series of main ideas in the content of non-fiction books, 21 students completed (65.63%) cycle I, 28 students completed (87.50%) cycle II, and told the results of the summary in the form of a series main ideas of the contents of the nonfiction book made, 20 students completed (62.50%) cycle I, 29 students completed (90.63%) cycle II. The results of the study prove that the application of the Integrative Learning Model can improve the assessment of learning outcomes of writing a summary and retelling the results of a nonfiction book summary for students of class VII-B of SMP Negeri 3 Pamekasan. AbstrakHasil studi pendahuluan menulis dan bercerita hasil rangkuman buku nonfiksi rendah sehingga peneliti perlu memecahkan masalah dengan menggunakan model Integratif Learning. Tujuan penelitian ini adalah mendeskripsikan penerapan Model Integratif Learninguntuk meningkatkan hasil belajar menulis rangkuman, dan bercerita hasil rangkuman buku nonfiksi.Metode penelitian yang dikembangkan adalahPenelitian Tindakan Kelas, model Kemmis dan Taggart.Hasil penelitian menunjukkan bahwa hasil menulis rangkuman dalam bentuk rangkaian gagasan pokok isi buku nonfiksi, 21 peserta didik tuntas (65,63%) siklus I, 28 Peserta didik tuntas (87,50%) siklus II, dan menceritakan hasil rangkuman dalam bentuk rangkaian gagasan pokok isi buku nonfiksi yang dibuat, 20 peserta didik tuntas (62,50%) siklus I, 29 Peserta didik tuntas (90,63%) siklus II. Hasil penelitian membuktikan bahwa penerapan Model Integratif Learning dapat meningkatkan penilaian hasilbelajar menulis rangkuman dan menceritakan kembali hasil rangkuman buku nonfiksipada peserta didik kelas VII-B SMP Negeri 3 Pamekasan.

In recent years, China’s active participation in the international construction market has led to a greater demand for the comprehensive demystification of construction contracts from the language perspective. Nevertheless, scarcity can be felt concerning that perspective. This study aims to explore language features via the multi-dimensional approach proposed by Biber. A corpus-driven method was adopted on the basis of five real construction contracts. The salient language features were uncovered statistically by adopting the Multi-dimensional Analysis Tagger (MAT), and a series of visualized results displaying lexico-grammatical features and general genre features of construction contracts from different dimensions were also output. The results revealed that nouns and normalization were densely employed in construction contracts. Meanwhile, language variables like phrasal coordination, predicative modals, passive voice, and suasive verbs were excessively employed. The results also uncovered that adverbs and be as the main verb were counted as underused. As to the general genre features, the results suggested that the contracts were written documents with informational, non-narrative, context-independent, self-assertive, and abstract features. Those features stem from the communicative purposes of construction contracts, rendering construction contracts the formal style, explicit communicative purposes, objective stance, and authoritative position. Though with limited language features, we can still obtain an insight into the interpretation and teaching of construction contracts.

In this piece I respond to a text I first noticed on a toilet door at the University of Queensland in or around 1998. The text was comprised of a tag and a response to this. These two components relate to one another in complex ways. In the following I reflect on some questions that have arisen from the tensions in this relationship. Before this discussion develops, however, an important term must be discussed: the tag. A tag is one of many forms of graffiti. Graffiti in this context refers to the fourth element of hip-hop culture: (primarily) illegal, (often) aerosol, street art. A tag can be understood as the most basic form of graffiti, one in which the artist (or perpetrator of vandalism) writes an assumed named, usually in a single colour, on a public surface. The text to which this discussion refers is interesting firstly because the particular tag was written in a style that was very difficult to read. The letters were crafted in such a way that it was immediately recognisable as a word, but which word was difficult to say. In the work of Lyotard there is an argument that, “[w]ords ‘say’, sound, touch, always ‘before’ thought…. They are the ‘un-will’, the ‘non-sense’ of thought, its mass…. Thought tries to tidy them up, control them and manipulate them” (Lyotard 1991: 142). The response to the presence of the tag that comprises the second part of the text to which I refer was written in (relatively) clear writing, a font recognisable as ‘normal’ handwriting, and read: “Aren’t you cool, you can scribble illegibly on toilet walls”. Lyotard came to mind. What was it about the presence of ‘illegible’ writing that the second author objected to so much that they took it upon themselves to use ‘tidy’ words to engage in a critique of the merit of the tag? At this point it is important to recognise that there is an element of authorial intent to address. It may be argued that the design of the tag is not intended to be accessible to those outside of the subculture, or unknowledgeable of the (sub)cultural aesthetics. However, this is central to the reflections herein. Regardless of whether the tag was designed to be accessible, the aggressive delivery of it as a text – its placement on a public surface – renders it a public work to some extent, and to an extent it demands an engagement or response from the public to which it is presented. In this particular case this particular tag prompted a response from someone who I assume can be positioned outside the subculture from which it emerged. Therefore, there is an additional and interesting tension between the (exclusionary?) design of the piece and its inherent demand for broad public recognition. Coming from the discipline of political theory, a series of questions started to emerge for me. I began to consider issues of representation, which I might add are central to graffiti and hip hop culture more generally. Regardless of one’s acceptance of or support for graffiti it is relatively simple to adopt an anti-tagging position based on an idea of the relative artistic merits of an intricate and multi-coloured mural (for example) as opposed to a single-colour tag. The tag is inseparable from the deliberate act of illegal marking, thus the tag itself recalls the making of it. Considered in conjunction with the re-iterative presence of the pseudonym that is the tag, and given that this reiteration is self-similar (not just the tag, but the pseudonym often composed in other forms), then it can be difficult to defend the anti-tag position. However, it is also crucial that we recognise that “there is always a gap between a form of representation and what is represented therewith”. In fact, “the inevitable difference between the represented and its representation is the very location of politics” (Bleiker 510). Given the active complicity in the vandalism of the toilet wall, one can only assume that it is not the act of vandalism but the particular form that prompted the response to the tag. This is not entirely surprising because the gap between representation and that which is represented is alluded to strongly in this style of graffiti. Further, this gap is a space of questions not answers; it resonates with ideas like Derrida’s undecidability (Derrida 66) and Lyotard’s indeterminate judgment (Lyotard and Benjamin 76), which can introduce difficult and uncomfortable (though I would argue useful and productive) realms of thought and reflection. The response could be said to be conforming with the norms of the language of ‘toilet-door graffiti’ in the academy and thus follows and supports the “ideal of mimesis – a perfect resemblance between signifier and signified”. Even if such a resemblance was possible “it could offer us little political insight. It would merely replicate what is, and thus be...useless” (Bleiker 512). The tag on the toilet door aggressively exposes the gap between representation and the represented. But there is a further gap, a second level or derivative gap, in this text also. The tag is representative of the presence of the tagger (the tag necessarily recalls the persistence and resistance of the tagger). The tag represents artistic freedom, rebellion, anti-censorship, style, transgression of surveillance, and transgressive use of public space among other things. Importantly, however, a word is used in this (or these) representation(s), and it is a word that cannot (easily) be read. This leads to the final part of my reflections prompted by this particular text. To bastardise an often-quoted phrase from the aesthetic realm this final reflection could be framed thus: ceci n'est pas un mot. If reflection can be attempted around the idea that the tag can be understood as a proclamation, ‘this is not a word’, then how does this relate to Magritte’s painting, This is not a pipe, and the theoretical discussion prompted by it? Foucault, in an article of the same name, argued that two principles ruled western painting: a separation between representation implying resemblance, and linguistic reference which excludes it. This results in either the text being ruled by the image “as in those paintings where a…letter, or the name of a person are represented”, or the image being ruled by the text (Foucault 195). So what happens in graffiti in which the formal subject matter is the assumed name of the artist? In Magritte’s This is not a pipe, there is a complex relation between the painting and its title. There is attention drawn to the habit of seeing images as representations. It can be argued that by textualising the painting Magritte is disrupting this habit. However, where are we left when a particular style of painting continually produces text, and the style or genre of painting is comprised of text that ‘we’ cannot read? Does the relation between the painting and its title collapse in graffiti when the untitled painting can be considered the title itself? Further, if painting to some extent reflects a relation between words and objects (especially if we succumb to the habit of seeing images as representations), when the formal subject matter of a painting is a word (in graffiti often a name), what does this tells us about the relations between words and objects? Does it prompt us, or allow us, to consider words as objects? What are the implications of this trajectory of thought? Further still, if a name is the subject of the painting (and its object) what happens to the linguistic/discursive element of art? Does the fact that often this word is produced, or read, as ‘illegible’ have further implications? Finally, it might be important to consider further the element of re-iteration that is central to the phenomenon of tagging. There is an element to tagging in which the tagger seeks maximum exposure by marking surfaces as prolifically as possible, tagging as frequently as possible within particular geographic and spatial zones. The self-similarity of the re-iterations of a particular tag could make it recognisable or readable to readers of the artist’s work although it is first read as ‘illegible’. This can be the case even if the reader never manages to decipher the word that is the formal subject of the art. Works Cited Bleiker, R. “The Aesthetic Turn in International Political Theory.” Millennium 30.3 (2001): 509-33. Derrida, J. "Hospitality, Justice and Responsibility A Dialogue with Jacques Derrida". Questioning Ethics: Contemporary Debates in Philosophy. Ed. R. Kearney and M. Dooley. London, Routledge, 1999. Foucault, M. "This Is Not a Pipe". Aesthetics, Method, and Epistemology. Ed. J. D. Faubion. Vol. 2. London, Penguin, 2000. 187-203. Lyotard, J.-F. "After the Sublime, the State of Aesthetics". The Inhuman Reflections on Time. Cambridge, Polity. 135-143. Lyotard, J.-F. and A. E. Benjamin. The Lyotard Reader. Oxford, England ; Cambridge, Mass., Blackwell, 1989. Citation reference for this article MLA Style Ganley, Toby. "“Aren’t you cool, you can scribble illegibly on toilet walls”" M/C: A Journal of Media and Culture <http://www.media-culture.org.au/0401/08-ganley.php>. APA Style Ganley, T. (2004, Jan 12). “Aren’t you cool, you can scribble illegibly on toilet walls”. M/C: A Journal of Media and Culture, 7, <http://www.media-culture.org.au/0401/08-ganley.php>

Landing in the Midwest after a lifetime in Los Angeles, I was shocked to learn how “famous” that great city really is. It used to seem perfectly reasonable that the freeways on CHiPs looked just like the ones I rode to school. When I was five, I remember being secretly bummed that my mom never took us to the disco-classical mural from Xanadu, which I was convinced had to be hidden somewhere in Venice Beach. In high school, it never seemed strange that the Peach Pit on Beverly Hills 90210 was the same as the Rose City Diner. From the L.A. River to the Griffith Park Observatory, from the Hollywood Sign to Venice Beach, the places I had been in, through, and around were inscribed with meanings in ways that I could never fully grasp. Even marginalized localities like Inglewood, Compton, and East L.A., which especially during the 1980s and early 1990s were being ravaged by urban warfare, got to be the stars of movies, songs, and many music videos. And on April 29, 1992, the corner of Florence and Normandie “blew up” into a full blown riot, sparked by the acquittal of the four white officers who beat black motorist, Rodney King. I could watch the city burn on T.V. or from the hill behind my house. All my life, I lived with a foot in each L.A., the one that’s outside my living room and the one that’s inside my living room, oblivious to the fact that I lived in a famous city. It was only after I moved away from L.A. that I realized my homesickness could often be softened by a click of the remote. I could look for a familiar stretch of road, a bit of the skyline, or a clean but otherwise familiar segment of sidewalk, and it didn’t even matter who, what, where, or why was taking place in the story on screen. It was as though fragments of my life had been archived for me in media space. Some memories were real and some just recollections of other representations – like seeing the observatory in Bowfinger and wondering if I was remembering Rebel Without a Cause or a second grade field trip. But when I arrived here, the question that greeted me most often at parties was, “Why are you in Bowling Green!?!” And the second was, “Did you meet any famous people?” And so I tell them about how I went to driver’s education class with Mayim Byalik, the star of Blossom. Or that I met Annette Funicello one New Year’s Eve at my Uncle Phil’s house. Aside from the occasional queer chuckle about my brush with Blossom, this record is unimpressive. People are hoping for something a little bit more like, “I spent the night in jail with Poison,” “I was an extra on Baywatch,” or “I was at the Viper Room the night River Phoenix passed away.” In spite of my lackluster record of interactions with the rich and the famous, I would still get introduced as being “from California.” I had become the recipient of a second-rate, secondhand fame, noted for being from a place where, if I were more ambitious, I could have really rubbed shoulders with famous people. To young people, many of whom were itching to travel to a place like LA or New York, I was a special kind of failure. But if you aren’t famous, if you are a loser like me, life in L.A. isn’t about the a-list at all. It is about living in a city that captures the imagination, even as you walk down the street. So earning notoriety in a city that speaks in spectacle is an exercise in creativity. It seems like everybody, even the most down-to-earth people, are invested in developing a character, an image, a persona that can bubble up and be noticed in spite of the overwhelming glow of Hollywood. Even at my suburban high school, during the late 1980s and early 1990s, I knew upper-middleclass boys who got nose jobs and manicures. I knew girls who would go trolling for rich men to buy them pretty things that their parents couldn’t afford. There were kids whose parents helped them cheat their way into college. There were wannabe junkies who drove their moms’ minivans into the ghetto to score. I saw people panic, pout, and scream over cars and allowances and shoes. I know that consumer culture is growing stronger just about everywhere, but back home it happened a lot sooner and a lot stronger. Because of our proximity to Hollywood, the crest of the cultural tidal wave looks much higher and its force is much stronger. And I guess I was just too fat to be in California, so I left. However, every once in a while, somebody does manage to make a scene in L.A. A little loser, or whatever you want to call one of the peasants who tend to the vast fiefdoms of L.A.’s elites, rises from banality to achieve celebrity, even if it is a minor celebrity, in the City of Angels. One such figure is the notorious Daniel Ramos, who in 1991 became a central figure in the city’s struggle over its own image. Daniel Ramos was not a star, a politician, or a leader of industry – but before he even appeared in the news, he had trafficked illegally in making a name for himself. A teenager from the projects, Ramos was more widely known as “Chaka,” a graffiti writer credited with over 10,000 tags from San Diego to San Francisco. I had seen Chaka’s tags just about everywhere, and had determined that he might be superhuman. His name, taken after a hairy little missing link from the popular fantasy show, The Land of the Lost, made me smirk as it conjured up images of a sub-humanoid with broken dialect creeping out from the darkness with cans of paint, marking the walls with his sign, calling out to the rest of us half-humans stranded in the land of the lost. Meanwhile, L.A.’s rich and famous whizzed by, casting resentful glances at Chaka’s do-it-yourself media blitz. I knew that Chaka was “bad,” but my imagination loved him. And when he allegedly left his mark in the courthouse elevator on the day of his release from a five-month stretch in prison (Costello), I couldn’t help but feel glad to know that Chaka was still alive, that legends don’t die (his name even made it, through the hand of Dave Grohl, into Nirvana’s “Smells Like Teen Spirit Video” in 1991). For me, and I imagine for many others, it was the beginning of a political awakening. I wondered what was so bad about graffiti, even though I had been taught all my life that it was wrong. More than ten years later, as I sit by the railroad tracks in my small, Midwestern town, eagerly waiting for messages from California painted on the sides of boxcars, I find myself asking a related question – what is good about advertising? I’m not the first to make the welcomed association between graffiti and advertising. In an interview with the vastly capable scholar, Joe Austin, New York graffiti legend IZ THE WIZ explained it thusly: OK, now you’re on a poorer economic level and what do you have? Years ago, and even today, a boxer makes a name for himself in the boxing ring. So when this art form starts developing, why would it be any different? It’s all in the name. When you’re poor, that’s all you got. (40) Austin elaborates on this insight, explaining: The proliferation of posters, advertisements, and signs bearing the images and names of products and proprietors in twentieth-century cities is one obvious place to begin. These are the directly visible extensions of individual/corporate identities into the new shared urban public spaces of the streets, a quantitatively and qualitatively new site in human history where hundreds of thousands of often spectacularly displayed names abound, each catching the eyes of potential consumers and imprinting itself on their memories. (39) So, on one level, the story of Chaka is the story of a poor man who went toe to toe with big media, in a town run by big media, and held his own. It is the story of someone who has managed to say in no insignificant way, “I am here.” Or has Ramos himself yelled as he was being shackled by police, “I am the famous ‘Chaka’” (Walker A4). In spite of everything else, Ramos had a name that was widely recognized, respected by some, reviled by others. Nancy Macdonald, in her important study the culture of writing, shifts the focus away from the more solidly class-based argument employed by Austin in his study of the origins of New York graffiti art to one which lends itself more readily to understanding the culture of writing in the 1990s, after hip hop had become more accessible to middleclass enthusiasts. Macdonald explains, “Writers use the respect and recognition of their peers to validate their masculine identities” (124). While I am reluctant to downplay the class struggle that certainly seems to have implicitly informed Chaka’s quest for recognition, his outlaw appeal lends itself such an interpretation. In a city like Los Angeles, where middle class agency and upward mobility for the service class are not simply functions of wealth, but also of scrupulously maintained images, feelings of powerlessness associated with the lack of a compelling image are to be expected. It is the engine that drives the exuberant extravagance of consumer culture, lifestyle choices, and ultimately biopolitics. In a society where culture and capital are the dual poles which determine one’s social standing, the pursuit of notoriety is not simply a measure of masculinity – hijacking images is a way to assert one’s agency in spite of the diminished value of unskilled labor and the collective fear of underclass masculinities. In her book Wallbangin’: Graffiti and Gangs in L.A., Susan A. Philips provides discussion of Chaka’s contribution to L.A. graffiti. Notably, Chaka was seen by those in the graffiti community as an everyman, who was responsible for two significant cultural achievements: he “open[ed] up the style of the New York-based tags and creat[ed] the phenomenon of the individual tagger” (Phillips 320). He also, as Phillips notes, “wrote tags that you could read…in blockish gang-type lettering” (320). Unlike his New York graffiti-writing peers, which are best known for their beautiful “wildstyle,” Chaka did not typically traffic in multicolor murals and displays of painterly virtuosity. His chief accomplishment was his cunning pervasiveness and daring criminality. As such, his body of work should be seen as incompatible with High Art attempts to bring collectible graffiti into gallery spaces through the 1980s and ‘90s. Chaka’s medium, in a sense, has less to do with paint, than it has to do with the city and its rules. For the majority of the public, Chaka was seen as an individual face for the graffiti pandemic that was strategically linked in the public mind with specter of gang violence. However, to those familiar with the writing scene in L.A., Chaka is more than a lone individual: THE OG’Z OF THE LEGION OF DOOM WERE THE ONE RESPONSIBLE FOR BRINGING THE EARLY LOS ANGELES GRAFFITI SCENE TO IT’S KNEES! AND GAVE US MOST OF THE LEGENDS WE KNOW TODAY! I REMEMBER I TIME WHEN EVERY LOS ANGELES INTERSTATE HEAVEN ROCKED BY EITHER LEST-CAB-STANS-SUB OR THE CHAKA!!! (god i miss those days!) remember the CAB undercover story on the news where he did those loks on dope throwies on the 110 pasadena? I think it was chuck henry channel 7 ??? does anyone still have that on vhs? i had it on vhs along with the CHAKA PUBLIC SERVICE ANOUNCEMENT (that was great!). (Poncho1DEcrew) Instead of being an individual tagger, Chaka is recognized as a member of a crew (LOD), who managed to get up in legendary ways. In reclaiming freeway overpasses (the “Heavens”), walls, trains, road signs, and just about everything else for his crew, vicariously for the many other people who respect his name, and also for himself, Chaka is more than simply selfish, as is often suggested by his detractors. In the heavens is the right place to begin. High up in the sky, over the freeways, for all to see, the writing in the heavens is visible, mysterious, and ultimately risky. The problem of climbing along the girders underneath the bridges, escaping detection, but leaving something bold points to what distinguishes writing from an ad-campaign. Sure, some of what the tagger does is about simply being a recognized image all over the place. But the other part is about finding the place, working within environmental constraints, battling against time, stretching one’s limits, and doing it with style. While the image may be everywhere, the act of writing itself is a singularity, shrouded by secrecy, and defined by the moment of its doing. The aftereffect is a puzzle. And in the case of Chaka, the question is, “How the hell did this guy get up over 10,000 times?” While I can’t see how he did it and I don’t know where, exactly, he got all that paint, I do know one thing: Chaka went everywhere. He mapped the city out as a series of landmarks, he put his name to the space, and he claimed Los Angeles for people other than the ones who claim to own the rights to beam their generalized and monolithic messages into our living rooms. Instead of archiving the city in the banalities of mass media, he has created an archive of an alternative L.A., filled with singularities, and famous in the way that only one’s hometown can be. Instead of being a celebrity, renowned by virtue of a moderately unique character, his ability to generate money, and an elite image, Chaka represents an alternative fame. As a modern day “everyman” and folk hero, he brings a message that the city belongs to all people. Far from the naïve and mean-spirited equations between graffiti writing and canine scent-marking as a primitive drive to mark territorial boundaries with undesirable substances (writers:paint::dogs:piss), Chaka’s all-city message is not so much a practice of creating exclusionary spaces as it is an assertion of one’s identity in a particular space. A postmodern pilgrim, Chaka has marked his progress through the city leaving a perceptible record of his everyday experience, and opening up that possibility for others. This is not to say that it is necessary for all people to paint in order to break loose from the semiotic order of the city, it is only to say that is hopeful to realize that this order is not fixed and that is not even necessarily our own. Reflecting back on my own experience as one who has grown up very much in love in the produced spaces of the scripted and archived fame of Los Angeles, the realization that such an overwhelming place is open even to my own inscriptions is an important one. This realization, which has been many years in the making, was set into place by the curious fame of Chaka. For a writer and scholar disturbed by the “death of the author,” it comes as a relief to see writing resurrected in the anti-authoritarian practice of a teenage boy from the projects. References Austin, Joe. Taking the Train: How Graffiti Art Became an Urban Crisis in New York City. New York: Columbia UP, 2001. Costello, D. “Writing Was on the Wall.” Courier-Mail 9 May 1991. Macdonald, Nancy. The Graffiti Subculture: Youth, Masculinity and Identity in London and New York. Hampshire: Palgrave, 2001. Phillips, Susan A. Wallbangin’: Graffiti and Gangs in L.A. Chicago: U of Chicago P, 1999. Poncho1DEcrew. 50mm Los Angeles Forum. 18 June 2004. 11 July 2004 http://www.50mmlosangeles.com/>. Walker, Jill. “Letter from the Streets; Handwriting on the Wall: 10,000 Chakas.” Washington Post 4 May 1991: A4. Citation reference for this article MLA Style Heckman, Davin. "Being in the Shadow of Hollywood: Celebrity, Banality, and the Infamous Chaka." M/C Journal 7.5 (2004). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0411/12-heckman.php>. APA Style Heckman, D. (Nov. 2004) "Being in the Shadow of Hollywood: Celebrity, Banality, and the Infamous Chaka," M/C Journal, 7(5). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0411/12-heckman.php>.