Skimming Techniques Research Articles

Predicting the impact of underwater skimming on dissolved oxygen consumption in slow sand filters for potable water treatment

In a well-functioning slow sand filter (SSF), dissolved oxygen (DO) is crucial for enabling aerobic processes and microbiota growth. Given that DO supply is predominantly via the feed water, flow pauses (e.g., during cleaning) may trigger anoxic/anaerobic conditions in the stagnant filter bed. Underwater skimming (UWS) is an advanced cleaning technique that employs a skimmer with a shrouded blade, mounted on a mobile platform, to remove the fouling layer composed of sand and particles in order to improve the efficiency of slow sand filtration. As UWS results in changes to the flow pattern of the SSF, a mathematical model was developed to predict DO utilization after a flow perturbation associated with UWS operation. The model was based on a depth resolved measurement of specific oxygen utilization derived from a full scale SSF. Pilot plant experiments monitored DO in the feed and filtrate of SSFs cleaned using underwater and conventional dry skimming techniques. The highest oxygen utilization was in the Schmutzdecke layer, with additional demand imposed by the presence of a granular activated carbon (GAC) sandwich layer. It was observed that pseudo-steady state conditions occurred following filter ripening, where DO utilization, driven by biological activity, remained relatively constant regardless of filter cleaning technique. For flow pauses between three and 24 h, the pause duration's importance decreased, while the hydraulic loading rate became the critical factor for DO recovery in the filter. Additionally, introducing a ‘sweetening flow’ during UWS ensured a continuous DO supply, facilitating quicker DO replenishment post-cleaning. The model reliably predicted filtrate DO within ±0.6 mg/L, demonstrating its operational utility, especially in the optimisation of UWS methodology. As such, UWS can be applied to clean SSFs with the methodology modified to prevent any detrimental effects to DO management within the filter. This study predicted DO dynamics in SSFs, advancing UWS techniques and could be applied for enhancing water treatment strategies by filtration.

The Effect of Pre-Questioning and Skimming Techniques on Students' Reading Comprehension Achievement of Narrative Text

In teaching and learning reading in English, the comprehension towards the material is the main goal. The reality shows that the majority of the students encounter many problems in comprehending English texts. This research aims to figure out the effectiveness of pre-questioning and skimming techniques on students’ reading comprehension achievement on narrative text. The research was conducted quantitatively with quasi experimental as the design for the research. The samples were two classes with each class consist of 20 students, the Twelfth Grade Students of Senior High School Darussalam Sengkubang, Kalimantan Barat, and Indonesia. The writer used t-test to analyze the data. The writer put side by side the scores between the divided two classes, experimental class and control class. Based on the calculation, it was found that tcount value is 2.1253 and ttable value is 1.99947. The result of the data showed that the score of the experimental group was 76 and the control group was 72. The findings indicated that that Pre- questioning technique and Skimming techniques gave positive effect on students’ reading comprehension achievement. Base on this research, the teachers can use pre-questioning and skimming techniques when they teach because it was effectively to use when teaching on students’ reading comprehension.Keywords: effect, pre-questioning technique, skimming technique, reading comprehension achievement, narrative

Penerapan Metode Skimming Dalam Peningkatan Kemampuan Membaca Dalam Hati Pada Remaja

Reading silently is a type of reading that is often done by someone to seek information and increase knowledge. A person should have the ability to read as a means of communication. In reading ability, there are techniques that a person can use, one of which is the Skimming technique. The aim of this research is to see the application of the skimming technique in improving the ability to read silently in teenagers aged 17-20 years. The method used is descriptive, explaining clearly the data that has been found. Meanwhile, for this data collection technique, the author uses interview and observation techniques with the target respondents, then the data is recorded and data analysis is carried out. The data analysis technique in this research uses three stages, namely data reduction, presenting data, and drawing data conclusions. The results of this research show that the skimming technique is very effective and efficient when used for the ability to read silently. Through this technique, teenagers experience continuous improvement because they apply skimming techniques in their reading activities.

Applying Scanning And Skimming Techniques for Reading Comprehension Course of 6 Grade Students of Elementary School

Applying Scanning And Skimming Techniques for Reading Comprehension Course of 6 Grade Students of Elementary School

Pengaruh Teknik Membaca Skimming Terhdap Kecepatan Efektif Membaca Pada Siswa Kelas X SMA Negeri 1 Pekalongan

This study aims to determine the effect of skimming techniques on the effective reading speed of students at SMA Negeri 1 Pekalongan. The method used in this research is experiment. The subjects in this study were students of SMA Negeri 1 Pekalongan with a total sample of 50 students. The data collection technique used was a questionnaire, the data analysis technique used was descriptive statistical analysis. research shows that there are three hypotheses. The first hypothesis shows that there is a significant difference in the effective reading speed between the pre-test and the post-test in the experimental class, the second hypothesis shows that there is a significant difference in the effective reading speed between the pre-test and the post-test in the control class, the third hypothesis is carried out to find out effective reading speed ability between the experimental class and the control class. The results of the hypothesis testing carried out showed that the skimming technique was able to increase the effective reading speed of SMA Negeri 1 Pekalongan students in class X. This was also supported by the results of hypothesis testing that had been carried out between the experimental class and the control class. The results of testing the T-test hypothesis using the SPSS Statistics 25 program for windows can be seen that the value of T (Count) > T_Table is 2.782 > 2.060. This proves that there is a difference in the effective speed of reading in the experimental class and the control class.

Mining various genomic resources to resolve old alpha-taxonomy questions: A test of the species hypothesis of the Proteocephalus longicollis species complex (Cestoda: Platyhelminthes) from salmonid fishes

High-throughput sequencing strategies became commonly employed to study non-model parasites, but the corresponding genomes and transcriptomes were seldom mined following the original publication. Similar to the data generated with genome skimming techniques based on shallow-depth shotgun genomes, various genomic and transcriptomic resources can be screened for useful molecular phylogenetic markers traditionally characterised with Sanger sequencing. Here, we provide an example of a strategy using reduced-representation genomic as well as transcriptomic data to obtain broad insights into the molecular diversity of the cestode Proteocephalus longicollis, a common parasite of salmonids distributed throughout the Holarctic region. We extract popular mitochondrial and nuclear ribosomal markers from various genomic resources for hundreds of parasite specimens from multiple European whitefish populations and compare those with Proteocephalus representatives from other species of salmonids and various geographical regions. In contrast with the previous morphology-based assessments, molecular phylogeny reveals a high degree of genetic divergence between Proteocephalus isolates from different salmonids, contrastingly low genetic differentiation within the parasite’s populations hosted by the European whitefish (Coregonus lavaretus species complex), and a sister species relationship of Proteocephalus from European whitefish and Proteocephalus percae, a parasite of European perch (Perca fluviatilis). Proteocephalus spp. from North American lake whitefish, brown trout and Arctic charr each formed clearly distinct lineages. These results advance our understanding of the interrelationships of the Proteocephalus-aggregate, a well-recognized clade of Holarctic freshwater fish proteocephalids, and support resurrection of some of the nominal species of Proteocephalus, including Proteocephalus exiguus La Rue, 1911 from North American coregonids and Proteocephalus fallax La Rue, 1911 from European C. lavaretus, reserving Proteocephalus longicollis (Zeder, 1800) exclusively for parasites of Salmo trutta.

Feasibility Study on Automation of Zinc Ash Skimming Process in Batch Galvanising

The aim of the presented feasibility study was to systematically investigate the automation of the skimming (i.e., removal) of zinc ash from the surface of the zinc bath in order to minimise the risks for workers due to mechanical hazards (risk of falling into the zinc kettle) and chemical hazards (inhalation exposure to zinc vapours) by eliminating this activity. As part of the feasibility study, automatic separation and skimming systems from various applications, such as removal systems of slags and metal foam, were identified. For this purpose, their technical feasibility and suitability were considered. Two automated techniques, a mechanical and a gas-based skimming system, were selected for the subsequent laboratory-based evaluation. In the scope of the practical feasibility study, the selected skimming techniques were designed, constructed, and evaluated based on near-process prototype tests on a laboratory scale. The focus was on the efficiency of the skimming systems, related to the removal of zinc ash from the free surface of the molten zinc (general efficiency), as well as to the zinc ash removal with a simulated attachment system of the samples to be galvanised (task-related efficiency). The desired complete removal of zinc ash from the zinc bath surface was demonstrated with two automated methods: a pulse wave method of the mechanical skimming system and a gas-based skimming system in general, operating independently from the attachment system. Additionally, as part of the process-related simulation of the complete batch galvanising process, a fully automated combination of the zinc ash skimming and extraction system was achieved on a laboratory scale.

BOOSTING STUDENTS’ SPEED READING THROUGH THE SCANNING AND SKIMMING METHOD AT SMPN 1 PA’JUKUKANG

The speed reading ability of grade VIII E SMPN 1 Pa'jukukang students was still lacking. One of the reasons for the lack of students' ability to read quickly was due to the application of inappropriate learning techniques. In learning, the teacher only uses the lecture method so that students feel bored in the learning process. Therefore, appropriate learning techniques are needed to overcome these problems. Learning to read quickly with scanning and skimming techniques can be used as a way to improve students' speed reading skills.The results showed that there was an increase in the speed reading ability of class VIII E SMPN 1 Pa'jukukang students after participating in speed reading lessons using scanning and skimming techniques. The improvement achieved is from diagnostic test with very not good, and in cycle 2 it becomes good category. The increase in students' speed reading ability can be seen from the results of the reading speed test in the diagnostic test (DT), first cycle, and second cycle. The result of the effective reading speed in the pre cycle was 99 wpm and in the first cycle the average was 132 wpm or an increase of 32.67% from the DT. Then in cycle II the average effective reading speed of students was 172 wpm or an increase of 30.30% from cycle I. The increase in effective reading speed from DT to cycle II was 73.73%. The results obtained indicate that learning to read quickly using scanning and skimming techniques for class VIII E SMPN 1 Pa'jukukang has been successful. Suggestions that can be given include: (1) It is hoped that teachers can apply various kinds of appropriate learning techniques, especially in learning to read quickly so that students' speed reading abilities can be optimal. (2) Skimming and scanning techniques can be an alternative when learning to read quickly because they can improve, facilitate, and motivate students to read quickly.

IMPROVING STUDENTS READING COMPREHENSION THROUGH SCANNING AND SKIMMING TECHNIQUES FOR STUDENTS IN SMA MUHAMMADIYAH TARAKAN

The purpose of this research was to find out the students reading comprehension improvement through scanning and skimming techniques for students in SMA Muhammadiyah Tarakan. This research was quasi experiment. In this research, the researcher used two class. The researcher compared control class and experiment class whether there was any difference and improvement before and after giving treatment. The control class was given by skipping and paraphrasing techniques, meanwhile experiment class was given by scanning and skimming techniques. The subject of this study were XI IIS 3 as the experiment class there were 27 students and XI IIS 2 as the control class there were 26 students. The instruments were reading test that included pretest and posttest. Besides that, the researcher used descriptive analysis to analyze the data and SPSS veersion 22.0 for inferential analysis. The result of this research indicated that there were differences between pretest and posttest in both of the class. It was proven by the result of the students mean score. The students mean score in experiment class of pretest was 47,59 and posttest was 63,70. On the other hand, the students mean score in control class of pretest was 55,19 and posttest was 60,00. It can be seen from both of the class were have improvement. Eventhough, the treatment was different, but the comparison between control and experiment class, the experiment class was got higher improvement after giving the treatment by using scanning and skimming techniques, ratherthan the control class that was given by using skipping and paraphrasing techniques. It means that in experiment class the improvement of the students mean score was 16,11 point. The result of independent sample Ttest in posttest showed that Ttest (1,707) higher than Ttable (1,675). The result of this research there was the students reading comprehension was improve after using scanning and skimming techniques. Then it can be concluded that scanning and skimming can improve the students reading comprehension for studnts in SMA Muhammadiyah Tarakan.

TEACHING READING COMPREHENSION IN NARRATIVE TEXT THROUGH SKIMMING AND SCANNING

The purpose of the study was to see how successful skimming and scanning techniques are at improving students' reading comprehension. This study employed a pre-test and post-test control group design. The research subjects were first-year students from SMP Unggulan Negeri 1 Pulau Morotai. There were 66 students in all, divided into two groups of equal size: an experimental group and a control group. The results show that students or (33) got deficient levels in the control class. After the students were taught by using the conventional method, there was no improvement. While in the experimental group pre-test results showed that 100 percent of students (33) scored 0-54. After skimming and scanning techniques was applied the students’ score in reading comprehension were higher, this can be seen in the figure, from 100 percent of students (33) 64 percent students who got poor level (0-54), 24 percent students got moderate level, while in the range of scores from 70 to 84, there were 12 students. From these findings, skimming and scanning techniques were clearly beneficial in improving students' reading comprehension.

Enhancing the Students’ Reading Comprehension Achievement through Skimming and Scanning Techniques in Senior High School

This research was intended to enhance the students’ participation and reading comprehension achievement by using Skimming and Scanning Techniques at MAN 1 Jember that was conducted collaboratively with the English teacher. The design of the research was classroom action research. The research participants was the X IPA 4 grade students of MAN 1 Jember. The implementation of skimming and scanning techniques could improve the tenth IPA 4 grade students’ active participation in the reading teaching learning process. The result of the observation showed that the percentage of students’ active participation improved from 75.76% in meeting 1 to 78.79% in meeting 2. Furthermore, the implementation of skimming and scanning techniques could enhance the tenth IPA 4 grade students’ reading comprehension achievement in the reading teaching learning process. The result of the reading test showed that the percentage of the students who got at least 75 was 78.79% or 26 students of 33 students. Based on the result above, it could be concluded that both the result of observation and reading comprehension achievement test had achieved the success criteria of this classroom action research in cycle 1.

Literature Study of the Application of Skimming Techniques to Improve Speed ​​Reading Ability in Indonesian Language Lessons for Class V Elementary School Students

The purpose of this study is to describe the process of skimming techniques for elementary school students to improve reading skills. This study uses a literature study approach using the Systematic Literature Review (SLR) method. The subject is a journal that comes from Google Scholar with the research limitations of elementary school students who have been analyzed by researchers. Based on the results of Hawa's research that there is an increase in reading ability in Indonesian language lessons for students. This can be seen from the first and second cycles of active students, educators and student learning outcomes. In the first cycle, the total score for the results of the observation of student activity, the score obtained was 62.5% with a sufficient predicate. While in the second cycle the number of scores obtained on student learning activity got a score of 87.5% with a good and very good predicate. Students. According to Fitria's research, based on the results of the average speed reading ability by skimming on a sample of 16 students, which was adjusted with a five-scale percentage interval to determine the level of student ability. After adjusting for a five-scale score interval, it is known to have obtained a score of 95.25%, therefore this score is included in the Very Good category. It can be proven that students' ability to read quickly using skimming techniques is included in the very good category during the speed reading test and in understanding the content of reading the text. From the results of analyzing previous research conducted by Hawa, Muhtar, and Fitria that skimming technique can help students' speed reading ability in Indonesian language lessons.

Literature Study of The Implementation of Skimming Techniques in Improving Quick Reading Ability in Indonesian Language Students in Class V

This study was to describe the process of skimming techniques for elementary school students to improve reading skills. This study used a literature study approach using the Systematic Literature Review (SLR) method. The journal subject comes from Google Scholar with research limitations of elementary school students that have been analyzed by the researcher. The results of Eve's research show that there is an increase in reading skills in Indonesian language lessons for students. This can be seen from the first and second cycles of active students, educators and student learning outcomes. The first cycle the total value of the student's activeness observation, with a score of 62.5% with a sufficient predicate. Whereas in the second cycle the number of scores obtained on student learning activeness got a score of 87.5% with the predicate good and very good. The results of Muhtar's research stated that after the paired t-test analysis was carried out, it was found that there was an effect of the application of the skimming technique on students' reading ability. Five to determine the level of student ability. After adjusting for the five scale score interval, it is known that the score is 95.25%, therefore this score is included in the Very Good category. This can be proven that the ability of students when reading fast using skimming techniques is included in the excellent category during the speed reading test and in understanding the content of the text reading. From the results of analyzing the research that has been done previously carried out by Hawa, Muhtar, and Fitria that Skimming techniques can help students' ability to read quickly in Indonesian lessons.

Comprehension of Reading Content Using Skimming Techniques to Improve Comprehension of Narrative Text Reading Content in Elementary School Students

This study aims to determine the effect of using skimming techniques and describe the use of skimming techniques in understanding the reading content of elementary students. This study uses the System Literature Review (SLR) research method. From the results of several studies that have been successfully reviewed, it shows that the use of skimming techniques in understanding reading content is the right technique to use in understanding reading content because skimming techniques can increase students' knowledge of reading more. The use of skimming techniques can be done in the first way, having questions to look for, reading book titles and subtitles, reading with rapid eye movements, understanding sentences in the reading, then being able to draw conclusions. Based on the analysis that has been done, it can be concluded that the use of skimming techniques has a very good effect on students 'reading comprehension and can be an alternative or method to help improve reading content comprehension and broaden students' knowledge.

Sanksi Pidana terhadap Warga Negara Asing yang Melakukan Tindakan Pembobolan Anjungan Tunai Mandiri (Atm) dengan Teknik Skimming

The level of crime vulnerability in cyberspace (cybercrime) today and its impact has exceeded the real world. Cybercrime is a dark side of technological advances that have a very broad negative impact on all areas of modern life today. The impact that will be felt as a result of the collapse of a bank is not only limited to the bank concerned but will have a broad impact on other banks. This research was conducted with the aim of uncovering the causes of the crime of burglary using skimming techniques based on Law No. 19 of 2016 and the criminal responsibility of the perpetrators of criminal acts of ATM burglary using skimming techniques based on Law no. 19 of 2016. This research employed normative legal research methods. The results of this study showed that the cause of the crime of burglary using skimming techniques is the negligence of the owner of the ATM card. In the crime of skimming ATM burglary, unawarely the victim usually has been video recorded when inserting the ATM pin and the magnetic tape has been recorded through a special device. In the results of this study, it was also stated that the crime of burglary with ATM machines using skimming techniques could be charged under Article 30 of the ITE Law, so that police officers have a legal basis to take action to investigate ATM card crimes and other electronic transactions.

The Cruciality of Using Literature to Enhance Reading Comprehension Skills

This paper attempted to shade the light upon “The cruciality of teaching Literature to enhance reading comprehension skills”, is conducted to find out the role and importance of teaching literature in developing comprehension skills in tertiary level. The researcher adopted descriptive analysis method, the population of this study of (30) English language teachers from different Sudanese universities. Date was gathered by questionnaire. The researcher used a statistical package for social studies (SPSS package). The study comes up with followings: Teaching literature in language courses helps students to develop Reading Comprehension skills, teaching literature in reading lessons helps students to develop skimming and scanning techniques, literature presents valuable material to teach reading comprehension lesson, literature is a good way to practice acquiring quick information from the texts, and teaching literature develops students’ interpretative abilities.

Automatic lecture video skimming using shot categorization and contrast based features

Video skimming is one of the recently, getting popular technique for preparing preview for long watching video sequences. Most of the video skimming techniques developed in the literature uses manual intervention of users to prepare the review. Mostly the literature reported video skimming for sports and movie industries. In sports the portion of video where audience claps are used and in movie important contents are manually selected for preparing the preview. However in literature rarely any work reported for skimming of lecture video sequences. Lecture videos are generally, recorded indoor, low illuminated, noisy environment condition and contents of the scene rarely changes much. Hence designing an automatic skimming scheme is quite difficult task. In this article, we put forward an intelligent expert video skimming technique for lecture video sequences, where human intervention is not required. In the proposed scheme, initially the lecture video is segmented into a number of shots. We proposed the use of radiometric correlation technique for lecture video segmentation or finding the shot transitions. After getting the shot transitions in a video, the shots are recognized. The fuzzy K-nearest neighborhood technique is proposed to recognize the shots in a video. The shots are recognized into three categories: title slides, written texts/displayed slides and talking heads/writing hands. Three contrast based features: one existing i.e., average sharpness (AS) and two newly proposed: relative height (RH) and edge potential (EP) are used to find the contents of a frame. The frames with different contrast values are categorized to prepare the video skimming or the capsule. The media recreation is achieved by selecting a set of frames around these selected content frames. The effectiveness of the proposed scheme is demonstrated in this paper using five test sequences, including three NPTEL and two non NPTEL. It is also observed that the capsule prepared by the proposed scheme, provides a better preview of the actual sequence. The performance of the proposed scheme is tested by comparing it against three state-of-the-art techniques. The evaluation of the proposed scheme is carried out by using three evaluation measures. It is also observed that the proposed scheme is found to be better than that of the existing schemes.

Read. Ruminate. Repeat

Read. Ruminate. Repeat Lisa Disch (bio) SLOW PHILOSOPHY: READING AGAINST THE INSTITUTION BY MICHELLE BOULOUS WALKER London, New York: Bloomsbury Academic, 2017 I speak the pass-word primeval, I give the sign of democracy, By God! I will accept nothing which all cannot have their counterpart of on the same terms. —Walt Whitman,Song of Myself, #24 At Chicago’s Museum of Contemporary Art, in 2013, the performance artist Taylor Mac read the quoted passage from Walt Whitman. “That bears repeating,” I recall Mac saying, and, after a short pause, read it again: “By God! I will accept nothing which all cannot have their counterpart of on the same terms.” Whitman, read slowly by Mac, brought about a transformation of democracy. It went from voting or speaking or protesting in public to practicing a universality of everyday life that Whitman carefully particularized. Not that all must have the same rights and benefits as I do but, rather, that I will refuse to enjoy or exercise in my way whatever is forbidden to all to enjoy or exercise in ways of their own. The performance left me pondering Whitman’s words and reflecting on the ruminative reading that made me hear and hold them in my mind. More than recite Whitman, Mac staged an encounter with Whitman’s words that set me—and, I am sure, others in the audience that night—reconsidering what democracy means to me and what it demands of me. [End Page 163] This is “slow reading,” the unrushed reading and rereading that “encourages us to take our time, to pause, to look up from the page” and trains us to “encounter complexity in . . . meaningful and creative ways” (Walker, 29, 11). Slow reading is “meditative; a careful and concerned practice that patiently connects us both with what we read and with how we live” (30). It is “open-ended” (29). And it “has ethics at its core—ethics here denoting an openness to the other” (29). Slow reading is the subject and, at its many engaging moments, the practice of Michelle Boulous Walker’s eloquent, thoughtful book, Slow Philosophy: Reading against the Institution. Walker explores various philosophic accounts of this practice as part of a twofold project: first, for the love of wisdom to “retrieve its pre-eminent place in philosophical work,” and, second, for an ethical reading practice to “counter the effects of containment and mastery that the institutional practice of philosophy has become” (2). Her narrative of the love of wisdom (lost with Socrates) may be too Heideggerian and her account of institutionalized philosophy (neurotically driven to grasp and contain the world “through the force of conceptual or logical argument”) a touch caricatured for some readers (58). But this need not diminish the experiential force and intuitive appeal of her guiding premise, that, to do justice to thinking in the current institutional climate of the academy, we scholars need to slow our reading down. Who among us does not feel that the “superficial skimming techniques developed online” are impairing our capacity to dwell patiently with complex texts that promise a new way of apprehending the apparently familiar (13)? What about the hazards of “professional reading,” the tactics we academics contrive to strike a compromise between fairness and expediency as we make our way through the stacks of files—promotion and tenure, graduate admissions, postdoctoral competitions, scholarly awards—that make an urgent claim on our judgment (33)? Professional reading forecloses “a meandering, an un-hurried reception, a reflection, a rumination, a meditative relation, a patience, a receptive attitude” to leave us “reading so as to produce immediate (and often hasty) judgments” (33). Or, think back to the last time you had a deeply moving encounter with a text only to suffer the peculiarly scholarly alienation that occurs when transformative reading experience meets the discursive joust of the typical graduate seminar. [End Page 164] Each of the book’s six chapters plumbs a different strategy for resisting “the instituted structure of philosophy’s desire to know” (56). There is “reading essayistically,” a “slow, open-ended rumination that takes its time and returns, time and time again, to the matter at hand,” that is inspired by Theodor Adorno...

Read. Ruminate. Repeat.

Read. Ruminate. Repeat Lisa Disch (bio) SLOW PHILOSOPHY: READING AGAINST THE INSTITUTION BY MICHELLE BOULOUS WALKER London, New York: Bloomsbury Academic, 2017 I speak the pass-word primeval, I give the sign of democracy, By God! I will accept nothing which all cannot have their counterpart of on the same terms. —Walt Whitman,Song of Myself, #24 At Chicago’s Museum of Contemporary Art, in 2013, the performance artist Taylor Mac read the quoted passage from Walt Whitman. “That bears repeating,” I recall Mac saying, and, after a short pause, read it again: “By God! I will accept nothing which all cannot have their counterpart of on the same terms.” Whitman, read slowly by Mac, brought about a transformation of democracy. It went from voting or speaking or protesting in public to practicing a universality of everyday life that Whitman carefully particularized. Not that all must have the same rights and benefits as I do but, rather, that I will refuse to enjoy or exercise in my way whatever is forbidden to all to enjoy or exercise in ways of their own. The performance left me pondering Whitman’s words and reflecting on the ruminative reading that made me hear and hold them in my mind. More than recite Whitman, Mac staged an encounter with Whitman’s words that set me—and, I am sure, others in the audience that night—reconsidering what democracy means to me and what it demands of me. [End Page 163] This is “slow reading,” the unrushed reading and rereading that “encourages us to take our time, to pause, to look up from the page” and trains us to “encounter complexity in . . . meaningful and creative ways” (Walker, 29, 11). Slow reading is “meditative; a careful and concerned practice that patiently connects us both with what we read and with how we live” (30). It is “open-ended” (29). And it “has ethics at its core—ethics here denoting an openness to the other” (29). Slow reading is the subject and, at its many engaging moments, the practice of Michelle Boulous Walker’s eloquent, thoughtful book, Slow Philosophy: Reading against the Institution. Walker explores various philosophic accounts of this practice as part of a twofold project: first, for the love of wisdom to “retrieve its pre-eminent place in philosophical work,” and, second, for an ethical reading practice to “counter the effects of containment and mastery that the institutional practice of philosophy has become” (2). Her narrative of the love of wisdom (lost with Socrates) may be too Heideggerian and her account of institutionalized philosophy (neurotically driven to grasp and contain the world “through the force of conceptual or logical argument”) a touch caricatured for some readers (58). But this need not diminish the experiential force and intuitive appeal of her guiding premise, that, to do justice to thinking in the current institutional climate of the academy, we scholars need to slow our reading down. Who among us does not feel that the “superficial skimming techniques developed online” are impairing our capacity to dwell patiently with complex texts that promise a new way of apprehending the apparently familiar (13)? What about the hazards of “professional reading,” the tactics we academics contrive to strike a compromise between fairness and expediency as we make our way through the stacks of files—promotion and tenure, graduate admissions, postdoctoral competitions, scholarly awards—that make an urgent claim on our judgment (33)? Professional reading forecloses “a meandering, an un-hurried reception, a reflection, a rumination, a meditative relation, a patience, a receptive attitude” to leave us “reading so as to produce immediate (and often hasty) judgments” (33). Or, think back to the last time you had a deeply moving encounter with a text only to suffer the peculiarly scholarly alienation that occurs when transformative reading experience meets the discursive joust of the typical graduate seminar. [End Page 164] Each of the book’s six chapters plumbs a different strategy for resisting “the instituted structure of philosophy’s desire to know” (56). There is “reading essayistically,” a “slow, open-ended rumination that takes its time and returns, time and time again, to the matter at hand,” that is inspired by Theodor Adorno...

ANALISIS PENERAPAN TEKNIK SKIMMING TERHADAP OPTIMALISASI PEMAHAMAN BACAAN MAHASISWA STKIP MUHAMMADIYAH MUARA BUNGO

This study aims to analyze the application of skimming techniques to the optimal reading comprehension on students of STKIP MB. This research uses a quantitative approach with quasi-experimental and descriptive research. This research was conducted on students of STKIP MB Academic Year 2018/2019. The conclusions of this study include: (1) the level of reading comprehension after applying skimming techniques is better than the reading comprehension level before applying skimming techniques performed on the same research subject, (3) the level of reading comprehension by applying skimming techniques is better than the reading comprehension level by applying conventional reading conducted on different research subjects. So, reading with skimming techniques has a significant effect on optimizing students' reading comprehension.