3 JENIS RESIKO SERTA PENGENDALIAN MAHASISWA

Seorang mahasiswa pasti pernah mengalami kesulitan dalam menjalani  rutinitasnya menjadi seorang mahasiswa di kampus,  Hal itu adalah bentuk perjuangan untuk mendapatkan gelar sarjana yang telah menjadi cita-citanya, banyak yang harus ditempuh, dijalani dan dihadapi juga tanggung jawab yang harus dilakukan oleh seorang mahasiswa dalam menempuh bangku kuliah hingga dinyatakan lulus. Oleh karena itu terdapat resiko-resiko, yaitu:

·        RESIKO AKADEMIS

-Nilai rendah.  Pengendalian yang dilakukan belajar lebih giat, rajin dan

  mengerjakan semua tugas dan harus peduli terhadap tugas yang diberikan dosen

  untuk  mencapai IPK bagus, jangan acuh.

-Tidak tahu perkembangan Informasi Perkuliahan. misalnya jadwal kuliah,  jadwal

  ujian, pemberitahuan tugas oleh dosen dan  yang paling fatal adalah jadwal

  pengisian KRS.  Pengendalian  yang dilakukan selalu mengakses web universitas

  dan bertanya kepada teman.

-Banyak tugas  dari dosen.  Pengendalian yang dilakukan kerjakan tugas dengan

  segera jangan menunda2 mengerjakan tugas agar tidak menumpuk dan lupa.

·        RESIKO PERGAULAN

- Mengikuti pergaulan yang negatif . Dapat membuat kita terpengaruh terhadap

  hal-hal yang  tidak benar. Sehingga bias mengakibatkan kita malas, nakal dan cuek

  terhadap kegiatan perkuliahan. Faktor utama terjadinya hal tersebut adalah factor

  lingkungan sekitar terkadang ada yang membawa pengaruh negatif.

  Pengendalian yang dapat dilakukan adalah Lebih berhati-hati  dan selektif dalam

  memilih teman pergaulan, jika dirasa sudah memberi pengaruh negatif sebaiknya

  dijauhi dan jangan terlalu akrab. Serta Mencari teman yang bisa memotivasi agar

  lebih baik dalam belajar.

·        RESIKO KESEHATAN

- Kesehatan menurun.  Pengendalian yang dilakukan jaga kesehatan sebaik

   mungkin  dan memanage kegiatan perkuliahan, dan membagi waktu dengan baik

   antara istirahat dan aktivitas. sehingga kesehatan kita dapat stabil dengan tidak

   memforsir kegiatan kita.

TENSES

Tense is a grammatical category that locates a situation in time, that indicates when the situation takes place. In languages which have tense, it is usually indicated by a verb or modal verb, often combined with categories such as aspect, mood, and voice.
Tense places temporal references along a conceptual timeline. This differs from aspect, which encodes how a situation or action occurs in time rather than when. Typical tenses are present, past, and future. Some languages only have grammatical expression of time through aspect; others have neither tense nor aspect. Some East Asian isolating languages such as Chinese express time with temporal adverbs, but these are not required, and the verbs are not inflected for tense. In Slavic languages such as Russian a verb may be inflected for both tense and aspect together.
The number of tenses in a language may be disputed, because the term tense is often construed to represent any combination of tense proper, aspect, and even mood (tense-aspect-mood). In many texts the term "tense" may erroneously indicate qualities of uncertainty, frequency, completion, duration, possibility, and even whether information derives from experience or hearsay (the last two are evidentiality)
In absolute tense, as in English, tense indicates when the time of assertion, time of completion, or time of evaluation occurs relative to the utterance itself (time of utterance). In relative tense, on the other hand, tense is relative to some given event.
Tense can make finer distinctions than simple past-present-future; past tenses for example can cover general past, immediate past, or distant past, with the only difference between them being the distance on the timeline between the temporal reference points. Such distinctions are not precise: an event may be described in the remote past because it feels remote to the speaker, not because a set number of days have passed since it happened; it may also be remote because it is being contrasted with another, more recent, past event. This is similar to other forms of deixis such as this and that.
In many languages grammatical forms conflate tense and aspect, and in many traditional approaches to grammar both are labeled "tense". In general linguistic approaches, however, aspect and tense are treated as complementary ways of encoding time; they, along with mood, are simply called "tense-aspect-mood"

Source:
http://en.wikipedia.org/wiki/Tenses
http://www.ego4u.com/en/cram-up/grammar/tenses

Degree of comparison

the degree of comparison of an adjective or adverb that describes the relational value of one thing with something in another clause of a sentence. An adjective may simply describe a quality, (the positive); it may compare the quality with that of another of its kind (comparative degree); and it may compare the quality with many or all others (superlative degree). ^[1] In other languages it may describe a very large degree of a particular quality (in Semitic linguistics, called an elative).
The degree of comparison may be expressed morphologically, or syntactically. In English, for example, most monosyllabic and some disyllabic adjectives have morphological degrees of comparison: green (positive), greener (comparative), greenest (superlative); pretty, prettier, prettiest; while most polysyllabic adjectives use syntax: complex, more complex, most complex.

1. The positive degree is the most basic form of the adjective, positive because it does not relate to any superior or inferior qualities of other things in speech.
2. The comparative degree denotes a greater amount of a quality relative to something else. The phrase “Anna is taller than her father” means that Anna's degree of tallness is greater than her father's degree of tallness.
3. The superlative degree denotes the most, the largest, etc., by which it differs from other things.

Change the degree of comparison without changing the meaning.
1.    Malacca is the oldest town in Malaysia.
2.    Peter is cleverer than any other boy in the class.
3.    Jupiter is the biggest of all planets.
4.    Very few boys are as industrious as John.
5.    India is the largest democracy in the world.
6.    Shakespeare was greater than any other playwright.
7.    Asoka was one of the greatest Indian kings.
8.    Greenland is the largest island in the world.
9.    Lead is heavier than any other metal.
10.    Very few animals are as useful as the cow.

Answers
1.    No other town in Malaysia is as old as Malacca. (Positive)
Malacca is older than any other town in Malaysia. (Comparative)
2.    No other boy in the class is as clever as Peter. (Positive)
Peter is the cleverest boy in the class. (Superlative)
3.    Jupiter is bigger than any other planet. (Comparative)
No other planet is as big as Jupiter. (Positive)
4.    John is more industrious than most other boys. (Comparative)
John is one of the most industrious boys. (Superlative)
5.    India is larger than any other democracy in the world. (Comparative)
No other democracy in the world is as large as India. (Positive)
6.    No other playwright is as great as Shakespeare. (Positive)
Shakespeare is the greatest of all playwrights. (Superlative)
7.    Very few Indian kings were as great as Asoka. (Positive)
Asoka was greater than most other Indian kings. (Comparative)
8.    No other island in the world is as large as Greenland. (Positive)
Greenland is larger than any other island in the world. (Comparative)
9.    No other metal is as heavy as lead. (Positive)
Lead is the heaviest of all metals. (Superlative)
10.    The cow is more useful than most other animals. (Comparative)
The cow is one of the most useful animals. (Superlative)


Source:
http://en.wikipedia.org/wiki/Degree_of_comparison
http://www.englishpractice.com/grammar/change-degrees-comparison/

Passive voice

Passive voice is a grammatical voice common in many of the world's languages. Passive is used in a clause whose subject expresses the theme or patient of the main verb. That is, the subject undergoes an action or has its state changed. A sentence whose theme is marked as grammatical subject is called a passive sentence. In contrast, a sentence in which the subject has the agent role is called an active sentence, and its verb is expressed in active voice. Many languages have both an active and a passive voice; this allows for greater flexibility in sentence construction, as either the semantic agent or patient may take the syntactic role of subject.
Transforming an active verb into a passive verb is a valence-decreasing process ("detransitivizing process"), because it transforms transitive verbs into intransitive verbs.
The use of passive voice allows speakers to organize stretches of discourse by placing figures other than the agent in subject position. This may be used to foreground the patient, recipient, or other thematic role. Passive voice may also be useful when the semantic patient is the topic of on-going discussion
Passive voice is used when the focus is on the action. It is not important or not known, however, who or what is performing the action.

Example: My bike was stolen.

In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who did it.
Sometimes a statement in passive is more polite than active voice, as the following example shows:

Example: A mistake was made.

In this case, I focus on the fact that a mistake was made, but I do not blame anyone (e.g. You have made a mistake.)

Form of Passive

Subject + finite form of to be + Past Participle (3rd column of irregular verbs)

Example: A letter was written.

When rewriting active sentences in passive voice, note the following:

• the object of the active sentence becomes the subject of the passive sentence
• the finite form of the verb is changed (to be + past participle)
• the subject of the active sentence becomes the object of the passive sentence (or is dropped)

Examples of Passive

 

Passive Sentences with Two Objects

Rewriting an active sentence with two objects in passive voice means that one of the two objects becomes the subject, the other one remains an object. Which object to transform into a subject depends on what you want to put the focus on.

Source:
http://en.wikipedia.org/wiki/Passive_voice
http://www.ego4u.com/en/cram-up/grammar/passive

Conditional sentence

conditional sentences are sentences discussing factual implications or hypothetical situations and their consequences. Languages use a variety of conditional constructions and verb forms (such as the conditional mood) to form such sentences. Full conditional sentences contain two clauses: the condition or protasis, and the consequence or apodosis. If it rains [condition], (then) the picnic will be cancelled [consequence]. Syntactically, the condition is the subordinate clause, and the consequence is the main clause. However, the properties of the entire sentence are primarily determined by the properties of the protasis (condition) (its tense and degree of factualness).

Conditional Sentence Type 1

→ It is possible and also very likely that the condition will be fulfilled.
Form: if + Simple Present, will-Future

Example: If I find her address, I’ll send her an invitation.

Conditional Sentence Type 2

→ It is possible but very unlikely, that the condition will be fulfilled.
Form: if + Simple Past, Conditional I (= would + Infinitive)

Example: If I found her address, I would send her an invitation.

Conditional Sentence Type 3

→ It is impossible that the condition will be fulfilled because it refers to the past.
Form: if + Past Perfect, Conditional II (= would + have + Past Participle)

Example: If I had found her address, I would have sent her an invitation.

Source:
http://en.wikipedia.org/wiki/Conditional_sentences
http://www.ego4u.com/en/cram-up/grammar/conditional-sentences

Noun clause

A noun clause can be used like a noun. It can be a subject, predicate nominative, direct object, appositive, indirect object, or object of the preposition. Some of the words that introduce noun clauses are that, whether, who, why, whom, what, how, when, whoever, where, and whomever. Notice that some of these words also introduce adjective and adverbial clauses. To check whether a clause is a noun clause, try substituting the appropriate pronoun (he, she, it, or they). A noun clause is a dependent clause and cannot stand alone as a sentence.  It must be connected to an independent clause, a main clause. A noun clause has its own subject and verb. It can begin with a question word. It can begin with if or whether. And it can begin with that. 
Examples:

• I know who said that. (I know it.)
• Whoever said it is wrong. (He/she is wrong.)

Sometimes a noun clause is used without the introductory word.
Example:

• I know that he is here.
• I know he is here. (without "that")

In some cases, use of the introductory word, though grammatically correct, may sound cumbersome in English.
Example:

• I think that it is pretty. (correct, though excessive)
• I think it is pretty. (standard usage)

1. Noun Clauses that Start with a Question

Noun clauses that start with a question are usually used to answer a question.  The following examples should better explain this.

• Where does Sarik live?
I don't know where Sarik lives. "where Sarik lives" is a noun clause.  We could answer this question without a noun clause by saying the following. I don't know Sarik's address.  The noun phrase, Sarik's address, replaces with the noun clause, where Sarik lives.    
• What time is it?
I don't know what time it is. "what time it is" is a noun clause.  We could answer this question without a noun clause by saying the following. I don't know the time.  In this case, the noun phrase, the time, replaces the noun clause, what time it is.

2.  Noun Clauses that Start with Whether or If

Noun clauses that start with whether or if are used to answer yes/no type questions.  Whether and if are usually interchangeable.  The following examples should better explain this.

• Does Judy own a Honda?
I don't know if Judy owns a Honda. "if Judy owns a Honda" is a noun clause.  We could answer this question without a noun clause by saying the following. I don't know the answer.  In this case, the noun phrase, the answer, replaces the noun clause, if Judy owns a Honda.   
• Will Sadine be at work on Friday?
I don't know whether Sadine will be at work on Friday. "whether Sadine will be at work on Friday" is a noun clause.  We could answer this question without a noun clause by saying the following. I don't know the answer.  In this case, the noun phrase, the answer, replaces the noun clause, whether Sadine will be at work on Friday.

3.  Noun Clauses that Start with That.

Noun clauses that start with that are used to answer questions in which person who is answering is thinking, giving an opinion, or using a mental activity verb.  The following examples should better explain this.

• Is Dr. Elimelech a good instructor?
I think that Dr. Elimelech is a good instructor. "that Dr. Elimelech is a good instructor" is a noun clause.  This noun clause could be omitted by saying the following. I think so.  
• Do you know the location of an ATM?
I believe that there is an ATM in the supermarket. "that there is an ATM in the supermarket" is a noun clause.

Most of the time, native speakers will drop the word that.  It is perfectably acceptable to say the following. I think that Dr. Elimelech is a good instructor.
OR  I think Dr. Elimelech is a good instructor.
I believe that there is an ATM in the supermarket.
OR  I believe there is an ATM in the supermarket.

 

Source:
http://en.wikipedia.org/wiki/Noun_clause#Noun_clause
http://esl.lbcc.cc.ca.us/eesllessons/nounclauses/nounclause.htm

Gerunds

A kind of verbal noun, having only the four oblique cases of the singular number, and governing cases like a participle. (AS. Gram.) A verbal noun ending in -e, preceded by to and usually denoting purpose or end; -- called also the dative infinitive; as, “Ic hæbbe mete tô etanne” (I have meat to eat.) In Modern English the name has been applied to verbal or participal nouns in -ing denoting a transitive action; e. g., by throwing a stone.

the gerund is identical in form to the present participle (ending in -ing) and can behave as a verb within a clause (so that it may be modified by an adverb or have an object), but the clause as a whole (sometimes consisting of only one word, the gerund itself) acts as a noun within the larger sentence. For example: Eating this cake is easy.

In "Eating this cake is easy," "eating this cake," although traditionally known as a phrase, is referred to as a non-finite clause in modern linguistics. "Eating" is the verb in the clause, while "this cake" is the object of the verb. "Eating this cake" acts as a noun phrase within the sentence as a whole, though; the subject of the sentence is the non-finite clause, specifically eating.
Other examples of the gerund:

• I like swimming. (direct object)
• Swimming is fun. (subject)

Not all nouns that are identical in form to the present participle are gerunds.^[3] The formal distinction is that a gerund is a verbal noun – a noun derived from a verb that retains verb characteristics, that functions simultaneously as a noun and a verb, while other nouns in the form of the present participle (ending in -ing) are deverbal nouns, which function as common nouns, not as verbs at all. Compare:

• I like fencing. (gerund, an activity, could be replaced with "to fence")
• The white fencing adds to the character of the neighborhood. (deverbal, could be replaced with an object such as "bench")

Double nature of the gerund

As the result of its origin and development the gerund has nominal and verbal properties. The nominal characteristics of the gerund are as follows:

1. The gerund can perform the function of subject, object and predicative:
   • Smoking endangers your health. (subject)
   • I like making people happy. (object)
2. The gerund can be preceded by a preposition:
   • I'm tired of arguing.
3. Like a noun the gerund can be modified by a noun in the possessive case, a possessive adjective, or an adjective:
   • I wonder at John's keeping calm.
   • Is there any objection to my seeing her?
   • Brisk walking relieves stress.

The verbal characteristics of the gerund include the following:

1. The gerund of transitive verbs can take a direct object:
   • I've made good progress in speaking Basque.
2. The gerund can be modified by an adverb:
   • Breathing deeply helps you to calm down.
3. The gerund has the distinctions of aspect and voice.
   • Having read the book once before makes me more prepared.
   • Being deceived can make someone feel angry.

Verb patterns with the gerund

Verbs that are often followed by a gerund include admit, adore, anticipate, appreciate, avoid, carry on, consider, contemplate, delay, deny, describe, detest, dislike, enjoy, escape, fancy, feel, finish, give, hear, imagine, include, justify, listen to, mention, mind, miss, notice, observe, perceive, postpone, practice, quit, recall, report, resent, resume, risk, see, sense, sleep, stop, suggest, tolerate and watch. Additionally, prepositions are often followed by a gerund.
For example:

• I will never quit smoking.
• We postponed making any decision.
• After two years of deciding, we finally made a decision.
• We heard whispering.
• They denied having avoided me.
• He talked me into coming to the party.
• They frightened her out of voicing her opinion.

Verbs followed by a gerund or a to-infinitive

With little change in meaning

advise, recommend and forbid:
These are followed by a to-infinitive when there is an object as well, but by a gerund otherwise.

• The police advised us not to enter the building, for a murder had occurred. (Us is the object of advised.)
• The police advised against our entering the building. (Our is used for the gerund entering.)

consider, contemplate and recommend:
These verbs are followed by a to-infinitive only in the passive or with an object pronoun.

• People consider her to be the best. – She is considered to be the best.
• I am considering sleeping over, if you do not mind.

begin, continue, start; hate, like, love, prefer
With would, the verbs hate, like, love, and prefer are usually followed by the to-infinitive.

• I would like to work there. (more usual than working)

When talking about sports, there is usually a difference in meaning between the infinitive and gerund (see the next section).

With a change in meaning

like, love, prefer
In some contexts, following these verbs with a to-infinitive when the subject of the first verb is the subject of the second verb provides more clarity than a gerund.

• I like to box. (I enjoy doing it myself.)
• I like boxing. (Either I enjoy watching it, I enjoy doing it myself, or the idea of boxing is otherwise appealing.)
• I do not like gambling, but I do like to gamble."

dread, hate and cannot bear:
These verbs are followed by a to-infinitive when talking subjunctively (often when using to think), but by a gerund when talking about general dislikes.

• I dread / hate to think what she will do.
• I dread / hate seeing him.
• I cannot bear to see you suffer like this. (You are suffering now.)
• I cannot bear being pushed around in crowds. (I never like that.)

forget and remember:
When these have meanings that are used to talk about the future from the given time, the to-infinitive is used, but when looking back in time, the gerund.

• She forgot to tell me her plans. (She did not tell me, although she should have.)
• She forgot telling me her plans. (She told me, but then forgot having done so.)
• I remembered to go to work. (I remembered that I needed to go to work.)
• I remembered going to work. (I remembered that I went to work.)

go on:

• After winning the semi-finals, he went on to play in the finals. (He completed the semi-finals and later played in the finals.)
• He went on giggling, not having noticed the teacher enter. (He continued doing so.)

mean:

• I did not mean to scare you off. (I did not intend to scare you off.)
• Taking a new job in the city meant leaving behind her familiar surroundings. (If she took the job, she would have to leave behind her familiar surroundings.)

regret:

• We regret to inform you that you have failed your exam. (polite or formal form of apology)
• I very much regret saying what I said. (I wish that I had not said that.)

try:
When a to-infinitive is used, the subject is shown to make an effort at something, attempt or endeavor to do something. If a gerund is used, the subject is shown to attempt to do something in testing to see what might happen.

• Please try to remember to post my letter.
• I have tried being stern, but to no avail.

stop, quit:
When the infinitive is used after 'stop' or 'quit', it means that the subject stops one activity and starts the activity indicated by the infinitive. If the gerund is used, it means that the subject stops the activity indicated by the gerund.

• She stopped to smell the flowers.
• She stopped smelling the flowers.

Or more concisely:

• She stopped walking to smell the flowers.

• He quit working there to travel abroad.

Gerunds preceded by a genitive

Because of its noun properties, the genitive (possessive case) is preferred for a noun or pronoun preceding a gerund.

• We enjoyed their [genitive] singing.

This usage is preferred in formal writing or speaking. The objective case is often used in place of the possessive, especially in casual situations:

• I do not see it making any difference.

Really, 'I do not see its making any difference' is the correct option.
This may sound awkward in general use, but is still the correct manner in which to converse or write. And this form of gerund is applicable in all relative cases, for instance:

• He affected my going there.
• He affected your going there.
• He affected his/her/its going there.
• He affected our going there.
• He affected their going there.

This is because the action, of doing or being, belongs, in effect, to the subject/object (direct or indirect) practising it, thus, the possessive is required to clearly demonstrate that.
In some cases, either the possessive or the objective case may be logical:

• The teacher's shouting startled the student. (Shouting is a gerund, and teacher's is a possessive noun. The shouting is the subject of the sentence.)
• The teacher shouting startled the student. (Shouting is a participle describing the teacher. This sentence means The teacher who was shouting startled the student. In this sentence, the subject is the teacher herself.)

Either of these sentences could mean that the student was startled because the teacher was shouting.
Using the objective case can be awkward, if the gerund is singular but the other noun is plural. It can look like a problem with subject-verb agreement:

• The politicians' debating was interesting.

One might decide to make was plural so that debating can be a participle.

• The politicians debating were interesting.

Gerunds and present participles

Insofar as there is a distinction between gerunds and present participles, it is generally fairly clear which is which; a gerund or participle that is the subject or object of a preposition is a gerund, if it refers to the performance of an action (but present participles may be used substantively to refer to the performer of an action), while one that modifies a noun attributively or absolutely is a participle. The main source of potential ambiguity is when a gerund-participle follows a verb; in this case, it may be seen either as a predicate adjective (in which case it is a participle), or as a direct object or predicate nominative (in either of which cases it is a gerund). In this case, a few transformations can help distinguish them. In the table that follows, ungrammatical sentences are marked with asterisks, per common linguistic practice; it should be noted that the transformations all produce grammatical sentences with similar meanings when applied to sentences with gerunds but either ungrammatical sentences, or sentences with completely different meanings, when applied to sentences with participles.

source:
http://dictionary.sensagent.com/gerunds/en-en/
http://en.wikipedia.org/wiki/Gerund

Relative Clause

A relative clause is a subordinate clause that modifies a noun phrase, most commonly a noun. For example, the phrase "the man who wasn't there" contains the noun man, which is modified by the relative clause who wasn't there. A relative clause can also modify a pronoun, as in "he to whom I have written", or a noun phrase which already contains a modifier, as in "the black panther in the tree, which is about to pounce". The complete phrase (modified noun phrase plus modifying relative clause) is also a noun phrase.
In many European languages, relative clauses are introduced by a special class of pronouns called relative pronouns; in the previous example, who is a relative pronoun. In other languages, relative clauses may be marked in different ways: they may be introduced by a special class of conjunctions called relativizers; the main verb of the relative clause may appear in a special morphological variant; or a relative clause may be indicated by word order alone. In some languages, more than one of these mechanisms may be possible.
A relative clause is a clause which describes the referent of a head noun or pronoun. It often restricts the reference of the head noun or pronoun. A relative clause is not necessarily a constituent of the noun phrase containing the head noun it modifies.
Example :

• The plumber arrived who we had called earlier. (Who we had called earlier has been extraposed from its normal position after plumber and is not a member of the noun phrase containing plumber.)
• The man who went
• Passengers leaving on Flight 738 

 
Source :
http://en.wikipedia.org/wiki/Relative_clause
http://www.sil.org/linguistics/GlossaryOfLinguisticTerms/WhatIsARelativeClause.htm