Saturday, August 30, 2008

Aku pingin jadi Jagoan SEO

Belum lama aku mengenal dunia maya, baru sekitar satu tahun. Aku anak kemarin sore yang masih harus banyak belajar dan belajar. Terutama bagaimana meningkatkan traffik pengunjung ke web aku. Nah pelajaran yang begini ini namanya pelajaran tentang SEO. Aku mencoba berguru pada para jagoan SEO, kiat apa yang harus dilakukan agar aku bisa segera menjadi jagoan SEO.


Menjadi jagoan SEO?? (mimpi kali ya..)
Yah, namanya keinginan, cita-cita, ato obsesi, boleh-boleh aja kan..! sapa tahu bisa terwujud.
Emang apa untungnya menjadi jagoan SEO?
Gini ya... kalau aku bisa menjadi jagoan SEO, maka web aku akan mudah diketemukan oleh search engine. Ingat kan bahwa kebanyakan orang di internet kalo mau cari apa saja dia pasti akan minta tolong search engine. Mau cari buku, referensi tugas, cari info HP, info bisnis online, lowongan kerja, dan lain-lain yang dituju pasti search engine, kayak google.com contohnya. Nah dengan munculnya web aku di halaman depan search engine maka peluangnya menjadi besar untuk mendapat traffik yang banyak.

Kalau traffiknya banyak, artinya pengunjungnya banyak maka informasi yang ada di web aku menjadi bermanfaat bagi orang lain.
Bagaimana kalau web aku isinya adalah penawaran bisnis? Tentu saja semakin banyak orang berkunjung maka peluang bisnis aku sukses menjadi semakin besar.

Tapi, ini adalah teorinya. Prakteknya??? Huuuuu.... mau nangis aku rasanya. Susah amat jadi jagoan SEO.

Wahai para guru SEO, sesepuh dan para jagoan SEO tolongin aku dunk!!
uhuk...uhuk... aku pingin bisa jadi jagoan SEO.

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Saturday, August 23, 2008

MULTICULTURAL EDUCATION: an Initial Thought

I. Introduction

Students of many religions, races, cultures and languages, ethnic backgrounds, and economic situations fill today's schools. Gollnick and Chinn (1994) stated that a multicultural society comprises class (structure, stratification and socioeconomic status), ethnicity and race, gender, exceptionality, religion, language, and age. But this diversity should not be a problem, especially when we consider that multicultural education is all about plurality. Many educators believe that multicultural education can help students learn about other people and about cultures different from students' own.

Key Words: multicultural education, diversity, plurality, society, social justice, equity.
Artikel:




Multicultural education means different things to different people. It also means rich diversity of a society. The rich diversity of today's society is clearly evident in many classrooms today. It is no longer enough to educate some of our children. Schools and learning environments must work for all and must reflect the cultures of the communities they serve.

Multicultural education has as its purpose the development of citizens of a more democratic society through provision of more accurate and comprehensive disciplinary knowledge and through enhancement of students' academic achievement and critical thinking applied to social problems. It seeks to promote the valuing diversity and equal opportunity for all people through understanding of the contributions and perspectives of people of differing race, ethnicity, culture, language, religion, gender, sexual orientation, and physical abilities and disabilities.

II. Definitions of Multicultural Education

Definitions of multicultural education vary. Some definitions rely on the cultural characteristics of diverse groups, while others emphasize social problems (particularly those associated with oppression), political power, and the reallocation of economic resources. Some restrict their focus to people of color, while others include all major groups that are different in any way from mainstream of society. Other definitions limit multicultural education to characteristics of local schools, and still others provide directions for school reform in all settings regardless of their characteristics. Bennet (1995) stated that multicultural education is based upon democratic values and beliefs, and seeks to foster cultural pluralism within culturally diverse societies and interdependent world in which the definition includes the dimensions of the movement toward equity, the multicultural approach, the process of becoming multicultural, and the commitment to combat prejudice and discrimination. The goals of these diverse types of multicultural education range from bringing more information about various groups to textbooks, to combating racism, to restructuring the entire school enterprise and reforming society to make schools more culturally fair, accepting, and balanced. For this reason, the field of multicultural education is referred to interchangeably as multicultural education, education that is multicultural and antiracist education.

The following are the most frequently used definitions of multicultural education:

. An idea, an educational reform movement, and a process intended to change the structure of educational institutions so that all students have an equal chance to achieve academic success.

. A philosophy that stresses the importance, legitimacy, and vitality of ethnic and cultural diversity in shaping the lives of individuals, groups, and nations.

. A reform movement that changes all components of the educational enterprise, including its underlying values, procedural rules, curricula, instructional materials, organizational structure, and governance policies to reflect cultural pluralism.

. An ongoing process that requires long term investments of time and effort as well as carefully planned and monitored actions (Banks & Banks, 1993).

. Institutionalizing a philosophy of cultural pluralism within the educational system that is grounded in principles of equality, mutual respect, acceptance and understanding, and moral commitment to social justice (Baptiste, 1979).

. An education free of inherited biases, with freedom to explore other perspectives and cultures, inspired by the goal of making children sensitive to the plurality of the ways of life, different modes of analyzing experiences and ideas, and ways of looking at history found throughout the world (Parekh, 1986, pp. 26-27).

. A humanistic concept based on the strength of diversity, human rights, social justice, and alternative lifestyles for all people, it is necessary for a quality education and includes all efforts to make the full range of cultures available to students; it views a culturally pluralistic society as a positive force and welcomes differences as vehicles for better understanding the global society (ASCD Multicultural Education Commission, in Grant, 1977b, p. 3).

. An approach to teaching and learning based upon democratic values that foster cultural pluralism; in its most comprehensive form, it is a commitment to achieving educational equality, developing curricula that build understanding about ethnic groups, and combating oppressive practices (Bennett, 1990).

. Acquiring knowledge about various groups and organizations that oppose oppression and exploitation by studying the artifacts and ideas that emanate from their efforts (Sizemore, 1981).

. Policies and practices that show respect for cultural diversity through educational philosophy, staffing composition and hierarchy, instructional materials, curricula, and evaluation procedures (Grant, 1977).

. Comprehensive school reform and basic education for all students that challenges all forms of discrimination, permeates instruction and interpersonal relations in the classroom, and advances the democratic principles of social justice (Nieto, 1992).

These various definitions contain several points in common. Advocates agree that the content of multicultural education programs should include ethnic identities, cultural pluralism, unequal distribution of resources and opportunities, and other sociopolitical problems stemming from long histories of oppression. They believe that, at best, multicultural education is a philosophy, a methodology for educational reform, and a set of specific content areas within instructional programs. Multicultural education means learning about, preparing for, and celebrating cultural diversity, or learning to be bicultural. And it requires changes in school programs, policies, and practices.

III. A Brief History of Multicultural Education

As conceptualizations of multicultural education evolve and diversify, it is important to revisit its historical foundation -- the roots from which it sprang. What did the earliest forms of multicultural education look like and what social conditions gave rise to them? What educational traditions and philosophies provided the framework for the development of multicultural education? How has multicultural education changed since its earliest conceptualization? The answers to these questions provide an important contextual grounding for understanding the various models of multicultural education evolving today.

The historical roots of multicultural education lie in the civil rights movements of various historically oppressed groups.

In the late 1960s and early 1970s, the women's rights movement joined this push for education reform. Women's rights groups challenged inequities in employment and educational opportunities as well as income, identifying education as a primary contributing factor in institutionalized and systemic sexism. Feminist scholars and other women activists, like groups of color before them, insisted on curricula more inclusive of their histories and experiences. They challenged the discrepancy low number of female administrators relative to the percentage of female teachers (Banks, 1989).

The 1980s saw the emergence of a body of scholarship on multicultural education by progressive education activists and researchers who refused to allow schools to address their concerns by simply adding token programs and special units on famous women or famous people of color. James Banks, one of the pioneers of multicultural education, was among the first multicultural education scholars to examine schools as social systems from a multicultural context. He grounded his conceptualization of multicultural education in the idea of "educational equality." According to Banks (1981), in order to maintain a "multicultural school environment," all aspects of the school had to be examined and transformed, including policies, teachers' attitudes, instructional materials, assessment methods, counseling, and teaching styles.

So as the 1980s flowed into the final decade of the twentieth century, multicultural education scholars refocused the struggle on developing new approaches and models of education and learning built on a foundation of social justice, critical thinking, and equal opportunity. Educators, researchers, and cultural theorists began to further deconstruct traditional models in both the K-12 (SD to SMA) and higher education arenas from a multicultural framework.

Today, literally dozens of models and frameworks for multicultural education exist. While theory and scholarship has moved from small curricular revisions to approaches that call for full transformations of self, schools, and society, many implementations of multicultural education still begin with curricular additions of diverse sources. But with a fuller understanding of the roots of the movement, we are better equipped to follow the transformative path laid by many educators, activists, and scholars. And it is important to remember that multicultural education is a relatively new concept that will continue to change to meet the needs of a constantly changing society.

IV. Major Goals of Multicultural Education

The expected outcomes of multicultural education are embedded in its definitions, justification, and assumptions; and they exhibit some clearly discernible patterns. While specific goals and related objectives are quite numerous, and vary according to contextual factors such as school settings, audiences, timing, purposes, and perspectives, they fall into seven general clusters. They cover all three domains of learning (cognitive, affective, and action) and incorporate both the intrinsic (ends) and instrumental (means) values of multicultural education. These goal clusters are ethnic and cultural literacy, personal development, attitude and values clarification, multicultural social competence, basic skills proficiency, educational equity and excellence, and empowerment for societal reform. Each one is discussed briefly below.

4.1. Developing Ethnic and Cultural Literacy

One of the primary and persistent reasons for the movement to include cultural pluralism in school programs is to correct what advocates call "sins of omission and commission." First, we must provide students with information about the history and contributions of ethnic groups who traditionally have been excluded from instructional materials and curricula; and second, we must replace the distorted and biased images of those groups that were included in the curricula with more accurate and significant information. These goals continue to be major concerns of multicultural education, because many students still know too little about the history, heritage, culture, languages, and contributions of groups of diverse society in their own country.

Thus, a major goal of multicultural education is to learn about the historical backgrounds, languages, cultural characteristics, contributions, critical events, significant individuals, and social, political, and economic conditions of various majority and minority ethnic groups. This information should be comprehensive, analytical, and comparative, and should include similarities and differences within and among groups.

This goal is appropriate for both majority students and for those who are members of various ethnic minority groups. A mistake frequently made by educators is to assume either that members of ethnic minority groups already know their culture and history or that this kind of knowledge is relevant only to them. Multicultural education argues to the contrary. Membership in an ethnic group does not guarantee self-knowledge or exclusive ownership of knowledge about that group. Acquiring knowledge about the history, life, and culture of ethnic groups is appropriate for all students because they need to learn more, with greater accuracy, about their own cultural heritages and those of others. Furthermore, knowledge about ethnic pluralism is a necessary foundation for respecting, appreciating, valuing, and celebrating diversity, both nationally and internationally.

4.2. Personal Development

The psychological underpinnings of multicultural education explain its emphasis on developing greater self-understanding, positive self-concepts, and pride in one's ethnic identity. Emphasizing these areas is part of multicultural education's goal of contributing to the personal development of students, which contends that a better sense of self contributes to the overall intellectual, academic, and social achievement of students. Students who feel good about themselves are likely to be more open and receptive to interaction with others and to respect their cultures and identities. This argument is further justified by claims made about the reciprocal relationship between self-concept, academic achievement, ethnicity, culture, and individual identity.

Many students have internalized the negative and distorted conceptions of their own and other ethnic groups, a process that has been promoted in larger society. Students from groups of color may be convinced that their heritages have little of value to offer, while those from dominant groups may have inflated notions about their significance. Developing a better understanding of their own and other ethic groups and cultural experiences can correct these distortions. Multicultural education also helps educators to fulfill the goals of maximizing human potential, meeting individual needs, and teaching the whole child by enhancing feelings of personal worth, confidence, and competence. It creates a psychosocial state of readiness in individuals and learning environments, which has a positive effect upon academic efforts and task mastery.

4.3. Attitudes and Value Clarification

Multicultural education promotes the core values that stem from the principles of human dignity, justice, equality, freedom, self-determination, and democracy. The intent is to teach youths to respect and embrace ethnic pluralism, to realize that cultural differences are not synonymous with deficiencies or inferiorities, and to recognize that diversity is an integral part of the human condition. Clarifying ethnic attitudes and values is designed to help students understand that some conflict of values is unavoidable in ethnically and racially pluralistic societies; that conflict does not have to be corrosive and divisive, when managed well it can be a catalyst for social progress; that there is strength in ethnic and cultural pluralism; that ethnic allegiance and national loyalty are not irreconcilable; and that cooperation and coalition among ethnic groups are not dependent upon having identical beliefs, values, and behaviors. Analyzing and clarifying ethnic attitudes and values are key steps in the process of unleashing the creative potential of individuals for self-renewal and of society for continuous growth and development.

4.4. Multicultural Social Competence

It is imperative that students learn how to interact with and understand people who are ethnically, racially, and culturally different from themselves. Our world is becoming increasingly more diverse, compact, and interdependent. Yet, for most students, the formative years of their lives are spent in ethnically and culturally isolated or encapsulated enclaves. This existence does not adequately prepare them to function effectively in ethnically different environments and multicultural settings. Attempts at cross cultural interactions are often stymied by negative attitudes, values, and expectations; cultural blunders; and by trying to impose rules of social etiquette from one cultural system onto another. The results are often heightened interracial and interethnic group frustrations, anxiety, fears, failures, and hostilities.

Multicultural education can ease these tensions by teaching skills in cross cultural communication, interpersonal relations, perspective taking, contextual analysis, understanding alternative points of view and frames of reference, and analyzing how cultural conditions affect values, attitudes, beliefs, preferences, expectations, and behaviors. It also can help students learn how to understand cultural differences without making hasty and arbitrary value judgments about their intrinsic worth. Attaining these goals can be expedited by providing wide varieties of opportunities for students to practice their cultural competence and to interact with different ethnic peoples, experiences, and situations.

4.5. Basic Skill Proficiency

A major goal of multicultural education is to facilitate the teaching and learning of basic literacy skills of ethnically different students. Multicultural education can improve mastery of reading, writing, and mathematical skills; subject matter content; and intellectual process skills such as problem solving, critical thinking, and conflict resolution by providing content and techniques that are more meaningful to the lives and frames of reference of ethnically different students. Using ethnic materials, experiences, and examples as the contexts for teaching, practicing, and demonstrating mastery of academic and subject matter skills increases the appeal of the tools of instruction, heightens the practical relevance of the skills to be learned, and improves students' time on task. This combination of conditions leads to greater focused efforts, task persistence, skill mastery, and academic achievement.

Another aspect of multicultural education that contributes directly to the attainment of higher levels of basic skills achievement is matching teaching and learning styles. Disjuncture in how different students learn in their cultural communities and how they are expected to learn in school cause much time and attention to be devoted to resolving these conflicts instead of concentrating on academic tasks. Teaching students as they are accustomed to learning minimizes these conflicts and channels more energy and effort directly into the academic tasks to be accomplished. Thus, culturally contextualized teaching for making the educational process more effective for ethnically diverse students is a fundamental principle of multicultural education.

The kinds of social climates that exist in classrooms also affect students' performances on academic tasks. This influence is particularly true for ethnic groups that consider social relationships and informal settings imperative to the learning process. When teachers respond to these needs by including ethnic symbols, images, and information in the classroom decorations, curriculum content, and interpersonal interactions, ethnic students feel validated, at ease, and have greater affiliation with the school. These feelings of personal affirmation and comfort create the backdrop of personal connectedness that is essential to students' taking ownership in learning, which, in turn, leads to more sustained attention, effort, time on task, and improved task mastery and academic achievement.

4.6. Educational Equity and Excellence

This goal of multicultural equity is closely related to the goal of basic skill mastery, but is much broader and more philosophical.

In order to determine what constitutes comparability of learning opportunities, educators must thoroughly understand how culture shapes learning styles, teaching behaviors, and educational decisions. They must then develop a variety of means to accomplish common learning outcomes that reflect the preferences and styles of a wide variety of groups and individuals. By giving all students more choices about how they will learn, choices that are compatible with their cultural styles, none will be unduly advantaged or disadvantaged at the procedural levels of learning. These choices will lead to closer parallelism (e.g., equity) in opportunities to learn and more comparability in students' achieving the maximum of their own intellectual capabilities (e.g., excellence).

Other aspects of this goal include teaching accurate information about society; developing a sense of social consciousness, moral courage, and commitment to equality; and acquiring skills in political activism for reforming society to make it more humane, sympathetic toward cultural pluralism, morally just, and egalitarian. Therefore, the multicultural goal of achieving educational equity and excellence encompasses cognitive, affective, and behavioral skills, as well as the principles of democracy (Banks, 1992).

4.7. Personal Empowerment for Social Reform

The ultimate goal of multicultural education is to begin a process of change in schools that will ultimately extend to society. This goal will be accomplished by cultivating in students attitudes, values, habits, and skills so that they can become social change agents who are committed to reforming society in order to eradicate ethnic and racial disparities in opportunities and are willing to act upon this commitment. To do so, they need to improve their knowledge of ethnic issues as well as develop decision making abilities, social action skills, leadership capabilities, a sense of political efficacy, and a moral commitment to human dignity and equality. That is, they not only need to understand and appreciate why ethnicity and cultural pluralism, but also how to translate this knowledge into decisions and actions related to key sociopolitical issues, events, concerns, and situations.

This goal and related skill development are designed to make society more genuinely egalitarian and more accepting of cultural pluralism. They also are intended to ensure that ethnic and cultural groups that traditionally have been victimized and excluded will become full fledged participants at all levels of society, with all of the attendant rights, privileges, and responsibilities. Multicultural education contributes directly to developing skills for democratic citizenship in the global village. This function of multiculturalism is what Banks meant by his proposal to use a social action approach to multicultural education, which teaches students how to become social critics, political activists, change agents, and competent leaders in a culturally pluralistic and ethnically diverse society and world. It is also similar to Grant's conception of multicultural education for social reconstruction. This approach focuses on oppression and social structure inequalities, with the intention of creating a society that better empowers and serves the needs and interests of all groups of people. It builds personal empowerment in students by establishing relevance between school learning and social living, providing practice in applying knowledge and taking action to direct their own lives, and demonstrating the power of knowledge, collaborative efforts, and political action in effecting social change.

V. Key Principles of Multicultural Education

Multicultural education is based on some commonly asserted principles. The frequency and consistency with which these principles are declared across time and advocates are other strong indications of the consensus that exists about some essential, baseline features of multicultural education and a convincing counterargument to claims that the field lacks conceptual clarity.

A principle is a basic or essential quality that determines the intrinsic nature of something. Multicultural education includes several characteristics or traits that, as a composite, distinguish its inherent nature and quality from other educational innovations. Parekh (1986) sets the overall tone of multicultural education in his judgment that multicultural education is good education for all children. To endorse multicultural education is not to imply that the entire education system should be destroyed or that the Anglo centric cultural dominance existing in schooling should merely be replaced with the dominance of other ethnic cultures; neither is it to deny the need for a common national culture. Rather, it simply says that the education system needs to be improved by becoming less culturally monolithic, rigid, biased, hegemonic, and ethnocentric. The prevailing norm in educational decision making and operating procedures should be cultural pluralism and heterogeneity, instead of cultural hegemony or homogeneity.

The general principles of multicultural education are supported by several more specific ones. Multiculturalists describe the most salient "personality traits" of multicultural education as follows:

. A personally empowering, socially transformative, and pedagogically humanistic process

. Correcting and rehabilitating some of the mistakes that schools have made in educating culturally different children, especially those of color and poverty

. A search for scholarly honesty and truth by giving due recognition to the contributions of diverse groups and cultures to the collective accomplishments of humankind

. Fundamentally an affective and humanistic enterprise that aims to achieve greater understanding and appreciation of diverse cultures and peoples

. Both content and process, structure and substance, action and reflection, knowledge and values, philosophy and methodology, an educational means and an end

. For all students in all grades, subjects, and school settings

. A means of achieving parity in educational opportunities for diverse students

. A process of systematic and systemic change that is developmental, progressive, and ongoing

. A confluence of diverse cultural heritages, experiences, perspectives, and contributions

. Has inherent merit for its own sake, as well as instrumental value for facilitating other educational goals

. A bridge for making meaningful connections between the abstractions of schooling and the actual life experiences of ethnically and culturally different students.

. A vehicle for and conduit of relevance, equity, excellence, and personal meaningfulness in education for culturally diverse students.

. An acceptance and celebration of diversity as a normal fact of human life and schooling.

VI. CLOSING

Multicultural education seems to be an important part to be discussed nowadays since we are now living in a global a society. People coming from certain places and different cultures can now easily interact with those who live in other places and cultures. This means that we have to understand other's cultures to be a part of the global society. Multicultural education enables our students to live and adjust with different cultures and understand other people.

Multicultural education means a reform movement that changes all components of the educational enterprise, including its underlying values, procedural rules, curricula, instructional materials, organizational structure, and governance policies to reflect cultural pluralism. This means that the content of multicultural education programs should include ethnic identities, cultural pluralism, unequal distribution of resources and opportunities, and other sociopolitical problems stemming from long histories of oppression.

Therefore, multicultural education sets for some important goals. The goals are developing ethnic and cultural literacy, personal development, attitude and values clarification, multicultural social competence, basic skills proficiency, educational equity and excellence, and empowerment for societal reform.

References

American Association of Colleges for Teacher Education. (1973). No One Model American. Washington, D.C.: American Association of Colleges for Teacher Education.

Banks, J.A. (1992). Multicultural Education for Freedom's Sake. Educational Leadership, 49, 32-36.

Banks, J. (1989). Multicultural Education: Characteristics and Goals. In J. Banks & C. Banks (Eds.), Multicultural Education: Issues and Perspectives. Boston: Allyn and Bacon.

Banks, J. (1981). Education in the 80s: Multiethnic Education. Washington, D.C.: National Education Association.

Banks, J.A. & Banks, C.A.M. (1993). Multicultural Education: Issues and Perspectives (2nd ed.). Boston: Allyn and Bacon.

Baptiste, H.P. (1979). Multicultural Education: A Synopsis. Washington, D.C.: University Press of America.

Bennett, C. I. (1995). Comprehensive Multicultural Education: Theory and Practice. 3rd edition. Massachusetts: A Simon & Schuster Company. P. 13.

Ganeva Gay. http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le0gay.htm. Retrieved From World Wide Web on November 19, 2004.

Gollnick, D.M and Chinn, P.C (1994). Multicultural Education in a Pluralistic Society. 4th edition. USA: Merril Publishing Company, p. 37-289.

Gorski, Paul. 1999. http://www.mhhe.com/socscience/education/multi/philosophy/1history.html. Retrieved From World Wide Web on November 20, 2004.

Grant, C.A. (1977a). Education that is Multicultural and P/CBTE: Discussion and Recommendations for Teaching Education. In F.H. Klassen & D.M. Gollnick (Eds.), Pluralism and the American Teacher: Issues and Case Studies (pp. 63-80). Washington, D.C.: Ethnic Heritage Center for Teacher Education of the American Association of Colleges for Teacher Education.

Nieto, S. (1992). Affirming Diversity: The Sociopolitical Context of Multicultural Education. New York: Longman.

Parekh, B. (1986). The Concept of Multicultural Education. In S. Modgil, G.K. Verma, K. Mallick, & C. Modgil (Eds.), Multicultural Education: The Interminable Debate (pp. 26-27). Philadelphia: Falmer.

Sizemore. (1981). The Politics of Multicultural Education. Urban Education, 5, p. 4-11.

http://www3.niu.edu/mcti/mcinfo.htm#what. Retrieved from World Wide Web on November 23, 2004.

http://www.mhhe.com/socscience/education/multi/define.html. Retrieved From World Wide Web on November 20, 2004.




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Sunday, August 17, 2008

Sandal Jepit Yang Terhormat

Disebuah toko sepatu di kawasan perbelanjaan termewah di sebuah kota , nampak di etalase sebuah sepatu dengan anggun diterangi oleh lampu yang indah. Dari tadi dia nampak jumawa dengan posisinya, sesekali dia menoleh ke kiri dan ke kanan untuk memamerkan kemolekan designnya, haknya yang tinggi dengan warna coklat tua semakin menambah kemolekan yang dimilikinya.
Pada saat jam istirahat, seorang pramuniaga yang akan makan siang meletakkan sepasang sandal jepit tidak jauh dari letak sang sepatu.
“Hai sandal jepit, sial sekali nasib kamu, diciptakan sekali saja dalam bentuk buruk dan tidak menarik”, sergah sang sepatu dengan nada congkak.
Sandal jepit hanya terdiam dan melemparkan sebuah senyum persahabatan.


“Apa menariknya menjadi sandal jepit ?, tidak ada kebanggaan bagi para pemakainya, tidak pernah mendapatkan tempat penyimpanan yang istimewa, dan tidak pernah disesali pada saat hilang, kasihan sekali kamu”, ujar sang sepatu dengan nada yang semakin tinggi dan bertambah sinis.
Sandal jepit menarik nafas panjang, sambil menatap sang sepatu dengan tatapan lembut, dia berkata
“Wahai sepatu yang terhormat, mungkin semua orang akan memiliki kebanggaan jika memakai sepatu yang indah dan mewah sepertimu. Mereka akan menyimpannya di tempat yang terjaga, membersihkannya meskipun masih bersih, bahkan sekali-sekali memamerkan kepada sanak keluarga maupun tetangga yang berkunjung ke rumahnya”. Sandal jepit berhenti berbicara sejenak dan membiarkan sang sepatu menikmati pujiannya.
“Tetapi sepatu yang terhormat, kamu hanya menemaninya di didalam kesemuan, pergi ke kantor maupun ke undangan-undangan pesta untuk sekedar sebuah kebanggaan. Kamu hanya dipakai sesekali saja. Bedakan dengan aku. Aku siap menemani kemana saja pemakaiku pergi, bahkan aku sangat loyal meski dipakai ke toilet ataupun kamar mandi. Aku memunculkan kerinduan bagi pemakaiku. Setelah dia seharian dalam cengkeraman keindahanmu, maka manusia akan segera merindukanku. Karena apa wahai sepatu?. Karena aku memunculkan kenyamanan dan kelonggaran. Aku tidak membutuhkan perhatian dan perawatan yang spesial. Dalam kamus kehidupanku, jika kita ingin membuat orang bahagia maka kita harus menciptakan kenyamanan untuknya”, Sandal jepit berkata dengan antusias dan membiarkan sang sepatu terpana.
“Sepatu ! Sahabatku yang terhormat, untuk apa kehebatan kalau sekedar untuk dipamerkan dan menimbulkan efek ketakutan untuk kehilangan. Untuk apa kepandaian dikeluarkan hanya untuk sekedar mendapatkan kekaguman.” Sepatu mulai tersihir oleh ucapan sandal jepit.
“Tapi bukankah menyenangkan jika kita dikagumi banyak orang”, jawab sepatu mencoba mencari pembenar atas posisinya.
Sandal jepit tersenyum dengan bijak “Sahabatku! ditengah kekaguman sesungguhnya kita sedang menciptakan tembok pembeda yang tebal, semakin kita ingin dikagumi maka sesungguhnya kita sedang membangun temboknya” Dari pintu toko nampak sang pramuniaga tergesa-gesa mengambil sandal jepit karena ingin bersegera mengambil air wudhu. Sambil tersenyum bahagia sandal jepit berbisik kepada sang sepatu “Lihat sahabatku, bahkan untuk berbuat kebaikanpun manusia mengajakku dan meninggalkanmu” Sepatu menatap kepergian sandal jepit ke mushola dengan penuh kekaguman seraya berbisik perlahan “Terima kasih, engkau telah memberikan pelajaran yang berharga sahabatku, sandal jepit yang terhormat”.
Dicopas dari blognya CHiNMi

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Saturday, August 16, 2008

Surat untukmu, Anakku

Assalaamu'alaikum Warahmatullaahi Wabarakaatuh.

Muhammad Irfan Hussamuddin, anakku...
Hari ini, 16 Agustus 2008, tepat ketika usiamu memasuki 13 tahun

Orang kebanyakan menandai hal seperti ini sebagai ulang tahun yang dirayakan dengan suka cita, bergembira dan mengadakan pesta. Mungkin pernah terbetik pula dalam hatimu keinginan seperti itu, merayakan ulang tahun dengan pesta ceria, meniup lilin, memotong roti, dan menerima banyak hadiah.

Ketahuilah anakku, umur kita sudah ditentukan oleh Allah; 10 tahun, 20 tahun, atau 50 tahun kita tidak tahu. Yang pasti anakku, setiap detik yang kita lalui berarti mengurangi jatah umur kita.


Hari ini berarti usiamu sudah berkurang 13 tahun, masih sisa beberapa tahun lagi atau beberapa hari lagi tidak ada yang tahu pasti. Hanya saja setelah selesai jatah umur kita jalani nanti, kita akan memasuki alam baru. Di alam baru itu hanya ada dua keadaan: nikmat atau adzab. Dan nikmat atau adzab itu kita tentukan sendiri, hari ini, dalam sisa waktu hidup kita.

Oleh karenanya, tataplah dengan sungguh-sungguh masa depanmu yang PASTI, jauh melampaui batas-batas kehidupan dunia. Jangan terlena dengan gemerlapnya dunia. Dunia ini hanya sebentar. Bukankah sudah kau rasakan hidup selama 13 tahun dan rasanya baru sebentar saja? Sekarang kamu sudah kelas 8, padahal terasa baru saja lulus MI bukan?
Ya... memang hidup kita hanya sebentar.

Pandailah memilih jalan hidup, jangan hiraukan orang berlomba mengejar dunia karena mereka sebenarnya sedang tertipu. Luruskan niat hidup kita: hanya mengabdi pada Allah SWT. dan luruskan pandangan kita bahwa hidup ini adalah perjalanan menuju ALLAH SWT. Kemudian siapkan bekal, sebanyak-banyaknya.

Terimalah mushaf kecil ini, sebagai bekal yang paling berharga. Karena dengan mushaf ini kamu akan memperoleh manfaat yang teramat sangat besar bagi kehidupanmu, Dunia dan Akhirat.
Ayah sangat bahagia dan sangat bersyukur pada Allah jikalau kamu mau menghafalnya, mempelajarinya, memahaminya, mengamalkannya, dan mengajarkannya. Karena Rasulullah SAW. telah bersabda: Sebaik-baik manusia diantara kamu adalah orang yang belajar Al-qur-an dan mengajarkannya.

Ayah senantiasa mendoakanmu semoga Allah SWT. mengabulkan keinginanmu untuk dapat mempelajari ilmu-Nya di tempat tinggal Rasulullah SAW.: Madinah Al-Munawaroh.

Selamat berjuang anakku.... selamat berjuang!!

Semoga berhasil meraih ridho-Nya. Amin ya Allah yaa Rabbal 'aalamiin.

Wassalaamu'alaikum Warahmatullaahi Wabarakaatuh.


Mojokerto, 16 Agustus 2008
Yang Sangat Menyayangimu,


AYAH

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Monday, June 2, 2008

LOWONGAN KERJA UNTUK TENAGA PERAWAT WANITA KE ARAB SAUDI

PT. AMRI MARGATAMA membuka lowongan kerja untuk TENAGA PERAWAT WANITA sebanyak 500 orang LULUSAN D3 AKPER/S1 KEPERAWATAN tahun 2006 untuk diberangkatkan ke Saudi Arabia. Fasilitas yang didapat, a.l:

1. Gaji : antara 800 U$ - 1400 U$/bulan;

2. Akomodasi ditanggung oleh Depkes Saudi Arabia;

3. Cuti 45 hari setiap tahun.

Keterangan lebih lanjut :

PT. AMRI MARGATAMA

JL. Tebet Barat IX No. 2 Jakarta Selatan

Telp. 021-830-1737.

Email : amrimgtm@cbn.net.id



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Wednesday, May 21, 2008

Evaluation Methods - Reasons and Necessities

By: AD Monografia

Application of evaluation methods is very discussed cause exist a great variability of possibilities of application or methods, or even goals to reach. There is also a great discrepancy about the fixation of parameters to utilization of evaluation inside classes.

This critical review was delineated to help to understand the mentality of authors involved daily with the evaluation procedures existents. Were chosen four views, of different construction and development, reached with a great gamma of information and practical application.

First of all, all authors cited that evaluation processes that could be utilized have the primordial function of reflection of the learning objectives, fixed through the curricular grade. So, they are able to show learning progress inside the basis established since the beginning of the progress. This opinion is unanimous.

Besides, all correct evaluation method must be focused on what students have learned and what they can do with the tools acquired. The reasons for that are very simple cause with the inobservance of those points, any evaluation method would be able to really fix the educational stage where student is situated. This is a consensus about evaluation presented in all the texts discussed here.

In a third way, particularly to Cann and Cook, evaluation methodology needs to be congruent with specific instruction and also have to be based on meaningful tasks. So, evaluation methods must be able to point only the most important matters, without consideration with the rest, to be productive and efficient.

To Cook, only if this method is based on appropriate criteria it will be able to reveal the real conditions of the students, but to this these criteria also have to be known and understood by the evaluated. These points are very important cause without them students cannot understand the evaluation procedure and so they won’t respond efficiently to the process.

Not only one or a few evaluation methods must be used but a large number or them as stressed by Cann, so they have to reflect a range of tools and methods of evaluation and assessment. For her, this is clear when we understand that each method or tool is prepared to evaluate only a few points of the matter evaluated, so, each more tools we utilize more points can be revealed.

Wilde & Sockey indicate brilliantly that as a consequence of this variability, evaluation methods must provide multiple opportunities and ways for students to demonstrate their learning. Only a few methods or tools won’t provide sufficient variability of possibilities, so also only a few aspects of learning will be evaluated, according to all authors. Besides, each student has his own preparation and boldness with a specific method, particularly to Cann and Shadish, resulting in unproductiveness when the evaluation tool is not the best of appropriated for this student. Variability of possibilities should reach a large camp of ways to provide students the most appropriated method for their specific cases.

Particularly to Cann and to Cook, but cited also by all the others authors, also the methods of evaluation must be ongoing and continuous. They indicate that this is very important cause learning process is not a fixed and delimitated. It is formed of continuous steps which must be always evaluated, producing a specific diagnosis of the learning utilization by the students.

To them, must also provide ways to inform practice and instructional decisions. So, evaluation methods or procedures must reveal only the marked points chosen as important and relevant, without losing their way by revealing unnecessary information.

Finally, evaluation must inform others, as students or parents about results and productivity in a clear, accurate and practical way.

What is possible to acquire inside the articles related are some benefits that can be gained through evaluation. These points are all indicated in all the texts, but Cann and Wilde & Sockey presented the best explanation about the benefits involved in evaluation.

- Accountability/Making Overall Judgments
- Analyze efficiency and effectiveness
- Determine the efficiency of programs, projects and their component processes in the classroom
- Determine a specific educational program quality
- Provide timely and convincing evidence of program effectiveness
- Determine the efficiency of programs, projects and their component processes
- Development/Facilitating Improvements
- Identify program’s strengths and weaknesses
- Make programs less vulnerable
- Monitor how well programs are functioning
- Examine results
- Provide information needed to maintain and improve quality
- Gain direction for improving programs
- Provide evidence of what works and what does not
- Assessment of program impact
- Determine which methods produce the best results
- Select the types of programs that offer the most needed services

COOK, J. Evaluating Learning Technology Resources. LTSN Generic Centre, 2002.

CANN. E et al. English Language Arts: A Curriculum Guide for the Middle Level (Grades 6-9). Saskatchewan Education. 1998.

HIRSCHMAN, L; THOMPSON, H. Overview of Evaluation in Speech and Natural Language Processing. In J. and Mariani, editor, State of the Art in Natural Language Processing, pages 475 -- 518.

SHADISH, W. Some evaluation questions. Practical Assessment, Research & Evaluation, 6(3), 1998.

WILDE, J.; SOCKEY, S. Evaluation Handbook. Clearinghouse. 2000.


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Getting Your Kids Moving for Good Health

Kids today eat more and exercise less than the last generation, and this is poised to continue unless something changes. One of the best things you can do for your children’s health is to get them moving and teach them the value of physical activity. Numerous studies have shown that regular childhood exercise is one of the leading indicators of good, lifelong health habits.


If you were an active child who loved playing sports and on the playground, you probably still do something to stay in shape today - but do you involve your children in these activities? If not, you are not doing all you can to prepare your children to lead healthy, adult lives. Show your children you care about exercise – take them with you on walks. They may not want to start jogging right away, but if you take your toddlers on short walks with you now, they will get used to the idea of exercising. For children to stay in shape, they need about an hour of physical activity every day. What type of activity depends on the child’s age, temperament, and interests. Check out the recommendations below to help find the right activity for the children in your family. Toddlers and kids up to 5 years old are not ready for intense, organized sports or games with many rules. Choose games that are simple and easy to play, like “Hide and Go Seek” or “Duck, Duck, Goose.” Encourage physical activity that will develop balance and agility such as running, jumping, climbing, and sliding. Trips to the playground to climb on a jungle gym or swing are also good options.

6 to 8 year-old children can understand rules that are more complex and are ready to learn new skills. You can begin instilling a sense of teamwork and competition in them, although pushing too much competitive drive at a young age is not a good idea. Encourage children to cooperate and help each other in small groups. Organize informal games at the local playground or park with other kids the same age to get your children used to socializing and playing with others. When it comes to sports, enroll your child in a sport that he or she shows a genuine interest in and let him or her take the lead. While teaching your child to follow-through with commitments is great, don’t force your child to stay on a team if they are not enjoying the sport. Let your child try a few sports before you ask them to commit. Children this age may take some time to find the right sport for their personality – but once they have found it, they tend to love it for a lifetime.

Around ages 6 to 8 is also when most children learn how to ride a bike, skateboard, and inline skate. All of these activities will encourage balance, muscle development, and hand-eye coordination, as well as cardiovascular health and overall physical fitness.


Remember to invest in the appropriate safety gear, including helmets and pads, and make sure the kids wear them all the time.

9 to 12 year-olds tend to develop interests that are more specific. Many will still be interested in playgrounds and swings, but around ages 9-12, many kids become active in organized sports. Many will begin to focus on a particular sport or activity they find is their favorite. Encourage your adolescent to develop his or her skills and interests, and support them at practices, matches, and games. Make sure they have qualified coaches and are completing the proper strength training. Most importantly, make sure they are having fun!

If team sports don’t interest your child, invite them to try individual sports like karate or tennis. Hiking or rock climbing is an excellent alternative for the nature-loving child who loves solitude and contemplation, and swimming is a good option if your child loves the water. What form the exercise takes is not as important as whether your child enjoys the activity and sticks with it throughout the years.

Teens can participate in almost any sport they choose, and usually throw themselves into activities with great enthusiasm. Competition and team spirit comes to the forefront at this stage, and sports can become a driving force in your teenager’s life. Activities like waterskiing and snowboarding are popular with teens because they require self-discipline and allow them to develop and apply advanced skills. Likewise, passion for their favorite team sports may carry over from their adolescent years, and activities like dancing or cheerleading may take on new importance. Be supportive.

If your teen is interested, weight training can be added to existing exercise programs to add muscle tone and definition, as long as an adult supervises it. If your teen has access to a gym or health club, encourage him or her to work with a personal trainer to learn how to lift weights properly.

The best way to motivate your children to exercise is by example. Play physical games with them and show your excitement for outdoor activities and sports. When young, take your children to the playground, climb on the jungle gym and swing on the swings. As they mature, challenge them to excel in their favorite sports – shoot basketballs, volley on a tennis court, or pitch baseballs with them.

No matter activity you choose, as long as you get moving with your kids, you will all live longer, healthier lives, not to mention have a lifetime of memories to share.

Lisa Austen is a mother of three from Sacramento, CA. She writes about topics related to children's play in her spare time.

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Sunday, May 18, 2008

Television and education


As the amount of time that children spend watching television (televisores) increases, so does the concern for how it affects their academic ability. Children are watching on average four hours of television a day, and extensive research is being made into the effects. However, there is currently no evidence suggesting that television (televisores) watching affects children`s performance in school in a negative manner. In fact, modern research has found that there is a positive correlation between television viewing of 10 hours per week and sustained academic results.


Television (televisores) can be a very useful academic tool, and has been used in the classroom for academic purposes since the 1970`s. The television programmes are used to assist children in various subject areas, and are used alongside other teaching materials, to give a well rounded approach to learning materials. This has proved successful as children prefer learning visually at a young age. In the past, few programmes were designed for this purpose. However, with the extent of research that has gone into children`s television (televisores) and the input of governing bodies such as the U.S. Federal Trade Commission and the Federal Communications Commission, this attitude has changed.

Research into the effects of television (televisores) on children`s behaviour and performance has been in place since the 1950`s. however, with the formation of the Action for Children`s Television society in 1970, the research has been extensive and covering a variety of areas. The importance of the content of children`s television has created governing bodies on each television network to make sure they are fulfilling their public responsibility. The research is weighted against product demand, current issues and education, and aims to make sure that all characters are good role models. This includes removing stereotyping and encouraging social tolerance.

As a result, regular television (televisores) now consistently shows programmes of an educational nature. These programmes can easily be found on channels such as national geographic, discovery, and the learning channel, as well as on general stations worldwide. It was the well known children`s television programme Sesame Street that was first broadcast in 1969 that changed the face of educational TV for children. It showed that children do not only learn through informative documentary style programmes but that they learn skills by modelling positive behaviours on television.

Research has found that repetition is central to a child`s education, and this applies to educational television viewing also. It states that reruns are useful as they create recognisable characters and situations which help children to learn about cause and effect, sequencing and also improve their understanding of people and the world around them. Children`s television programmes are repeated up to four times a year to maximise the potential, though of course, this also assists with costs.

Another useful feature of television is that it tackles difficult questions in the areas of morality and ethics. Through the medium of television (televisores), children are exposed to ideas and made aware of cultures that they can not necessarily experience for themselves. Television also assists with topics that are tricky to approach such as bereavement and bullying. As the subject is raised outside of the child`s environment, then it can be easier for them to discuss and deliberate over these subjects, particularly if they are relevant to their own experiences. Television is a popular medium of choice for conveying such ideas in classrooms around the world.

A final point to consider is that television (televisores) is a visually stimulating medium and is of interest to children. Therefore, it can be used to assist reluctant learners by creating interest and removing pressure that can accompany traditional learning techniques.

Television (televisores) is a useful educational tool if used correctly and in moderation. Television can assist with academic learning and also their social and emotional development. Although more research is needed, it is the attitude towards television and its uses that creates a successful environment in which children can learn.


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Saturday, May 17, 2008

How to Protect Kids' Privacy Online: A Guide for Teachers

Whether playing, shopping, studying or just surfing, today's kids are taking advantage of all that the web has to offer. But when it comes to their personal information, who's in charge? The Children's Online Privacy Protection Act, enforced by the Federal Trade Commission, requires commercial website operators to get parental consent before collecting any personal information from kids under 13. COPPA allows teachers to act on behalf of a parent during school activities online, but does not require them to do so. That is, the law does not require teachers to make decisions about the collection of their students' personal information. Check to see whether your school district has a policy about disclosing student information.

Here's a look at the basic provisions of the law and what they mean for you and your students.

Website Operators

MUST get a parent's consent.
In many cases, a site must obtain parental consent before collecting, using or disclosing personal information about a child. Consent is not required when a site is collecting an email address to:

* respond to a one-time request from a child.
* provide notice to the parent.
* ensure the safety of the child or the site.
* send a newsletter or other information on a regular basis as long as the site notifies a parent and gives them a chance to say no to the arrangement.


Must get new consent when information-collection practices change in a "material" way.
Website operators need to notify parents and get consent again if they plan to change the kinds of information they collect, change how they use the information, or offer the information to new and different third parties. For example, new consent would be required if the website decides to:

* send information from children to marketers of diet pills instead of only marketers of stuffed animals, as covered in the original consent.
* give a child access to a chat room if the original consent covered only sending a newsletter.


Must allow parents to revoke their consent, and delete information collected from their children at the parents' request.
Parents can revoke their consent and ask that information about their child be deleted from the site's database. When a parent revokes consent, the website must stop collecting, using or disclosing information from that child. The site may end a child's participation in an activity if the information it collected was necessary for participation in the website's activity.




Teachers


May act in place of a parent in deciding whether to give consent.
Consent from a parent authorizes the website to collect personal information from your student. Subject to your school district's policies, you may act on behalf of the parent in giving consent, but COPPA does not require you to do so. If you or the parent do not consent to the collection, use or disclosure of the student's personal information, the student's participation in an online activity may be limited to areas of the site where personal information is not necessary.

You can give consent and still say no to having your student's information passed along to a third party.

A parent or teacher's consent isn't necessary if the website is collecting a child's email address simply to respond to a one-time request for information.


May decide whether to approve information collection from students based on new uses for the information.
Website operators will let you know about the need for new consent by sending you a new notice and request. They will do this when they are changing the terms-of-use of the information in a "material" or significant way.
Must allow parents to review personal information collected from their children.
To do this, website operators must verify the identity of the requesting parent.

May ask to see the information students have submitted.
The site will ask you to verify your identity to ensure that your student's information isn't given out improperly.


Understand that you may revoke your consent at any time and have your student's information deleted.
To stop a website from collecting additional information from your student, you can revoke your consent. You also may ask a site to delete any personal information it has already collected from your student.

Many school districts are adopting Acceptable Use Policies (AUPs) to educate parents and students about Internet use and issues of online privacy and safety, and seek parental consent for their children's use of the Internet. For example, an AUP may tell parents about the privacy policies of online services with which a school has contracts and students' use of non-contract websites. It may include cautions against children disclosing personal information to websites - such as their full name, home or email address, and telephone number. Or it may tell parents that the school has established classroom email accounts rather than individual accounts if email communication is necessary between students and online services.

The bottom line for teachers: Look around. Many websites do not require children to provide any personal information to participate. Other sites limit their collection to personal information that is necessary for the activity.

If you want more information about privacy online or if you suspect a violation of the Children's Online Privacy Protection Rule, contact the FTC, toll-free, at 1-877-FTC-HELP (TDD: 1-866-653-4261); or online at www.ftc.gov/kidzprivacy.

The FTC works for the consumer to prevent fraudulent, deceptive, and unfair business practices in the marketplace and to provide information to help consumers spot, stop, and avoid them. To file a complaint or to get free information on consumer issues, visit ftc.gov or call toll-free, 1-877-FTC-HELP (1-877-382-4357); TTY: 1-866-653-4261. The FTC enters Internet, telemarketing, identity theft, and other fraud-related complaints into Consumer Sentinel, a secure online database available to hundreds of civil and criminal law enforcement agencies in the U.S. and abroad.

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Tuesday, May 6, 2008

Child Development: Elementary, Middle & High School Children

As your child is growing and developing physically, socially, emotionally, and intellectually, it’s important for parents to recognize what stage of development their child is at. Parents who recognize the differences in the developmental growth stages are often more successful in parenting.
Read through the developmental differences listed below. Keep in mind that children grow at different rates with different degrees of success and failure. As always, it's important for parents to check with their pediatrician while their child is progressing through the developmental stages described in this article.

Physical Child Development

Elementary

Physical development in this age group includes steady growth patterns.

Gross motor (large muscles) are more developed than fine motor (small muscle). Elementary children are able to run and jump and control the larger muscles in their legs. They have a more difficult time holding small items, catching or putting something together using their fingers.

Elementary children learn through movement. Physical education is important during these developmental years. Let them touch and run!

The body and mind seldom work together.

Middle School

Rapid growth is common in the physical developmental stage. Girls often mature faster than boys. Girls are often taller than boys. It’s not uncommon for children in this age group to be tall (six feet or above) or short (five feet or below).

Puberty kicks in! Hormones take over. Skin (acne), hair and sexual organs are affected and begin to occur and develop, often without the awareness of the child or parent.

Energy, energy, energy! Energy spurts are common. Let them run!!!

Aggressive behavior often occurs. Boys tend to be more physical than girls. Girls tend to be more verbal than boys.

High School

Steady and slow growth development occurs in children in this age group.

Some body pains, especially in the legs and knees are common. Check with your medical doctor if growth pains persist.

High school students gradually take control over both fine and gross motor skills For example: high school students become more proficient in art (handling paint brushes) and physical education (dribbling a basketball).

Children in this age group begin to demonstrate adult-like physical traits. Shaving is now a common occurrence for both boys and girls.

Intellectual Child Development

Elementary

Rapid and steady growth of intelligence occurs within this age group.

Elementary children have a short attention span (15-20 minutes).

Elementary children generally enjoy learning.

This age group usually has a difficult time making choices and decisions.

Elementary children are not analytical in nature. Processing and analyzing information is not a common developmental trait.

Middle School

Middle school children usually demonstrate slow brain growth patterns. The learning curve begins to plateau and sometimes go down.

They may ask analytical questions, but seldom are able to develop analytical solutions to work out their questions or problems.

Their attention span becomes weaker after 30-40 minutes spent on one particular activity. Middle school children learn more when they are given a chance to apply what they learn. Block scheduling (combining math with science, English with communication) in middle schools are common to accommodate this learning technique. Allow or encourage your child to apply the math, science, social studies, and other areas of learning by providing opportunities. For example, around the home use a measuring tape, read directions in a cookbook, paint a wall in their bedroom, become involved in volunteer work.

High School

Steady growth in learning begins to occur again between the ages of 14 and 16 years of age.

Children close the ages of 16 often begin to develop an analytical solution process to solve their analytical questions.

Attention span becomes more adult-like: 50-60 minutes.

High school students are more interested in what they are learning when they are given an opportunity to apply what they learn.

Emotional Child Development

Elementary

Elementary Children generally want to please their parents, teachers, and other adults in their lives.

Children in this age group often begin to develop empathy toward others.

Elementary children often depend on adults for reassurance and encouragement.

Moods swings are often predictable and easier to handle then middle and high school children.

Middle School

Middle school children have been described (by many educational experts) as being emotionally unpredictable. “Everything is a crisis!”

Children in this age group often want and desire independence.

Rejection of adult advice and “talking back” are common personality traits.

Mood fluctuation is common. One minute they are adult-like, the next they are child-like.

Middle school children are often highly critical of themselves.

High School

Mood fluctuations may still be common, but emotional stability begins to occur as they enter their junior or senior year in high school.

As high school students begin to accept more responsibilities (driving a car, dating, getting a job, etc.) they will begin to show more signs of emotional maturity.

High school students are more adult-like with their emotions. However, they lack adult experience to handle adult emotional issues.

High school students desire and must be given more independence before they leave the home.

Social Child Development

Elementary

Elementary children usually lack social skills. They need to be taught and provided time to learn how to interact with peers. Children in this age group usually have a difficult time sharing. They will often site their parents and close relatives as their best friends. Social needs for making friends will fluctuate from child to child in this age group. It is normal for children in this age group to want to play alone. Parents must often encourage their child to interact with others.

Middle School

Middle school children usually have a high need to be social. Learning and being with their parents often becomes secondary to their social needs. Children in this age group often show allegiance to their peers. A great desire for secrecy and privacy may begin to develop.

Being a part of the group is very important to most middle school children. Children in this age group will begin to mirror their social peers using words (huh? duh?, ya right, etc.), using gestures (rolling eyeballs) and sighing are common.

High School

High school students begin to become more accepting of people who are different from them. They begin to open their social group to include others who they were once uncomfortable being with.

High school students will begin to search for the right answers. They will also seek out other adult input when the adult is non-judgmental, over-reactive, and willing to listen.

Parents searching for more information regarding appropriate reactions to child developmental changes should visit www.ScottCounseling.com and read this entire article that includes “Parent should” tips.

Scott Wardell has a Masters Degree in School Counseling and a Specialist Degree in School Administration. He has twenty-eight years of counseling and educational experience. Scott has presented at numerous parenting workshops, educational in-services and has been a keynote speaker on topics involving Child Development, School Bullies and Parenting. Visit www.ScottCounseling.com for online e-mail counseling services today!

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Monday, April 14, 2008

Covering yourself with life insurance

When it comes to life insurance, everyone needs it. There is no way around it. However, there are options in getting life insurance so that it does not hinder your financial responsibilities. You have the option to get term life insurance or whole life insurance. When it comes down to it, you will be covered, but the option is for a certain amount of time, or for the rest of your time.

It is to your benefit to look up your life insurance options early. When it comes time to seriously consider it, you will be faced with the option of term life insurance or whole life. Once you decide whether to go with whole life or term life insurance there will be different processes to go through in order to actually get the insurance coverage.


The main difference in each of these life insurance options is a temporary insurance coverage or a lasting coverage. There are different choices of plans that you can choose from; but no matter which one, you will need life insurance. Whole life insurance will guarantee more coverage in the long run, but there are ways to make your term life insurance last as well. Research and take your time searching for life insurance, but search early so that you have enough time.

The first step towards making a decision as far as your life insurance is concerned is getting a life insurance quote. Getting a life insurance quote is simple. All you have to do is search for it on the Internet. A simple search with the words “life insurance quote” will provide you with many websites where you can fill out a life insurance form. From here on, things may get a little more complicated, as you will be provided with many options, and you may find it a little difficult to make a choice.

There are some things you should know. For instance, you should read everything carefully, especially when your life insurance quote comes with low rates. This may seem quite enticing, but the coverage may be lower than you expected. Furthermore, once you have filled out the form, you will probably be contacted. Many people may not think of this as a positive thing, but you need to keep in mind that it can do you no harm.

On the contrary, this life insurance quote may connect you to a company that serves your interests best. Remember that you are presented with many life insurance options, and that’s the reason why you need to research a little before making a choice. And when it comes to making a choice, it has to be an informed one, as a life insurance policy can help you save money for yourself as well.

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Thursday, April 10, 2008

Test Your Stress Level With Picture












If the picture revolving getting faster, it's mean your stress-level is high.
A Teacher said : " I feel the picture move slower and slower, like a breath "
This Picture is used for knowing the stress level and how the people can handle it.
If the picture revolve more slower, it's mean you can manage your own stress-level.
Some criminals who has been tested said that the picture moving very faster !!!.
This picture doesn’t have animation, this picture is static
.
Stress .... Are U ???? ;)
copied from :http://e-pondokindah.blogspot.com/

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Saturday, April 5, 2008

How To Get Students To Assist That's Fair For Everyone

by Robin Kegler

More than one person wants to pass out papers, take the message to the office, etc. How do you select students to assist you in the classroom that's fair to everyone? Here's a technique I created and first used when I substituted as a resource teacher. This technique can be used throughout the day, keep learning flowing and limit "hard feelings" for those who were not initially selected.


Before students arrive, look over your attendance roster to get the total number of students in the class. Write the number of students on the chalkboard in short rows to conserve space. For example, if there are twelve (12) students in the class, write the twelve numbers in 3 rows of 4. Whatever your total class size is, evenly divide the numbers into rows so that it is not taking up the whole board.

After you write your numbers on the board, pre-select one of those numbers. Write it underneath the group of numbers near the board ledge in a smaller size. Then, cover the number with a piece of paper, eraser, chalk box or something that would not draw a lot of attention to it.



When the students arrive, they will notice the numbers on the board. You'll get questions like, "What's that about?" "How come there are numbers on the board?" Compliment them on being so observant. Let them know that you'll explain why the numbers are on the board after the morning assignment. If you are substituting for a resource teacher (art, computer, etc.), explain the numbers after introductions and attendance. If students are absent, count the total in the class and erase the extra numbers on the board while they are doing the morning activity.

You can choose whomever you want to start (i.e. girls first, row 1, back of class, etc.). It doesn't make a difference where you start, as long as everyone gets a chance to pick a number. To explain how the numbers are to be used, say something like the following: 1. "One at a time, each student will select a number." 2. "When you select a number, I will cross it off so that no one repeats that number." 3. "Please remember your number."

As the students select a number and you cross them off, listen for the student who gives your pre-selected number. When you hear the number, stop and say something like, "Just a reminder, everyone please remember your number." Making the statement at the time the pre-selected number is stated, gives you the opportunity to remember the student's face for later. Let the students know that it is okay to write their number down if that will help them to remember.

After everyone has selected a number, uncover the hidden, pre-selected number. Let's say you pre-selected the number 8. You'd say, "Who had the number 8? If you had the number 8, please stand up." When the person stands up, assign them the job you wanted them to do. For example, when I first came up with this idea as a substitute for the art resource teacher, I'd say, "You are responsible for passing out the crayons/paint brushes and collecting them at the end of class."

When you assign a job, expect to hear, "Oh-Oh. I wanted to do that!" At this point, tell the students that there are other opportunities to lead and serve, so please remember your number. Also make students aware that if you call their number and no one responds, you'll have to call another number. This puts the responsibility back into the hands of the students. It also provides a sense of expectation throughout the day that they can get the opportunity to lead.

As the day goes on, you'll select students for things such as line leader, messenger, paper clerk, etc. You'll say something like, "Number 2, please collect the papers." Again, it is up to the student to remember their number. You can also cross out, or erase numbers as you use them throughout the day. This method of leadership selection is fair because the students select their numbers, you don't assign them. Therefore you're left out of pre-selecting students, showing favoritism, etc.

Activity Variation: This method can also be used to select teams and small groups. Instead of pre-selecting 1 number, pre-select 3-5 numbers depending on the size of the groups.

I've successfully used this variation for spelling bees, math teams and more. I've also noticed that during long-term assignments, students would pick up on this method and use it during their recess or group time.

Robin Kegler is a Professional Life Coach, Trainer, and creator of the Step By Step Guide and Six Part Audio and Print Program called, "Thriving Teacher Boot Camp." http://www.thrivingteacherbootcamp.com

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Thursday, April 3, 2008

Learning and Teaching and EFL

By Sharon De Hinojosa

The best teachers are those who keep on learning and trying new things. Here are some ideas to help you get started about learning about teaching. And even if you're an experienced teacher, you'll find some ideas below to help you out.



Dos


Visit your local library and check out books on teaching.


Ask to observe some classes at your local school, university, or language school. Take notes on the different teaching methods that you observe and then try to use them in your own classes.


Talk to teachers. Even new teachers have some tips on discipline, activities, or things to do in class.


Join forums to get new ideas. There are lots of people eager to share their information with others. You can take note of their ideas and add your own as well.


Attend workshops, congresses, and conferences. Not only can you learn valuable information about teaching, but it's also a great place to network.


Volunteer to teach. There are many opportunities out there. And you can get valuable teaching experience and help others learn in the process.

Try a wide variety of setting, beginners to advanced, young to old. There are different groups that appeal to different students.


Look online for ready-made worksheets and activities. There are heaps of fun activities to do, no matter what you're teaching.


Ask your institute to create a resource center for teachers. You can leave material that you've made and borrow material that others have made.


Enroll in a class. Lots of language institutes offer classes for teachers. It's a great way to learn about new ideas and methods.


Go for a higher diploma or degree. If you already have a BA, consider getting a PGDE or an MA. Not only will you learn more, but it will also open up doors for you.


Listen to your students. Students are the best form of feedback. Take the last five minutes of class and ask your students what they liked best and least of your lesson.


Have other teachers observe you and tell you what you think.


Look for new opportunities to move up. Once you've been teaching for a while, try getting a higher position, like head teacher.

Don'ts


Reject new ideas before trying them.


Think that you know all there is to know. You can always learn more. Methods are constantly changing as well, so you need to update how you teach.


Get stuck in a rut. If you find yourself in automatic mode, it might be time to change jobs, or at least take on a new class.


Be narrow-minded, you can learn from all types of people, from the teacher-backpacker to the lifers.

Sharon de Hinojosa (naturegirl321) has lived and worked (mainly teaching English) in the US, Scotland, Spain, the Czech Republic, China, Korea, and Peru. And taught short-term in Venezuela and Taiwan. Her work has been featured in Transitions Abroad, Viva Travel Guides, TEFL News, and ELT World.

She has created The LA Job List http://www.thelajoblist.blogspot.com which lists schools, institutes and universities in 19 Latin American countries which offer English teaching positions.

Since living in Peru since August 2006, she wrote The Ultimate Peru List http://www.theultimateperulist.blogspot.com . With 50 pages and updated monthly it's a comprehensive guide for those living in or moving to Peru


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Monday, March 31, 2008

Elementary Substitute Teaching Tips

Most teachers hate getting a substitute teacher for their class because it is so much work to get prepared for the substitute. Since many districts have gone to the automated sub finder system the teacher is also never sure who will be their substitute and that worries them because the wrong substitute teacher can make more work for the regular teacher. So if you are going to substitute then you need to go in prepared to help the teacher and maintain control of the class.

If a substitute teacher doesn’t follow through with lesson plans and discipline it can louse up the regular teachers class for a day or two. I know this because I taught for thirty seven years and then started to substitute after retirement so I now can talk about both sides.

Here are some hints to be a successful substitute teacher. Remember maintaining control of the class is of the main importance.

The first tip is to go in with your won simple discipline plan, just in case the teacher’s plan is too complicated and too detailed to get acquainted with in a short time. Take time at the beginning of class to explain your plan, the consequences, and the reward. Example: I put ten tally marks on the board and explain that I expect them to be the best students they can be. If they shout, interrupt or break the classroom rules I will erase a mark for each time. If they are rude to me or another class member I will erase 2 or more marks.

I explain that they are a team so they can help their team win or lose. I explain that I know that no one is perfect so they will probably loose marks, but if there are any marks left at the end of the day they will be rewarded with ten to fifteen minutes of playing a game if we can accomplish ‘nearly’ everything the teacher has assigned. I say ‘nearly’ because some teachers will give a lot to do just to keep the students busy.

Then I start the day. When I erase a mark I do it quietly, but make sure most of the students see me do it. I usually explain why the mark was erased such as “some one is talking while I am.” The game I choose to play is not seven up or a game they usually play, although they do love four corners.

Number two is to always have something they can do if they finish early. I usually run two geometric designs and have them color one using monochromatic colors (all blues etc) and the other one using only primary colors. This is explained at the beginning of the day so that they may work on them when their assignments are completed. If they work on them when their assigned work is not complete I will erase a mark.

Number three tip is to follow the teachers lesson plans and leave short notes like “Completed” or “they need some more time to complete this” or “I told them to take it home as homework and bring it back tomorrow” or “Reading and Spelling took too long so I skipped English”. I usually give them just 2 or 3 minutes less time to complete than the teacher says so that we will have some extra time at the end of the day to play our game. If they loose all the marks then they use this time to complete assignments.

If you do not follow the teacher’s plans it may hurt their time schedule to accomplish units, etc. It is their class and you need to respect that having the students maintain their normal routine will help you maintain discipline and help the regular teacher stay on schedule.

As a substitute I teach concepts my way because I am not used to the scripts that a lot of books are using now and I don’t like just reading everything to the students. Most teachers will be okay with this.

Tip four is that maintaining discipline and control of the students is the most important thing you can do. As a teacher I cared less about how much of the work was done and more about how well the students behaved. If they behave well then I did not have to waste time handling a lot of problems when I returned, but I could just start where the substitute left off.

The last time is that at the end of the day I am sure to follow through and reward the students with 10 to 15 minutes of game time. Do not forget this because it is important that the students receive what you promised them at the beginning of the day.

If you follow these 5 points it will make your time as a substitute much more enjoyable and helpful the teachers and the students you are working for. You will probably even be invited back.

By: C.S. Mackay


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Monday, March 24, 2008

Ten Steps To A Healthy Lifestyle

By: Alfred Bellanti

It is easier than you think to live a healthy lifestyle. As a matter of fact it is very natural. So if you want to live or maintain a healthy lifestyle or make healthy lifestyle changes, follow the tips below:

1. Maintain a healthy lifestyle. Protect the good health you already have. Know what the weaknesses are, for example, has anyone in your family had any heart disease, diabetes or other illnesses. Take action that could prevent these happening to you. Have regular check ups, blood pressure, cholesterol, blood glucose etc.

2. Increase your fitness. Start by introducing exercise into your life. You don’t need to sweat at a gym for hours on end, just 20 minutes brisk walking each day will get you started. If 20 minutes is too much, start with 10 minutes, and increase gradually. Exercise produces endorphins, and endorphins make you feel good.

3. Make healthier choices in your diet. This doesn’t mean that you have to give up your favourite foods but you introduce other foods, especially green leafy vegetables such as spinach, broccoli, romaine lettuce, bok choy to your daily eating routine. Aim for five serves of vegetables a day. Increase the healthier foods and decrease the processed foods, the ones high in sugar, fats and additives.

4. Make changes gradually. Eat a variety of foods; make sure you get enough protein and fewer carbohydrates. Lean red meat two or three times a week will supply your body with zinc, iron and vitamin B. If you’re vegetarian, seek alternatives. Don't expect to totally revamp your eating habits overnight. Changing too much, too fast can get in the way of success. Begin to remedy excesses or deficiencies with modest changes that can add up to positive, lifelong eating habits.

5. Take part in healthy activities. If you’re in the habit of watching TV for hours on end, change your behavior. Start a hobby, join a social group, take dance classes, anything that gets you moving more.

6. Do some voluntary work, help others less fortunate than yourself; make someone else happy. This will make you happier as well.

7. Look after your emotional well-being. It is hard to be your best if you are angry, sad, or depressed all the time. Therefore strive to resolve any existing emotional conflicts. Discuss these with the people involved or seek counselling, join an anger group or attend group therapy. Better still join a laughter group.

8. Work is important but do not overwork. Strike a balance between your work life, family life and social life. There is nothing healthier than meeting up with friends, having a good time and spending time with your children.

9. Equally important for a healthy life is relaxation or meditation. If you know how to meditate, do this twice daily, morning and evening for 20 minutes. If not, take time out to relax, shut down your mind, you know, get a rest from that incessant babble that goes on there.

10. Go to bed early, allowing enough time for 7 or 8 hours rest. When you rest, your body repairs itself and replenishes your energy. Wake up with the sunrise. It will get you naturally in tune with the day.



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Thursday, March 6, 2008

Nurse

With some 126,000 nursing vacancies nationwide and growing, hospitals are in desperate need of nurses. To find them, healthcare providers now more than ever are relying on nurses placed by temporary staffing agencies. As a result, the demand for supplemental staff is giving nurses attractive career options not previously available.

“Nurses want choices and flexibility,” says Liz Tonkin, RN, BSN, CEO of South Florida–based All About Staffing, Inc., an affiliate of hospital company HCA.

Rather than tap into the same dwindling pool of nurses, All About Staffing was created to supply quality nurses to help ease shortages within the HCA facility network.

“We have unique systems in place to assist our facilities in recruiting and retaining talented nurses for core positions,” says Tonkin. “At the end of the day, what our hospitals really need is a core group of people.”

Opportunities for a Lifetime

The agency recently developed the “Opportunity For A Lifetime” slogan to showcase its variety of career options for healthcare professionals.

“As we continued to grow, we recognized that if we’re going to tap into the mindset of today’s generation of nurses, we have to bring career option and choice into the professional working environment, so that it would work for nurses yet meet the needs of the patients and facilities,” says Tonkin. “So that’s how we came up with the the program.”

With “Opportunity For A Lifetime” in place, nurses can choose to work per diem, full time, or as a traveler — all while staying in control over their work schedules, assignments, and locations. Nurses say this is benefiting them because it allows them to move through the program without losing benefits. They earn more, yet maintain the security and comfort of working for a major healthcare corporation.

Telemetry nurse Mallerie Lambert-Potts, RN, works for All About Staffing. She left her full-time hospital job eight years ago because she needed the flexibility to work around her children’s schedules — something she says you can only find working for an agency.

“HCA has come a long way over the years,” says Lambert-Potts. “It’s wonderful what they’ve done in creating All About Staffing.” A bit ruefully, she notes that there’s a silver lining to the nursing shortage. “We have more choices today — and we deserve it!”

For OR nurse Dori Sommers, RN, BSN, the flexibility of working for an agency is allowing her to balance work with raising a young child and still earn more. “I know that when working for an agency, you run the risk of getting canceled,” she says. “But someone once told me if you’re a good nurse, you’ll always get called. And it’s true!”

While many nurses are taking advantage of the increased flexibility in working for an agency, Tonkin notes that it’s not for everyone. “What we’ve found over time,” she says, “is that an agency nurse is truly a mindset and a lifestyle. Somebody who really wants to be working full time can’t survive in the agency world.”

Have Suitcase, Will Travel

All About Staffing has grown exponentially, expanding into 20 markets across the country and into areas such as permanent placement, international recruitment, and new graduate programs.

With the recent launch of its traveling nurse division, nurses are taking their skills on the road, joining the ranks of thousands of other nomadic health professionals who are being sent to help ease the nation’s severe healthcare worker shortages.

“We realized that many of our own nurses were leaving to join travel companies,” says Tonkin. “Even nurses coming out of school are looking for the excitement of traveling while they’re young. We want to be able to tap into that and open their eyes to an environment that promotes free agency and allows them to be themselves and do whatever they want in their lifetime.”

First-time traveler and one-time international recruit Luis San Gabriel, RN, very carefully weighed the pros and cons before signing up with All About Staffing.

“To be honest, from the time I applied to the very last minute before signing the contract, I was hesitant on whether to travel,” San Gabriel recalls. “I was weighing my options. Looking back, I have to say this was a big step for me, but I’m glad I did it. Traveling is giving me a chance to explore, and I have the option to choose where I want to work. It makes you feel good that in one way you can help out [in easing the staffing shortage]. Hopefully, more nurses will be encouraged to travel.”

Kathy Kohnke, vice president of travel operations for All About Staffing, says the division is ahead of schedule and is receiving a positive response from nurses who are looking to travel.

“People want to belong to one employer. Now, it’s even easier for them,” she says. “They can become a traveler, come back join the staff, or work per diem. Our goal is to have people stay within the HCA network.”

Travel nurses typically make an initial commitment of 13 weeks at a facility, receive free housing and other benefits, and have the option of extending the assignment or choosing another location.

“Ninety percent of the time, a traveler will extend at the same facility,” says Kohnke. “Our hospitals are in desirable locations — Atlanta, Denver, Nashville, Miami, and other exciting metropolises. There’s so much to do that usually you can’t do everything in three months.”

Travelers can look to their recruiter as a mentor who will stay in contact with them throughout the assignment to find the best fit to meet both their professional and personal needs, says Kohnke.

“Nurses want the feeling of belonging, having input, and having flexibility with good benefits. We think we can accomplish all of these needs. This in turn will be good for the healthcare industry.”

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Tuesday, March 4, 2008

Home work for you... my student.

please read the problems and find the answers.
click read more....
Untuk kelas 7a dan 7b

Kerjakan soal berikut di kertas LKS

1.Suatu kelompok remaja yang terdiri dari 40 orang ,21 orang di antaranya gemar bersepeda ,22 orang gemar joging,dan 8 orang gemar keduanya.Dengan menggunakan diagram venn maka hitung lah siswa yang tidak gemar keduanya !


2.Suatu kelompok anak-anak yang terdiri dari 50 orang, 20 orang gemar layang-layang,25 orang gemar kelereng,dan 12 orang tidak gemar keduanya. Hitung lah anak yang gemar keduannya !



3. dari 50 orang guru di sekolah ,diketahui:
20 orang berlangganan surat kabar (harian)
16 orang berlangganan tabloit (mingguan)
20 orang berlangganan majalah (bulanan)
7 orang berlangganan surat kabar dan tabloit
5 orang berlangganan tabloit dan majalah
10 orang berlangganan majalah dan surat kabar
4 orang berlangganan ketiga-tiganya

Dengan menggunakan diagram Venn , hitunglah :
a. banyaknya guru yang hanya berlangganan surat kabar
b. banyaknya guru yang hanya berlangganan tabloit
c. banyaknya guru yang hanya berlangganan majalah
d. banyaknya guru yang tidak berlangganan ketiga-tiganya

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