Thursday, 24 December 2015
Sunday, 13 December 2015
14 Student Favorite Project
https://eduhowto.wordpress.com/2011/01/06/14-student-favorite-project-websites/
I am having interest right know with Turkish, No offense, please let me know if you are Turkish
http://www.bbc.com/news/world-europe-17992009
62 ways of getting your students assignment, enjoy ^^
http://www.ereadingworksheets.com/e-reading-worksheets/school-project-ideas/
Thursday, 24 September 2015
aku ngerjain juga ya guys dan jawabannya adalah!!!!
1. Tujuh
2. Sembilan
3. *****
4. Dea
5. Rahma
6. Corry
7. ****
8. A little bit of your heart Ariana Grande
9. One Direction drag me down
10. Photograph Ed Sheeran
11. Flashlight Jessie J
Pergi ke Inggris terus ketemu *****
Dan jawabannya adalah eng ing eng!!!!
. Kamu harus memberitahu ke orang yang kamu tulis di nomor 7 tentang psikotest ini.
2. Orang yang kamu tulis di nomor 3 adalah orang yang kamu cintai.
3. Orang yang kamu tulis di nomor 7 adalah orang yang kamu suka, tetapi bertepuk sebelah tangan.
4. Orang yang kamu tulis di nomor 4 adalah orang yang kamu rasa paling penting bagimu.
5. Orang yang kamu tulis di nomor 5 adalah orang yang paling mengerti tentangmu.
6. Orang yang kamu tulis di nomor 6 adalah orang yang membawa keberuntungan bagimu.
7. Lagu yang kamu tulis di nomor 8 adalah lagu yang ditujukan untuk orang nomor 3.
8. Lagu yang kamu tulis di nomor 9 adalah lagu yang ditujukan untuk orang nomor 7.
9. Lagu yang kamu tulis di nomor 10 adalah lagu yang melukiskan apa yang ada di hatimu.
10. Terakhir, lagu yang kamu tulis di nomor 11 adalah lagu yang melukiskan hidupmu.
game kokologi
thanks to : http://darifatyana.blogspot.co.id/2012/09/tes-kokologi.html
1. Pertama-tama, tulis angka 1 sampai 11 di kertas secara vertikal (atas ke bawah).
2. Tulis angka yang paling kamu senangi (antara 1-11) di sebelah angka nomor 1 dan 2.
3. Tulis dua nama orang (lawan jenis) yang kamu kenal, masing-masing di nomor 3 dan nomor 7.
4. Tulis tiga nama orang yang kamu kenal di nomor 4, 5, 6. Di sini, kamu boleh menulis nama orang di keluarga, teman, kenalan. Siapapun. Cuma harus yang kamu kenal.
5. Di nomor 8, 9, 10, dan 11, tulis nama judul lagu yang berbeda-beda.
6. Terakhir, tulis apa yang menjadi permohonanmu.
Tuesday, 15 September 2015
Sunday, 13 September 2015
Go check this out guys, a brief explanation about English literature
http://classroom.synonym.com/introduction-english-literature-2150.htm
Tuesday, 30 June 2015
Kaouas River
Kapuas
River
Kapuas
River is located in Pontianak, West Borneo.
Kapuas River is the longest river in Indonesia which is 1143 Km, and
around 942 Km can be used for water transportation. Then in this river there
are so many kind of Biodiversity Such as fish, there are more than 300 species
of fish in Kapuas River. Furthermore Kapuas River are used for water resources,
as the infrastructure of water transportation, and then in the some occasions
also used to fulfill daily necessary. Mostly People in West Borneo choose to go
anywhere by using Kapuas River as the medium of the transportation such as ship
and boat, etc. It is because the access can be easiest by using that kind of
transportation rather than using car or even motorbike. Let’s say for example I
have to go to Ketapang from Pontianak, if I used water transportation it will
cutting up my time rather than I used land transportation.
In Kapuas River there is large
number of fishes there with the famous one is Arwana or called as Dragon Fish.
There are eight species of Arwana which so expensive. For, example the Red
Super Dragon Fish which had 30 cm long, we have to pay around
Rp.6.800.000,- each of The Super Red
Dragon Fish. Then for the seedling its sales around Rp. 680.000,-each of them.
Arwana was found in Danau sentarum National center park of West Borneo. They
growth and develop with some grasses that floating on the surface of Kapuas
River.
this the picture of location that
used for live and also place for the dragon fish growth and development.
The seedling of the Arwana was life
in the section of the grasses. Besides Arwana there also many kind of fishes
live in Kapuas River Toman, Lais, Patin, Jelawat, Labau, Gurame, Seluang, and
Catfish.
Thursday, 18 June 2015
A Response to Social and Familial Dysfunction from Holistic Education
In
brief, holistic education has contended that education must
deliberately help children learn about the nature of society,
themselves, and relationships. These are very complex things, full of
potential joys as well as sorrow. To not learn about them and then
expect to lead a successful and happy life, is as reasonable as not
learning about mountaineering and then expect to climb Mt. Everest.
Parents,
in the main, try very hard to teach their children about their society,
themselves, and relationships, but the influence of parents is vastly
overshadowed by popular culture as promoted in the media and marketing.
The media and marketing portray (and in so doing unconsciously promote)
relationships, ways to resolve conflicts, and values that are at odds
with what most parents want for their children. Relationships which are
the greatest source of both happiness and misery for all of us are too
often portrayed superficially in popular culture, as caricatures or
comic book versions of real relationships. Adults in the media who are
presented as immature are seen as funny or endearing. Children who are
unnaturally precocious are seen as heroes or icons.
The
real sensitivities and depths of perception required to meet the
complexities of relationships are rarely presented. Conflicts in the
media are rarely resolved through negotiation or developing larger
understandings; force and violence are normal, and are thereby
normalized. If popular culture is, in fact, the major source of most
people's learning about how to live life, it would seem we are being
trained to have dysfunctional families in dysfunctional societies. From
reading our newspapers, it would appear that the training is working.
Values
are deliberately manipulated by marketing. Children are "targeted" by
experts; a phrase that should itself be worrying. This is usually
accomplished by targeting the self-image of children, and this occurs at
a time when the sense of self is being formed and is at its most
vulnerable. This pressure on children's self-images leads to insecurity,
and yet we know from research that children need security for healthy
development and learning. We know from reams of research that childhood
insecurity often produces psychological wounds that are very difficult
to heal, and childhood pathologies (which are on the rise) are a source
of social and familial dysfunction in adults.
Brutality,
not just physical but emotional and social as well, seems commonplace.
Peer groups become enforcers of values (like being "cool") that stem
from the popular culture rather than healthy traditions or forms of
wisdom. As a consequence, children learn to act for the sake of
appearances and not authenticity; for presentation rather than
substance. Such appearances and presentation are in themselves another
source of insecurity as they are always fragile and carry with them the
constant threat of exposure for the falsities they are. This is a very
dysfunctional position for children to find themselves in and to try to
maintain.
Holistic
education has maintained that children need to actively and
deliberately learn about relationships and values. Both must be
discussed and examined in the classroom. Relationship dynamics that
emerge must be addressed, not for the sake of "correcting" them, but for
the sake of learning about relationship. Values, all values, need to be
explored and questioned. Children should not be inculcated with values,
but they should be helped to find values that are deep and complex and
that will sustain them in the moral dilemmas that are part of everyone's
life. While both relationships and values are worthy of study in their
own rights, and not as adjuncts to other subjects, holistic education
has maintained that these lessons need not be separate from lessons of
literature, history, etc., but that the various academic disciplines are
wonderful areas for exploring these dynamics in children's lives. Such
an approach also keeps lessons meaningful to children.
Holistic Education: An Introduction
Many
people today feel that there are concerns which are so pressing that
these concerns must be solved before any others (like developing
alternative forms of education) are addressed. Such people will say that
one can not discuss philosophy with someone starving - feed the person
first, and then one can give time and energy to philosophy.
Holistic
education has seen the situation a bit differently, and thinks this
metaphor is inadequate. Let us assume that a person is starving
unnecessarily because that person has some fundamentally mistaken
notions. Perhaps one needs to feed the person initially, but no amount
of just feeding the person will help; simply giving them food will only
mean they end up starving again later. Holistic education has long
maintained that mis-education or inadequate education lies at the roots
of our modern problems, and a different kind of education has a real
chance of solving them.
For the way that holistic education has seen and responded to some of today's pressing concerns see:
A Response to
Ecological Concerns
from Holistic Education
Ecological Concerns
from Holistic Education
"It is in doing good that one becomes good;
I know of no practice more certain."
I know of no practice more certain."
Jean-Jacques Rousseau
That
we face ecological challenges, perhaps even perils, seems generally
accepted, if not widely acted upon. Information about these challenges
has been widespread for several decades now, but very little behavior
has changed to address them positively. That education should play a
vital role in meeting these challenges or perils is less accepted. At
most, it seems to be considered as a "good" subject for education, but
not a "necessary" one (like algebra, which is required by all students
for graduation from high school). Holistic education, however, has felt
that learning how to live with and on our planet is fundamentally
important. Moreover, such learning (because it needs to change behavior)
must involve developing relationships with and changing perceptions of
nature. Holistic education has also maintained that mainstream education
is not geared for such learning.
For
the sake of argument, let us assume that mainstream education did feel
that ecology was a necessary subject for study. Can education as it is
normally practiced meet the ecological challenge? Education, in the
main, considers its job to be the conveyance of information and the
development of certain academic skills (and for craft classes, certain
craft skills). The question has to be asked, "Is our ecology in peril
because we lack information or lack skills to act in more ecologically
responsible ways?" The answer is clearly, "no." We have the knowledge
and abilities to act less destructively, but do not. Knowledge and
behavior are not as linked as education would like to believe.
What
has been learned from several topics in education concerning
destructive or dangerous behavior has demonstrated that simply having
information about such behaviors does not significantly alter them, or
if it does, the alteration is generally only short-lived. This has been
seen with sex education to prevent unwanted pregnancy, drug and alcohol
education to prevent substance-abuse, and AIDS education to prevent the
spread of HIV. Students have time and again demonstrated that they can
take courses in these subjects, pass tests to show they have absorbed
the information, and then act as though they knew nothing. Often, when
they suffer the consequences of acting in contradiction to their
knowledge, they express surprise that it happened to them.
This
unfortunate track record does not mean that education can't do
anything. Behaviors or life-styles do change, but they only change when
mind-sets or consciousness are changed. The question naturally follows,
"What changes mind-sets and/or consciousness, and how can education play
a positive role in this?"
One
thing that seems to change consciousness is consciousness-expanding
experiences, life-altering events, epiphanies, "ah-ha" moments, etc.,
but these are usually taken to be acts of fate or divine inspiration,
and therefore outside human control. They are certainly beyond the
commonly perceived purview of schools. Yet, there are a great many
educational establishments which are entirely based on giving students
such experiences. These are often outdoor-education establishments,
community service endeavors, career placements activities,
adventure-travel businesses, and many therapeutic establishments created
to make life-style changes. The success of these establishments should
be learned from, not ignored.
Other
changes in consciousness are seen to be the result of slow cultural
change (a kind of attrition) taking decades if not generations to occur,
and usually occurring only when the cost of change is relatively low.
This has been seen in attitudes towards slavery (which changed faster in
the North where the cost of doing away with it was lower than in the
South), women's rights (which history seems to indicate gained
recognition when women were needed to replace men in the workforce
during the world wars) and children's rights (but only when child-labor
was no longer needed), etc. If the cost of change is high, and/or the
time in which the needed change must occur is short, the
cultural-attrition method of change is clearly inadequate.
Holistic
education has long contended that some things can only be truly learned
through experience, while other things can only be learned through
intellectualizing. We can really only learn to ride a bicycle through
the experience of riding one, whereas no experience can teach us the
distance from Jupiter to the sun which we can only derive
intellectually. Both forms of learning have their place, and holistic
education claims that great confusion and 'mis-learning' occurs when the
wrong kind of learning is applied to a subject; i.e., one could never
learn to ride a bicycle from reading books about it. Holistic education
claims that such an application of the wrong kind of learning is just
what occurs in many subjects in much mainstream education because
mainstream schools are really only geared for the conveyance of
information, not experiences. Ecology is one such subject (other
subjects are 'character education' and 'values education' - no one
develops character or values by reading about them or discussing them).
The
question naturally follows, "What kinds of experiences of nature might
provide some assistance in meeting the ecological challenge?" At one end
of a spectrum of experiences of nature we might consider that of a
young person who is being forced to mow the lawn, and perhaps at the
other end the experience of a young person discovering the beauty and
wonder of some natural setting. Not all experiences of nature are the
same. The kind of experience of nature that might provide a real change
in behavior towards nature is one that changes a person's relationship
with nature. Such an experience might be one of beauty, awe and wonder
(which many people report as generating a sense of transcendence) or it
might be a simple act of caring for something in nature and feeling the
'rightness' of such action. What is important is the relationship to
nature, and this seems to have bearing on our relationship to others and
even ourselves.
If you are in harmony with nature, with all the things around you, then you are in harmony with all human beings. If you have lost your relationship with nature you will inevitably lose your relationship with human beings.
- J. Krishnamurti
Holistic
education has contended that the motives for our actions are important
for us to pay attention to and learn about. If a student is having
experiences of caring for nature and acting ecologically for the sake of
grades, then such actions are just another form of self-centeredness,
and nature, yet again, is being exploited for personal gain. The
invisible lesson (to exploit nature for personal gain) is in direct
contradiction to the intended lesson. This same invisible lesson is
often the one that is learned when students hear ecological messages
which emphasize that we need to save the rain forests, rivers and lakes,
the ozone layer, etc. because we as humans will suffer from their
degradation. Such messages keep self-interest at the center of concern.
From such messages it would follow that if the degradation of something
in nature did not cause human suffering, it would be alright. Yet this
is the very relationship with nature that has caused the ecological
crisis. We thought our pollution and depletion of natural resources
would not cause us problems, only to find years or decades later that it
does. How then can we help young people (and older ones for that
matter) have relationships with nature that do not end up contributing
to the very ecological problems we need to solve?
Holistic
education has long asked fundamental questions about the relationships
we have, as individuals and in the collective. If the 'self' or the 'me'
has preeminent importance, then relationships with everything (spouses,
family, friends, neighbors, society, etc.) are necessarily mediated by
self-interest, and the closest one can get to care or cooperation with
something else is mutual self-interest. Yet every religion and every
traditional wisdom has the diminution of the 'I' or 'self' as a
foundation. 'Selflessness' is universally seen as a hallmark of good
parents and spouses, as well as a virtue that allows substantive
relationship with friends, contact with whatever is considered sacred,
and, when actualized in larger settings, creates heroes or even saints.
This is one of the reasons why self-knowledge is given such importance
in holistic education. Without understanding ourselves, and the wrongful
preeminence we often give to ourselves, we can never have rightful
relationships to anyone or anything else, and that includes nature.
Of
course, children must acquire information about the environment and
about the dangers currently posed by our relationship to nature.
Children must also have a variety of experiences of taking care of
nature, not for any secondary reward but simply for the intrinsic reward
of doing so. Children must also have experiences of the grandeur of
nature, of nature as an expression of something much larger and more
significant than themselves. And throughout these experiences of service
and wonder, children must be encouraged to ask questions about
themselves and what might be a 'right' relationship to others and to
nature.
Holistic Education: An Introduction, Page 3
Children
need to develop academic capacities as these are required to live in
the modern world. But much more than this is needed, and adults looking
at what was required in order to meet the many challenges of their lives
and the successes they have had can attest to this. The essential
learning that we all need should begin in childhood.
Children
need to begin to learn about themselves. The value of "knowing thyself"
is so undisputed as to be a cliché, but conveying to children that they
are worth knowing about seems fundamental to healthy self-respect and
self-esteem.
Children
also need to learn about relationships. Relationships are the greatest
source of human happiness and misery, yet most children only have the
relationships they see in their immediate surroundings (e.g., family,
friends, etc.) and on the media (which are usually caricatures and
unreal) to learn from. Sociology and child development psychology
repeatedly affirms that learning about relationships is acquired and not
inherent, and yet the institutions created for children's learning have
little to no time nor resources given to helping children learn how to
have healthy, productive relationships.
Learning
about relationships is sometimes seen as part of social development,
which includes pro-social behavior and social "literacy" (i.e., learning
to see social influence). As our societies become increasingly
pluralist, complex, and fraught, social development becomes more
difficult as well as more necessary.
Over
the last decade research has demonstrated that emotional development,
or what has become known as "emotional literacy," is of fundamental
importance. Learning emotional literacy has been shown to be crucial for
intellectual development, social development, aesthetic development,
and health.
Studies
have shown that resilience is not an inherent quality, but one that is
learned. Resilience is fundamental to overcoming difficulties, facing
challenges, and long-term success in any field. Children must learn
resilience.
Finally,
children must learn that seeing beauty, having awe, experiencing
transcendence, and appreciating those timeless "truths" which have
inspired and sustained individuals and cultures are a natural part of
life. The mundane and material (while important) have assumed too great a
place in modern life, leaving a hunger for meaning that is often
difficult to satisfy.
Holistic Education: An Introduction, Page 2
Why Holistic Education?
Parents,
in increasing numbers, are seeking alternatives to mainstream
education. Few could criticize the commitment to academic excellence
that most schools and teachers have and work hard to actualize. But more
and more parents realize that just learning academics is not enough,
and they see young people in their communities suffering from a lack of
needed learning, and society suffering as well.
Parents
worry about the negative social influence they see affecting their
children. Parents see themselves having less impact on their children's
behavior, relationships, and attitudes than the media and marketing
which directly targets children. As a result children's senses of
themselves and self-images are under pressure. This pressure is
expressed in:
- Increased competitiveness in many aspects of a child's social life, such as sports, out-of-school activities, and of course, school.
- Obsessive concern for their "look," from their body shape to their clothes.
- Violence in many forms, from the physical to the psychological and emotional.
Parents
are also worried about negative learning attitudes they see developing
in their children. Parents saw their children as infants eager to learn,
and this eagerness dissipated as these same children's schooling
increased. Learning becomes a necessary chore, driven by rewards and
punishments, and too often devoid of direct meaning in their children's
lives.
Many
parents also look at our current society in which social problems seem
to be getting worse; in which those considered successful are too often
greedy, corrupt, and brutal; in which families and communities seem
increasingly dysfunctional; and they ask, "Why aren't we as humans
learning what we need to know in order to live good and meaningful
lives?"
It
doesn't appear that we will learn such things from learning more
mathematics, literature, or history. Parents see the need for their
children to learn these other things as well as academics, and they look
for schools that give time, attention, energy, and resources, to such
learning. Parents generally do not come to holistic education from
philosophical musings, but from a perceived need for their children that
they feel is not currently met.
Wednesday, 6 May 2015
Thursday, 30 April 2015
Traditional Dress of West Kalimantan
King Baba and King Bibinge
There are plenty traditional dress on Indonesia which have historical and knowledge values. One of them is West Kalimantan traditional dress.The traditional dress worn by male I called king baba and which is worn by female is king bibinge. The dress has been worn since long ago. It is made of stem skin of kapuo or Ampuro tree, the stem skin is hit in the water. The skill of making clothes from tree skin is descended from generation to generation, besides weaving.The design of female and male dress is different.
The male dress consist of head coverer with enggang bird ornament, long trouser and belt. the dress for female consist of breast coverer, waist holding cloths, head ornamnet of enggeang bird, and necklce. The difference is sometimes also based on the activities they do.
Apart from the dress stated above, there are also many traditional dress such as King maniks, tanjung batabur, kamprio, dabal, king babo, Indulu Kalit Kayu Tempo, induli Manik, King Tatak, Tanjung Kaen Kampo, Bulangmalahalangke, Bulang ara, Baju Burung, Bulang Uri, Bulang Bidang, King Bidang and Ming Batabur.
Source: http://kebudayaanindonesia.net/culture/1025/traditional-dress-of-west-kalimantan
Holistic Education: An Introduction, Page 1
Purpose of Holistic Education
The purpose of holistic education is to prepare students to meet the challenges of living as well as academics. Holistic education believes it is important for young people to learn:
- About themselves.
- About healthy relationships and pro-social behavior.
- Social development.
- Emotional development.
- Resilience.
- To see beauty, have awe, experience transcendence, and appreciate some sense of "truths."
Consider your life's greatest challenges. What did you need to know to overcome the obstacles you faced? Consider your greatest successes. What did you need to know in order to achieve those successes? Then ask yourself, how many of those things that I needed to know did I learn in school?
For thousands of years before schools there were social groups which taught people about the great adventure of being human; its trials and tribulations, its challenges, and its enormous possibilities for human goodness and even greatness. These groups were extended families, communities or tribes or clans, and religions. For the most part, these groups have disappeared or become compartmentalized in people's lives.
Now, it is predominantly popular culture (the media, music) and schools from which young people can learn about what it means to be human. But culture has it own agenda (not the welfare of children), and schools were not designed to replace extended families, communities, and religions. They were designed to prepare people for the world of work; to give them the skill sets that would help them up the ladder of material success.
Monday, 20 April 2015
Saturday, 18 April 2015
Wednesday, 25 March 2015
Thursday, 19 March 2015
learn about teaching learning with ICT
Hi Febry's here, Today I learn about teaching learning with ICT, Its been almost four years I have not find a reason why I need to open my blog. I would like to say a massive thank you to Mr. Arifin, cause he pushes myself to reopen my blog and write everything I think about. So, Ill see you soon for more posts.
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