The term of studying often comes up to someone who involved with learning activity. It becomes their obligation since their examination need to be prepared well. Without studying they would get unsatisfied result of score, means they would not pass the grade and would be shy among their friends. Term of studying changed completely when they finished their studying. They don’t have to on the jump with earning activity again, they even said that they don’t need to study again, some people even said they don't need to study again when they had achieved theirgoal.
According to D.A Benton who made a survey to CEO from many industries, studying is one of the habit that was done by succeed CEO. Effective leaders always develop themselves with learning process and they got many beneficial from this habit. By learning a lot they will get many knowledges to overcome industry competition.
Effective studying
According to Douglas Brown a language exert, to make our studying effective commitment is the main factor which is important. Physically commitment, mental and emotionally. It is not only for language learners but also many area of materials. Providing special time to study is needed to be done, writing some important notes is also to be needed as well and the last one is about your braveness to apply what you read. Knowledges will also be unspecial knowledges when we don’t have a braveness to apply it. So, guys….may success always with you.
Sunday, May 25, 2008
Never Stop Studying
Wednesday, May 21, 2008
You should Visit to this site
English has becomed the most important language since many people use this language to communicate. For Indonesian, especially, this site is dedicated to consult about english problems. Not only English but also internet and computer as well become issued in this site. By visiting this site, hopefully your ability in mastering this language will be better day by day. You can also share your school problems dealing with your lesson, teacher or your school itself.
http://buatkamu.com/ is released on may, 26, 2008. Even, it is still new site but the content is presented with good quality. Students or teenager are recommended to use this site as one stop problem solving.
Read More..
http://buatkamu.com/ is released on may, 26, 2008. Even, it is still new site but the content is presented with good quality. Students or teenager are recommended to use this site as one stop problem solving.
Tuesday, May 20, 2008
The Brave Man
What can I say about him. He is one of the bravest of men ever. Ahmadi Nejad or Dr. Mahmoud Ahmadi Nejad was born in 1956 in the village of Aradan in the city of Garmsar. He moved and stayed in Tehran together with his family while he was still one-year old and completed his primary as well as his low and high secondary education there. In 1975, he successfully passed the university entrance exam with high marks and started his academic studies on the subject of civil engineering in the Science and Technology University in Tehran.
While still a student, Dr. Ahmadi Nejad engaged in political activities by attending religious and political meetings before the Islamic Revolution. With the victory of the Islamic Revolution, he became a founder and also a member of the Islamic Association of Students in the Science and Technology University. During the war imposed on Iran, Dr. Ahmadi Nejad was actively present as a member of the volunteer forces (Basij) in different parts and divisions of the battlefronts particularly in the war engineering division until the end of the war.
Dr. Ahmadi Nejad is married and has three children- two sons and one daughter.
May Allah always with you, brother.
Read More..
While still a student, Dr. Ahmadi Nejad engaged in political activities by attending religious and political meetings before the Islamic Revolution. With the victory of the Islamic Revolution, he became a founder and also a member of the Islamic Association of Students in the Science and Technology University. During the war imposed on Iran, Dr. Ahmadi Nejad was actively present as a member of the volunteer forces (Basij) in different parts and divisions of the battlefronts particularly in the war engineering division until the end of the war.
Dr. Ahmadi Nejad is married and has three children- two sons and one daughter.
May Allah always with you, brother.
Sunday, May 18, 2008
Screens down: students teach the wonders of technology
I received the notice via snail mail, interestingly enough, that my 9th-grade summer school students would each arrive with an Apple iBook in tow. The attached questionnaire asked how comfortable I felt with technology in the classroom, and might I possibly need a refresher course if I marked the box next to "What is a laptop?"
The incoming freshmen are the first class to enter this high school under the One to One program, one computer for every student. These kids were born with technology surrounding them and take the World Wide Web for granted. Many of their teachers, however, have had to learn these new school tricks.
I marked the box "Adequate Knowledge." I knew how to surf to my favorite web sites and have been known to give a PowerPoint presentation when the stars and planets were in perfect alignment. I'll admit I did wonder that first day, when each student unsheathed a sleek, white laptop from an aerodynamic black computer case, whether my old-school teaching moves could compete. Every subsequent morning was the same. Instead of pencil and paper, computers stood at the ready, screens up.
I wanted my students to know that their teacher was no tech slouch. I wrote my e-mail address on the whiteboard and told my students offhandedly that they could e-mail the homework. They quickly called my bluff. That first night, I received 19 e-mails and 19 attachments.
I have adapted. I've figured out how to write comments on the documents they send and, more impressively, mail each one back to the author. I use my "caps lock" key for this, although I was reminded by a visibly upset student one morning that using all capital letters online is read as shouting these days. I suppose my students will have to adapt to my daily rants.
There are obvious benefits to having technological aids at the fingertips of every student. Word meanings and origins are available within seconds. Quickly scribbled lecture notes no longer need to be deciphered later on. But there are also some drawbacks.
Yesterday, one of my students dropped his laptop on the floor. A stunned silence filled the room. Ever so lovingly, he gathered the fallen computer and flipped his screen up while the rest of us watched in horror, mouths agape. He reported somberly, "Yup, the screen is broken." This was a loaner computer, mind you. His own laptop was already in the school IT repair shop.
Excuses have evolved. The dog ate my homework doesn't cut it anymore. Three of my students pleaded with me for an extra day to complete a major project, citing "lack of power." (I assume they were referring to computer power.) We have all experienced the pain of technological malfunction. How can I not be sympathetic to their sob stories?
Back in the day, or last summer to be more precise, teachers were afforded at least a 24-hour cushion for returning student work. With the advent of e-mailed homework, I feel as if I've opened Pandora's inbox. If I receive a paper Saturday evening, I feel a burning need to grade it and respond with comments as quickly as possible, no matter what other plans I have. In short, the school week has become a seven-day week for student and teacher alike.
Technology is here to stay. I've requested mirrors for the walls of my classroom so that I can see who is IM-ing whom. In the meantime, when I see a student laughing while supposedly looking at a web site I know is not funny, I can go old school on him. Instead of "pencils down," though, the new phrase is "screens down!" Yeah, I can handle technology in the classroom.
Ian Earle teaches Spanish at Punahou School in Honolulu, Hawaii.
COPYRIGHT 2008 Hoover Institution Press
COPYRIGHT 2008 Gale, Cengage Learning
Read More..
The incoming freshmen are the first class to enter this high school under the One to One program, one computer for every student. These kids were born with technology surrounding them and take the World Wide Web for granted. Many of their teachers, however, have had to learn these new school tricks.
I marked the box "Adequate Knowledge." I knew how to surf to my favorite web sites and have been known to give a PowerPoint presentation when the stars and planets were in perfect alignment. I'll admit I did wonder that first day, when each student unsheathed a sleek, white laptop from an aerodynamic black computer case, whether my old-school teaching moves could compete. Every subsequent morning was the same. Instead of pencil and paper, computers stood at the ready, screens up.
I wanted my students to know that their teacher was no tech slouch. I wrote my e-mail address on the whiteboard and told my students offhandedly that they could e-mail the homework. They quickly called my bluff. That first night, I received 19 e-mails and 19 attachments.
I have adapted. I've figured out how to write comments on the documents they send and, more impressively, mail each one back to the author. I use my "caps lock" key for this, although I was reminded by a visibly upset student one morning that using all capital letters online is read as shouting these days. I suppose my students will have to adapt to my daily rants.
There are obvious benefits to having technological aids at the fingertips of every student. Word meanings and origins are available within seconds. Quickly scribbled lecture notes no longer need to be deciphered later on. But there are also some drawbacks.
Yesterday, one of my students dropped his laptop on the floor. A stunned silence filled the room. Ever so lovingly, he gathered the fallen computer and flipped his screen up while the rest of us watched in horror, mouths agape. He reported somberly, "Yup, the screen is broken." This was a loaner computer, mind you. His own laptop was already in the school IT repair shop.
Excuses have evolved. The dog ate my homework doesn't cut it anymore. Three of my students pleaded with me for an extra day to complete a major project, citing "lack of power." (I assume they were referring to computer power.) We have all experienced the pain of technological malfunction. How can I not be sympathetic to their sob stories?
Back in the day, or last summer to be more precise, teachers were afforded at least a 24-hour cushion for returning student work. With the advent of e-mailed homework, I feel as if I've opened Pandora's inbox. If I receive a paper Saturday evening, I feel a burning need to grade it and respond with comments as quickly as possible, no matter what other plans I have. In short, the school week has become a seven-day week for student and teacher alike.
Technology is here to stay. I've requested mirrors for the walls of my classroom so that I can see who is IM-ing whom. In the meantime, when I see a student laughing while supposedly looking at a web site I know is not funny, I can go old school on him. Instead of "pencils down," though, the new phrase is "screens down!" Yeah, I can handle technology in the classroom.
Ian Earle teaches Spanish at Punahou School in Honolulu, Hawaii.
COPYRIGHT 2008 Hoover Institution Press
COPYRIGHT 2008 Gale, Cengage Learning
Friday, May 2, 2008
Teaching Good Manners to your Teens
Manners instruction is always together from the other things, a parent or primary caregiver is obliged to do to elevate a steadfast, independent kid. It’s not a kind of add-on that is concentrate to after the learning and the soccer, dance and piano lessons are done. Instead, teaching and representation of good manners are essential to daily family life.
Most important ideas we are using behind the good manners we use these days: tradition, consideration, and common sense. Tradition is the practice of doing certain things like shaking hands and tipping hats.
Consideration is the most significant thought behind all good manners. Almost always, being thoughtful is being well-mannered. Consideration is just thinking concerning the way the other person feels. Being vulgar to someone is bad manners, not because any one says so, but because it causes upset feelings.
Nearly all good manners have in component of common sense. If you are standing in the rear of a jam-packed elevator, it's neither reasonable -nor good manners-to try approaching your way to the front so you can come out first from the crowed.
Good manners will help your kid, flourish in social situations.Whether your kid has a severe concern or is just uninterested and tired, you can help it understand that crying and earsplitting will not assist its circumstances. By become conscious that if you treat your kid as if you were speaking to a mature, using simpler wording and examples they can narrate to of course, your kid will older sooner and respect others silence and quite.
The rules enclosed individual conduct at home, at school, at play, in the road, at the table and general politeness. School rules accentuate that kids should respect teachers, other students and school belongings. Corrupt, untruthfulness and spinelessness were disheartened at school and play.
Manners are much more than just proverb please and thank you. It’s a way of showing gentleness and kindness. Whether we like it or not, people will judge our children on how they hold themselves. It’s much easier to teach good manners while our kids are young than it is to break bad habits when they are older. Voltaire said, “We cannot always necessitate; but we can always speak kindly
Manners and respect are always together. Children begin increasing respect for others by first mounting it for their parents. Children should be taught to behave in mannerly ways toward their parents. That means kids should not be permitted to call their parents by their first names, to interrupt adult conversations except in crisis, or to throw crabbiness when they don't get their way. We might even go so far as to commend that children be trained to react to all adults, including their parents.
By John David
http://www.free-articles-zone.com/article/70690/Teaching%20Good%20Manners%20to%20your%20Teens
Read More..
Most important ideas we are using behind the good manners we use these days: tradition, consideration, and common sense. Tradition is the practice of doing certain things like shaking hands and tipping hats.
Consideration is the most significant thought behind all good manners. Almost always, being thoughtful is being well-mannered. Consideration is just thinking concerning the way the other person feels. Being vulgar to someone is bad manners, not because any one says so, but because it causes upset feelings.
Nearly all good manners have in component of common sense. If you are standing in the rear of a jam-packed elevator, it's neither reasonable -nor good manners-to try approaching your way to the front so you can come out first from the crowed.
Good manners will help your kid, flourish in social situations.Whether your kid has a severe concern or is just uninterested and tired, you can help it understand that crying and earsplitting will not assist its circumstances. By become conscious that if you treat your kid as if you were speaking to a mature, using simpler wording and examples they can narrate to of course, your kid will older sooner and respect others silence and quite.
The rules enclosed individual conduct at home, at school, at play, in the road, at the table and general politeness. School rules accentuate that kids should respect teachers, other students and school belongings. Corrupt, untruthfulness and spinelessness were disheartened at school and play.
Manners are much more than just proverb please and thank you. It’s a way of showing gentleness and kindness. Whether we like it or not, people will judge our children on how they hold themselves. It’s much easier to teach good manners while our kids are young than it is to break bad habits when they are older. Voltaire said, “We cannot always necessitate; but we can always speak kindly
Manners and respect are always together. Children begin increasing respect for others by first mounting it for their parents. Children should be taught to behave in mannerly ways toward their parents. That means kids should not be permitted to call their parents by their first names, to interrupt adult conversations except in crisis, or to throw crabbiness when they don't get their way. We might even go so far as to commend that children be trained to react to all adults, including their parents.
By John David
http://www.free-articles-zone.com/article/70690/Teaching%20Good%20Manners%20to%20your%20Teens
akal sehat
Ada Band - Akal Sehat
dulu ku mencintaimuterasa bahagia
namun kau hilang tanpa jejak
membuat bertanya
apa salah diriku
hapus memori itu
tak semudah dibayangkan
bagai hantu di siang malam
mendera batinku
begitu rasuk kalbu
reff:
akal sehat ku berhenti
kala menatap indah matamu
hingga melumpuhkan jiwa
kau mencuri perhatian dan sayangku
takkan lagi ku pungkiri semua
saat kucoba tegar
hadirmu kembali
ada dera di sekujur tubuh
lelah tuk berpikir
sakit ku melihatnya
bawa sejuta maaf
entah dari hati
letakkan janji sekali lagi
di atas segalanya
hanya pelarian tanpa ujungrepeat reff [3x]
aku memang cinta padamu
Read More..Thursday, May 1, 2008
KESULITAN BELAJAR SISWA DAN BIMBINGAN BELAJAR
A. Kesulitan Belajar.
Dalam kegiatan pembelajaran di sekolah, kita dihadapkan dengan sejumlah karakterisktik siswa yang beraneka ragam. Ada siswa yang dapat menempuh kegiatan belajarnya secara lancar dan berhasil tanpa mengalami kesulitan, namun di sisi lain tidak sedikit pula siswa yang justru dalam belajarnya mengalami berbagai kesulitan. Kesulitan belajar siswa ditunjukkan oleh adanya hambatan-hambatan tertentu untuk mencapai hasil belajar, dan dapat bersifat psikologis, sosiologis, maupun fisiologis, sehingga pada akhirnya dapat menyebabkan prestasi belajar yang dicapainya berada di bawah semestinya.
Kesulitan belajar siswa mencakup pengetian yang luas, diantaranya : (a) learning disorder; (b) learning disfunction; (c) underachiever; (d) slow learner, dan (e) learning diasbilities. Di bawah ini akan diuraikan dari masing-masing pengertian tersebut.
Learning Disorder atau kekacauan belajar adalah keadaan dimana proses belajar seseorang terganggu karena timbulnya respons yang bertentangan. Pada dasarnya, yang mengalami kekacauan belajar, potensi dasarnya tidak dirugikan, akan tetapi belajarnya terganggu atau terhambat oleh adanya respons-respons yang bertentangan, sehingga hasil belajar yang dicapainya lebih rendah dari potensi yang dimilikinya. Contoh : siswa yang sudah terbiasa dengan olah raga keras seperti karate, tinju dan sejenisnya, mungkin akan mengalami kesulitan dalam belajar menari yang menuntut gerakan lemah-gemulai.
Learning Disfunction merupakan gejala dimana proses belajar yang dilakukan siswa tidak berfungsi dengan baik, meskipun sebenarnya siswa tersebut tidak menunjukkan adanya subnormalitas mental, gangguan alat dria, atau gangguan psikologis lainnya. Contoh : siswa yang yang memiliki postur tubuh yang tinggi atletis dan sangat cocok menjadi atlet bola volley, namun karena tidak pernah dilatih bermain bola volley, maka dia tidak dapat menguasai permainan volley dengan baik.
Under Achiever mengacu kepada siswa yang sesungguhnya memiliki tingkat potensi intelektual yang tergolong di atas normal, tetapi prestasi belajarnya tergolong rendah. Contoh : siswa yang telah dites kecerdasannya dan menunjukkan tingkat kecerdasan tergolong sangat unggul (IQ = 130 – 140), namun prestasi belajarnya biasa-biasa saja atau malah sangat rendah.
Slow Learner atau lambat belajar adalah siswa yang lambat dalam proses belajar, sehingga ia membutuhkan waktu yang lebih lama dibandingkan sekelompok siswa lain yang memiliki taraf potensi intelektual yang sama.
Learning Disabilities atau ketidakmampuan belajar mengacu pada gejala dimana siswa tidak mampu belajar atau menghindari belajar, sehingga hasil belajar di bawah potensi intelektualnya.
Siswa yang mengalami kesulitan belajar seperti tergolong dalam pengertian di atas akan tampak dari berbagai gejala yang dimanifestasikan dalam perilakunya, baik aspek psikomotorik, kognitif, konatif maupun afektif . Beberapa perilaku yang merupakan manifestasi gejala kesulitan belajar, antara lain :
Menunjukkan hasil belajar yang rendah di bawah rata-rata nilai yang dicapai oleh kelompoknya atau di bawah potensi yang dimilikinya.
Hasil yang dicapai tidak seimbang dengan usaha yang telah dilakukan. Mungkin ada siswa yang sudah berusaha giat belajar, tapi nilai yang diperolehnya selalu rendah
Lambat dalam melakukan tugas-tugas kegiatan belajarnya dan selalu tertinggal dari kawan-kawannya dari waktu yang disediakan.
Menunjukkan sikap-sikap yang tidak wajar, seperti: acuh tak acuh, menentang, berpura-pura, dusta dan sebagainya.
Menunjukkan perilaku yang berkelainan, seperti membolos, datang terlambat, tidak mengerjakan pekerjaan rumah, mengganggu di dalam atau pun di luar kelas, tidak mau mencatat pelajaran, tidak teratur dalam kegiatan belajar, dan sebagainya.
Menunjukkan gejala emosional yang kurang wajar, seperti : pemurung, mudah tersinggung, pemarah, tidak atau kurang gembira dalam menghadapi situasi tertentu. Misalnya dalam menghadapi nilai rendah, tidak menunjukkan perasaan sedih atau menyesal, dan sebagainya.
Sementara itu, Burton (Abin Syamsuddin. 2003) mengidentifikasi siswa yang diduga mengalami kesulitan belajar, yang ditunjukkan oleh adanya kegagalan siswa dalam mencapai tujuan-tujuan belajar. Menurut dia bahwa siswa dikatakan gagal dalam belajar apabila :
Dalam batas waktu tertentu yang bersangkutan tidak mencapai ukuran tingkat keberhasilan atau tingkat penguasaan materi (mastery level) minimal dalam pelajaran tertentu yang telah ditetapkan oleh guru (criterion reference).
Tidak dapat mengerjakan atau mencapai prestasi semestinya, dilihat berdasarkan ukuran tingkat kemampuan, bakat, atau kecerdasan yang dimilikinya. Siswa ini dapat digolongkan ke dalam under achiever.
Tidak berhasil tingkat penguasaan materi (mastery level) yang diperlukan sebagai prasyarat bagi kelanjutan tingkat pelajaran berikutnya. Siswa ini dapat digolongkan ke dalam slow learner atau belum matang (immature), sehingga harus menjadi pengulang (repeater)
Untuk dapat menetapkan gejala kesulitan belajar dan menandai siswa yang mengalami kesulitan belajar, maka diperlukan kriteria sebagai batas atau patokan, sehingga dengan kriteria ini dapat ditetapkan batas dimana siswa dapat diperkirakan mengalami kesulitan belajar. Terdapat empat ukuran dapat menentukan kegagalan atau kemajuan belajar siswa : (1) tujuan pendidikan; (2) kedudukan dalam kelompok; (3) tingkat pencapaian hasil belajar dibandinngkan dengan potensi; dan (4) kepribadian.
1. Tujuan pendidikan
Dalam keseluruhan sistem pendidikan, tujuan pendidikan merupakan salah satu komponen pendidikan yang penting, karena akan memberikan arah proses kegiatan pendidikan. Segenap kegiatan pendidikan atau kegiatan pembelajaran diarahkan guna mencapai tujuan pembelajaran. Siswa yang dapat mencapai target tujuan-tujuan tersebut dapat dianggap sebagai siswa yang berhasil. Sedangkan, apabila siswa tidak mampu mencapai tujuan-tujuan tersebut dapat dikatakan mengalami kesulitan belajar. Untuk menandai mereka yang mendapat hambatan pencapaian tujuan pembelajaran, maka sebelum proses belajar dimulai, tujuan harus dirumuskan secara jelas dan operasional. Selanjutnya, hasil belajar yang dicapai dijadikan sebagai tingkat pencapaian tujuan tersebut. Secara statistik, berdasarkan distribusi normal, seseorang dikatakan berhasil jika siswa telah dapat menguasai sekurang-kurangnya 60% dari seluruh tujuan yang harus dicapai. Namun jika menggunakan konsep pembelajaran tuntas (mastery learning) dengan menggunakan penilaian acuan patokan, seseorang dikatakan telah berhasil dalam belajar apabila telah menguasai standar minimal ketuntasan yang telah ditentukan sebelumnya atau sekarang lazim disebut Kriteria Ketuntasan Minimal (KKM). Sebaliknya, jika penguasaan ketuntasan di bawah kriteria minimal maka siswa tersebut dikatakan mengalami kegagalan dalam belajar. Teknik yang dapat digunakan ialah dengan cara menganalisis prestasi belajar dalam bentuk nilai hasil belajar.
2. Kedudukan dalam Kelompok
Kedudukan seorang siswa dalam kelompoknya akan menjadi ukuran dalam pencapaian hasil belajarnya. Siswa dikatakan mengalami kesulitan belajar, apabila memperoleh prestasi belajar di bawah prestasi rata-rata kelompok secara keseluruhan. Misalnya, rata-rata prestasi belajar kelompok 8, siswa yang mendapat nilai di bawah angka 8, diperkirakan mengalami kesulitan belajar. Dengan demikian, nilai yang dicapai seorang akan memberikan arti yang lebih jelas setelah dibandingkan dengan prestasi yang lain dalam kelompoknya. Dengan norma ini, guru akan dapat menandai siswa-siswa yang diperkirakan mendapat kesulitan belajar, yaitu siswa yang mendapat prestasi di bawah prestasi kelompok secara keseluruhan.
Secara statistik, mereka yang diperkirakan mengalami kesulitan adalah mereka yang menduduki 25 % di bawah urutan kelompok, yang biasa disebut dengan lower group. Dengan teknik ini, kita mengurutkan siswa berdasarkan nilai nilai yang dicapainya. dari yang paling tinggi hingga yang paling rendah, sehingga siswa mendapat nomor urut prestasi (ranking). Mereka yang menduduki posisi 25 % di bawah diperkirakan mengalami kesulitan belajar. Teknik lain ialah dengan membandingkan prestasi belajar setiap siswa dengan prestasi rata-rata kelompok. Siswa yang mendapat prestasi di bawah rata – rata kelompok diperkirakan pula mengalami kesulitan belajar.
3. Perbandingan antara potensi dan prestasi
Prestasi belajar yang dicapai seorang siswa akan tergantung dari tingkat potensinya, baik yang berupa kecerdasan maupun bakat. Siswa yang berpotensi tinggi cenderung dan seyogyanya dapat memperoleh prestasi belajar yang tinggi pula. Sebaliknya, siswa yang memiliki potensi yang rendah cenderung untuk memperoleh prestasi belajar yang rendah pula. Dengan membandingkan antara potensi dengan prestasi belajar yang dicapainya kita dapat memperkirakan sampai sejauhmana dapat merealisasikan potensi yang dimikinya. Siswa dikatakan mengalami kesulitan belajar, apabila prestasi yang dicapainya tidak sesuai dengan potensi yang dimilikinya. Misalkan, seorang siswa setelah mengikuti pemeriksaan psikologis diketahui memiliki tingkat kecerdasan (IQ) sebesar 120, termasuk kategori cerdas dalam skala Simon & Binnet. Namun ternyata hasil belajarnya hanya mendapat nilai angka 6, yang seharusnya dengan tingkat kecerdasan yang dimikinya dia paling tidak dia bisa memperoleh angka 8. Contoh di atas menggambarkan adanya gejala kesulitan belajar, yang biasa disebut dengan istilah underachiever.
4. Kepribadian
Hasil belajar yang dicapai oleh seseorang akan tercerminkan dalam seluruh kepribadiannya. Setiap proses belajar akan menghasilkan perubahan-perubahan dalam aspek kepribadian. Siswa yang berhasil dalam belajar akan menunjukkan pola-pola kepribadian tertentu, sesuai dengan tujuan yang tujuan pembelajaran yang telah ditetapkan. Siswa diakatan mengalami kesulitan belajar, apabila menunjukkan pola-pola perilaku atau kepribadian yang menyimpang dari seharusnya, seperti : acuh tak acuh, melalaikan tugas, sering membolos, menentang, isolated, motivasi lemah, emosi yang tidak seimbang dan sebagainya.
B. Bimbingan Belajar
Bimbingan belajar merupakan upaya guru untuk membantu siswa yang mengalami kesulitan dalam belajarnya. Secara umum, prosedur bimbingan belajar dapat ditempuh melalui langkah-langkah sebagai berikut
1. Identifikasi kasus
Identifikasi kasus merupakan upaya untuk menemukan siswa yang diduga memerlukan layanan bimbingan belajar. Robinson dalam Abin Syamsuddin Makmun (2003) memberikan beberapa pendekatan yang dapat dilakukan untuk mendeteksi siswa yang diduga mebutuhkan layanan bimbingan belajar, yakni :
Call them approach; melakukan wawancara dengan memanggil semua siswa secara bergiliran sehingga dengan cara ini akan dapat ditemukan siswa yang benar-benar membutuhkan layanan bimbingan.
Maintain good relationship; menciptakan hubungan yang baik, penuh keakraban sehingga tidak terjadi jurang pemisah antara guru dengan siswa. Hal ini dapat dilaksanakan melalui berbagai cara yang tidak hanya terbatas pada hubungan kegiatan belajar mengajar saja, misalnya melalui kegiatan ekstra kurikuler, rekreasi dan situasi-situasi informal lainnya.
Developing a desire for counseling; menciptakan suasana yang menimbulkan ke arah penyadaran siswa akan masalah yang dihadapinya. Misalnya dengan cara mendiskusikan dengan siswa yang bersangkutan tentang hasil dari suatu tes, seperti tes inteligensi, tes bakat, dan hasil pengukuran lainnya untuk dianalisis bersama serta diupayakan berbagai tindak lanjutnya.
Melakukan analisis terhadap hasil belajar siswa, dengan cara ini bisa diketahui tingkat dan jenis kesulitan atau kegagalan belajar yang dihadapi siswa.
Melakukan analisis sosiometris, dengan cara ini dapat ditemukan siswa yang diduga mengalami kesulitan penyesuaian sosial
2. Identifikasi Masalah
Langkah ini merupakan upaya untuk memahami jenis, karakteristik kesulitan atau masalah yang dihadapi siswa. Dalam konteks Proses Belajar Mengajar, permasalahan siswa dapat berkenaan dengan aspek : (a) substansial – material; (b) struktural – fungsional; (c) behavioral; dan atau (d) personality. Untuk mengidentifikasi masalah siswa, Prayitno dkk. telah mengembangkan suatu instrumen untuk melacak masalah siswa, dengan apa yang disebut Alat Ungkap Masalah (AUM). Instrumen ini sangat membantu untuk mendeteksi lokasi kesulitan yang dihadapi siswa, seputar aspek : (a) jasmani dan kesehatan; (b) diri pribadi; (c) hubungan sosial; (d) ekonomi dan keuangan; (e) karier dan pekerjaan; (f) pendidikan dan pelajaran; (g) agama, nilai dan moral; (h) hubungan muda-mudi; (i) keadaan dan hubungan keluarga; dan (j) waktu senggang.
3. Diagnosis
Diagnosis merupakan upaya untuk menemukan faktor-faktor penyebab atau yang melatarbelakangi timbulnya masalah siswa. Dalam konteks Proses Belajar Mengajar faktor-faktor yang penyebab kegagalan belajar siswa, bisa dilihat dari segi input, proses, ataupun out put belajarnya. W.H. Burton membagi ke dalam dua bagian faktor – faktor yang mungkin dapat menimbulkan kesulitan atau kegagalan belajar siswa, yaitu : (a) faktor internal; faktor yang besumber dari dalam diri siswa itu sendiri, seperti : kondisi jasmani dan kesehatan, kecerdasan, bakat, kepribadian, emosi, sikap serta kondisi-kondisi psikis lainnya; dan (b) faktor eksternal, seperti : lingkungan rumah, lingkungan sekolah termasuk didalamnya faktor guru dan lingkungan sosial dan sejenisnya.
4. Prognosis
Langkah ini untuk memperkirakan apakah masalah yang dialami siswa masih mungkin untuk diatasi serta menentukan berbagai alternatif pemecahannya, Hal ini dilakukan dengan cara mengintegrasikan dan menginterpretasikan hasil-hasil langkah kedua dan ketiga. Proses mengambil keputusan pada tahap ini seyogyanya terlebih dahulu dilaksanakan konferensi kasus, dengan melibatkan pihak-pihak yang kompeten untuk diminta bekerja sama menangani kasus - kasus yang dihadapi.
5. Remedial atau referal (Alih Tangan Kasus)
Jika jenis dan sifat serta sumber permasalahannya masih berkaitan dengan sistem pembelajaran dan masih masih berada dalam kesanggupan dan kemampuan guru atau guru pembimbing, pemberian bantuan bimbingan dapat dilakukan oleh guru atau guru pembimbing itu sendiri. Namun, jika permasalahannya menyangkut aspek-aspek kepribadian yang lebih mendalam dan lebih luas maka selayaknya tugas guru atau guru pembimbing sebatas hanya membuat rekomendasi kepada ahli yang lebih kompeten.
6. Evaluasi dan Follow Up
Cara manapun yang ditempuh, evaluasi atas usaha pemecahan masalah seyogyanya dilakukan evaluasi dan tindak lanjut, untuk melihat seberapa pengaruh tindakan bantuan (treatment) yang telah diberikan terhadap pemecahan masalah yang dihadapi siswa.
Berkenaan dengan evaluasi bimbingan, Depdiknas telah memberikan kriteria-kriteria keberhasilan layanan bimbingan belajar, yaitu :
Berkembangnya pemahaman baru yang diperoleh siswa berkaitan dengan masalah yang dibahas;
Perasaan positif sebagai dampak dari proses dan materi yang dibawakan melalui layanan, dan
Rencana kegiatan yang akan dilaksanakan oleh siswa sesudah pelaksanaan layanan dalam rangka mewujudkan upaya lebih lanjut pengentasan masalah yang dialaminya.
Sementara itu, Robinson dalam Abin Syamsuddin Makmun (2003) mengemukakan beberapa kriteria dari keberhasilan dan efektivitas layanan yang telah diberikan, yaitu apabila:
Siswa telah menyadari (to be aware of) atas adanya masalah yang dihadapi.
Siswa telah memahami (self insight) permasalahan yang dihadapi.
Siswa telah mulai menunjukkan kesediaan untuk menerima kenyataan diri dan masalahnya secara obyektif (self acceptance).
Siswa telah menurun ketegangan emosinya (emotion stress release).
Siswa telah menurun penentangan terhadap lingkungannya
Siswa mulai menunjukkan kemampuannya dalam mempertimbangkan, mengadakan pilihan dan mengambil keputusan secara sehat dan rasional.
Siswa telah menunjukkan kemampuan melakukan usaha –usaha perbaikan dan penyesuaian diri terhadap lingkungannya, sesuai dengan dasar pertimbangan dan keputusan yang telah diambilnya
Oleh : Drs. Akhmad Sudrajat,M.Pd.
http://akhmadsudrajat.wordpress.com/2008/01/25/kesulitan-dan-bimbingan-belajar/#comment-1404
Read More..
Dalam kegiatan pembelajaran di sekolah, kita dihadapkan dengan sejumlah karakterisktik siswa yang beraneka ragam. Ada siswa yang dapat menempuh kegiatan belajarnya secara lancar dan berhasil tanpa mengalami kesulitan, namun di sisi lain tidak sedikit pula siswa yang justru dalam belajarnya mengalami berbagai kesulitan. Kesulitan belajar siswa ditunjukkan oleh adanya hambatan-hambatan tertentu untuk mencapai hasil belajar, dan dapat bersifat psikologis, sosiologis, maupun fisiologis, sehingga pada akhirnya dapat menyebabkan prestasi belajar yang dicapainya berada di bawah semestinya.
Kesulitan belajar siswa mencakup pengetian yang luas, diantaranya : (a) learning disorder; (b) learning disfunction; (c) underachiever; (d) slow learner, dan (e) learning diasbilities. Di bawah ini akan diuraikan dari masing-masing pengertian tersebut.
Learning Disorder atau kekacauan belajar adalah keadaan dimana proses belajar seseorang terganggu karena timbulnya respons yang bertentangan. Pada dasarnya, yang mengalami kekacauan belajar, potensi dasarnya tidak dirugikan, akan tetapi belajarnya terganggu atau terhambat oleh adanya respons-respons yang bertentangan, sehingga hasil belajar yang dicapainya lebih rendah dari potensi yang dimilikinya. Contoh : siswa yang sudah terbiasa dengan olah raga keras seperti karate, tinju dan sejenisnya, mungkin akan mengalami kesulitan dalam belajar menari yang menuntut gerakan lemah-gemulai.
Learning Disfunction merupakan gejala dimana proses belajar yang dilakukan siswa tidak berfungsi dengan baik, meskipun sebenarnya siswa tersebut tidak menunjukkan adanya subnormalitas mental, gangguan alat dria, atau gangguan psikologis lainnya. Contoh : siswa yang yang memiliki postur tubuh yang tinggi atletis dan sangat cocok menjadi atlet bola volley, namun karena tidak pernah dilatih bermain bola volley, maka dia tidak dapat menguasai permainan volley dengan baik.
Under Achiever mengacu kepada siswa yang sesungguhnya memiliki tingkat potensi intelektual yang tergolong di atas normal, tetapi prestasi belajarnya tergolong rendah. Contoh : siswa yang telah dites kecerdasannya dan menunjukkan tingkat kecerdasan tergolong sangat unggul (IQ = 130 – 140), namun prestasi belajarnya biasa-biasa saja atau malah sangat rendah.
Slow Learner atau lambat belajar adalah siswa yang lambat dalam proses belajar, sehingga ia membutuhkan waktu yang lebih lama dibandingkan sekelompok siswa lain yang memiliki taraf potensi intelektual yang sama.
Learning Disabilities atau ketidakmampuan belajar mengacu pada gejala dimana siswa tidak mampu belajar atau menghindari belajar, sehingga hasil belajar di bawah potensi intelektualnya.
Siswa yang mengalami kesulitan belajar seperti tergolong dalam pengertian di atas akan tampak dari berbagai gejala yang dimanifestasikan dalam perilakunya, baik aspek psikomotorik, kognitif, konatif maupun afektif . Beberapa perilaku yang merupakan manifestasi gejala kesulitan belajar, antara lain :
Menunjukkan hasil belajar yang rendah di bawah rata-rata nilai yang dicapai oleh kelompoknya atau di bawah potensi yang dimilikinya.
Hasil yang dicapai tidak seimbang dengan usaha yang telah dilakukan. Mungkin ada siswa yang sudah berusaha giat belajar, tapi nilai yang diperolehnya selalu rendah
Lambat dalam melakukan tugas-tugas kegiatan belajarnya dan selalu tertinggal dari kawan-kawannya dari waktu yang disediakan.
Menunjukkan sikap-sikap yang tidak wajar, seperti: acuh tak acuh, menentang, berpura-pura, dusta dan sebagainya.
Menunjukkan perilaku yang berkelainan, seperti membolos, datang terlambat, tidak mengerjakan pekerjaan rumah, mengganggu di dalam atau pun di luar kelas, tidak mau mencatat pelajaran, tidak teratur dalam kegiatan belajar, dan sebagainya.
Menunjukkan gejala emosional yang kurang wajar, seperti : pemurung, mudah tersinggung, pemarah, tidak atau kurang gembira dalam menghadapi situasi tertentu. Misalnya dalam menghadapi nilai rendah, tidak menunjukkan perasaan sedih atau menyesal, dan sebagainya.
Sementara itu, Burton (Abin Syamsuddin. 2003) mengidentifikasi siswa yang diduga mengalami kesulitan belajar, yang ditunjukkan oleh adanya kegagalan siswa dalam mencapai tujuan-tujuan belajar. Menurut dia bahwa siswa dikatakan gagal dalam belajar apabila :
Dalam batas waktu tertentu yang bersangkutan tidak mencapai ukuran tingkat keberhasilan atau tingkat penguasaan materi (mastery level) minimal dalam pelajaran tertentu yang telah ditetapkan oleh guru (criterion reference).
Tidak dapat mengerjakan atau mencapai prestasi semestinya, dilihat berdasarkan ukuran tingkat kemampuan, bakat, atau kecerdasan yang dimilikinya. Siswa ini dapat digolongkan ke dalam under achiever.
Tidak berhasil tingkat penguasaan materi (mastery level) yang diperlukan sebagai prasyarat bagi kelanjutan tingkat pelajaran berikutnya. Siswa ini dapat digolongkan ke dalam slow learner atau belum matang (immature), sehingga harus menjadi pengulang (repeater)
Untuk dapat menetapkan gejala kesulitan belajar dan menandai siswa yang mengalami kesulitan belajar, maka diperlukan kriteria sebagai batas atau patokan, sehingga dengan kriteria ini dapat ditetapkan batas dimana siswa dapat diperkirakan mengalami kesulitan belajar. Terdapat empat ukuran dapat menentukan kegagalan atau kemajuan belajar siswa : (1) tujuan pendidikan; (2) kedudukan dalam kelompok; (3) tingkat pencapaian hasil belajar dibandinngkan dengan potensi; dan (4) kepribadian.
1. Tujuan pendidikan
Dalam keseluruhan sistem pendidikan, tujuan pendidikan merupakan salah satu komponen pendidikan yang penting, karena akan memberikan arah proses kegiatan pendidikan. Segenap kegiatan pendidikan atau kegiatan pembelajaran diarahkan guna mencapai tujuan pembelajaran. Siswa yang dapat mencapai target tujuan-tujuan tersebut dapat dianggap sebagai siswa yang berhasil. Sedangkan, apabila siswa tidak mampu mencapai tujuan-tujuan tersebut dapat dikatakan mengalami kesulitan belajar. Untuk menandai mereka yang mendapat hambatan pencapaian tujuan pembelajaran, maka sebelum proses belajar dimulai, tujuan harus dirumuskan secara jelas dan operasional. Selanjutnya, hasil belajar yang dicapai dijadikan sebagai tingkat pencapaian tujuan tersebut. Secara statistik, berdasarkan distribusi normal, seseorang dikatakan berhasil jika siswa telah dapat menguasai sekurang-kurangnya 60% dari seluruh tujuan yang harus dicapai. Namun jika menggunakan konsep pembelajaran tuntas (mastery learning) dengan menggunakan penilaian acuan patokan, seseorang dikatakan telah berhasil dalam belajar apabila telah menguasai standar minimal ketuntasan yang telah ditentukan sebelumnya atau sekarang lazim disebut Kriteria Ketuntasan Minimal (KKM). Sebaliknya, jika penguasaan ketuntasan di bawah kriteria minimal maka siswa tersebut dikatakan mengalami kegagalan dalam belajar. Teknik yang dapat digunakan ialah dengan cara menganalisis prestasi belajar dalam bentuk nilai hasil belajar.
2. Kedudukan dalam Kelompok
Kedudukan seorang siswa dalam kelompoknya akan menjadi ukuran dalam pencapaian hasil belajarnya. Siswa dikatakan mengalami kesulitan belajar, apabila memperoleh prestasi belajar di bawah prestasi rata-rata kelompok secara keseluruhan. Misalnya, rata-rata prestasi belajar kelompok 8, siswa yang mendapat nilai di bawah angka 8, diperkirakan mengalami kesulitan belajar. Dengan demikian, nilai yang dicapai seorang akan memberikan arti yang lebih jelas setelah dibandingkan dengan prestasi yang lain dalam kelompoknya. Dengan norma ini, guru akan dapat menandai siswa-siswa yang diperkirakan mendapat kesulitan belajar, yaitu siswa yang mendapat prestasi di bawah prestasi kelompok secara keseluruhan.
Secara statistik, mereka yang diperkirakan mengalami kesulitan adalah mereka yang menduduki 25 % di bawah urutan kelompok, yang biasa disebut dengan lower group. Dengan teknik ini, kita mengurutkan siswa berdasarkan nilai nilai yang dicapainya. dari yang paling tinggi hingga yang paling rendah, sehingga siswa mendapat nomor urut prestasi (ranking). Mereka yang menduduki posisi 25 % di bawah diperkirakan mengalami kesulitan belajar. Teknik lain ialah dengan membandingkan prestasi belajar setiap siswa dengan prestasi rata-rata kelompok. Siswa yang mendapat prestasi di bawah rata – rata kelompok diperkirakan pula mengalami kesulitan belajar.
3. Perbandingan antara potensi dan prestasi
Prestasi belajar yang dicapai seorang siswa akan tergantung dari tingkat potensinya, baik yang berupa kecerdasan maupun bakat. Siswa yang berpotensi tinggi cenderung dan seyogyanya dapat memperoleh prestasi belajar yang tinggi pula. Sebaliknya, siswa yang memiliki potensi yang rendah cenderung untuk memperoleh prestasi belajar yang rendah pula. Dengan membandingkan antara potensi dengan prestasi belajar yang dicapainya kita dapat memperkirakan sampai sejauhmana dapat merealisasikan potensi yang dimikinya. Siswa dikatakan mengalami kesulitan belajar, apabila prestasi yang dicapainya tidak sesuai dengan potensi yang dimilikinya. Misalkan, seorang siswa setelah mengikuti pemeriksaan psikologis diketahui memiliki tingkat kecerdasan (IQ) sebesar 120, termasuk kategori cerdas dalam skala Simon & Binnet. Namun ternyata hasil belajarnya hanya mendapat nilai angka 6, yang seharusnya dengan tingkat kecerdasan yang dimikinya dia paling tidak dia bisa memperoleh angka 8. Contoh di atas menggambarkan adanya gejala kesulitan belajar, yang biasa disebut dengan istilah underachiever.
4. Kepribadian
Hasil belajar yang dicapai oleh seseorang akan tercerminkan dalam seluruh kepribadiannya. Setiap proses belajar akan menghasilkan perubahan-perubahan dalam aspek kepribadian. Siswa yang berhasil dalam belajar akan menunjukkan pola-pola kepribadian tertentu, sesuai dengan tujuan yang tujuan pembelajaran yang telah ditetapkan. Siswa diakatan mengalami kesulitan belajar, apabila menunjukkan pola-pola perilaku atau kepribadian yang menyimpang dari seharusnya, seperti : acuh tak acuh, melalaikan tugas, sering membolos, menentang, isolated, motivasi lemah, emosi yang tidak seimbang dan sebagainya.
B. Bimbingan Belajar
Bimbingan belajar merupakan upaya guru untuk membantu siswa yang mengalami kesulitan dalam belajarnya. Secara umum, prosedur bimbingan belajar dapat ditempuh melalui langkah-langkah sebagai berikut
1. Identifikasi kasus
Identifikasi kasus merupakan upaya untuk menemukan siswa yang diduga memerlukan layanan bimbingan belajar. Robinson dalam Abin Syamsuddin Makmun (2003) memberikan beberapa pendekatan yang dapat dilakukan untuk mendeteksi siswa yang diduga mebutuhkan layanan bimbingan belajar, yakni :
Call them approach; melakukan wawancara dengan memanggil semua siswa secara bergiliran sehingga dengan cara ini akan dapat ditemukan siswa yang benar-benar membutuhkan layanan bimbingan.
Maintain good relationship; menciptakan hubungan yang baik, penuh keakraban sehingga tidak terjadi jurang pemisah antara guru dengan siswa. Hal ini dapat dilaksanakan melalui berbagai cara yang tidak hanya terbatas pada hubungan kegiatan belajar mengajar saja, misalnya melalui kegiatan ekstra kurikuler, rekreasi dan situasi-situasi informal lainnya.
Developing a desire for counseling; menciptakan suasana yang menimbulkan ke arah penyadaran siswa akan masalah yang dihadapinya. Misalnya dengan cara mendiskusikan dengan siswa yang bersangkutan tentang hasil dari suatu tes, seperti tes inteligensi, tes bakat, dan hasil pengukuran lainnya untuk dianalisis bersama serta diupayakan berbagai tindak lanjutnya.
Melakukan analisis terhadap hasil belajar siswa, dengan cara ini bisa diketahui tingkat dan jenis kesulitan atau kegagalan belajar yang dihadapi siswa.
Melakukan analisis sosiometris, dengan cara ini dapat ditemukan siswa yang diduga mengalami kesulitan penyesuaian sosial
2. Identifikasi Masalah
Langkah ini merupakan upaya untuk memahami jenis, karakteristik kesulitan atau masalah yang dihadapi siswa. Dalam konteks Proses Belajar Mengajar, permasalahan siswa dapat berkenaan dengan aspek : (a) substansial – material; (b) struktural – fungsional; (c) behavioral; dan atau (d) personality. Untuk mengidentifikasi masalah siswa, Prayitno dkk. telah mengembangkan suatu instrumen untuk melacak masalah siswa, dengan apa yang disebut Alat Ungkap Masalah (AUM). Instrumen ini sangat membantu untuk mendeteksi lokasi kesulitan yang dihadapi siswa, seputar aspek : (a) jasmani dan kesehatan; (b) diri pribadi; (c) hubungan sosial; (d) ekonomi dan keuangan; (e) karier dan pekerjaan; (f) pendidikan dan pelajaran; (g) agama, nilai dan moral; (h) hubungan muda-mudi; (i) keadaan dan hubungan keluarga; dan (j) waktu senggang.
3. Diagnosis
Diagnosis merupakan upaya untuk menemukan faktor-faktor penyebab atau yang melatarbelakangi timbulnya masalah siswa. Dalam konteks Proses Belajar Mengajar faktor-faktor yang penyebab kegagalan belajar siswa, bisa dilihat dari segi input, proses, ataupun out put belajarnya. W.H. Burton membagi ke dalam dua bagian faktor – faktor yang mungkin dapat menimbulkan kesulitan atau kegagalan belajar siswa, yaitu : (a) faktor internal; faktor yang besumber dari dalam diri siswa itu sendiri, seperti : kondisi jasmani dan kesehatan, kecerdasan, bakat, kepribadian, emosi, sikap serta kondisi-kondisi psikis lainnya; dan (b) faktor eksternal, seperti : lingkungan rumah, lingkungan sekolah termasuk didalamnya faktor guru dan lingkungan sosial dan sejenisnya.
4. Prognosis
Langkah ini untuk memperkirakan apakah masalah yang dialami siswa masih mungkin untuk diatasi serta menentukan berbagai alternatif pemecahannya, Hal ini dilakukan dengan cara mengintegrasikan dan menginterpretasikan hasil-hasil langkah kedua dan ketiga. Proses mengambil keputusan pada tahap ini seyogyanya terlebih dahulu dilaksanakan konferensi kasus, dengan melibatkan pihak-pihak yang kompeten untuk diminta bekerja sama menangani kasus - kasus yang dihadapi.
5. Remedial atau referal (Alih Tangan Kasus)
Jika jenis dan sifat serta sumber permasalahannya masih berkaitan dengan sistem pembelajaran dan masih masih berada dalam kesanggupan dan kemampuan guru atau guru pembimbing, pemberian bantuan bimbingan dapat dilakukan oleh guru atau guru pembimbing itu sendiri. Namun, jika permasalahannya menyangkut aspek-aspek kepribadian yang lebih mendalam dan lebih luas maka selayaknya tugas guru atau guru pembimbing sebatas hanya membuat rekomendasi kepada ahli yang lebih kompeten.
6. Evaluasi dan Follow Up
Cara manapun yang ditempuh, evaluasi atas usaha pemecahan masalah seyogyanya dilakukan evaluasi dan tindak lanjut, untuk melihat seberapa pengaruh tindakan bantuan (treatment) yang telah diberikan terhadap pemecahan masalah yang dihadapi siswa.
Berkenaan dengan evaluasi bimbingan, Depdiknas telah memberikan kriteria-kriteria keberhasilan layanan bimbingan belajar, yaitu :
Berkembangnya pemahaman baru yang diperoleh siswa berkaitan dengan masalah yang dibahas;
Perasaan positif sebagai dampak dari proses dan materi yang dibawakan melalui layanan, dan
Rencana kegiatan yang akan dilaksanakan oleh siswa sesudah pelaksanaan layanan dalam rangka mewujudkan upaya lebih lanjut pengentasan masalah yang dialaminya.
Sementara itu, Robinson dalam Abin Syamsuddin Makmun (2003) mengemukakan beberapa kriteria dari keberhasilan dan efektivitas layanan yang telah diberikan, yaitu apabila:
Siswa telah menyadari (to be aware of) atas adanya masalah yang dihadapi.
Siswa telah memahami (self insight) permasalahan yang dihadapi.
Siswa telah mulai menunjukkan kesediaan untuk menerima kenyataan diri dan masalahnya secara obyektif (self acceptance).
Siswa telah menurun ketegangan emosinya (emotion stress release).
Siswa telah menurun penentangan terhadap lingkungannya
Siswa mulai menunjukkan kemampuannya dalam mempertimbangkan, mengadakan pilihan dan mengambil keputusan secara sehat dan rasional.
Siswa telah menunjukkan kemampuan melakukan usaha –usaha perbaikan dan penyesuaian diri terhadap lingkungannya, sesuai dengan dasar pertimbangan dan keputusan yang telah diambilnya
Oleh : Drs. Akhmad Sudrajat,M.Pd.
http://akhmadsudrajat.wordpress.com/2008/01/25/kesulitan-dan-bimbingan-belajar/#comment-1404
Wednesday, April 30, 2008
5 Tips For How You Can Learn More
There are a number of reasons why we should be lifelong learners. Continuing education reaps us professional, personal and health benefits that are too numerous to list. However if you do not want to enter another classroom as long as you live then take heart as there are other ways you can be a lifelong learner. Here are five tips for ways to continue your education.
First and foremost is to read. Read for fun and pleasure but also read for information and research. You do not have to fear taking on heavy, dusty tomes filled with multi-syllabic boring language. There is a whole industry of writers who make history and science fun. In fact, you do not even need to read books at all. There are a lot of informative magazines that offer both general and specific information. Check them out at a large book store or your local library before selecting a few to take home. Do not overlook the wealth of information available to you on the internet. There are site and publications devoted to just about any topic you can imagine. Start with a main news site and then begin sifting and searching to find topics that interest you. The best thing about this kind of reading is that you get to pick it -- not a teacher with an agenda you don't understand.
Listening is an often overlooked skill when it comes to learning today. Sure listening in the classroom is important but there are people all around us who have a wealth of knowledge to share if we are only willing to listen. Open your ears and your mind. You might be surprised at what you can learn.
You can also learn by simply observing the life around us. What can you learn about parenting by watching the families around you? You can learn not only what to do but what not to do. What can you learn about financial planning, relationships, and just about everything else you want to know? You can learn from the mistakes of others if you only take the time to be observant.
If you are looking for answers then ask questions. Ask questions of experts as well as information brokers, such as librarians and teachers. You should also ask questions of people like you because they can share their experiences and knowledge.
Finally, the most important part of becoming a lifelong learner is simply pursuing knowledge whether it is for a specific purpose or simply knowledge for the sake of knowledge. It is not important what you decide to study and learn more about and you can change topics as often as you change your shoes if you like. The important thing is to continue opening your mind and filling your brain.
You can becoming a lifelong learner and enjoy continuing education by reading, listening, observing, questioning, and pursuing knowledge. If you take these five steps for continuing education then you will live a smarter and more fulfilling life.
By Deanna Mascle
Article Source: http://www.Free-Articles-Zone.com
Read More..
First and foremost is to read. Read for fun and pleasure but also read for information and research. You do not have to fear taking on heavy, dusty tomes filled with multi-syllabic boring language. There is a whole industry of writers who make history and science fun. In fact, you do not even need to read books at all. There are a lot of informative magazines that offer both general and specific information. Check them out at a large book store or your local library before selecting a few to take home. Do not overlook the wealth of information available to you on the internet. There are site and publications devoted to just about any topic you can imagine. Start with a main news site and then begin sifting and searching to find topics that interest you. The best thing about this kind of reading is that you get to pick it -- not a teacher with an agenda you don't understand.
Listening is an often overlooked skill when it comes to learning today. Sure listening in the classroom is important but there are people all around us who have a wealth of knowledge to share if we are only willing to listen. Open your ears and your mind. You might be surprised at what you can learn.
You can also learn by simply observing the life around us. What can you learn about parenting by watching the families around you? You can learn not only what to do but what not to do. What can you learn about financial planning, relationships, and just about everything else you want to know? You can learn from the mistakes of others if you only take the time to be observant.
If you are looking for answers then ask questions. Ask questions of experts as well as information brokers, such as librarians and teachers. You should also ask questions of people like you because they can share their experiences and knowledge.
Finally, the most important part of becoming a lifelong learner is simply pursuing knowledge whether it is for a specific purpose or simply knowledge for the sake of knowledge. It is not important what you decide to study and learn more about and you can change topics as often as you change your shoes if you like. The important thing is to continue opening your mind and filling your brain.
You can becoming a lifelong learner and enjoy continuing education by reading, listening, observing, questioning, and pursuing knowledge. If you take these five steps for continuing education then you will live a smarter and more fulfilling life.
By Deanna Mascle
Article Source: http://www.Free-Articles-Zone.com
Tuesday, April 29, 2008
Free college education online
Not headed back to school this fall? You could be, minus the exorbitant tuition and without even leaving your chair. The web has made it easier than ever before to get a free education, and you'd join the ranks of great thinkers in history who were also self-taught, like Joseph Conrad, Albert Einstein, Alexander Graham Bell, Paul Allen, Agatha Christie and Ernest Hemingway. You, too, can be an autodidact; the breadth of free educational materials available online is absolutely astonishing.
Note: Many colleges and universities offer free courses online in the form of podcasts, lectures, tutorials and full-blown online classes. Most of these courses, while extremely smart-making, will NOT award any college credits or degrees.
Free online college courses
Grab some larnin' from the University of Washington's free online courses; Greek mythology, American Revolution, Heroic Fantasy are just some of the offerings. If you get tired of that, you can study economics at the University of Nebraska.
Teach yourself sign language from Michigan State University. Browse through the vast treasures at the Library of Congress. View free videos on all sorts of subjects from Annenberg Media, a major supplier to most distance learning universities, or read the core documents of American democracy.
Feel like a little light reading? You can study theology at Covenant Seminary; course offerings are delivered via a combo of free downloadable .pdf files and podcasts, and include subjects ranging from Church History to the Modern Reformation.
Learn mathematics with this extensive list of free online math courses from Whatcom Community College. Visit Carnegie Mellon University and take Biology, Causal Reasoning, Statistics, and more, all for free.
Penn State University offers a free Swedish language course, in addition to a free Hungarian language course. Or, you can take an Italian language and culture course from Brooklyn College. California State also offers a free Conversational Mandarin Chinese course, and you can learn Turkish via the University of Arizona.
The University of Washington School of Medicine offers free CPR classes online, complete with video and instructional guides. You can also take health courses from the Johns Hopkins Bloomberg School of Public Health; anything from adolescent health to population science.
Prepare for the US citizenship test from the Missouri Southern State University. Learn linear algebra from the University of Puget Sound. Learn about bioterrorism (really) and other hazards from the University of North Carolina.
Get free online mathematics textbooks, videos, and lecture notes from New York University. Take advantage of Tufts University's open courses on dentistry, medicine, nutrition, and more. Learn about cognitive science from Hampshire College.
Take eight different courses via the Sofia Project, a collaborative effort between select California community colleges. Brigham Young University offers independent study in subjects such as Family History, Family Life, and Religious Scripture Study. Get access to ten free seminary courses from Gordon-Conwell Theological Seminary.
Learn about human resources in 52 (!) different free courses from ERI. Browse a huge variety of materials in the University of Michigan's courses and seminars on Internet laws.
by Wendy BoswellNote: Many colleges and universities offer free courses online in the form of podcasts, lectures, tutorials and full-blown online classes. Most of these courses, while extremely smart-making, will NOT award any college credits or degrees.
Free online college courses
Grab some larnin' from the University of Washington's free online courses; Greek mythology, American Revolution, Heroic Fantasy are just some of the offerings. If you get tired of that, you can study economics at the University of Nebraska.
Teach yourself sign language from Michigan State University. Browse through the vast treasures at the Library of Congress. View free videos on all sorts of subjects from Annenberg Media, a major supplier to most distance learning universities, or read the core documents of American democracy.
Feel like a little light reading? You can study theology at Covenant Seminary; course offerings are delivered via a combo of free downloadable .pdf files and podcasts, and include subjects ranging from Church History to the Modern Reformation.
Learn mathematics with this extensive list of free online math courses from Whatcom Community College. Visit Carnegie Mellon University and take Biology, Causal Reasoning, Statistics, and more, all for free.
Penn State University offers a free Swedish language course, in addition to a free Hungarian language course. Or, you can take an Italian language and culture course from Brooklyn College. California State also offers a free Conversational Mandarin Chinese course, and you can learn Turkish via the University of Arizona.
The University of Washington School of Medicine offers free CPR classes online, complete with video and instructional guides. You can also take health courses from the Johns Hopkins Bloomberg School of Public Health; anything from adolescent health to population science.
Prepare for the US citizenship test from the Missouri Southern State University. Learn linear algebra from the University of Puget Sound. Learn about bioterrorism (really) and other hazards from the University of North Carolina.
Get free online mathematics textbooks, videos, and lecture notes from New York University. Take advantage of Tufts University's open courses on dentistry, medicine, nutrition, and more. Learn about cognitive science from Hampshire College.
Take eight different courses via the Sofia Project, a collaborative effort between select California community colleges. Brigham Young University offers independent study in subjects such as Family History, Family Life, and Religious Scripture Study. Get access to ten free seminary courses from Gordon-Conwell Theological Seminary.
Learn about human resources in 52 (!) different free courses from ERI. Browse a huge variety of materials in the University of Michigan's courses and seminars on Internet laws.
http://lifehacker.com/ Read More..
Sunday, April 13, 2008
Notebook / Laptop Memory (RAM) Upgrade In 5 Minutes Or Less
This article is set up in two parts, one part about RAM overview and a second part about RAM upgrade. If you are curious on how the RAM works, you will find a detail summary that should give you all the information that you need to know about RAM, organization and speed. If you just want to read the how to upgrade section, move on directly to part two Upgrade your laptop ram in 5 minutes or less.
1 – RAM Overview
There are two big categories of random access memories:
* Dynamic memories (DRAM, Dynamic Random Access Module), not very costly. They are in most cases used for the central memory of the computer
* Static memories (SRAM, Static Random Access Module), quick and expensive. SRAM is notably used for cache memories of the processor
Functioning of the random access memory
The random access memory is constituted of hundred of thousand small condensers storing charges. When it is loaded, the logical state of the condenser is equal to 1, otherwise it belongs to 0, what means that every condenser represents one bit of memory.
Given that condensers off-load, it is always necessary to recharge them in a space of regular time called cycle of refreshment. Memory DRAM requires cycles of refreshment for instance (Ns) is about 15 nanoseconds.
Every condenser is coupled with a transistor allowing to "recover « or to change the state of the condenser. These transistors are lined up in form of matrix, that is they achieve a hut memory (so called memory) by a line and a column.
So, for a memory of type DRAM, the time of access is of 60 nanoseconds (35ns of delay of cycle and 25 ns of time of latency). On a computer, the time of cycle corresponds contrary to the frequency of the clock, for instance for a computer pulsated in 200 MHz, the time of cycle is 5 ns (1 / (200*106)).
As a result a computer having a frequency well brought up and using memories the time of access of which is much longer than the time of cycle of the processor must perform cycles of wait to access to the memory. In the case of a computer pulsated in 200 MHz using memories of types DRAM (which the time of access is of 60ns), there are 11 cycles of wait as a cycle of transfer. The performances of the computer are of as much diminished as there are cycles
Formats of Random Access Memory (RAM)
There are numerous types of random access memories. These all come in the form of barrettes of memory attachable on the motherboard.
* SIMM (Single Inline Memory Module): it is about printed circuits among which one of the faces has fleas of memory. There are two types of barrettes SIMM, according to the number of connector cables (30 or 72)
* DIMM (Dual Inline Memory Modulates) are from memories 64 bits, what explains why it is not necessary to match them. Barrettes DIMM have fleas of memory on both sides of printed circuit and have also 84 connector cables on each side, what endows them with a total of 168 brooches. They have bigger dimensions than barrettes SIMM (130x25mm).
* RIMM (Rambus Inline Memory Module, conscripts also RD-RAM or DRD-RAM) are from memories 64 bits developed by the society Rambus. They have 184 brooches. These barrettes have two notches of location (détrompeurs), avoiding very risk of confusion with the previous modules. Considering their well brought up speed of transfer, barrettes RIMM have a thermal film made responsible for ameliorating the clearing up of warmth. As in the case of DIMM, there are modules of smaller size, called SO RIMM (Small Outline RIMM), intended for laptop computers. Barrettes SO RIMM include only 160 brooches.
* DRAM (Dynamic RAM, dynamic RAM) is the type of memo most spread at the beginning of the millennium. It is about a memory from which transistors are lined up in a matrix according to lines and of columns. A transistor, coupled with a condenser gives the information of a bit. 1 byte consisting of 8 bits, a barrette of memory 256 Mb DRAM will contain 256 therefore * 2^10 * 2^10 = 256 * on 1024 * on 1024 = 268 435 456 bytes = 268 435 456 * 8 = 2 147 483 648 bits = 2 147 483 648 transistors. A 256 Mb barrette has so in reality a capacity of 268 435 456 bytes, that is 268 Mb! These are memories from which the time of access is 60 ns. On the other hand, accesses memory are made in general on data lined up consecutively in memory. So the mode of access in gust (burst mode) allows to achieve the three successive data in the first one without time of additional latency.
* DRAM FPM to speed up accesses to DRAM, there is a technology, called pagination consisting in achieving data located on the same column by changing the address of the line only, what allows to avoid the repetition of the number of column between the reading of each of the lines. They speak then about DRAM FPM (Fast Page Mode). FPM allows to acquire time of access in the order of 70 - 80 nanoseconds for a frequency of functioning that can go from 25 to 33 Mhz.
* DRAM EDO (Extended Data Out, Goes out of data ameliorated sometimes also called "hyper-page") appears in 1995. The technology used with this type of memory consists in addressing the following column during the reading of the data of a column. It creates an overlapping of accesses allowing to save time on every cycle. The time of access to memory EDO is therefore about 50 - 60 nanoseconds for a frequency of functioning going 33 - 66 Mhz. So, RAM EDO, when it is used in mode gust allows to acquire cycles of form 5-2-2-2, that is a benefit of 4 cycles on the access to 4 data. As much as memory EDO did not accept the upper frequencies in 66 Mhz, it disappeared in aid of SDRAM.
* SDRAM (Synchronous DRAM, translate synchronous RAM), appeared in 1997, allows a reading of data synchronized with the bus of the card-mother, contrary to memories EDO and FPM (qualified as asynchronous) having their own clock. SDRAM allows therefore to free itself from time of wait owed to synchronization with the card-mother. This one allows to acquire a cycle in mode gust of form 5-1-1-1, that is to say benefit of 3 cycles in comparison with RAM EDO. In that way SDRAM is able of working with a cadenza going until 150 Mhz, allowing him to acquire from time of access about 10 ns.
* DR-SDRAM (Direct Rambus DRAM or else RDRAM) is a type of memory allowing to transfer data on a bus of 16 wide bits to a cadenza of 800Mhz, what confers on him a band passer-by of 1,6 Go / s. As SDRAM, this type of memory is synchronized with the clock of the bus to ameliorate exchanges of data.
* DDR-SDRAM (Double Dated Miss SDRAM) is a memory based on technology SDRAM, allowing to double the rate of transfer of SDRAM with equal frequency. Reading or writing of data in memory am accomplished on the basis of a clock. Standard memory DRAM uses a method conscript SDR (Single Data Fails) consisting in reading or writing data in every forehead going up. DDR allows to double the frequency of reading / writings, with a clock pulsated in the same frequency, by sending data in every forehead going up, as well as in every downward forehead. Memory DDR has in general a commercial appellation of type PCXXXX where "XXXX " represent the debit side in Mb / s.
* DDR2 (or DDR-II) allows to attain twice as well brought up debit sides as DDR with equal external frequency. They speak about QDR (Quadruple Dated Fail or quad-pumped) to indicate the method of reading and used writing. Memory DDR2 uses in effect two channels separated for reading and for writing, so it is able of sending or of accepting twice more data than DDR.
2 - Upgrading Your Laptop RAM
upgrading a notebook memory is a specific simple process pending that you have the right RAM and are somewhat delicate.
There are different types of RAM, and you must choose the one that is compatible with your notebook computer. Memory is also a fragile, so you need to be very cautious when installing it. You should ensure that the laptop is turned off and disconnected from any exterior power supply. No lights should be visible.
It is a lot easier to install RAM on a laptop versus a desktop PC. Access to the memory slots is via a panel generally located in the bottom of the laptop. Once you have opened this panel with a small screwdriver you can see the existing memory. you can check the exact type of memory that your Notebook currently uses, because it is usually shown on the front of the memory strips and will be evident when you open up the memory panel.
The memory strips are generally locked in with small clips on the ends of the strips. To take out existing memory, simply flip the clips and then remove the memory strips gently from their holding place. If you are simply adding memory, and there is space available, just add the new memory, gently pushing it in to ensure it is fully seated in the slots, and then push the clips to hold the new memory in place.
Once you have replaced or added your Notebook computer memory, replace the access panel, and then screw the panel back in place. Lastly, power up the notebook, When the PC starts up, it will count the memory and tell you how much RAM is loaded on your laptop.
As long as you have right memory, the whole operation should take less than 5 minutes, you can then enjoy your faster, less crash prone laptop.
Read More..
1 – RAM Overview
There are two big categories of random access memories:
* Dynamic memories (DRAM, Dynamic Random Access Module), not very costly. They are in most cases used for the central memory of the computer
* Static memories (SRAM, Static Random Access Module), quick and expensive. SRAM is notably used for cache memories of the processor
Functioning of the random access memory
The random access memory is constituted of hundred of thousand small condensers storing charges. When it is loaded, the logical state of the condenser is equal to 1, otherwise it belongs to 0, what means that every condenser represents one bit of memory.
Given that condensers off-load, it is always necessary to recharge them in a space of regular time called cycle of refreshment. Memory DRAM requires cycles of refreshment for instance (Ns) is about 15 nanoseconds.
Every condenser is coupled with a transistor allowing to "recover « or to change the state of the condenser. These transistors are lined up in form of matrix, that is they achieve a hut memory (so called memory) by a line and a column.
So, for a memory of type DRAM, the time of access is of 60 nanoseconds (35ns of delay of cycle and 25 ns of time of latency). On a computer, the time of cycle corresponds contrary to the frequency of the clock, for instance for a computer pulsated in 200 MHz, the time of cycle is 5 ns (1 / (200*106)).
As a result a computer having a frequency well brought up and using memories the time of access of which is much longer than the time of cycle of the processor must perform cycles of wait to access to the memory. In the case of a computer pulsated in 200 MHz using memories of types DRAM (which the time of access is of 60ns), there are 11 cycles of wait as a cycle of transfer. The performances of the computer are of as much diminished as there are cycles
Formats of Random Access Memory (RAM)
There are numerous types of random access memories. These all come in the form of barrettes of memory attachable on the motherboard.
* SIMM (Single Inline Memory Module): it is about printed circuits among which one of the faces has fleas of memory. There are two types of barrettes SIMM, according to the number of connector cables (30 or 72)
* DIMM (Dual Inline Memory Modulates) are from memories 64 bits, what explains why it is not necessary to match them. Barrettes DIMM have fleas of memory on both sides of printed circuit and have also 84 connector cables on each side, what endows them with a total of 168 brooches. They have bigger dimensions than barrettes SIMM (130x25mm).
* RIMM (Rambus Inline Memory Module, conscripts also RD-RAM or DRD-RAM) are from memories 64 bits developed by the society Rambus. They have 184 brooches. These barrettes have two notches of location (détrompeurs), avoiding very risk of confusion with the previous modules. Considering their well brought up speed of transfer, barrettes RIMM have a thermal film made responsible for ameliorating the clearing up of warmth. As in the case of DIMM, there are modules of smaller size, called SO RIMM (Small Outline RIMM), intended for laptop computers. Barrettes SO RIMM include only 160 brooches.
* DRAM (Dynamic RAM, dynamic RAM) is the type of memo most spread at the beginning of the millennium. It is about a memory from which transistors are lined up in a matrix according to lines and of columns. A transistor, coupled with a condenser gives the information of a bit. 1 byte consisting of 8 bits, a barrette of memory 256 Mb DRAM will contain 256 therefore * 2^10 * 2^10 = 256 * on 1024 * on 1024 = 268 435 456 bytes = 268 435 456 * 8 = 2 147 483 648 bits = 2 147 483 648 transistors. A 256 Mb barrette has so in reality a capacity of 268 435 456 bytes, that is 268 Mb! These are memories from which the time of access is 60 ns. On the other hand, accesses memory are made in general on data lined up consecutively in memory. So the mode of access in gust (burst mode) allows to achieve the three successive data in the first one without time of additional latency.
* DRAM FPM to speed up accesses to DRAM, there is a technology, called pagination consisting in achieving data located on the same column by changing the address of the line only, what allows to avoid the repetition of the number of column between the reading of each of the lines. They speak then about DRAM FPM (Fast Page Mode). FPM allows to acquire time of access in the order of 70 - 80 nanoseconds for a frequency of functioning that can go from 25 to 33 Mhz.
* DRAM EDO (Extended Data Out, Goes out of data ameliorated sometimes also called "hyper-page") appears in 1995. The technology used with this type of memory consists in addressing the following column during the reading of the data of a column. It creates an overlapping of accesses allowing to save time on every cycle. The time of access to memory EDO is therefore about 50 - 60 nanoseconds for a frequency of functioning going 33 - 66 Mhz. So, RAM EDO, when it is used in mode gust allows to acquire cycles of form 5-2-2-2, that is a benefit of 4 cycles on the access to 4 data. As much as memory EDO did not accept the upper frequencies in 66 Mhz, it disappeared in aid of SDRAM.
* SDRAM (Synchronous DRAM, translate synchronous RAM), appeared in 1997, allows a reading of data synchronized with the bus of the card-mother, contrary to memories EDO and FPM (qualified as asynchronous) having their own clock. SDRAM allows therefore to free itself from time of wait owed to synchronization with the card-mother. This one allows to acquire a cycle in mode gust of form 5-1-1-1, that is to say benefit of 3 cycles in comparison with RAM EDO. In that way SDRAM is able of working with a cadenza going until 150 Mhz, allowing him to acquire from time of access about 10 ns.
* DR-SDRAM (Direct Rambus DRAM or else RDRAM) is a type of memory allowing to transfer data on a bus of 16 wide bits to a cadenza of 800Mhz, what confers on him a band passer-by of 1,6 Go / s. As SDRAM, this type of memory is synchronized with the clock of the bus to ameliorate exchanges of data.
* DDR-SDRAM (Double Dated Miss SDRAM) is a memory based on technology SDRAM, allowing to double the rate of transfer of SDRAM with equal frequency. Reading or writing of data in memory am accomplished on the basis of a clock. Standard memory DRAM uses a method conscript SDR (Single Data Fails) consisting in reading or writing data in every forehead going up. DDR allows to double the frequency of reading / writings, with a clock pulsated in the same frequency, by sending data in every forehead going up, as well as in every downward forehead. Memory DDR has in general a commercial appellation of type PCXXXX where "XXXX " represent the debit side in Mb / s.
* DDR2 (or DDR-II) allows to attain twice as well brought up debit sides as DDR with equal external frequency. They speak about QDR (Quadruple Dated Fail or quad-pumped) to indicate the method of reading and used writing. Memory DDR2 uses in effect two channels separated for reading and for writing, so it is able of sending or of accepting twice more data than DDR.
2 - Upgrading Your Laptop RAM
upgrading a notebook memory is a specific simple process pending that you have the right RAM and are somewhat delicate.
There are different types of RAM, and you must choose the one that is compatible with your notebook computer. Memory is also a fragile, so you need to be very cautious when installing it. You should ensure that the laptop is turned off and disconnected from any exterior power supply. No lights should be visible.
It is a lot easier to install RAM on a laptop versus a desktop PC. Access to the memory slots is via a panel generally located in the bottom of the laptop. Once you have opened this panel with a small screwdriver you can see the existing memory. you can check the exact type of memory that your Notebook currently uses, because it is usually shown on the front of the memory strips and will be evident when you open up the memory panel.
The memory strips are generally locked in with small clips on the ends of the strips. To take out existing memory, simply flip the clips and then remove the memory strips gently from their holding place. If you are simply adding memory, and there is space available, just add the new memory, gently pushing it in to ensure it is fully seated in the slots, and then push the clips to hold the new memory in place.
Once you have replaced or added your Notebook computer memory, replace the access panel, and then screw the panel back in place. Lastly, power up the notebook, When the PC starts up, it will count the memory and tell you how much RAM is loaded on your laptop.
As long as you have right memory, the whole operation should take less than 5 minutes, you can then enjoy your faster, less crash prone laptop.
Tips to Help Balance Career and Family
Whether you are male or female, a mom or a dad, balancing career and family can be really difficult. When you're a woman, though, the choices you have to make seem especially difficult and the responsibilities all the more great. For some reason, women are guilt-ridden with their career decisions and the choices they make about working while trying to raise their children, providing nutritious meals for their family, keeping a respectable house and keeping their husbands happy. Last on the list, of course, is finding some time for themselves. So how does a woman find time to actually feel happy with her daily activities while keeping up with all of the responsibility?
First, take time to smell the roses! Literally, you can take time to smell the roses but you can actually do this with no flowers in sight. Every day, try to look around and appreciate what you have, taking in the sounds of your child's laughter, the wag of your dog's tail, the special glance of your husband as you tell a funny joke. Sometimes, the knowledge of what you have on your plate for the day will feel overwhelming, but a little perspective goes a long way. It may be a cliché and a very tired phrase, but it truly does work. People tend to get lost in the mundane, day-to-day "functioning" instead of really living their lives. For example, next time you are worried about fitting in your exercise with your child's play date at Little Gym, forego the Little Gym and head out with your son or daughter for a run. Strap the little one in the jog stroller or if he or she is old enough, ask them to put on the running shoes with Mommy and head outside! Once outside, you can literally stop to smell the roses. Just a few minutes of gratitude a day will work wonders for your soul and automatically make your life feel more balanced.
Along these same lines, try and give yourself some "me" time once a week. Once a week may not seem like much, but if you really allow yourself to soak it in and enjoy the time spent, it will make the stress of all of the rest of the hectic days melt away. Take a good block of time on a Saturday or Sunday - 2 hours, maybe - and mark this time in your calendar in pen, not pencil. Keep a standing appointment with yourself, and honor it as you would any other. Think you are too busy on a weekend to do this? You will feel much more productive the rest of the weekend allowing yourself this little ‘refresher', rather than trying to cram some time in on a random Tuesday or other weeknight. For this special time, you can book a massage or a facial at your favorite spa. Take a couple of hours to go window shopping at your favorites stores, by yourself or with a friend. Take in a matinee with a couple of girlfriends. If your husband is willing to fly solo on a Saturday night, you can even book a girls' night out once in a while and truly let loose! Even if your budget doesn't allow for these activities once a week, you can lock yourself in the bathroom with a good book, a bubble bath and a nice glass of wine and feel good about your time alone - you deserve some!
Probably the most obvious way to balance career and family is to incorporate your family into what would otherwise be "work time". If you have a short commute to work, for example, perhaps you can drive your kids to school each morning instead of having them take the bus. In the alternative, you could have your morning cup of coffee at the bus stop with them and spend a few minutes chatting about their day and what they plan to learn in school as you sip your cup of Joe and breathe in the morning air to mentally prepare for your own day ahead. If you normally exercise in the morning and leave the house very early, switch your workout time to lunch and leave the office to go to the gym, eating at your desk when you get back. You will have more time with your family each day and get a healthy break from your pile of papers to boot.
You may need to get a little creative with your schedule, but there are definitely ways to help balance career and family. Sometimes an extra few minutes each day or a once-weekly good block of time can go a long way in helping restore your peace of mind and help you feel less harried.
Read More..
First, take time to smell the roses! Literally, you can take time to smell the roses but you can actually do this with no flowers in sight. Every day, try to look around and appreciate what you have, taking in the sounds of your child's laughter, the wag of your dog's tail, the special glance of your husband as you tell a funny joke. Sometimes, the knowledge of what you have on your plate for the day will feel overwhelming, but a little perspective goes a long way. It may be a cliché and a very tired phrase, but it truly does work. People tend to get lost in the mundane, day-to-day "functioning" instead of really living their lives. For example, next time you are worried about fitting in your exercise with your child's play date at Little Gym, forego the Little Gym and head out with your son or daughter for a run. Strap the little one in the jog stroller or if he or she is old enough, ask them to put on the running shoes with Mommy and head outside! Once outside, you can literally stop to smell the roses. Just a few minutes of gratitude a day will work wonders for your soul and automatically make your life feel more balanced.
Along these same lines, try and give yourself some "me" time once a week. Once a week may not seem like much, but if you really allow yourself to soak it in and enjoy the time spent, it will make the stress of all of the rest of the hectic days melt away. Take a good block of time on a Saturday or Sunday - 2 hours, maybe - and mark this time in your calendar in pen, not pencil. Keep a standing appointment with yourself, and honor it as you would any other. Think you are too busy on a weekend to do this? You will feel much more productive the rest of the weekend allowing yourself this little ‘refresher', rather than trying to cram some time in on a random Tuesday or other weeknight. For this special time, you can book a massage or a facial at your favorite spa. Take a couple of hours to go window shopping at your favorites stores, by yourself or with a friend. Take in a matinee with a couple of girlfriends. If your husband is willing to fly solo on a Saturday night, you can even book a girls' night out once in a while and truly let loose! Even if your budget doesn't allow for these activities once a week, you can lock yourself in the bathroom with a good book, a bubble bath and a nice glass of wine and feel good about your time alone - you deserve some!
Probably the most obvious way to balance career and family is to incorporate your family into what would otherwise be "work time". If you have a short commute to work, for example, perhaps you can drive your kids to school each morning instead of having them take the bus. In the alternative, you could have your morning cup of coffee at the bus stop with them and spend a few minutes chatting about their day and what they plan to learn in school as you sip your cup of Joe and breathe in the morning air to mentally prepare for your own day ahead. If you normally exercise in the morning and leave the house very early, switch your workout time to lunch and leave the office to go to the gym, eating at your desk when you get back. You will have more time with your family each day and get a healthy break from your pile of papers to boot.
You may need to get a little creative with your schedule, but there are definitely ways to help balance career and family. Sometimes an extra few minutes each day or a once-weekly good block of time can go a long way in helping restore your peace of mind and help you feel less harried.
Thursday, April 3, 2008
Get Point And Get Money
Making money on line is not new issues anymore since internet era has knocked in front of our door. There are many opportunities offer, start from reviewing some products or paid by click. It is really great chance for us to add our daily income or even making completely our earning from internet. There are many examples of people who make real money from this world and there are many examples too people who give up from earning money from it. As long as, we have desire to learn and learn from people or from our failure, we will someday or even tomorrow, we can be succedd in this bussiness.
One of the examples, making money on line from internet is www.pintu.net. This site is very interesting. In this site, there are two main duties that we must do to get point, point here means money. First duty, you must review a product which is provided by pintu.net and second duty to give opinion to other member's review. By only doing it, your point will be increase and increase. Each product that you review means you get 25 point. Pintu.net will transfer your money by the time your point reach at least 950 or Rp.57.000,-. Pintu.net will transfer your money on january, april, july and october. So, don't stop from here, go get what you want by joining in pintu.net because by only doing it, you will have welcome point 150.
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One of the examples, making money on line from internet is www.pintu.net. This site is very interesting. In this site, there are two main duties that we must do to get point, point here means money. First duty, you must review a product which is provided by pintu.net and second duty to give opinion to other member's review. By only doing it, your point will be increase and increase. Each product that you review means you get 25 point. Pintu.net will transfer your money by the time your point reach at least 950 or Rp.57.000,-. Pintu.net will transfer your money on january, april, july and october. So, don't stop from here, go get what you want by joining in pintu.net because by only doing it, you will have welcome point 150.
Saturday, March 29, 2008
A2DP,Enjoying Wireless Music
Enjoying music become easier now. After succed with cable technology to listen music or receiving call, Most of gadget companies try other prospects in cellphone bussiness. One of them is nircable technology, A2DP. Advanced Audio Distribution Profile or A2DP is high audio capacity technology.
This tool is usually used on headset which is connected to cellphone or others portable player media, with using bluetooth technology. Using this technology, people will get high saticfaction of maximal sound. Even, it has small shape, A2DP technology will make music that you hear more real and clear. A2DP is usually used with Bluetooth media which connected with standart audio output. Cellphones that have bluetooth connection, especially at the new models can also be used with Audio/Video Remote Control Profile [AVRCP], headset [HSP] and also Handsfree [HFP]. Bluetooth type 1.0,1.1 and 2.0 A2DP will give comfortability listening music through headset without cable and support many audio file [AMR NB/WB,WMA,Mp3,ACC,ACC+ and WMV]. Some products that have A2DP such as Nokia 5300, Sony Ericson W700i, Kynocera K822,Samsung Z710,Motorola A910,Dopod 838pro and LG LP3900.
Some good news that bluetooth technology especially A2DP make technology up grade its capability all the time, it means now bluetooth have posibility to connect in some medias simultantly.
A2DP cal also be hear aid to improve the safety and privacy of person, especially people who like to mobile and don't want to be bothered with cable. A2DP is very easy to use, to listen music, plug the head set to compatible music player, like in cellphone which is provided music player or others music medias that support A2DP Bluetooth. Music function that is provided depend on your music player. If you receive or making a call while you're listening music, music will stop until the call end.
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This tool is usually used on headset which is connected to cellphone or others portable player media, with using bluetooth technology. Using this technology, people will get high saticfaction of maximal sound. Even, it has small shape, A2DP technology will make music that you hear more real and clear. A2DP is usually used with Bluetooth media which connected with standart audio output. Cellphones that have bluetooth connection, especially at the new models can also be used with Audio/Video Remote Control Profile [AVRCP], headset [HSP] and also Handsfree [HFP]. Bluetooth type 1.0,1.1 and 2.0 A2DP will give comfortability listening music through headset without cable and support many audio file [AMR NB/WB,WMA,Mp3,ACC,ACC+ and WMV]. Some products that have A2DP such as Nokia 5300, Sony Ericson W700i, Kynocera K822,Samsung Z710,Motorola A910,Dopod 838pro and LG LP3900.
Some good news that bluetooth technology especially A2DP make technology up grade its capability all the time, it means now bluetooth have posibility to connect in some medias simultantly.
A2DP cal also be hear aid to improve the safety and privacy of person, especially people who like to mobile and don't want to be bothered with cable. A2DP is very easy to use, to listen music, plug the head set to compatible music player, like in cellphone which is provided music player or others music medias that support A2DP Bluetooth. Music function that is provided depend on your music player. If you receive or making a call while you're listening music, music will stop until the call end.
Friday, March 28, 2008
Porn Game Was Sold In Indonesia
Many parents have children who like playing games from play station should be more careful since there were many porn games which was sold nowdays. Yesterday Surabaya police seized 11 DVD from Gold Soucer shop on Karah street Surabaya. Police also arrested the owner of this shop, Singgih Prasetyo as a suspect.
They had just found 2 titles, those are Larry 9 DVD and Sins 2 DVD but the police assumed there were still many other titles that was widely spread in society. Moreover, the porn Dvd games seller didn't give any age limitation for buyers to buy this kind of games. Those games can be
bought easly in Tunjungan Center Mall with price for about Rp.5.000. From the cover, Larry games has shown that it was porn game. It showed picture of a topless boy between 2 topless girls.
This game tell about the struggle of a boy who try to study in university After he enter to the university, he must approach girls in it. The mission of this game, that boy must be able to seduce girls and ask her to have a date. As the reward if the boy succed doing his mission, there
will be clip of video about sex activity between the boy and the girl. Duration of that clip is for about 30 second but it is not proper scene to children as the biggest user of this game. Meanwhile, games title 7 Sins tell about activity in night club. The player must be able to win the girl's heart and ended in sex activity. From both of those games, Larry's games was liked most because many funny scenes in it. According to Singgih, porn games was exist one year ago. Its presents were liked many people especially children and students.
They had just found 2 titles, those are Larry 9 DVD and Sins 2 DVD but the police assumed there were still many other titles that was widely spread in society. Moreover, the porn Dvd games seller didn't give any age limitation for buyers to buy this kind of games. Those games can be
bought easly in Tunjungan Center Mall with price for about Rp.5.000. From the cover, Larry games has shown that it was porn game. It showed picture of a topless boy between 2 topless girls.
This game tell about the struggle of a boy who try to study in university After he enter to the university, he must approach girls in it. The mission of this game, that boy must be able to seduce girls and ask her to have a date. As the reward if the boy succed doing his mission, there
will be clip of video about sex activity between the boy and the girl. Duration of that clip is for about 30 second but it is not proper scene to children as the biggest user of this game. Meanwhile, games title 7 Sins tell about activity in night club. The player must be able to win the girl's heart and ended in sex activity. From both of those games, Larry's games was liked most because many funny scenes in it. According to Singgih, porn games was exist one year ago. Its presents were liked many people especially children and students.
Sunday, March 23, 2008
Trawas
It was 14.00 pm when I saw nice view to take. It was located in Trawas, Pasuruan. That place
was about 20 km from my resident. From the situation seems it was not like happen in the
day light, it was because of the cloudy. As you can see, it is so natural, the air was so fresh, the water
was still cold and the weather was very cool.
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was about 20 km from my resident. From the situation seems it was not like happen in the
day light, it was because of the cloudy. As you can see, it is so natural, the air was so fresh, the water
was still cold and the weather was very cool.
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