SEBUAH PENCAPAIAN

peta busway transjakarta koridor

2011-11-14T05:38:00.001-08:00

Berikut peta busway yar gak nyasar bagi para kaum urban...

Download Software NUPTK

2011-10-01T16:35:00.000-07:00

Kementrian Agama RI sedang melakukan pendataan untuk semua sekolah dibawah naungan DEPAG baik RA, MI, MTS dan juga MA guna mempermudah pendataan maka dibuatlah instrumen pendataan personal masing-masing sekolah. Peserta pendataan ini seluruh warga sekolah baik siswa maupun guru dan karyawan dalam lingkungan sekolah. Dalam salah satu form ada no NUPTK. NUPTK ( Nomor Unik Pendidik dan Tenaga Kependidikan) adalah kode pengenal guru yang bersifat unik dan membedakan satu guru dengan guru lainnya. Karena di situs nuptk.info susah di akses berikut saya sediakan link download alternatifnya. Semoga bermanfaat. jangan lupa tinggalkan komentar anda. Terimakasih.

Cara menggunakannya:

Pilih kata kunci pencarian (NUPTK, nama PTK, Sekolah/madrasah,pendidikan non formal, pengawas)
Pilih propnsi
Pilih kabupaten/ kota
Pilih kecamatan, kemudian klik cari

Silahkan klik DOWNLOAD NUPTK

label: Free nuptk search, nomor unik pendidik dan tenaga kependidikan, daerah jawa tengah, jawa barat, kabupaten tegal.

Free Qur'an in MS Word and Ms Excel

2011-05-13T15:57:00.000-07:00

Now we can read and learn holy Qur'an in MS Word and MS Excel very easy. It like addons in Mozilla. Let's learn Qur'an.

earn money by upload

Community Language Learning Method Lesson Plan

2011-04-04T08:10:00.000-07:00

Below is the example of Community Language Method ( CLL ) Lesson plan of the fifth grade at Elementary School.

LESSON PLANof CLL

School : SD N Mindaka 01 Tarub

Subject :English Language

Grade/Semester : 5/ 2

Topic : Library

Standart Competence :

1. Listening

Understand the easies’ instruction with action inschool context.

2. Speaking

Give experience the easies’ instruction andinformation in school context.

3. Reading

Understand the easies’ English written in schoolcontext.

4. Writing

Spell and copies simple sentence in school context.

BasicCompetence :

1.1 The response of simple instruction withaction way in school and class context.

6.2 Conversation for giving/ acceptingservice that involve speech action in asking help, giving help, ask and givesomething.

7.1 Reading by pronoun, stress, intonation inexact and acceptable which word, phrase, simple sentence, and simple textinvolved.

8.1 Spell simple sentences in correct about thankexpression.

Continue reading click to Downlod

GTM Lesson Plan

2011-03-09T05:31:00.000-08:00

LESSON PLANof GTM

School : SD N Mindaka 01 Tarub

Subject :English Language

Grade/Semester : 5/ 2

Topic : Library

Standart Competence :

1. Listening

Understand the easies’ instruction with action inschool context.

2. Speaking

Give experience the easies’ instruction andinformation in school context.

3. Reading

Understand the easies’ English written in schoolcontext.

4. Writing

Spell and copies simple sentence in school context.

BasicCompetence :

1.1 The response of simple instruction withaction way in school and class context.

6.2 Conversation for giving/ acceptingservice that involve speech action in asking help, giving help, ask and givesomething.

7.1 Reading by pronoun, stress, intonation inexact and acceptable which word, phrase, simple sentence, and simple textinvolved.

8.1 Spell simple sentences in correct about thankexpression.

Indicator :

1. Can mention everything in thelibrary.

2. Conversation about asking and givingrequest.

3. Reading by pronoun, stress, intonation in thesentence that use can and must.

4. Can be write the simple sentence inexact.

Time alocation : 4 x 35 minutes (2 x meeting)

Goal :

1. Students can identify aboutinformation in simple sentences.

2. Students can identify aboutinformation in descriptive text.

Material

- Newspaper

- Encyclopedia

- Story book

- Map

- Library card

Vocabulary

- Library

- Librarian

- Books

- Magazine

- Dictionary

b. Text page

Ria is an Elementary School’s student. She studies in MindakaElementary School. Her school has a big and clean library. The library has manykinds of books. There are many story books there. Ria likes reading magazines.Her friends also like borrowing some books from the library. They go there atthe break time. Ria and her friends have the library cards. They use the cardsto borrow the books.

Expect ofStudent characteristics:

· Trustworthines

· Respect

· Diligence

· Responsibility

· Courage

Teaching Method : Grammar Translation Method (GTM)

Teaching andLearning Activity:

Introduction

Apperception and Motivation:

Teacher check students attendance.
Teacher asks students about everything that involve with the topics.
Teacher gives stimulus to the students to remember the vocabularies that involve with the topic.
Teacher greets students , introduces himself & students introduce themselves (native language)
Teacher explains what students will be doing

2. Activity

Ø Explorations

In this activity:

1) Teacher appear the text page to the students in English language.

2) Teachergive guideline to students

3) The class reads a text written in the target language.

Ø Elaboration

In this session:

1) Teachergives instruction to the students.

2) Student translate the passage from the target language to their mothertongue.

3) The teacher asks the students in their native language if they have anyquestions, students ask questions and the teacher answers the questions intheir native language.

4) Students write out the answers to reading comprehension questions.

5) Students translate new words from the target language to their mothertongue.

6) Student are given a grammar rule and based on the example the apply therule by using the new words.

7) Student memorize vocabulary.

8) The teacher asks students to state the grammar rule.

9) Students memorize the rule.

10) Errors are corrrected by providing the right answer.

Ø Confirmations

In this chapter, teacher:

1) Teacher ask the students abouteverything that students have not known

2) Teacher with the students discussabout the material. And make a resume.

3. Closer

In this session, teacher:

Teacher makes a relation the material with thestudents real live.

Tools &Equipments:

Text book Let’s Make Friends with English, Siti Eryda Lubis Pulungan, jilid 5, Esis
Dictionary
Text page.

Assessment:

1. DoesRia’s school have a library?

a. Yes,it has

b. Yes,it is

c. No,it isn’t

d. Noit hasn’t

2. Rialikes to read ................

a. Catalogue

b. Book

c. Newspaper

d. Magazine

Scorring :

Nilai = (Jumlah skor : jumlah skor maksimal ) X 10.

Score= X 10

SHORT STORY

2009-10-31T02:11:00.000-07:00

Implantation

Doctor Skentong did not look like the ambassador from an alien race. He looked more like an experienced life insurance salesman, fiftyish, mature but not venerable, well-organized without being formidable.

"Let me get this straight," said Cambuck. "You're here looking for money."

"For a contribution," said Doctor Skentong. "Voluntary, of course."

"For a ... a recovered memories project?"

"A revival project," said Doctor Skentong. "You and the others must be awakened. You must learn who you are. Not mere humans, but the Implanted, the bearers of the Higher Identities."

"Uh huh," said Cambuck, sceptically. "By the way, how did you find me? I mean, if I'm one of the Implanted, as you call them. Are we all listed somewhere in the Yellow Pages? Or what?"

"I'm not at liberty to disclose my methods," said Doctor Skentong, smiling slightly. "Disclosure might place the other Higher Identities at risk."

"Well, Doctor Skentong," said Cambuck, getting to his feet. "It's been nice meeting you and all. I don't expect to have the pleasure again."

"You might be surprised," said Doctor Skentong, looking unperturbed. "The most surprising things do happen in life, you know." "You'll be taking the materials with you," said Cambuck, pointing to the doctor's collection of what were obviously old and much-loved hand-made toys, cobbled together out of metal, plastic, custom-made circuit boards and the like. "I mean, I'm not paying for them or anything."

"They're yours," said Doctor Skentong. "A gift. Gratis. Free. No strings attached."

Then he smiled, and was on his way. Cambuck retrieved the digital camera from its hidey hole and was in time to get a snapshot of the doctor's tag as his visitor drove away. He phoned a cop he knew. The address on the card the doctor had left checked out.

Well, at least Cambuck knew where to find the guy. If he had to.

Cambuck seriously considered putting the materials, all of them, out in the trash. But he was strangely reluctant to do so. There was something ... nice about them.

Nice?

What a ridiculous word.

He was a grown man, a professional exterminator, surviving (if not exactly prospering) on the mix of tasks that came his way, disposing of ants, moles, wasps, termites, you name it. He had no unsatisfied desires. Or none, at any rate, that could be satisfied by a bunch of junk from an eccentric hobbyist's toybox.

And yet, there was something uncannily attractive about, in particular, the button board. It was just a kid's toy, a board with colored buttons, each of which made a different musical tone if pressed. But, somehow, the thing evoked thoughts of smiling clowns, of warm milk, of all the candyfloss you could possibly want to eat, and of happiness.

"Blue ring," said Cambuck.

The first color was blue. And the blue ring circled, up up up, down down down.

"Self-hypnosis," said Cambuck. "Or something."

He was not (could not be) remembering a blue ring rising and falling in the air. That didn't make sense. The weirdness of the memory made him almost scared. He packed the materials up in a cardboard carton and put them out in the garage.

Awake. Two in the morning. A dream of some kind. What had he been dreaming of? Something about lights in the sky. And now he knew ... what? A sequence.

"Blue ring blue ring blue ring blue ring, pink ring pink ring pink ring pink ring, green ring, white ring."

First the hypnotically chanted blue, then the pink chanted likewise, then the abrupt jump to green then to white.

The garage smelt musty. Was the roof leaking again? Something moved beside the cardboard box, shifted away into the shadows. A cockroach, maybe. Cambuck never killed any living thing in or around his own house. Well, almost never.

The color button board. Dead beneath his fingers. Broken? No. Just needed a new battery. He pressed buttons, letting the remembered chant dictate the sequence. Blue, blue, blue, blue, pink, pink, pink, pink, green, white.

And the color button board lit up and began to play a melody which Cambuck could not identify but which was achingly familiar, all confused with thoughts of puppy dogs and soft cushions and the glass path.

"Glass," he muttered. "Glass path ...?"

Didn't make sense.

But one thing was plain. The awakening memories came from his childhood. How far back?

What was his earliest conscious memory? The earliest that he could date for sure? The earliest was from when he was four years old, the bear rocking the camper van, his mother screaming ... their trip to that national park.

He could remember a scattering of other things from that era, too, maybe a dozen or so assorted events, but he had the sense that what he was remembering now, the blue ring pink ring business, was earlier. From a naiver, more impressionable age.

The color button board's melody played itself out and the color button board fell silent.

Experimentally, Cambuck tried various random button combinations. Each button triggered a single tone, but no combination caused the melody to commence. Until he tried, once again, that combination: four blue, four pink, one green, one white.

"Dad," said Cambuck. "Did I have any electronic toys? When I was a little kid, I mean. I mean, little. Like, crawling around on the floor. Toddling. That little."

"I don't think so," said his father.

"Oh yes he did," said his mother. "He had that robot. Don't you remember? The one that went around on the floor, bumping into things."

"Yes, I bought that somewhere," said his father. "Someone in the neighborhood used to make them. One of those robot vacuum cleaners, that was the core of it."

They were old, his parents, and maybe starting to lose their grasp on the present, which was one of the reasons why they were in the retirement home. But they remembered the past, sharp and clear.

"Nope," said his father, when the materials were spread out in front of him. "Never seen any of this stuff before."

"Was I ever looked after by anyone?" asked Cambuck.

"Well," said his mother, doubtfully. "By Granny Minkerston, I suppose. If you could call that looking after."

"She used to drop by," said his father. "But she wasn't the sort of person we'd leave you alone with."

"Just one more question," said Cambuck. "A glass path. Does that mean anything to you?"

"A path made of glass?" said his father.

"I guess."

"Depends what you mean. There was a trend, you know ... glass blocks. I've seen that. Like a brick path, with bricks of glass. That was ... when? Forty years ago? Must've been thousands of glass paths, all over the country."

They answered his questions, but they didn't ask why he was asking them. They weren't so interested in the wider world. Not any more. His father seemed to have forgotten about politics. And his mother never once mentioned his sister. Certainly there was no hint of guilt about them. No suggestion that, when he had been very little, they had brainwashed him.

And they would have remembered, if they had. The present might be slipping away from them (or might not - it was very hard to be sure) but they were just fine on the past. Both of them.

Cambuck didn't like leaving Bruce to run the business, not even briefly, but there was really only one way to settle this, and that was to drive upstate, back to Arkhanton, because the secret had to be there, somewhere.

Phoning Doctor Skentong ... now that was another option. Make a modest financial contribution to the "revival project," and you might learn something. Or might not. You don't survive in business without a strongly developed sense of financial caution, and anyone but a fool could see straight off that Doctor Skentong was a bank robbery just waiting to happen.

Arkhanton, then.

Pine trees, cool river ... was it really true that a bear came wandering into the school grounds one day? In the Arkhanton of memory, maybe.

Only when he got there, it had (as expected) all changed beyond recognition, and he drove round in bewilderment, not recognizing anything. Where the old family home had once stood, there was a parking lot which served a movie theater. He tried the library, a landscape gardening place and a couple of travel agents, asking after a glass path, but he got nowhere.

He'd already tried the Internet, but a search with so little to go on came under the heading "life is too short."

"So we're out of leads," said Cambuck.

Unless you counted Doctor Skentong as a lead. And you had to, didn't you? Dr Skentong had show up out of nowhere and had gifted him with an entire box of materials. It followed that Doctor Skentong had access to a list of names and to a mother lode of materials. Somewhere. But what list of names?

"Let's dig a little into Doctor Skentong's background."

Should've done this earlier.

Bingo!

"Seek and ye shall find," muttered Cambuck, looking at the computer screen.

There were a whole lot of Skentongs on the Internet, including the notorious Phyllis Skentong, imprisoned in the 1920s for publishing a slim book of poems called "The Clitoris Dialogs," but the most famous Skentong of all was Joshua Harolderson Skentong. Deceased. Dead at the age of sixty-five. Survived by? Not stated. Maybe he was related to Cambuck's Skentong, to Doctor Carl Tovelson Skentong, or maybe not.

"Let's say it's maybe yes," said Cambuck, and read on about the life and times of Joshua Harolderson.

Joshua Harolderson Skentong had at one time been indicted on charges of conspiring to murder Maharajah Tajamuntaz, aka John Meeskambo Henlethson, leader of the First Church of the Deleted, an organization which had prospered in Arkhanton many years back, until it had ... ceased to exist? Morphed into something unrecognizable?

Let's dig deeper.

CoreSerpent Deletive Therapeutics was half an hour by car from the heart of Arkhanton. But the drive would have been shorter in Cambuck's childhood, when the area had been comparatively rural, and traffic had been lighter. The institute (that was what its signage proclaimed it to be) was built on a small rise, overlooking the Hugging Honey Reventionist Sunday School. Cambuck had no problems getting in to see the director, but thereafter drew a blank.

"I graduated just last year," said the director, who looked exactly that young. "And, us, we're a start-up. Sort of. I mean, we bought the name, the program. But they were bankrupt. We got it for a song. The, uh, the evolutional history, I wouldn't know about that. What you're talking about, the Maharajah, that's someone else's history. Us, we're cutting edge, history isn't our thing. We're into the here and now, cutting edge confrontational therapy, show no mercy, accept no excuses, throw it right back at them then stomp on their faces. Spit on them! Spiritually, I mean. Hey, would you like to know a secret?"

"Sure," said Cambuck.

The director looked around then said, conspiratorially, "Our lawyer thinks he's drafted a watertight release form for electroshock therapy. Even though we're not, you know, medical doctors or anything. This could be to the mental health industry what McDonald's was to fast food."

"I'll keep it in mind," said Cambuck.

The director grinned, exhilarated by his own bursting enthusiasm. High on something? No. Just young. Very. Very. Young.

The impulse was shameful. Cambuck hadn't smoked for years. Three and a half years, to be exact. But there was still that "I've given up so I'll never touch these" pack in the glovebox.

He didn't want to smoke in the car. Didn't want anyone to smell his shame, later. Certainly not Bruce. Give up, Bruce, it'll kill you.

Cambuck slunk off down to the border by the Hugging Honey Reventionist Sunday School. Lit up.

Smoking ... thinking of nothing ... depressurizing ... smoking gives you a kind of privileged space, non-smokers never realize that ... path by the Sunday school ... white stones ... amber ... bits of soft amber, soft glass long polished by the sea ... green glass ... there's a bit of blue ... glass path ...

Here.

Mystery solved. Almost.

"Dad."

"Son? You okay?"

"Yeah, I'm fine. Dad, why I'm calling is, uh ... a question. When I was little, did I ever go to Sunday school?"

"Yeah, uh ... until you were three, I think. There was a reason for that, wasn't there? Oh, yeah ... the fees, I never understood it, but the fees, there was a big hike up, fees hiked way upwards at age, on your third birthday. Until then, it was a steal. Eight hours, every Sunday. Eight? Or was it twelve? Let me think ... now I got it. The third Sunday of every month. That was the twelve-hour session."

Eight hours standard, sometimes twelve. Not your usual Sunday school, then. More like a nursery school. An infant brainwashing academy. An academy, that is, for brainwashing infants. And yet, earlier, both his parents had asserted that nobody had looked after him. Period. But, then, Cambuck hadn't definied "looking after," had he? Probably his parents had thought he had been asking about babysitters.

"Dad, what was the school called?"

"Hold on, I'll ask your mother."

She didn't remember. A name which had something to do with fish or whale. That was the best she could do. But the mismatch of names did not matter. Cambuck was sure that he had found the place where he had been implanted.

The Sunday school, on investigation, turned out to also be under new management. It had been taken over by a well-financed charity which specialized in offering a free Christian preschool education to the children of Muslim families. No takers yet, "but it's early days," said the coordinator, smiling a well-nourished non-profit smile.

"To tape the conversation?" said Doctor Skentong. "No, I have no objection."

"Well," said Cambuck, "this is what I've found out. You had a brother, some years older than you, who was high up in a cult. The cult was run by a guy called Maharajah Tajamuntaz, who believed he was here on Earth as the representative of a race of aliens, the Mortanko Enhoneth."

"And?" said Doctor Skentong.

"The cult was associated with a certain nursery school which worked with very little kids. Under the age of three."

"And if that is true?" said Dr Skentong.

"What Maharajah Tajamuntaz was doing," said Cambuck, "he was implanting little kids with false memories which would be recoverable in adulthood, with the right stimulus."

"With what purpose?" said Doctor Skentong.

"A generation of ardent believers, I guess," said Cambuck. "Creating them, I mean. For later ... well. Harvesting. Or whatever."

"And you want?" said Doctor Skentong.

"I want the list of kids," said Cambuck. "The kids who were at that nursery school. You have a list. From your brother, I guess. That's how you found me. No other way to get to me. You have a list, and you also have multiple sets of the materials. The button board, and so on. If you only had one set, you wouldn't have been so casual with it. Wouldn't have left it with me."

"There is no list," said Doctor Skentong, "and there are no multiple sets, as you put it, of what you've termed materials."

"That's sad," said Cambuck.

And pulled out both his revolver and his can of pepper spray.

"This is so unnecessary," said Doctor Skentong, starting to talk a little faster. "If you want me to cut you in, as a partner, I mean, okay, that could be negotiated."

"Sounds like fun," said Cambuck.

Then shot the doctor in the kneecap.

The sound of the gunshot was very, very loud. Doctor Skentong gaped in horror. His gape grew wider and wider, attempting a scream. Cambuck gave the doctor a squirt of pepper spray, right down the throat. The doctor convulsed.

Much later, when Cambuck left the house in the early evening, he was smiling. He had the list, he had the disks, he had the keys to the storage locker. He had everthing he needed. He did not linger to watch the house burn.

"Yes, my name's Cambuck ... yeah, Cambuck, that's it ... buck as in deer ... no, with a C ... anyway, like I was saying, we were kids together at this nursery school, you and me ... no, really ... oh, about three years old ... how? ... an old friend of the family, he gave me a list ... yeah, I see ... no, I thought it would be nice to get together ... how do you mean? ... look, I'm sorry you feel that way, but I have one quick question, just one ... would you object if I was to send you something in the mail? A kid's toy, it might have sentimental value for it. No, I'm not selling anything ..."

Uphill work. But Cambuck was patient. He knew where he was going. He knew what he wanted and he knew how to get it.

Cambuck had always found it hard to accept the Fallen reality in which he lived as the real world. How could this be the real world? This blurred, damaged excuse for reality? This fake, this sham that we've been duped into calling home.

There is a truer reality than this once, a reality in which you do not have two dead wives and five dead children, a reality in which you do not have to live by setting traps to strangle moles and by assuring Mrs Tenpennyhecker, over and over again, that, yes, the ants will die a perfectly painless death.

Bring us all together, put us all together as we used to be, and we will rebuild it, we will rebuild the perfect world, complete with the taste of candyfloss and the smiles of clowns. And if the Nation Outside is against us, why, that is because the Nation Outside is in conspiracy against us, and that is what the gates will be for, and the walls. And within the gates, within the walls, we will work on our project, our revival project.

And perhaps the project will not last forever. But, at least, we will be happy while it does.

The End

DEFINISI OF ENCULTURATION

2009-10-31T02:09:00.000-07:00

ENCULTURATION

Enculturation is the process by which a person learns the requirements of the culture by which he or she is surrounded, and acquires values and behaviours that are appropriate or necessary in that culture. The influences which as part of this process limit, direct or shape the individual, whether deliberately of not, include parents, other adults, and peers. If successful, enculturation results in competence in the language, values and rituals of the culture.

Conrad Phillip Kottak (Conrad Kottak is an

United States

anthropology. He did extensive research in

Brazil

and

Madagascar

, visiting societies there and writing books about them....)

(in Window on Humanity ) writes:

“Enculturation is the process

where the culture that is currently established teaches an individual the accepted norms and values of the culture or society in which the individual lives. The individual can become an accepted member and fulfill the needed functions and roles of the group. Most importantly the individual knows and establishes a context of boundaries and accepted behavior that dictates what is acceptable and not acceptable within the framework of that society. It teaches the individual their role within society as well as what is accepted behavior within that society and lifestyle"

Enculturation can be conscious or unconscious, therefore can support both the Marxist and the hegemonic arguments. There are three ways a person learns a culture. Direct teaching of a culture is done, this is what happens when you don't pay attention, mostly by the parents , when a person is told to do something because it is right and to not do something because it is bad. For example, when children ask for something, they are constantly asked "What do you say?" and the child is expected to remember to say "please." The second conscious way a person learns a culture is to watch others around them and to emulate their behavior. An example would be using different slang with different clique in school. Enculturation also happens unconsciously, through events and behaviors that prevail in their culture. All three kinds of culturation happen simultaneously and all the time.

Enculturation helps mold a person into an acceptable member of society. influences everything that a person does, whether they are aware of it or not. Enculturation is a lifelong process that helps unify people. Even as a culture changes, core beliefs, values, worldviews, and child-rearing practices stay the same. How many times has a parent said "If all your friends jumped off a bridge, would you?" when their child wanted to fit in with the crowd? Both are playing roles in the enculturation. The child wants to be included in the subculture of their peers, and the parent wants to instill individualism in the child, through direct teaching. Not only does one become encultured, but also makes someone else encultured.

Sociologist Talcott Parsons spoke of the birth of new generations of children as a recurrent barbarian invasion. One reason he said that was because human infants do not possess culture at birth. They have no conception of the world, no language, nor a morality. It is in this sense that Parsons uses the word "barbarian" in reference to infants. They are uncultured, unsocialized persons. All an infant needs to live and cope within the cultural context awaiting him is acquired through the process termed enculturation by the anthropologist and socialization by the sociologist. We may define enculturation as the process by which individuals acquire the knowledge, skills, attitudes, and values that enable them to become functioning members of their societies.
Awaiting the infant is a society possessing a culture, an ordered way of life. The child possesses certain possibilities for processing information and developing desires making it possible for that ordered way of life to influence him. These enduring competencies and standards of judgment, along with attitudes and motives, form the personality. The personality, in turn, influences the culture.
Enculturation, says E. Adamson Hoebel, is "both a conscious and an unconscious conditioning process whereby man, as child and adult, achieves competence in his culture, internalizes his culture and becomes thoroughly enculturated." One internalizes the dreams and expectations, the rules and requirements not just for the larger society seen as a whole, but also for every specific demand within the whole. Society does whatever is necessary to aid any one of its members in learning proper and appropriate behavior for any given social setting and in meeting the demands of any challenge. Enculturation begins before birth and continues until death. Thus, one learns respect for the symbols of the nation through reciting a pledge of allegiance and singing the national anthem in school. He learns with whom he may be physically violent (a wrestling competitor) and with whom he cannot (the little girl down the street). He becomes aware of his rights and obligations and privileges as well as the rights of others.
Some saints and revolutionaries successfully internalize the norms of their society and then make a novel system out of them. Sometimes totally new novel systems displace established ones. For instance, Jesus Christ introduced a new life way and the new proceeded to supplant the old. The American revolution, which it took place on a continent that Europeans were in the process of settling, permitted a novel system to progress through time without undue hindrance from the Old World. There is no question, however, in the minds of students of history or comparative sociology, in each of these cases, the new was clearly an outgrowth of the old.
The result of the enculturative process is identity: the identity of the person within the group. Society seeks to make each member a fully responsible individual within the whole. While the enculturation process may at times alienate some persons, the intent of society is responsible participation.
God was underscoring this when He presented the Hebrews with the Ten Commandments. He said in effect, "Don't let the system of family, of the economy, of interpersonal relations, and of religion be abused. Let each one work and do his part for the good of the group and each member of the group. I will thus be honored." It is no wonder, therefore, that Jesus and Paul, living in New Testament times, sought to uphold the ideal of one's responsibility within the corporate or group setting. "Render to Caesar" and "obey the government, for God is the one who has put it there" are very specific commands or instructions building upon previously-laid foundations.
The enculturation process has two major aspects: (1) the informal, which some call "child training" and in some senses precedes and in other senses runs concurrently with (2) the formal, more commonly termed "education." The former is most likely to be carried out within the context of the family and among friends. The latter is carried out in institutions of learning, sacred or secular.

Child training

As we have stated, the infant enters a culture already formed. Some psychologists suggest that the stresses and strains within the womb begin the shaping of the child's personality. From the moment of birth, however, there is no question as to the socio-personality influences upon the child. The process of increasing awareness, called by some "canalization," is effected in four major stages: (1) the emerging awareness of the "universe" about him; (2) the differentiation of his universe from that of others; (3) the stabilization of his notions about his universe; and (4) the increase of control over his universe (Bock 1969).
Jean Piaget spent a lot of time observing and running experiments with children. As a result, he assigned time periods to a series of stages, as the following summarizes:

Sensory motor intelligence (0 to 18 months) -- during this stage the child, at first, does not distinguish between itself and its environment. The child is egocentric and reacts to objects based on physical characteristics rather than any acquired symbolic meaning.
Preoperational intelligence (18 months to 7 years) -- during this stage the child acquires language, the child is still egocentric, and the child deals with objects based on their symbolic meaning.
Concretely operational intelligence (7 years to 11 years) -- during this stage the child begins to become less egocentric and begins to see things from the other person's perspective, the child develops more complex patterns of thought but still based on concrete objects.
Formally operational intelligence (11 years and upward) -- at this stage the individual begins to adopt adult thought processes including abstract reasoning.

These ages are not absolutes but provide a guide to the maturation of the child. Piaget does feel, however, that the child will go through these stages in order, although the rate of movement will vary from child to child. The child does not cast off the attainments of earlier periods. Rather, the child retains earlier forms of intelligence integrating them with more advanced forms.
Societies differ in the care of the young (Bock 1969:56). One means of classification is seeing if child care is done by an individual or by a group or by both. North American parents tend to give individual attention to the child, with the mother primarily responsible for the child's care. However, when both parents work, the American child is likely to be placed in a childcare center to be cared for by a small team of professionals. One of the trademarks of the Israeli kibbutzim is that the children are cared for by paraprofessionals, none of whom is necessarily a parent of the child.
Another means of classification of child care is by relative or nonrelative or both. In most societies, the child is cared for by the natural parents or a close relative, such as an elder sibling or grand-parent if the parent is unable to care for him. However, in cultures or subcultures where wealth or prominence dominate, the child is cared for by a nonrelative such as a tutor, nurse, or maid. The Egyptian princess in the Bible who discovered baby Moses in the river sent Moses' sister Miriam to find a wet-nurse and maid. Miriam brought Moses' natural mother. The princess did not expect the girl to secure the natural mother, for anyone could and would have served insofar as she was concerned.
A third classification means is child care by parents or another relative or both. In Maya-related societies of Central America, as well as in Samoa, the eldest child in the family is given the primary responsibility for the care of the younger children. In Latin societies, this is likely to be the eldest girl. The responsibilities for the baby may start even before the child is weaned. Such care continues until the age of ten to twelve. At that time the father begins to pay more attention to the preparation of the boy for adulthood and the mother brings the girl into the complex workings of the home.
Child care may also be classified by mother or father or both. There are several obvious biological reasons for assigning care of the child to the female parent. Among the Black Caribs of Central America, this is accentuated by the practice of couvade. The mother carries on her normal life after the birth of the child and the father symbolically goes to bed. Among the Maya, the mother cares for the child until he is weaned, as long as two-and-a-half years after birth; and then other members of the family participate, especially the child's grandmother.

Habituation

In habituation, human beings learn those aspects of culture not regarded by the culture as specifically learnable techniques. Babies, being helpless, have their needs fulfilled for them. In the course of the fulfillment of these needs, the way in which the need is fulfilled comes to be almost as important as the fulfillment.
By the time a child is able to fulfill some of his own requirements for food and sleep, his habits are well established. These habits may be changed several times during the course of maturation, but even the need to change and the capacity to change are developed into habits. In one sense, the habits are the culture. When the habits of the people change, the culture changes.

Education

Each individual in a given society is provided the means of individual enrichment. No society is without an education program, though few have as extensive and all-encompassing a one as that found in Western nations. The formal education provided in Western nations through a graded school system is provided in other societies through social, religious, political, or economic mechanisms.
The Pocomchi of Central America have a socio-religious organization called the cofradia. It provides all members of the society between the ages of twenty and forty with a formal education in keeping with the needs and demands of the society. Each member approaching the age of twenty is elected into one of the eight cofradia in the community and serves for a period of two years. After this period of time, he rests at least a year before accepting election into a cofradia for another two-year term of service.
When participating in the activities of the cofradia, he does everything the senior members do. Thus he is trained in all the social processes known and utilized within his community. By the age of forty, he is fully qualified to handle any problem the society faces and to maintain the operation of the community effectively and efficiently along with the other leaders.

Extensions of education

In every society each member has someone for whom concern can be shown. This person might be part of his nuclear family, his extended family, an age or interest group, or a political or economic team. in societies organized around kinship, this other person is likely a member of the nuclear or extended family. In societies that have economic trading teams, as among some Australian aborigine groups, a close caring relationship develops between trading partners. In societies where there are age level organizations, as in certain areas of Africa, members of such an organization grow into a deep and abiding relationship with others of the same age level.
In matrilineal societies where the lineage and inheritance are traced through the mother's line rather than the father's, the biological father is a relatively insignificant member of the family team. He is replaced by a sociological father, the mother's brother in most instances. The child's maternal uncle thus functions in the male caring role and is responsible for the well-being and increasingly mature behavior of the child. In societies in which a joking relationship permits two members of the society to tease and criticize one another, a closeness develops which is impossible within a society where these roles are almost completely separated.

Styles of education

In most societies where the informal and formal practices of education involve the master-apprentice relationship, a different type of preparation develops than that stemming from the classroom lecture system. The master teacher is not simply training his pupil or apprentice to do the task in question; he is also teaching him to be a good master. Proper master behavior is passed on to the apprentice along with the skill.
In North American society, where there is a teacher-pupil relationship rather than master-apprentice, knowledge is primary. The student will likely utilize the content learned but not gain in communication skills as he sits under the lecturer.
In Mayan societies, which practice the master-apprentice relationship, outsiders have established schools based on teacher-student. When students returned to their villages after studying at the Bible institute, they presented the same lectures to their own people because the apprentice models the master. Even the illustrative material, given by a lecturer with an urban and industrial background, was used verbatim even though little of it was relevant to the rural and farm people in the audience.
In societies where formal education is based on the teacher-pupil educational relationship, telling is the primary means of teaching, i.e., lecture. Association between teacher and student is minimal, primarily within the context of the classroom. Influence of the teacher on the student is thus only in the specific area of the course. The rest of the teacher's experience and insight is lost to the student. The student who gets any closer to the teacher than that usually reports, "He's human after all." Change through the generations is by chance or the accumulation of influence of many teachers in many classrooms. Evaluation is thus of minimal value within the life of the student because only "end results" are tested and evaluated, i.e., the examination. The process by which one achieves learning is never questioned or evaluated. It is assumed that if one can handle the final exam well, the process of learning has been adequate.
In societies where formal education is based on the master-apprentice relationship, modeling of effective behavior is primary. The proper behavior of the skill or trade is communicated along with the proper behavior of the master to his apprentice. There tends to be maximum involvement between the two since they spend a great deal of time together. There is high potential for directed change with maximum impact on the life of the pupil by the master. Evaluation is in terms of the whole. The skill is only a relatively small part.
Jesus related to His disciples through a master-apprentice relationship. By the time He went to be with His Father, the bulk of the disciples were ready to carry on the work He had begun, and they assumed positions in the early church in keeping with their preparation. In John 17 Jesus prays for His apprentices, linking them with God. "They were yours; you gave them to me . . . As you sent me into the world, I have sent them into the world" (John 17:6, 18). Earlier He had referred to them as branches of a vine, Himself being the vine. He speaks of the ones they will be contacting and bringing into the kingdom as "grapes."

The life cycle

Every human who fulfills his biological destiny passes through four major stages or "crises" in the life cycle: birth; puberty, or maturity; marriage, or reproduction; and death. Every culture recognizes these major periods in some way, though some are made more prominent than others. Some cultures handle these experiences calmly and quietly; others exhibit much anxiety. In the latter case, the cultural emphasis is on the crisis situation. Within each society, therefore, these rituals or rites of passage allow a member to properly and effectively move from one condition of life to the next.
There are prebirth rituals, such as baby showers, which prepare society for the new infant's arrival. The newborn is "baptized" within an eleven-day period in the Philippines and somewhat later in other Catholic-and Protestant-influenced cultures. The shower and baptism are the rituals, or effective means, of transition from unborn state to born state. Some societies take this crisis so seriously that they require the husband to go to bed as replacement for the woman so that no harm will befall her and she will be able to provide sustenance for the baby. The Caribs, the Ainu people, and the Chinese of Marco Polo's time all practiced couvade.
It has only been within the last hundred years that man has had a scientific explanation for conception because of biological and genetic processes. Some primitive people fail to connect the act of physical, sexual intercourse with resultant pregnancy. Australian aborigines believe that a child is the reincarnation of an ancestral spirit. This belief negates any relation between the sex act and conception, though there is an admission that the woman's body must be opened in some way to permit the entrance of the ancestral spirits.
Failure to connect conception and the act of intercourse is considered by some as naiveté or ignorance. There is an increasing awareness, however, that it may simply be the cultural suppression of physical reality. In such cases the cultural form is designed to support the social system. For example, ancestor worship and totemism are important themes in Australian life. The continuity of the totemic group is sustained by the doctrine of spiritual reincarnation. Any focus on physical paternity would undermine the sacred institution.
The matrilineal Trobrianders believe the male plays no role in conception. To them, the spirit of a dead clan ancestor enters the womb when the woman is wading in the lagoon. It grows and becomes a child. The neighboring Dobu believe semen is coagulated coconut milk which causes the menstrual blood to coagulate and form a fetus. Many peoples of the world note the cessation of the menstrual flow as a sign of pregnancy. Others take note of breast changes, loss of appetite, "morning sickness," or a tendency to laziness on the part of the woman as signs of pregnancy.
Numerous anxieties attend the birth process such as (1) the child will not develop ideally, (2) the fetus will miscarry, (3) the birth will be difficult, or (4) some evil spirit will adversely affect the fetus and later the newborn child. Special attention is therefore given to those who attend the birth (fathers may or may not be present) and to those who see the child after birth (to the Latin, strangers may convey illness and death by means of the evil eye). What adorns the baby after birth is also important (the Pocomchi tie a string around the wrist of the newborn to protect the child against the evil eye).
Whereas nominally Christian societies use baptism and christening as indications of the social acceptance of the child, other societies utilize special presentations and naming ceremonies. Among the Ashanti, a child is not considered a human being until eight days after birth. At that time the child is ceremonially named and publicly presented. Should it die before eight days have passed, it would be simply disposed of; for the Ashanti would believe that it was merely the husk of a ghost child whose mother left it to go on a trip and then returned to claim it. Among the Swazi -- distant neighbors of the Ashanti -- for first three months of life a baby is only a thing. It is not named and the men cannot hold it. If a baby under three months of age dies, it cannot be ceremonially mourned.
Thus, the question of when life begins is handled differently among various people groups. Catholic-based cultures hold that life begins at conception. Protestant subcultures differ in when they believe life begins. These beliefs range from conception to as late as birth. The medical profession in the United States has accepted a position implying that life begins sometime between the third and fifth months. Therefore, many medical professionals will support abortions up to this time. The Ashanti and Swazi -- along with numerous other societies of the world -- say life does not number from a point following birth, but perhaps from a point as late as three months later.
There are large variations in the quality and quantity of creative productions between cultures and even within the same culture at different times. Indeed there may be certain characteristics of a culture that encourage or at least make possible greater creative production.
The first of these characteristics would be a level of technology and economy that would generate sufficient material wealth to make possible the time and opportunity for creative activity. Persons living in a society where every person is involved full-time in subsistence activity are less likely to engage in creative activity.
The second characteristic of a creative society is the presence of a communication system that allows for the maximum exchange of ideas and information. Societies that restrict communication also restrict the exchange of ideas and information on which creativity feeds.
The third characteristic is a societal value system that socially and economically rewards creative acts. The forth characteristic is related to the third. Societies with a climate of acceptance will experience higher levels of creativity than societies that punish creativity economically, socially, or criminally.
The fifth characteristic is opportunities for privacy. Privacy is often necessary for creative production. Although some societies provide or allow for sanctuaries, other societies have no real concept of privacy. Along with privacy, the sixth characteristic is the existence within the social system of social mechanisms that permit or encourage the formation of disciple or peer groups, such as art colonies, professional associations, and other forms of social organization that encourage creativity.
The last characteristic is an educational system that encourages free inquiry and rewards individual research and creativity. Societies with educational systems geared to transmitting what has already been discovered and traditional knowledge are less likely to produce creativity than those societies whose educational system encourages questioning and challenging traditional knowledge and the exploration of new frontiers of knowledge.

CONTOH CERPEN (EXAMPLE OF SHORT STORY)

2009-10-31T02:01:00.000-07:00

Kemarin saya dikasih tugas untuk menganalisis unsure instrinsik cerpen. Berikut contoh cerpen yang saya analisis.

“SIGHT OF THE

GREECE

”

Shirley was a beautiful woman of England. Yet, she was not young anymore she was 42 year old already. She lived in Liverpool, the city where she was born.

One summer, her best friend, Jane invited her to go to holiday in Greece. She never goes to Greece, she was curious about that country, so she decided to join with Jane in Holiday.

In the Greece they stayed in a hotel near the beach. There, they welcomed by a friendly man named Costas. He was the manager of the hotel. One evening Shirley went to the bar for some beverage, she found Costas stood there and they begun a conversation.

“You know, I have a boat located near this beach. Actually it belongs to my brother, but if you want, we can go for a ride tomorrow. What do you think?” said The man to her.

“Wow, it would be nice,” she accepted the invitation and she went with him next day. They enjoyed their trip very much, especially Shirley who never sails with a boat.

Actually, Shirley likes the sights of Greece, so after the first trip, she went out with the manager of hotel every day. As usual they swam, sunbathed and spent much time together in the sea. They enjoyed it very much.

The end of holiday came, Shirley had to go back. She was in Airport already but, suddenly she decided to not to go home to Liverpool, her home town. She thought, she wanted to stay in Greece. Then, this girl left the airport and went back directly to the hotel where Costas as the manager.

When she had arrived she saw Costas in the bar with a woman and she decided to hear their conversation.

“Would you like to go for a ride in my brother’s boat?” said costas inviting the woman. But, Shirley didn’t care about that and she came nearer to them.

Costas was shocked when he found Shirley standing beside him and the woman. He was extremely surprise, He got she smiled at him. Costas thought Shirley would angry with him but, she only told her purpose that she was looking for a job in his hotel.

Shirley was not angry when she knew the fact that Costas was a playboy, because She was not in love with that man but, she fallen in love with the Greece and the sea sights of it.

SINONYMS AND ANTONYMS

2009-10-31T01:58:00.000-07:00

Antonym
In lexical semantics, opposites are words that lie in an inherently incompatible binary relationship as in the opposite pairs male : female, long : short, up : down, and precede : follow. The notion of incompatibility here refers to fact that one word in an opposite pair entails that it is not the other pair member. For example, something that is long entails that it is not short. It is referred to as a 'binary' relationship because there are two members in a set of opposites. The relationship between opposites is known as opposition. A member of a pair of opposites can generally be determined by the question What is the opposite of X ?
The term antonym (and the related antonymy) has also been commonly used as a term that is synonymous with opposite; however, the term also has other more restricted meanings. One usage has antonym referring to both gradable opposites, such as long : short, and (non-gradable) complementary opposites, such as male : female, while opposites of the types up : down and precede : follow are excluded from the definition. A third usage (particularly that of the influential Lyons 1968, 1977) defines the term antonym as referring to only gradable opposites (the long : short type) while the other types are referred to with different terms. Therefore, as Crystal (2003) warns, the terms antonymy and antonym should be regarded with care. In this article, the usage of Lyons (1963, 1977) and Cruse (1986, 2004) will be followed where antonym is restricted to gradable opposites and opposite is used as the general term referring to any of the subtypes discussed below.

For the purposes of this article (see introduction), antonyms, from the Greek anti ("opposite") and onoma ("name") are gradable opposites. Gradable opposites lie at opposite ends of a continuous spectrum of meanings; examples are hot and cold, slow and fast, and fat and skinny. Words may have several different antonyms, depending on the meaning: both long and tall can be antonyms of short.

Opposites are interestingly simultaneously different and similar in meaning, Typically, they differ in only one dimension of meaning, but are similar in most other respects, including similarity in grammar and positions of semantic abnormality. Additionally, not all words have an opposite. Some words are non-opposable. For example, the word platypus has no word that stands in ops3osition to it (hence, the un answerability of What is the opposite of platypus?). The main reason is that animal or plant species have no binary opposites (other than possible gender opposites such as lion/lioness, etc.). Other, words are opposable but have an accidental gap in a given language's lexicon. For example, the word devout lacks a lexical opposite, but it is fairly easy to conceptualize a parameter of devoutness where devout lies at the positive pole with a missing member at the negative pole.

Opposites may be viewed as a special type of incompatibility. Words that are incompatible create the following type of entailment (where X is a given word and Visa different word incompatible with word

sentence A is X entails sentence A is not Y

An example of an incompatible pair of words is cat : dog :

It's a cat entails It's not a dog

This incompatibility is also found in the opposite pairs fast: slow and stationary : moving, as can be seen below :

It's fast entails It's hot slow

It's stationary entails It's not moving

Complementaries

Complementary opposites are pairs that express absolute opposites, like mortal and immortal.

• interactives

• satis/actives

• counteractives

Synonyms

Synonyms are different words (or sometimes phrases) with identical or very similar meanings. Words that are synonyms are said to be synonymous, and the state of being a synonym is called synonymy. The word comes from Ancient Greek syn (σύν) ("with") and onoma (ὄνομα) ("name"). The words car and automobile are synonyms. Similarly, if we talk about a long time or an extended time, long and extended become synonyms. In the figurative sense, two words are often said to be synonymous if they have the same connotation:

"a widespread impression that … Hollywood was synonymous with immorality" (Doris Kearns Goodwin)

Synonyms can be any part of speech (e.g. nouns, verbs, adjectives, adverbs or prepositions), as long as both members of the pair are the same part of speech. More examples of English synonyms are:

student and pupil (noun)
petty crime and misdemeanor (noun)
buy and purchase (verb)
sick and ill (adjective)
quickly and speedily (adverb)
on and upon (preposition)

Note that synonyms are defined with respect to certain senses of words; for instance, pupil as the "aperture in the iris of the eye" is not synonymous with student. Similarly, he expired means the same as he died, yet my passport has expired cannot be replaced by my passport has died.
In English many synonyms evolved from a mixture of Norman French and English words, often with some words associated with the Saxon countryside ("folk", "freedom") and synonyms with the Norman nobility ("people", "liberty").
Some lexicographers claim that no synonyms have exactly the same meaning (in all contexts or social levels of language) because etymology, orthography, phonic qualities, ambiguous meanings, usage, etc. make them unique. Different words that are similar in meaning usually differ for a reason: feline is more formal than cat; long and extended are only synonyms in one usage and not in others (for example, a long arm is not the same as an extended arm). Synonyms are also a source of euphemisms.
The purpose of a thesaurus is to offer the user a listing of similar or related words; these are often, but not always, synonyms.
In general, we can break synonymy down into three categories, varying by degree.

§ Absolute synonymy

Two words word are defined as being absolutely synonymous if they are equinormal for all contexts. This means that for every context where Word A is perfectly acceptable, Word B is as well. Similarly, whenever Word A seems a bit strange or out of place, Word B must be equally out of place. In practice, almost no such pairs exist in normal language. Here are some examples that highlight the difficulty in finding words which are absolutely synonymous:

Little Billy was so brave at the dentist's today.

Little Billy was so courageous at the dentist's today

Calm : placid

She was quite calm just a few minutes ago.

She was quite placid just a few minutes ago.

Inevitably it seems, we can find contexts where one of the words seems slightly inappropriate or slightly out of place, though JudyT points out that furze and gorse may as bolutely synonymous. In general, Absolute Synonymy is only really useful as a conceptual reference

§ Propositional Synonymy

Two words are propositionally synonymous if they can be used in any truth functional expression and not change the value of the sentence.

Sally took the can from the box.

Sally took the tin from the box.

Alex plays the violin

Alex plays the fiddle.

In a sentence like "Alex plays the fiddle in the orchestra" the use of 'fiddle' (a word which in this context typically is only used by professionals) preserves the truth value for the sentence and so is appropriate for propositional synonymy.

Differences in propositional synonymy typically are either of style, field of discourse, or in expressive meaning. In "the patient broke his shin" and "the patient broke his fibula", the difference comes from the field of discourse.

§ Near Synonymy

Essentially every synonymous word pairing that is neither of the two above. While the distinction between propositional synonymy and near synonymy is clear at least in theory, the line between near synonymy and non-synonymy is very difficult to draw formally. Fortunately, speakers seem to know intuitively whether terms are synonymous, even though we cannot formulate a specific definition.

Relative Clause

2008-09-01T20:09:00.000-07:00

A relative clause is a subordinate clause that modifies a noun. For example, the noun phrase the man who wasn't there contains the noun man, which is modified by the relative clause who wasn't there. In many languages, relative clauses are introduced by a special class of pronouns called relative pronouns; in the previous example, who is a relative pronoun. In other languages, relative clauses may be marked in different ways: they may be introduced by a special class of conjunctions called relativizers; the main verb of the relative clause may appear in a special morphological variant; or a relative clause may be indicated by word order alone. In some languages, more than one of these mechanisms may be possible.

The antecedent of the relative clause (that is, the noun that is modified by it) can in theory be the subject of the main clause, or its object, or any other verb argument. However, many languages do not have the possibility, or a straightforward syntactic pattern, to relativise arguments other than the core ones (subject and direct object).

A relative clause follows the noun it modifies. It is generally indicated by a relative pronoun at the start of the clause, although sometimes simply by word order. The choice of relative pronoun, or choice to omit one, can be affected by whether the clause modifies a human or non-human noun, by whether the clause is restrictive or not, and by the role (subject, direct object, or the like) of the relative pronoun in the relative clause. In English, as in some other languages (such as French; see below), non-restrictive relative clauses are set off with commas, but restrictive ones are not:

* I met a man and a woman yesterday. The woman, who had a thick French accent, was very pretty.
* I met two women yesterday, one with a thick French accent and one with a mild German one. The woman who had a thick French accent was very pretty.

As regards relative clauses, English has two particularities that are unique among the Germanic languages:

1. In other Germanic languages, if a relative pronoun is the object of a preposition in the relative clause, then the preposition always appears at the start of the clause, before the relative pronoun. In English, the preposition will often appear where it would appear if the clause were an independent clause — in other words, the relative pronoun "strands" it when it moves to the start of the clause. It used to be common to regard this as a grammatical error (see: Linguistic prescription) but in fact it has been a standard feature of the language since Middle English times.
2. In other Germanic languages, a relative pronoun is always necessary. In English, however, it may be suppressed in a restrictive clause (as in "The man we met was very friendly"), provided it would not serve as the subject of the main verb. When this is done, if the relative clause is the object of a preposition in the relative clause, then said preposition is always "stranded" in the manner described above; it is never moved to the start of the clause.

Descriptive Text My Brother

2008-08-24T22:21:00.000-07:00

My brother is a public relations officer of a big company. I think that he is a very interesting man. He is friendly so he has so many friends. It is an apparent fact that he is in an appropriate position. He is one of the importan men in his company.

He is very busy because he has many tasks. He must plan, develop and evaluate information and communication strategies that present tge organization to public, clients and other stakeholders.

Environment

2008-08-22T10:55:00.000-07:00

The earth is our environment. Yhe environment includes everything in our surroundings and all the conditions that affaect aur lives. In the short time human being have been on earth, we have learned to change the environment to provide for our needs and luxuries. We have grown plants and domesticated animals; we have cleared forest to open up land for farming; we have mined and refined the earth’s minerals; we have learned to use minerals for fuel and as materials to make tools, houses, and machine.
We use water to wash ourselves, our clothes, and our dishes, to cook our food and in many other ways. Without ample water, our lives would be very different. Life itself could not exist without water. It is certain that all living things need water. Every year there are water shorthages in various places on earth. The problem is not that there is not enough water. It is that the right amount of water is not in the right places at the raight time.
Water suplies in some areas are gradually being used up. If the biggest natural underground reservoir or the ground-water is being pumped out so fast, the water level is falling about one meter each year. At this rate it will be dry by the year 2020.

In any community the various organisms are linked in a complicated web of relationship. Air, water/sea, and land arte closely related. These are usually in delicate balance with one another. If the natural web is distrubed the results may be disastrous. Most distrubance and destruction came from man’s activities. And man is interfering with nature all the time.

The Global Economy

2008-08-21T20:22:00.000-07:00

In this twentieth century indonesia has adopted a new economic system. It is understandable that the goverment always anticipates what may happen in 2010. So steps are being taken to make the new economic system beneficial to the goverment and the people.
Few years ago a subsidy was given by the goverment to industries or state –owned corporations thet needed financial help. But now, the goverment has stoped giving financial help. It is expected thet the corporations will try to survive although they should in copetition with the others. So self-help is needed. They should not try to speculate. They will be in dificualty.
With the end of the cold war, economic issues have replaced ideological and political qustions as the major determinants of global politic. Here indonesian is able to share some of its experience in carrying out economic development and in managing dependence on the West.
Indonesia is trading whit many countries in the world now. Intonesia is trading petroleum, petroleum product, natural gas, timber from machiner, chemical and cement.
Adopting free trade and free market is unavoidable becous of global economy. A nationa cannot trade with some nation in the neighbouring countries only. A trade is not confined to acertain area. The reasons are the differences in natural resources in different parts of the world and spealization in making goods that are of good quality. The ther reasons are grownth of transportation and comunication.

Install Telephone

2008-08-20T03:02:00.000-07:00

My grandmother lives in a country.She wants to install a telephone at her house,but she does't know what to do.The other day she visited me and asked how much it cost to get a telephone line.What she wants is simple.She wants to know how to communicate with me in a long distance.Where she lives is far from my city.I came up with a simple solution.I bought her a mobile phone,but she had to learn how to use it.She is truly modem country lady.

The Stock Exchange

2008-08-18T08:18:00.000-07:00

You may have known the difference between money market and stock exchange. Money market is the body of persons, bankers, financiers, etc. Whose operations decide the rate of interest on borrowed capital. Stock exchange is a place where stocks and shares are bought and sold, such as New York Stock Exchange, the London Stock Exchange and the Jakarta Stock Exchange. So New York, or London, or Jakarta is a financial centre.
Much of the world’s business activity would be impossible without stock and bonds. Stock and bonds are certificate that corporations sell to the public to raise money. To start a new company or to buy a new equipment for an existing company usually requires a very large amount of money. The amoun may be to large to borrow from a bank or from a few private individuals. The company finance should be strong enough to develop productivity. To raise the money, the company sells of thousands sometimes millions of shares of stock or hundred of thausands rupiah’s worth bonds. Stock and bond are also called securities. The people who buy securities are called investors. So they invests money. By careful investment of their capital, each of them will obtain a good income.

Custom and Way of Life 1

2008-08-17T07:38:00.000-07:00

A custom is a bilief, principle or standard of conduct which is passed on from generation to generation, especially when this is done without a written record. It used to be customary in Indonesia for a man to give up his seat to a lady in crowded bus or train. And it is the custom here to give the chance for a lady to go first. Take for example,when we stand in a queue for the tickets, we shall let the lady behind us stand in front of us.
In an extended family, the members of the family consist of parent, grandparents, uncless and aunts and children. Whwn the dining room is not so large, the old-age member of the family have meals first and then followed by the children. Are trained to respect old people.
A gret majority of the indonesians are farmers who till small plots of land. In large parts of the country rice is the man crop. In addition to these crops, vegetables, fish, eggs, chickens, and spices make up the daily diet.
Farm families are generally large than city families. All the members must work for their daily food. Young girls help mother sew and thresh rice in the afternoon, after they have finished school and religius training. Boys of eight will help their fhater weed and plough in the rice paddis.
In the cities some of people work in small local industries, Where food is processed, leather is tanned, and the famous batik cloth with colour designs is woven ans dyed.
In the afternoon all the members of the family eat a big meal and then sleep for a few hours. In the evening after eating a smaller, less formal meal, people usually watch TV or get together with their friends.

Apa itu Blog?? What is Blog??

2008-08-16T21:18:00.000-07:00

BLOG
Blog is another word for weblog. A weblog is a website that is like a diary or journal. Most people can create a blog and then write on that blog. Bloggers (a word for people who write on blogs) often write about their opinions and thoughts.

When a person writes on a blog, what they write is in the form of a post, which is a single piece of writing on the blog. Posts often include links to other websites.

Blogs can have one or more writers. If they have more than one writer, they are often called community blogs, team blogs, or group blogs.

On many blogs, the person reading the posts can leave comments, which are notes in which a person says what they think about the blog post. This makes blogs good for discussion — if someone writes something that someone else does not believe to be true, someone else can fix it by writing a comment on that blog or on their own blog. Someone else cannot change what the post says, but the writer of the post can. Not all blog posts need to be talked about or fixed. But if there are a lot of people interested in a topic, they can start a discussion on the original blog, on their own blogs, or both. These people can discuss a topic or their point of view.

Very often, a community blog or group blog will shrink into a small group of bloggers (writers) who know and trust each other, called a creative network. That kind of community blog will also have a larger group of people, a social network, who only read (and maybe comment on) the blog. Some blogs have scoring (ranking) of posts that makes these networks more solid, so that postings that people like the most are shown first or in a way that is easier to find.

Often people have their own blog and make an RSS feed to it. When blogs have RSS feeds, other programs, called content aggregators, can put postings from all the blogs that a person likes in one place. Many people find it easier to read all the new posts from blogs they like in one place, through RSS, instead of going to each site one at a time.

Some experts think that community blogs, and some groups of individual (one-person) blogs that talk about similar topics, have a power structure like that inside a political party. These experts think that a clique (a small, exclusive group of people) will control discussions by choosing when someone has "won" an argument, and when a matter is "decided." But an advantage of blogs is that even people outside that clique can comment on the original discussion.andrew jackson was on the twenty dollar bill! isn't that awesome!!!!

Google Adsense

2008-08-15T22:03:00.000-07:00

A. Adsense
AdSense is an advertisement serving program run by Google. Website owners can enroll in this program to enable text, image, and more recently, video advertisements on their websites. These advertisements are administered by Google and generate revenue on either a per-click or per-impression basis. Google is also currently beta-testing a cost-per-action based service.

Google uses its Internet search technology to serve advertisements based on website content, the user's geographical location, and other factors. Those wanting to advertise with Google's targeted advertisement system may enroll through AdWords. AdSense has become a popular method of placing advertising on a website because the advertisements are less intrusive than most banners, and the content of the advertisements is often relevant to the website.

Currently, AdSense uses JavaScript code to incorporate the advertisements into a participating website. If the advertisements are included on a website that has not yet been crawled by the Mediabot, AdSense will temporarily display advertisements for charitable causes, also known as public service announcements (PSAs). (The Mediabot is different from the Googlebot, which maintains Google's search index.)

Many websites use AdSense to monetize their content. AdSense has been particularly important for delivering advertising revenue to small websites that do not have the resources for developing advertising sales programs and salespeople. To fill a website with advertisements that are relevant to the topics discussed, webmasters implement a brief script on the websites' pages. Websites that are content-rich have been very successful with this advertising program, as noted in a number of publisher case studies on the AdSense website.

Some webmasters invest significant effort into maximizing their own AdSense income. They do this in three ways:[citation needed]

They use a wide range of traffic-generating techniques, including but not limited to online advertising.
They build valuable content on their websites that attracts AdSense advertisements, which pay out the most when they are clicked.
They use copy on their websites that encourages visitors to click on advertisements. Note that Google prohibits webmasters from using phrases like "Click on my AdSense ads" to increase click rates. The phrases accepted are "Sponsored Links" and "Advertisements".[citation needed]
The source of all AdSense income is the AdWords program, which in turn has a complex pricing model based on a Vickrey second price auction. AdSense commands an advertiser to submit a sealed bid (i.e., a bid not observable by competitors). Additionally, for any given click received, advertisers only pay one bid increment above the second-highest bid.

The underlying technology behind AdSense was derived originally from WordNet, Simpli (a company started by the founder of Wordnet, George A. Miller), and a number of professors and graduate students from Brown University, including James A. Anderson, Jeff Stibel, and Steve Reiss.[1] A variation of this technology utilizing WordNet was developed by Oingo, a small search engine company based in Santa Monica founded in 1998 by Gilad Elbaz and Adam Weissman.[2][3] Oingo changed its name to Applied Semantics in 2001,[4] which was later acquired by Google in April 2003 for US$102 million.[5]

B. AdSense for Feeds
In May 2005, Google announced a limited-participation beta version of AdSense for Feeds, a version of AdSense that runs on RSS and Atom feeds that have more than 100 active subscribers. According to the Official Google Blog, "advertisers have their ads placed in the most appropriate feed articles; publishers are paid for their original content; readers see relevant advertising—and in the long run, more quality feeds to choose from."[6]

AdSense for Feeds works by inserting images into a feed. When the image is displayed by a RSS reader or Web browser, Google writes the advertising content into the image that it returns. The advertisement content is chosen based on the content of the feed surrounding the image. When the user clicks the image, he or she is redirected to the advertiser's website in the same way as regular AdSense advertisements.

AdSense for Feeds has remained in its beta state until August 15, 2008, when it became available to all AdSense users.

C. AdSense for search
A companion to the regular AdSense program, AdSense for search, allows website owners to place Google search boxes on their websites. When a user searches the Internet or the website with the search box, Google shares any advertising revenue it makes from those searches with the website owner. However the publisher is paid only if the advertisements on the page are clicked: AdSense does not pay publishers for mere searches.

D. AdSense for mobile content
AdSense for mobile content allows publishers to generate earnings from their mobile websites using targeted Google advertisements. Just like AdSense for content, Google matches advertisements to the content of a website — in this case, a mobile website