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Environmental education

agoeslaw@gmail.com (agoes law) — Wed, 01 Feb 2012 20:27:35 PST

Environmental education (EE) refers to organized efforts to teach about how natural environments function and, particularly, how human beings can manage their behavior and ecosystems in order to live sustainably. The term is often used to imply education within the school system, from primary to post-secondary. However, it is sometimes used more broadly to include all efforts to educate the public and other audiences, including print materials, websites, media campaigns, etc. Related disciplines include outdoor education and experiental education.

Environmental education is a learning process that increases people's knowledge and awareness about the environment and associated challenges, develops the necessary skills and expertise to address the challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible action (UNESCO, Tbilisi Declaration, 1978).

Focus of EE

EE focuses on:

Awareness and sensitivity about the environment and environmental challenges
Knowledge and understanding about the environment and environmental challenges
Attitude concern for the environment and help to maintain environmental quality
Skills to mitigate the environmental problems
Participation for exercising existing knowledge and environmental related programs

History

The roots of environmental education can be traced back as early as the 18th century when Jean-Jacques Rousseau stressed the importance of an education that focuses on the environment in Emile: or, On Education. Several decades later, Louis Agassiz, a Swiss-born naturalist, echoed Rousseau’s philosophy as he encouraged students to “Study nature, not books.” These two influential scholars helped lay the foundation for a concrete environmental education program, known as Nature study, which took place in the late 19th century and early 20th century.

The nature study movement used fables and moral lessons to help students develop an appreciation of nature and embrace the natural world. Anna Botsford Comstock, the head of the Department of Nature Study at Cornell University, was a prominent figure in the nature study movement and wrote the Handbook for Nature Study in 1911, which used nature to educate children on cultural values. Comstock and the other leaders of the movement, such as Liberty Hyde Bailey, helped Nature Study garner tremendous amounts of support from community leaders, teachers, and scientists and change the science curriculum for children across the United States.

A new type of environmental education, Conservation Education, emerged as a result of the Great Depression and Dust Bowl during the 1920s and 1930s. Conservation Education dealt with the natural world in a drastically different way from Nature Study because it focused on rigorous scientific training rather than natural history. Conservation Education was a major scientific management and planning tool that helped solve social, economic, and environmental problems during this time period.

The modern environmental education movement, which gained significant momentum in the late 1960s and early 1970s, stems from Nature Study and Conservation Education. During this time period, many events – such as Civil Rights, the Vietnam War, and the Cold War – placed Americans at odds with one another and the U.S. government. However, as more people began to fear the fallout from radiation, the chemical pesticides mentioned in Rachel Carson’s Silent Spring, and the significant amounts of air pollution and waste, the public’s concern for their health and the health of their natural environment led to a unifying phenomenon known as environmentalism.

The first article about environmental education as a new movement appeared in Phi Delta Kappan in 1969, authored by James A. Swan. A definition of "Environmental Education" first appeared in Educational Digest in March 1970, authored by William Stapp. Stapp later went on to become the first Director of Environmental Education for UNESCO, and then the Global Rivers International Network.

Ultimately, the first Earth Day on April 22, 1970 – a national teach-in about environmental problems – paved the way for the modern environmental education movement. Later that same year, President Nixon passed the National Environmental Education Act, which was intended to incorporate environmental education into K-12 schools. Then, in 1971, the National Association for Environmental Education (now known as the North American Association for Environmental Education) was created to improve environmental literacy by providing resources to teachers and promoting environmental education programs.

Internationally, environmental education gained recognition when the UN Conference on the Human Environment held in Stockholm, Sweden, in 1972, declared environmental education must be used as a tool to address global environmental problems. The United Nations Education Scientific and Cultural Organization (UNESCO) and United Nations Environment Program (UNEP) created three major declarations that have guided the course of environmental education.

Stockholm Declaration

June 5–16, 1972 - The Declaration of the United Nations Conference on the Human Environment. The document was made up of 7 proclamations and 26 principles "to inspire and guide the peoples of the world in the preservation and enhancement of the human environment."

The Belgrade Charter

October 13–22, 1975 - The Belgrade Charter. was the outcome of the International Workshop on Environmental Education held in Belgrade, Serbia. The Belgrade Charter was built upon the Stockholm Declaration and adds goals, objectives, and guiding principles of environmental education programs. It defines an audience for environmental education, which includes the general public.

The Tbilisi Declaration

October 14–26, 1977 - The Tbilisi Declaration "noted the unanimous accord in the important role of environmental education in the preservation and improvement of the world's environment, as well as in the sound and balanced development of the world's communities." The Tbilisi Declaration updated and clarified The Stockholm Declaration and The Belgrade Charter by including new goals, objectives, characteristics, and guiding principles of environmental education.

Later that decade, in 1977, the Intergovernmental Conference on Environmental Education in Tbilisi, Georgia emphasized the role of Environmental Education in preserving and improving the global environment and sought to provide the framework and guidelines for environmental education. The Conference laid out the role, objectives, and characteristics of environmental education, and provided several goals and principles for environmental education.

Modern environmental education in the United States

Following the 1970s, non-governmental organizations that focused on environmental education continued to form and grow, the number of teachers implementing environmental education in their classrooms increased, and the movement gained stronger political backing. A critical move forward came when the United States Congress passed the National Environmental Education Act of 1990, which placed the Office of Environmental Education in the U.S. Environmental Protection Agency and allowed the EPA to create environmental education initiatives at the federal level.

Antecedents in the United States

In the

United States

some of the antecedents of Environmental Education were Nature Studies, Conservation Education and School Camping. Nature studies integrated academic approach with outdoor exploration (Roth, 1978). Conservation Education brought awareness to the misuse of natural resources. George Perkins Marsh discoursed on humanity’s integral part of the natural world. The governmental agencies like the U.S. Forest Service and the EPA were also pushing a conservation agenda. Conservation ideals still guide environmental education today. School Camping was exposure to the environment and use of resources outside of the classroom for educational purposes. The legacies of these antecedents are still present in the evolving arena of environmental education.

About

Environmental education has been considered an additional or elective subject in much of traditional K-12 curriculum. At the elementary school level, environmental education can take the form of science enrichment curriculum, natural history field trips, community service projects, and participation in outdoor science schools. EE policies assist schools and organizations in developing and improving environmental education programs that provide citizens with an in-depth understanding of the environment. School related EE policies focus on three main components: curricula, green facilities, and training.

Schools can integrate environmental education into their curricula with sufficient funding from EE policies. This approach – known as using the “environment as an integrating context” for learning – uses the local environment as a framework for teaching state and district education standards. In addition to funding environmental curricula in the classroom, environmental education policies allot the financial resources for hands-on, outdoor learning. These activities and lessons help address and mitigate "nature deficit disorder", as well as encourage healthier lifestyles.

Green schools, or green facility promotion, are another main component of environmental education policies. Greening school facilities cost, on average, a little less than 2 percent more than creating a traditional school, but payback from these energy efficient buildings occur within only a few years. Environmental education policies help reduce the relatively small burden of the initial start-up costs for green schools. Green school policies also provide grants for modernization, renovation, or repair of older school facilities. Additionally, healthy food options are also a central aspect of green schools. These policies specifically focus on bringing freshly prepared food, made from high-quality, locally grown ingredients into schools.

In secondary school, environmental curriculum can be a focused subject within the sciences or is a part of student interest groups or clubs. At the undergraduate and graduate level, it can be considered its own field within education, environmental studies, environmental science and policy, ecology, or human/cultural ecology programs.

Environmental education is not restricted to in-class lesson plans. There are numerous ways children can learn about the environment in which they live. From experimential lessons in the school yard and field trips to national parks to after-school green clubs and school wide sustainability projects, the environment is a topic which is readily and easily accessible. Furthermore, celebration of Earth Day or participation in EE week (run through the National Environmental Education Foundation) is a great way to dedicate your lessons to environmental education. To be most effective, promote a holistic approach and lead by example, using sustainable practices in the classroom and school grounds and encouraging students and parents to bring environmental education into their home.

The final aspect of environmental education policies, but certainly not least important, is training individuals to thrive in a sustainable society. In addition to building a strong relationship with nature, American citizens must have the skills and knowledge to succeed in a 21st century workforce. Thus, environmental education policies fund both teacher training and worker training initiatives. Teachers must be trained to effectively teach and incorporate environmental studies in their curricula. On the other hand, the current workforce must be trained or re-trained so that they can adapt to the new green economy. Environmental education policies that fund training programs are critical in educating citizens to prosper in a sustainable society.

Related disciplines

Environmental education has crossover with the disciplines of outdoor education and experimential education. Both disciplines complement environmental education yet have unique philosophies.

Outdoor education means learning "in" and "for" the outdoors. It is a means of curriculum extension and enrichment through outdoor experiences." (Hammerman, 1980, p. 33) Environmental education is often taught or enhanced through outdoor experiences. The out of doors experience, while not strictly environmental in nature, often contain elements of teaching about the environment.
Experiential education is a process through which a learner constructs knowledge, skill, and value from direct experiences" (AEE, 2002, p. 5) Experiential education can be viewed as both a process and method to deliver the ideas and skills associated with environmental education.

While each of these disciplines have their own objectives, there are points where both disciplines overlap with the intentions and philosophy of environmental education.

Trends

One of the current trends within environmental education seeks to move from an approach of ideology and activism to one that allows students to make informed decisions and take action based on experience as well as data. Within this process, environmental curricula have progressively been integrated into governmental education standards. Some environmental educators find this movement distressing and a move away from the original political and activist approach to environmental education while others find this approach more valid and accessible.

Movement

There is a movement that has progressed since the relatively recent founding (1960s) of the idea of environmental education in industrial societies, which has transported the participant from nature appreciation and awareness to education for an ecologically sustainable future. This trend may be viewed as a microcosm of how many environmental education programs seek to first engage with participants through developing a sense of nature appreciation which is then translated into actions that affect conservation and sustainability.

Programs range from New York to California, including Life Lab at University of California, Santa Cruz, as well as Cornell University in Ithaca.

Another New Year.......

agoeslaw@gmail.com (agoes law) — Sat, 14 Jan 2012 00:28:16 PST

"Happy New Year!" That greeting will be said and heard for at least the first couple of weeks as a new year gets under way. But the day celebrated as New Year's Day in modern America was not always January 1.

ANCIENT NEW YEARS
The celebration of the new year is the oldest of all holidays. It was first observed in ancient Babylon about 4000 years ago. In the years around 2000 BC, the Babylonian New Year began with the first New Moon (actually the first visible cresent) after the Vernal Equinox (first day of spring).

The beginning of spring is a logical time to start a new year. After all, it is the season of rebirth, of planting new crops, and of blossoming. January 1, on the other hand, has no astronomical nor agricultural significance. It is purely arbitrary.

The Babylonian new year celebration lasted for eleven days. Each day had its own particular mode of celebration, but it is safe to say that modern New Year's Eve festivities pale in comparison.

The Romans continued to observe the new year in late March, but their calendar was continually tampered with by various emperors so that the calendar soon became out of synchronization with the sun.

In order to set the calendar right, the Roman senate, in 153 BC, declared January 1 to be the beginning of the new year. But tampering continued until Julius Caesar, in 46 BC, established what has come to be known as the Julian Calendar. It again established January 1 as the new year. But in order to synchronize the calendar with the sun, Caesar had to let the previous year drag on for 445 days.

THE CHURCH'S VIEW OF NEW YEAR CELEBRATIONS
Although in the first centuries AD the Romans continued celebrating the new year, the early Catholic Church condemned the festivities as paganism. But as Christianity became more widespread, the early church began having its own religious observances concurrently with many of the pagan celebrations, and New Year's Day was no different. New Years is still observed as the Feast of Christ's Circumcision by some denominations.

During the Middle Ages, the Church remained opposed to celebrating New Years. January 1 has been celebrated as a holiday by Western nations for only about the past 400 years.

NEW YEAR TRADITIONS

Other traditions of the season include the making of New Year's resolutions. That tradition also dates back to the early Babylonians. Popular modern resolutions might include the promise to lose weight or quit smoking. The early Babylonian's most popular resolution was to return borrowed farm equipment.

The Tournament of Roses Parade dates back to 1886. In that year, members of the Valley Hunt Club decorated their carriages with flowers. It celebrated the ripening of the orange crop in California.

Although the Rose Bowl football game was first played as a part of the Tournament of Roses in 1902, it was replaced by Roman chariot races the following year. In 1916, the football game returned as the sports centerpiece of the festival.

The tradition of using a baby to signify the new year was begun in Greece around 600 BC. It was their tradition at that time to celebrate their god of wine, Dionysus, by parading a baby in a basket, representing the annual rebirth of that god as the spirit of fertility. Early Egyptians also used a baby as a symbol of rebirth.

Although the early Christians denounced the practice as pagan, the popularity of the baby as a symbol of rebirth forced the Church to reevaluate its position. The Church finally allowed its members to celebrate the new year with a baby, which was to symbolize the birth of the baby Jesus.

The use of an image of a baby with a New Years banner as a symbolic representation of the new year was brought to early America by the Germans. They had used the effigy since the fourteenth century.

FOR LUCK IN THE NEW YEAR

Traditionally, it was thought that one could affect the luck they would have throughout the coming year by what they did or ate on the first day of the year. For that reason, it has become common for folks to celebrate the first few minutes of a brand new year in the company of family and friends. Parties often last into the middle of the night after the ringing in of a new year. It was once believed that the first visitor on New Year's Day would bring either good luck or bad luck the rest of the year. It was particularly lucky if that visitor happened to be a tall dark-haired man.

Traditional New Year foods are also thought to bring luck. Many cultures believe that anything in the shape of a ring is good luck, because it symbolizes "coming full circle," completing a year's cycle. For that reason, the Dutch believe that eating donuts on New Year's Day will bring good fortune.

Many parts of the U.S. celebrate the new year by consuming black-eyed peas. These legumes are typically accompanied by either hog jowls or ham. Black-eyed peas and other legumes have been considered good luck in many cultures. The hog, and thus its meat, is considered lucky because it symbolizes prosperity. Cabbage is another "good luck" vegetable that is consumed on New Year's Day by many. Cabbage leaves are also considered a sign of prosperity, being representative of paper currency. In some regions, rice is a lucky food that is eaten on New Year's Day.

TOASTING
One of the most venerable New Years traditions is the champaign toast at midnight to ring in the new year. Toasting can be traced back to the ancient Romans and Greeks who would pour wine, to be shared among those attending a religious function, from a common pitcher. The host would drink first, to assure his guests that the wine was not poisoned. Poisoning the wine was a fairly common practice in ancient times, designed to do away with one's enemies. In those days the wine was not as refined as it is today so a square of burned bread (toast) would be floated in the wine bowl and then eaten by the last person to drink. The bread was put there to absorb the extra acidity of the wine in order to make it more palatable. Eventually, the act of drinking in unison came to be called a toast, from the act of "toasting" or putting toast into the wine.

AULD LANG SYNE
The song, "Auld Lang Syne," playing in the background, is sung at the stroke of midnight in almost every English-speaking country in the world to bring in the new year. At least partially written by Robert Burns in the 1700's, it was first published in 1796 after Burns' death. Early variations of the song were sung prior to 1700 and inspired Burns to produce the modern rendition. An old Scottish tune, "Auld Lang Syne" literally means "old long ago," or simply, "the good old days." The lyrics can be found here.

New Year Preface

agoeslaw@gmail.com (agoes law) — Sat, 14 Jan 2012 00:12:50 PST

Dear Blogger, dear Friends, dear reader

It has been 3 years for the blog, I am pleased to express the warm wishes I have for each and everyone of you, at the dawn of the new year. In this period characterised by signs of changing world issues and where environmental education concerns are now better understood, I would hope that we all recognize the need to adopt a lifestyle looking to the future.

Together, we demonstrate our confidence in the future and feeling a real solidarity, both with our loved ones in our own world (bloogers), and beyond our borders with the disadvantaged.

I wish our young people every success, and through effort, training and work, they will find the place they aspire to occupy at the heart of society. To our seniors, to whom we owe much, I express my gratitude, especially for their gift of giving us generations to come. I also express to them the hope of health and serenity.

To all those who read my blog, all over the world, through their business, their action or work, have developed projects which contribute to the blog and social life, I hope that their efforts thrive in this achievement.

To each and everyone of you who live in all over thye world or who have made an impact abroad, I repeat: Very Happy New Year 2012.

May succes with you

Blogger: agoesl@w

Ethnic and Cultural Diversity in Indonesia (Part2)

agoeslaw@gmail.com (agoes law) — Thu, 08 Dec 2011 01:11:37 PST

Cultural Diversity in Indonesia

Among living creatures, only humans who produce culture. With reason it has, people form culture. This fits with the term culture itself. The term culture derived from the Sanskrit word, which is buddayah or buddhi, which means of reason. Culture means everything produced by the mind of the human mind itself.There are three forms of culture, the culture in the form of ideas, customs, and cultural objects.

Culture in the form of ideas, including science, indigenous customs, and regulations.
Culture in the form of habits, including how to find food (Livelihoods), social procedures, procedures for marriage, arts, and a wide variety of traditional ceremonies.
Culture in the form of objects are all objects that are created by humans, such as tools everyday purposes, houses, jewelry, treasures (weapons), vehicles, and others.

Humans create the culture to survive and meet the their needs. In addition, the culture was created to cultivate beneficial to the natural order of human life. Due to environmental conditions different nature, then there is cultural diversity.

Recognize cultural diversity in IndonesiaIndonesia is very broad region. Neighborhood residents Indonesia also vary. There are people living in coastal areas; there who live in the mountains, there lived in the area lowlands, and others. So do not be surprised if there was a wide cultural diversity in Indonesia.

We take a sample form of the house. Neighborhood affects form of the house each tribe. Custom homes in Java and in Bali is usually built directly on the ground. While the houses Indigenous outside Java and Bali are built on pilings or called home the stage. Why built houses on stilts? The reason people make Other homes for meghindari panggungantara flooding and avoid animal predatory. Below the house is usually used to maintain livestock and storing goods.

Cultural diversity can be seen from a variety of forms custom home. Here are some examples of custom homes.1. Houses Bolon (North Sumatra).2. Tower House (Minangkabau, West Sumatra).3. Houses Joglo (Central Java, Yogyakarta and East Java).4. Houses Lamin (East Kalimantan).5. Home landscape (Central Kalimantan).6. Houses Tongkonan (South Sulawesi).7. Honai house (House of Dani tribe in Papua).Each tribe has customs. Customs that regulate life together. Customs reflected in traditional clothes, various ceremonies, such as funerals, marriages, births, and in association governance. Traditional clothing worn in traditional ceremonies. However, there are also traditional clothes are worn in everyday life. Here are examples of traditional dress in Indonesia.

Every tribe has traditional ceremonies in the events important life. Eg birth ceremonies, reception becomes members of the tribe, marriage, death, and others. Names and forms ceremonies marking life events were different in each the tribe. Some examples of rituals performed tribes in Indonesia, among others, as follows.1. Mitoni, tedhak siti, ruwatan, festivity, grebegan (Javanese).2. Seren epidemic (Sunda).3. Kasodo (Tengger).4. Nelubulanin, Ngaben (Bali).5. Signs gift (Toraja).Indonesia's cultural diversity is also apparent in the arts the area. There are a variety of local art forms. Here are some local art forms.1. Music and folk songs.2. Traditional regional dances.3. Traditional performing arts.4. Painting, carving, sculpture, and traditional wicker.Respect the culture in IndonesiaMany foreigners are so impressed by the results of culture of the tribes nation in Indonesia. The results of the amazing culture of the nation, between Other buildings such as the Borobudur temple art, art like gamelan music Java and Bali, the Kecak dance arts such as dance, sculpture like statues made the Asmat. Cultural diversity is the wealth of our nation. Culture regional culture is the main capital to develop national culture. The national culture is the tops regional cultures that exist in parts of Indonesia. Regional culture which can become a national culture must meet the requirements, such as:

showed characteristic or identity of the nation;
high quality so that it can be accepted by the entire nation of Indonesia; and
appropriate and proper appointed as national culture.

National culture should have the cultural elements that have recognition of all our nation, so it belongs to the nation. The national culture implemented at the national level activities, such as independence anniversary celebration August 17, commemoration days national, and activities of government or private offices.As citizens we should be proud of Indonesia in the presence cultural diversity. The various forms of cultural It is a priceless legacy. We must respect the cultural diversity. We also have to preserve and develop various forms of cultural heritage that exist today.

How to respect the cultural diversity that exist in Indonesia? Attitude of respect for cultural diversity can we show with these attitudes.
1. Respect for other group that runs the habits and customs
2. No insulting other ethnic culture results.
3. Want to watch the traditional performing arts.
4. Willing to learn and develop various kinds of traditional arts such as dance, music, and performing arts.
5. Proud of the results of culture in the country.

Ethnic and Cultural Diversity in Indonesia (Part1)

agoeslaw@gmail.com (agoes law) — Thu, 08 Dec 2011 01:09:01 PST

Indonesia is a pluralistic nation as composed of various tribes, customs, language regions, as well as different religious groups. Diversity found in different areas of Sabang to Merauke. Every ethnic group in Indonesia has a habit of life that is different. Living habits and culture that became characteristic of certain ethnic groups. For the sake of unity, we should realize and appreciate the diversity of the nation so it can be a tough one

A. Etnic Diversity In Indonesia

Distribution of ethnic groups in IndonesiaEthnic groups are part of a nation. Ethnic groups have certain fundamental characteristics. The characteristics that are usually associated with origins and culture. There are several characteristics that can be used to recognize a tribe, namely: physical characteristics, language, customs, and The same art. Examples of physical characteristics, such as skin color, hair, face, and physique. The characteristics which distinguishes a tribe with other tribes.

Ethnic group is a collection of relatives (family) wide. They believe that they originated from the same ancestry. They also feel as a group. In everyday life they have own language and customs are derived from ancestors them. From which the ancestors of bang-sa Indonesia come from? There is a theory that states of Indonesia's population came from mainland South China, Province Yunnan now. There is also a theory of "Archipelago." Let's discuss the second this theory.

According to the first theory of Yunnan Ethnic groups came to Indonesia in wavy. There are two important waves.The first wave occurred about 3000 years ago. They who moved in pe periods of this came to be known as the clump Proto Malay nation. Proto Malay Malay also called Polynesia. Proto Malay nation scattered clumps of Madagascar to the Pacific The east. They live in coastal areas. Included in the nation Parents are ethnic Malays in Sumatra Batak, Dayak inBorneo, and Toraja in Sulawesi.

The second wave occurred about 2000 years ago, called Deutero Malay. They are called the Young Malay population. They urged Old Malay Archipelago inland. Including the Young Malay are ethnic Javanese, Minang-Kabau, Bali, Makassar, Buginese, and Sunda. According to the theory of the "archipelago" of Indonesia's population does not come from outside. This theory is supported by many experts, such as J. Crawfurd, K. Himly, Sutan Fate Alisjahbana, and Gorys Keraf. According to experts this population of Indonesia (The Malays) already has a high civilization on the bada-19 BCE. This stage can only be achieved only after the development of cultural the old. This shows the population of Indonesia is not derived from everywhere, but it originated and evolved in the archipelago. Although there is a theory which states that Indonesia has common ancestor, in fact there are diverse ethnicities peoples who inhabited the region known for certain Indonesia.Tidak how many ethnic groups in Indonesia. It is estimated there are 300 to 500 tribes who lived in Indonesia. The difference is because the number of different experts in ethnic grouping. So what causes the diversity of ethnicities in Indonesia? The diversity of ethnic groups in Indonesia, among others, caused by:

1. racial origin,
2. differences in the geographical environment,
3. differences in historical background,
4. regional development,
5. differences of religion or belief, and
6. adaptability or adjust.

From the above factors, geographical and environmental factors ability adaptation or adjust very influential. Environmental factors cause geographic diversity among other tribes as follows.

1.Our country-shaped islands.

Residents who live on an island separately with the residents who live in other islands. Residents of each develop the habits and customs of the island itself. Within the long enough to develop into different cultures.

2.The difference form of the earth, such as coastal areas, lowlands, and mountains.

Population to adapt to the geographical conditions its natural. Adaptation that can be realized in the form of changes in changes in behavior or physical characteristics. Residents who live in the area mountains for example, will communicate with a loud voice so that neighbors can be heard. Residents who live in the area beach or in the water area will develop the skills to catch fish, and so on. Changes in natural conditions and processes adaptation is what causes the diversity of spare nation in Indonesia.

The size of the existing tribes in Indonesia is uneven. Tribe the nation's large enough number of members, among other ethnic groups Javanese, Sundanese, Madurese, Malay, Bugis, Makassar, Minangkabau, Bali, and Batak. Usually a tribe living in a particular area within a provinces in our country. But not always. Javanese, Batak, Bugis, and people Minang for example, many of which wanderto other areas.

Respecting the diversity of ethnic groupsOur nation made up of various tribes. This ethnic diversity is the wealth of our nation. We must develop an attitude of respect for other ethnic groups and different culture with our culture. How can we be honoring the diversity of ethnic groups that exist in the ground water? We can develop these attitudes.1. Receiving other tribes in daily life. In relationships in society, we not only meet people one tribe the nation. Especially if you live in the city. People from other tribes we must accept. They are our brothers of the nation.

2. Adds to our knowledge of other tribes. Studying the tribal Other nations do not have to come to the area where they live. We can learn about the customs, arts, and their language. By knowing more in other tribes, we will understand custom. Thus we will not easily suspect.

3. No bad-mouthing, insulting, and degrading tribes other. We, human beings created by God with dignity the same. Therefore, we should not insult the tribe other nations. Why do we have to respect the diversity of ethnic groups? Diversity ethnicity is a reality of our nation. This is the wealth of nations we. If we do not respect their own ethnic group, we will not be become a strong nation. We must not only boast of interest our own people and degrading other tribes. If we do not respect for ethnic diversity, peace will not be created in life together. The absence of mutual respect for tribal peoples will lead to conflict. Examples are many. Among others, the conflict in Poso, conflict in Sambas, and the conflict in Maluku. With the existence of conflicts that national unity be tarnished. In the event of a dispute tribal nation, our nation will be weak. Therefore, it is We should develop mutual respect between the tribes the nation.

Situation In Papua Part 2

agoeslaw@gmail.com (agoes law) — Wed, 09 Nov 2011 20:15:29 PST

Jayapura, Kompass - political and security situation in Papua to heat up. After the shootings and mass action in the PT Freeport Indonesia and the dissolution of the Papuan People's Congress III, Monday (24/10), city police chief Adjunct Senior Commissioner Noble Dominggus Awes Otto was attacked and shot dead.It happened in the airport area Majesty, Puncak Jaya regency, around 11:30. Dominggus dead with two gunshot wounds. "The shot of the nose and penetrate to the back of the head," said Chief of Police Public Relations Division Inspector General Anton Bachrul Alam on Monday.

According to the Head of Public Relations Wachyono Papua Police Commissioner, was Dominggus it was monitoring the activities at the airport Honor. At that time Dominggus not accompanied by colleagues or subordinates. Dominggus position in front of an aircraft operator's flight pioneers Mission Aviation Fellowship (MAF) is parked across the street from the airport.

Suddenly he was approached by two men who direct mengeroyoknya. Dominggus fell on his back, and then seized his gun offender. A pengeroyok aimed the gun to the head and then fired Dominggus twice. The two actors then fled to the hills on the north side of the runway.Dominggus was rushed to General Hospital Puncak Jaya regency, but his life did not help. Police are still pursuing the perpetrators. The body was flown to Dominggus planned Sentani, Jayapura regency, on Tuesday morning.

The two perpetrators of the shooting, according to Anton Bachrul Alam, allegedly a member of the separatist group. Police officers working with military forces to hunt down the perpetrators of the forest. "Police have asked for military assistance to pursue them," said Anton. Both players are now the target of the operation. Police are also still explore the case by asking witnesses who saw the shooting.

The shooting was recalled a similar case that occurred in the latter half of June. At that time, five unidentified gang Brigadier One M Yazin, members of the Police Oversight Crossing Air Port and Airport Honor. Yazin M's gun taken away. One of the harpy fired it toward the M Yazin. Though mortally wounded, M Yazin can be saved.

Earlier, last May, members of the Special Forces Command, Sergeant Kaman Nurjaman, shot someone when passing in front of the Market District of Ilu, Puncak Jaya. Situation in Papua lately got hotter. Conflict, riots, armed clashes between security forces and armed groups, acts of assault, and a number of shootings are common. In fact, in one recent month, the increasing escalation of violence.

On 10 October clashes between police and workers in the area of PT Freeport Indonesia (PT FI) which killed one person, three cars on fire, and several people were injured. Four days later, 14 October, the shootings occurred at the PT FI at 37-40 Mile (Kilometer 59.2 to 64), which killed three people.On 19 October, around 200 participants Papuan People's Congress III was arrested. Congress which has lasted three days Soccer Field Zacchaeus, Abepura, it also disbanded because it is considered treason.Indication of treason, said Police Chief Adjunct Senior Commissioner Jayapura Imam Setiawan then, the declaration of the State Federation of West Papua and its structure. Two days later, last Friday, three people were shot dead in Timika, Mimika regency, by a group of unknown persons at the location of gold panning.Commission I GoYesterday, residents and employees of PT FI who live in the area of Tembagapura, Kuala Kencana, and Timika, Commission I went. "Now this is very necessary return on security conditions," said Linda Siregar, deputy resident. During the meeting, Linda said conditions Tembagapura and Timika since 2009 that has always haunted by a sense of anxiety because of threats of violence, even murder. Workers of PT FI even required to wear flak jackets and hats.

Residents also demanded disclosure of the homicides that have occurred since 2009. "My husband was killed in inhumane ways, but it's been two years of her killer has not been revealed as well," said Linda.Agus Maufu, representatives of residents, also complain about how slow the security forces in investigating murder cases in Papua.

Therefore, residents asked the House to help restore the security situation in Papua. The reason, residents also want to return to live quiet and free from the threat of assassination.Vice Chairman of Commission I Gumiwang Agus said the Commission I would call the Coordinating Minister for Political, Legal and Security Djoko Suyanto to ask for an explanation.

Member of Commission I of the Democratic Party, Roy Suryo, also urged the police to investigate cases of shootings, including the shooting last Friday, which also killed his uncle Roy Suryo, Aloysius Margana.Should cases of the shooting, said a member of Commission I of the National Awakening Party, Wahid Lily, can be uncovered quickly. Lily guessed, there is something deliberately hidden so that the handling of the shooting was never properly resolved.

Separately, members of the Assessment Team Papuan Indonesian Institute of Sciences, Adriana Elisabeth, said the escalation of violence in recent days generally indicates a cycle of violence in Papua has not been disconnected.Elisabeth who became one of the authors books Papua Road Map says, "There must be a new strategy break the violence. No longer with the approach so far, such as the placement of excessive force. "(JOS / BIL / NTA / FER)

Source: http://nasional.kompas.com/read/2011/10/25/0533160/Situasi.di.Papua.Memanas

My Newborn Baby........

agoeslaw@gmail.com (agoes law) — Wed, 09 Nov 2011 20:04:58 PST

Sunday, November, Sixth 2011, (early morning, 5.15.A.M) Nothing can descriped, my feeling about that night. The night that make me nervous, scared, and also very happy. because that night i know a new lives will be born to the world, a new life to concern, a new notes will be written, and a new hope will be build.

Sunday, November, Sixth 2011, (morning, 10.14.A.M) My first son finnaly born to this world, after a long struggling to birth to this world. after 9 months 10 days my waiting has been end, my happiness will be added to my life, and a new hope will be coming, it's all because of my new son.

To my Son.........i am very proud of you and to my beloving wife thanks for caring and gives me a wonderful Gift, the child who will bring a new hope.

Welcome to The World.........................my son................

Latest Situation in Papua

agoeslaw@gmail.com (agoes law) — Mon, 17 Oct 2011 00:24:14 PDT

Inequality in Papua
Wednesday, October 12, 2011 | 12:58

Papua's stained again with blood. This time in Gorong-gorong's Terminal, Timika, Papua. One person was confirmed dead and dozens others were injured in clashes between security forces and protesters which consists of Freeport workers and local communities.

Until now holds the potential fixed Papua konfilk that could explode at any time, as happened in the sewers and all that caused the various imbalances that occur there.

Information from Papua Police said protesters were disappointed because they can not meet directly with leaders of Freeport to convey the aspirations of a sudden burning vehicles owned by mining companies from the United States. Uncontrollable circumstances cause the officer to take action and ultimately a clash. The protesters really want to convey dissatisfaction related welfare received.

We see at least three gaps that occur on earth Paradise. First, the imbalance that occurs within multinational corporations companies, such as in Freeport. It is not possible a similar imbalance also occurs in other international companies operating in Papua. Imbalances in the company and facilities normally associated wages received. Workers foreigners typically receive wages far more than local workers, despite being in the same position. Moreover, companies like Freeport that are foreign owned.

Related to that, we just remind that every worker must be paid at least equal to the provincial minimum wage (UMP). Department of Labor should help resolve the question of local well-being of workers because of cases like this have repeatedly occurred.

When the amount of UMP have been fulfilled, even far above the UMP, but still appear discontent, police officers should cooperate with local traditional leaders and academics to investigate the root of the problem that triggered riots in Terminal Culverts are not only involves workers, but also the surrounding community.

Demonstration of protracted labor will certainly disrupt the company and production targets. This issue must be resolved so that Freeport can still operate as usual and people returned to their daily activities. If not resolved soon, we fear the seeds of separatism in Papua, which until now has not been completely eradicated it grow by leveraging the company's internal conflicts for the sake of the struggle of a handful of people of Papua. They could have been "playing" with discrediting the security forces, the Government of Indonesia, and Freeport, to spark the antipathy of the people of Papua. When that happens, the apparatus need not hesitate to take stern action against anyone who attempt to revive separatism in Papua.

Second, the inequality between the people and local elites. We believe the people who joined the workers rallied during this time yet to enjoy the fruits of a special autonomy was implemented since 2001. Since the special autonomy goes, funding from central government through the general allocation fund (DAU), a special allocation fund (DAK), the special autonomy funds, as well as additional funding of infrastructure, continued to increase. Total special autonomy funds have been disbursed since 2002 to 2011 reached Rp 32 trillion.

Unfortunately, most of the funds actually enjoyed by government officials and local elites. They can live in luxury, on the contrary the people remain miserable. Local government officials are even more often located in Jakarta, rather than serve the people. Not surprisingly, education and health services, and infrastructure development there are still far from satisfactory.

Third, the discrepancy between Papua and other provinces in Indonesia. In terms of natural resources, Papua is certainly much richer than the provinces in Java, but the percentage of poor people of Papua are so much more. In 2009, the poor in Papua reached 37.53 percent and 35.71 percent of West Papua, while the national average of 14.15 percent. In 2010, the poor in Papua reached 36.80 percent and 34.88 percent of West Papua, while the national average of 13.32 percent.

In education, the participation rate of school children aged 7 years to 18 years in Papua, only 65.76 percent, while the national rate reached 79.53 percent. Likewise, the health care field that is still minimal, among others, reflected in infant mortality in Papua, which reached 30.84 percent and 31.76 percent of West Papua, whereas at the national level was recorded 26.89 per cent.

All it proves is still relatively lagging behind compared Papua other provinces in Indonesia. To that end, the central government should give more attention to development in Papua. The policy of special autonomy should be maintained to accelerate development in Papua, but must be accompanied by strict supervision so that the funds disbursed are used for real people, not for the officials and the local political elite.

Source : Suara Pembaruan (October,12 2011)

How To Write a Thesis

agoeslaw@gmail.com (agoes law) — Mon, 17 Oct 2011 01:12:31 PDT

Thesis structure

Title Page

Title (including subtitle), author, institution, department, date of delivery, research mentor, mentor's institution

Abstract

A good abstract explains in one line why the paper is important. It then goes on to give a summary of your major results, preferably couched in numbers with error limits. The final sentences explain the major implications of your work. A good abstract is concise, readable, and quantitative.
Length should be ~ 1-2 paragraphs, approx. 400 words.
Absrtracts generally do not have citations.
Information in title should not be repeated.
Be explicit.
Use numbers where appropriate.

Answers to these questions should be found in the abstract:

What did you do?
Why did you do it? What question were you trying to answer?
How did you do it? State methods.
What did you learn? State major results.
Why does it matter? Point out at least one significant implication.

Table of Contents

list all headings and subheadings with page numbers
indent subheadings
it will look something like this:

Page #

List of Figures xxx

List of Tables

Introduction

subheads ...?

Methods

subheads ...?

Results

subheads ...?

Discussion

subheads ...?

Conclusion

Recommendations

Acknowledgments

References

Appendices

List of Figures

List page numbers of all figures.

The list should include a short title for each figure but not the whole caption.

List of Tables

List page numbers of all tables.

The list should include a short title for each table but not the whole caption.

Introduction

You can't write a good introduction until you know what the body of the paper says. Consider writing the introductory section(s) after you have completed the rest of the paper, rather than before.

Be sure to include a hook at the beginning of the introduction. This is a statement of something sufficiently interesting to motivate your reader to read the rest of the paper, it is an important/interesting scientific problem that your paper either solves or addresses. You should draw the reader in and make them want to read the rest of the paper.

The next paragraphs in the introduction should cite previous research in this area. It should cite those who had the idea or ideas first, and should also cite those who have done the most recent and relevant work. You should then go on to explain why more work was necessary (your work, of course.)

What else belongs in the introductory section(s) of your paper?

A statement of the goal of the paper: why the study was undertaken, or why the paper was written. Do not repeat the abstract.
Sufficient background information to allow the reader to understand the context and significance of the question you are trying to address.
Proper acknowledgement of the previous work on which you are building. Sufficient references such that a reader could, by going to the library, achieve a sophisticated understanding of the context and significance of the question.
The introduction should be focused on the thesis question(s). All cited work should be directly relevent to the goals of the thesis. This is not a place to summarize everything you have ever read on a subject.
Explain the scope of your work, what will and will not be included.
A verbal "road map" or verbal "table of contents" guiding the reader to what lies ahead.
Is it obvious where introductory material ("old stuff") ends and your contribution ("new stuff") begins?

Remember that this is not a review paper. We are looking for original work and interpretation/analysis by you. Break up the introduction section into logical segments by using subheads.

Methods

What belongs in the "methods" section of a scientific paper?

Information to allow the reader to assess the believability of your results.
Information needed by another researcher to replicate your experiment.
Description of your materials, procedure, theory.
Calculations, technique, procedure, equipment, and calibration plots.
Limitations, assumptions, and range of validity.
Desciption of your analystical methods, including reference to any specialized statistical software.

The methods section should answering the following questions and caveats:

Could one accurately replicate the study (for example, all of the optional and adjustable parameters on any sensors or instruments that were used to acquire the data)?
Could another researcher accurately find and reoccupy the sampling stations or track lines?
Is there enough information provided about any instruments used so that a functionally equivalent instrument could be used to repeat the experiment.
If the data are in the public domain, could another researcher lay his or her hands on the identical data set?
Could one replicate any laboratory analyses that were used?
Could one replicate any statistical analyses?
Could another researcher approximately replicate the key algorithms of any computer software?

Citations in this section should be limited to data sources and references of where to find more complete descriptions of procedures.

Do not include descriptions of results.

Results

The results are actual statements of observations, including statistics, tables and graphs.
Indicate information on range of variation.
Mention negative results as well as positive. Do not interpret results - save that for the discussion.
Lay out the case as for a jury. Present sufficient details so that others can draw their own inferences and construct their own explanations.
Use S.I. units (m, s, kg, W, etc.) throughout the thesis.
Break up your results into logical segments by using subheadings
Key results should be stated in clear sentences at the beginning of paragraphs. It is far better to say "X had significant positive relationship with Y (linear regression p<0.01, r^2=0.79)" then to start with a less informative like "There is a significant relationship between X and Y". Describe the nature of the findings; do not just tell the reader whether or not they are significant.

Note: Results vs. Discussion Sections

Quarantine your observations from your interpretations. The writer must make it crystal clear to the reader which statements are observation and which are interpretation. In most circumstances, this is best accomplished by physically separating statements about new observations from statements about the meaning or significance of those observations. Alternatively, this goal can be accomplished by careful use of phrases such as "I infer ..." vast bodies of geological literature became obsolete with the advent of plate tectonics; the papers that survived are those in which observations were presented in stand-alone fashion, unmuddied by whatever ideas the author might have had about the processes that caused the observed phenomena.

How do you do this?

Physical separation into different sections or paragraphs.
Don't overlay interpretation on top of data in figures.
Careful use of phrases such as "We infer that ".
Don't worry if "results" seem short.

Why?

Easier for your reader to absorb, frequent shifts of mental mode not required.
Ensures that your work will endure in spite of shifting paradigms.

Discussion

Start with a few sentences that summarize the most important results. The discussion section should be a brief essay in itself, answering the following questions and caveats:

What are the major patterns in the observations? (Refer to spatial and temporal variations.)
What are the relationships, trends and generalizations among the results?
What are the exceptions to these patterns or generalizations?
What are the likely causes (mechanisms) underlying these patterns resulting predictions?
Is there agreement or disagreement with previous work?
Interpret results in terms of background laid out in the introduction - what is the relationship of the present results to the original question?
What is the implication of the present results for other unanswered questions in earth sciences, ecology, environmental policy, etc....
Multiple hypotheses: There are usually several possible explanations for results. Be careful to consider all of these rather than simply pushing your favorite one. If you can eliminate all but one, that is great, but often that is not possible with the data in hand. In that case you should give even treatment to the remaining possibilities, and try to indicate ways in which future work may lead to their discrimination.
Avoid bandwagons: A special case of the above. Avoid jumping a currently fashionable point of view unless your results really do strongly support them.
What are the things we now know or understand that we didn't know or understand before the present work?
Include the evidence or line of reasoning supporting each interpretation.
What is the significance of the present results: why should we care?

This section should be rich in references to similar work and background needed to interpret results. However, interpretation/discussion section(s) are often too long and verbose. Is there material that does not contribute to one of the elements listed above? If so, this may be material that you will want to consider deleting or moving. Break up the section into logical segments by using subheads.

Conclusions

What is the strongest and most important statement that you can make from your observations?
If you met the reader at a meeting six months from now, what do you want them to remember about your paper?
Refer back to problem posed, and describe the conclusions that you reached from carrying out this investigation, summarize new observations, new interpretations, and new insights that have resulted from the present work.
Include the broader implications of your results.
Do not repeat word for word the abstract, introduction or discussion.

Indonesia: A ‘Multicultural’ and Dynamic Society?

agoeslaw@gmail.com (agoes law) — Fri, 30 Sep 2011 01:00:43 PDT

An Introduction.

“Cultural diversity”, that is the most prominent feature of the Indonesian nation. “A nation of unity in diversity (Bhinneka Tunggal Ika)”, that is the national slogan established at the time Indonesia proclaimed her independence in 1945. Long before the independence, in 1928, a group of young Indonesians declared the unity of their future nation: “One country, one nation, one language, Indonesia” (Satu nusa, satu bangsa, satu bahasa, Indonesia)”. It is interesting to note here that bahasa Indonesia was cited as the ‘national language’ at the time Indonesia was still colonized by the Dutch. It is more interesting to know that those young Indonesians consciously chose bahasa Indonesia as the lingua franca among the existing hundreds local languages spread over the archipelago. In his article: Notes on Cultural Diversity in Southeast Asia (2004), Fox argues for the use of language as a means of indicating diversity in Southeast Asia instead of the concept of ‘culture’ as used by the earlier anthropologists. I agree that using language as an indicator of diversity is straightforward, though—as also argued by Fox (2004:18)—various dialects can make up one single language as he found among Rotenese in Eastern Indonesia. As Fox (2004:18) says: “Where exactly to divide up the dialects of Rotenese and decide on what constitute separate languages would be both difficult and arbitrary.” It is not at all easy to define the demarcation of each language, and so also is the reality with hundreds of cultures in Indonesia. This is only one issue to deal with such a complexity. Various other aspects of people’s life, for examples religion, kinship, and economic-social-political system also vary from one group to another.

By considering the total number of languages in larger islands and regions only, excluding the small islands, as many as 701 languages are spread throughout Indonesia (see Fox of his quotation on the number of languages in Sumatra, Kalimantan, Sulawesi, Java and Bali, Nusa Tenggara, Maluku and Papua as quoted from Ethnologue: Languages of the World [Grimes 1992 in Fox 2004:15]). If language is used as an indicator of cultural diversity, it means that only from the larger islands and regions, there are seven hundreds cultures in Indonesia. We could thus imagine how enormous the diversity in Indonesia is. In such a situation, if bahasa Indonesia can function as the lingua franca, to what extent could the national identity and sense of belongingness function as the ‘tie’ of more than 200 millions people with their heterogeneous cultural identities and backgrounds? It is not at all a simple and easy thing to realize.

Referring to Furnivall (1948a, 1948b), Suparlan (2000a, 2000b) argues for Furnivall’s hypothesis that Indonesia is, in reality, a ‘plural society’ consisting of a large number of social groups who do not have any intricate relationships one another, nor do they have the same interests as members of a nation. The colonial regime of the Netherlands-Indie forced them to be together under their rule on the basis of economic interests. Economic interests became the means to build up network and relation in and through the market. Again, economic and political interests underlined the rule of the previous old regime of Soeharto where the ‘unity’ of Indonesian nation was forced strongly above its ‘diversity’ for the sake of their interests. In 1984 the Soeharto regime issued censorship on some sensitive areas, i.e. ethnicity, race, religion and inter-group issues, locally known as SARA that stands for Suku (ethnic group), Agama (religion), and Ras (race). As Budianta says (2004:21), “The SARA censorship betrayed the underlying tension beneath the State pluralistic motto of “Bhinneka Tunggal Ika” (Unity in Diversity).” The reality that we live in diversity with all its consequences should not be raised in public domain for the sake of ‘stability’ and ‘security’ issues as one nation. The ‘unity’ dimension was thus being forced to overcome the real ‘diversity’. Moreover, the rights of local communities to live in their own ways and own their properties in peace were neglected for the sake of the central regime’s maximum exploitation of natural resources (see Suparlan 2003). In the wake of Reform (from 1998 onwards), as Budianta (2004:21) argues, the pendulum swang from centralistic unity towards the needs to recognize diversity which further accelerated the resurgence of ‘multiculturalism’ issue. The euphoria was to turn down the centralistic control and heavy emphasis on unity to give rise towards a greater freedom of the regional and local people to control their own rights and resources in its diversity. Despite such euphoria, the question is, are we, Indonesians, really moving from a pluralistic society—in Furnivall’s meaning—towards a ‘multicultural’ society?

Suparlan (2003:31) argues for the meaning of multiculturalism as an ideology that praises cultural differences, or a belief that recognizes and enforces the formation of cultural pluralism as a form of societal life. How to operationally implement such an ideology in everyday life? How to put into action the praise of differences and the belief to enforce cultural pluralism? Fay (1996:241) argues against a too restrictive and too static a slogan of multiculturalism as only ‘recognizing, appreciating, and celebrating difference’. ‘Engaging, questioning, and learning’ are better captures the synergistic character of genuine multicultural interaction, as well as the dynamic character of social science (Fay 1996:241). Looking at the long history of the development of Indonesia as a nation, I argue that it would be a long way for the Indonesian people to form and reach the genuine multicultural interaction among the very heterogeneous people. This is the great challenge for both the people and the academia. Yet, this is the reality the people face in their everyday life. Like a pendulum, the swing is moving back and forth between the ‘forced plural society without any genuine multicultural interaction’ to the great interests to form a multicultural society, yet still in the midst of facing various problems, hardships and challenges to reach the other end of the pendulum: the multicultural Indonesia. Such is also a portray of how dynamic the nation is from the period of pre-independence up to this recent modern time through the struggle of sustaining independence, and the unity of the nation amid the very diverse conditions, people, and interests. On the other hand, the Indonesian nation has to struggle of reaching prosperity in the midst of prolonged poverty, while facing vast changes through modernization and globalization. Indonesia is also an archipelago with diverse degrees of contact between and among the people, within and between neighboring islands and foreign countries. The mobility of people within and inter-islands has also been going on since the colonization period up to recent times. In such a complex society, how do the families sustain their existence? To what extent do the family members exercise their decisions and strategies in transmitting ‘cultures’ which are so diverse, and by doing that, also sustaining and at the same time, changing ‘cultures’? Yet, within one nation having one language as the lingua franca, to what extent do the national language and ‘culture’ play important role in the ways the family transmit the ‘cultures’? In a heterogeneous society like Indonesia, could the genuine multicultural interaction take place where the family members do engage, learn, and question one another and with those belonging to the ‘others’? Referring to the main theme of the conference, is this the kind of ‘education’ the members of a ‘family’ perform and hence would support, or otherwise, jeopardize the efforts to create a multicultural Indonesia? Yet, what kind of ‘cultures’ do they, through what is called as ‘education’, transmit, sustain, and change in the midst of such a complex and dynamic Indonesia? These are not easy questions to answer. I will not be able to provide the answers of all those questions in this brief paper. Yet, a brief examination of the ongoing features of those phenomena will be discussed. Though the family as a social entity becomes the main focus of this conference, I would pursue my perspective in examining the ‘family education’ in Indonesia from theagency perspective and the situational and processual approaches instead of the emphasis on the system with the underlying essentialism point of view (see Bourdieu 1977;Giddens 1979; Ortner 1984; Vayda 1986; Ahearn 2001; also see Moore 1987, 1994;Vayda et al. 1991). Before examining these issues further, it is urgent to have an understanding of what constitutes a ‘family’ in a nation like Indonesia and what are the features of ‘families’ in a heterogeneous Indonesia.

Resources :

Ahearn, L.M.
2001 ‘Language and Agency,’ Annual Review of Anthropology 30:109—37.
Borofsky, R.
1987 Making History: Pukapukan and Anthropological Constructions of Knowledge.
Cambridge: Cambridge University Press.
1994 ‘The Cultural in Motion,’ in R. Borofsky (ed.) Asssessing Cultural Anthropology.
New York: McGraw-Hill. Pp.313—19.
Bourdieu, P.
1977 Outline of a Theory of Practice. New York: Cambridge University Press.
Budianta, M.
2004 ‘Multiculturalism: In Search of a Critical Framework for Assessing Diversity in
Indonesia,’ in K. Sunarto, R. Hiang-Khng Heng, and A.F. Saifuddin (eds)
Multicultural Education in Indonesia and Southeast Asia: Stepping into the
Unfamiliar. Depok: Jurnal Antropologi Indonesia. Pp.21—35.
Coppel, C.A.
2002 Studying Ethnic Chinese in Indonesia. Singapore: Singapore Society of Asian
Studies.
2004 ‘Historical Impediments to the Acceptance of Ethnic Chinese in a Multicultural
Indonesia,’ in L. Suryadinata (ed.) Chinese Indonesians: State Policy, Monoculture
and Multiculture. Singapore: Eastern University Press by Marshall Cavendish.
Pp.17—28.
2005 ‘Introduction: Researching the Margins,’ in T. Lindsey and H. Pausacker (eds)
Chinese Indonesian: Remembering, Distorting, Forgetting. Singapore: Institute of
Southeast Asian Studies and Clayton: Monash of Southeast Asian Studies. Pp.1—9.
Dilts, D. and S. Hate
1996 ‘IPM Farmer Field Schools: Changing Paradigms and Scaling-up’, Agricultural
Research & Extension Network 59b:1-4.
Fay, B.
1996 Contemporary Philosophy of Social Science. Oxford: Blackwell Publishers.
Fox, J.J.
2004 ‘Notes on Cultural Diversity in Southeast Asia,’ in K. Sunarto, R. Hiang-Khng
Heng, and A.F. Saifuddin (eds) Multicultural Education in Indonesia and Southeast
Asia: Stepping into the Unfamiliar. Depok: Jurnal Antropologi Indonesia. Pp.11—
20.
Furnivall,
1948a Colonial Policy and Practice: A Comparative Study of Burma and the Netherlands
India. New York: New York University Press.

10 Ice Breakers for Adult Students

agoeslaw@gmail.com (agoes law) — Tue, 20 Sep 2011 00:18:03 PDT

Ice breakers are the best way to help your students get to know each other, to break the ice on the awkward first day of school. If your students are adults, it's even more important to choose an ice breaker that won't backfire on you. Most adults don't want to play silly games. Choose one of the top ten and you'll be a hit on the first day of school. Remember that ice breakers are also a great way to energize your classroom when the doldrums set in, or to introduce a new topic. Be creative!

1. People Bingo

People Bingo is one of the most popular ice breakers because it’s so easy to customize for your particular group and situation, and everyone knows how to play it. Make your own bingo cards, or use one of the fabulous online card makers.

2. Marooned

This icebreaker is a great introduction when people don’t know each other, and it fosters team building in groups that already work together. I have always found people’s answers to be very revealing about who they are as a person. Who would you want with you on a deserted island?

3. Table Topics

I picked up my first box of Table Topics^TM on a whim while shopping in one of those funky little shops you see in the artsy parts of any city. A four-inch clear acrylic cube holds 135 cards, each with a provocative question that is sure to inspire lively conversation.

Which piece of land would you wish to have preserved forever?
What’s your favorite quotation?
What song evokes the strongest memories for you?

4. The Power Of Story

Adults bring to your class or meeting room an abundance of life experience and wisdom. Tapping into their stories can deepen the significance of whatever you've gathered to discuss. Let the power of story enhance your teaching of adults.

5. Expectations

Expectations are powerful, especially when you're teaching adults. Understanding your students' expectations of the course you're teaching is key to your success. Make sure you know what your students expect with this expectations ice breaker.

6. 2- Minutes Mixers

You may have heard of 8-minute dating, where 100 people meet for an evening full of 8-minute dates. They talk to one person for 8 minutes and then move on to the next. Eight minutes is a long time in the classroom, so we'll call this ice breaker a 2-minute mixer. Ready? Go!

7. Photo Scavenger Hunt

A picture is worth a thousand words. Almost everyone has a photo or two in their wallet, especially when you’ve got a room full of adults, or even better, baby boomers with grandchildren. The photo hunt is on!

8. Where In The World

Technology and transportation in the modern world have given us the opportunity to learn so much more, often first hand, about the rest of the world. If you haven’t had the privilege of global traveling, you may have experienced the thrill of conversing with foreigners online or working side-by-side with them in your industry. The world becomes a smaller place the more we get to know each other.

When you have a gathering of people from various countries, this icebreaker is a breeze, but it’s also fun when participants are all from the same place and know each other well. Everyone is capable of dreams that cross borders.

9. If You Had a Magic Wand

If you had a magic wand, what would you choose to change? Pass a magic wand around your classroom and generate some energy!

10.If You Could Take a Different Path

Almost everyone has wished at some point that they had taken a different path in life. We get started in one direction, and before long, there's no turning back. Sometimes this isn't that big of a deal, but what a tragedy it is when a life so full of promise gets off track and derails. It can seem like there's no way to change direction. Wouldn't it be wonderful if simply stating the desire for a new path could inspire it to action? Can't hurt to try. Find out if your students are in your classroom to find a new direction.

Sources :http://adulted.about.com/od/icebreakers/tp/toptenicebreakers.htm

your-financial-aid.blogspot.com

articles.directorym.com

History Of United Stated

agoeslaw@gmail.com (agoes law) — Tue, 20 Sep 2011 00:12:06 PDT

The History of the United States traditionally starts with the Declaration of Independence in the year 1776, but its territory was occupied first by the Native Americans since prehistoric times and then also by European colonists who followed the voyages of Christopher Columbus starting in 1492. The largest settlements were by the English on the East Coast, starting in 1607. By the 1770s the Thirteen Revolution. In 1789 the Constitution United States federal government, with war hero George Washington as the first president. The young nation continued to struggle with the scope of central government and with European influence, creating the first political parties in the 1790s, and fighting a second war for independence in 1812. contained two and half million people, were prosperous, and had developed their own political and legal systems. The British government's threat to American self-government led to war in 1775 and the Declaration of Independence in 1776. With major military and financial support from France, the patriots won the became the basis for the

U.S. territory expanded westward across the continent, brushing aside Native Americans and Mexico, and overcoming modernizers who wanted to deepen the economy rather than expand the geography. Slavery of Africans was abolished in the North, but heavy world demand for cotton let it flourish in the Southern states. The 1860 election of Abraham Lincoln calling for no more expansion of slavery triggered a crisis as eleven slave states seceded to found the Confederate States of America in 1861. The bloody American Civil War Reconstruction era, the U.S. ended slavery, extended rights to African Americans, and readmitted secessionist states with loyal governments. The national government was much stronger, and it now had the explicit duty to protect individuals. Reconstruction was rolled back by the white South, leaving the blacks in a world of Jim Crow political, social and economic inferiority. The entire South remained poor while the North and West grew rapidly. (1861–65) redefined the nation and remains the central iconic event. The South was defeated and, in the

Thanks to an outburst of entrepreneurship in the North and the arrival of millions of immigrant workers from Europe, the U.S. became the leading industrialized power by 1900. Disgust with corruption, waste, and traditional politics stimulated the Progressive movement, 1890s-1920s, which pushed for reform in industry and politics and put into the Constitution women's suffrage and Prohibition of alcohol (the latter repealed in 1933). Initially neutral in World War I, the U.S. declared war on Germany in 1917, and funded the Allied victory. The nation refused to follow President Woodrow Wilson's leadership and never joined the League of Nations. After a prosperous decade in the 1920s the Wall Street Crash of 1929 marked the onset of the decade-long world-wide Great Depression. A political realignment expelled the Republicans from power and installed Democrat Franklin D. Roosevelt and his elaborate and expensive New Deal programs for relief, recovery, and reform. Roosevelt's Democratic coalition, comprising ethnics in the north, labor unions, big-city machines, intellectuals, and the white South, dominated national politics into the 1960s. After the Japanese attack on Pearl Harbor in December 1941, the U.S. entered World War II alongside the Allies Nazi Germany in Europe and, with the detonation of newly-invented atomic bombs, Japan and helped defeat in Asia and the Pacific.

The Soviet Union and the U.S. emerged as opposing superpowers after the war and began the Cold War arms race, the Space Race, and intervention in Europe and eastern Asia. Liberalism reflected in the civil rights movement and opposition to war in Vietnam peaked in the 1960s–70s before giving way to conservatism in the early 1980s. The Cold War ended when the Soviet Union dissolved in 1991, leaving the U.S. to prosper in the booming Information Age economy that was boosted, at least in part, by information technology. International conflict and economic uncertainty heightened by 2001 with the September 11 attacks and subsequent War on Terror and the late-2000s recession. confronting indirectly in an

Pre-Columbian Era

It is not definitively known how or when the Native Americans first settled the Americas and the present-day United States. The prevailing theory proposes that people migrated from Eurasia across Beringia, a land bridge that connected Siberia to present-day Alaska, and then spread southward throughout the Americas. This migration might have begun as early as 30,000 years ago and continued through to about 10,000 years ago, when the land bridge became submerged by the rising sea level caused by the ending of the last glacial period. These early inhabitants, called Paleoamericans, soon diversified into many hundreds of culturally distinct nations and tribes.

The pre-Columbian era incorporates all period subdivisions in the history and prehistory of the Americas European influences on the American continents, spanning the time of the original settlement in the Upper Paleolithic period to European colonization during the Early Modern period. While technically referring to the era before Christopher Columbus' voyages of 1492 to 1504, in practice the term usually includes the history of American indigenous cultures until they were conquered or significantly influenced by Europeans, even if this happened decades or even centuries after Columbus' initial landing. before the appearance of significant

Colonial Period

After a period of exploration by people from various European countries, Spanish, Dutch, English, French, Swedish, and Portuguese settlements were established. In the 16th century, Europeans brought horses, cattle, and hogs to the Americas and, in turn, took back to Europe maize, potatoes, tobacco, beans, and squash. The disease environment was very unhealthy for explorers and early settlers. The Native Americans became exposed to new diseases such as smallpox and measles and died in very large numbers, usually before large-scale European settlement began.

Spanish, Dutch, and French colonization

Spanish explorers were the first Europeans to arrive in what is now the United States with Christopher Columbus' second expedition, which reached Puerto Rico on November 19, 1493; others reached Florida in 1513. Quickly Spanish expeditions reached the Appalachian Mountains, the Mississippi River, the Grand Canyon and the Great Plains. In 1540, Hernando de Soto undertook an extensive exploration of Southeast. Also in 1540 Francisco Vázquez de Coronado explored from Arizona to central Kansas. The Spanish sent some settlers, creating the first permanent European settlement in the continental United States at St. Augustine, Florida in 1565, but it attracted few permanent settlers. Much larger and more important Spanish settlements included Santa Fe, Albuquerque, San Antonio, Tucson, San Diego, Los Angeles and San Francisco.

New Netherland was the 17th century Dutch colony centered on New York City and the Hudson River Valley, where they traded furs with the Native Americans to the north and were a barrier to Yankee New England. The Dutch were Calvinists who built the Reformed Church in America, but they were tolerant of other religions and cultures. The colony was taken over by Britain in 1664. It left an enduring legacy on American cultural and political life, including a secular broadmindedness and mercantile pragmatism in the city, a rural traditionalism in the countryside typified by the story of Rip Van Winkle, and politicians such as Martin Van Buren, Theodore Roosevelt, Franklin D. Roosevelt and Eleanor Roosevelt. expansion from New France was the area colonized by France from 1534 to 1763. There were few permanent settlers outside Quebec, but Indian tribes often became military allies in France's wars with Britain. After 1750 the Acadians—French settlers who had been expelled by the British from Acadia (Nova Scotia)—resettled in Louisiana, where they developed a distinctive rural Cajun culture that still exists. They became American citizens in 1803 with the Louisiana Purchase. Other French villages along the Mississippi and Illinois rivers were absorbed when the Americans started arriving after 1770.

British Colonization

The strip of land along the eastern seacoast was settled primarily by English colonists in the 17th century, along with much smaller numbers of Dutch and Swedes. Colonial America was defined by a severe labor shortage that employed forms of unfree labor such as slavery and indentured servitude, and by a British policy of benign neglect (salutary neglect) that permitted the development of an American spirit distinct from that of its European founders. Over half of all European immigrants to Colonial America arrived as indentured servants.

The first successful English colony was established in 1607, on the James River at Jamestown. It languished for decades until a new wave of settlers arrived in the late 17th century and established commercial agriculture based on tobacco. Between the late 1610s and the Revolution, the British shipped an estimated 50,000 convicts to their American colonies. One example of conflict between Native Americans and English settlers was the 1622 Powhatan uprising in Virginia, in which Native Americans had killed hundreds of English settlers. The largest conflict between Native Americans and English settlers in the 17th century was King Philip's War in New England,^[13] although the Yamasee War may have been bloodier.

New England was initially settled primarily by Puritans who established the Massachusetts Bay Colony in 1630, although there was a small earlier settlement in 1620 by a similar group, the Pilgrims, at Plymouth Colony. The Middle Colonies, consisting of the present-day states of New York, New Jersey, Pennsylvania, and Delaware, were characterized by a large degree of diversity. The first attempted English settlement south of Virginia was the Province of Carolina, with Georgia Colony the last of the Thirteen Colonies established in 1733. The colonies were characterized by religious diversity, with many Congregationalists in New England, German and Dutch Reformed in the Middle Colonies, Catholics in Maryland, and Scotch Irish Presbyterians on the frontier The First Great Awakening. Many royal officials and merchants were Anglicans. Religion expanded greatly after the First Great Awakening, a religious revival in the 1740s led by preachers such as Jonathan Edwards. American Evangelicals affected by the Awakening added a new emphases on divine outpourings of the Holy Spirit and conversions that implanted within new believers an intense love for God. Revivals encapsulated those hallmarks and forwarded the newly created evangelicalism into the early republic, setting the stage for the Second Great Awakening beginning in the late 1790s.

from Wikipedia encyclopedia

Managing Our Classroom 2

agoeslaw@gmail.com (agoes law) — Mon, 08 Aug 2011 00:59:07 PDT

Managing Skills class is divided into 2 types of skills:
1. The skills associated with the creation and maintenance of optimal learning conditions.
2. The skills associated with the return of optimal learning conditions.

A. The skills associated with the creation and maintenance of optimal learning conditions.
1. Shows Attitude Capture Describing the behavior guryu seen in students, that teachers are aware and responsive to the attention of engagement, problems and lack of reference. Given this attitude of the students felt teachers present their midst. The impression of responsiveness in this way:

Looking closely Allows teachers to cover student involvement in classroom tasks and demonstrate the readiness of teachers to respond well to groups and individuals.
Giving Notice This was communicated to students through teachers' statement that he was ready to begin learning and ready to respond to the needs of students. Things to avoid is to show the dominance of the teacher with the statements or comments that contain threats. Example: "I waited until you silence."
Motion Approaching This indicates readiness, interest and concern to students. This helps students who face learning difficulties, had frustrated or angry. Motion that should be done with a reasonable approach, rather than frighten or other purposes?
Provide Reaction Against Impaired Students And apathy.With the warning sign of a teacher with students. Reprimand should be given at the right time and addressed to the appropriate target.

2. Dividing Attention Effective classroom management occurs when teachers divide their attention to some of the activities that took place in the same time. It can be implemented as follows:

Visual It shows attention to a group of students or individual but does not lose his involvement with groups or individual students.This skill is used to monitor the activities of groups or individuals, make the correction of students' activities, make comments or give a reaction to a disruptive student.
Verbal Teachers may comment on the activities of someone who is seen or reported by other students. The use of visual and verbal techniques indicate that the master class teacher.

3. Focusing Attention Student involvement in learning activities can dipertahnkan if from time to time teachers will be able to focus the group on the tasks carried out. This way:

Students alert To created an attractive atmosphere before the teacher any questions or topic studies. For example: "let the children, all with meticulous attention to these images to distinguish which areas are fertile and the area where the land is barren.
Demanding Student Responsibilities Clear communication from teachers about students' task is very important in maintaining the center of attention of students such as: asking for demonstrated results of the work assignment.

4. Giving clear directions
The instructions should be straightforward, with clear language and not confusing, and with the reasonable demands can be met by students.

5. Reprimand
Not all behavior interferes a groups, students in the classroom can be prevented or avoided by good, so the teacher must make a verbal reprimand or warn students. The reprimand was effective if:

Firmly and clearly targeted at students who are disruptive
Avoiding harsh warnings and menyakitkn and contain insults.
Avoid chatter or ridicule a teacher or a prolonged
Teachers and students better make a deal so that its deviation is only cautioned. Such as: "suharto remember"!

6. Giving Strengthening
This component is used to cope with students who do not want to be involved in learning activities or disturbing theme. That way.

Teachers can provide reinforcement to students who menggagu is by the way "catch it" when he did behaviour reasonable and trying to "catch it" when he made a behavior that is not fair and trying to "catch" when it performs unnatural acts with the goal of reasonable action had been can be repeated.
Teachers daapat provide various components of reinforcement to students who behave in a fair to other students for exemplary menjdi.

B. Skill-Related Condition After Getting Optimal Learning Disorders.
These skills are associated with responses of teachers to students is ongoing interference with the intention of the teacher can conduct remedial actions to restore the optimal action.

If there are students who cause repeated even though the teacher had tried to extinguish the relevant response still occurs again, the teacher may request assistance: 1. Principal 2. Counselors / BP 3. Waka student to help overcome them.
Not a professional error if the teacher can not handle the problems of students in the class with respect to the teacher can use a set of strategies for remedial action against the behavior of students continue to cause disruption and who will not engage in activities in class
Strategies That Can Be Used

1. Behavior Modification Teachers should analyze the behavior of students having problems and trying to modify the behavior. By systematically applying the provision of reinforcement.

Can be co-operation with colleagues address the problem
Specify exactly which cause problems tingka
Choose carefully behavior is fixed easily to be changed, the most annoying behavior that often arise.
Right to choose gift reinforcement that can be used to maintain the behavior that has to be good.

2. Group Problem Solving Approach Facilitate the task, holding the good cooperation in the implementation of the task. Maintaining the activities of the group, maintaining and restoring the spirit of the students and deal with conflicts that arise.

3. Find and solve the problematic behavior. Teachers can use a set of ways to control behavior that appears wrong, the teacher must know the basic causes that lead to the disobedience of such behavior. As well as trying to find pemecahanya.
Things that should be avoided A. Interference The Overstated Such a cool teacher interrupting ongoing activities with comments or directions suddenly, then the activity students will be disturbed or interrupted. Impression of teachers do not pay attention to the needs of students, just to satisfy her alone.

B. Obliteration Happen if teachers fail to properly complete an explanation instruction or guidance, comments. Then stop the explanation or dish for no apparent reason and let the child's mind dreamily.

C. The lack of accuracy, adequacy start and end activities Occurs when the teacher started an activity without ending the previous activity.

D. Deviation Happen if the teacher is too cool PBM activities with certain activities such as busy with seating that is not neat or the story something that has nothing to do with the matter too far, so smooth in-class activities disrupted.

E. Rambling Happen if the teacher talks are: 1. Repeat certain things 2. Extend the lesson or explanation 3. Changing a long rebuke to babble
This is an obstacle of progress lesson or classroom activity. Students are generally noted as being boring and not get involved in activities in class.
F. Explanation Unnecessary Repetition Happen If The teacher gives clues repeated unnecessarily divide the class in giving directions or separately to give directions to any group that previously may be given jointly to the whole group only once in front of the class.

Managing Our Classroom

agoeslaw@gmail.com (agoes law) — Mon, 08 Aug 2011 00:39:47 PDT

below are some things that must be observed by a teacher in managing they classroom.

I. Rational School is a place of learning for students, and teachers' job is mostly happening in the classroom is to teach and educate students by providing an optimal learning conditions. Related interests, the will, conversations, as well as their activities relate to the teaching facilities and infrastructure used in the PBM.
Optimal learning conditions is achieved if teachers are able to manage students and teaching facilities as well as steer it in a fun situation to achieve the learning objectives.

But if there is a lack of harmony between tasks, and the means or tools or breaking of a desire to another desire, between need and fulfillment, there will be disruption to the PBM. Both the temporary nature of the disorder and the nature of serious or continuous.

II. Definition
Classroom management skills are the skills of teachers to create and maintain optimal conditions for learning and skills to restore an optimal learning conditions.

III. Use in the Classroom
If done well then the skill will have a positive impact both on students and the teacher concerned.

Student:

Encourage students to develop individual responsibility to be aware of his behavior and control him.
Helping students understand the direction of his behavior in accordance with the order of classes and teacher's warning as like a warning rather than anger.
Cause a sense of obligation to engage in tasks and behave in a reasonable fit with ongoing classroom activities.

Teacher

Develop understanding and skill in maintaining the smooth presentation and step-by-step lessons are appropriate and good.
Having an awareness of the needs of students and develop competence in providing a clear direction to students.
Respond effectively to student behavior that causes disruption.

IV. principle Use
1.The warmth and the sight of people exiting
Facilitate the creation of a pleasant classroom climate.

2. challenge
The use of words, actions, or materials that will defiantly improve students' passion for learning, thereby reducing the likelihood of deviant behavior.

3. varies
Use of variations in style and media interaction is a key teaching of classroom management.

4. flexibility
PBM teachers must be vigilant in observing the process activities. Including the possible emergence of student disruption. So that the necessary flexibility for the teacher's behavior can change a variety of teaching strategies to manipulate the various components of other skills.

5. Emphasis On Positive Things
Basically in teaching and educating teachers should emphasize the positive things and wherever possible avoid focusing student attention on things that are negative.
The way the teacher maintains a positive atmosphere among others:
a. Giving emphasis on positive student behavior and to avoid chatter or celaa or behavior that is less fair.
b. Provide reinforcement of positive student behavior.

6. Planting self-discipline
This activity is the ultimate goal of classroom management. To achieve this the teacher should always encourage students to exercise self-discipline. This will be more successful if teachers themselves are an example.

Education in Moeslem Perspective.

agoeslaw@gmail.com (agoes law) — Wed, 03 Aug 2011 23:56:07 PDT

Education in terms of language (lughawy) is derived from the verb: rababa, and the word rabb is the designation for the hosts, or that the king obey and repair, and tarbiyah words: education drawn from the third meaning, namely: the improvement.

Tarbiyah definition (education) by ishtilah are: to foster or create a Moeslems and a good moral perfect of all the different aspects, both from the aspect of health, intellect, faith, spirit beliefs and management.
The real meaning of education or tarbiyah is like the workings of a farmer who tried to remove thorns and pulled out wild plants that are among the plants so that crops can be grown to perfection and gives good results.

below several fact that education is very important is moeslem lives.

1. That learning is a major command of the Islamic religion, reflected in the first verse down the qur'an surah al 'Alaq 1-4.
Meaning: Read the name of your Lord who created, which has created man from a clot, Read with the name of your Lord the Most Noble, who has taught with the pen, which has taught man what he did not know.
Reading, psychologically containing the charge; higher mental processes, the process of recognition (cognition), memory (memory), observation (perception), pronunciation (verbalization), thinking (reasoning), creativity (creativity) and of course psychological processes.
Sociologically, it also contains the charge read: the process that connects the feelings, thoughts and behavior with others. Reading is also a communications system (Communication system) which is absolutely necessary realization of the social system. Furthermore, the use of language (written and read) is a warehouse to store the values of a culture that is transferred from one generation to the next.
2. That science and men of knowledge are highly valued in Islam. Islamic appreciation of science is not only embodied in the teachings but also evident in history, especially classical history of Islam. In the Qur'an says that believers are knowledgeable dilemma ¬ bihkan degree (Q/58: 11). They were also given the title ulu al Albab, Nuha's ulu, ulu al Abshar, and zi Hijr. (Q/39: 9, Q/59: 2, Q/20: 54).
3. Choosing a science than an asset is the right decision and profitable, both morally and materially. When Solomon offered Allah to choose science, wealth or power, Solomon chose science, and with the knowledge he then acquire wealth and power. Ali ibn Abi Talib once said that science can take care of you, while the treasure, thou must guard it. Property if given to someone else then that property can be reduced, but the sciences are increasingly being given to people precisely increasing.
4. The struggle in the way of science (as a student, teacher or facilitator) will facilitate the path to heavenly bliss. it's mean Whoever chose the path of science, God will ease the way for him to heaven. (H. R. Turmuzi)
5. Accountability on how far science is practice it. it's mean Science without charities like the fruitless tree. or can be understood that later in the afterlife, human beings can do little sbelum mempertangungjawabkan four things, (1) about his age, to do anything, (2) of the mudanyya to prepare anything, (3) about their knowledge, how far he practice it, and ( 4) about the property, from which he obtained and to what property it is used. (Hadith)
6. People 'alim who did not apply their knowledge, moral sin is greater than the unbelievers (who does not have knowledge). Meaning: The 'alim who did not apply their knowledge, will be tortured first (in the Hereafter) before the torment for pagans (Zubad).
7. Education must be oriented to the future, to meet and anticipate future developments. means: Educate your children swimming and archery, it's actually your children will live in a time that is not your days. (Ali ibn Abi Talib)
8. In accordance with their respective capacities, each person is given an appropriate opportunity to be involved in the field of science: Meaning: Be ye (1) clever (and teaching), if it can not then be (2) students, if not then be (3) a good listener, if mendengarpun not have time, be (4) people who love science, and would occasionally not be the one to five (not smart, not willing to learn, not listen and do not like science).
9. If you want to pursue a science, choose a science that is useful, relevant to the benefit of life, must not science, the apostle had prayed. it's mean we pray to Allah, for seek refuge in Thee from the knowledge that is not useful, and from the heart that are not khusyu ', and of the passions that would not satiated and from the prayer was granted. (H. R. Ahmad in Musnadnya)
10. Science is a long-term investment. Meaning: If a man die so putuslah their productivity, except for three things, (1) charity, (2) science is taken advantage by others, and (3) children who always pray for godly parents. (H. R. Bukhari)
11. There are two sources of knowledge, that is from God Almighty, through revelation, inspiration and intuition, and science diproduk by human reason.
12. No matter how smart a person, he should not brag, because surely there are others who surpass them, and only Allah the Most Knowing.
13. According to Imam Ghazali, there are three categories of scholars, namely proof, Hajjaj and mahjuj. Scholars in the capacity of proof is a pious person, wara ', ascetic and religious priority than others. Hajjaj more than that, able to defend religion from outside attacks, and mahjuj is pious scholars, but its nature is not noble because he is more like life than the glory ukhrawi world.
14. Of the three circles of education, household, school and community environment, education is the main foundation of the house, although schools and society is also a big influence. Therefore the example and the example of parents to their children in a big house once his part in the formation of generations.
15. Science should be learned from any source appropriate to the field. Do not learn why a Muslim mathematicians to Christians, martial jar of technology to the Jews, learn to hunt for the primitive.
Meaning: Take wisdom from wherever it out.
Meaning: Wisdom is like a believer lost possessions, which can be found anywhere, by anyone.
16. Go go abroad in search of knowledge is seen very positively in the development of self and insights. Meaning: Seek knowledge, even far into neegri China. Meaning: Merantaulah, you will certainly find a replacement of those you leave behind. Payahlah gone to, because the joy of life is precisely sesungguhnyya was in difficulties. (Imam Shafi'i)
17. Way of life that would really help blessings of science, while the wrong path will eliminate the blessing of science.
Meaning: I've complained to the clerics Waki 'about learning difficulties, then my teacher advised me to stay away from immoral acts. He also taught me that light ilahiyyah not be given to the expert immoral. (Imam Shafi'i)
18. That the obligation to learn it is not limited by age, therefore home life does not preclude the necessity studying, or marriage and learn to be consistent, should not be contested. The principle of education in Islam is a life-long education, life long education it's mean Seek knowledge from the cradle to the grave.

Resources:has been translated from

http://mubarok-institute.blogspot.com/2009/06/pandangan-islam-tentang-pendidikan.html

http://www.rasoulallah.net/v2/document.aspx?lang=indo&doc=9865

Writing Progress for Elementary

agoeslaw@gmail.com (agoes law) — Sun, 31 Jul 2011 02:25:05 PDT

Progress, Grade by Grade

It helps to gain perspective on the progress children make in writing by generalizing on how children write at the various grade levels, bearing in mind the wide range of individual differences. Lucy McCormick Calkins, with her wealth of experience in teaching children to write, provides the following descriptions in her book, The Art of Teaching Writing.

“During first and second grade, most children seem to move in these directions:

· From writing for oneself toward writing also for an internalized audience

· From writing for the sake of the activity itself (all process) toward writing also to create a final product

· From less to more fluency

· From writing episodes that do not begin before or last beyond the actual penning of a text, toward broader writing episodes that encompass looking ahead and looking back, anticipating and critiquing” (pp. 67-68).

Third graders become more deliberate in their writing and use concrete processes.

Calkins describes eight year olds as follows: “They did everything in a concrete, systematic way and wrote out everything in full. The children rarely considered sentences in their mind’s eye. Instead, they wrote out every option. When they deliberated over topic choice, they usually listed their options, and often they even went through the list, starring the three best, then crossing out two, and then circling the chosen topic” (p. 91).

Calkins says new flexibility characterizes fourth, fifth, and sixth graders.

“In the upper elementary grades, the children I know best seem to become a little more capable of thinking through their options. Strategies that are first concrete, physical operations begin to be internalized as abstract mental operations” (p. 94). Whereas third graders tend to see things in absolutes, with only one right way to do things, these older children begin to realize that there are different ways to express themselves.

Establishing Right Conditions

As you prepare to teach your children to write, think of what tools they will need. Nothing fancy, mind you, but the basics: paper of various sizes and shapes, a variety of pens and pencils, markers, correction fluid, scissors, tape, paper clips, staples and perhaps some cardboard or construction paper for a cover.

Space in your house may be limited, but find a corner, inside or out, where children can have relatively quiet and comfortable writing stations. Trying to write a creative piece on the dining room table stacked with dishes, other kids’ books, and Dad’s papers all over the place is difficult even for an adult. The dining room table may be fine if distractions can be limited and conditions controlled, but look for alternatives. I know some children who do their best writing in a tree house.

Setting the Stage

“Students become more interested in writing and the quality of their writing improves when there are significant learning goals for writing assignments and a clear sense of purpose for writing” (What Works: Research about Teaching and Learning, second edition. U.S. Dept. of Education, p. 43). Children are motivated when they realize they are writing for an audience, that they are producing something other people will want to read.

The atmosphere you establish for writing should encourage a desire to share what is written, both during the writing process and when the writing is complete. The letter from Brian at the beginning of this article was written for a particular purpose and to a particular audience, and he even anticipated a response (in this case, a toy tractor or set of Legos).

The stage can be set by talking about a topic, looking at pictures, reading from a book, or taking a walk to observe types of buildings or the beauty of a sunrise. Picture books are good models for writing because they contain all the elements of a story in a small space and help children visualize what they will write.

Tell stories about yourself. Your kids will pick up on some of the themes you establish in this way. Help them talk through a topic, discussing the meaning of words they might want to use and helping them verbalize their thoughts. The Harcourt Brace Jovanovich Imagination language arts series recommended by CHED-FS Curriculum Services has a strong component for teaching writing to elementary school students, and this resource can assist parents in planning and structuring the teaching of writing.

The Process

It is a generally accepted practice to teach writing as a process of brainstorming (rehearsal), followed by composing (drafting), revising, and editing. In “Setting the Stage,” you have already begun the process.

It is important to help your children sort through their ideas before actually beginning to write. Composing or drafting is often hard work and takes time, but it need not be drudgery. Our goal should be to help children gain fulfillment from this process. One of the nice things about teaching your own children in the home is that you can give immediate feedback and encouragement.

Revision

Revision is a time for the writer to get feedback from you, and if at all possible, from other children as well. Have your children read aloud what they have written to various family members or to friends and neighbors. Ask for clarification, using your comments to encourage creative expression and to work toward more mature forms of written expression, but always accepting genuine efforts on the part of the author. Discuss alternatives when improvements are needed.

Editing

Editing is the time to check the final version for correct spelling, punctuation, grammar, legibility, excess words, and other conventions. As you work with your children on this phase of the process, be sensitive to their level of maturity and ability. How a parent teacher approaches editing can be either a positive growth experience, or can stifle future attempts at writing. Your goal should be for the individual to become his own best editor and not have to rely on you to make corrections.

By the end of the sixth grade, most children are capable of writing with increased sophistication, aware of the steps involved from rehearsal to editing. They are able to control a sequence of events, use dialogue, and construct good endings. By this time they should have discovered how to integrate writing as a meaningful aspect of their lives. Writing should not be just something that is accomplished as a school assignment. Rather, it should be an essential and fulfilling daily experience

How To Do Classroom Action Research

agoeslaw@gmail.com (agoes law) — Sun, 31 Jul 2011 02:03:29 PDT

Classroom Action Research is a method of finding out what works best in your own classroom so that you can improve student learning. There are many ways to improve knowledge about teaching. Many teachers practice personal reflection on teaching, others conduct formal empirical studies on teaching and learning. Classroom Action Research is more systematic than personal reflection but it is more informal and personal than formal educational research.

The goal of Classroom Action Research is to improve your own teaching in your own classroom, department, or school. While there is no requirement that the findings be generalized to other situations the results can add to knowledge base. Classroom Action Research goes beyond personal reflection to use informal research practices such as a brief literature review, group comparisons, and data collection and analysis. Validity is achieved through the triangulation of data. The focus is on the practical significance of findings, rather than statistical or theoretical significance.

Findings are usually disseminated through brief reports or presentations to local colleagues or administrators.

Steps to conduct Classroom Action Research

· Identify a question or problem:

o What is the effect of X on student learning?

o The question or problem should look at something under the teaching control.

o The problem should also be an area which you are willing to change.

o It should also be feasible.

· Review Literature

o You need to gather two types of information: background and data.

o It may be much less extensive than traditional research.

o The use of secondary sources is usually sufficient.

· Plan a research strategy

o It may take many forms: pretest, posttest, a comparison of similar classes to a descriptive case study of a single class or student.

o Both qualitative and quantitative methods are appropriate.

o It relies on triangulation of data to provide validity.

o To triangulate collect at least three types of data, e.g., student test scores, teacher evaluations, and observation of student behavior). If all data point to the same direction, you have some assurance of validity.

· Gather data

· Make sense of the data

o Analyze your data, looking for findings with practical significance.

· Take action

o Use your findings to make decisions about your teaching strategies.

· Share your findings

o There are many ways to share findings with your peers: journals, conferences, workshops, teaching tips, websites, newsletters, etc.

Adapted by Julian Hermida from Gwyn Mettetal, “The What, Why and How of Classroom Action Research”, JoSoTL Vol. 2, Number 1 (2001).

Reality and ideals of National Education in Indonesia

agoeslaw@gmail.com (agoes law) — Fri, 29 Jul 2011 22:33:38 PDT

Multidimensional crisis that hit Indonesia since 1997 have an impact on the quality of human resources (HR) Indonesia and also on the quality of education in Indonesia. It is seen from the macro indicators, namely the achievement of Human Development Index (HDI) and micro indicators, such as the capability in reading and writing.

In 2005, Indonesia's HDI ranks 110 out of 177 countries in the world. In fact, the ratings are declining from previous years. Indonesia's HDI in 1997 was 99, then in 2002 to 102, then in 2004 dropped back to 111 (Human Development Report 2005, UNDP). According to World Bank Report (Greaney, 1992) and studies of the IEA (International Association for the Evaluation of Educational Achievement), in East Asia shows that the reading skills of fourth grade students in Indonesia is ranked lowest. The average score reading tests for elementary students: 75.5 (Hong Kong), 74.0 (Singapore), 65.1 (Thailand), 52.6 (Philippines), and 51.7 (Indonesia). Condition of Indonesia's children can only control 30 percent of the material and they are very difficult to answer the questions shape description that requires reasoning. This is because they are so used in memorizing and working on multiple choice questions.

Meanwhile, the quality of education in Indonesia was ranked 12th of 12 countries in Asia (based survey Political and Economic Risk Consultant). In terms of competitiveness, Indonesia has a low competitiveness, which is only ranked 37th of 57 countries in the world (The World Economic Forum in Sweden, 2000). This means: Indonesia predicated only as a follower, not as a leader.

Privatization of education
Government plans to privatize education is reflected in the National Education System Law, Legal Education Bill, Draft Government Regulation (RPP) of the Elementary and Secondary Education, and RPP on Compulsory Education. Article 53 (1) Law no. 20/2003 on National Education System (System) explains that the organizers of formal education unit established by governments or public legal entity of education.

Privatization of education in Indonesia indicate the weakening of the state's role in implementing the public service sector. Privatization of education in Indonesia is not free from the pressures of debt and debt repayment policies. Indonesia's foreign debt reaches 35-40 percent of the state budget every year. In the end, make education funding cut to a mere 8 percent (Kompas, 10/5/2005). For comparison, the Government of India bears 89 percent of education funding in 1992, while Indonesia only provides 62.8 percent. Even lower when compared with the more backward countries like Sri Lanka (UNESCO and World Bank in "The World Bank," 2004).

At the time of the reform era of cycling, the allocation of the national education budget to 20 percent of the total state budget, and this set the 1945 amendments. But in the draft 2006 State Budget which was passed into law the 2006 State Budget in late October 2005, the national education budget allocated only 10 percent or Rp 40.1 trillion, of which Rp 34.5 trillion for the Education Ministry and the remaining Rp 5.6 trillion for education in Ministry of Religious Affairs.

Build education in Indonesia
Everyday reality is often heard about quality education is always synonymous with expensive or not cost free. For example, the cost of a child to enter kindergarten and elementary school today will cost $ 500 thousand to Rp 1 million. Some even picked the above Rp 1 million. As for incoming junior or senior high school could reach USD 1 million to Rp 5 million. Then the question: who should pay for public education? The answer is the duty of government to guarantee every citizen to obtain a quality education and access. But in fact, the government argued precisely from its responsibilities. In fact, the reason for lack of funding can not be used as an excuse for the government to "wash their hands."

Government efforts to improve the condition of education in Indonesia has actually done with the birth of Law no. 22 Year 1999 on Regional Autonomy. The law stated that the greatest authority in the field of education in the hands of local governments, both concerning the budget and strategic policy in the areas of curriculum. But the reality of implementation is another, apparently in some areas have constraints due to lack of availability of the education budget. Meanwhile, based on article 31 paragraph 4 of the 1945 Constitution and Article 49 National Education Law, the education budget at least 20 percent of the budget.

There are several things to be done to improve the quality of national education. First, improvement of education management system. National education system, which has been refined and ratified in 2003, its implementation should be done with a management system or proportional and professional management, at both the macro and the micro level. Education budget must also be adequate. Furthermore, it should be pursued in earnest so that the cost of education to at least reach 20 percent of the APBN / APBD, as outlined in the 1945 Constitution.

Secondly, there is need for the integration process into the education system in every aspect of human life, openess and flexibility in learning, learning strategies, teacher-student roles in learning, ICT (information and communication technology) in learning process, as well as learning content and learning by doing. Moreover, in the process of education itself there is a process (to educate and be educated), the formation of a more human man or pemanusiaan process. This means that education has a fundamental nature of the so-called intellectual humanism. The process of educating and the educated can not be denied a fundamental act. The question is: What kind of a fundamental nature? Fundamental nature is an act that changed human life and determines both the educators and students. An educator means the person who determines an attitude. While students are the person who receives education to further grow into a human. In addition, education also occurred due process of scientific communication (scientific community) that form a pattern of critical and creative thinking.

The development of education in Indonesia also can not be separated from the influence of global developments, in which science and technology is developing very rapidly. The era of free markets is a challenge for the education in Indonesia because it does not rule out the existence of opportunities to make educational institutions and educators from overseas into Indonesia. To deal with the global market, at least the national education policy should be put forward in improving the quality of education, both academically and nonakademik.

Wika Yunita Ilham, Faculty of Biology

Resources based on. Wika Yunita articles at

http://scientiarum.uksw.edu/2007/12/10/potret-pendidikan-nasional-realita-dan-idealisme/

Portrait of Education in Indonesia

agoeslaw@gmail.com (agoes law) — Fri, 29 Jul 2011 22:23:48 PDT

Once the contents of the latest status of Education University of Indonesia on facebook today. Enough to make a moment it occurred, what it has done for education today.

Just yesterday published on in the media, the expression of students of Indonesia to face the National Final Examination. Dominant in the highlight, of course those who still can not get a diploma. Crying, screaming, angry. Is this the reason why UAN should be abolished? So that no one should be depressed to face failure? Why should replace the assessment system? What about the teaching system?

In terms of quality of education, the UNESCO data (2000), Indonesia ranks 102 (1996), 99th (1997), 105th (1998), and all 109 (1999) from 174 countries. Ironically, on campus, I often hear students' achievement Indonesia at the International Science Olympics are regularly held every year. The results are quite encouraging and soothing in the midst of the nation's slump. Evidently there is still hope of our education to rise.

Unfortunately, such governments are less sensitive to the glorious achievements of this nation shoots. Works by country boy underestimated, resulting in a convoluted bureaucracy in the application for permission to get a patent. No wonder many child domestic work is found in the land. Well if only his work, unfortunately the person was found there. Developing the skills of their thoughts on the country side. The reason? Do not ask again, assurances from the country they live in certainly more enticing and makes the heart peace so they can focus more on his researches.

The problem of education is not a problem that can be solved one day, by changing the policy only, atupun just change the terms and acronyms only. Obviously it takes a short time not to proceed to fix it. But is not no change when not started from a step?

resources base on.

http://edukasi.kompasiana.com/2010/05/02/potret-pendidikan-indonesia/

Free Schooling In Indonesia

agoeslaw@gmail.com (agoes law) — Fri, 15 Jul 2011 02:14:22 PDT

There is always a way for each of a strong will. In the context of education quality in Indonesia, a glimmer of hope that emerged from the implementation of the regional economy (regional autonomy), the role of community institutions are also concerned with improving the quality of education in Indonesia for the whole Indonesia children.
Along with the implementation of Law No.22 of 1999 on regional autonomy, counties and municipalities as the subject has greater authority in managing their own households. With such authority, the area could have a broad space to be creative in print formidable human resources, tailored to regional interests. Regions also know best the needs of human resources in the region. With regional autonomy, local government district or municipality can directly translate into the need for human resources policy area. Among others through free education programs and incentives for teachers.

Government Gowa regency, South Sulawesi Province is one of the pioneers in the implementation of free education in Indonesia. Gowa bold initiative, to innovate in developing the potential of daeranya according to eliminate the cost of education up to high school level since 2007, long before the government's campaign for free education. Local government with authority to give adequate support. Starting from the rule of law on the budget allocations for education sector to the rules prohibiting types of charges related to school operations [i]. A number of other instruments were also issued to accompany the policy is that with the establishment of the compulsory education law No.10/2009. In it is set on the obligation for school-age children, to attend school. Otherwise, as in Japan, concerned parents should bear the risk six months in jail or a fine of 50 million. Various program innovations in pendidikanpun prepared as the development of audio visual media, or the learning of mathematics through the medium of gaming, and so on. To provide education free up to the high school level, the government Gowa allocate budget to $ 11 billion or about 21.26 percent of the total budget (Kompas, 21/1/2009). This means that autonomously allocate Gowa daring exceeds the central government budget. Gowa Education Department also issued a policy to allow poor students to school without uniforms. So in Gowa no longer project the procurement of materials that in fact be an excellent clothing for profit.

Jembrana District, Bali Province is also not left behind. In order to improve the quality of education, Jembrana regional governments eliminate school fees from primary school through high school for public schools and provide support in the form of scholarships for students who can not afford the private schools. Jembrana regional governments also provide incentives for teachers in the amount of Rp 5000/hour. Almost the same as in Jembrana District, Local Government and Kutai Kertanagara Halmahera also eliminate the cost of education. If in Halmahera exemption costs through high school, in the Kutai Kartanagara been to college. Pemda Kutai also give incentives to teachers, which cost Rp 1.5 million. A number of other areas also started doing the same policies.

Another glimmer of hope to the realization of free quality education and also supported by the community. Among the amil zakat institution that is growing very rapidly in Indonesia in recent years. For example, Rumah Zakat Indonesia (RZI), Purse Dhuafa Republika (DDR), Al-Falah Foundation for Social Fund (YDSF). Amil zakat institutions are getting the trust of the community to manage zakat, infak and a nominal sodaqoh considerable and increasing from year to year. Distributed, one of which is for education. A number of institutions / companies / foundations also had its share and more and more popping up in order to advance the quality of education in Indonesia.

Indonesia Education System

agoeslaw@gmail.com (agoes law) — Thu, 30 Jun 2011 19:37:29 PDT

Vigorous efforts have been made to advance education and reduce illiteracy. In 1971, overall literacy was estimated to be about 58%, ranging from 77% in the cities to only 52% in rural areas. By the year 2000, adult illiteracy rates were estimated at 13.0% (males, 8.1%; females, 17.9%). Under the constitution, education must be nondiscriminatory, and six years of primary education are free and compulsory. In practice, however, the supply of schools and teachers is inadequate to meet the needs of the fast-growing under-15 age group. In the mid-1990s, an estimated 97% of primary-school-age children were enrolled in primary schools. In 1997, 29,236,283 students were enrolled in Indonesia's 173,893 primary schools, with 1,327,178 teachers. The student-to-teacher ratio stood at 22 to 1. Secondary schools employed 986,896 teachers and enrolled 14,209,974 students in that same year. As of 1999, 91% of primary-school-age children were enrolled in school, while 48% of those eligible attended secondary school. Schools are coeducational, except for certain vocational and religious schools. Private (mostly Islamic religious) schools receive government subsidies if they maintain government standards. Bahasa Indonesia is the language of instruction, but local dialects may be used until the third level.

The school system includes a six-year primary school, a three-year junior secondary school, a three-year senior secondary school, and higher education in universities, faculties, teachertraining colleges, and academies. Junior and senior technical schools have been brought into line with junior and senior secondary schools. Patterned after Dutch practices, Indonesia's educational system divides secondary-school students into groups according to curriculum. In the third year of the junior secondary school, the students are separated into an A-curriculum (languages) and a B-curriculum (mathematics). In senior secondary school, the students normally continue in their previous curriculum, but B-curriculum students may shift to an economics curriculum (C). Teacher-training schools range from the basic teacher-training program of four years (post-primary education) up through teachers' colleges, academies, faculties, and universities. Upon entering institutions of higher learning, students must enter the division for which their curriculum has prepared them; thus, A-curriculum students enter the language and philosophical faculties.

There are 51 universities, the largest of which are the University of Indonesia (in Jakarta) and the University of Gajah Mada (in Yogyakarta). Most of the universities are new, having been established since the mid-1950s. In all universities and third-level institutions, there were a total of 157,695 teachers and 2,303,469 students in 1996.

The Indonesia National Education System is generally aimed at elevating the intellectual life of the nation and developing the entire Indonesian people. The education is expectedly to build the people who are devoted to God, have knowledge and skills, are independent, fair, and healthy physically and spiritually, as well as responsible for their country and the nation.

Guided by the mission of education, the Government enacted a new Law on National Education System in July 2003 resulting from national wide consultation. An outstanding feature of the Law is the implementation of compulsory basic education for all Indonesian citizens. The Law states that every seven to fifteen years old citizen shall have the right to receive basic education. This is a major step towards creating a critical mass in the area of education for national development as recognized in the National Plan of Action, Indonesia’s Education for All (2002) whose realization has become a primary responsibility for all education providers.

One of the purposes of the Law is to inculcate in young minds the respect for human rights, for cultural pluralism and learning to live together, promote morals and character building as well as unity in diversity in the spirit of brotherhood and solidarity.

The education system is organized in two different paths, i.e. school and out-of-school education. School education is organized in schools through teaching and learning activities that are gradual, hierarchical, and continuous. Out-of-school education is organized outside the formal schooling through teaching and learning activities that may or may not be hierarchical and continuous. Education within the family constitutes an important part of the out-of-school education and provides religious, cultural and moral values and the family’s skills.

The education system consists of seven types of education described as follows.

First, general education is primary and secondary education program that focus on provision of broad based academic skills, needed for learners to pursue further education at high level of schooling.
Second, vocational education is secondary education program for preparing learners for a specific job.
Third, academic education, a higher education program of undergraduate and post-graduate level (sarjana and pasca sarjana), aiming at acquisition of specific science discipline.

Fourth, professional education, a higher education program after undergraduate (sarjana) program which prepares learners for jobs by acquiring particular skills and expertise.

Fifth, vocational and technical education is higher education program for preparing learners for jobs by acquiring applied knowledge at the maximum, equivalent to undergraduate program (sarjana).

Sixth, religious education is primary, secondary, and higher education program which prepare learners to perform their role, requiring the acquisition of religious knowledge, and/or to become a religious scholar.

Seventh, special education is provision of education program for the disabled and/or the gifted learners, organized inclusively or exclusively at primary and secondary level of schooling (see Figure 1.1. in the Appendices)

A complex range of institutions provides and delivers education in Indonesia. It caters to approximately 45 million students at all levels. The largest department responsible for the education management is the Ministry of National Education (MoNE), which administers formal public and private schools and universities, as well as non-formal modes of education. The efforts of this Ministry of National Education are supplemented by the Ministry of Religious Affairs (MoRA) that is responsible for development of Islamic education institution (so-called Madrasah) which also imparts general education besides the religious education. Islamic Primary Schools – called Madrasah Ibtidaiyah (MI) – are equivalent to primary schools or Sekolah Dasar (SD) and Islamic Junior Secondary Schools – called Madrasah Tsanawiyah (MTs) – are equivalent to General Junior Secondary School or Sekolah Menengah Pertama (SMP); and Islamic Senior Secondary Schools – called Madrasah Aliyah (MA) – are equivalent to Senior Secondary School or Sekolah Menengah Atas (SMA). This madrasah provides 30 percent of the curriculum for religious teachings and 70 percent for general course of the same standard as of general schools. Thirty percent of the curriculum for religious teachings is achieved through extra curriculum.

Source: Fasli Djalal, P.H.D., THE SIXTH E-9 MINISTERIAL REVIEW MEETING, Policies and Systems for the Assessment of the Quality of Education, Monterrey, Mexico, 13-15 February 2006

Education-Indonesia-system http://www.nationsencyclopedia.com/Asia-and-Oceania/Indonesia-EDUCATION.html#ixzz1QodQtqcL

http://www.nationsencyclopedia.com/Asia-and-Oceania/Indonesia-EDUCATION.html

http://fromlearningtoteaching.blogspot.com/2008/04/indonesia-education-system.html

Education In Indonesia

agoeslaw@gmail.com (agoes law) — Thu, 30 Jun 2011 19:46:12 PDT

The character of Indonesia's educational system reflects its diverse religious heritage, its struggle for a national identity, and the challenge of resource allocation in a poor but developing archipelagic nation with a young and rapidly growing population. Although a draft constitution stated in 1950 that a key government goal was to provide every Indonesian with at least six years of primary schooling, the aim of universal education had not been reached by the late 1980s, particularly among females--although great improvements had been made. Obstacles to meeting the government's goal included a high birth rate, a decline in infant mortality, and a shortage of schools and qualified teachers. In 1973 Suharto issued an order to set aside portions of oil revenues for the construction of new primary schools. This act resulted in the construction or repair of nearly 40,000 primary school facilities by the late 1980s, a move that greatly facilitated the goal of universal education.

Primary and Secondary Education

Following kindergarten, Indonesians of between seven and twelve years of age were required to attend six years of primary school in the 1990s. They could choose between state-run, nonsectarian public schools supervised by the Department of Education and Culture or private or semiprivate religious (usually Islamic) schools supervised and financed by the Department of Religious Affairs. However, although 85 percent of the Indonesian population was registered as Muslim, according to the 1990 census, less than 15 percent attended religious schools. Enrollment figures were slightly higher for girls than boys and much higher in Java than the rest of Indonesia.

A central goal of the national education system in the early 1990s was not merely to impart secular wisdom about the world, but also to instruct children in the principles of participation in the modern nation-state, its bureaucracies, and its moral and ideological foundations. Since 1975, a key feature of the national curriculum--as in other parts of society--had been instruction in the Pancasila. Children age six and above learned its five principles--belief in one God, humanitarianism, national unity, democracy, and social justice--by rote and were instructed daily to apply the meanings of this key national symbol to their lives. The alleged communist coup attempt in 1965 provided a vivid image of transgression against the Pancasila. Partly to prove their rejection of communist ideology, all teachers--like other members of Indonesian bureaucracy--swore allegiance not only to the Pancasila, but to the government party of functional groups.

Inside the public school classroom of the early 1990s, a style of pedagogy prevailed that emphasized rote learning and deference to the authority of the teacher. Although the youngest children were sometimes allowed to use the local language, by the third year of primary school nearly all instruction was conducted in formal Indonesian. Instead of asking questions of the students, a standard teaching technique was to narrate a historical event or to describe a mathematical problem, pausing at key junctures to allow the students to fill in the blanks. By not responding to individual problems of the students and retaining an emotionally distanced demeanor, the teacher is said to be sabar (patient), which is considered admirable behavior.

Nationally, the average class size in primary schools was approximately twenty-seven, while upper-level classes included between thirty and forty students. Ninety-two percent of primary school students graduated, but only about 60 percent of those continued on to junior high school (ages thirteen through fifteen). Of those who went on to junior high school, 87 percent also went on to a senior high school (ages sixteen through eighteen). The national adult literacy rate remained at about 77 percent in 1991 (84 percent for males and 68 percent for females), keeping Indonesia tied with Brunei for the lowest literacy among the six member nations of the Association for Southeast Asian Nations (ASEAN).

In the early 1990s, after completion of the six-year primary school program, students could choose among a variety of vocational and preprofessional junior and senior high schools, each level of which was three years in duration. There were academic and vocational junior high schools that could lead to senior-level diplomas. There were also "domestic science" junior high schools for girls. At the senior high-school level, there were three-year agricultural, veterinary, and forestry schools open to students who had graduated from an academic junior high school. Special schools at the junior and senior levels taught hotel management, legal clerking, plastic arts, and music.

Teacher training programs were varied, and were gradually upgraded. For example, in the 1950s anyone completing a teacher training program at the junior high level could obtain a teacher's certificate. Since the 1970s, however, the teaching profession was restricted to graduates of a senior high school for teachers in a primary school and to graduates of a university-level education course for teachers of higher grades. Remuneration for primary and secondary school teachers compared favorably with countries such as Malaysia, India, and Thailand. Student-teacher ratios also compared favorably with most Asian nations at 25.3 to 1 and 15.3 to 1, respectively, for primary and secondary schools in the mid-1980s when the averages were 33.1 to 1 and 22.6 to 1 for Asian-Pacific countries.

Islamic Schools

The emphasis on the Pancasila in public schools has been resisted by some of the Muslim majority. A distinct but vocal minority of these Muslims prefer to receive their schooling in a pesantren or residential learning center. Usually in rural areas and under the direction of a Muslim scholar, pesantren are attended by young people seeking a detailed understanding of the Quran, the Arabic language, the sharia, and Muslim traditions and history. Students could enter and leave the pesantren any time of the year, and the studies were not organized as a progression of courses leading to graduation. Although not all pesantren were equally orthodox, most were and the chief aim was to produce good Muslims.

In order for students to adapt to life in the modern, secular nation-state, the Muslim-dominated Department of Religious Affairs advocated the spread of a newer variety of Muslim school, the madrasa. In the early 1990s, these schools integrated religious subjects from the pesantren with secular subjects from the Western-style public education system. The less-than 15 percent of the school-age population who attended either type of Islamic schools did so because of the perceived higher quality instruction. However, among Islamic schools, a madrasa was ranked lower than a pesantren. Despite the widespread perception in the West of resurgent Islamic orthodoxy in Muslim countries, the 1980s saw little overall increase in the role of religion in school curricula in Indonesia.

In general, Indonesia's educational system still faced a shortage of resources in the 1990s. The shortage of staffing in Indonesia's schools was no longer as acute as in the 1950s, but serious difficulties remained, particularly in the areas of teacher salaries, teacher certification, and finding qualified personnel. Providing textbooks and other school equipment throughout the farflung archipelago continued to be a significant problem as well.

Higher Education

Indonesia's institutions of higher education have experienced dramatic growth since independence. In 1950 there were ten institutions of higher learning, with a total of 6,500 students. In 1970 there were 450 private and state institutions enrolling 237,000 students, and by 1990 there were 900 institutions with 141,000 teachers and nearly 1,486,000 students. Public institutions enjoyed a considerably better student-teacher ratio (14 to 1) than private institutions (46 to 1) in the mid-1980s. Approximately 80 to 90 percent of state university budgets were financed by government subsidies, although the universities had considerably more autonomy in curriculum and internal structure than primary and secondary schools. Whereas tuition in such state institutions was affordable, faculty salaries were low by international standards. Still, university salaries were higher than primary and secondary school salaries. In addition, lecturers often had other jobs outside the university to supplement their wages.

Private universities were operated by foundations. Unlike state universities, private institutions had budgets that were almost entirely tuition driven. Each student negotiated a one-time registration fee--which could be quite high--at the time of entry. If a university had a religious affiliation, it could finance some of its costs through donations or grants from international religious organizations. The government provided only limited support for private universities.

Higher education in the early 1990s offered a wide range of programs, many of which were in a state of flux. Nearly half of all students enrolled in higher education in 1985 were social sciences majors. Humanities and science and technology represented nearly 28 percent and 21 percent, respectively. The major degrees granted were the sarjana muda (junior scholar; roughly corresponding to a bachelor's degree) and the sarjana (scholar or master's degree). Very few doktor (doctoral) degrees were awarded. Few students studying for the sarjana muda actually finished in one to three years. One study found that only 10 to 15 percent of students finished their course of study on time, partly because of the requirement to complete the traditional skripsi (thesis). In 1988, for instance, 235,000 new students were admitted for sarjana muda-level training and 1,234,800 were enrolled at various stages of the program, but only 95,600 graduated.

Discussion about how to improve Indonesian higher education focused on issues of teacher salaries, laboratory and research facilities, and professor qualifications. According to official figures, in 1984 only 13.9 percent of permanent faculty members at state institutions of higher learning had any advanced degree; only 4.5 percent had a doctorate. Since doctoral programs were rare in Indonesia and there was little money to support education overseas, this situation improved only slowly. Despite these difficulties, most institutions of higher education received large numbers of applications in the late 1980s and early 1990s; in state institutions less than one application in four was accepted. One of the most serious problems for graduates with advanced degrees, however, was finding employment suited to their newly acquired education.

The University of Indonesia, founded in Jakarta in the 1930s, is the nation's oldest university. Other major universities include Gadjah Mada University (Indonesia's oldest postindependence university, founded in 1946) in Yogyakarta; Catholic University and Institut Teknologi Bandung, both in Bandung; and the Institut Pertanian Bogor in Bogor. In the early 1990s, there also were important regional universities in Sulawesi, Sumatera Utara, Jawa Barat, and Irian Jaya.

Source: U.S. Library of Congress

About The Blog.........

agoeslaw@gmail.com (agoes law) — Sat, 11 Jun 2011 02:39:29 PDT

recently, my blog got an email from the DMCA, whose contents are as follows:

Blogger has been notified, according to the terms of the Digital Millennium Copyright Act (DMCA), that certain content in your blog is alleged to infringe upon the copyrights of others. As a result, we have reset the post(s) to "draft" status. (If we did not do so, we would be subject to a claim of copyright infringement, regardless of its merits. The URL(s) of the allegedly infringing post(s) may be found at the end of this message.) This means your post - and any images, links or other content - is not gone. You may edit the post to remove the offending content and republish, at which point the post in question will be visible to your readers again.

A bit of background: the DMCA is a United States copyright law that provides guidelines for online service provider liability in case of copyright infringement. If you believe you have the rights to post the content at issue here, you can file a counter-claim. For more information on our DMCA policy, including how to file a counter-claim, please see http://www.google.com/dmca.html.

The notice that we received, with any personally identifying information removed, will be posted online by a service called Chilling Effects at http://www.chillingeffects.org

. We do this in accordance with the Digital Millennium Copyright Act (DMCA). You can search for the DMCA notice associated with the removal of your content by going to the Chilling Effects search page at http://www.chillingeffects.org/search.cgi, and entering in the URL of the blog post that was removed. If it is brought to our attention that you have republished the post without removing the content/link in question, then we will delete your post and count it as a violation on your account. Repeated violations to our Terms of Service may result in further remedial action taken against your Blogger account including deleting your blog and/or terminating your account. If you have legal questions about this notification, you should retain your own legal counsel.

I do not know why, but as the owner of a good blog, I continue to obey all kinds of rules established by Blogger. on the letter essentially states that there is some one or some of the content of articles contained in April has similarities with the writings of the owner of the blog or article that I have loaded the resemblance.

but previously I told her that the blog that I make come from many different sources.

Sincerely

agoeslaw

Nation

agoeslaw@gmail.com (agoes law) — Sat, 11 Jun 2011 02:21:27 PDT

Nation has different meanings in different contexts. In worldwide diplomacy, nation can mean country or sovereign state. The United Nations, for instance, speaks of how it was founded after the Second World War with “51 countries” and currently has “192 member states”. Nation may more broadly refer to a community of people who share a common territory and government—but who are not necessarily a sovereign state; and who often share a common language, race, descent, and/or history. The word nation can more specifically refer to a tribe of North American Indians, such as the Cherokee Nation

Etymology

The word nation came to English from the Old French word nacion which in turn originates from the Latin word natio (nātĭō) literally meaning "that which has been born".

As an example of how the word natio was employed in classical Latin, the following quote from Cicero's Philippics Against Mark Antony in 44 BC contrasts the external, inferior nationes ("races of people") with the Roman civitas ("community")

"Omnes nationes servitutem ferre possunt: nostra civitas non potest."
("All races are able to bear enslavement, but our community cannot.")

– Cicero, Orationes: Pro Milone, Pro Marcello, Pro Ligario, Pro rege Deiotaro, Philippicae I-XIV

An early example of the use of the word "nation" (in conjunction with language and territory) was provided in 968 by Liutprand (the bishop of Cremona) who, while confronting the Byzantine emperor, Nicephorus II, on behalf of his patron Otto I, Holy Roman Emperor, declared

"The land...which you say belongs to your empire belongs, as the nationality and language of the people proves, to the kingdom of Italy.'"

– Liutprand, Relatio de legatione Constantinopolitana ad Nicephorum Phocam

Nation state

A nation state can be variously defined as one in which the boundaries of a state and nation coincide, or a state in which there is a relative homogeneity among its inhabitants.
Nations without a sovereign state

Nations that are a community of people sharing a common territory and government but are not sovereign states can be controversial subjects due, in no small part, to national security concerns of neighbouring countries. A notable example of a group of people who are sometimes claimed to constitute such a stateless nation are Palestinians. Palestinian nationalism in modern times arose between 1948 and 1950. Iranian president, Mahmoud Ahmadinejad in 2005 spoke of "the Palestinian nation" in the context of Jerusalem and Palestine. The State of Palestine is today widely recognized by sovereign states, although often in equivocal terms. Still, op‑ed pieces in Israeli media question the existence of a Palestinian nation, partly due to its very short histor

Resources for Learning a Second Language

agoeslaw@gmail.com (agoes law) — Mon, 30 May 2011 02:45:32 PDT

With the importance of learning a second language so clear, the question becomes one of how to do it. Luckily, the same culture that makes the skill necessary also makes it easier than any other time in history to become fluent in a new language.

Traditional teaching: Universities, community colleges, and several private organizations offer traditional language classes. The range to choose from may depend on the size of the institution, and they will almost always charge fees for classes and materials. The need of many people to learn a second language has turned this field into a thriving industry.

Internet: More than just Web sites, there are many Web 2.0 and social media technologies that provide language lessons, audio guides to pronunciation, feedback from native speakers and fellow students, and much more. These includes videos on YouTube and other sites; podcasts; and online messaging and chat tools such as Skype which facilitate connection and contact between students and teachers. Using these resources allows students to proceed at their own pace and within their own time frame. Best of all, most of these are free.

Immersion: The most complete immersion would be to actually move to the country, but that's not always a possibility. In most large cities, however, there are cultural centers, discussion groups, and other organizations that usually welcome the curious to join them. At first, communication may be awkward and stilted. However, with persistence and attention, the sounds and meanings of a language sink in and become internalized. This method of learning a language usually stays with a person longer, the equivalent of "muscle memory" for an athlete.

Whatever method is used, it should be clear that the importance of learning a second language is only surpassed by the many resources available to do it.