Home Insurance/Rumahkoe

Asuransi

You want to secure your assets or health and accident insurance such as:

1. Home

2. Motor Vehicles

3. Health

4. Personal Accident

5. Student or Teacher

Contact: Eko Nugroho Jati

in

08989288589

We serve with heart

Sign. BumidaSyariah

Make Way for a Different Kind of Thinking

I distinctly recall when Nathan began seeing me for counseling. He was a skinny, sensitive kid with a big heart. At age 13, he struggled in the midst of a tumultuous custody battle that left emotional scars. My job was to prop him up - to give him hope that things would change for the better - and they did.

Nathan came back to see me three years after he had "graduated" from therapy. He brought his new guitar and treated me to few melodies in the privacy of my own office. He was serenading me - it was a gift for being there for him. However, Nathan's visit took on a more important purpose. He came to tell me, in so many words, how he had become a different kind of thinker - the type of young person who inevitably would change the very foundations upon how we view matter and energy and life itself. At age 16, Nathan had graduated from a college preparatory high school and made his way to a prestigious university to study nanotechnology.

As I intently listened, Nathan explained that nanotechnology will allow us to snap together the fundamental building blocks of nature more easily, more cost effectively, and in a way that is permitted through the laws of physics. Nanotechnology has the ability to transform our thinking about science, physical health and disease, emotional well-being, computer programming, and travel to outer space. Not only was Nathan "studying" this complex, molecular thinking, but he was actually conducting research with the world's greatest scientists in this technological field.

Like an H. G. Wells of his time, Nathan passionately projected what the world would look like in the next 15 years due to his work. His words seemed prophetic and powerful, and I sense that I was sitting before one of a new age of young people - the dreamers, the problem-solvers, the visionaries who would create a new way of thinking about thinking. These are not “egg-heads,” but balanced, well-rounded kids who have the capacity to not only reflect on problems but to communicate about how the world will dramatically change due to their influence.

Nathan represents an influx of thinkers among thinkers, who will quietly work behind the scenes to make things happen. These are not our future leaders or managers, but those who empty themselves of all internal clutter or preconceived notions about how the world works. By staying open to the truth, wherever they may find it, new, exciting discoveries will be made that will impact all aspects of the human condition.

Like Nathan, our future thinkers can recognize the qualities and significance of emptiness. They can handle the perplexing nature of uncertainty and ambiguity. They understand that there are multiple dimensions to any problem with conflicting and paradoxical meanings. They are willing to surrender conventional notions about how the world works in order to make room for the new. By cutting a path through the clutter and letting go of a traditional means of thinking, these talented young people will open themselves up to what Robert Schuller referred to as, "possibility thinking." In the midst of all the incivility and strife that we are faced with, Nathan will make a difference. He has not forgotten what it was like to stand face to face at a young age with problems that were bigger than he was capable of solving. He will use that experience to empower and propel him in a direction to bring peace as he thinks about and humbly solves problems that raise hope and healing for all humanity.

author : jamespkrehbiel

School Stress Buster

As the schools’ syllabuses get complex and workload increase, students are bound to be stressed at times. Stress is part and parcel of life and learning to cope with it is part of the objective of an education. Here are 8 important concepts to follow to make your time in school a pleasant one:

1. Why?

Identify all the positive reasons for all the hard work and effort you are putting into getting good grades. Is it for yourself and your parents, or for your relatives? Is it so that you can become a pilot, lawyer or a teacher? These reasons should be empowering or perhaps put a smile on your face when you think about them.

2. Stationary

Being well stocked with pens, pencils, ruler, eraser, writing pad and files ensures that you need not worry about not having any basic material on hand. Acquire the good habit of filing and adopt an organized system of filing, so that you know exactly where to find your notes and worksheets when you need to. This saves you a lot of time.

3. Punctuality

Be on time for all your classes. Dragging your feet into lessons and being late will not please your teacher and it adds to everyone’s negative vibes about each other. The same goes for your homework. It is best to plan to finish your work before deadlines, not right on deadlines. You tend to be late when you plan to finish just on time.

4. Ask

Your teachers have an abundance of subject resources with them. If you need any help at all, always approach them. They will be more than happy to direct you to resources or even give some of their own to you. If you need help with some of your weaker subjects, do not hesitate to ask for tuition.

5. Interesting Subjects

When you have a choice of which subjects to take or which topics to work on for projects, always choose those for which you have the most interest. This makes learning fun for you and you are usually much more productive. Avoid choosing topics/subjects just because you think they will impress your teacher or your friends,

6. Schedule

Allocate specific time slots everyday for homework and leisure. It is normally advised that you clear up your work first before relaxing. It is always better to allocate slightly more time than is needed than to underestimate, because not being able to finish up work usually leads to panic.

7. Study Environment

Make sure you have a quiet and pleasant environment for learning. Having a proper chair and table of the correct height will save you from getting aches and cramps. Your table should be clean. Having it too cluttered normally disturbs you subconsciously. Take 5 minute breaks after every hour of study to rest your body and mind. You will come back more refreshed and more productive than before.

8. Study Style

The best style of studying that has proven to work is through regular revision. You tend to feel more prepared for classes and ready to do your homework when you follow this style. To read more about this, refer to this article.

Water-, dustproof fans come in three AC ratings.(ComponentView)

The latest addition to the Aquas line of water-protected fans is an ac-powered unit that meets the IP 55 waterproofing and dustproofing standards. Designers also can order the AA1282HB-AWQ-LF in versions that meet a variety of water-protection requirements for their specific applications. The fans come in a number of sizes, from 80 by 80 by 38 mm up to 120 by 120 by 38 mm. Designed to maintain an operating temperature of -10[degrees]C to 70[degrees]C (90[degrees]C by special order), the fans' standard life expectancy is 50,000 hours at 40[degrees]C.

[ILLUSTRATON OMITTED]

The Aquas series targets applications with harsh environmental conditions, offering protection against direct or indirect sprays of water, extended exposure to salt spray, or air...

Leadership

Teaching Leadership and Teaching Leaders The key topic of "Leadership" was designed from the onset to provide a forum for scholars to discuss their research related to the understanding of leading and leadership and the performance or practice of leading and leadership. In this third issue, we again have a set of interesting and thoughtful essays that provide the reader with examples of classroom practices that aid in developing leaders, from practice-based approaches to theoretically-grounded practices. Within a broader concept of programs and curricula for leader development, additionally, essayists provide frameworks into which teaching can be conducted. Finally, within the discussions of theory and practice, we include a set of essays that report findings from research on current leaders.

We congratulate the authors, as we begin, by noting the Editor's Choice for this issue, 'This I Believe:' Students on Leadership. In order to challenge and advance student leadership philosophies, authors Szwed, Goulet and Siniscalchi discuss their use of a This I Believe essay to elicit student beliefs and findings from their trial elicitation study. To further the understanding of how students perceive leadership, Blackwell and Williams demonstrate the use of concept maps that provide a pictorial representation of students' mental models of leadership and to show change and growth in those mental models. Also working with undergraduate students, Garger and Jacques report on their study that investigated the impact of self leadership on undergraduate student performance. Among findings, they note that students' transformational self leadership positively correlates with grade point averages.

From his personal experience of learning and doing "case-in-point" teaching, Cox shares knowledge about how to use this method in leadership education, while Lease notes the importance of developing the skills of persuasion for future school leaders and discusses the elements of persuasion with practical suggestions as to how leaders can persuade effectively. From a professional improvement perspective, Bryant and Lockhart discuss faculty development in higher education in the form of a formalized mentoring program to improve effective teaching and leadership.

Theoretically, Bowman argues for the use of Greenleaf's philosophy of servant-leadership in the preparation of student teachers for their intellectual, emotional, and spiritual growth. Iverson's article details the use of a problem-based approach in a graduate course on leadership that focused attention on how leaders can mobilize adaptive work to respond to leadership challenges. Somewhat related to Iverson, Marquez-Zenkov, Corrigan, and Brockett discuss the preparation of teachers grounded in social justice theory. They suggest using activist-oriented traits with holistic evaluation methods of these characteristics in the form of a portfolio assessment system to develop teacher-leaders for urban settings. Barbour will help instructors understand how to use critical theory and ethnographic studies to develop critical and culturally reflective leaders who are able to understand complex groups and situations.

Mulvihill provides a set of conceptual frameworks to underscore her contention that to prepare the 21st century professoriate to lead, an interdisciplinary redesign of graduate programs and curricula in all disciplines leading to faculty careers ought to occur. Nichols and Shorb demonstrate how sustainability learning models carry leadership theory into practice and demonstrate how students can interact with their communities as a means both to learning and facilitating forms of community-based leadership. From school community-based research, Brazer shares with readers from his case studies how prospective leaders can learn from the examples of superintendents to select committee members for enhanced productivity and to choose which role to play on a committee within a specific context. From a differing perspective, Brown and Gardner discovered from their study that followers tended to choose role models who exhibited authentic leadership attributes such as confidence, hope, optimism, resilience, high levels of integrity and positive values.

There you have it, readers, a very nice blending of theoretical perspectives and practical approaches. German poet and novelist Goethe once stated, "Knowing is not enough; we must apply. Willing is not enough; we must do." In this Summer 2007 issue of Academic Exchange Quarterly, the authors have tried to provide a set of essays that discuss the knowledge of leading, but know that this is not enough. We have shared examples of applied knowledge of leading from the classroom, but we cannot will students to lead. We have shared how leaders in their communities lead through our research on leadership; so now we challenge you, good readers. We hope you enjoy the essays herein. As you read and reflect on your own teaching and leadership, please consider sharing your research, theories and practices of teaching leaders and leadership, and your practices and knowledge of leading and leadership.

rabu 2 september 2009

gue mulai isi blog ini dari hari rabu yaitu tentang gempa yang terjadi di indonesia jakarta.

siang menjelang ashar ( dalam bahasa betawi kuno ) gue ada di kampus tepatnya di lantai 5 , seperti biasa gue udah siap mau pulang, siap dengan ransel gue yang berwarna merah menyala. gue susuri tangga kampus.

gak kayak biasa cuy,,, gue bilang ke temen. gue kok badan gue goyang ye....?

temen gue jawab : perasaan lu aja kali....

gue : ah enggak

gue rasa in getarannya makin keras menggairahkan......

temen : ko orang orang pada panik sih???
masih santai gue ama temen gue cuek jalan. gue liat di penanda tangga kita baru turun lantai 3

keadaan bertambah panik pas satu orang temen gue teriak.....


GOBLOK LU BERDUA ADA GEMPA TAU........!!!!!


tanpa pikir panjang lagi gue ama temen gue mulai lari panik takut kayak ayam mau di korbanin.....

geblek gue berdua hampir jadi korban gempa kayak di tipi tipi yang ketimbun reruntuhan bangunan berlantai 5.
gue gak bisa bayangin apa jadinya kalau gue ama temen gue gak lari mungkin kita bakal terhimpit berton ton batuan alam yang sangat padat........

Salam kenal. Gue eko atw KT atau Bibir atau the cute ones.... huahahahahahaha....

gue baru di blog ini so buat yang udah lama, senior n dalam membuat blog tolong bantu saya......

:-)

thanks....