Our future cars in 2010??

Did you know our cars today, a manual machine that was drive by people, has 4 tires with fuel and consist of seat in front of and behind, and of course in different design and color, but have you imagine for our future cars? What kinds of car will we driving in 2010? so it is very different from the type we know today, the next 20 years bringing greater change than the past 50, the people who will be designing the models of future believe that environmental problems may well accelerate the [ace of the car’s development. Today they are student on the transport design course at London’s College Art. Their vision of machine with three wheels instead of four, electrically powered, environmentally clean, and able to drive itself along “intelligent” roads equipped with built in power supplies, and future cars will pick up their fuel during long journeys from a power source built into the road, of store it in small quantities for the traveling in the city. As usual we know that the seat which inside has just 2 seat in front and 3 behind and even may consist of 4 seats, but the 2010 car will have versatile interior with adults and children in a family circle.

Wow what a fantastic car! And do you know 2010 cars will not need drivers, because computers will provide safe driving, control and route finding, may be in 2010 later you just get on the cars and say where to go and the computer will do the rest, and it is impossible to crash into another, wow nice is not it! So the technology are already exists for the car to become a true auto mobile. Are you ready!!

Manage your time !

1. Make a list of all the things that you need to get done in a given time period (day, week, month, etc.)

2. Realistically approximate the amount of time each task will take to complete.

3. Factor in easily overlooked tasks, such as transportation time and preparation.

4. Eliminate any non-essential items.

5. Prioritize the tasks in order of importance and urgency.

6. Set about accomplishing these tasks as soon as possible, avoiding

7. procrastination.


Tips:

1. Don't feel bad saying "no" to requests for you time that will just add extra stress to your life.

2. Learn from colleagues and web sites to see how others have successfully managed
their time.

3. Remember: The basis of effective time management lies in the fact that we cannot
accomplish every single thing that we would like to accomplish.

The principals of adult learners

From "Getting the Most out of Your AIDS/HIV Trainings"
East Bay AIDS Education Training Center

Adapted from: California Nurses Association, AIDS Train the Trainer Program for Health Care Providers (1988)"Treat Learners Like Adults"

* Adults are people with years of experience and a wealth of information. Focus on the strengths learners bring to the classroom, not just gaps in their knowledge. Provide opportunities for dialogue within the group. Tap their experience as a major source of enrichment to the class. Remember that you, the teacher, do not need to have all the answers, as long as you know where to go or who to call to get the answers. Students can be resources to you and to each other.

* Adults have established values, beliefs and opinions. Demonstrate respect for differing beliefs, religions, value systems and lifestyles. Let your learners know that they are entitled to their values, beliefs and opinions, but that everyone in the room may not share their beliefs. Allow debate and challenge of ideas.

* Adults are people whose style and pace of learning has probably changed. Use a variety of teaching strategies such as small group problem solving and discussion. Use auditory, visual, tactile and participatory teaching methods. Reaction time and speed of learning may be slow, but the ability to learn is not impaired by age. Most adults prefer teaching methods other than lecture.

* Adults relate new knowledge and information to previously learned information and experiences. Assess the specific learning needs of your audience before your class or at the beginning of the class. Present single concepts and focus on application of concepts to relevant practical situations. Summarize frequently to increase retention and recall. Material outside of the context of participants' experiences and knowledge becomes meaningless.

* Adults are people with bodies influenced by gravity. Plan frequent breaks, even if they are 2-minute "stretch" breaks. During a lecture, a short break every 45-60 minutes is sufficient. In more interactive teaching situations, breaks can be spaced 60-90 minutes apart.

* Adults have pride. Support the students as individuals. Self-esteem and ego are at risk in a classroom environment that is not perceived as safe or supportive. People will not ask questions or participate in learning if they are afraid of being put down or ridiculed. Allow people to admit confusion, ignorance, fears, biases and different opinions. Acknowledge or thank students for their responses and questions. Treat all questions and comments with respect. Avoid saying "I just covered that" when someone asks a repetitive question. Remember, the only foolish question is the unasked question.

* Adults have a deep need to be self-directing. Engage the students in a process of mutual inquiry. Avoid merely transmitting knowledge or expecting total agreement. Don't "spoon-feed" the participants.

* Individual differences among people increase with age. Take into account differences in style, time, types and pace of learning. Use auditory, visual, tactile and participatory teaching methods.

* Adults tend to have a problem-centered orientation to learning. Emphasize how learning can be applied in a practical setting. Use case studies, problem solving groups, and participatory activities to enhance learning. Adults generally want to immediately apply new information or skills to current problems or situations.

Note: New information and skills must be relevant and meaningful to the concerns and desires of the student.

How to motivate your student

Many of our difficult factor to give motivation for our students, but based on the experience of many years also among those who have experienced success to motivate their student In the class, below is an example of research that was done to motivate our students.

"Effective learning in the classroom depends on the teacher's ability ... to maintain the interest that brought students to the course in the first place" (Ericksen, 1978, p. 3).


Many factors affect a given student's motivation to work and to learn (Bligh, 1971; Sass, 1989): interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence. And, of course, not all students are motivated by the same values, needs, desires, or wants.
Researchers have begun to identify those aspects of the teaching situation that enhance students' self-motivation (Lowman, 1984; Lucas, 1990; Weinert and Kluwe, 1987; Bligh, 1971). To encourage students to become self-motivated independent learners, instructors can do the following:

• Give frequent, early, positive feedback that supports students' beliefs that they can do

well.
• Ensure opportunities for students' success by assigning tasks that are neither too easy

nor too difficult.

• Help students find personal meaning and value in the material.
• Create an atmosphere that is open and positive.

• Help students feel that they are valued members of a learning community.
Research has also shown that good everyday teaching practices can do more to counter student apathy than special efforts to attack motivation directly (Ericksen, 1978). Most students respond positively to a well-organized course taught by an enthusiastic instructor who has a genuine interest in students and what they learn. Thus activities you undertake to promote learning will also enhance students' motivation.

In over twenty courses, Sass reports, the same eight characteristics emerge as major contributors to student motivation:

• Instructor's enthusiasm

• Relevance of the material

• Organization of the course

• Appropriate difficulty level of the material

• Active involvement of students

• Variety

• Rapport between teacher and students

• Use of appropriate, concrete, and understandable examples.

The factor’s motivation

According to Jere Brophy (1987), motivation to learn is a competence acquired "through general experience but stimulated most directly through modeling, communication of expectations, and direct instruction or socialization by significant others (especially parents and teachers)."

Children's home environment shapes the initial constellation of attitudes they develop toward learning. When parents nurture their children's natural curiosity about the world by welcoming their questions, encouraging exploration, and familiarizing them with resources that can enlarge their world, they are giving their children the message that learning is worthwhile and frequently fun and satisfying.

When children are raised in a home that nurtures a sense of self-worth, competence, autonomy, and self-efficacy, they will be more apt to accept the risks inherent in learning. Conversely, when children do not view themselves as basically competent and able, their freedom to engage in academically challenging pursuits and capacity to tolerate and cope with failure are greatly diminished.

Once children start school, they begin forming beliefs about their school-related successes and failures. The sources to which children attribute their successes (commonly effort, ability, luck, or level of task difficulty) and failures (often lack of ability or lack of effort) have important implications for how they approach and cope with learning situations.

The beliefs teachers themselves have about teaching and learning and the nature of the expectations they hold for students also exert a powerful influence (Raffini). As Deborah Stipek (1988) notes, "To a very large degree, students expect to learn if their teachers expect them to learn."

Schoolwide goals, policies, and procedures also interact with classroom climate and practices to affirm or alter students' increasingly complex learning-related attitudes and beliefs.

And developmental changes comprise one more strand of the motivational web. For example, although young children tend to maintain high expectations for success even in the face of repeated failure, older students do not. And although younger children tend to see effort as uniformly positive, older children view it as a "double-edged sword" (Ames). To them, failure following high effort appears to carry more negative implications--especially for their self-concept of ability--than failure that results from minimal or no effort.

THE USES OF BEFORE AND AFTER

Baiklah temen2 saya akan memberi sedikit pemahaman tentang pemakaian before and after. Sebelumnya kita tahu apa itu before dan apa itu after ya khan!!, lihat kamus(bagi yang belum tahu) baik ternyata di dalam belajar bahasa inggris ini kita harus memakai kaidah yang baik dan benar, pemakain kata2 ini ternyata juga harus di masukin tenses lhoooh apa aja yaaa???
Mari kita simaaaaq.
Using before, artinya sebelum, dari artinya kita juga sudah paham bahwa sebelum berarti pekerjaan yang mau kita lakukan contoh, saya gosok gigi sebelum tidur. Saya sarapan sebelum berangkat kesekolah,jadi saya sarapan dulu baru berangkat ke sekolah, nah bisa khann. Langsung saja jika dalam bahasa inggris tentu pakai rumus duunkk, here he is
Rumuzzz (subject+ past perfect(had V3)+o+before+past tense(S+V2))
Atau seerhananya (past perfect tense+before+past tense)
Contoh: she had read novel of harry potter before she went to sleep. Nah jadi dia lebih dulu baca novel hary poter lalu tidur gitu singkat ceritanya.
Sudah bisa kahaan naah coba buat contoh sendiri dan ingat rumuzzzznya okey.

Using after, artinya sesudah, dari arti juga dah tahu berarti dia ngelakoni pekerjaan dulu lalu kerja yang lain,contoh dia sholat sesudah wudhu, jadi dia wudu dulu baru sholat, saya minum sesudah makan dll dsb dst.
Rumuzzz (past tense+ after+past perfect tense)
Ex: He slept after He had worked hard. Nah jadi di tidur pulas setelah melakukan pekerjaan yang berat nahh mudahh kan, ingat rumuz and banyak bikin contoh, key.
Never ending to study go on!!!

LEARNNIG PHONETIC

In learning english u have to know how to pronounce your tongue to say in english, just say phonetic, PHONETIC is a sound that come out from our mouth through the tongue and lips. Singkatnya phonetic adalah tempat diamana keluarnya huruf dalam bahasa inggris, yang mungkin dapat membuat tongue twist(yang bisa bukun lidah kita keseleo kalau nyebutinya) Here are some consonant according to the english :

• Billabial is a letter taht come out from our upper lip and lower lip, it’s look like hold your upper and lower lip to say the letter. They are P, B, M, and you would hear péh béh, méh. jadi kalu temn2 mau nyebutin P M B itu kedua bibir di tahan dulu baru dikeluarin hurufnya huruf itu keluar dari 2bibir.

• Labiodental appear from lower lip and upper front teeth just say F and V, f for fanta and v for vario, you can say fanta, stick your lewer lip to upper front teeth with slow and for Vario do like that but you would hear vario in the big sound. Nah yang ini temen2 bisa bedakan lewat gigi bagisn dalam, kalau utnuk f bibir bagian bawah di di tekan sampai depan gigi dan keluarkan kata fanta atau seperti hurufف , lalu untuk kata vario itu bibir bawah di masukin ke dalam gigi bagian atas setelah itu keluarkan.
• Dental from Tongue Tip and Upper Front Teeth, huruf ini keluar dari gigi depan dan ujung lidah(lidah bagian depan yang lancip) bentuk lambang inggrisnya θ (thin) dan ð(then), keluarnya dari ujung lidah dan digigitkan di kedua gigi(janan digigt keras ntar putus), untuk θ dibaca agak tipis dan bertuliskan th, dan untuk ð tm4 kelaurnya sama yang membedakan di lebih tebal.
• Palatal, Front Of The Tongue(lidah bagian tengah) and Hard Palate(langit2 mulut) lambang nya ȷ, cara bacanya lidah tengah di tempelkan pada langit2 mulut ditahan sejenak lalu di keluarkan, seperti nyebutin NJA cobe sebutin huruf itu N ditekan dan keluarkan tapi huruf n jangan di perlihatkan dengan jelas.
Nah ini dulu di latih ya semoga bermanfaat, oh iza kalau tmen2 pengen gak keseleo lidahnya ucapkan SUPERKALIFIVA EKSPLANAZEUS, ini hanya huruf latihan yang biasa di pakai dosen saya, katanya supaya gak keseleo lagi lidahnya,