Black_DEvil

Thiago Alcántara

2011-12-14T00:15:00.000-08:00

Name              : Thiago Alcántara do Nascimiento
Number           : 4 (First Team: 30)
Position           : Midfielder
Birthplace        : San Prieto Vernotico, Bari (Italia)
Date of birth    : 11-04-1991
... Height          : 172 cm
Weight              : 71 kg
First-team         : RCD Mallorca-FCB (League), 17-05-2010

He has already shown that he can play at the highest level as he scored for the first team on February 10, 2010 in a 4-0 against Racing Santander. Pep Guardiola rates him highly and so does Luis Enrique with both coaches looking set to make use of his undoubted talent in the future. He possesses a unique and innate talent as his vision and ability to create space make him stand out in the midfield. Thiago is not asked to track back and instead is key to building once his side have the ball and that is where he shines.

CAREER

2005/06: Cadete B FCB
2006/07: Cadete A FCB-Juvenil B FCB
2007/08: Juvenil A FCB-FC Barcelona B
2008/09: FCB ATLÈTIC
2009/10: FCB ATLÈTIC

Clubs in career of Thiago Alcantara (5 professional clubs)

Barcelona (Spain) ( 4 seasons: 2011/12, 2010/11, 2009/10, 2008/09 )
Barcelona (B) (Spain) ( 1 seasons: 2007/08 )
Barcelona (U19 B) (Spain) ( 1 seasons: 2006/07 )
Barcelona (U17 B) (Spain) ( 1 seasons: 2005/06 )
Barcelona (U15) (Spain) ( 1 seasons: 2004/05 )

At current time, the last club in career of Thiago Alcantara - is Barcelona (Spain), in which he joined in 2011/12 season.

Tournaments in career of Thiago Alcantara (4 tournaments)

Euro U21 2011
European Championship U19 2010
European Championship U19 2009
Euro Qualifying 2012

Titles in career of Thiago Alcantara (5 titles)

Winner of Champions League in 2010/11 season
Winner of UEFA Super Cup in 2011 season
Winner of European Championship U21 in 2010/11 season
Winner of La Liga in 2008/09 season
Winner of Supercopa de España in 2010 season

Alexis Sánchez

2011-12-14T00:07:00.000-08:00

Full Name: Alexis Sanchez
Squad No: 9
Position: Forward
Age: 22
Birth Date: Dec 19, 1988
Birth Place: Tocopilla
Height: 5' 7" (1.70m)
Weight: 62 kg

One of the most talked about young players in the game, Sanchez attracted the attention of Barcelona and Manchester City in the summer of 2011, and eventually signing for the Spanish side.
Sanchez began his career at Cobreloa, quickly earning a spot in the U-16 team that competed in a South American tournament in Paraguay. He made his debut in the top division in the first game of 2005's Apertura.
A few months later, he made his first appearance in the Libertadores Cup, playing against Colombia's Once Caldas, the defending champions. Before long, offers from abroad poured in and, despite reported interest from Manchester United and Werder Bremen, he signed for Udinese.
The Italian club then loaned him to Colo Colo to gain experience. After winning two titles there, he moved to Argentina's River Plate, but suffered an injury that kept him out of the game for several months. He recovered to become an essential part of the team that won the 2008 Apertura, before returning to Udinese.
Under coach Marcelo Bielsa, he has became one of Chile's most important players, while he was also a key component in Udinese's run to the Champions League in 2010-11. He joined Barcelona for around €35 million in the summer, starting a new chapter of his career.
Strengths: A player with great technique, he prefers to play in wide areas but can also get into the box and score goals.
Weaknesses: Inexperienced at the highest level, is a little selfish and holds on to the ball for too long.
Career high: During the 2006 Clausura and 2007 Apertura - both won by Colo Colo - he played exceptionally well, but his performances for Chile in 2010 were all excellent.
Career low: An injury to his left ankle at River, from which it took him a long time to recover.
Style: Fast, powerful, tricky, an excellent winger.
Quotes: "It's nice to be among the best. I always said I wanted to be the best in the world". Sanchez, following his arrival in Europe.
Trivia: He was a candidate for the 2008 Golden Boy award, a prize awarded in Italy to the most promising players under the age of 21.

neymar da silva

2011-12-10T20:18:00.000-08:00

neymar da silva data

First name : Neymar
Last name : da Silva Santos Junior
Nationality    : Brazil
Date of birth      :5 February 1992
Age                   :19
Country of birth :Brazil
Place of birth      :Mogi das Cruzes
Position              :Attacker
Height                :174 cm
Weight                :60 kg
Foot    : Right
Neymar da Silva Santos Júnior (born 5 February 1992 in Mogi das Cruzes), commonly known simply as Neymar, is a Brazilian footballer who currently plays as a striker for Santos and the Brazilian national football team.

Neymar joined Santos in 2003 and eventually made his first-team debut six years later aged 17 on 7 March 2009 in a 2–1 win against Oeste. He made another appearance the following week against Mogi Mirim, during which he scored his first goal for Santos. On 11 April, in the 2009 Campeonato Paulista semi-final first leg against Palmeiras, Neymar scored the decisive goal in a 2–1 win at Estádio Vila Belmiro. In the final however Santos suffered a 4–2 aggregate defeat to Corinthians.

neymar bald

On 15 April 2010, Neymar scored six goals for Santos in an 8–1 routing of Guarani in the round of 16 of the Brazilian Cup.[5] Following the 2010 Campeonato Paulista in which Neymar scored 14 goals in 19 games, the club were crowned champions after a 5–5 aggregate win over Santo André in the finals.[6] Neymar was subsequently given the award for the best player in the competition.

Neymar’s performances for Santos have drawn comparisons to Brazilian idols such as Robinho and Pelé. In June 2010, Santos rejected a £12 million bid from English Premier League team West Ham United for his services.[9] Neymar has also attracted interest from clubs such as Manchester United,AC Milan, Internazionale, Real Madrid, Chelsea and Juventus, with Real Madrid even going so far as to claim that they had signed a pre contract agreement with Neymar’s agent, Renato Rodrigues,[12] which Santos fervently denied.Following this, Santos placed a €30 million price tag on the player’s head, and tied Neymar down to a new contract lasting until December 2014.Neymar himself said he did not think it was time to leave Santos, and that he was entirely focused on his current club,However, Renato Rodrigues insisted that the Santos striker does not want to stay in his home country of Brazil.
On 30 November 2010, Santos sold 5% interests on future transfer fees received to an investment group, Terceira Estrela Investimentos S.A. (TEISA), for R$ 3,549,900 (€1.5 million).[17] DIS Group (subsidiary of Sonda Group, a Brazil supermarket chain), investment partner of Santos in recent years, bought 40% sporting rights from Neymar’s family in 2009.
Club
Brazil Santos
Copa do Brasil : 2010
Campeonato Paulista : 2010, 2011
Copa Libertadores : 2011
National team
South American Youth Championship : 2011
Individual
Best Young Player of Campeonato Paulista : 2009
Best Forward of Campeonato Paulista (2): 2010, 2011
Best player of Campeonato Paulista (2): 2010, 2011
Prêmio Craque do Brasileirão Championship Squad (1): 2010
Prêmio Prêmio Arthur Friedenreich : 2010
Silver Ball : 2010 – Best Forward in Brazilian League by magazine Placar
Golden Boot : 2010 – Most goals in all competition in Brazil
Copa do Brasil Top scorer : 2010
South American Youth Championship Top scorer : 2011

NEYMAR Biography

Following Neymar’s performances for Brazil’s U-17 team at the 2009 U-17 World Cup in which he scored a goal in the opening match against Japan former Brazilian football players Pelé and Romário reportedly urged coach Dunga to take Neymar to the 2010 World Cup.Although the widespread opinion that Neymar deserved a place in Dunga’s squad went as far as a 14,000 signature petition,and despite the huge pressure on Dunga to pick Neymar,he was omitted from both the squad of 23,and the stand-by list. Although Dunga described Neymar as “extremely talented”, he claimed that he had not been tested sufficiently on the international level to earn a World Cup spot and he had failed to impress enough while on international duty.

On 26 July 2010, Neymar was selected in the squad for the Brazil team by new head coach Mano Menezes for a friendly match against the USA on 10 August 2010. He started the game and wore the number 11 jersey. He scored on his debut after 28 minutes, a header coming from an André Santos cross in a 2–0 win for Brazil.
Neymar celebrates a goal for Brazil against Scotland in March 2011 with Andre Santos and Ramires

Neymar dancing celebration

On 27 March 2011, he scored twice in a 2–0 win against Scotland at the Emirates Stadium.During the match against Scotland, a banana was thrown onto the pitch after a penalty was taken, which Neymar claimed was an act of racism from a Scottish fan.However a German student later admitted to throwing the banana. This led to the Scottish Football Association asking the Brazilian Football Confederation for an apology for the accusations made to the Scottish fans.

He is considered as the future of Brazilian football and is being chased by clubs all across Europe including Real Madrid, Barcelona, Chelsea, Manchester United, Inter Milan, Juventus and many more.
Following this, Santos placed an asking price of €30 million on the player’s head, and tied Neymar down to a new contract lasting until December 2014.
Neymar himself said he did not think it was time to leave Santos, and that he was only focused on the club.
Neymar’s performances for Santos have drawn comparisons to Brazilian idols such as Robinho and Pelé.
Youth Career
Neymar is known to be a lover of the beautiful game and begun his youth career in 2003 at the tender age of 11.
The talented youngster joined Santos and began training in the youth set up developing his skills and technical abilities.
He he patiently waited and trained in the youth set up before being promoted to the Santos senior squad in 2007.
This was a dream come true for Neymar as all his hard work and dedication has finally paid off.
Santos
Neymar went on to make his debut aged 17 against local rivals Oeste on 7 March 2009 in a 2–1 win.
Neymar didn’t take long to settle down and the young striker scored his first ever goal for Santos in his next appearance against Mogi Mirim a week later.
On 11 April 2009, in the 2009 Campeonato Paulista semi-final first leg against Palmeiras, Neymar scored the decisive goal in a 2–1 win at Estádio Vila Belmiro.
Neymar however could not help Santos win the final as his side suffered a 4–2 aggregate loss to Corinthians. The Brazilian youngster then went on to make a total of 112 appearances for Santos and scored a total of 57 goals in all competition.
On 15 April 2010, Neymar scored five goals for Santos in an 8–1 routing of Guarani in the round of 16 of the Brazilian Cup.
Following the 2010 Campeonato Paulista in which Neymar scored 14 goals in 19 games, the club were crowned champions after a 5–5 aggregate win over Santo André in the finals.
Neymar was subsequently given the award for the best player in the competition.
Brazil
Neymar began representing Brazil in U-17 squad where he made three appearances scoring one goal.
In 2011, the striker was moved up to the Brazil U-20 squad where he scored 7 goals in 6 appearances.
Following his impressive performances for the Brazilian youth side, Neymar was tipped to be included in the Brazil squad for the 2010 World Cup in South Africa.
Brazilian football legends such as Pele and Romario even went to the extent of urging coach Dunga to take Neymar to the 2010 World Cup but this was not to be as the youngster was left out due to his inexperience in the international level.
However this disappointment did not last long as Neymar was selected in the squad for the Brazil team by new head coach Mano Menezes for a friendly match against the USA on 10 August 2010.
The Santos starlet started the game and wore the number 11 jersey.
He then made his mark in the international stage when he scored on his debut after 28 minutes, a header coming from an André Santos cross in a 2–0 win for Brazil.

Neymar career

Playing Style

Neymar has been often compared to Brazilian greats such as Pele and Robinho.
The young striker is well known for his pace and dribbling ability which often leaves defenders chasing his shadows.
Neymar is also known for his flamboyant style and Brazilian flair.
Neymar is also a two-footed player and has the ability to finish with either foot.

cara cheat plant vs zombie

2011-12-10T19:57:00.000-08:00

Pertama-tama buka permainan seperti biasa, pilih tanaman seperti biasa, secara default, sunpoint berada di point 50, seperti gambar di bawah ini

Nah, minimize si aplikasi dengan menekan tombol ALT+TAB, lalu aktifkan aplikasi Cheat Engine, maka akan muncul tampilan seperti berikut

Cari proses dari “PlantsVsZombies.exe”, lalu masukkan angka sunpoint yang ada(5o) pada kolom value lalu klik First Scan, dan voila..

Tebak, pada register mana si sunpoint tersebut tersimpan, ada banyak kan? Jangankan anda, saya jujga tidak tahu mana yang register untuk si sunpoint. Maka dari itu kita perlu cari tahu. Caranya, kembali ke permainan, kurangi si sunpoint-nya, seperti ini contohnya

Nah, setelah saya tanam pohon teratai tersebut, otomatis si sunpoint berkurang jadi 25 kan? Oke, minimize lagi dan kembali ke si Cheat Engine. Masukkan angka 25 di kolom value, lalu klik Next Scan, hasilnya akan seperti berikut

Nah, sekarang kita tahu, bahwa si register untuk sunpoint berada di alamat “1363b090″ dengan nilai “25″, sekarang di kolom yang bawah itu, klik kanan > Change Record > Value dan akan keluar tampilan seperti ini.

Nah, nilai(value) ini adalah nilai untuk si sunpoint itu sendiri, silahkan ganti sesuai selera setelah itu klik OK, dan jangan lupa untuk centangkan pada pilihan “Frozen“ agar nilai ini tidak berubah.
Kembali ke permainan, maka sekarang anda akan melihat bahwa nilai sunpoint sudah berubah

Dan dengan cara ini pula bukan tidak mungkin lagi menanam tanaman penyerang sebanyak ini

copas dari :http://anggiemaya.net/?p=688 hheh... thk mas

Civic Education

2011-11-30T20:09:00.000-08:00

Civic Education in USA

Civic education, whenever and however undertaken, prepares people of a country, especially the young, to carry out their roles as citizens. Civic education is, therefore, political education or, as Amy Gutmann describes it, “the cultivation of the virtues, knowledge, and skills necessary for political participation”. Of course, in some regimes political participation and therefore civic education can be limited or even negligible.

Though commonly associated with schooling, civic education is not the exclusive domain of schools. A rightly famous rendition of this idea is Tocqueville's often quoted view: “Town meetings are to liberty what primary schools are to science; they bring it within the people's reach, they teach men how to use and how to enjoy it.” Therefore, understanding civic education, especially democratic education, can, and should, involve both formal settings (schools) and informal settings (families, communities, libraries, houses of worship, workplaces, civic organizations, unions, sports teams, campaigns and elections, mass media, and so on). Indeed, it seems reasonable to suggest that, following the Athenians of the Classical Age, a sound and effective civic education will coordinate if not integrate these formal and informal settings.

The informal settings and methods are most often associated with political socialization. This entry, however, focuses largely on schooling, which, as Amy Gutmann also points out, is our most deliberate form of human instruction. That is, formal civic education is a term reserved for the organized system of schooling (predominantly public) that aims, as one of its primary purposes, to prepare future citizens for participation in public life. Thus civic education as currently understood is to be contrasted, for example, with paideia (See below.) and other forms of citizen preparation that are informal cultural productions.

Of course, in many significant ways, informal institutions of civic education do help prepare citizens for public participation. Yet today, as Gutmann suggests, the educative effects are often not the deliberate design or intention of those informal institutions. If one were to try to cover all those social and political institutions that had educative effects, the project would become unmanageable. Besides, if we considered civic education to be part of what goes on in any institution even remotely related to civil society, then we are no longer defining and discussing civic education, but are defining and discussing politics itself.

1. The Good Citizen

At the same time that civic educators seek to impart skills, knowledge, and participatory virtues, they also seek to engrain in society's youth a felt connection to, if not an identity with, that country or society.

Democratic education is a subset of civic education. For philosophers it is the most important—indeed, the predominant—subset. This entry, therefore, focuses exclusively on the subset of democratic education.

There are, of course, more propitious reasons for examining civic education in the context of democracies. One significant reason, for example, can be traced to Aristotle. In The Politics Aristotle asks whether there is any case “in which the excellence of the good citizen and the excellence of the good man coincide”. The answer for him is politea or the mixed constitution in which persons must know both how to rule and how to obey. Herein coincide the excellence, the virtues, of the good man and the good citizen. Thus in modern democracies society has a vested interest in preparing citizens to rule and to be ruled, as Aristotle pointed out. In democracies, therefore, and especially in civic education the virtues of the citizen are an important, and even a vital, aspect of the virtues of a good person.

In a democracy, however, because of its combination of “numerous and more varied points of shared common interest” and its requirement of “continuous readjustment through meeting the new situations produced by varied intercourse,” which Dewey called “progress,” education could address personal development and “full and free interplay” among social groups (Ibid, 83, 79). In other words, it is in democratic states that we want to look for the preparation of good persons as well as good citizens; that is, for democratic education, which in this context, to repeat for emphasis, is what is meant by civic education.

THE GOOD CITIZEN such as:

1.1 Ancient Greece

1.2 Rousseau: Toward Progressive Education

1.3 Mill: Education Through Political Participation

1.4 Early Civic Education in the United States

2. The Good Democrat

Future citizens might be required only to know how, for example, a democratic system works—the functions of the different branches, the purpose and procedures of elections, the history of the country's systems of governance and governmental institutions—and to know the rights and obligations of citizenship. This is, of course, the content of much civic education today.

If, therefore, we wish to educate future citizens for a different sort of participation, if we want them to challenge officials and the nature and scope of the democratic system itself—that is, if we want civic education and not civic indoctrination—then we also need to educate them to think critically about our democratic systems. Both political knowledge and critical thinking are required if citizens are to participate and share in what Amy Gutmann describes as the collective re-creation of our society or “conscious social reproduction”. Gutmann's arguments on how to justify democratic education are some of the best currently on offer.

THE GOOD DEMOCRAT such as:

2.1 Amy Gutmann: Conscious Social Reproduction

2.2 William Galston: Civic Education in Representative Democracy

3. The Good Person

The qualities of the good citizen are not, then, simply the skills necessary to participate in the political system. They are also the virtues that will lead one to participate, to want to participate, to have a disposition to participate. This is what Rousseau was referring to when he described how citizens in his ideal polity would “fly to the assemblies” (1988, 140). Citizens, that is, ought to display a certain kind of disposition or character. As it turns out, and not surprisingly, given our perspective, in a democracy the virtues or traits that constitute good citizenship are also closely associated with being a good or moral person. We can summarize that close association as what we mean by the phrase "good character."

THE GOOD PERSON such as:

3.1 Good Persons and Good Citizens

3.2 Spectrum of Virtues

4. Civic Education as Political Action

Civic education as political action is to be contrasted with the more traditional form or teacher-centered education. This is not to suggest that those teaching political action will shirk or short-change knowledge and instruction in favor of exercises, simulations, and projects. Instead, knowledge and instruction arise out of the students' own experiences and interests. That is the point of student-centered in place of teacher-centered education.

Civic Education as Political Action such as:

4.1 Service Learning

4.2 John Dewey: School as Community

4.3 Paulo Freire: Liberation Pedagogy

5. Cosmopolitan Education

Cosmopolitanism is an emerging and, because of globalization, an increasingly important topic for civic educators. In an earlier iteration, cosmopolitan education was multicultural education. According to both, good persons need to be aware of the perspectives of others and the effects their decisions have on others. While multicultural good citizens needed to think about the perspectives and plight of those living on the margins of their societies and about those whose good lives deviated from their own, good citizens in cosmopolitanism need to think, or begin to think, of themselves as “global citizens” with obligations that extend across national boundaries.

Martha Nussbaum, for one, thinks so. Nussbaum argues that our first obligation must be to all persons, regardless of race, creed, class, or border. She does not mean that we ought to forsake our commitments to our family, friends, neighbors, and fellow citizens. She means that we ought to do nothing in our other communities or in our lives that we know to be immoral from the perspective of Kant's community of all humanity . We should “work to make all human beings part of our community of dialogue and concern”

Philosopher Eamonn Callan, however, thinks otherwise. Callan wants to avoid a civic education, and the pursuit of justice that underlies it, “that gives pride of place to a cosmopolitan sensibility at the cost of particularistic affiliations”. In Callan's view our civic education should be constructed ideally around the concept of “liberal patriotism.” Although liberal patriotism is an “identification with a particular, historically located project of political self-rule”that is, American liberal democracy

Civic Education in EGYPT

The ruling National Democratic Party (NDP) in Egypt has recently recognized the negative consequences of low political involvement of youth in public life. These have caused violence and instability. For this, the NDP has placed citizenship programs in the forefront of its political agenda. The latter acknowledges the roles of several societal institutions such as media, civil society, religion, and family. Nevertheless, it has neglected the role of educational institutions. This article claims that schools remain a main vehicle for the transmission of democratic values and focuses on the role of social studies curriculum to promote these values. It highlights the various issues that face Egyptian policy makers and educators in the preparation and implementation of a curriculum geared to promote democratic citizenship concepts.

A review and rethinking of CE is taking place not only in developing countries but also in well-developed and long-standing democracies . Moreover, there is voluminous research on the causal relationship between citizenship education and positive students’ political behavior in the developed countries. Yet, parallel research in this area is not noted in most developing countries. In addition, adequate research that addresses the complexities of implementing this type of education within the political and administrative contexts of the developing world is especially lacking.

This study is imperative for two reasons: first, it comes timely with recent government efforts to introduce major institutional reforms for the democratization of Egypt. Second, it is concurrent with recent cabinet policies to improve the quality of public education.

The research is divided into three sections. The first section includes a review of literature that covers concepts and issues related to citizenship and civic education. The second section includes major findings from interviews conducted with the focus group to explore their views about CE. The third section reviews the current process of administering and planning school curricula as well as public expenditure on basic education in Egypt.Finally, the study concludes with recommendations for policy makers and educators for the effective planning and implementation of CE programs in public schools.

Defining Civic Education

Civic Education has been described in scholarly research, in addition, in classical Arabic literature, in the local reports issued by the Egyptian Ministry of Education (MOE), as well as in executive reports issued by international agencies for development. To begin with the Ministry of Education’s definition, in one of its major publications issued in 2006 , the ministry explains CE as the "education that forms skills and abilities of students, enabling them to take a vital part in social and political life, creating civilians believing in the values of society, democracy and freedom.”

Civic Education however has been defined more comprehensively in international reports. For example, in a recent report issued by the United Nations in 2004 it has been described as educating youth on four components:

· Human rights, which include empowering citizens to be able to engage in social development;

· law, social justice and democracy, meaning political and civic participation,

· development meaning human development as the basis of human rights;

· peace, meaning peaceful resolution of conflict through negotiation and dialogue.

The UNDP definition is acknowledged in the literature as being the most inclusive explanation of what constitutes CE programs.

Hence it will be used in a later section of this study as the basis for a comparative analysis contrasting it with the definition given by the MOE on CE. Before the UNDP definition of CE, classical Arabic literature described the basis for democratic education. Most scholars from the Middle East based their writings in this regard on the preaching and writings of the Prophet Muhammad. Scholars based their writings on CE on the Prophet’s saying, "it is the duty of every Muslim man and woman to seek education".

They further assertedthat Arabs were encouraged to pursue knowledge for its own sake. The application of the concept of freedom of opinion was mentioned in Quran’s verses descended in Mecca and Madina. The total freedom of opinion is a principle that was assured by Islam since it emerged, and applied by the Prophet Muhammad and his successors (caliphs) especially in the time of Caliph Omar Ibn al Khattab.

According to verses of the Quran, the principles of dialogue and freedom of thought and expression are emphasized. These principles promote rational and critical thinking about the creation of the world upon which people are free and not forced to believe in God . Among the early elementary educational institutions were the mosque schools which were founded by the Prophet himself. In fact, the formal pursuit of knowledge had existed in one form or another since the time of the Greeks. The Arabs translated and preserved not only the teachings of the Greeks but those of the Indians and the Persians as well.

More importantly, they used these basic teachings as a starting point from which to launch a mass revolution in education that progressed in the Abbasid. During the Abbasid period, thousands of mosque schools were established throughout the Arab empire and the subjects of study were increased to include hadith (the science of tradition), fiqh (jurisprudence), philology, poetry, rhetoric and others.

In the tenth century, in Baghdad alone there were an estimated 3,000 mosques. In the 14 century, Alexandria had some 12,000 mosques, all of which played an important role in education. Other sources for defining CE were found in recent Egyptian writings. For example, Rayan (1993) defined CE as "the set of values that build the individual’s loyalty in serving its country to the extent to the self-sacrifice when needed".

Mahmoud (1997) defined it as a process that imparts a “set of values, principles, and trends that influence a student’s personality in a way to encourage him/her [in] reacting positively, understanding his/her rights, [and] obligations toward his/her society. And that builds his/her capacity in thinking appropriately in different situations.”

Hamed (2001) explained that CE is “a set of characteristics and attributes tha create in students the capacity to bear responsibility, participation, mutual collaboration between two parties, acquire the knowledge and skills necessary to solve problems in their society with objective and scientific approaches, and [practice of] critical thinking…on contemporary and controversial issues that face their society”.

Civic Education in AUSTRALIA

As part of the renewed emphasis on national identity and citizenship, interest in civic education in Australia has increased.

Although both Labor and Liberal national governments have been committed to introducing civic education, there is little research to show that the politically knowledgeable citizen is the more sophisticated and competent citizen.

This paper uses survey data collected in 1996 to examine the extent of political knowledge in Australia and to analyse its consequences for political literacy, competence, and participation. The results show that the median citizen could answer two out of seven factual questions correctly, with women, the young and those with less education being more likely to provide incorrect answers. The relationship between knowledge and attitudes and behaviour shows that factual knowledge increases political literacy and, to a lesser extent, competence.

However, knowledge has little effect on political participation, a major goal for civic education among politicians. Overall, the increased political knowledge that civic education creates is more effective in generating positive views of democratic institutions, and less effective in shaping political behaviour. The democratic citizen is expected to be well informed about political affairs to know what the issues are, what their history is, what the relevant facts are, what alternatives are proposed, what the party stands for, what the likely consequences are. (Berelson, Lazarsfeld and McPhee 1966) As an important area of primary and secondary education, the purpose of civic education is that through a series of activities, ultimately to nurture students to become active and conscious of society and perform as a citizen should bear responsibility.

Actively involved in school and social activities is the primary and secondary students an effective way to develop a sense of civic duty, relevant research shows that Australia has a relatively successful in this experience. In October 2004, the Australian Council for Educational Research collected 318 schools in 10712, and 249 students in grades six schools in 9536 Year 10 students as a sample, the implementation of the first nationwide assessment of civic education, the focus in this assessment report explains how citizens to participate in activities through primary and secondary students develop civic responsibility.

school students to participate in civic education activities on the cultivation of a sense of responsibility and analysis of the situation

Australia's education sector generally felt that the students develop a sense of responsibility must be rooted in the students participate in a variety of civic education activities. Australia's primary and secondary students participate in civic education activities in schools consists mainly of two different parts.

The first part is the students to participate in general school activities, specifically related to a sense of responsibility levels, including: students to vote for the class representatives; the formation of student representative council; student representatives of some schools to influence the decision-making; participating newspaper or magazine editor; to engage in peer support program (Peer Support Programs); to participate in community activities; to participate in extra-curricular activities seven main areas.

The second part is the students to participate in school management, specifically related to a sense of responsibility level, including: students should understand the importance of voting and elections; how to exercise the right of student representatives; learn to understand the point of view of people who dissent; learn to work together; understanding of the school mode of operation; for schools solution to the problem provide constructive comments.

     1. Students to participate in ordinary schools, civic education activity analysis

     2. Students to participate in civic activities in school management analysis

             Primary and secondary students in Australia on the cultivation of civic responsibility in addition to participation in schools by creating an atmosphere for students to campus life, empowerment, with a sense of responsibility, the also-school life and community activities as a student understand a good platform for social interaction. In-school activities and community to nurture students so the family is responsible, socially responsible, ultimately cultivating a country and a strong sense of responsibility to the nation.

     Australia-school civic education activities in various forms, are listed in-school civic education activities to students a sense of responsibility to cultivate a greater impact on several key aspects to be introduced, and students to participate in these activities, the frequency of in-depth analysis to learn more about the students participation in civic activities outside the status of the students develop a sense of responsibility.

     Cultivate a sense of responsibility of school students to participate in civic education activities in Performance Analysis

     1. Student participation in school activities, analysis of the achievements of citizens
   2. Students to participate in extracurricular activities, civic education, analysis of the achievements

Australia pay more attention to the wealth of practical activities to develop in students the sense of civic responsibility, its successful experience is worth learning from.

     1. To develop in order to cultivate civic responsibility-based Moral Education Objectives

     The formation of a sense of responsibility is a non-spontaneous process, it needs to be cultivated through education, relying on the external orientation and internal self-experience to form. "International Board of Education in the 21st century," submitted to the UNESCO report "Learning - The Treasure Within," also said: "Education should promote the comprehensive development of each person, namely, physical, psychological, intelligence, sensitivity, aesthetic sense, personal sense of responsibility, spiritual values, etc. development. "in order to cultivate civic responsibility through the development of school-based moral education goals, to create a good atmosphere within the school, imperceptibly affect the responsibility of the students understanding by the extrinsic motivation into intrinsic needs, to enhance the students understanding of a sense of responsibility and ultimately create a good sense of civic responsibility.

     2. Encourage students to participate in school management in a variety of practical activities to develop students sense of civic duty and responsibility

     All along, China's school education in too many students do not dare let go and allow students to participate in school management in a variety of practical activities, a direct result of students within schools, little is known about the management and operation mode, a sense of responsibility rather weak, do not know how their rights and obligations.

To this end, schools should encourage students to participate in school management in a variety of practical activities in specific practical activities to develop students awareness of civic responsibility to improve the student's responsibility to cognitive abilities, foster a good sense of responsibility, reflecting the value of their own .

3. Home-school students a sense of responsibility shared

As the present primary and secondary schools are mostly only child, for which parents will always bored arranged in this part of the children independently of the matter, encouraged the children selfish, dependent, self-centered defects seriously affect the primary and secondary school citizenship the formation of a sense of responsibility, and thereby weakening effects of school education.

Therefore, parents must first have consciously strengthen the child's areas of responsibility in the family, specifically what things must independently complete the child to give children a clear responsibility to the children at different ages for different areas of responsibility. Secondly, we must give them enough confidence, I believe that a child can do a good job and comply with the requirements of the child responsibility to stimulate the enthusiasm of a child responsibility. Only concerted parents and school education on children's culture in order to receive the best results.

4. The implementation of community service, students sense of social responsibility

"Community service" refers to the students in their own living environment first hand experience, hands-on train how to get the basic point. In October 2001, the CPC Central Committee promulgated the "Implementation Outline for the building of civic virtue" requirement, we must continue to respect the legitimate rights and interests of individual social responsibility and commitment to the unity, in guiding citizens to conscientiously carry out the provisions of the Constitution and laws of the obligations, actively take up their own social responsibility.

The implementation of community service is to train students in social responsibility a good opportunity, and only to enable students to integrate into social life, active participation in social practice, in order to enhance civic awareness of students in order to enhance the sense of social responsibility of students to enable students to consciously serve the community, for others, social full of love, know how to live in harmony with nature, so that they become socially responsible citizens of the rape.

joko songo MATESIH

2011-11-12T18:25:00.000-08:00

In the year 1948, at the time of second world war, at That moment japan have surrendered at discretion to an ally. Hitchhiking Dutch allies come again to Indonesia with a purpose to wish to master Indonesia return. In Surakarta precisely senior hight school in Solo, the which is its first student consist of Various areas like: Solotigo, Magelang, Boyolali, etc. Happened so That all its riot student returns to student origin, such as the area coming from Matesih return to Matesih, but non to evacuate but on the contrary They merge into a combatant organization the which is on That moment in giving name "ARMY STUDENT" or "TP ". Student go home to matesih the which amount to 11 people, moments Mentioned return to Matesih 11 people come in contact with the Dutch team Eleventh northerly Mentioned That so go to Karangpandan TP

, but TP Eleventh Again Mentioned in blocking again by the Dutch team. So That They hide in SWALUH RIVER, but dutch IMMEDIATELY know Karangpandan Represent place peristrirahatan Because [of] king the which [is] its place [is] higher-Matesih Karangpandan around, that place is made by place and station spy on combatant. Each every Dutch soldier Binoculars time see if Them They Will lower the target plane around the target, the area IMMEDIATELY That Will bombs and fallen in the which repeatedly by gunfire. So also with TP Eleventh hiding IMMEDIATELY Them is rained by gunfire, so That ninth During the which at the same time still young That TP is same with the die in place, medium 2 safe people do not know where the run but not yet been known. That corpse is finally Ninth Brought to matesih Polyclinic the which so called now PUKESMAS MATESIH, Only with Carried to use bamboo to the mat. Is later then buried by around Matesih market. One week later, then in return areas matesih Happened riot, 12 people coming from society Matesih Various circles like:• People• Teacher• TP / Army students.• Army Alap-alap (Embryo AU)Follow to Defeated and also buried around Matesih market.In the year 1955, 21 buried by warrior in matesih market south in respecting to Heroes cemetery Karanganyar, representing Karanganyar warrior corps place the which is in recognizing.

Ommission of JOKO Songo:
1. Dross Djaka Monument Monument South Market Matesih with passwords"Anggudi Leburing Penjajan Amrih Luhuring Child Putu"
2. Songo joko Petilasan hero's grave.
Be the which lists Warrior Matesih killed in the area and its surroundings at war Maintain Independence.
Army students:
1. LAKSTOTO.
2. MOERYOTO.
3. ROESMAN Lilik.
4. SOEPRIYADI.
5. Soenarto.
6. SLAMET.
7. SOEKOTO.
8. SALAM Hashim.
9. WALOEYO.
12 People of matesih:
1. YAKOEB.
2. KAMPELO.
3. Moelyono.
4. PADI.
5. Dakar.
6. ROESIDI.
7. ROCHMAT.
8. Tarno PETROK.
9. SOERYONO.
10. SOEROYO.
11. TUEKROK.
12. SURIJO.

This monument restoring by :

Monument Surakarta guerrilla committee on 28 October 1982.

Untung sambut timbul batu tenggelam
Melepas saudara pergi berperang jika untung
Selamat kembali pulang jika malang tinggal di medan perang.

This inscription mark encounter event that happened in Matesih and Vinicity at II independence war fight against Dutch colonial in the year 1947-1949.

Is opened on 6 August 1984 By:

Commander Area Military / Diponegoro

SOEGIARTO
Mayor Jendral TNI

Inscription Djoko Songo in Sapta Mulya Karangpandan.
Content: Daftar Nama Pahlawan Djoko Songo
Di Bumi Desa Ndoplang Kabupaten Tercinta
Kami 9 pemuda mati muda
Kami yang menolak penjajahan bangsa atas bangsa
Dan kami gugur di tengah perang kemerdekaan bangsa

Kami rela mati muda
Demi kekalnya Merah Putih Bendera Pusaka
Biarlah Kami mati
Asalkan Meninggalkan arti

Ayo Pemuda Pelajar generasi Muda
Teruskan Garis-garis Pengorbanan
Kebaktian Kami demi Keagungan
Hari depan Tanah kelahiran Kita ini
Untuk Kemakmuran, Keadilan dan Kokohnya persatuan Rakyat

Indonesia Semesta yang dibakar Semangat Juang
Yang dijadikan api nilai Pancasila
Yang Dilandasi UUD 1945
Dan yang di Ridhoi Tuhan Yang Maha Esa.

Commemoration Activity JOKO Songo.SMA is usually Followed by Sub-Province students KaranganyarIs even [done / conducted] outside town Walked During Few days passDjoko flashback Songo place.

SINOPSIS BUKU – Angels and Demons

2011-10-29T21:57:00.000-07:00

Angel & Demons

SINOPSIS BUKU
Persaudaraan rahasia purba
Senjata penghancur yang sangat merusak
Target yang tak terkira
Robert Langdon, simbologis Harvard tersohor, tidak pernah menyangka kalau satu hari dalam hidupnya akan dipenuhi oleh terlalu banyak kejutan. Kalau hanya melihat ambigram yang bertuliskan nama kelompok persaudaraan Illuminati, mungkin itu bukan masalah besar. Tapi melihatnya tercap di dada lima lelaki yang terbunuh pada hari yang sama?
Jauh sebelum memecahkan Kode Da Vinci, Robert Langdon diminta oleh sebuah institusi penelitian di Swiss untuk menganalisis simbol penuh
teka-teki yang tercap di dada seorang ahli fisika yang tewas terbunuh. Apa yang ditemukannya sungguh di luar dugaan: dendam mematikan terhadap Gereja Katolik dari sebuah persaudaraan kuno yang sudah berlangsung selama berabad-abad—Illuminati. Terdorong untuk menyelamatkan Vatikan dari bom waktu yang berdaya ledak besar, Langdon membantu pasukan penjaga paling setia di dunia bersama dengan seorang ilmuwan misterius nan cantik bernama Vittoria Vetra. Berdua, mereka memulai perburuan yang menyeramkan ke ruang-ruang bawah tanah yang terkunci rapat, kuburan-kuburan berbahaya, katedral-katedral yang lengang, dan tempat yang paling misterius di dunia … markas Illuminati yang lama terlupakan.
Ditulis dengan gaya jenaka namun cerdas, Dan Brown membawa kita berpetualang di pusat kebudayaan tertua di Eropa, Roma. Pemahaman kita dibuat terkaget-kaget dengan penyingkapan berbagai rahasia di balik tempat-tempat bersejarah dan karya-karya seni terkenal yang terdapat di sana. Dengan plot cerita yang melingkar-lingkar dan alur yang cepat, Brown sekali lagi berhasil “menyiksa” kita dengan sebuah novel yang sulit dilepaskan begitu kita mulai membacanya!
***
“Petualangan aktual yang mendebarkan …. Menarik, alur cerita yang cepat, dengan tingkat IQ yang sangat tinggi.”
–San Francisco Chronicle
“Brown mempersembahkan perjalanan yang penuh ledakan di Roma. Kelokan dan kejutannya mengikat pembaca sampai akhir rahasia.”
–Publishers Weekly
“Bacaan yang penuh intrik, imajinatif, dan sangat menegangkan.”
–Dale Brown, pengarang buku laris versi New York Times
“Brilian! Karakter-karakternya memiliki kedalaman …. Plotnya berliku-liku, melingkar-lingkar, licin, dan mengejutkan. Sedangkan ending -nya … WOW.”
–New Hampshire Sunday News
“Dan Brown … lagi-lagi membuat cerita yang menyeramkan, thriller yang menggetarkan yang menandingi karya-karya terbaik Clancy dan Cussler. Aksi yang dirangkum menggiring pembaca pada petualangan mendebarkan yang terasa nyata bahayanya. Membaca Malaikat & Iblis adalah sebuah pengalaman yang tak terlupakan.”
–Midwest Book Review
“Penggemar Dan Brown yang menikmati THE DA VINCI CODE tidak akan kecewa dengan MALAIKAT & IBLIS.”
–AudioFile
“Dan Brown adalah penulis terbaik, terpandai, dan paling terampil di negeri ini.”
–Nelson DeMille

RESENSI TERKINI – Malaikat & Iblis (Edisi Khusus Bergambar)

Saya memerlukan waktu cukup lama mempertimbangkan untuk membeli buku ini. Harganya memang nggak murah.. Tapi setelah membeli dan membaca keseluruhan buku ini, saya berani bilang kalau nggak ada yang bakal menyesal udah beli buku ini.
Brown memang penulis yang luar biasa. Dalam Malaikat & Iblis, Brown berhasil membuat pembaca terpesona dengan caranya menceritakan detail arsitektur bangunan-bangunan kuno di Roma. Alur cerita yang cepat membuat pembaca tidak bosan dan ingin secepatnya menyelesaikan membaca buku ini. Nggak hanya itu, di buku ini Brown menampilkan beberapa ambigram yang sangat menakjubkan. Ambigram pertama yang muncul pada halaman awal buku bertuliskan “Angels & Demons” membuat pembaca nggak sabar lagi ingin melihat isi keseluruhan buku ini.
Cara penceritaan Brown selalu menjadi nilai tambah setiap karyanya. Di Malaikat & Iblis, Brown memaparkan setiap bagian secara detail dan ilmiah. Walaupun begitu, cerita ini nggak akan membosankan atau terasa berat. Brown memasukkan beberapa bagian yang lucu sehingga cerita terasa lebih ringan.
Di Malaikat & Iblis, Robert Langdon sang dosen Harvard masih menjadi pemeran utama. Brown menggambarkan Langdon nggak seperti pahlawan pada umumnya yang kuat atau minimal bisa ilmu beladiri. Di sini Langdon dipasangkan dengan seorang wanita cerdas, lagi-lagi keluarga dari korban pertama dalam cerita (seperti dalam Da Vinci Code), Vittoria Vetra. Duet Langdon dan Vittoria membawa pembaca larut dalam petualangan mereka yang menegangkan.
Buku Edisi Khusus Bergambar ini memang sangat istimewa. Foto-foto dan gambar-gambar yang ditampilkan memang sangat mendukung cerita yang disampaikan, mengingat dalam cerita Brown banyak menggambarkan arsitektur bangunan. Dapat melihat langsung gambar bangunan yang dideskripsikan oleh Brown menambah serunya membaca buku ini. Kita nggak perlu ke Roma untuk melihat bangunan-bangunan yang memiliki peran sangat penting di buku ini.
Memang ada sedikit kekurangan dalam buku ini jika dibandingkan dengan buku versi bergambar dari Da Vinci Code yang sejenis. Di Malaikat & Iblis (Edisi Khusus Bergambar), penempatan foto-foto dan gambar-gambar membuat pembaca kurang nyaman. Beberapa foto dan gambar digabungkan menjadi 1 bagian setiap beberapa bab, sehingga agak menyulitkan pembaca untuk melihat gambar sambil membaca. Pembaca harus membolak-balikkan halaman gambar dan tulisan yang mungkin cukup jauh, dan masih harus mencari gambar yang tepat yang sedang diceritakan.

Secara keseluruhan, buku ini sangat luar biasa. Alur cerita yang nggak biasa, cepat, dan menegangkan; deskripsi setting yang detail dan mengagumkan; tokoh-tokoh utama yang luar biasa tangguh; kejutan-kejutan yang nggak pernah terpikirkan sebelumnya. Berlembar-lembar foto-foto dan gambar-gambar dalam edisi khusus bergambar ini menambah serunya menikmati buku ini. Dijamin setiap pembaca akan terkagum-kagum setelah membaca masterpiece Dan Brown ini.

copy : http://lakersx6.wordpress.com/2009/05/07/angels-demons-dan-brown/

THE DA VINCI CODE resensi buku

2011-10-27T00:53:00.000-07:00

THE DA VINCI CODE

Oleh                             : Anna Sofiani
Pengarang                    : Dan Brown
Terbitan                        : Doubleday, Newyork, 2003
Penerjemah                  : Isma B. Koesalamwardi
Tebal                            : 631 halaman

“Sejarah selalu ditulis oleh pemenang.”
“Apalah sejarah itu, kecuali tabel yang disepakati.” (Napoleon Bonafarte)
The Da Vinci Code berkisah tentang seorang pakar simbologi (ahli simbol) Universitas Harvard, Robert Langdon. Saat di Paris dia diharuskan menafsirkan pesan-pesan rahasia aneh yang ditemukan dekat jasad seorang kurator senior Musium Louvre, Jacques Sauniere. Sauniere terbubuh di dalam museum Louvre, tempat di mana dia bekerja sebagai curator. Sebelum ajal, Sauniere sempat membuat pesan-pesan rahasia aneh yang ternyata ditujukan untuk Robert Langdon dan Sophie Neveu.
Bersama Sophie Neveu, seorang kryptolog (pemecah kode) berbakat Prancis, Langdon mengupas lapis demi lapis teka-teki aneh itu dan dihadapkan pada serangkaian petunjuk tersembunyi di balik karya-karya terkenal Leonardo Da vinici.
Da Vinci dan Jacques Sauniere memiliki ikatan historis, karena kedua-duanya merupakan anggota sebuah perkumpulan rahasia kuno bernama Biarawan Sion (Prieure de Sion). Biarawan Sion beraliran Pagan (pemuja hukum suci alam dan memuja dewi sebagai pasangan dewa, keharmonisan antara laki-laki dan perempuan), walaupun di jaman yang berbeda. Da Vinci seabagai ketua BS di tahun 1500, dan Sauniere di masa sekarang.
Anggota BS yang terkenal yaitu Leonardo Da Vinci, Boticelli, Sir Issac Newton, Victor Hugo, Robert Boyle, dan Jean Cocteau. Biarawan Sion menjaga sebuah dokumen rahasia bernama Holly Grail. Dokumen Holly Grail berisi tentang garis keturunan kristus dan bahwa seorang perempuanlah (Maria Magdalena) yang ditugasi kristus untuk mendirikan gereja. Dokumen ini juga menceritakan kenyataan bahwa kristus mempunyai istri (Maria Magdalena), memiliki keturunan (Sarah), dan dapat mati. Magdalena hamil saat penyaliban kristus. Untuk keamanan, Maria lari dari tanah suci Yerussalem dibantu paman yesus yaitu Josef dari Arimethia, menuju Gaul (Prancis). Di komunitas Yahudi, lahirlah Sarah.Dan Sarah termasuk garis keturunan raja yahudi, David dan Salomo, sehingga Yahudi di Prancis memuja Magdalena. Dan Biarawan Sionpun memuja Maria sebagai dewi, perempuan suci, Holly Grail, mawar (bunga lisa), dan Ibu Agung.
Kekuatan perempuan dan kemampuannya untuk melahirkan , merupakan ancaman bagi kebangkitan gereja yang dikuasai lelaki, karena itu perempuan suci diibliskan dan dianggap kotor.
Untuk menghancurkan profil Magdalena, Vatikan mengabadikannya sebagai profil pelacur, menghancurkan segala kemungkinan pengakuan bahwa kristus hanyalah manusia biasa dan juga melenyapkan keturunan Merovingian.
Karena gereja melarang pembicaraan tentang Magdalena, cerita tentang Holly Grail diceritakan secara diam-diam yaitu dengan cara metafora dan simbol-simbol dalam karya seni. Karya seni itu ada dalam lukisan-lukisan , musik, sastra, buku-buku, filem animasi, taman-taman besar , dan filem-filem popule
Karya-karya tersebut di antaranya:
l. Lukisan-lukisan Leonardo Da Vinci: Monalisa, The Vitruvian Man, The Last Supper, dan Madonna of The Rocks.
2. Karya-karya Boticelli, Poussin, dan Bernini.
3. “Magic Flute” karya Mozart.
4. Cerita “Sir Gawain dan Ksatria Hijau”, Raja Arthur, Cinderella, Puteri Tidur, Puteri Salju, The Lion king, dan The Little Mermaid.
5. “Hunchback of Notre Dame” karya Victor Hugo.
6. Karya-karya Walt Disney, yang sebenarnya merupakan pesan-pesan tersembunyi dari agama, mitologi pagan, dan cerita-cerita ‘dewi’ yang ditaklukan.
7. Kartu moderen: daun, hati, keriting, dan wajik. Merupakan symbol dari kartu Tarot (awal keberadaan kartu Tarot untuk menceritakan rahasia terlarang Holly Grail. Daun symbol dari pedang, hati symbol dari cawan/perempuan, keriting symbol dari tongkat dan kekusaan, dan wajik symbol dari pentakel (bintang lima sudut, dewi, perempuan suci).
Dokumen rahasia Holly Grail tersebut sejak lama ingin dimusnahkan oleh pihak gereja (vatikan dan Opus Dei). Sehingga 4 anggota Biarawan Sion sebagai penjaga Holly Grail dibunuh, termasuk Jacques Sauniere.
Pesan-pesan rahasia aneh dari Sauniere untuk Langdon dan Sophie Neveu sambung menyambung, melibatkan beberapa karya seni Leonardo Da Vinci dan seniman pagan lainnya, sehingga Langdon dan Sophie harus memecahkan kode-kode dari pesan tersebut dan berkelana dari satu tempat ke tempat berkode3 pagan lainnya, dari Paris, Longdon, sampai Skotlandia.
Kekaguman Sauniere terhadap mahaguru Biarawan Sion yaitu Leonardo Da Vinci membuat Sophie dan Langdon harus bekerja keras menafsirkan kode-kode dari lukisan-lukisan Da Vinci yang sebenarnya.
Dalam pesan-pesan berkode tersebut Sauniere ingin menceritakan keberadan Biarawan Sion beserta sejarahnya kepada cucunya Sophie Neveu, dan ingin menunjukan pandangan Da Vinci tentang alkitab (perjanjian baru).
Pandangan da Vinci tentang alkitab (perjanjian baru):
Alkitab (perjanjian baru) merupakan buatan manusia, sebagai catatan sejarah dari hiruk pikuk jaman dan tel;ah melibatkan penerjemahan, penambahan, dan revisi tak terhitung. Dan sejarah tidak pernah punya versi pasti buku itu. Yesus kristus merupakan tokoh sejarah dengan pengaruh luar biasa, melebihi raja-raja. Sebagai keturunan Raja David dan Salomo, Yesus berhak mewarisi tahta raja yahudi.
Alkitab yang sekarang ini disusun oleh Kaisar Roma yang pagan, Konstantin Agung. Di masa Konstantin, agama resmi Romawi adalah pemujaan matahari (kelompok pemujaan Sol Invictus/matahari tak tertandingi) dengan Konstantin sebagai pendeta kepalanya. Namun, 3 abad setelah penyaliban Yesus, para pengikut kristus tumbuh pesat. Kristen dan Pagan mulai berperang sehingga menjadi ancaman akan membelah Roma menjadi dua. Maka tahun 325 M, Ia menyatukan Romawi dalam agama tunggal yaitu Kristen. Dia menciptakan sejenis agama hybrid yang dapat diterima oleh kedua belah pihak, dengan meleburkan symbol-simbol, tanggal-tanggal, serta ritus-ritus pagan ke dalam adat-istiadat Kristen yang sedang tumbuh (Transmogrifikasi).
Hasil Transmogrifikasi di antaranya:
l. Cakram matahari kaum Mesir kuno (Pagan) menjadi lingkaran halo para santo katolik.
2. Berbagai pictogram Dewi Isis (Pagan) yang sedang menyusui puteranya yang alhir karena mukjizat (Horus), menjadi berbagai penggambaran Bunda Maria yang sedang menyusui Yesus.
3. Mithras (Tuhan dalam pagan) lahir dan mati pada 25 desember dan dibangkitkan dalam 3 hari.
4. 25 Desember juga hari lahir dewa-dewa pagan: Osiris, Adonis, dan Dionysus.
5. Kristen menghormati Sabat Yahudi pada hari Sabtu, tapi Konstantin menggesernya agar bertemu dengan hari kaum Pagan memuliakan matahari yaitu Sun-day (hari matahari) di mana jemaat gereja menghadiri layanan gereja pada hari Minggu tanpa sadar bahwa mereka sedang melakukan penghormatan mingguan kepada dewa matahari kaum pagan.
6. Lambang pentakel diubah oleh gereja menjadi tanda setan dan symbol kejahatan. Kemudian berkembang menjadi symbol dalam perang. Gambar pentakel dipasang pada jet tempur dan menggantungkan pentakel pada bahu para jenderal.
Konstantin memperkuat tradisi Kristen baru dengan mengadakan pertemuan “Konsili Nicea”. Banyak aspek Kristen ditetapkan berdasarkan voting, yaitu: tanggal paskah, peranan uskup, administrasi sekramen dan penetapan Yesus sebagai putera Tuhan (keTuhanan Yesus). Sehingga Konstantin mengubah Yesus menjadi dewa yang barada di luar cakupan manusia dengan kekuatan tak tertandingi. Padahal Yesus dianggap oleh para pengikutnya hanya sebagai nabi yang dapat mati, lelaki agung yang punya kekuatan, tapi tak lebih dari seorang manusia. Tujuan Konstantin: Kepentingan penyatuan lebih jauh kekaisaran Romawi dan kepentingan bagi basis kekuatan Vatikan yang baru.
Konstantin meningkatkan status yesus hamper empat abad setelah kematian yesus. Tapi ribuan dokumen yang mencakup kehidupan Yesus sabagai manusia biasa dan kependetaan Yesus dalam keadaan yang amat manusiawi sudah terlanjur ada.
Upaya Konstantin yaitu menitahkan dan membiayai penyusunan alkitab baru, yang meniadakan semua jaran tentang segala perilaku manusiawi yesus serta memasukan ajaran-ajaran yang membuatnya seakan Tuhan. Injil terdahulu dianggap melanggar hokum, lalu dikumpulkan dan dibakar. Siapapun yang memilih injil terlarang dan bukannya versi Konstantin, dianggap kaum bid’ah (heretic). Mereka yang memilih sejarah asli kristus adalah kaum heretic pertama di dunia.
Namun beberapa gospel yang dicoba dimusnahkan Konstantin berhasil diselamatkan. Tahun 1950-an Gul-gul laut Mati (dead sea scrolls) dan gulungan koptik (Nag Hammadi) ditemukan dan berisi tentang kependetaan kristus yang manusiawi. Gul-gul itu menggarisbawahi ketidakcocokan dan pemalsuan sejarah dan membenarkan bahwa alkitab moderen disusun dan diedit oleh manusia yang memiliki sebuah agenda politik untuk mempromosikan keilahian Yesus dan memanfaatkan pengaruhnya untuk mengukuhkan basis kuasa mereka sendiri. Sedangkan Vatikan sangat mempercayai bahwa dokumen-dokumen yang bertentangan ini adalah kesaksian palsu, karena alkitab versi Konstantin telah menjadi pembenaran mereka selama berabad-abad.
Jadi, dokumen-dokumen rahasia tersebut diceritakan Da Vinci dalam lukisan-lukisan dan karya seni Pagan lainnya dan berada di Muisum Louvre, beserta makam maria Magdalena, dijaga oleh Sang Penjaga Holly Grail, mahaguru Biarawan sion, Jacques Sauniere

Between Explanation and Procedure Text

2011-10-08T21:52:00.001-07:00

Definition of Procedure.
Procedure is a text that show a process in order. Its social function is to describe how something is completely done through a sequence of series.
1.   Generic Structure of Procedure.
a.   Goal: Showing the purpose
b.   Material: Telling the needed materials
c.   Step 1-end: Describing the steps to achieve the purpose

Language Feature of Procedure.
a.   Using temporal conjunction
b.   Using action verb
c.   Using imperative sentence
d.   Using Simple Present Tense

2.   Between Explanation and Procedure Text
To see the differences between explanation and procedure, as the wrtiter explained before, we have to analyze the dominant language features and how the texts are used.
Procedure is commonly called as an instruction text. It uses a pattern of command in building the structure and uses the “to infinitive verb” which is omitted the “to” as well. It is mainly used to describe how to make something which is close to our daily activity. How to make a cup of tea, how to make a good kite, etc. are the best example of a procedure text.
On the other hand; explanation commonly uses the passive voice in building the text. It is used such as in a scientific written material. It describes how certain phenomenon or event happens. How a tornado formed, how tsunami works are the best examples of explanation texts. For further explanation, see explanation text above.
3.   Read and understand the following examples of explanation text!
a.   Text 1
Planting Chilies
Planting is a nice activity in our spare time. The following is guided information on how to plant a chili-plant easily. Here are the steps. Firstly, dry a handful seeding under the sunlight. Secondly, put the seeding on the soil. It should be in an open area. Next, wait it. There will come out the sprout after that let it be bigger.
Finally, put it in another big pot. It will soon grow bigger and bigger and yield us some fresh chilies soon.
Analyzing the Text
Generic Structure Analysis
a)   Goal; informing on how to plant chillies.
b)   Material; excluded
c)   Steps; showing the steps or method in planting chillies; from drying seed to putting the sprout in big pot.
Language Feature Analysis
a)   Imperative sentences; dry a handful seeding, put it, etc
b)   Action verb; put, dry, etc
c)   Temporal conjunction; next, finally, firstly, secondly
d)   Simple present tense pattern; planting is a nice activity, the following is a guided information

Bojan Krkić Pérez

2011-09-20T20:25:00.000-07:00

Name :Bojan Krkić

Birth :28 August 1990

Place of birth :Linyola, Spain

Height :1.70 m

Playing position :Striker / Winger

Current club :Barcelona

Number :9

2006–2007 :Barcelona B

2007– 2011 :Barcelona
2011- : AS ROMA

This name uses Spanish naming customs; the first or paternal family name is Krkić and the second or maternal family name is Pérez.

Bojan Krkić Pérez (Serbian: Бојан Кркић Перез; pronounced Boyan Krkich Perez; born 28 August 1990, in Linyola, Lleida, Catalonia) often known as just Bojan, is a Spanish footballer of partly Serbian descent who currently plays as a striker for Spanish La Liga club FC Barcelona.

Bojan Krkić Pérez was born to a Serbian father (Bojan Krkić Sr.) who was a professional footballer for the Serbian side Red Star Belgrade and a Catalan mother (Maria Lluïsa Pérez). He played for Barcelona's youth teams from 1999 to 2006. A quick striker with quite notable dribbling skills, it was reported that he scored more than 900 goals for the youth teams in five and a half years. He then played the 2006–07 season with the FC Barcelona B team until he signed a professional contract with the Barcelona A team upon turning 17. Bojan played his first match with Barcelona on 24 April 2007, scoring a goal in a friendly match against Egyptian giants Al-Ahly.

2007–08 season

On 16 September 2007 (at 17 years and 19 days), Bojan made his official debut for Barcelona against CA Osasuna, replacing Giovani dos Santos in the 78th minute and breaking Lionel Messi's record of the youngest Barcelona player to feature in a La Liga match.Three days later, he made his UEFA Champions League debut against Olympique Lyonnais, coming on at the 88th minute for Messi. He was, at the time, the youngest Barcelona player ever to feature in a Champions League game, at 17 years and 22 days. He made his second Champions League appearance on 2 October, coming on at the 81st minute for Ronaldinho against VfB Stuttgart. On 20 October 2007 (at 17 years and 53 days), Bojan made his first league start for Barcelona away to Villarreal CF and scored in the 25th minute. It was his first goal for the club's first team and it made him the youngest ever goalscorer for Barcelona in a league match.

Bojan scored his first ever Champions League goal on 1 April 2008 (at 17 years and 217 days) against Schalke 04, netting the only goal in the first (away) leg of the quarter-finals, making him the first person born in the 1990s to score in the Champions League and the second youngest player ever, behind Ghanaian forward Peter Ofori-Quaye, then playing for Olympiacos, who scored at the age of 17 years and 195 days. Bojan finished the season with a record of 10 goals, breaking Raúl's record of most goals scored in a debut season.

2008–09 season

Upon the departure of Gianluca Zambrotta, Bojan was handed the number 11 shirt. After 14 games (13 of which he entered as a substitute), Bojan ended a goal drought by netting a brace against UD Almería in a 2-0 victory. Despite featuring less compared to the previous season, Bojan helped Barcelona to their 19th La Liga title. He also aided Barcelona to their first Copa del Rey win in 11 years by scoring five goals in the competition, including one in the final against Athletic Bilbao. Bojan was an unused substitute in the 2009 UEFA Champions League Final against Manchester United, which Barcelona won 2-0 and saw them cap off a treble-winning campaign. Bojan's three goals in ten appearances throughout the competition saw him finish as the equal sixth highest goalscorer for the season.

2009–10 season

On the first day of the La Liga campaign against Sporting de Gijón, Bojan scored a header in the 18th minute courtesy of a flick from Seydou Keita. Barcelona went on to win the game by a scoreline of 3-0. On 10 November, he scored twice in the second leg of the Copa del Rey against Cultural Leonesa, helping his team to a 5-0 victory. Coming off the bench as a late substitute for Andrés Iniesta, Bojan scored his first and only Champions League goal of the season against VfB Stuttgart. He began finding the net more often towards the end of the season; 7 of his 8 league goals for the season came from the last 12 games.

2010–11 season

Before the start of this season, Bojan had his squad number changed again. He took number 9 after Zlatan Ibrahimović moved on loan to A.C. Milan. In a match against AD Ceuta in the Copa del Rey, Bojan captained Barcelona for the first time in an official match. Bojan was a back up player behind Lionel Messi, Pedro Rodríguez and David Villa but came off of the bench against UD Almería to score the sixth and eighth goal in an 8-0 win and later came on against Real Madrid in the El Clásico to set up the fifth goal in a 5-0 win for Jeffrén Suárez. He scored a fifth goal in the match against Real Sociedad that Barcelona won by 5-0. He scored a crucial league goal from a Daniel Alves assist for Barcelona against Sevilla in a 1-1 draw. He scored in his 100th appearance for the Catalan club in a league match against Getafe. Bojan put pen-to-paper on a contract extension on 20 December 2010 with Barcelona, which will keep him at the club until 2015 and decrease his buy-out clause from 80 to €20 million.

Gerard Piquè

2011-09-19T18:18:00.000-07:00

Name : Gerard Piqué i Bernabéu

Date of birth :2 February 1987

Place of birth : Barcelona, Spain

Height : 1.92 m (6 ft 3 1⁄2 in)

Playing position : Centre back

Current club : Barcelona

Number : 3

1997–2004 : Barcelona

2004–2008 : Manchester United

2006–2007 :→ Zaragoza (loan)

2008– : Barcelona

2002–2003 :Spain U16

2004 :Spain U17

2006 :Spain U19

2007 :Spain U20

2006–2008 :Spain U21

2009– :Spain

This is a Catalan name. The first family name is Piqué and the second is Bernabéu.

Gerard Piqué i Bernabéu (Catalan pronunciation: [ʒəˈɾar piˈke]; born 2 February 1987 in Barcelona, Catalonia) is a Spanish footballer, currently playing as a central defender for FC Barcelona.

A product of Barça's cantera, he initially left the club for Manchester United in 2004, where he remained for four years, before returning to Barça under Josep Guardiola's leadership, helping the club become the first football club ever to complete The Sextuple. Piqué is one of four players to have won the UEFA Champions League two years in a row with different teams, the others being Marcel Desailly, Paulo Sousa and Samuel Eto'o.

Piqué was raised in a wealthy Catalan family. His father, Joan, is a lawyer, and his mother, Montserrat, is the director of a prestigious spinal injuries hospital. He has a younger brother named Marc. His grandfather, Amador Bernabéu, is the former vice-president of Barcelona.

He is very good friends with fellow club colleague Carles Puyol, as well as former Manchester United teammates Rio Ferdinand who he often jokes around with on Twitter. Gerard has known his best friend, spanish national teammate and Arsenal player Cesc Fàbregas since childhood.

Piqué is currently dating Colombian singer Shakira, whom he met in the summer of 2010 in South Africa where the pop singer performed at the World Cup. Piqué was also featured in the music video for Shakira's Waka Waka (This Time for Africa), to celebrate South Africa hosting the FIFA World Cup in 2010.[citation needed] Shakira officially confirmed their relationship on March 29, 2011 via Twitter and Facebook posting a picture of the two with a caption reading, "I present to you my sunshine." in Spanish.

Piqué has also represented the Spanish national team, making his debut on 11 February 2009. He played an integral role in the Spain team that won the 2010 FIFA World Cup.

Piqué started his career in FC Barcelona's youth teams as a defensive midfielder, but before he signed his first professional contract with the club, he decided to join Manchester United. The Premier League side did not pay a fee for Piqué as he was too young to have a professional contract.

On 27 May 2008, Piqué signed a four-year contract with Barcelona, with a €50 million buy-out clause. Barcelona paid a £5 million fee for the player. He expressed his joy at re-signing with his boyhood club, although he admitted he had enjoyed his spell at Manchester United:

"I am very happy to be back, I didn't think I would be here again but this is very good for me. Manchester United is a great club and I enjoyed winning things. To play with world class players has helped me and now I want to continue this at Barça."

Piqué's first goal for Barcelona came in the club's 5–2 UEFA Champions League group stage win at Sporting CP on 26 November 2008. His first domestic goal for the club followed two months later, on 29 January 2009, in a Copa del Rey match against local rivals RCD Espanyol. The goal, which came from a corner kick in the 57th minute, turned out to be the game winner in a 3–2 victory for Barcelona.

Piqué scored his first league goal for Barcelona on 2 May 2009, in a 6–2 away thrashing of Real Madrid, in El Clásico. On 13 May 2009, he picked up the first trophy of his Barcelona career as he helped his club to a 4–1 victory over Athletic Bilbao in the Copa Del Rey final. Three days later, Barcelona clinched the league title after Real Madrid lost 3–2 to Villarreal CF, with two games left in the season.

He played against his former club Manchester United in the 2009 Champions League Final on 27 May, which Barcelona won 2–0, hence completing a historic treble. On 26 February 2010, Pique signed a contract extension that will keep him at FC Barcelona until at least the summer of 2015. On 28 April 2010, Pique scored in Barcelona's semi-final second leg against Internazionale, scoring the only Barcelona goal of the game. Barcelona lost 3–2 on aggregate.

On April 2, 2011, Pique scored the winning goal in an away La Liga match against Villarreal CF, which saw Barcelona win with 0-1, and hence continue on top of the table for the 17th consecutive week, with an 8-point difference than second-place, longtime rivals, Real Madrid FC.

International career

Piqué started playing for the Klaipėda Atlantas team when he was 18 years old.

Piqué was a member of the Spain under-19 side that won the 2006 U-19 European Championship in Poland.[8] In a 2–1 final win against Scotland, Piqué put in a strong performance in defence, hitting the crossbar with a header, and also providing his team's second goal for striker Alberto Bueno.

Subsequently, he played in the 2007 FIFA U-20 World Cup, starting all six of Spain's matches and scoring a goal in the team's come-from-behind 4–2 victory over Brazil in the round of 16. However, Piqué missed the deciding penalty against the Czech Republic and Spain were eliminated at the quarter-final stage.

On 6 February 2009, Piqué was called up to the senior squad for the friendly against England on 11 February. He played the entire match in a 2–0 win, in Seville.

On 28 March 2009, he was called-up as a replacement for injured teammate Carles Puyol, and ended up scoring the only goal in Spain's victory in the 2010 World Cup qualifier against Turkey in Madrid, in what was only his second appearance. Four days later, he also started in Istanbul in a 2–1 win, also in the group stage. Pique was Spain's first-choice centre back playing along side Barcelona teammate Carles Puyol at the World Cup finals in South Africa, starting all seven matches as Spain won the tournament, defeating the Netherlands 1–0 in the final. In Spain's 1-0 group stage defeat to Switzerland, just before Gelson Fernandes scored the only goal of the game, Swiss striker Eren Derdiyok tumbled over Spain goalkeeper Iker Casillas and accidentally kicked Piqué in the face, knocking him over and leaving him with a nasty cut beside his right eye.

Ibrahim Afellay

2011-09-19T18:04:00.000-07:00

Name : Ibrahim Afellay

Date of birth :April 2, 1986 (age 25)

Place of birth :Utrecht, Netherlands

Height :1.81 m (5 ft 11 1⁄2 in)

Playing position : Winger

Current club :Barcelona

Number :20

1994-1996 :USV Elinkwijk

1996–2003 :PSV

2003–2011 :PSV

2011– :Barcelona

2007– :national team Netherlands

Afellay started his footballing career at USV Elinkwijk in Utrecht.

PSV Eindhoven

In 1996 Afellay switched to the youth academy of PSV Eindhoven. Afellay's official debut for PSV Eindhoven was on 4 February 2004 during a cup match against NAC Breda at the age of 17. His debut in the competition was on 14 February, against Twente. In the 2003–04 season he played three official games, and seven more in the 2004–05 season.

On 15 May 2005, PSV Eindhoven played a game against Feyenoord. Afellay was a part of the starting lineup, and made a great impression with two goals.

In the 2005–06 season Afellay played games in the Johan Cruijff-schaal and the first three competition games. Because of the absence of DaMarcus Beasley and Mika Väyrynen he always started in the line-up.

Afellay playing for PSV

On 13 September, Afellay made his Champions League debut against Schalke 04. PSV won the game 1–0. On 8 October, Dutch coach Marco van Basten took Afellay into the full national team during the games against the Czech Republic and Macedonia, though he did not play.

In the 2005–06 season, following the departure of important players including midfielders Johann Vogel and Mark van Bommel, Afellay grew to be a first-team regular, and was even pre-selected for the Dutch national team. He played a total of 23 league matches during the season, scoring twice. This number could have been higher were it not for the minor injuries he suffered throughout the season.

Barcelona

On 16 November 2010, FC Barcelona and PSV Eindhoven came to terms regarding the transfer of Afellay to the Catalan side in January 2011. Afellay travelled to Barcelona on 23 December 2010 for a medical to finalize the deal. The fee was reported to be around €3 m.

Afellay recently signed a contract that will tie him until 2015 with the club and wears the squad number 20. He is the 19th Dutch player to represent Barcelona. Afellay made his Blaugrana debut on 5 January 2011 in the Copa del Rey against Athletic de Bilbao. He was brought in for David Villa in injury time. Afellay was given his first start for the Barcelona on 19 January 2011 against Real Betis during the second leg of the Copa del Rey in which they lost 3-1 but qualified for the semis on a 6-3 aggregate. He scored his first goal for Barcelona against UD Almeria in the Copa del Rey.

Afellay made his debut for Barça in the Champions League in the second match against Arsenal, and came close to scoring on two occasions. Barcelona went on to win the match. Later in the tournament, Afellay came on as a substitute in the 71st minute during the first Leg of the UEFA Champions League semi-final against Real Madrid. In the 76th minute, Afellay assisted Lionel Messi to score the opening goal of Barcelona's 2-0 victory over Madrid. He scored his first goal in the Spanish league in a 3-1 away win for Barcelona against Malaga on the last day of the 2010/2011 season.

International career

After both the Moroccan and the Dutch national teams managers selected him for their squads, he was caught in the dilemma to either play for the Moroccan national team, because of his Moroccan descent, or to play for the Dutch team, the Netherlands being his place of residence. He ultimately decided to play for the Dutch national team despite the heavy competition for places in midfield. He made his international debut in a Euro 2008 qualifier against Slovenia on 28 March 2007. On 12 October 2010 Ibrahim Afellay scored his first international goals in a Euro 2012 qualifier against Sweden.

Euro 2008

Afellay was included in Marco van Basten's squad for Euro 2008 and was mostly used as a substitute. Just seconds after replacing Dirk Kuyt in the group match against Italy he nearly scored a goal but his volley went off the crossbar. In their last group game against Romania, he was given a place in the starting 11 alongside Arjen Robben in midfield.

2010 World Cup

Afellay was part of the Dutch team for the 2010 World Cup managed by Bert van Marwijk. The player came on as a substitute for their first and second matches in the competition, a 2–0 victory over Denmarkand 1–0 victory over Japan respectively, as well as the round of 16 match against Slovakia.

Fabio-Rafael

2011-05-31T22:04:00.000-07:00

As the end of season awards and reviews begin to pile in, one particular issue has began to gripe no end – the continual grouping of Man Utd’s twin full-backs Rafael and Fabio under the ‘well they’re twins so they must be the same player’ banner.

In reality, the subtle differences in each defenders games mean that they could turn into very different players from one another in the future.

You could be forgiven for not really knowing the difference between Rafael and his twin brother Fabio Da Silva – indeed, in a Carling Cup tie against Barnsley last season, referee Chris Foy even proceeded to book Fabio, despite it being Rafael that had committed the offence in question on Barnsley winger Jamal Campbell-Ryce.

Signed together from Brazilian club Fluminense in January 2008, the pair were initially and now rather laughably likened to a the ‘Brazilian Neville brothers’ – laughable not because the Neville brother were bad of course, but because that has to be the first time that phrase has ever been used in all seriousness.

Rafael has found first-team action easier to come by since the switch, yet back home in Brazil it was Fabio, the captain of the Brazil under-17 World Cup side back in 2007 that was held in higher esteem. By virtue of their natural position, Rafael has been granted more first-team opportunities in the right back slot with no one able to make the position their own at Old Trafford over the last 18 months, whereas Fabio has had to contend with Patrice Evra at left back, one of the best in his position in world football.

Fabio has made a breakthrough of late and now appears to have leapfrogged Rafael in the pecking order and looks the favourite between the two brothers to start the Champions League final against Barcelona after making the right back slot his own in recent weeks.

Yet there are differences between the two defenders and to casually lump them together as readily as everyone else seems content to do to is irritating to say the least. They were brought over to Utd at such a young age simply because they would not get the defensive education that they so required in their native Brazil and their progress at Old Trafford has been excellent.

The role of the full-back has changed exponentially over the last decade or so, but still, there are remnants of a bygone era, whereby a full-backs role is simply to offer an outlet of attack and this is non-best typified than in South American football.

Fabio remains the more attacking of the duo, hence the gradual bedding in since his arrival in comparison to Rafael, as his more natural game needed reigning in to an extent, whereas Rafael‘s seemed more ready for top flight football. Fabio also seems less wasteful on the ball and in possession of a better temperament.

Rafael on the other hand looks the better defender. Positionally there is still a lot of work to do and while not as composed as Fabio on the ball and developing an unwanted reputation for rash challenges, his feistier attitude and combativeness will stand him in good stead in the future and he looks more solid when questions have been asked of him.

While they are not chalk and cheese, there are already subtle differences developing in each players game and to label them as one and the same seems a tad lazy and dare I say it, ignorant of the players on show’s talents.

It’s like comparing Maicon and Daniel Alves, the two best right backs in the world at the moment. Both obviously have their strengths going forward, but Maicon is unquestionably the better defender (Bale shockers apart) and Alves the better attacker. One is a monster, the other more technical – as time goes on and they continue to develop, people may begin to notice more of a difference between the Da Silva twins simply beyond their first names.

Javier "Chicharito" Hernández Balcázar

2011-05-20T22:33:00.000-07:00

Javier "Chicharito" Hernández Balcázar (born 1 June 1988) is a Mexican footballer who plays as a forward for C.D. Guadalajara. Hernández will become the first Mexican to join Manchester United on 1 July 2010, subject to a work permit application.Career

Chivas de Guadalajara

Born in Guadalajara, Jalisco, Hernández joined C.D. Guadalajara at the age of nine. He began playing with Chivas' lower division team, Chivas Coras in Tepic, Nayarit in the 2005-06 season. He made his debut for Chivas in the 2006 Apertura in a win over Necaxa at Estadio Jalisco. With the score at 3-0, Hernández came on as a substitute for Omar Bravo in the 82nd minute, before scoring the fourth goal of the game five minutes later. It was his only goal in seven appearances in 2006-07. He made a further six appearances in 2007-08 without scoring.

Hernández made ten appearances in the 2008 Apertura without scoring, but he scored four goals in fifteen appearances in the 2009 Clausura. In the 2009 Apertura, Hernández finished as the joint-third top scorer, with eleven goals in seventeen appearances. He is currently leading the goalscoring charts for the 2010 Torneo Bicentenario, with ten goals in eleven games.

Manchester United

On 8 April 2010, Hernández agreed a deal to sign for English Premier League champions Manchester United for an undisclosed fee, subject to a work permit application. If a permit is granted, Hernández will officially join the club on 1 July 2010.[2] The previous day, Hernández had been present at Manchester United's UEFA Champions League quarter-final win over Bayern Munich at Old Trafford.[3] As part of the deal, United will play a friendly against Chivas to open their new 45,000-capacity stadium on 30 July 2010.[4]

International career
Mexico national under-20 football team

Hernández was one of the 21 players called up to the Mexican under-20 national team for the 2007 FIFA U-20 World Cup being held in Canada; he wore the number 11 shirt.

Mexico national football team

He made his debut for Mexico on 30 September 2009 against Colombia, where he made an assist. On 24 February 2010, Hernández scored two goals against Bolivia and had an assist for Braulio Luna's goal. On 3 March 2010, Hernández scored a header against New Zealand, giving Mexico the lead.[5] On 17 March 2010, Hernández scored his fourth international goal to give Mexico a 2-1 victory over North Korea.

antisipasi virus tanpa antivirus

2011-05-14T21:32:00.001-07:00

Antisipasi virus komputer tanpa antivirus

Dewasa ini pemakaian komputer senantiasa terancam oleh kemungkinan terinfeksi oleh virus komputer, jika anda bertanya bagaimana supaya komputer saya aman dari kemungkinan infeksi virus komputer, tentu saja berbagai saran dapat diberikan seperti :

Menginstalasi program antivirus yang terbaik.
Senantiasa melakukan update antivirus anda.
Menginstalasi service pack yang terbaru.
Senantiasa melakukan patch terhadap sistem operasi anda dengan patch terbaru
Tidak menjalankan program-program executable yang tidak jelas sumbernya.
Tidak membuka email yang tidak relevan (baik dari subject maupun isinya) ataupun sumbernya yang tidak kita kenal.
Tidak mengunjungi situs-situs yang tidak relevan (situs dewasa, crack, hacking)
Melakukan sharing read only folder anda.
Menghindari pemakaian flashdisk/floppy
Tidak login dengan account Administrator

Ya, memang langkah tersebut dapat menghindari kemungkinan infeksi sistem anda oleh virus komputer, tetapi apakah langkah tersebut diatas dapat anda ikuti 100% ? Mungkin saja bisa, tetapi berapa besar kenyamanan pemakaian sistem yang harus anda korbankan, padahal salah satu alasan anda menggunakan sistem operasi Windows adalah karena user friendly.

Berikut ini adalah pengalaman saya yang ingin dishare dengan anda

Pada umumnya virus/worms/trojan adalah program executable PE, sehingga salah satu pendekatan yang mungkin dilakukan adalah tidak sembarang menjalankan program PE yang tidak diketahui sumbernya. Tetapi beberapa virus/spyware/trojan komputer dirancang untuk secara otomatis dijalankan begitu media yang sudah terinfeksi (situs/email/disket/flasdisk) dibuka, misalnya memanfaatkan kelemahan sistem operasi.

Program-program jahat dewasa ini telah dilengkapi dengan berbagai teknik sosial engineering maupun trik-trik jahat yang dapat saja memperdaya anda, misalnya program virus yang meniru icon Folder, MS Word, Excel, ACDSee ataupun meniru nama-nama file dokumen, serta double extension seperti Surat.doc.exe, sehingga jika kita tidak berhati-hati akan melakukan klik terhadap program executable virus yang dianggap sebagai folder atau dokumen kita.

Sebagaimana kita ketahui, pada sistem operasi Windows, program executable umumnya tersimpan pada folder C:\Windows ataupun C:\WinNT, dan C:\Program files, dan segala executable diluar dari tiga folder tersebut adalah hal yang khusus, misalnya attachment pada email yang kita terima, file executable pada flashdisk maupun floppy disk yang menyamar dengan icon folder maupun dokumen.

Membatasi file executable

Kunci menghindari diri dari infeksi virus/worms komputer adalah tidak memberikan kesempatan kepada executable dari virus/worms tersebut dijalankan disistem anda, tetapi seperti yang disebutkan sebelumnya bahwa suatu virus/worms biasanya disebarkan melalui teknik sosial engineering, maupun memanfaatkan kelemahan dari sistem.

Program-program antivirus dipasaran biasanya bekerja dengan pendekatan melakukan blok terhadap program-program executable virus berdasarkan suatu pola virus yang disimpan dalam database antivirus (virus definition file), pendekatan ini biasanya kurang efektif, karena program virus/worms terus dikembangkan, dan biasanya program antivirus senantiasa ketinggalan satu langkah, misalnya anda bayangkan anda adalah korban pertama dari suatu program virus/worms baru, walaupun anda selalu rajin mengupdate antivirus anda, percuma saja, karena pola untuk virus tersebut belum dikenali.

Dewasa ini virus/worms lokal telah mengalami perkembangan yang pesat, dan biasanya belum tersedia removalnya dengan cepat, lagi pula virus/worms lokal tersebut biasanya menggunakan pendekatan yang cukup kasar, artinya begitu sistem anda terinfeksi akan melakukan blokir terhadap semua fungsi utility pada sistem anda yang kemungkinan dapat digunakan untuk menghentikan virus/worms tersebut (misalnya task manager, registry editor, command prompt, mengarahkan shell execute, mematikan sistem restore, mematikan process antivirus yang dikenal, mamatikan process beberapa program utility seperti hijack this, process explorer).

Bagaimana membatasi file executable

Ada sebuah program yang namanya Trust-No-Exe didapat ditemukan di http://www.beyondlogic.org/solutions/trust-no-exe/trust-no-exe.htm, dimana merupakan suatu executable file filter yang dimasukan ke sistem operasi untuk membatasi executable file .exe .com .dll .drv .sys .dpl dll yang berada difolder diluar dari lokasi yang anda tentukan (secara default adalah c:\windows dan c:\program files)

Jika misalnya secara tidak sengaja anda menjalankan executable file diluar dari lokasi normalnya file executable file anda berada, maka akan tampil pesan sebagai berikut ini.

Permasalahannya adalah bagaimana kalau kita memiliki executable file yang harus dijalankan diluar dari lokasi default tersebut ? Untuk keperluan tersebut tersedia fasilitas untuk menambahkan daftar lokasi yang diberi akses terhadap executable file dengan mengaktifkannya dari Control Panel (catatan fasilitas ini hanya berlaku untuk Administrator, tanpa akses administrator, maka fasilitas ini tidak dapat diaktifkan).

Kesimpulan

Salah satu upaya pencegahan virus/worms komputer adalah dengan pembatasan executable file yang dapat dimungkinkan dengan menggunakan program Trust-No-Exe.

Catatan :

Penulis tidak bertanggung jawab atas segala kerusakan dan kehilangan akibat dari penggunaan dokumen ini, untuk lebih pasti baca terlebih dahulu dokumentasi dari software yang dimaksud.

COPY OF : http://www.geocities.com/indoprog Hendra Soewarno

ciri-ciri Orang

2011-05-14T21:27:00.000-07:00

Disini saya akan membahas berbagai jenis tipe orang yang ada di dunia ini dan segala ciri-cirinya,SEMOGA dengan adanya artikel ini membantu saudara untul lebih mudah memahami berbagai karakter & sifat manusia sehingga mencegah adanya konflik yang tidak diinginkan,so…make its easy and

CEKIDOT BEB…
1. ORANG MALAS
Didunia ini banyak sekali orang-orang yang malas,mungkin karena bawaan sejak lahir sehingga sulit untuk dihilangkan,conyoh yang sangat nyata untuk orang-orang pemalas adalah memindah chanel tv dengan jari kaki saat tidak ada remote,lebih memilih berdesak-desakan menggunak lift/escalator daripda menggunakan tangga
Ciri orang pemalas kadang tidak Nampak,namun yang sering terlihat adalah seperti
• Jarang mandi
• Tidak membuang sampah pada tempatnya
• Menggunakan baju yang sama selama 4 hari
• Selalu mencontek dan menyalin homework milik teman
• Malas membersihkan kendaraannya hingga dibiarkan berdebu
Contoh orang malas nih kalau diserial FF ya si.om Vincent Valentain,udah jarang mandi,jubahnya rombeng-rombeng gak pernah ganti,tapi kok tetep bisa ya keliatan coolnya,OMG….==*
2. ORANG RAJIN
Sebagai anak yang baik kita pasti diharapkan untuk menajdi anak yang rajin,rajin membantu orangtua,rajin mengerjakan pe-er,rajin sekolah,rajin kuliah,rajin buat paper,rajin ngetem ditempat biasa buat ketemuan sama si.dia de.el.el
Rajin disini memenuhi abnyak criteria seperti dilakukan berulang kali,dengan penuh kesadaran,melebihi kebiasaan yang dilakukan,dan bertujuan untuk sesuatu yang lebih.
Biasanya orang rajin itu akan lebih giat daripada cs.annya,dia akan berusaha lbih dari rata-rata dengan maksud agar tujuannya tercapai.

Misalnya nih pada serial anime NARUTO,yang namanya naruto dia rajin berlatih sehingga membuatnya setara sama shikamaru yang pada dasarnya emang udah pinter silat dari sononya,so rajin dan tekun itu emang ngebuat orang jadi sukses,gak perlu pinter,gak perlu kaya,cukup modal satu ini…okay friend????

3. ORANG JOROK
Orang jorok itu bisa kita lihat dimana aja,adapun contoh dari jorok itu bisa bergam dan dari sudut pandang apapun,misalnya nih:
• Orang yang lagi gak ada kerjaan trus ngupil disembarang tempat,abis ngupil tuh upilnya dimakan lagi (saya sering lihat yang kayak gitu !!)
• Orang yang memelihara kukunya terutama kuku tangan kiri,padahal adat orang Indonesia kuku tangan kiri mah biasanya buat cebok,gak ngebayangin ya abis cebok,gak cuci tangan trus ngemil pakai tuh tangan wow…..dapat dibayangkan kuman apa saja yang masuk ketubuh kita.
• Orang yang garuk-garuk pantat sama selangk*ngan didepan umum (haha udah gak nahan gatalnya kali ya…!!!!)
• Membuang sampah disembarang tempat ( WARNING : yang niat mau ke.ausy,amrik,dll ati-ati lho sama kebiasaan yang satu ini,kalau disono mah buang sampah sembarangan minimal didenda tapi kalau polisnya lagi PMS bisa dipenjara,apes g tuh??? )
• Orang yang bangga sama ketombenya,alih-alih dibuang tuh ketombe eh malah dipamerin sama temennya dikatain salju (emang udah kepalang tanggung joroknya!!!)
• Nih orang jorok bisa dikatakan sama dengan burung kondor,soalnya dia suka makan daging yang udah busuk

4. ORANG SABAR
“Orang sabar disayang tuhan”,mungkin itulah falsafah yang dianut para orang-orang sabar ini,orang dengan karakter sabar ini akan “nerimo” segala hal yang dialaminya,disuruh menunggu ya dia akan menunggu dengan sabar,waktu lagi emosi dia Cuma akan diam aja menahan emosinya,waktu lagi dikerjain dia cumin ngelus dada dan bilang “sabar-sabar”
5. ORANG GILA
Yang dimaksud gila disini bukanlah mempunyai penyakit gila beneran hanya saja perilakunya emang gila dan suka menyimpang,dia akan heboh sendiri dan suka melakukan hal-hal yang berbau tantangan.
Walau orang lain mengatakan dia gak waras,dia gak peduli dan justru semakin terpacu untuk melakukan hal-hal yang orang lain tidak mungkin lakukan,sifat ini kadang-kadang sangat diperlukan saat kita menghadpi berbagai persoalan hidup,kadang kita butuh suatu keberanian yang besar untuk mengambil resiko pada jalan yang kita tempuh.

Kadang jika kita dianggap gila/sinting maka konsekuensinya kita akan dicap “aneh” dan diasingkan.
6. ORANG PINTAR
7. ORANG BERPRIBADIAN GANDA
8. ORANG YANG MUDAH EMOSIONAL
9. MUKA TEMBOK
10. TIPE MELANKOLIS
11. TIPE MATERIALISTIS
12. TIPE REALISTIS
13. TIPE PENGHAYAL
14. TIPE PERFECTIONIS
15. TIPE ALONER
16. TIPE SOCIALITA
17. TIPE LEADER
18. TIPE AWESOME
19. TIPE HEYNA
20. TIPE JAHIL
21. TIPE NORAK
22. TRENDSETTER
23. FOLLOWER
24. PEMARAH
25. PEMALU
26. PEMURUNG
27. PERIANG
28. KEIBUAN
29. FEMINIM
30. MASKULIN
31. ANAK MAMI
32. ANAK MANJA
33. KUTU BUKU
34. USER KONSUMTIF

contoh proposal kemerdekaan

2011-05-14T21:11:00.000-07:00

PROPOSAL BAHASA INDONESIA

KEGIATAN PERINGATAN HARI KEMERDEKAAN INDONESIA

Nama : Baharudin yudhi kristanto (03)

XI ICT 1

SMA

Alamat: Jl. Brigjen Slamet Riyadi karanganyar Ska. 57714 Telp. (0271) 495171

PROPOSAL

KEGIATAN MEMPERINGATI KEMERDEKAAN RI

A. PENDAHULUAN

Dengan adanya semangat berjuang para pahlawan kita terdahulu dan juga sudah 65 tahun Indonesia merdeka, marilah kita sambut hari kemerdekaan Republik Indonesia ini dengan semangat kemerdekaan yang makin erat. Dengan merayakan dan menjadikan HUT RI sebagai ajang silaturahmi SMA, sekaligus sebagai apresiasi seni siswa SMA.

Oleh sebab itu, Kami selaku osis SMA ingin mengadakan acara lomba-lomba dan pentas seni. Kami berharap dengan diadakannya acara ini menambah semangat juang kita dan juga dapat mengapresiasikan seni dengan bebas dan sekaligus menghibur seluruh warga sekolah.

B. DASAR KEGIATAN

Dasar kegiatan ini yaitu

1. Acara tahunan memperingati HUT RI

2. Menambah semangat juang kemerdekaan

3. Keputusan rapat osis dan pengurus osis SMA

C. TUJUAN KEGIATAN

Kegiatan ini dilaksanakan dengan tujuan sebagai berikut :

1. Sarana berkarya dalam seni oleh siswa

2. Sarana menjalin kebersamaan antar siswa

3. Ajang meningkatkan prestasi remaja melalui pentas seni dan lomba-lomba

4. Terjalinnya silaturahmi warga sekolah, terutma siswa

D. JENIS KEGIATAN

Kegiatan ini diisi dengan :

1. Lomba-lomba antar kelas

2. Penampilan band oleh siswa

E. WAKTU DAN TEMPAT KEGIATAN

Kegiatan ini akan dilaksanakan besok pada:

Hari, tanggal : Jumat-sabtu, 18-19 Agustus 2008

Pukul : 07.00 s/d selesai

Tempat : SMA

F. PESERTA KEGIATAN

Peserta kegiatan ini adalah Pembina, pengurus osis serta seluruh siswa

G. SUSUNAN PANITIA

Pelindung dan penanggung jawab : Bp Kepala Sekolah

Penasehat : Bp Wakil kepala sekolah

Pelaksana

Ketua : Sukindar

Wakil Ketua : Fandi

Sekretaris : Farto

Bendahara : Didit

H. RENCANA ANGGARAN BIAYA

Kegiatan ini direncanakan membutuhkan biaya untuk :

1. Sewa speaker , sound Rp 4.000.000,-

2. Panggung Rp 1.000.000,-

3. Dekorasi Rp 1.000.000,-

4. Peralatan lomba Rp 2.000.000,-

5. Hadiah lomba Rp 2.000.000,-

6. Dokumentasi Rp 1.000.000,-

7. Konsumsi Rp 1.000.000,-

Total Biaya Rp 12.000.000,-

I . PENUTUP

Akhirul kata, semoga apa yang diharapkan dan ditujukan melalui kegiatan ini dapat dicapai bersama, dengan semangat juang tinggi. Untuk itu kami selaku panitia osis memohon bantuan dan dukungan Bapak/ibu semua. Demikian proposal kegiatan acara memperingati HUT RI kami sampaikan. Atas dukungan dan partisipasinya kami ucapkan terima kasih.

Karanganyar, 03 agustus 2008

lionel messi

2011-04-02T03:50:00.000-07:00

Profile :
Full name: Luis Lionel Andrés Messi
Birth day: June 24, 1987
Birthplace: Rosario, Argentina
Nationality: Argentinian
Other nationality: Spanish

EU passport: Yes
Height: 169 cm
Weight: 67 kg
Club: FC Barcelona
Position: Forward
Debut: 17 November 2003
Lionel Andrés Messi (born June 24, 1987 in Rosario) is an Argentine football (soccer) player.

Lionel Messi started playing football at a very early age in his hometown's Newell's Old Boys. From the age of 11, he suffered from a hormone deficiency and as Lionel's parents were unable to pay for the treatment in Argentina, they decided to move to Barcelona, Spain.
In the 2003-2004 season, when he was still only 16, Messi made his first team debut in a friendly with Porto that marked the opening of the new Dragao stadium. The following championship-winning season, Messi made his first appearance in an official match on October 16, 2004, in Barcelona's derby win against Espanyol at the Olympic Stadium (0-1).

With several first team players seriously injured, the services of several reserve team players were called upon, and Messi became a regular feature of Barça squads. On May 1, 2005, he became the youngest player ever to score a league goal for FC Barcelona - against Albacete when Messi was only 17 years, 10 months and 7 days old.
He was offered the chance to play for the Spain national football team, but declined, prefering to wait for the opportunity to play for the country of his birth. In June 2004 he got his chance, playing in a U-20 friendly match against Paraguay.
Lionel Messi wearing FC Barcelona's colorsIn June 2005 he starred for the Argentina U-20 team that won the Football World Youth Championship played in The Netherlands.
Messi picked up the Golden Boot as top scorer with 6 goals, and the Golden Ball for the best player of the tournament. Despite his youth, Lionel has already drawn comparisons with Diego Maradona, arguably the best football player of all time.

On September 25, 2005 Messi obtained a Spanish citizenship and was finally able to make his debut in this season's Spanish First Division. He had previously been unable to play because FC Barcelona had filled up all of their quota of non-EU players.

Messi's first outing in the UEFA Champions League at the Nou Camp was on Sept 28 against Italian club Udinese. He impressed with some great passing and a seemingly telepathic relationship with Ronaldinho that earned him a standing ovation from the 70,000-odd Nou Camp faithful. On December of that year, the Italian newspaper Tuttosport awarded him the Golden Boy 2005 title for the best under-21 player in Europe, over Wayne Rooney and Lukas Podolski

In September 2005, Messi was given an improved and extended contract until 2014.
source: wikipedia.org
GNU Free Documentation License

Penipuan GURU FISIKA

2010-08-03T19:28:00.000-07:00

MENIPU GURU FISIKA

Pengalaman pribadiku kelas 1 sma tak terlupakan

Maaf buat Bp santoso...............!!!!!

Seting : X.ICT.1

Hari/Tanggal : Rabu,4-November-2009

Jam : 1-2

Tokoh : Bp. Santoso- Suparto - Danang dwi p - Baharudin Yudhi

Pada saat kami sedang palajaran fisika . pak guru mengabsen satu per satu siswa yang tidak merangkum tugas. Saat itu suparto kebingungan karena tidak merangkum karena minggu kemarin dia tidak masuk . setelah itu dia meminjam buku nya kepada yudhi

Parto : “yud. Jilih bukumu aku urung garap! “

Yudhi : “yo. Kowe dek mben ra mlebu to?.”

Danang : “nyo to tak jilih’i bukuku we …..”

Parto :”la kuwi gone sopo?”

Danang : “ ngon ku aku duwe catatan loro!”

Yudhi : “nyo to”

Parto : “la mengko nek di takok’I piye?”

Yudhi : “ seng penting numpuk!”

Parto : “ engko nek di takok’i di garapke mbakku we yoo”

Yudhi : “ karepmu”

Setelah beberapa saat tiba giliran parto….

Bp. Santosa : “ini punya siapa?”

Parto :”punya saya pak!”

Bp santosa :”kok namanya Danang dwi p ?. danang kesini !”

Kemudia danang ke depan ….

Bp santosa : “ ini punya kamu nang ?”

Danang : “iya pak “

Bp santosa : “ kok bisa di bawa parto?”

Danang :”gak tau pak !”

Bp santoso : “ini tulisanmu to?”

Parto : “bukan pak, tulisan mbak saya!”

Bp Santosa :”mbak kamu namanya siapa kelas berapa?”

Parto :”siska pak , kuliah D3”

Bp Santosa :”kok tulisannya cewek jelek kaya gini?”

Parto : “ iya pak, Alifah aja yang cewek tulisannya jelek !”

Bp Santosa :”alifah sini bawa catatanmu!”

Alifa :”ya pak....!!!”

Alifahpun ke depan dengan membawa catatannya. Setelah itu semua di suruh membandingkan antara tulisan alifah dengan tulisannya mbaknya parto..

Bp santosa : “sekarang kamu mengaku saja, ini punya siapa?”

Parto :” iya pak . itu punyanya danang”

Bp Santosa :”benar nang ini punyamu “

Danang :”benar pak itu punya saya . saya punya catatan dua”

Bp Santosa :”kenapa kalian berbohong kepada saya?”

Parto &danang : terdiam.

Setelah itu kami dinasehati bahwa kebohongan satu saja dapat menjadi lebih besar. Dan ini merupakan penipuan berencana. Dan kami di suruh memninta maaf keapada alifah dan membuat sekenario ini

Selesai………

Mengetahui,

Guru Mapel fisika wali kelas X.ICT.1

Bp. Santosa Bp. Sumarwanto

NB : - Pengalaman Pribadi

- Tidak untuk ditiru !!!!!!!

Naruto shippuden download versi HEMAT

2010-08-03T19:15:00.000-07:00

Episode NARUTO SHIPPUDEN Versi Hemat

NB: sebagian format *.rm bisa di buka lewat real Player ato bisa ubah format pake Format Factory

1. NS eps 160. Donlod disini….!!!

2. NS eps 161. Donlod disini….!!!

3. Ns eps 162. Donlod disini….!!!

4. Ns eps 163. Donlod disini….!!!

5. Ns eps 164. Donlod disini….!!!

6. Ns eps 165. Donlod disini….!!!

7. Ns eps 166. Donlod disini….!!!

8. Ns eps 167. Donlod disini….!!!

9. Ns eps 168. Donlod disini….!!!

10. Ns eps 169. Donlod disini….!!!

11. Ns eps 170. Donlod disini….!!!

biography CR7 copy of Radya-jeong

2010-07-30T16:51:00.000-07:00

Biography

Cristiano Ronaldo arrived in Manchester amid a media storm. Manchester United had managed to sign the player without the Press suspecting anything. As the Stock Market was told that the player had been signed, hundreds of journalists flooded up to Manchester to get a proper look at one of Manchester United`s youngest signings.
Ronaldo was born on the 5th February 1985, on the small island of Madeira, which is owned by the Portuguese. Named after Ronald Reagan, due to his father`s respect for the man, few would have gambled that this child would make it to the very top of the Football tree, especially with Madeira mainly being used
for farm-land. He has one brother and two sisters, and it is family whom he deems most important in his life at the moment.
It was on the dusty back-streets of this small island that Ronaldo learnt his first few tricks, and it was also on this Island that he was first scouted. By the age of twelve Ronaldo had established himself as the best player on the Island, able to use his ball skills and pace to get past full-grown defenders for Andorinha.
Having been recognised as a serious talent, all that was left was for the big Portuguese clubs to scrap it out for his signature. Though Porto and Boavista came in for him, he could only ever play for Sporting the club he supported as a boy.
He progressed slowly through the youth ranks, although all those who worked with him were impressed with the talent that he had for his age, as well as his maturity.
At the tender age of 17, Ronaldo was thrown in at the deep end with his first game against Moreirense. Two goals on his first appearance not only gave him his dream debut, but also endeared him to the fans, who soon learnt to chant for the ball to be passed to him. A goal against title-rivals Boavista also saw him rise to the top of the "Fan`s Favourites" list.
His skills were watched closely by all of the big clubs in Europe, including Liverpool and Juventus, in the U-17 European Championships. His dazzling skills put England U-17s out, and everyone who watched felt they had seen something special.
At the end of his first season at Sporting he was linked to Liverpool. Though he claimed he was extremely happy at Sporting, he was also flattered by the interest of such a big club, who used to do well in the Premier League.
Sporting finished top in the league, and Ronaldo was hailed as the future of the club, alongside Quaresma, another Portuguese Starlet.
As it was, both moved away, with the money on the table to much for the Portuguese club to turn down. Best-friend Quaresma ended up at Barcelona, whilst Ronaldo came to the bright red of Manchester.
The deal saw Ronald become the most expensive teenage signing in Britain, with Manchester United paying £12.24million over two seasons, in two equal payments. Those who had not seen him play baulked at the price such a lot of money for someone unproven!
Those who had seen the Man Utd vs. Sporting friendly just three days before, however, knew that this player was special. Playing for Sporting, Ronaldo had taken the game to the reds, and was the main reason that Manchester United lost 3-1. After the game, all the United players could talk about was how well Ronaldo had played, and they begged Sir Alex to buy him. Sir Alex had been following him for months, but decided that the time was right not least because other clubs were getting increasingly closer to buying him.
An so, on 12th August 2003, Cristiano Ronaldo held up the famous Red shirt, with his favourite number 7 (it is hero Figo`s number) for all the press to see.
A new star had been born.
His first performance for the club was against Bolton. He entered the fray with an hour gone, with United 1 0 up. A standing ovation from the fans at old Trafford did nothing to settle his nerves, but he rewarded the fans for their trust. A man-of-the-match performance followed, and Ronaldo became legend. He had a hand in two of the goals, won an unconverted penalty, and mesmerised the Bolton defence.
The next day the media proclaimed him one of the best players ever for United, comparing him with Red-Legend George Best. Much had been seen, but much is still to come.

Full Name	Cristiano Ronaldo dos Santos Aveiro not christina and christiano
Date of Birth	5th of February 1985 (Monday)
Place of Birth	Funchal (Madeira island, Portugal)
Nationality	Portuguese
Marital Status	Single
Current Girlfriend	None
Height	1.84m
Weight	78.00kg
City of Birth	Madeira
Zodiac Sign	Aquarius
Chinese Zodiac Sign	Ox
Favourite Colour	White

Childhood Nickname	Kluivert (from Patrick Kluivert)
Childhood Team	Sport Lisboa e Benfica
Childhood Hero	Maradona
Current Heroes	Luis Figo and Thierry Henry
Person you`d most like to meet	Mike Tyson
Favourite Moviestar	Jean Claude Vandamme
Favourite Movies	"The Sixth Sense" and "The Rock"
Favourite Actress	Angelina Jolie
Favourite Charlie`s Angel	Drew Barrymore
Favourite Music	Dance Music
Favourite meal	"Bacalhau a Braz" (a Portuguese cod fish, made with potatoes and scrambled eggs)
Drink	"Santal" (Regional fruit drink)
Hobbies	Going for walks, going to the cinema, listening to music and sometimes just spending time alone.
Girlfriend Status	No girlfriend

karya Tulis Dampak Internet Karya Radya

2010-07-30T16:45:00.001-07:00

DAMPAK INTERNET BAGI REMAJA

DISUSUN OLEH:

MAKHRUF . N

RADYA . M

X1.IPA ICT

SMA MUHAMMADIYAH 1 KARANGANYAR

Tahun Pengajaran 2008 / 2009

BAB I

PENDAHULUAN

1.1 LATAR BELAKANG

Internet adalah jaringan global antar computer di seluruh dunia untuk sarana berkomunikasi dari satu lokasi ke lokasi yang lain di belahan dunia, seperti perusahaan, institusi riset, universitas, perorangan, bank, ataupun stasiun televisi. Internet berfungsi sebagai alat komunikasi, penyedia fasilitas promosi dan penyedia informasi. Internet juga dapat menghububgkan kita dengan berbagai pihak di seluruh dunia. Misalnya kita kirim surat dengan berbagai pihak di seluruh dunia dengan menggunakan fasilitas E-MAIL (Electronic Mail). Selain menyadiakan fasilitas E-MAIL internet juga menyediakan fasilitas untuk ngobrol yaitu CHATTING. Keunggulan internet yang lain adalah USENET, yaitu furum yang disediakan yang disediakan di internet bagi pengguna internet untuk berbagi informasi dan pemikiran pada suatu topik melalui bulletin elektronok di internet. Dengan menggunakan forum yang di sediakan di internet ini pengguna internet dapat mengirim pesan mengenai topik yng bersangkutan dan menerima tanggapan dari pihak lain. Internet juga terhubung dengan ratusan katalog perpustakaan, sehingga pengguna internet bisa meneliti dan mencari data base yang disediakan untuk umum melalui jaringan internet tersebut. Jadi pengguna internet menggunakan informasi tersebut untuk berbagai keperluan.

Dan sekarang dalam dunia bisnis, internet di gunakan sebagai alat transaksi yang praktis untuk komunikasi antara perusahaan dengan pelanggan, tanpa harus memikirkan waktu dan lokasi. Sekarang ini banyak situs-situs yang melakukan transaksi penjualan barang dan jasa lewat internet, dan tentunya kalo kita ingin berbelanja secara online harus memekai kartu kredit, jadi transaksi itu lewat internet. Dan sekarang juga banyak situs-situs yang menyediakan peluang bisnis di internet yang memberikan penghasilan luar biasa tanpa harus mengeluarkan modal yang besar.

Internet, sebuah kata uang tidak asing lagi di telinga setiap orang, terutama kaum remaja yang senantiasa bergaul dengan dunia yang berteknologi ini.

1.2 RUMUSAN MASALAH

Rumuasn masalah yang diangkat dalam penelitain ini adala:

Bagaimana Dampak Internet Bagi Remaja?

1.3 TUJUAN KARYA TULIS

1. Mengetahi dampak internet bagi remaja.

2. Menembah pengetahuan tentang dampak internet bagi remaj.

3. Memenuhi tugas pelajaran Bahasa Indonesia.

1.4 METODE KARYA TULIS

Metode yang di gunakan dalam karya tulis ini adalah metode kepustakaan yaitu, metode dengan mengambil data atau materi dari bahan pustaka yang relevan dengan bahan karya tulis. Selain itu metode yang di gunakan adalah metode observasi yaitu, metode dengan pengumpulan data dengan menggunakan indra penglihatan. Selain itu juga mencari bahan dari media internet.

BAB II

LANDASAN TEORI

2.1 ASAL USUL INTERNET

Pada awalnya internet adalah jaringan computer yang di bentuk oleh Departement Pertahanan Amerika Serikat pada tahun 1969, melalui proyek ARPA yang disebut ARPANET (Advanced Research Project Agency Network), dimana mereka mendemontrasikan bagaimana dengan HARDWARE dan SOFTWARE computer ynag berbasis UNIX , kita bisa melakukan komunikasi dalam jarak tak terhingga melalui saluran telepon. Proyek ARPANET merancang bentuk jaringan, kehandalan, seberapa besar informasi yang dapat di pindahkan, dan akhirnya semua standard yang mereka tentukan menjadi cikal bakal pembangunan protocol baru yang sekarang dikenal sebagai TCP/IP (Transmision Control Protocol/Internet Protocol).

Tujuan awal di bentuknya proyek itu alah untuk keperluan militer. Pada saat itu Departement Pertahanan Amarika Serikat (US Departement of Defense) membuat system jaringan computer yang terbesar dengan menghubungkan komputer-komputer di daerah vital untuk mengatasi masalah bila terjadi serangan nuklir dan untuk mengatasi informasi terpusat, yang apabila terjadi perang dapat mudah di hancurkan. Pada awalnya ARPANET hany menghubungkan 3 situs saja yaitu Stanford Research Institute, University of California, Santa Barbara, University of Utah, dimana merekan membentuk satu jaringan terpadu di tahun 1969, dan secara umum ARPANET diperkenalkan pada bulan oktober 1972. Kemudian ARPANET di pecah menjadi 2, yaitu “MILNET” dan “ARPANET”.

“MILNET” untuk keperluan militer dan “ARPANET” baru yang lebih kecil untuk keperluan non-militer seperti, universitas-universitas. Gabungan kedua jaringan akhirnya di kenal dengan nama DARPA internet , yang kemudian di sederhanakan menjaadi internet.

Selain itu tim Berners-Lee juga membuat program browser petama dan server WWW pertama di dunia. Saat ini browser yang sering di gunakan adalah Internet Explorer, Netscape, Mozilla. Berners-Lee juga membuat piranti lunak yang mendefinisikan Hyper Text Merkup Language (HTML), Uniform Resource locator (URL), dan Hyper Text Transfer Protocol (HTTP). Kesemua aplikasi ciptaanya tersebut saat ini dipergunakan banyak orang unutk menampilkan isi sebuah situs dan protocol bagaimana situs-situs dapat ditemu-

kan di internet dan berkomunikasi satu sama lain. Itulah mengapa tim Berners-Lee dipercaya menjabat sebagai pengarah World Wide Web Consortium.

Penemuan Tim Berners-Lee atas World Wide Web sendiri diawali ketika ia bekerja di CERN, laboratorium fisika partikel milik Eropa di tahun 1980. Pada saat itu dia hanya dikontrak bekerja selama 6 bulan sebagai perekayasa piranti lunak (software engineer). Oleh karena CERN merupakan institusi multi-nasional, Berners-Lee ingin membuat suatu software yang dapat menghubungkan data-data dan informasi yang dia miliki dan para peneliti lainnya agar lebih efesien. Berners-Lee kemudian menamakan software tersebut Enquire, kependekan dari Enquire Within Upon Everything, judul ensiklopedia yang dia ingat pada masa kecilnya. Software ini kemudian dikembangkannya di luar CERN, sehingga akhirnya berkembang pesat secepat perkembangan jaringan Internet itu sendiri.

Pada tahun 1991 Berners Lee kemudian memperkenalkan browser pertama. Pada waktu itu browser ini belum banyak dipergunakan media WWW, hingga beberapa tahun kemudian Marc Andressen meluncurkan browser yang lebih populer, Mosaic. Jika Marc Andressen maupun ilmuwan lainnya berhasil menjadi milyuner berkat ciptaannya, Tim Berners-Lee justru memilih tidak mematenkan penemuannya dan tetap konsisten pada bidang penelitian dan pengembangan teknologi. Sikapnya yang rendah hati ini justru mengundang kekaguman dan pujian dari banyak pihak. Diantaranya adalah dari Ratu Elizabeth II sendiri yang menganugerahkan gelar kebangsawanan kepadanya. Selain itu Berners-Lee juga mendapatkan penghargaan Millennium Technology Prize yang merupakan penghargaan bidang teknologi terbesar di bumi pada saat ini. Selain itu peraih penghargaan ini merupakan pemenang pertama hadiah tahunan anugerah Yayasan Penghargaan Teknologi Finlandia.

Saat ini, Tim Berners Lee menjabat Direktur World Wide Web Consortium (W3C) yang berkantor di Massachussets Institute of Technology. W3C adalah sebuah organisasi yang memiliki 400-an anggota dengan staf sekira 40 orang yang tersebar di seluruh dunia.

Tujuan World Wide Web Consortium sendiri adalah mengembangkan teknologi yang dapat digunakan lintas platform (interoperable technologies), menetapkan spesifikasi, aturan-aturan, menciptakan berbagai piranti lunak dan alat-alat lainnya yang dapat mengoptimalkan penggunaan temuannya, World Wide Web. Anggota World Wide Web Consortium terdiri dari Microsoft, Adobe, Intel, Macromedia, Oracle, dan masih banyak lagi. Mereka bekerjasama mengembangkan teknologi yang mengeksploitasi WWW agar dapat digunakan oleh lebih banyak orang.

BAB III

ISI

3.1 MANFAAT INTERNET BAGI REMAJA

3.1.1 UMUM

Umum menurut Kamus Besar Bahasa Indonesia berarti untuk orang banyak (1996:1103). Berdasarkan suvey di Amerika Serikat membuktikan jika berselancar di dunia maya, bermain game online, dan bermain situs jejaring sosial justru baik bagi perkembangan remaja. Digital Youth Project yang disponsori MacArthur Foundation selama tiga tahun berhasil membuktikan internet baik bagi perkembangan remaja. Proyek yang dilakukan selama tiga tahun itu melibatkan 800 remaja dan orang tua untuk mengetahui peningkatan kemampuan teknologi remaja. Hal ini juga mematahkan anggapan para orangtua yang menyatakan bermain internet hanya membuang waktu saja.

3.1.2 DALAM PENDIDIKAN

Internet merupakan sebuah layanan yang memudahkan kita menambah wawasan, berkomunikasi, dan juga memudahkan kita untuk mencari suatu bahan yang mungkin sulit dicari secara nyata. melalui akses dunia maya internet ini, kita dapat menambah wawasan, berkomunikasi jarak jauh dan juga mencari informasi yang sangat kita butuhkan. Dalam dunia pendidikan internet dapat membantu siswa untuk mengakses berbagai informasi dan ilmu pengetahuan serta sharing riset antarsiswa terutama dengan mereka yang berjauhan tempat tinggalnya.

3.2 DAMPAK NEGATIF

Aneka macam materi yang berpengaruh negatif pun bertebaran di internet. Misalnya: pornografi, dan sejenisnya. Berita yang bersifat pelecehan seperti pedofolia, dan pelecehan seksual pun mudah di akses di internet oleh siapapun. Dan barang-barang seperti viagra, alkohol, dan narkoba pun banyak di tawarkan di internet. Bahkan melelui internet orang juga melakukan penipuan dan pencurian.

Internet, kata yang tidak asing lagi di teling banyak orang, terutama para remaja. Internet dapat kita akses di mana saja, dengan bermodalkan telepon selular yang memiliki koneksi internet, internet dapat di akses dengan mudah melalui telepon selular. Jika tidak di setiap kota pasti terdapat sebuah warung yang menjual jasa internet atau yang biasa di sebut ”warnet”, dengan adanya internet, akses atau jalan terhadap penyampaian informasi-informasi yang ada didunia ini dapat diambil dengan mudahnya seraya membalikkan tangan atau mengejapkan mata, banyak ilmu pengetahuan yang begitu melimpah disana, informasi mengenai apapun dapat kita temukan di jagat internet ini, para remaja tidak luput dengan yang namanya informasi dan ilmu pengetahuan, internet ini adalah media yang paling efektif dan mudah untuk didapatkan dan diakses oleh siapa saja dimanapun, walaupun tak dapat dipungkiri bahwa karena adanya kebebasan ini dapat terjadi pula penyalahgunaan fasilitas internet sebagai sarana untuk kriminalitas atau asusila.

Bagi pelajar yang baru mengenal internet biasanya menggunakan fsilitas ini untuk mencari hal-hal yang kurang berguna atau hal-hal yang aneh. Seperti gambar-gambar yang tidak senonoh, atau video yang bersifat pornografi atau asusila, atau yang lainya yang dapat mempengaruhi jiwa dan kepribadian diri siswa itu sendiri, sehingga dapat mempengaruhi siswa dan dapat mengganggu konsebtrasi belajar siswa di sekolah. Namun tidak semua siswa melakukan hal seperti ini, hanya sedikit pelajar yang usil saja yang dapat melakukanya karena kurang memiliki rasa tanggungjawab terhadap diri pribadi dan sekitarnya. Namun pada umumnya internet di gunakan oleh stiap pelajar untuk mencari atau mendapatkan informasi.

remaja adalah makhluk yang rentan terhadap perubahan disekitarnya, dia akan mengikuti hal yang paling dominan yang berada didekatnya jadi kemungkinan terjadinya perubahan yang drastis dalam masa-masa remaja akan mendorong kearah mana remaja itu akan berjalan, kearah positif atau negative tergantung dari mana di memulai.

Remaja yang kesehariannya bergaul dengan internet akan lebih tanggap terhadap perubahan informasi disekitarnya karena ia terbiasa dan lebih mengetahui tentang informasi-informasi tersebut sehingga dia lebih daripada yang lainnya. Tetapi selain itu, remaja yang memiliki kecenderungan pada hal yang negatif justru sebaliknya, dia akan nampak pasif karena hanya diperbudak oleh kemudahan dan kekayaan informasi dari internet tersebut. Oleh karena itu harus di imbangi dengan pengetahuan yang lain yang bukan dari internet agar seimbang tidak ketagihan dengan internet.

BAB IV

PENUTUP

4.1 SIMPULAN

Di negara kita Indonesia tercinta ini sudah mulai banyak sekolah-sekolah yang memanfaatkan internet sebagai sarana penting dalam kegiatan pembelajaran. Banyak manfaat yang mereka peroleh dari internet, terutama dalam proses komunikasi dan penggalian informasi, namun tidak sedikit yang menyalahgunakan penggunaan internet itu.

4.2 SARAN

Sebaiknya para remaja dapat memanfaatkan media internet secara maksimal dalam peningkatan kualitas diri sekaligus peningkatan sumber daya manusia seutuhnya sebagai generasi penerus bangsa. Sebaliknya jangan sekali-kali menyalahgunakan penggunaan internet yang dapat merusak moral remaja sehingga kita dapat meneruskan cita-cita.

DAFTAR PUSTAKA

www.google.co.id

www.okezone.com

www.beritanet.com

Kamus besar Bahasa Indonesia

DAFTAR ISI

Kata pengantar………………………………………... i

Daftar isi………………………………………………. ii

BAB 1 PENDAHULUAN

1.1 Latar Belakang…………………. 1

1.2 Rumusan Masalah……………… 2

1.3 Tujuan Karya Tulis……………... 2

1.4 Metode Karya Tulis……………. 2

BAB 2. LANDASAN TEORI

2.1 Asal-Usul Internet……………... 3

BAB 3. ISI

3.1 Manfaat Internet Bagi Remaja... 6

3.1.1 Umum………………….. 6

3.1.2 Dalam Pendidikan……... 6

3.2 Dampak Negatif………………. 6

BAB 4. PENUTUP

4.1 Simpulan……………………… 9

4.2 Saran………………………….. 9

DAFTAR PUSTAKA

KATA PENGANTAR

Puji syukur atas kehadirat ALLAH Yang Maha Esa karena atas karunia-Nya penulis dapat menyelesaikan karya tulis yang berjudul ”Dampak Internet Bagi Remaja”.

Karya tulis ini di buat untuk memenuhi tugas pelajaran Bahasa Indonesia. Di samping itu penulis berharap dengan karya tulis ini mampu memberikan sedikit pengetahuan bagi penulis khususnya dan bagi para siswa pada umumnya.

Dengan terselesaikanya karya tulis ini, penulis mengucapkan terima kasih kepada banyak pihakyang telah membantu dalam pembuatan karya tulis ini yang tidak dapat disebut satu per satu.

Semoga karya tulis ini dapat bermanfaaat.

Karanganyar, 24 Mei 2009

Penulis

download-download

2010-04-09T18:37:00.003-07:00

~~My first blog ……hha~~

Bingung nih mau kasih apaan..biasanya Cuma bisa copy-paste aja..

Ga da inspirasi….hhe.. trus buka2 data (D;) laptop ..ternyata banyak juga masteran di laptopku dari pada disimpen Ndiri mending bagi2in aja dech….hhe…
selanjutnya............

1. Dreamscene

Buat Vista ataupun window 7 lo yang udah di crack dreamscene_nya. Dreamscene tu desktop video jadi desktop lo. Bias diksih video g Cuma gambar doank… g bikin bosen dech….

- Untuk downloadnya klik disini….!!!

2. GOm Player

Nih media player yang bagus buat fullsceen karna bias full layar penuh bias juga support subtitle beda sama window media player yang g bisa.

Gom player bisa bukak video *.fly *.wmv *.3gp and lainnya dech….

- Untuk downloadnya klik disini…..!!!!!

3. Picasa

Nih software buat bukak gambar . bisa juga buat edit gambar bisa ngilangin mata merah pad poto walaupun g sesempurna Photoshop tapi patut di install kog.. support ma google

- Untuk downloadnya klik dada dini …..eh maksudnya klik disini …..!!!!!

4. Anti netcut

Bisa dibilang netcut adalah software buat motong jaringan kalo kita ada di hotspot-an kadang g bisa konek bisa jadi itu di potong jaringan kamu oleh rang iseng pake netcut..

Tapi tenang aku punya nih anti netcutnya …Don’t worry be happy…heheh

- Untuk downloadnya klik disini…..!!!!!

5. Format factory

Jika kamu punya video yang format-nya flv atau yang lainnya ,mau kamu pindah ke Hp kamu ya g bisa lah Hp lu formatnya harus 3gp….. tenag aja aku punya format factory nih bisa buat format video kamu tu…

Selain video format factory juga bisa yang lainnya kog kayak gambar,mp3 and lainnya dech

- Untuk downloadnya klik disini…..!!!!!

6. Ultra iso

Ni software bisa buat bakar cd kayak Nero. Bakar cd/dvd image juga bisa ngopi cd/dvd ke bentuk image (*.iso) jadi bisa buat copy cd/ dvd…….

- Untuk download nya klik disini……!!!!!

7. Winrar

G asing lagi file dengan format (*.rar) & software ni wajib buat computer, buat ngompres file banyak jadi satu.

- Untuk download nya klik disini……!!!!!

8. Tune up

Nih utilities bisa buat ngubah-ubah tampilan maupun dalemanya computer. Nih software juga bisa buat ngecek file eror computer kamu and bisa defrag drive kamu.

- Untuk download nya klik disini……!!!!!

9. Anti deep freeze

Deep freeze tu sofwre bisa dikatakan buat ngunci drive jika HDD C: kamu ke deep freeze di jamin g bisa deh kamu rubah-rubah computer kamu mulai dari desktop aja g bisa apalagi
mau nginstal program pertam bisa ngrubah sih tapi coba restar atau shut down computer kamu kalo dihidupin pasti kembali lag kayak semula.

Kalo computer kamu di deep freeze orang iseng lah ataupun kamu lupa password deep freeze kamu tenang sekarang ada anti deep frezenya..

Buka aja anti deep frezeenya pilih versi deep freeze kamu lalu ok

Trus icon deep freeze kamu jadi du, buka icon dari deep freze jangan lupa klik sambil pencet shift pada keyboard lalu di ok, hilang dech iconnya. Trus buka icon yang sat

unya (pencet shift juga) jika masukin password langsung di ok aja otomatis deep freze akan terjebol trus terserah kamu mau apain ganti password atau non aktifin deep freeze kamu

- Untuk download nya klik disini……!!!!!

10. AVG free Edition

Nih anti virus yang dianjurkan buat window 7 meskipun banyak yang lainnya. Hhe

AVG yang free-free ajalah hha…. Buat update_nya kalo computer kamu konek bisa langsung download sendiri kog biasanya seminggu sekali download apdate_annya. Tapi buat computer home2 tu yang g bisa konek internet tenang bisa cari di warnet Tanya mbah GOOGLE. Karna ni AVG bisa di update lewat file….

- Untuk download nya klik disini……!!!!!

11. Folder lock

Dari namanya aja dah tau nih software buat nge_lock2. Membuat folder bisa terpassword , iamanlah buat data2 pribadi kita termasuk Bo**p-bo**p yang dilarang tu hhe… dijamin aman kog…..!!!

- Untuk download nya klik disini……!!!!!

2009-09-10T20:37:00.000-07:00