Heran

Akhir-akhir ni, hidup terasa seakan aku hanya terus 'berjalan', menjaga ritme, menjaga keseimbangan.

keep on walking and walking...

Yah, bukan berarti kerikil-kerikil itu lalu lenyap dan menampangkan jalan lurus mulus tanpa cacat terbentang di hadapku. Tapi tetap saja, goresan-goresan tak bertanggung jawab dari kerikil-kerikil menyebalkan itu tak terlalu menggangguku. Bukan, lebih tepatnya, tak terlalu kupedulikan. Atau tak lagi kurasakan?

Entahlah. Hanya saja, terasa seperti itu.

kakiku tak mungkin berhenti melangkah. Tapi, kalau kucoba perlambat sedikit tempo perjalananku, lalu kuperhatikan lagi jalan di hadapanku,

Aku tahu jalan mana yang harus kutempuh. bukan, lebih tepatnya, akan kutempuh.

Jalan itu masih berkelok-kelok, penuh kerikil-kerikil tajam berbagai ukuran. naik, turun, kadang berlubang atau tertutup lumut hijau tua licin atau pasir hisap membahayakan. Pokoknya, penuh tantangan. Sarat rintangan. bertabur jebakan.

tapi aku tak merasa apapun. takut, kaget, bahkan gugup atau pesimis pun tidak. Apalagi senang, lega atau bahagia. Tidak. tak ada emosi apapun. 

Saat kutengok ke belakangpun, dan kulihat jejak-jejakku yg beraneka ragam, terkadang dalam di lumpur atau bebercak darah kering, dan beberapa bahkan telah ditumbuhi rumput atau bunga, 

Aku tak merasa apapun.

Ah, ya. aku hanya merasa (atau lebih tepatnya berfikir?) satu hal. Heran. Hanya itu.

Questions of my Life--Where

Where am I?

Where did I come from?

Where am I head to?

Questions of my Life--Why

Why am I here?

Why do I have to be here?

Why am I questioning all of these?

Questions of my Life--What

What am I?

Am I the soul who felt everything?

Am I the body who walk and see?

Or am I only a mind who control this body?

What am I?

Plastik Pemakan Oksigen Nan Ajaib

Amosorb adalah bahan kimia serupa plastik yang mampu mengikat oksigen. Kemampuan ini oleh perusahaan pengemas makanan, Cadillac Products of Troy, Mississippi, AS, dibuktikan dengan cara melapiskan amosorb pada bagian dalam kantung pengemas makanan. Dengan demikian oksigen yang menyusup ke kantung bersamaan denganaktif.

Ketika diuji di lab. angkatan Bersenjata AS, terbukti roti yang tersimpan di dalamnya bisa tahan sampai tiga tahun! Pantas saja jika plastik amosorb bisa menyimpan makanan sampai berbulan-bulan. Di pasar swalayan ia bisa dipakai untuk mengemas buah dan salad agar tetap segar.

Bahan kimia lain yang juga mengikat oksigen dikembangkan di Australia oleh Commonwealth Science and Industrial Research Organisation (CSIRO). Cara kerjanya mirip Amosorb tapi agak lebih pintar. Molekul bahan kimia itu hanya akan aktif setelah menerima cahaya dengan panjang gelombang tertentu. Tentu lebih efektif, karena dalam praktik bahan kimia itu baru aktif bila mendapat penyinaran lampu pada akhir proses pengemasan.

Lain lagi yang dilakukan perusahaan Autralia Warenhandels. Bahan kimia pengawet "melebur" dalam plastik dan tidak mengikat oksigen, tapi menghilangkan gas-gas yang membuat buah cepat matang.

Buah matang akan melepaskan ethylene. Kemudian gas ini juga akan memicu pematangan buah di sekitarnya. Dengan hilangnya gas ethylene, proses pematangan buah bisa diperlambat. Dalam praktik, bahan kimia itu efektif memperpanjang kesegaran buah, sayuran dan bunga. Plastik anti pembusukan itu diharapkan bermanfaat di daerah tropika dan subtropika.

Bahan kimia yang sama juga mampu mengikat amonia dan hidrogen sulfida, gas berbau busuk yang dihasilkan oleh bahan organik yang membusuk. Ia juga bisa menghilangkan bau tidak sedap dari kantung sampah.***

Mimin Mutmainnah seorang fotografer freelance yang menimba ilmu di salah satu Collage di Singapura. Kini di Indonesia membuka studio fotografi yang banyak didatangi berbagai media dan even. Silahkan kunjungi website: www.scuoladifotografia.com

Teknologi Mikrohidro Mudah Dan Murah

Teknologi Mikrohidro Warga Gunung Sawur

Untuk menghasilkan listrik dengan sumber energi ramah lingkungan, dapat dilakukan teknologi mikrohidro yang mudah dan murah. Itu sudah dibuktikan Sucipto, seorang warga Dusun Gunung Sawur di lereng selatan Gunung Semeru, Lumajang, Jawa Timur, sejak 1985 pada usianya yang 22 tahun.

"Dasar teorinya ada, saya peroleh dari ST (sekolah teknik, setingkat SMP) dan STM (sekolah teknik menengah, setingkat SMA). Namun, pembuatan alat kelengkapan dan pengembangan teknik mikrohidro secara keseluruhan saya pelajari otodidak," kata Sucipto, saat ditemui di rumahnya, sekaligus untuk bengkel kerjanya, Selasa (21/7).
Untuk menghasilkan listrik dengan sumber energi ramah lingkungan, dapat dilakukan teknologi mikrohidro yang mudah dan murah. Itu sudah dibuktikan Sucipto, seorang warga Dusun Gunung Sawur di lereng selatan Gunung Semeru, Lumajang, Jawa Timur, sejak 1985 pada usianya yang 22 tahun.

"Dasar teorinya ada, saya peroleh dari ST (sekolah teknik, setingkat SMP) dan STM (sekolah teknik menengah, setingkat SMA). Namun, pembuatan alat kelengkapan dan pengembangan teknik mikrohidro secara keseluruhan saya pelajari otodidak," kata Sucipto, saat ditemui di rumahnya, sekaligus untuk bengkel kerjanya.

KOMPAS.

Surgical technologist

Surgical technologists are allied health professionals, who are an integral part of the team of medical practitioners providing surgical care to patients in a variety of settings. Surgical technologists work under medical supervision to facilitate the safe and effective conduct of invasive surgical procedures. Surgical technologists work under the supervision of a nurse or surgeon to ensure that the operating room or environment is safe, that equipment functions properly, and that the operative procedure is conducted under conditions that maximize patient safety. Surgical technologists possess expertise in the theory and application of sterile and aseptic technique and combine the knowledge of human anatomy, surgical procedures, and implementation tools and technologies to facilitate a physician's performance of invasive therapeutic and diagnostic procedures.^[1]

Employment of surgical technologists is expected to grow much faster than the average for all occupations. Job opportunities will be best for technologists who are certified. In fact, according to the Bureau for Labor Statistics,^[2] employment of surgical technologists is expected to grow 24 percent between 2006 and 2016, much faster than the average for all occupations, as the volume of surgeries increases. The number of surgical procedures is expected to rise as the population grows and ages. Older people, including the baby boom generation, who generally require more surgical procedures, will account for a larger portion of the general population. In addition, technological advances, such as fiber optics and laser technology, will permit an increasing number of new surgical procedures to be performed and also will allow surgical technologists to assist with a greater number of procedures.^[2]

Surgical technologists held about 86,690 jobs in 2006. About 75 percent of jobs for surgical technologists were in hospitals, mainly in operating and delivery rooms. Other jobs were in offices of physicians or dentists who perform outpatient surgery and in outpatient care centers, including ambulatory surgery centers. A few technologists, known as private scrubs, are employed directly by surgeons who have special surgical teams, like those for liver transplants.^[2]

Contents [hide] 1 History 2 Role 3 Training and certification 4 Earnings 5 Professional organization 6 Work environments 7 References 8 External links

[edit] History

The role of the Surgical Technologist began on the battlefields in World War I and World War II when the Army used "Medics" to work under the direct supervision of the Surgeon. Concurrently, medical "Corpsman" were used in the Navy aboard combat ships. Nurses were not allowed on the battlefield or aboard combat ships at the time. This led to a new profession within the military called Operating Room Technicians (ORTs).

On the home front they were all going overseas or performing duties in military hospitals. An accelerated nursing program with emphasis only on operating room technology was set up as an on-the-job training of nursing assistants who worked in the surgery department. These individuals studied sterilization of instruments and how to care for the patient in the operating room. Techniques, sutures, draping and instrumentation were emphasized; they also had to do clinical time in labor and delivery and the Emergency Room.

After the Korean War there were shortages of operating room nurses. Operating room supervisors began to recruit ex-medics and ex-corpsmen to work in civilian hospitals. These ex-military men functioned as circulators in the operating room while the scrub role or “instrument nurse” role was performed by the Registered Nurse. It wasn’t until 1965 that these roles were reversed.

In 1967 the Association of periOperative Registered Nurses (AORN) published a book titled Teaching the Operating Room Technician. In 1968 the AORN Board of Directors created the Association of Operation Room Technicians (AORT). The AORT formed two committees in 1969, The Liaison Council on Certification for the Surgical Technologist or LCC-ST (now known as the National Board of Surgical Technology and Surgical Assisting or NBSTSA) and the Joint Committee on Education. The first certification examination was given in 1970, and those that passed the certification examination were given a new title: Certified Operating Room Technician (CORT).

In 1973 AORT became independent of AORN and changed the title of the position to what it is today, Surgical Technologist. The AORT also changed their name to the Association of Surgical Technologists (AST). In 1974 an accreditation body was needed to ensure quality education of the ORT. The programs accredited by ARC/STSA (Accreditation Review Committee for Surgical Technology and Surgical Assisting) (formerly ARC-ST)are monitored for compliance with the standards. The ARC/STSA and AST board of directors recommends the Associates Degree as entry level surgical technology education.

AST has worked diligently since 1973 to promote excellence in surgical technology profession. Today Surgical Technologists taking and passing the national certification examination designed by the National Board of Surgical Technologists and Surgical Assistants (NBSTSA)earn the title of Certified Surgical Technologist (CST).^[1] Certification can be renewed by contact hours or re-examination.

[edit] Role

The following description of the surgical technologist has been approved by the American College of Surgeons^[3] and the Association of Surgical Technologists:^[1]

Scrub Surgical Technologist

The scrub surgical technologist handles the instruments, supplies, and equipment necessary during the surgical procedure. He/she has an understanding of the procedure being performed and anticipates the needs of the surgeon. He/she has the necessary knowledge and ability to ensure quality patient care during the operative procedure and is constantly on vigil for maintenance of the sterile field. Duties are as follows:

1. Checks supplies and equipment needed for surgical procedure
2. Scrubs, gowns, and gloves
3. Sets up sterile table with instruments, supplies, equipment, and medications/solutions needed for procedure
4. Performs appropriate counts with circulator prior to the operation and before incision is closed
5. Gowns and gloves surgeon and assistants
6. Helps in draping sterile field
7. Passes instruments, etc., to surgeon during procedure
8. Maintains highest standard of sterile technique during procedure
9. Prepares sterile dressings
10. Cleans and prepares instruments for terminal sterilization
11. Assists other members of team with terminal cleaning of room
12. Assists in prepping room for the next patient

Circulating Surgical Technologist

The surgical technologist assisting in circulating obtains additional instruments, supplies, and equipment necessary while the surgical procedure is in progress. He/she monitors conditions in the operating room and constantly assesses the needs of the patient and surgical team. Duties are as follows:

1. Obtains appropriate sterile and unsterile items needed for procedure
2. Opens sterile supplies
3. Checks patient’s chart, identifies patient, verifies surgery to be performed with consent forms, and brings patient to assigned operating room
4. Transfers patient to operating room table
5. Assesses comfort and safety measures and provides verbal and tactile reassurance to the patient
6. Assists anesthesia personnel
7. Positions patient, using appropriate equipment
8. Applies electrosurgical grounding pads, tourniquets, monitors, etc., before procedure begins
9. Prepares the patient’s skin prior to draping by surgical team
10. Performs appropriate counts with scrub person prior to the operation and before incision is closed
11. Anticipates additional supplies needed during the procedure
12. Keeps accurate records throughout the procedure
13. Properly cares for specimens
14. Secures dressings after incision closure
15. Helps transport patient to recovery room
16. Assists in cleaning of room and preparing for next patient

Second Assisting Technologist

The second assisting surgical technologist assists the surgeon and/or first assistant during the operative procedure by carrying out technical tasks other than cutting, clamping, and suturing of tissue. This role is distinct from that of the first assistant and may, in some circumstances, be performed at the same time as the scrub role. Duties include but are not exclusive to the following:

1. Holds retractors or instruments as directed by the surgeon
2. Sponges or suctions operative site
3. Applies electrocautery to clamps on bleeders
4. Cuts suture material as directed by the surgeon
5. Connects drains to suction apparatus
6. Applies dressings to closed wound

[edit] Training and certification

Educationally, surgical technologists graduate from surgical technology programs accredited through CAAHEP which relies on information on a program gathered by a collaborative effort of AST^[1] and ACS,^[4] by CAAHEP.^[5] CAAHEP is a recognized accreditation agency of the Council for Higher Education Accreditation (CHEA).^[6] In addition, surgical technology programs are located in educational institutions that are institutionally accredited by agencies recognized by the United States Department of Education (USDE) or The Joint Commission. The ARC/STSA is also a member of the Association of Specialized and Professional Accreditors (ASPA).

The following statement was developed by the American College of Surgeons’ Committee on Perioperative Care, and approved by the ACS Board of Regents at its June 2005 meeting. This statement was subsequently approved by the Association of Surgical Technologists, American Society of Anesthesiologists, American Association of Surgical Physician Assistants, American Association of Nurse Anesthetists, and American Society of PeriAnesthesia Nurses.

Surgical technologists are individuals with specialized education who function as members of the surgical team in the role of scrub person. With additional education and training, some surgical technologists function in the role of surgical first assistant. Surgical technology programs are inspected by the Accreditation Review Committee on Education in Surgical Technology—a collaborative effort of the Association of Surgical Technologists and the American College of Surgeons, under the auspices of the Commission on Accreditation of Allied Health Education Programs.^[5] Accredited programs provide both didactic education and supervised clinical experience based on a core curriculum for surgical technology.

Accredited programs may be offered in community and junior colleges, vocational and technical schools, the military, universities, and structured hospital programs in surgical technology. The accredited programs vary from nine to 15 months for a diploma or certificate to two years for an associates degree, which is the preferred entry level.

Graduates of accredited surgical technology programs are eligible for certification by the National Board of Surgical Technology and Surgical Assisting^[7] (NBSTSA), an administratively independent body from the Association of Surgical Technologists consisting of representative Certified Surgical Technologists, a surgeon, and the public.

The American College of Surgeons strongly supports adequate education and training of all surgical technologists, supports the accreditation of all surgical technology educational programs, and supports examination for certification of all graduates of accredited surgical technology educational programs.

[edit] Earnings

According to the Bureau for Labor Statistics, the median annual earnings of wage-and-salary surgical technologists were $36,080 in May 2006. The middle 50 percent earned between $30,300 and $43,560. The lowest 10 percent earned less than $25,490, and the highest 10 percent earned more than $51,140. Median annual earnings in the industries employing the largest numbers of surgical technologists were:

• Offices of physicians $37,500
• Outpatient care centers 37,290
• General medical and surgical hospitals 35,980
• Offices of dentists 37,080

Benefits provided by most employers include paid vacation and sick leave, health, medical, vision, dental insurance and life insurance, and retirement program. A few employers also provide tuition reimbursement and child care benefits.^[2]

According to the Mayo Clinic’s School of Health Sciences, the median annual earnings of surgical technologists in 2006 were $44,077. Salaries ranged from $34,410 to $54,204.^[8]

[edit] Professional organization

The professional organization for surgical technologists is the Association of Surgical Technologists (AST). Formed in 1969 with the support of the American College of Surgeons, American Medical Association (AMA), American Hospital Association (AHA), and Association of periOperative Registered Nurses (AORN), AST represents the interests of over 80,000 surgical technologists.

AST's primary purpose is to ensure that surgical technologists have the knowledge and skills to administer patient care of the highest quality and is the principal provider in conjunction with more than 40 state organizations of continuing education for surgical technologists. AST also works with ARC-ST and NBSTSA to set standards for education and certification and represents the profession at state and national levels to ensure graduation from an accredited program in surgical technology and that all surgical technologists attain the Certified Surgical Technologist credential as a condition of employment.

[edit] Work environments

• Operating rooms in hospitals.
• Central Sterile Processing in hospitals
• Dental and orthodontic offices
• Private surgical facilities
• Experienced surgical technologists may return to teach future technologists.
• Organ and Tissue donation organizations
• Veterinary clinics
• Military facilities
• Sales representatives in industry

Laba-Laba Nano, Robot Penghancur Kanker Dari Dalam Tubuh

KOLUMBIA (Berita SuaraMedia) - Para ilmuwan telah menciptakan robot mikroskopis dari molekul DNA yang dapat berjalan, berbalik dan bahkan menciptakan produk-produk kecil mereka sendiri di jalur perakitan skala nano.

Perangkat revolusioner yang dijelaskan dalam jurnal Nature ini di masa depan diharapkan bisa memimpin pasukan robot ahli bedah yang membersihkan arteri manusia atau membangun komponen komputer di dalamnya.

Diberitakan Daily Mail, salah satu pendukung proyek ini dari New York Columbia University ini bahkan telah mengembangkan robot laba-laba berukuran 4 nanometer atau sekitar 100.000 kali lebih kecil dari diameter rambut manusia.

Robot laba-laba ini diharapkan dapat berjalan sepanjang lintasan DNA. Dengan menggunakan alur yang sesuai dengan urutan, robot dapat dibuat untuk berjalan, berbelok ke kiri atau kanan sesuai alur untaian DNA.

Tubuh robot ini terdiri dari protein yang biasa disebut streptavidin. Melekat padanya kaki tiga 'enzimatik DNA' untai tunggal yang mengikat dan kaki keempatnya adalah untaian yang membawa laba-laba ke titik awal.

"Setelah robot dilepaskan dari pemicu, maka ia akan mengikat kemudian memotong untaian DNA," ujar Milan Stojanovic selaku ketua tim proyek. Setelah untaian dipotong, kaki robot mulai meraih jalur dan mencocokan DNA. dengan ini, robot dipandu ke jalur yang ditetapkan oleh peneliti.

Untuk melihat robot ini bergerak, para peneliti menggunakan mikroskop kekuatan atom. Hebatnya lagi, Robot ini bisa mencatat tanda-tanda penyakit pada permukaan sel, menentukan sel itu adalah kanker, menghancurkan sel kanker bahkan robot itu bisa memberikan senyawa untuk membunuhnya.

Rupanya 'DNA berjalan' ini sudah dikembangkan sejak dulu, namun mereka tak pernah mencapai prestasi seperti saat ini. "Robot itu bisa berjalan hingga 100 nanometer atau sekitar 50 langkah," ungkap Profesor Yan asal Arizona State University.

"Ini pertama kalinya sistem mesin nano digunakan untuk melakukan operasi. Sebuah kemajuan penting dalam evolusi teknologi DNA," kata Lloyd Smith dari University of Wisconsin, Madison. Hampir 6 miliar poundsterling diinvestasikan dalam penelitian dan pengembangan produk nano di seluruh dunia. (ar/dtk/ink) www.suaramedia.com

Nanorobot Mampu Jelajahi Pembuluh Darah

shutterstock

Ilustrasi

Kompas.com - Sejumlah ilmuwan AS telah mengembangkan robot berukuran partikel nano (nanometer > 10 pangkat -9 meter) yang mampu berselancar pada darah pasien hingga sampai ke tumor di mana robot tersebut bisa memberikan terapi yang dapat menghentikan aktivitas gen kanker. Penemuan ini dilaporkan dalam jurnal ilmiah Nature, Minggu (21/3).

Penemuan ini mengarah pada pendekatan baru yang disebut RNA (ribonucleic acid) interference atau RNAi. Zat kimia RNA ini berfungsi sebagai pembawa pesan yang penting fungsinya dalam proses pertumbuhan penyakit.

Puluhan perusahaan bioteknologi dan farmasi seperti Alnylam, Merck, Pfizer, Novartis, dan Roche sibuk mencari cara memanipulasi RNA untuk menahan gen-gen yang memproduksi protein penyebab penyakit turut berperan pada kanker, kebutaan, atau AIDS. Kesulitannya adalah bagaimana melakukan pengobatan pada target yang tepat di dalam tubuh.

Tim dari California Institute of Technology di Pasadena ini menggunakan teknologi nano untuk menciptakan robot superkecil yang dibalut protein transferrin mencari ujung saraf atau molekul sebagai pintu masuk pada berbagai tipe tumor. ”Ini merupakan studi yang pertama kali berhasil masuk ke sana dan menunjukkan mekanisme aksi mereka,” ujar Mark Davis, profesor teknik kimia yang memimpin tim itu.

Pendekatan Davis dan timnya adalah ketika partikel menemukan sel kanker dan memasukinya, mereka membelah diri, melepaskan RNA kecil yang mengintervensi yang mengeblok gen yang memproduksi protein penumbuh kanker yang disebut ribonucleotide reductase.
Dalam percobaan dengan penderita berbagai jenis tumor, tim itu memberikan empat kali dosis selama 21 hari dengan infus selama 30 menit. Contoh tumor dari tiga penderita melanoma menunjukkan bahwa partikel nano bisa masuk ke dalam sel-sel tumor dan mereka bisa melumpuhkan ribonucleotide reductase. Hasil penelitian akan digelar dalam pertemuan American Society of Clinical Oncology, Juni nanti. (REUTERS/ISW)

Sumber :Kompas ,Selasa, 23 Maret 2010 | 09:49 WIB

OK, it unusual for me to post song lyrics here. But this time I relly want to, because I really love this song, and I think this song is fit me well....

My Most Precious Treasure

Whenever our faces met, we would only fight

Even those were good memories

You taught me this. I’m not afraid anymore

No matter how difficult it is, I can grab hold of happiness, so…

Even alone, I’ll go on, even if it’s painful

I’ll definitely take along the dream I saw with you

Being with you was so wonderful, you and not anyone else

But when I woke up in the morning, you're not there

I felt like we could just have fun forever

I understand that I only felt that way

I no longer regret that I was born

Like the feeling after a festival, it’s lonely, but it's time to go

I’ll go anywhere with the things that I learned here

I’ll show that I can make the dream called happiness come true

Even if we’re apart, no matter how far apart we become,

I will live on in a new morning

Even alone, I’ll go on, even if I want to die

I’ll hear your voice telling me that I must not die

Even if it looks painful, even if I’m crying in loneliness,

Deep in my heart I feel your warmth

Turning and flowing along, time is transient

What happened then? I can’t remember

But if I try closing my eyes, I can hear someone’s laughter

Somehow, that is now my most precious treasure

Ichiban no takaramono

kao o awashitara kenkashite bakari

sore mo ii omoide datta

kimi ga oshietekuretanda mou kowakunai

donna fujiyuu demo shiawase wa tsukameru dakara

hitori demo yuku yo tatoe tsurakute mo

kimi to mita yume wa kanarazu motteku yo

kimi to ga yokatta hoka no dare demo nai

demo mezameta asa kimi wa inainda ne

zutto asondereru sonna ki ga shiteta

ki ga shiteita dake wakatteru

umaretekita koto mou koukai wa shinai

matsuri no ato mitai samishii kedo sorosoro ikou

doko made mo yuku yo koko de shitta koto

shiawase to iu yume o kanaete miseru yo

kimi to hanarete mo donna ni tookunatte mo

atarashii asa ni atashi wa ikiru yo

hitori demo yuku yo shi ni takunatte mo

koe ga kikoeru yo shinde wa ikenai to

tatoe tsurakute mo samishisa ni naite mo

kokoro no oku ni wa nukumori o kanjiru yo

megutte nagarete toki wa utsuroida

mou nani ga atta ka omoidasenai kedo

me o tojitemireba dare ka no warai koe

naze ka sore ga ima ichiban no takaramono

Tugas TIK

artikel tugas TIK saya ada pada
http://newbieamatiran-amateur.blogspot.com/2010/10/learning-with-technology-constructivist.html

yang saya ambil dari
http://www.mendeley.com/research/learning-with-technology-a-constructivist-perspective/

Learning with technology: A constructivist perspective David H Jonassen, Kyle L Peck, Brent G Wilson

A Constructivist Approach to Learning Learning with Technology: A Constructivist Perspective analyzes and advocates a different teaching methodology from the traditional teaching methodology. Although the focus of the book is on technology, the authors explain why the constructivist paradigm provides a more effective method for teaching students to think and to learn in all aspects of education. Constructivists contend that knowledge is constructed, emergent, and grounded in action or experience. Constructivism is relatively new to educational analysis; however, it is not new to the theory of knowledge. Teachers in the classroom and academics are the audience for this book. The authors not only argue for a change in the dominant paradigm of traditional teaching methodology, but also provide concrete examples of activities for using constructivism and technology to allow students to construct knowledge, to think and to learn. Constructivist learning emphasizes the five different attributes of meaningful learning which are (i) intentional learning, (ii) active learning, (iii) constructive learning, (iv) cooperative learning, and (v) authentic learning. Real learning requires combining the different elements of meaningful learning. The authors describe six ways to use technology and constructivist learning to allow students to construct understanding and learn. The authors describe the types of technology in very basic terms and the specific hardware and software that are required for the classroom in order to partake in the activities described in the book. For each technology, the authors describe activities and projects that can be used to facilitate learning. They also describe the learning process, the role of the student, the role of the teacher, and ways to assess the learning process. For example, the Internet can be used to allow students to construct complex knowledge bases. The Internet facilitates knowledge exploration by students. Students can find information on the Internet, create and build information through designing web sites, and communicate and share knowledge through the Internet. All five attributes of meaningful learning are employed in the activities described for using the tools of the Internet. Empowering learners to construct knowledge through active learning and the creation of learning communities can be achieved through the use of the Internet as a learning tool. Video is an additional technological tool the authors advocate to support constructivist learning. Under the traditional paradigm, film and videos are merely shown to students in a passive manner. Constructivist learning employs video as an active tool that requires learners to produce information, as opposed to consume information. Learners must be active, constructive, intentional, and cooperative to produce video. Newsrooms, talk shows, documentaries, theatre, and video conferencing are all examples of how students can use video to construct knowledge and communities of learning. Equally important, the authors provide rubrics for assessing the effectiveness of constructivist learning. The authors note that by using technology as the tool and constructivist learning as the methodology, assessment of learning is not a separate process after learning has occurred, but rather learning and assessment are coterminous. Rubrics are tools for assessing meaningful learning. The authors provide examples of different rubrics that can be used to assess learning. The authors emphasize that technology, similar to teachers, does not teach students; rather, students only learn when they construct knowledge, think and learn through experience. Technology is merely a tool to enable students to construct knowledge. Understanding cannot be conveyed to students through teachers or technology; rather, students construct understanding themselves through tools such as teachers and technology. The goal of this book is to advocate educational reform and change through constructivist methodologies by demonstrating specific examples of how the tools of technology can be employed to empower students to construct knowledge and meaning. The book embraces post-modernist thought without examining or explaining its theoretical underpinnings. The authors presume that the constructivist theory of knowledge should be accepted among educators without deconstructing the traditional paradigm. Numerous theoretical issues posed by this book require further thought and analysis. At the end of each chapter, the authors pose "things to think about" and list numerous questions for further discussion. These questions pose a beginning for future thought on this topic, but the questions focus more on attempting to demonstrate why constructivist learning is a superior methodology to the traditional educational methodology without showing how it is better. Constructivist thought raises serious and significant issues as to how to best educate students. Although technology is an important tool for education, it is not the only tool. The book raises many questions of how constructivist learning could be employed in the field of education to increase knowledge and critical thinking. The authors recognize that change is difficult to effect in society and in education. The book provides a different way to think about technology in the classroom and how technology can best be employed in the learning process. Constructivist learning places the ultimate burden of learning on the learner as opposed to the tools employed to learn, which includes teachers and technology. Constructivism may provide the impetus necessary to reform education. Rating: 4 Extended essay This book is a very long essay into how to use computers to help students learn. It begins with a short and very readable explanation of constructivism, one of the first that I've been able to understand. It then goes on to argue for constructivist uses of technology in the classroom, suggesting ways to use technology to do more than drill and practice or even simple training in productivity software. The main technology topics in the book are: video; hypermedia; e-mail, chat, and bulletin boards; and simulations. Many examples of specific software or websites are examined in great detail, with suggestions about possible learning processes, student roles, teacher roles, and assessing learning. References and thought questions are presented after each chapter, and there is an index. Nevertheless, I wouldn't use this as a textbook in an introductory educational technology course where students have limited expertise with technology. I think it might work well, however, if the students are thoroughly familiar with technology and are ready to give careful thought to its role in the classroom.

I publish a new post in my other blog. If you wanna read it, please just visit http://nanashi7.blogspot.com/2010/09/i-want-more-blood.html
Comment please...
Thank you

Shield

I don’t think I’m fine right now. I really wanna know why. I really wanna tell someone about this. It’s not like I’m so full so that I’m ready to be blown up or burst out some of my feelings. It’s more like I’m lacking 'something'. I’m lacking this 'something', but it doesn’t make a painful and empty dark hole in me.

It’s hard to put it into words.

It’s like the strong shield that used to protect me, give me the feeling that I’m safe, is start to broke….not, it’s more like the shield isn’t as strong as it used to be. As if it’s getting very fragile.

Just like a bulletproof-glass turned into an egg’s shell……

Yes, it is very fragile now, but I can't break it from inside even if it does look as if even the slightest touch will make it crack.

And it feels really weird

Finally I Found It!

Yeeii!!!
Yeeii!!!
Yeeii!!!
Yeeii!!!
Banzai!!!

Finally I found it! The doujinshi that I've been looking for this whole time!
Uwaaa!!!I LOVE that site! It has many good quality doujinshi!!!

Thanks, Time

Owa.
nice to be able to write here again. Just wanna inform something...

Thanks to the 'time', finally i can get through it. I don't know how, though. First, I thought Time had healed me. He expelled that hole from me. Or He closed it for eternity. But I was wrong. That hole is still there. Even when I finished this post, it is still there. Sitting there without a single sound.

That hole isn't closed or anything. It's still as dark and deep as before.

But I am fine. Why, I wonder......

And I hope I would never felt thet pain anymore. That's enough.

Please, Just Go Away! Damn Hole!!

Owa.
Masih tulisan ga penting yg kutulis sambil nunggu download.

Akhir ini aku merasa agak...hampa. Kosong. Seakan ada sebuah lubang melompong di dada. Tak besar, sih. Cuma agak dalam. Entah kenapa. Hal itu makin terasa saat aku sendiri. Ya, kayak sekarang ni. Aku tak tahu kenapa. Bahkan ku tak tahu kapan this damn hole menganga.

Ck.

Aku tak tahu kenapa. Jadi tak mungkin menutupnya.
Lalu, aku harus gimana? Entahlah.

Bukan berarti aku putus asa. Hanya saja, entah sudah berapa cara kucoba untuk menutupnya. Tapi tetap tak bisa. Cara-cara itu hanya menutup lubang dengan selembar sutra tipis sementara. Tak lama, sehembus angin kan datang dan menyapu sutra nan lembut itu entah ke mana. Dan, lubang itu terbuka...bukan, terlihat kembali. Nyaris tiada guna, 'kan?

Dan setiap kali itu terjadi, lubang itu bahkan terasa makin dalam. Perih.

Ini semua jadi makin contradict. Aku ingin lubang ini segera tertutup, segera hilang tanpa bekas. Tapi, aku tak mau terluka lebih dalam. OK, I do love pain, but I don't want people to see me in pain. If I have to endure the pain more than this, I don't think I can hide it anymore.

lalu, bagaimana? Entahlah. Sudahlah. Aku sudah lelah. Biarkan waktu menutup lubang ini, jika ia bisa. Jika tidak, kuharap paling tidak ia bisa membuatku lupa akan keberadaan lubang ini, atau membantuku terbiasa debgan keberadaannya.

Aku menulis ini bukan untuk dikasihani, bukan pula untuk dibantu atau bahkan dimengerti. Aku hanya ingin memuntahkan sedikit gumpalan hitam diri. Sebagai salah satu cara untuk mencoba menutup lubang ini. meski sebenarnya, hasilnya tak jauh berbeda dibanding cara-cara sebelumnya, tapi tak apa. Segala cara patut dicoba.

Jadi, ini cuma salah satu keegoisanku. Aku tak pernah memintamu untuk membacanya. Tapi, yah, well, jikalau kau sudah telanjur membaca hingga bagian ini, thanks a lot, anyway.

Rose petals?- - - -part 1, maybe

Lots of red, bloody dots
Shining among the snowy white cloth
Wondering
How could it be?
Rose petals?

Feel something cold in my hand

Looking around, trying to figure out what the bloody hell happened

But suddenly I'm blind
not entirely blind, though
In my eyes, I could only see three colours
Bloody Red,
Pit, Dark Black,
and shining snowy white
Ah, there's one more
Sparkling silver in my palms
Ah, so this is the cold is coming from
From this silver knife

Hey, wait a minute
This knife's colour...is not only silver
There are red sparks on here and there
mostly on the sharp part..
I wonder what are they?
Rose petals?

Angkaku Selama Ini

Ini cuma tulisan egois tak bermutu yang kutulis sambil nunggu download...
Tak dibaca pun tak apa..

Aku sudah 'ada' di bumi yang indah ini selama 15 tahun 11 bulan 8 hari 18 jam 23 menit 45 detik. Itu berarti sekitar 5.813 hari. Sama dengan 139.530 jam atau 8.371.823 menit atau 502.309.425 detik.
Kalau misalnya dalam 1 menit aku menghirup nafas sebanyak 20x, artinya aku sudah bernafas sebanyak 167.436.640 kali. Dan misalnya lagi, dalam 1 menit jantungku berdegup sebanyak 90x, maka selama ini jantungku sudah berdetak paling tidak sebanyak 753.464.880 kali.

Tidakkah itu fantastis?

Ah, tidak juga. Karena semua orang pun mengalaminya. Bahkan banyak orang yang angkanya jauh jauh lebih menakjubkan ketimbang milikku.

Lalu?

Lalu apa?

Entahlah.

Hanya ini yang ingin kutulis. Kupikir dan kuharap akan bermakna. Yah, paling tidak, untuk diriku sendiri.
Karena aku tak pernah memintamu membacanya

Iri

Aku iri
pada awan
yang bisa bergerak bebas
tanpa peduli apa yang 'kan menghalangi
Aku iri
pada angin
yang gelitik lembutnya
selalu memetik tawa
mencipta ceria
pada siapa
dan apa yang ada
Aku iri
pada matahari
yang setia menyinari
memberi kehangatan
pada tiap insan

Aku iri
Lalu, apa?

Ya, aku iri
tapi kurasa tak perlu
memaksa Tuhan mengubahku
menjadi apa yang kuharap aku
sudah terlalu banyak keegoisan yang kulemparkan pada-Nya
hingga kurasa ku sudah tak pantas meminta
Biarlah aku
Temukan seiring waktu
Aku
dan diriku
yamg mau menerimaku

Your Existence Is Enough

Your existence
is enough
to make my days full of luck

Your existence is enough
to make the sun
shining brighter than ever

Your existence is enough
to make my heart
warm and full of love

Your existence is enough
to make me fall into happy tears
for the entire of my life

Your existence is enough
to fulfill all of my wishes

Your existence
Is enough