Siapa Aku

Setelah semua yang terjadi ternyata keberadaanku tetaplah maya. Eksistensi yang selama ini ku kira adalah diriku ternyata semu. Apakah aku? Siapakah diriku? Semakin kupahami diriku semakin samar keberadaanku. Apakah sebenarnya yang dapat menjelaskan keberadaanku? Apakah aku ada karena aku berpikir? Cogito ergo sum ? Ataukah aku sebenarnya tidak ada?
Berbagai pertanyaan yang aku mampu tanyakan. Apakah jawabnya? Apakah aku harus bertanya pada Orangtua Berambut Putih? Apakah dia cukup tahu tentang diriku? Ataukah aku yang harus mencarinya?
Kata Bapakku : Hanifan : Lurus maknanya orang itu harus lurus sesuai dengan aturan yang telah di tetapkan oleh agama. Jadilah anak yang berbakti pada orangtua, agama dan masyarakat.
Mong :Harimau maknanya sebagai seorang yang kuat di tengah rimba hidup. Tegar, tegas dan berpendirian.
Anggero:Mengaum maknanya berani mengutarakan kebenaran dengan lantang. Bahwa yang benar itu benar dan yang salah itu salah.
Kata Ibuku : Kamu anak satu-satunya dan sudah dibiayai untuk belajar sengan segala kekuatan maka mau tidak mau harus berhasil.
Kata Tunanganku : Kamu adalah masa depanku, segala harapanku ada padamu. Berusahalah mencapai cita-citamu sebelum kamu mengajakku pulang. Tanggung jawabmu untuk menafkahiku dan anak-anakmu!

lalu, siapa sebenarnya aku?

We Will Not Go Down Gaza - Michael Heart

WE WILL NOT GO DOWN (Song for Gaza)

(Composed by Michael Heart)

Copyright 2009

Versi Terjemahan Bahasa Indonesia secara bebas a la penggemarsetia

Kilau cahaya putih yang membutakan

Menyerang langit gaza malam ini

Orang-orang berlari mencari perlindungan

Tanpa tahu apakah mereka mati atau hidup

Mereka datang dengan tank-tank dan pesawat-pesawat

Dalam kobarang api yang membinasakan

Dan tak ada yang tersisa

Hanya suara yang berteriak dalam kabut

Kita tidak akan kalah

Di malam hari, tanpa perlawanan

Kamu(israel) bisa membakar masjid kami dan rumah kami dan sekolah kami

Tapi semangat kami tidak akan pernah mati

Kami tidak akan kalah

Di Gaza malam ini

Tanpa peduli, wanita dan anak-anak

Dibunuh dan dibantai malam demi malam

Sementara pemimpin terkenal dari negara yang jauh

Berdebat tentang siapa yang salah atau siapa yang benar

Tapi kata-kata lemah mereka tak berguna

Dan bom-bom tetap berjatuhan bagai hujan asam

Tapi dibalik airmata dan darah dan rasa sakit

Kalian masih dapat mendengar suara dibalik kabut

Kita tidak akan kalah

Di malam hari, tanpa perlawanan

Kamu(israel) bisa membakar masjid kami dan rumah kami dan sekolah kami

Tapi semangat kami tidak akan pernah mati

Kami tidak akan kalah

Di Gaza malam ini

Setelah tahu lirik seperti ini, siapa yang tidak terbakar hatinya?

Bukan lagi masalah muslim dan yahudi, masalah ini adalah antara keadilan dan kejahatan.

Apa yang dilakukan warga Gaza?

Anak-anak itu? Orang tua itu?

A little secret of keys

Do you ever fell confused when doing an equations and don't have equations editor in your program?
May be this post can help.
shortcut to create square

a² alt +2+5+3 = kuadrat ( square)

find out your self, don't fear to try!!!

make square in blogger or blogspot
membuat tanda kuadrat dan pangkat lainnya di blogspot, blogger

How To Teach Mathematics II

When looking to teach maths, sometimes you are faced with a complex curriculum which outlines various ways to manipulate numbers – these are not as easy to understand as the writers think – thus the following list outlines the ways to find your way through the maze!

Number Skills

Sorting- objects sharing a common attribute are grouped together.
One-to-one correspondence – this is necessary before counting can begin.
Counting- matching number names in one-to-one correspondence to a set of object.
Ordinality- ordering according to position
Cardinality- identifying sets that is the same number of members.
Conservation- recognizing that number is conserved whatever the arrangement of the members of the set.
Symbol recognition- recognising the abstract number symbol and relating them to the sound of the number words.
Place value- the position of a digit indicates its value, for example, 7, 73 and 741 each assign a different value to the digit 7.
Number operations
Addition- counting on from an identified point
Subtraction- taking away object from a set
- Working out the difference between 2 sets
Multiplication- adding equal sets (2+2+2=)
- enlargement (2,4,6,8,10)
- arrays e.g. 2 types of bread = 6 types of
3 types of fixing sandwich

Division- sharing amounts equally between a given number of sets.

Division- establishing how many sets of a given number can be made
There are 6 fish
(e.g. how many cats can have 3 fish each? )
Fractional parts-
1/3 can represent:
- one whole divided into there parts
- a share of a number that is divisible by three
- a share of a number less than three
- a share of a number not divisible by three
- a share of three
- a share of a number less than one

ALGEBRA- a generalisation of numerical relationships

Number patterns- portrayed numerically, algebraically and geometrically
e.g. patterns of number bonds
Patterns in place value
Patterns of multiplication and division
Patterns of equivalence and specific number patterns
Manipulation of unknown quantities.
- use of letters and symbols
- use of graphs and co-ordinates

Bibliography

How to teach maths by Stephanie C Mills 2008

Myers - Briggs Type Indicator INTRODUCTION!

Understanding one's temperament is a central part of any personal development. The purpose of this site is to give a detailed explanation about one of the most popular and influental psychological methodology known nowadays.

When Katharine Briggs and her daughter Isabel Myers designed Myers-Briggs Type Indicator(MBTI), they took Jungian typology as the basis. Here you will find some facts about Carl Jung, as well as the most important chapter of his book "Psychological types". Jung used 3 scales to measure people.

• The first one was (E)xtroversion vs. (I)ntroversion. This stands how people prefer to focus their attention(interest) and get/spend energy. In the extraverted attitude the energy flow is outward, and the preferred focus is on people and things, whereas in the introverted attitude the energy flow is inward, and the preferred focus is on inner thoughts and ideas.
  
  
• (S)ensing vs. i(N)tuition. Sensing and Intuition are the perceiving functions. They indicate how a person prefers to receive data from the environment around him. These are the nonrational functions, as a person does not necessarily have control over receiving data, but only how to process it once they have it. Sensing prefers to receive data primarily from the five senses(sight, hearing, taste, smell, touch), and intuition prefers to receive data from the unconscious, or seeing relationships via insights. Often it is called "sixth sense" or "gut feel".
  
  
• (T)hinking vs. (F)eeling. Thinking and Feeling are the rational functions. They are used to make rational decisions concerning the data they received from their perceiving functions, above. Thinking is characterized as preferring to being logical, analytical and thinking in terms of "true or false". Thinking decisions tend to be based on more objective criteria and facts. Feeling, which refers to subjective criteria and values, strives for harmonious relationships and considers the implications for people. Feeling decisions tend to be based on what seems "more good or less bad" according to values.
  
  
• And the 4th scale even it could be met in the Jungian works was truly added by Myers-Briggs team. (J)udging vs. (P)erceiving. It shows how people relate to the world around them. The J person tends to prefer to create and live in an ordered environment. Words like "structured" and "controlled" come to mind. Js tend to "plan their work and work their plan." They often come across as "decisive". The P individual tends to prefer a flexible, wait-and-see environment. Words like "spontaneous" and "adaptable" and "open-minded" best describe him or her.

All these scales explained above, describe contrasting preferences. Practically it is hard to find someone that is extrovert or thinking to the absolute extreme. He/she could be 80% thinking and 20% feeling type and usually one of the preferences is dominant. So using MBTI short-hand, we can describe people by their expressed preferences: ISFJ, ENTP, and so on. There are 16 different combinations of letters - giving us the 16 different "psychological types".

From : E-MBTI.com

Proof by Intimidation

Proof by intimidation is a jocular term used mainly in mathematics to refer to mathematical proofs which are so complex, so long-winded and so poorly presented by the authors that others are simply forced to accept it, lest they be forced to sift through its minute details. The term is also used when the author is an authority in his field presenting his proof to people who respect a priori his insistence that the proof is valid or when the author claims that his statement is true because it is trivial or because he simply says so. Usage of this term is for the most part in good humour, though it also appears in serious criticism. More generally, "proof by intimidation" has also been used by critics of junk science to describe cases in which scientific evidence is thrown aside in favour of a litany of tragic individual cases presented to the public by articulate advocates who pose as experts in their field.

Gian-Carlo Rota claimed in a memoir that the term 'proof by intimidation' was coined by Mark Kac to describe a technique used by William Feller in his lectures

taken from Wikipedia.com

Mock Mathematics

A form of mathematical humor comes from using mathematical tools (both abstract symbols and physical objects such as calculators) in various ways which transgress their intended ambit. These constructions are generally devoid of any "real" mathematics, besides some basic arithmetic.

Mock mathematical reasoning

A set of equivocal jokes applies mathematical reasoning to situations where it is not entirely valid. Many of these are based on a combination of well-known quotes and basic logical constructs such as syllogisms:

Example:

Premise I:	Knowledge is power.
Premise II:	Power corrupts.
Conclusion:	Therefore, knowledge corrupts.

This is used to demonstrate that studying causes one to fail.

Study = No fail	No Study=Fail
Study + No Study = Fail + No Fail
Study (1 +No) = Fail (1+No)
Study (1 +No) = Fail (1+No)
Study = Fail

There are also a number of joke proofs, such as the proof that women are evil:

Women are the product of time and money:	women = time × money
Time is money:	time = money
So women are money squared:	women = money2
Money is the root of all evil:	money = √evil
So women are absolutely evil:	women = (√evil)2 = abs(evil)

Another set of jokes relate to the absence of mathematical reasoning, or misinterpretation of conventional notation:

Examples:

That is, the limit as x goes to 8 from above is a sideways 8 or the infinity sign, in the same way that the limit as x goes to three from above is a sideways 3 or the Greek letter omega.

(That is, the "n" in "sin" cancels with the "n" in the denominator, giving "six" and 1 respectively.) See also Anomalous cancellation.

taken from Wikipedia.com