Supply Chain Development Essay Example | Topics and Well Written Essays - 1500 words

Supply Chain Development - Essay Example The supply management handles all these activities in addition to coordination of all the partners in the supply chain channel. As the world advances and more goods and services are being demanded by the ever increasing population in the whole world, there is need to put up systems that are both efficient and effective to aid in this conversion of products and consequent supply to the final consumer. The construction supply chain is one of the local supply chains; it involves the design and construction of building structures. Numerous supply chains all around the world have been developed to cater for the needs of the consumers in that chain. The world is under a great threat due to effects of environmental degradation that has lead to numerous negative effects such as global warming, climatic change, deforestations and desertification, polar ice melting, loss in the scenic beauty of the landscape, increase of tropical and other diseases, creation of huge dumping sites that lead to air, water and land pollution affecting the human, plant and animal life in general. Due to this pollution the human population is under threat. There is need to diversify and intensify any or all activity geared to reversing these hazardous effects. According to Friedman (2008), there is need for greening supply chains. This has been brought about by increased media attention; additional regulation and research by the scientific society showing that human activity directly influence the climatic changes. These human activities are the core business in supply chains. Some of the ways of improving the supply chain include; Maximizing the utilization of materials and machines The material and machines form the core of every supply chain. Raw material are used virtually everywhere. In construction various raw material and machines are used to design and construct different structures to be used by various entrepreneurs running the supply chains. All waste must be reduced by improving the construction material utilization, there is great need to evaluate every material be used in the supply chain construction and evaluate its importance, its effects to the environment and the by product or the waste. For example if plastic bags are used to pack different construction materials e.g. cement, Then within a short periods the whole environment will be littered with plastic bags, proper material utilization not only lead to reduction of environmental degradation but also lead to increased profit margin by the construction company. Machine effectiveness The effectiveness of various machines to convert goods/raw materials to finished product also affects the supply chain. Effective machines lead to greater efficiency in conversion of goods to finished product. Different construction materials undergo transformation before be used in design and construction. Because these materials are used in large quantities, there is need to use machines that will reduce any wastes as the waste generated by these processes generally effect the environment in the long run. Technological advancement Embracing technological changes is another method of championing improvement in the supply

Macro Econ Assignment Example | Topics and Well Written Essays - 500 words

Macro Econ - Assignment Example Therefore, scarcity will limit individuals on the basis of limited income, manpower and natural resources, and this puts a limit to the amount of products people have at their disposal. An economy’s income must be equal to its spending so as to ensure that there is a favorable balance of payments in the economy. For every buyer of a product there must be a seller, and this means that GDP, which is utilized in measuring the levels of expenditure and incomes must be equal. If the expenditures are more than the incomes, there is unfavorable balance of payments, and this implies that the economy is falling apart. The GDP deflator is used to measure the tracks of all new products that are produced domestically and represents the total worth of products produced in an economy in a specific period. The GDP deflator will measure the ratio of current price GDP to the real GDP and will show how much the change in GDP from the specific year relies on the changes in prices of products. The consumer price index (CPI) is used to study the total output of the economy, and it is a cost of living indicator and measures the total cost of products purchased by consumers I a country. It helps in determining the purchasing power currency has and compares this to past years to see determine the status of the economy. Higher savings lead to higher standards of living because savings are the chief source of capital, which is to some extent the backbone of an economy. Savings will refer to accumulated funds, and this implies that an entrepreneur can use these funds to make an investment in the future. For example, when starting up a new venture, an entrepreneur will either use their savings or borrow from various institutions so as to fund the start up. If people could consume everything and not save, it implies that there will be no funds to be used in future in the event that an investment opportunity comes up. Moreover, when an

Bodhisattva in relation to a discussion of love in Buddhism Essay Example for Free

Bodhisattva in relation to a discussion of love in Buddhism Essay In chapter three of â€Å"Dimensions of Love: East West† by James A. Mohler, titled, â€Å"When he (Bodhisattva) exerts himself for the good of others, he should be filled with love and love alone without any admixture of self-interest†, we see how one who has set out on a quest to become a successful Bodhisattva must incorporate love for others (Mohler, 1975). The very soul of the Bodhisattva is devoted to the spreading of love in his fellow men. In the coming paragraphs, light shall be shed upon the intricacies involved in the responsibilities that one finds himself subjected to when he chooses to travel on the path of the Bodhisattva. The analysis performed shall be in the light of the third chapter of the book as mentioned above while elaborating upon the various aspects of the Mahayana Bodhisattva. As we go along with the summarization and analysis of the article, we shall observe the factors that are of primary importance to the Mahayana Bodhisattva and what the life of the Mahayana Bodhisattva dictates. Karuna dictates a side of the code of conduct that Buddha presented known as ahimsa. It is no surprise that the presence of Karuna is in multiple religions and mostly in ones that originated around the same time as did Buddhism and Jainism. It is believed that this element of uniformity may have become prevalent as a result of the movement to discourage the growing bloodshed of that time. The essence of Karuna is to make sure that any element that can encourage or can potentially lead to the encouraging of harm is not promoted under any circumstances. Ahimsa is a unique method of resistance that is incorporated in Kural as well as in Buddhism and in all religions it remains an ideology that speaks of replying to adversity with a unique passive resistance that is composed of exercising good in reply to evil when subjected to evil. So much so that Tiruvalluvar suggests that since all souls are equal, hence pain inflicted by one upon another is nothing but pain inflicted on one’s self. This ideology revolves around the concept of â€Å"self-giving† According to Mahayana Buddhism, the ultimate achievement of inner peace is only possible once one has committed one’s self to serving others and the singular purpose of one’s life has become the spreading of love and peace amongst others. It can be seen how this approach results in the attainment of inner peace for one. The path of success for the bodhisattva does not revolve around any segment of society but unanimously declares that all segments of society, whether drenched in riches or dwelling in the bowels of evil, are to be helped in their journey through life and towards salvation. To the bodhisattva, his very existence makes him responsible to save the people in the world from misery and pain (Rinchen, 1997). Yet modern day religious scholars often argue that the degree of significance that Mahayana Buddhism places on Karuna down plays the element of intelligence. Not only is Mahayana Buddhism shown as an approach to life, but in Chinese Mahayana Buddhism, it is also given form and shape in the Goddess of Mercy Kuan-yin. Kuan-yin is a goddess of mercy in the sense that she looks down upon the world with sympathy for the less fortunate. So much so that according to an ancient Chinese proverb, it is believed that a goddess of mercy dwells in every home. In order to become a bodhisattva that is complete in his being, it is necessary to commit one’s being and one’s life to the bringing of peace and love to others. The bodhisattva is not one whose comprehension of the world around him is dictated by the degree of affluence or hardship that it holds. The bodhisattva is oblivious to such worldly factors in his beliefs and his world exists for the bringing of peace and tranquility to the worried and the pained around him. The bodhisattva does not differentiate between the beggar and the king and helps anybody who karma leads to him. They choose to stay indifferent of infatuation, loathing and recklessness in order to develop virtue within their being. Even the very prayer of the bodhisattva does not center around the person saying the prayer himself/herself but on the extent to which he can be of service to the people around him/her and lead them through the path to inner peace. The bodhisattva prays for the inner illumination of others once he/she has achieved it. The desire of the bodhisattva is only to bring others to the path of inner illumination and nirvana. In this quest, the bodhisattva does not refrain from undergoing any form of pain or discomfort. If the bodhisattva must, then he/she will gladly suffer through pain and torture if it can bring another person peace and tranquility. This aspect is dominant to such a significant degree that the bodhisattva does not even choose to give his family and his own being the comfort and the satisfaction that he chooses to ensure for those who come to him for help and assistance and for the enlightenment that he has achieved. The love of a mother holds monumental importance in the universe, and it is the nature of this very love that the Bodhisattva holds for all he beings around him (Beliefnet, 2008). To the common man, freedom and information are two of the most important elements of success in his life, however, to the bodhisattva, all these and similar elements remain little significance once he has achieved the complete incorporation of Karuna in his being. Needless to say, the bodhisattva feels the pain that the people around him feel and chooses to commit his being to the eradication of that pain. He considers himself to be of no more respect than the people around him and sees all the people as his equal. He does not consider his world in the perception of his own being but chooses to perceive it in the perception of the people around him. The two foundations of the perception that the Bodhisattva chooses to incorporate in his being are that firstly, he never treats people with bias or prejudice but chooses to treat everybody equally as he sets about to take away the misery and pain from their lives. Secondly, the Bodhisattva does not treat anybody in a way that they would not appreciate, but in a way that would make them comfortable and make them feel warm and welcomed in the discovery of their path to nirvana. Until and unless all the people in the world are relieved of the pain and misery that they suffer, the bodhisattva never accepts the ultimate blessing of nirvana even though it has been bestowed upon him. He believes that his true happiness will be brought by allowing the people around him to gain access to relief from suffering. He refuses to accept nirvana as his state of mind until he has eradicated pain and suffering from the world and he chooses to spend the entirety of his life in the pursuit of this quest. For the bodhisattva, the consuming of flesh is another matter upon which he exercises very rigorous rules. It is believed in ahimsa that the reincarnation of a man who consumes the flesh of other living entities will be in the form of carnivorous animals. Beliefs related to the discouraging of the consumption of flesh are the most strongest in eastern traditions like Jainism and Buddhism. The quest for taking away the suffering from all beings at the cost of giving away one’s own comfort is the most primary of priorities for the bodhisattva. The bodhisattva does not turn his back from hard times and does not feel scared of or threatened from adverse circumstances or situations that may cause any discomfort or harm to the bodhisattva. He is always willing to sacrifice himself so that others may have a better development of their soul. The bodhisattva vows and dedicates his life to fighting against all forms of pain, discomfort, evil and sin that plague the people of the world he has been made responsible for by the inner peace that he has achieved. To the Bodhisattva, the people who are spending their lives in the thirst for wealth and are engaging every instant of their limited life in the race to acquire worldly possessions and to satisfy worldly desires are people who are in the need of the Bodhisattva the most. It is these people that the Bodhisattva tries to save and tries to bring them to peace of heart and realization and achievement of nirvana. Hence, it is the singular presence of all of God’s creations that the Bodhisattva gives room to in his heart. His mind and heart continue to contemplate how he can be of service to the people who are ailed with the perplexities of the material world and are lost in the pain and misery that the world captivates them in. To the Bodhisattva, the only purpose in life is to bring deliverance to these sick souls. In this quest, the Bodhisattva is willing to sacrifice his life and his property if the time calls for it. Not only is the Mahayana Bodhisattva willing to sacrifice his very life but he does not refrain from sacrificing every possession that he holds to his name if he can rid somebody of pain and discomfort by doing so. A person who chooses to enter Mahayana Bodhisattva works on six aspects of his person (Essortment, 2008). These six aspects include that of generosity, ethics, patience, effort, concentration and wisdom. Generosity is a trait not very commonly found in human kind, the unselfish desire, to put others wants, needs, requirements and satisfaction before one’s own. One always searches for personal gain, a means to benefit oneself. But according to Buddhist teachings the potential to benefit ones self and by doing this, in turn benefiting countless others. This is the teachings of Buddhism, the need for self actualization in the form of selflessness, working for the good of others, concerning oneself with providing solutions for other suffering from the infliction of various situations. Ethics and moralistic virtue is one of the components of the 6 Perfections. Knowing the difference between right and wrong, good and evil and being able to hold a veneer of control over oneself, that is what Buddhism preaches. Patience corresponds to anger, and anger dominates a person’s actions in negative aspects. Therefore once again a veneer of calmness must at any cost take over the sensation of effused anger. Patience gives an aspect of happiness and peace. Effort is the driving force to achieve something this virtue is highly required to join the prestigious Bodhisattva. The reason for this is that in order to join, there are many virtues one must possess and if not possess then must procure within oneself, and for this relentless effort is required. Another key aspect that the Mahayana Bodhisattva spends time upon is Meditation. Meditation is the key for ultimate focus. Calm concentration helps one and heals others surrounding him. Distraction places a hurdle in focusing on things important, but meditation clears the mind of all else and focuses on what is required. Concentration creates clairvoyant abilities and provides focus on virtuous deeds. Besides mediation, knowledge and wisdom are the ultimate amalgamation of the other five perfections. To concern oneself in knowing taking precautions where necessary and controlling what when and where is the capability of wisdom. The Mahayana Bodhisattva believes that it is his purpose in life to ensure that the people who are happy always have smiles in their heart, that all the people who are plagued with disease find health and strength once more, that everybody finds the path to deliverance, that anybody who sets out on a journey reaches his destination safely and in time (Exotic India, 1998). All in all, the Mahayana Bodhisattva desires to take away all the pain in the world for his own self and replace it with nothing except joy and pure happiness. From the above elaboration of what the Mahayana Bodhisattva holds dear to himself, we can infer that the very establishment and fundamentals of Buddhism are based upon compassion. This compassion is unique in the sense that it is entirely selfless and comes from a soul that does not hold any concern for its own well being but believes that the completion of its existence will only be possible once it has spent its entire life in the quest for bringing peace and deliverance to the pained and troubled people of the world. The life of the Mahayana Bodhisattva is one plagued with pain and suffering from the apparent view of the person. But the fact of the matter remains that it is in this suffering and pain that the Mahayana Bodhisattva finds comfort. He finds comfort in knowing that he has given his share of happiness to somebody else and has therefore completed the purpose of his existence. Hence, we can conclude that attainment of material laurels is the least of concerns for the observer of Buddhism. In fact, Buddhism concentrates more on bringing sanctuary to people who are caught up in the web of the world and are suffering pain and misery because of it. Therefore, having become drenched in his responsibilities as a Mahayana Bodhisattva, the person becomes a reincarnation of the Buddha himself. References Beliefnet. (2008). What Mahayana Buddhists Believe . Retrieved February 13, 2009, from beliefnet. com: http://www. beliefnet. com/Faiths/2001/06/What-Mahayana-Buddhists-Believe. aspx Essortment. (2008). What is Bodhisattva? Retrieved February 13, 2009, from essortment. com: http://www. essortment. com/all/whatisbodhisat_rfld. htm Exotic India. (1998, October 27). The Bodhisattva Ideal. Retrieved February 13, 2009, from kheper. net: http://www. kheper. net/topics/Buddhism/bodhisattva. htm Mohler, J. (1975). Dimensions of love, East and West. Doubleday. Rinchen, G. (1997). The Thirty-Seven Practices of Bodhisattvas. Snow Lion Publications.

KTSP: Teaching English As A Foreign Language

KTSP: Teaching English As A Foreign Language In the course of history since 1945 (Independence Year), the national curriculum of Indonesia had undergone changed into several times, namely in 1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004 and the latest curriculum of KTSP 2006 (best understood as School Based Currriculum), those amendments are logically consequences of political issue, government system, social cultural, economic, science and technology changes in the living of state community (Soekisno, 2007, para. 1). Therefore, the curriculum as a set of educational plans should be developed dynamically in accordance with the demands and changes that occur in society. All Indonesias national curriculums were designed based on the same foundation, namely Pancasila (Philosophical foundation of the Indonesian Republic) and the 1945 constitution, the principal differences among those curriculums were only on emphasizing of educational goals and approaches to realize it. Continuing to improve the quality of education in order commensurate with others development countries, Indonesian government has made various changes, and continues to review the implementation of education in Indonesia. As known, the National Education Standards of Indonesia (BSNP) had regulated through Government Regulation (PP) No. 19 Year 2005 set eight contents of the Standards of Education, specifically Content Standard, Standard Process, Graduates Competency Standards, Educators Standards and Education Workforce, Infrastructure Standards , Management Standards, Financial Standards and Evaluation Standards. Simultaneously through that Government Regulation No.19 year 2005 affected to the direction of Indonesian curriculum development policies to implement its Content Standard (SK) and Graduate Competency Standard (SKL) where then being established through the Regulation of The Minister of National Education: Number 22, 23, 24 year 2006. These three regulations then further elaborated to be KTSP (School Based Curriculum) which is built and developed by each educational unit or school in Indonesia. According to Azumardi Azra (2006) explained that the changes in education in Indonesia means that there are two new paradigms emerged in education, shifting the orientation of the policy where previously being centralized to decentralized, then national education is more oriented to the learning process rather than results. Decentralized system means to implement the new breakthrough of School-Based Curriculum where much known as KTSP in Indonesia. KTSP which is then translated to be School-Based Curriculum (SBC), this kind of curriculum replaced its predecessor of Competence Based Curriculum (KBK) 2004. Mulyasa (2008) viewed nearly in every turn of the Ministry of Education will probably changes the curriculum. Its change of curriculum had implicated and affected the national education system of Indonesia; it had not only affected the learning climate in the classroom, as well as the readiness of the principal and subject teachers in effort to understand and apply the practice. In addition, Sutrisno Nuryanto (2008) viewed that the implementation has not optimally practice as a sequence of educational perpetrators who think KTSP differ with KBK. Meanwhile Suhadi (2006) argued in such of that assumption due to a priory attitudes and psychological resistance against the changes. Whereas the changes enhancing the operational practice of curriculum which are developed and implemented by each schools consisting of their own respective goals, local content perspectives, educational calendar and syllabus. KTSP which was being mandated by Ministry of National Education Indonesia (MoNE) through The National Education Standard Institution (BSNP) means to reinforce the implementation of its predecessor (read: KBK), it implies that KTSP still put pressure on developing students competencies, according to Fasli Bachruddin (2007) said that KTSP implementation will not be undergoing through a public test, because this curriculum has been tested through KBK which was being applied by several schools in a pilot project before the born of KTSP. This is then a following-up toward curriculum change in the context of regional autonomy and decentralization of education programmed by the government of Indonesia. The implementation of this curriculum is focused on three dimensions of students enrichment of knowledge (cognitive), attitude formation (affective) and behavior (psychomotor). On KTSP the school and teacher have an authority to decide the educational goals based on their own schools perspective, in other words, teacher have duties on: (1) construct and formulate the proper goal, (2) choose and construct the right lesson material according to the needs, interest and children development phase, (3) using various methods and teaching media, (4) and construct the program and the right evaluation. A curriculum should be made systematically and detail, which will ease the teacher on its implementation. However, KTSP faces major challenges related to integrate of local information, national, and international. Combining these integrations may only be solved by having resources which are prepared ahead of time, not by the teachers who prepared instantly through a variety of curriculum development assistance programs. More dangerous if the schools eventually just offered cheat or trace the guidelines were offered by National Education Standard (BSNP). If so, SBC will create the instant schools, stunted creativity while its very contrary to the mandate of the KTSP. Some of the reasons behind the needs for this research include (1) KTSP implementation needs to be evaluated simultaneously through qualitatively and quantitatively, and (2) the results of that evaluation can be made as the basic information for all policy decisions relate to educational elements in Riau Province especially at Indragiri Hilir Regency. Research Problem However, having launched on 2006, there were many issues discussed by experts and parties whose responsible for education, particularly in the implementation of School Based Curriculum (KTSP) which has inadequate human resources whose capable to interpret even elaborate it into the practice of educational unit , incompleteness of the supporting facilities of its implementation, the teachers do not understand KTSP as a whole, both in terms of concept and its implementation in schools and even still busy using the previous theory in the process of teaching and learning in classroom. In accordance with the principal of KTSP, all levels and types of education in Indonesia must develop their own curriculum based on their potential areas and students. This is supported by Minister of National Education Regulation No. 22 of 2006 on the Content Standards, as well as Minister of National Education Regulation No. 23 of 2006 on Graduates Competency Standards (SKL), these regulations mandate to the schools in order being required to prepare their own curriculum. However, this policy is not accompanied by teachers readiness even understanding, these generate the confusion among them while applying the KTSP. As informed by Curriculum Center 2010, the monitoring noticed about the implementation of KTSP has been conducted mostly in large areas, although majority of them still adopting from existing model of curriculum. Hopefully, with technical assistances that undertaken by various parties affect to the success of its development and helping their understanding on the concept and philosophy, and then encourage them to develop based on their respective conditions. There are always the various obstacles occurred during realizing the empowerment of schools and its KTSP, at the first, lack of ability is the main construct, by creating the development of staffs capabilities while providing technical assistance to particular regions could lead them to learn by doing. The instability of funding for the dissemination and socialization of KTSP causes Curriculum Center also experienced substantial cost-cutting measures, it impacts the perfect planning that has been initially organized became severely hampered in its implementation and also make the distrusting between local to Curriculum Center. But the best spirit of area in welcoming this new curriculum to be highly efficacious drug for the Curriculum Center to do the best in accordance with the appropriate quality needs, potentials and regional particularities. The Implementation of a new curriculum would potentially fail if it was be imprudent to consider the strength of human resources. As stated by Francis Hunkins (2004) argued that one reason may miscarry a new curriculum is that implementation has not been considered critical in curriculum development, further asserted that frequently new and innovative programs are blunted at classroom doors (p. 298). So, a new curriculum that is scientifically well may not necessarily be implemented or will be blunt its scientific in the classroom practice. Therefore, any problems arise due to the implementation of KTSP supposed to comprise more serious concern of Indonesian Government, especially Indonesian Ministry of National Education. Things that must be considered such as the following: Improving teachers quality and understanding toward relevant concepts of KTSP implementation. Providing such of facilities and infrastructure that can support the successful of KTSP implementation. Simultaneously help every educational unit in developing KTSP. Evaluating its process at provincial level to local district and regions. Whatever the responses from the concerning person/social in regard to the implementation of KTSP, school and teacher are the central to implement this school based curriculum, they themselves are potentially to overcome any weaknesses occur, if not it will be in vain. As suggested by Nana (2001) no matter on how good the curriculum is, but the results are highly dependent on what is being done by teachers and pupils in the classroom. It means the success of education through curriculum reformation will ultimately be determined by teacher as an executor of the curriculum, and school as a learning provider. Research Objectives This study aims to see how the implementation of School-Based Curriculum (Initialized as KTSP) in Junior High Schools and Senior High Schools as well as Madrasah at Riau province Indonesia, specifically it will be conducted in one part of Riau Province namely Indragiri Hilir Regency. Particularly the objective of this study is to assess the status of KTSP implementation in dimensions of context, input, process and product. To figure out the extent to which KTSP has been being implementing in High Schools and Madrasah To investigate the complexities of its implementation during 4 years running To find out the supporting facilities served by national and local government in its implementation Overall purpose of this study is to see the implementation of the KTSP in terms of context, input, process and product. Significance of the Study The result of this study will obtain some of the practical benefits as follows: The policy recommendations to Indonesian Ministry of Education (especially for Indragiri Hilir Ministry of Education) based on the objectives data that will be resulted at the end of the study. Information to the public (stakeholder and parents) For basic development of relevant curriculum materials accordance with local potentials and teacher competency standard. As reference to the theoretical basis for the development of KTSP paradigm based on schools potential needs on respect to its planning, implementation, and evaluation. Research Questions In overall objectives, this study will formulate the research questions based on the evaluation model of curriculum developed by Stufflebeam (1972); those are Context, Input, Process and Product. Thus the research questions are formulated as the following: Dimension of Context How do the English teachers at Indragiri Hilir Regency develop their own curriculum based on schools desires, students needs and local needs? How do they implement and integrate all aspects of KTSP to their lesson plan and teaching? Dimension of Input How the entire of KTSP documentation (Lesson Plan, teachers, curriculum development material, supporting facilities, infrastructure and media) have been held completely in every Junior High School, Senior High Schools and Madrasah at Indragiri Hilir Regency Riau? How does the Indragiri Hilir Education Ministry assists the schools to develop their teachers capability in developing and implementing KTSP? Dimension of Process How is the implementation of KTSP in Junior High School, Senior High Schools and Madrasah at Indragiri Hilir Regency Riau? How do they (Schools and teachers) evaluate its implementation? Dimension of Product How are the results of KTSP implementation? How the effect of KTSP implementation to students competence in English (Impact of teachers creativities in designing their own curriculum development) CHAPTER II THEORETICAL FRAMEWORK Literature Review As the latest curriculum on 2006 which is derived from KBK (CBC-Competence-Based Curriculum 2004), KTSP becomes a new breakthrough in the history of Indonesian education curriculum, which to progress its development to down-top approach. Contextually, KTSP develop by any groups or committees of the education unit or school/madrasah those under coordination and supervision of the National Indonesian Education Ministry and Local Indonesian Education Ministry. It emphasizes on developing the ability to perform competences and tasks with specific standards, so the results affect the students on mastery of a set of specific knowledge competencies, and values used in many fields of life. Indeed, KTSP is the curriculum that reflects the knowledge, skills and attitudes and also refers to the concept of education in turning to improve students potentiality optimally. Moreover, according to historical records, following the independence of the Republic of Indonesia, the Dutch language was replaced by English as the first foreign language, and has been recognized as such in Indonesia since 1955 (Alisjabana, 1976; de Han, 2003 as cited in Mochtar Marhum, n.d.). Since the 1980s, English has been considered to be the most important foreign language in Indonesia. The governments and communitys interest in English has been growing since the early 1990s (Alwasilah, 1997). This position of English can be traced from government documents on the results of Parliaments meetings. In the GBHN (The Guidelines of the State Policy) 1983 and 1988, foreign language policy was not incorporated. However, in the GBHN 1993, the policy on foreign languages, particularly English, was clearly stipulated. The policy related to the use and mastery of English. In 1988, Government Regulation No. 55, 56 and 57/1988 changing Government Regulation No. 28, 29/990 was introduced. It confirmed the use of English in schools. Moreover, Government Regulation of No 57/1957/1988 confirmed the use of English as a foreign language and as a means of communication in the university. Subsequently, it was incorporated into Government Regulation No 60/1999 on the use of English in all higher education. Alwasilah (1997) suggested that the need for mastery of English in the globalization era was absolutely necessary. In addition, it would be ideal if the mastery of English became the mastery of second language (p. 89). Yet, the unique of this KTSP hopefully bring the new education model to the success of Indonesian education. The development of a KTSP is a new phenomenon for the school community in Indonesia, consequently, in the early stage of its implementation some obstacles were found in a number of schools. The freedom of schools to create their own curriculum which is relevant with the needs of students cannot be fully implemented (Harry Burhanudin, 2008). The general model of it which is being developed as a model and fully adopted by a number of schools has tended to cause a similar curriculum among schools as to what was being implemented in the centralistic era. The change in the role of schools from curriculum implementer to curriculum developer has made the school community confused. The capacity of school community to analyze the conditions and needs of the students and implement them in school curriculum needs to be further improved. Therefore, school assistance through professional development programs provided for the head teachers and teachers in the context of this kind of school based curriculum is still considered important for several years to come. In line with the school assistance, capacity building of the educational management in autonomous regions (regency/municipality) managing the curriculum development still remains to be completed A number of studies have been carried out to investigate its implementation, in a previous study conducted on 2008 where located in Jambi province of Indonesia revealed (Sutrisno Nuryanto, 2008) that KTSP to all levels (Elementary Schools, Junior and Senior High Schools) having less applicable in term of (a) KTSP developmental preparation, (b) syllabus development, (c) teachers self development, (d) integrated learning, (e) local content development, (f) outcomes assessment, and (g) report process (p. 27). As such the issue above, implementation in this context leads to the true readiness of Jambi province in anticipating of changes toward educational paradigm from a previously centralized to decentralized. For example, KTSP which was launched on the late 2006 more emphasis on school autonomy through developing their own curriculum according to local needs and wisdoms, means Indonesian curricula is no longer centralized nationally and it is mandated on Indonesian Regulation No. 22 legislated in 1999 by the republic of Indonesia (R.I). Regarding local government, decentralization implies that the authority to implement and manage education shall be transferred from the national government to local districts or municipal government levels. At this point Sutrisno Nuryanto (1998) also asserted that the teachers rules as facilitator in KTSP elements have not been working as the schools and committees expectations. Furthermore, on different angle reported as the following: The real condition shows that the paradigm shift is not necessarily accompanied by better result. A number of problems still advance in Jambi while on level of provinces, cities and countries. First, not all sectors which are directed to educational policy have human resources competent to formulate the technical policy and its implementation. Second, the increasingly of dominant political intervention in determining of policy and implementation, contextually in line with the trend of autonomy, bureaucratic chain is very closely possible to having dominantly power to education. (Sutrisno Nuryanto, 1998 p. 24). In a sense, it is important to consider the argument rose on where the KTSP developed, Endo viewed from this perspective that KTSP is similar to the concept of School-Based Curriculum Development (SBCD) in Australia which had begun to set on the mid-1970s, the discourse was in essence of giving more freedom in determining the curricula by the schools members (Endo, 1997). SBCD has several characteristics that are generally similar to SBC development in Indonesia, proved on through the participation of teachers, participation of the whole or part of school staffs; range of activities including selection (choice of a number of alternative curriculum), adaptation (modification of existing curriculum), and creation (designing a new curriculum); responsibilities transformation from centralist to decentralist (not terminating of responsibilities) and a continuation process among the community and stake-holders (to assist teachers and schools). Other studies have indicated, however, Indonesian KTSP is not derived from SBCD in Australia, such on this argument Wachyu (2009) argued KTSP is having the differentials factors from SBCD in Australia, KTSP is an integrated curriculum combining between the Top-Down and Bottom-Up approach that was being confirmed in USPN (Legislation of Indonesian National Education Standard) on chapter X, article 36 and 37, USPN revealed that Indonesian curriculum development is based on National Education Standard (SNP) and considerately pay attention on learners potential diversities, schools diversities and local needs. In Chapter 38 also states that the structure and framework of the curriculum of primary and secondary schools are determined by the government. Therefore, KTSP divided into core (subjects are tested nationally) and local subjects that are developed by each educational unit based on the assessment of its potential, including the content to develop learners personality and potential based on his interest in the form of extra-curricular activities. While SBCD in Australia tend to apply bottom-up approach, the entire process and the stages of curriculum based on the potential school. As confirmed by Skillbeck (1991) that School based curriculum is a process when some or all members of a school take part on planning, implementation, and evaluation on the aspects or elements of the curriculum (Sklill beck, 1991, as cited in Wachyu, 2009, p. 2). Decentralized curriculum; such of designing, implementing and controlling (evaluation and improvement) carried out through locally by each educational unit, teachers who design its curriculum working together with experts, schools committee/madrasah and others part of society. KTSP development could include all components of the curriculum or some only, instead of compilation can be done by a group or all teachers with regard to the needs of each school in accordance with the conditions in each educational unit or its surrounding communities. KTSP will be more meaningful because of the different situations in a certain local condition that lead to the fulfillment of needs, demands and local development. It will produce a variety of design but more easily to understand, mastered and implemented by teachers due to their involvement in expanding KTSP. Particularly the center of curriculum by Indonesian Education Ministry (2007) has pointed out also the advantages and its shortcomings, the advantages are taking on (1) KTSP is accordance with the needs, conditions, and on diversities which every local communities have, auto assist in developing society, (2) more easily to carry out due to the designs that have been prepared by teachers considering the local factors that really support to develop. Instead, it has also several shortcomings, (1) not all teachers have the expertise or skills in curriculum development then, not every local schools have the teachers or an expert that proficiently in developing such of it, (2) contently localized, the graduate can be lack of ability to participate the national competitiveness, (3) various designs that lead to the complexity of monitoring and evaluating in term of national learning outcomes, (4) transferring students from certain schools to another schools can cause difficulties (Center for the Development of Curriculum, 2007). Recent reports have noted, researched by Wachyu Sundayana (2009), a number of 60 English teachers from junior and senior high schools spread of 24 regencies and cities in West Java Indonesia were being selected, most teachers who participated in this study had trained and socialized about KTSP. He organized the research questions on (1) How are English teachers understanding about KTSP, (2) How are their perceptions on the development of KTSP, (3) What complexities were raising during implementing and developing its curriculum. This study showed the development of KTSP in every unit of educations especially junior high schools and MTs (Madrasah) in West Java are still not in line with the stages of development as suggested in the guidelines of BSNP (Institution of National Education Standard). Data collection showed most teachers (74%) know what KTSP was, but they were not clear to what function they have in practice, implement and develop KTSP, for the same reason Faizah and Ismono studied for investigating the readiness of chemistry teachers (Bangkalan district of Madura), according to their finding that Chemistry teachers from five schools were not ready to apply, the percentage just reached on 60% (Faizah Ismono, 2008, as cited in Yuli Eko Siswono, n.d). Simultaneously with the finding of Wachyu Sundayana study, the complexities on its implementation concluded as follows: (1) lack of supporting facilities of the schools, (2) incompleteness of KTSP guidance that received by teachers, (3) KTSP guideline was not detailed and clear, (4) teachers understanding on KTSP documents. These data are consistent with the finding of research conducted by Miftahul Jannah (2008) showing about teachers abilities are low in developing syllabus and lesson plan, most of respondents (75%) stated about their inabilities in developing syllabus but just copying and duplicating the examples from BSNP without having a preliminary investigation throughout students potentials and schools needs. Most of interviewing respondents admit to their complexities in making a good syllabus and lesson plan lines with the students and schools needs. This fact showed that teachers having a great plague to develop among the stage on SBC (Miftahul Jannah, 2008, as cited in Wa chyu Sundayana, 2009. p. 7). Regarding Riau province, whole schools on current educational year 2009/2010 are progressing to adapt KTSP, such socialization have always done, it felt as complexity because the entire process of being centralize to decentralize doesnt much understand by some teachers, referring to the function of teachers on KTSP, teachers are together with schools members to develop KTSP based on students potential and local needs (UUD No. 20 year 2003/article 37). In fact, it is of utmost importance to examine what we could learn from prior and present efforts to bring about the strategies that are currently progressed by BSNP to help every educational unit in developing its curriculum. Harianti (2008) explained although the authority of national curriculum development has changed. It is not making a sense for curriculum center to lose their jobs, the task change progressively to assist schools to prepare their own respective curricula. Furthermore, she points out the job responsibility is not seem to be easy, nowadays, there are a large number of schools in Indonesia contains 43.461 (elementary schools), 12.731 (junior high schools), 4.499 (senior high school) and 2.655 (vocational high schools), yet, not including Early Childhood education, Extraordinary Schools and Madrasah. It does not allow for curriculum center helps one by one, there should be a strategy then schools can develop their own curricula (para. 2). The expectation is that they can develop a curriculum, becoming true backbone in improving local human resources through education in national or even in international competitiveness. Empowerment the schools and community in developing KTSP done through a technical assistance, both at the provincial level as well as at the level of district/city, at the provincial level expected to present a TPK (Curriculum Development Team) whose responsibility to provide the information and give assistances on the development of KTSP to TPK at the level district. Empowerment at the provincial level such as Riau is concentrated in the area of curriculum development till the teams performing evaluation and monitoring its implementation based on their own respective regions, beside at the district level is concentrated on the ability of the team to perform in school curriculum development assistance. KTSP where commonly known as school based curriculum gone to be discussed for a long, the broad study of Marsh Collin et.al (1990) on their final finding of School based curriculum development had suggested through sub of specifics SBCD issues: The key actors involved in political decisions about schooling in their respective countries tend to use several terms to describe or promote their efforts. Such term include quality of schooling, school-improvement, school-focused improvement, self-managing school, and many others. Be that as it may, there are a number of interesting issues about SBCD and (its synonyms) which are currently of considerable interest and are likely to remain so in the immediate future. They include: The role of parents and students in decision making Financial management by schools Professional development for teachers Teacher appraisal School evaluation Pressure of tightening central control (As cited in Marsh Colin, et.al, 1990, pp. 206-207) There are always the various obstacles occurred in realizing the empowerment of schools and its KTSP, at the first, lack of ability is the main construct, by creating the development of staffs capabilities while providing technical assistance to particular regions could lead them to learn by doing. The instability of funding for the dissemination and socialization of KTSP causes Curriculum Center also experienced substantial cost-cutting measures, it impacts the perfect planning that has been initially organized became severely hampered in its implementation and also make the distrusting between local to Curriculum Center. But the best spirit of area in welcoming this new curriculum to be highly efficacious drug for the Curriculum Center to do the best in accordance with the appropriate quality needs, potentials and regional particularities. As informed by Curriculum Center (2010), the monitoring noticed about the implementation of KTSP has been conducted mostly in large areas, although majority of them still adopting from existing model of curriculum. Hopefully, with technical assistances that undertaken by various parties affect to the success of its development and helping their understanding on the concept and philosophy, and then encourage them to develop based on their respective conditions. Furthermore, the Curriculum center toward its official website released about the uniqueness of KTSP implementation in term of schools needs diversities, Although the two junior high schools are located in the adjacent neighborhood but it was very much different pupils conditions. The A school whose current learners come from upper and middle class of socio-economic with having high academic achievement, all of them want to continue on to university. On the other hand, the B school whose majorities of learners come from disadvantaged of socio-economic, plan to graduate soon and earning money is a primary goal of schooling. Both of these two schools will develop a very different curriculum. School A will focus on studies with higher order thinking that enables learners to have high academic thinking in leading them to continue university. While school B will enrich the subjects with several activities that cultivate the skills to work so that learners feel a sense of great beneficial skills after graduating from school B. There a lot of researchers have investigated about KTSP. Specifically on its implementation, based on the reviewing above some researchers had focused on the effectiveness on its evaluation based on the real phenomenon which occurred in the real situation of the schools, the writer although cannot find the way of th

Spatial Rhythm and Poetic Invention in William Carlos Williams Sunday

William Carlos Williams was fascinated by the ways in which living organisms and inert matter occupy space--how they move in it, or cannot move, are cramped or allowed to roam freely--and how the space inside organisms and matter is charted, perceived, and manipulated. Williams's preoccupation with actual space in the material world is paralleled by his formal experimentations with the placement of words on the page. "Without invention nothing is well spaced" (P 50), Williams writes at the beginning of "Sunday in the Park," raising the question, what does "well spaced" mean for Williams? How can the world and how can poetry be well spaced? The aim of this paper is to look at the relationship between Williams's use of what I will call spatial rhythms and the vision of poetry that emerges in "Sunday in the Park"--a section of Paterson particularly important for thinking about Williams's late poetic style because it contains the famous section beginning "The descent beckons / as the asc ent beckoned," marking Williams's invention of the triadic stanza with "variable foot," a form he would begin to use frequently in the 1950's. My hope is to offer a new perspective on Williams's poetics by showing how it is rooted in a conception of space, both external and internal or biological, that is constantly moving in a rhythmic fashion. Although William Carlos Williams's epic poem, Paterson, is about the city of Paterson and a man, also named Paterson, who is that city, the actual physical space of that city tends to be elusive throughout the poem, becoming most concrete in the second Book, "Sunday in the Park," which, however, does not deal with the city itself, but with the park above it. The park is both a part of the city of Paterson (... ...s: A New World Naked (McGraw-Hill, 1981), 462-63 and 466-67.[Hit the "back" button on the upper left hand corner of your browser to return to the text] 4. Mariani, 462-63.[Hit the "back" button on the upper left hand corner of your browser to return to the text] 5. Kenneth Burke, "The Thinking of the Body" in Language as Symbolic Action (Berkeley: U of California P, 1966), 340-41.[Hit the "back" button on the upper left hand corner of your browser to return to the text] 6. The last two descending sequences I have quoted †¹ the first beginning with "She was married with empty words" and the second with "The descent beckons" †¹ are also reminiscent of Marcel Duchamp's "Nude Descending Staircase." On Williams's interest in cubism and in Duchamp in particular, see Reed Whittemore, William Carlos Williams: Poet from Jersey (Boston: Houghton Mifflin, 1975), 113-124.

Adults with Learning Disabilities Essays -- Technology Education Essay

Adults with Learning Disabilities The field has not quite reached consensus on definitions of LD, and there are professionals as well as members of the public who do not understand them or believe they exist. For example, in a Roper (1995) survey of 1,200 adults, 85% associated LD with mental retardation 66% with deafness, and 60% with blindness. In Rocco's (1997) research, faculty "questioned the existence of certain conditions or if they existed, the appropriateness of classifying the condition as a disability" (p. 158). However, most definitions describe learning disabilities as a group of disorders that affect the ability to acquire and use listening, speaking, reading, writing, reasoning, or math skills (Gerber and Reiff 1994; National Adult Literacy and Learning Disabilities Center 1995a; National Center for Learning Disabilities 1997). These difficulties vary in severity, may persist across the lifespan, and may affect one or more areas of a person's life, including learning, work, and social and emotional fun ctioning. Federal regulations for implementing the Rehabilitation Act and the Americans with Disabilities Act use the term "specific learning disabilities" disorders in one or more central nervous system processes involved in perceiving, understanding, and using verbal or nonverbal information (Gerber and Reiff 1994). "Specific" indicates that the disability affects only certain learning processes. Although adults with LD consistently describe being labeled as stupid or slow learners (Brown, Druck, and Corcoran in Gerber and Reiff 1994), they usually have average or above average intelligence. People with learning disabilities are the largest segment of the disability population, and growing numbers of col... ..., DC: NALLD, 1995b. (ED 387 988) Reiff, H. B.; Ginsberg, R.; and Gerber, P. J. "New Perspectives on Teaching from Successful Adults with Learning Disabilities." Remedial and Special Education 16, no. 1 (January 1995): 29-37. (EJ 497 555) Riviere, A. Assistive Technology: Meeting the Needs of Adults with Learning Disabilities. Washington, DC: NALLD, 1996. (ED 401 686) Rocco, T. S. "Hesitating to Disclose." In Proceedings of the 16th Annual Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, edited by S. J. Levine, pp. 157-163. East Lansing: Michigan State University, October 1997. Roper Starch Worldwide, Inc. Learning Disabilities and the American Public. Roper Starch Worldwide, Inc, 1995. (ED 389 101) Telander, J. E. "The Adjustment of Learning Disabled Adults." Ph.D. diss., Biola University, 1994. (ED 372 586)

Oedipus The King and the Existence of Man :: Oedipus the King Oedipus Rex

Oedipus The King and the Existence of Man      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Since the beginning of time, man has used various methods on which to pass down stories, beliefs, and myths which explain different aspects of life. From oral tradition, to pictographs, to clay tablets, and onto paper, all compose the world of literature. Literature has always been an infinite realm of ideas, morals, and trains of thought.   Although the sphere of literature is encircled with extreme diversity of thought, its core is focused on one theme: man. All literature carries with itself three main characteristics: it is written by man, for man, and about man. Oedipus the King, the great Greek tragedy by the unparalleled philosopher, Sophocles, is no exception to literature's domain. It deals with one king, Oedipus, and his plight to avenge the death of his predecessor, King Laios. In his determined search to find the murderer, he establishes a proclamation which would demand the banishment and even the death of the murderer. In his ironic action, the reader discovers that this murderer that Oedipus is so determined to discover is none other than Oedipus himself. In adhesion to the definition of literature, this tragic plot reveals to the reader three main commentaries about the nature of man: man cannot escape his past, pride is the sin which leads man to greater evils, and although the life of man is in itself a positive good, there will always be a shadow of terrible tragedy that falls across it.      Ã‚  Ã‚  Ã‚  Ã‚   All throughout literature, many works have portrayed characters who carry with them a dark and gloomy past, and try to tear this shameful history of their lives from the books of their life. Unfortunately, this is impossible due to the fact that the past is a precursor to the present which, in turn, determines one's future. It is one's past that makes one what he or she is today. For example, if an individual committed ruthless acts such as theft or murder, was not caught by the law, and later realizes that that particular aspect of his or her life has caused them great grief and regret, he or she will make the effort to change and become a new individual. Let us say that individual becomes Oedipus The King and the Existence of Man :: Oedipus the King Oedipus Rex Oedipus The King and the Existence of Man      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Since the beginning of time, man has used various methods on which to pass down stories, beliefs, and myths which explain different aspects of life. From oral tradition, to pictographs, to clay tablets, and onto paper, all compose the world of literature. Literature has always been an infinite realm of ideas, morals, and trains of thought.   Although the sphere of literature is encircled with extreme diversity of thought, its core is focused on one theme: man. All literature carries with itself three main characteristics: it is written by man, for man, and about man. Oedipus the King, the great Greek tragedy by the unparalleled philosopher, Sophocles, is no exception to literature's domain. It deals with one king, Oedipus, and his plight to avenge the death of his predecessor, King Laios. In his determined search to find the murderer, he establishes a proclamation which would demand the banishment and even the death of the murderer. In his ironic action, the reader discovers that this murderer that Oedipus is so determined to discover is none other than Oedipus himself. In adhesion to the definition of literature, this tragic plot reveals to the reader three main commentaries about the nature of man: man cannot escape his past, pride is the sin which leads man to greater evils, and although the life of man is in itself a positive good, there will always be a shadow of terrible tragedy that falls across it.      Ã‚  Ã‚  Ã‚  Ã‚   All throughout literature, many works have portrayed characters who carry with them a dark and gloomy past, and try to tear this shameful history of their lives from the books of their life. Unfortunately, this is impossible due to the fact that the past is a precursor to the present which, in turn, determines one's future. It is one's past that makes one what he or she is today. For example, if an individual committed ruthless acts such as theft or murder, was not caught by the law, and later realizes that that particular aspect of his or her life has caused them great grief and regret, he or she will make the effort to change and become a new individual. Let us say that individual becomes