Hello ... good morning. simply .. no doubt .. you may never find a blog or a site that installed music. in mind you may be thinking how do I install? Actually not too difficult, provided you are patient, and do not despair. Oke simply, to serve on the music blog of course we should have a blog .. right? He8x.
In the installation we can select some sites that provide the application / widget is. Some of this excess is also the less. Later I pillowslip below. Whether it's here I will recommend some sites that I usually used ...
1. www.musik-live.net
This site can be found in FS, it is true that many in this masang FS, but this site also can be used for the other, such as multiply, wordpress, blog. But in this player you can only play songs that already exist in the playlist, andat means I can not choose their own songs that you like. You can select the songs but only one song saja.caranya for one song, type the name of the band or song title in the search box, after the exit, click the embed located right under the songs.Then to enter the blog.
NOTE: how to embed (copy) / html install the code to track blog: Copy first code HTMLnya. Go to your blog, on the dashboard and then choose the layout, then click add page element, then add the player to your page (and how to add this page? This is not a post .. but this is enter the code the HTML / javascript to the blog) . How TAMBAH click the gadget, once open click / select the widget HTML / JavaScript. Then paste the code andat copy that has been before, and then save. Click Preview to previewnya, if it is correct click save.Done.musik ready to listen. (How to enter HTML code is also valid for the other widget2)
2. Wearing www.playlist.com
For a site you should sign up first list of aliases used aja .. quiet, free registration. Disitus in this buddy-can manage (including set-select) songs you want.
Steps:
1. List, after registering your buddy will have the account in playlist.com.
2. Simply create your palylist, I click CREATE A NEW playlist, you can find the song you want by typing the name of the band or song in the search box.
3. After the search results appear you'll find the 2 key and PLAY ADD, you can click play to check whether the music can be played.
4. After that you can click ADD (+) under the PLAY button.
5. After all finished, click on the embed in the bottom right corner of the box your playlist.
6. Then you will find several options if this player would be put in the FS, FB, myspace or blog and the web, because you want diblog, then you select the E. Get the code for any other social network, blog or your own personal website>>.
7. Then click the name of your playlist for example CODOT'S playlist.
8. Click the get code, Click Menu Before a code, you can adjust the settings a bit, after click get a new code,
9. Then you will be given the html code, copy all the code in the box.
10. Paste in the page elements that want to buddy (the same way as the no.1 see NOTE above) ... done.
3. Wearing www.esnips.com
If this is you can upload songs from your computer you have, it's what you want to upload. But yes, as the above, the list must be used, follow the prompts until finished and then upload the songs you have. But I do not recommend upload many-many, step by step, Big As the song format, so if you upload a lot more yes-please internet network at home as long as you do not Less.If your network very less safely enjoy the nettle.
Other sites. www.dizzler.com, I recommend using the buddy playlist.com soalnya on the site DIZZLER.COM Somewhat weak loadingnya. Indeed dizzler.com the skin that can be replaced, replace and features video, games, as well as its own playlist. But please do not speed in the same kayak playlist.com (again this depends on the network). Sorry I is not discriminating, but it is a review from me as a consumer Web sites.
Just a note for you, music in blog will also directly impact on the speed of access to your blog, because the computer does not access the blog's only comrade, but also access the site's player. The more files that comrade enter the more load your browser to access your blog, but it's a nice quiet berdo'a internet speed ahead and we continue develop.hehehehehe.
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How To install a calendar in Your Blog
In order for your readers and your blog all the time and remember the days when you blog, let me do this enter this widget. Easy. Just follow the step by stepnya ...
Install calendar
To install a calendar, we can utilize the various sites free calendar. Sites like this are very many, of course they compete with a show calendar, calendar of interest to see. So that not too confused to find it, I give only one example that is http://www.free-blog-content.com.
Please try sobat visit the site! provided in the calendar vary. Please click the category to choose the form of a calendar like a comrade, and then copy the code provided in the calendar image below and paste ago on notepad for this purpose later in the store in the blog.
For the installation, please follow the steps below!
Template for the classical (maksudnye blog template is the default of comrade blogger, has not been changed)
1. Sig in with the blogger id comrade
2. Click the Template
3. Click the Edit HTML
4. Copy all the HTML code to paste ago notepad program and save. This in intended to be on the alert when an error occurs in the process of editting a template, comrade still have the data to return it to the
5. Copy the code you have been there earlier in the paste on notepad ago in a place like that, like in the sidebar or anywhere can
6. Click the Save Template Changes
7. Done.
Template for new (template maksudntye buddy is perforated, he9x, mksudnye is changed by using the new template-template which can be downloaded comrade on the web)
1. Sign in with blogger comrade ps
2. Click the menu layout
3. Click the Page Elements
4. Click on any posts Add a page element
5. Click ADD TO BLOG button under the HTML / JavaScript
6. Copy the code you have been there earlier in the notepad paste ago in the fields provided in
7. Click the SAVE CHANGES
8. Move the new elements in place on a comrade who want, and click the Save button
9. Done.
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Install calendar
To install a calendar, we can utilize the various sites free calendar. Sites like this are very many, of course they compete with a show calendar, calendar of interest to see. So that not too confused to find it, I give only one example that is http://www.free-blog-content.com.
Please try sobat visit the site! provided in the calendar vary. Please click the category to choose the form of a calendar like a comrade, and then copy the code provided in the calendar image below and paste ago on notepad for this purpose later in the store in the blog.
For the installation, please follow the steps below!
Template for the classical (maksudnye blog template is the default of comrade blogger, has not been changed)
1. Sig in with the blogger id comrade
2. Click the Template
3. Click the Edit HTML
4. Copy all the HTML code to paste ago notepad program and save. This in intended to be on the alert when an error occurs in the process of editting a template, comrade still have the data to return it to the
5. Copy the code you have been there earlier in the paste on notepad ago in a place like that, like in the sidebar or anywhere can
6. Click the Save Template Changes
7. Done.
Template for new (template maksudntye buddy is perforated, he9x, mksudnye is changed by using the new template-template which can be downloaded comrade on the web)
1. Sign in with blogger comrade ps
2. Click the menu layout
3. Click the Page Elements
4. Click on any posts Add a page element
5. Click ADD TO BLOG button under the HTML / JavaScript
6. Copy the code you have been there earlier in the notepad paste ago in the fields provided in
7. Click the SAVE CHANGES
8. Move the new elements in place on a comrade who want, and click the Save button
9. Done.
Read More..
Becoming a Leader
A leader may not be a manager, and one day you may see an opportunity to lead a project or team within your group, but when do decide the time is right and how do you go about becoming the leader?
Steps to leading
Look at the context of the situation and decide if you leadership is required and if you can feasibly lead the team. Perhaps another group member would be better or, even worse, the group would not accept your influence. If this is the case your attempt to lead will be failure.
1. Identify team members and resources willing to support your leadership. Clearly, change may be resisted by some people or organizations, but if you can find enough support this resistance can be overcome. Note that the support of your team may not be enough if you do not have the support of authority ( the boss for example ) or the physical / financial resources to accomplish your goals.
2. A crucial step is to empathise with others and assess their understanding of the situation. This will help you understand how to influence these people. Many ways of doing this are available:memos,phone calls and informal chats are a few examples.
3. Now you should open a discussion which the members. Clearly, without open discussion some people may feel neglected or excluded. By getting everyone’s views it is more likely that you will be able to alter them and get what you want. Now you must convince the others that to view is the one most likely to achieve a favourable outcome for everyone shares the some goals, or it may difficult. In the end some form of ‘payment’ may be required, such as a promise of a favour, to convince certain members. This is easy if you are in a position of power, if not, make sure the cost to yourself is not too high.
4. Having convinced the team of your leadership, encourage team communication to build a team identity. You should also try to motivate the team appropriately.
5. Plan and organize the team by setting realistic goals. However do not give too much or too little guidance, experienced workers may resent you treating them like new-recruits, and this can undermine your leadership.
6. When goals are achieved are recognize and reward the team. Do not expect the team to exceed them-this will undermine your leadership and the team will lose trust in you. Of course you may decide that the goals are unachievable or insufficient, but any re-definition of these goals should be done carefully and with team co-operation.
Read More..
Steps to leading
Look at the context of the situation and decide if you leadership is required and if you can feasibly lead the team. Perhaps another group member would be better or, even worse, the group would not accept your influence. If this is the case your attempt to lead will be failure.
1. Identify team members and resources willing to support your leadership. Clearly, change may be resisted by some people or organizations, but if you can find enough support this resistance can be overcome. Note that the support of your team may not be enough if you do not have the support of authority ( the boss for example ) or the physical / financial resources to accomplish your goals.
2. A crucial step is to empathise with others and assess their understanding of the situation. This will help you understand how to influence these people. Many ways of doing this are available:memos,phone calls and informal chats are a few examples.
3. Now you should open a discussion which the members. Clearly, without open discussion some people may feel neglected or excluded. By getting everyone’s views it is more likely that you will be able to alter them and get what you want. Now you must convince the others that to view is the one most likely to achieve a favourable outcome for everyone shares the some goals, or it may difficult. In the end some form of ‘payment’ may be required, such as a promise of a favour, to convince certain members. This is easy if you are in a position of power, if not, make sure the cost to yourself is not too high.
4. Having convinced the team of your leadership, encourage team communication to build a team identity. You should also try to motivate the team appropriately.
5. Plan and organize the team by setting realistic goals. However do not give too much or too little guidance, experienced workers may resent you treating them like new-recruits, and this can undermine your leadership.
6. When goals are achieved are recognize and reward the team. Do not expect the team to exceed them-this will undermine your leadership and the team will lose trust in you. Of course you may decide that the goals are unachievable or insufficient, but any re-definition of these goals should be done carefully and with team co-operation.
Read More..
five points of power over another
A person has the potential for influencing five points of power over another (French & Raven, 1959):
Ø Coercive Power – Power that is based on fear. A person with coercive power can make things
difficult for people. These are the persons that you want to avoid getting angry. Employees
working under coercive managers are unlikely to be committed, and more likely to resist the manager.
Ø Reward Power – Compliance achieved based on the ability to distribute rewards that others view as valuable. Able to give special benefits or rewards to people. You might find it advantageous to trade favors with him or her.
Ø Legitimate Power- The power a person receives as a result of his or her position in the formal hierarchy of an organization. The person has the right, considering his or her position and your job responsibilities, to expect you to comply with legimate requests.
Ø Expert Power – Influence based on special skills or knowledge. This person earns respect by experience and knowledge. Expert power is the most strongly and consistenly related to effective employee performance.
Ø Referent Power- influence based on possession by an individual or desirable resources or personal traits. You like the person and enjoy doing things for him or her
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Ø Coercive Power – Power that is based on fear. A person with coercive power can make things
difficult for people. These are the persons that you want to avoid getting angry. Employees
working under coercive managers are unlikely to be committed, and more likely to resist the manager.
Ø Reward Power – Compliance achieved based on the ability to distribute rewards that others view as valuable. Able to give special benefits or rewards to people. You might find it advantageous to trade favors with him or her.
Ø Legitimate Power- The power a person receives as a result of his or her position in the formal hierarchy of an organization. The person has the right, considering his or her position and your job responsibilities, to expect you to comply with legimate requests.
Ø Expert Power – Influence based on special skills or knowledge. This person earns respect by experience and knowledge. Expert power is the most strongly and consistenly related to effective employee performance.
Ø Referent Power- influence based on possession by an individual or desirable resources or personal traits. You like the person and enjoy doing things for him or her
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Design of Learning
Design is the practice of drafting media communication technology and content to help make the transfer can occur knowledge effectively between teachers and students. This process includes determining the status of the students' understanding, formulation of goals of learning, and design a "treatment"-based media to help prevent the transition. Ideally this process is based on information from the theoretical study that tested the pedagogical and can occur only on the students, guided by teachers, or a background in community-based. Results from this study can be observed directly and can be scientifically measured or completely hidden and only true form of assumptions.
As a discipline, the design of the historical and traditional roots in cognitive psychology and behavior. However, this term is often associated with a different term in another field, for example, with the term graphic design. Although graphic design (from the cognitive perspective) could play an important role in the design of learning, but they are separate concepts.
History
Many of the basic areas of learning design placed at the World War II, when the U.S. military felt the need to quickly train large numbers of people to perform complex technical tasks in the military field. Based on the research and theories of BF Skinner on operant conditioning, training programs focused on behavior that appears. The tasks were divided into parts, and every part of the task to be treated as a separate learning goal. The training is designed to provide payment for the correct display and perform the remedial Tamilan wrong. Assumed that all students will be able to gain control of the ability when given the opportunity to do enough repetition and feedback inadequate. After the war over, the success of the training model when the war started again in business and industry training, in a small number of classrooms in primary and secondary. In the year 1955, Benjamin S. Bloom publish Taksonomi which he used as the three-goal area to study: cognitive (what we know or think), Afektif (which we feel, or the attitude that we have), and Psikomotor (what we do). Taksonomi this still affect the design learning.
In both the mid-20th century, learning theories began to be affected by the development of computer digital.
In years 1970s, many began to adopt the theory of "information processing" in the design of learning. David Merrill for instance developed Component Display Theory (CDT). Theory is to concentrate on learning how to present materials (presentation techniques) in the 1980s until 1990an, cognitive load theory began to find empirical support for a variety of presentation techniques
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As a discipline, the design of the historical and traditional roots in cognitive psychology and behavior. However, this term is often associated with a different term in another field, for example, with the term graphic design. Although graphic design (from the cognitive perspective) could play an important role in the design of learning, but they are separate concepts.
History
Many of the basic areas of learning design placed at the World War II, when the U.S. military felt the need to quickly train large numbers of people to perform complex technical tasks in the military field. Based on the research and theories of BF Skinner on operant conditioning, training programs focused on behavior that appears. The tasks were divided into parts, and every part of the task to be treated as a separate learning goal. The training is designed to provide payment for the correct display and perform the remedial Tamilan wrong. Assumed that all students will be able to gain control of the ability when given the opportunity to do enough repetition and feedback inadequate. After the war over, the success of the training model when the war started again in business and industry training, in a small number of classrooms in primary and secondary. In the year 1955, Benjamin S. Bloom publish Taksonomi which he used as the three-goal area to study: cognitive (what we know or think), Afektif (which we feel, or the attitude that we have), and Psikomotor (what we do). Taksonomi this still affect the design learning.
In both the mid-20th century, learning theories began to be affected by the development of computer digital.
In years 1970s, many began to adopt the theory of "information processing" in the design of learning. David Merrill for instance developed Component Display Theory (CDT). Theory is to concentrate on learning how to present materials (presentation techniques) in the 1980s until 1990an, cognitive load theory began to find empirical support for a variety of presentation techniques
Read More..
High-tech architecture
High-tech architecture, also known as Late Modernism or Structural Expressionism, is an Architectural style that emerged in the 1970s, incorporating elements of high-tech industry and technology into building design. High-tech architecture appeared as a revamped modernism, an extension of those previous ideas aided by even more advances in technological achievements. This category serves as a bridge between modernism and post-modernism, however there remain gray areas as to where one category ends and the other begins. In the 1980s, high-tech architecture became more difficult to distinguish from post-modern architecture. Many of its themes and ideas were absorbed into the language of the post-modern Architectural schools.
Like Brutalism, Structural Expressionist buildings reveal their structure on the outside as well as the inside, but with the visual emphasis placed on the internal steel and / or concrete skeletal structure as opposed to exterior concrete walls.
The style's premier practitioners include the British architect Norman Foster, whose work has since earned him knighthood, and Spanish architect Santiago Calatrava, known for his organic, skeleton-like designs.
Buildings designed in this style usually consist of a clear glass facade, the building's network of support beams exposed behind it. Perhaps the most famous and easily recognized building built in this style is the IM Pei 's Bank of China Tower in Hong Kong. The World Trade Center in New York City, although generally considered to be an International Style building, was technically a Structural Expressionist design due to its load-bearing steel exoskeleton.
Background
John Hancock Center.
Lloyd's Building.
Architectural Buildings in this style were constructed mainly in Europe and North America. After the destruction of many historic buildings in Europe during World War II, repairing them was a difficult matter. Architects had to decide between replicating the historic elements or replacing it with new modern materials and aesthetics.
The scientific and technological advances had a big impact on societies in the 1970s. The Space Race climaxed in 1969 with Neil Armstrong 's landing on the moon, and came along with excessive military developments. These advances set people's minds thinking that much more can be achieved with advancing technology. Technological instruments became a common sight for people at the time because of the use of ramps, video screens, headphones, and bare scaffolds. These high-tech constructions became more visible to the average everyday person.
Name
The style got its name from the book High Tech: The Industrial Style and Source Book for The Home, written by design Journalists Kroner Joan and Suzanne Slesin and published in November 1978 by Clarkson N. Potter, New York. The book, illustrated with hundreds of photos, showed how designers, architects, and home owners were appropriating classic industrial objects, library shelving, chemical glass, metal deck plate, restaurant supply, factory and airport runway light Fixtures, movers' quilts, industrial carpeting etc.-found in industrial catalogs and putting these to use in residential settings. The foreword to the book by architect Emilio Ambasz, former Curator of design at the Museum of Modern Art, put the trend in historical context.
As a result of the publicity and popularity of the book, the decorating style became known as "High-Tech", and accelerated the entry of the still-obscure term "high-tech" into everyday language. In 1979, the term high-tech appeared for the first time in a New Yorker magazine cartoon showing a woman berating her husband for not being high-tech enough: "You're middle-, middle-, middle-tech." After Esquire excerpted Kroner and Slesin's book in six installments, mainstream Retailers across the United States, beginning with Macy's New York, started featuring high-tech decor in the windows and furniture in the Departments. But credit should go to a shop on 64th Street and Lexington Avenue in New York, the Ad Hoc Housewares, which opened in 1977, marketing for these objects to a residential audience before anyone else. The book went on to be reprinted in England, France, and Japan, and like the original, each edition included a directory of local sources for the objects.
Aims
High-tech architecture was, in some ways, a response to growing disillusionment with modern architecture. The realization of Le Corbusier 's urban development plans led to cities with monotonous and standardized buildings. Enthusiasm for economic building led to extremely low-quality finishes, with subsequent degradation countering a now-waning Aesthetic novelty. High-tech architecture Aesthetic created a new standard in contrast with modern architecture. In High Tech: The Industrial Style and Source Book for The Home, when discussing the high-tech Aesthetic, the authors emphasized using elements "your parents might find insulting." This humor so aptly demonstrates the rebellious attitude.
Kroner and Slesin further explain the term "high-tech" as one being used in Architectural circles to describe an increasing number of Residences and public buildings with a "nuts-and-bolts, exposed-pipes commands, technological look". There is no need to look further than Rogers's Pompidou Center for an example of this. This highlights one of the AIMS of the high-tech architecture, to boast the technical elements of the building by externalizing them. Thus, the technical aspects create the building's Aesthetic.
For interior design there was a trend of using formerly industrial appliances as household objects, eg chemical beakers as vases for flowers. This was because of an aim to use an industrial Aesthetic. This was Assisted by the conversion of former industrial spaces into residential spaces. High-tech architecture aimed to give everything an industrial appearance.
Another aspect of the AIMS high-tech architecture was that of a renewed belief in the power of technology to improve the world. This is especially evident in Kenzo Tange 's plans for technically sophisticated buildings in Japan' s post-war boom in the 1960s, but few of these plans actually became buildings. High-tech architecture aimed to achieve a new industrial Aesthetic, spurred on by the renewed faith in the progression of technology.
But however prominent the industrial look appeared, the functional element of modern architecture was very much retained. The pieces still served a purpose in the building's function. The function of the building was also aimed as not being set. This dynamic property means that a building should be a "catalyst", the "technical services are provided but do not become set."
Characteristics
Pompidou Center.
Characteristics of high-tech architecture have varied somewhat, yet all have accentuated technical elements. They included the prominent display of the building's technical and functional components, and an orderly Arrangement and use of pre-fabricated elements. Glass walls and steel frames were also immensely popular.
To boast technical features, they were externalized, often along with load-bearing structures. There can be no more illustrious example than Pompidou Center. The ventilation ducts are all prominently shown on the outside. This was a radical design, as previous ventilation ducts would have been a component hidden on the inside of the building. The means of access to the building is also on the outside, with the large tube allowing visitors to enter the building.
The logical and orderly fashion in which buildings in the high-tech Architectural styles are designed to keep to their functional essence is demonstrated in Norman Foster 's Hong Kong and Shanghai Bank HQ. Besides the technology being the overriding feature of the building, its design is very much functionally orientated. The large open interior space and easy access to all floors Enhance the function of being a bank. Also, the elements of the buildings are very neatly composed to achieve optimal orderliness Logically in order to solve the problem of the needs of a bank. This can be seen in the levels' structure and in the Escalators.
The high-tech buildings make persistent use of glass curtain walls and steel structure. It is greatly indebted to the modern architecture for this, and influenced by Mies van der Rohe 's corporate buildings. The Som Sears Tower demonstrates that with glass walls and skeleton of steel pipe structure, a very tall building can be built. Many high-tech buildings their purposes meant to be dynamic. This could best be explained by Günther Behnisch and Frei Otto 's Munich Olympic Stadium. This structure made in the open sport possible and is meant to be used for many purposes. Originally an abandoned Airfield, it is now a sports stadium, used for various disciplines.
Examples
Žižkov TV Tower - Prague
Lord's Media Center - London
Irvine Company headquarters, Newport Beach, California, United States (William Pereira, 1968)
John Hancock Center, Chicago, Illinois, United States (Fazlur Khan, 1969)
World Trade Center, New York City, United States (Minoru Yamasaki, 1971) (destroyed 2001)
One U.S. Bank Plaza, St. Louis, Missouri, United States (Thompson, Ventulett, Stainback & Associates), 1976
Center Georges Pompidou, Paris, France (Renzo Piano and Richard Rogers, 1977)
BNZ Center, Wellington, New Zealand (Stephenson & Turner, 1983)
HSBC Hong Kong headquarters building, Hong Kong (Norman Foster, 1985)
Lloyd's Building, London, United Kingdom (Richard Rogers, 1986)
Bank of China Tower, Hong Kong (IM Pei, 1989)
Hotel Arts, Barcelona, Spain (Skidmore, Owings and Merrill, 1992)
30 St. Mary Ax, London, United Kingdom (Norman Foster, 2003)
Hearst Tower, New York City, United States (Norman Foster, 2004)
Marquette Plaza, Minneapolis, Minnesota, United States (Gunnar Birkerts, 1973)
Beetham Tower
Read More..
Like Brutalism, Structural Expressionist buildings reveal their structure on the outside as well as the inside, but with the visual emphasis placed on the internal steel and / or concrete skeletal structure as opposed to exterior concrete walls.
The style's premier practitioners include the British architect Norman Foster, whose work has since earned him knighthood, and Spanish architect Santiago Calatrava, known for his organic, skeleton-like designs.
Buildings designed in this style usually consist of a clear glass facade, the building's network of support beams exposed behind it. Perhaps the most famous and easily recognized building built in this style is the IM Pei 's Bank of China Tower in Hong Kong. The World Trade Center in New York City, although generally considered to be an International Style building, was technically a Structural Expressionist design due to its load-bearing steel exoskeleton.
Background
John Hancock Center.
Lloyd's Building.
Architectural Buildings in this style were constructed mainly in Europe and North America. After the destruction of many historic buildings in Europe during World War II, repairing them was a difficult matter. Architects had to decide between replicating the historic elements or replacing it with new modern materials and aesthetics.
The scientific and technological advances had a big impact on societies in the 1970s. The Space Race climaxed in 1969 with Neil Armstrong 's landing on the moon, and came along with excessive military developments. These advances set people's minds thinking that much more can be achieved with advancing technology. Technological instruments became a common sight for people at the time because of the use of ramps, video screens, headphones, and bare scaffolds. These high-tech constructions became more visible to the average everyday person.
Name
The style got its name from the book High Tech: The Industrial Style and Source Book for The Home, written by design Journalists Kroner Joan and Suzanne Slesin and published in November 1978 by Clarkson N. Potter, New York. The book, illustrated with hundreds of photos, showed how designers, architects, and home owners were appropriating classic industrial objects, library shelving, chemical glass, metal deck plate, restaurant supply, factory and airport runway light Fixtures, movers' quilts, industrial carpeting etc.-found in industrial catalogs and putting these to use in residential settings. The foreword to the book by architect Emilio Ambasz, former Curator of design at the Museum of Modern Art, put the trend in historical context.
As a result of the publicity and popularity of the book, the decorating style became known as "High-Tech", and accelerated the entry of the still-obscure term "high-tech" into everyday language. In 1979, the term high-tech appeared for the first time in a New Yorker magazine cartoon showing a woman berating her husband for not being high-tech enough: "You're middle-, middle-, middle-tech." After Esquire excerpted Kroner and Slesin's book in six installments, mainstream Retailers across the United States, beginning with Macy's New York, started featuring high-tech decor in the windows and furniture in the Departments. But credit should go to a shop on 64th Street and Lexington Avenue in New York, the Ad Hoc Housewares, which opened in 1977, marketing for these objects to a residential audience before anyone else. The book went on to be reprinted in England, France, and Japan, and like the original, each edition included a directory of local sources for the objects.
Aims
High-tech architecture was, in some ways, a response to growing disillusionment with modern architecture. The realization of Le Corbusier 's urban development plans led to cities with monotonous and standardized buildings. Enthusiasm for economic building led to extremely low-quality finishes, with subsequent degradation countering a now-waning Aesthetic novelty. High-tech architecture Aesthetic created a new standard in contrast with modern architecture. In High Tech: The Industrial Style and Source Book for The Home, when discussing the high-tech Aesthetic, the authors emphasized using elements "your parents might find insulting." This humor so aptly demonstrates the rebellious attitude.
Kroner and Slesin further explain the term "high-tech" as one being used in Architectural circles to describe an increasing number of Residences and public buildings with a "nuts-and-bolts, exposed-pipes commands, technological look". There is no need to look further than Rogers's Pompidou Center for an example of this. This highlights one of the AIMS of the high-tech architecture, to boast the technical elements of the building by externalizing them. Thus, the technical aspects create the building's Aesthetic.
For interior design there was a trend of using formerly industrial appliances as household objects, eg chemical beakers as vases for flowers. This was because of an aim to use an industrial Aesthetic. This was Assisted by the conversion of former industrial spaces into residential spaces. High-tech architecture aimed to give everything an industrial appearance.
Another aspect of the AIMS high-tech architecture was that of a renewed belief in the power of technology to improve the world. This is especially evident in Kenzo Tange 's plans for technically sophisticated buildings in Japan' s post-war boom in the 1960s, but few of these plans actually became buildings. High-tech architecture aimed to achieve a new industrial Aesthetic, spurred on by the renewed faith in the progression of technology.
But however prominent the industrial look appeared, the functional element of modern architecture was very much retained. The pieces still served a purpose in the building's function. The function of the building was also aimed as not being set. This dynamic property means that a building should be a "catalyst", the "technical services are provided but do not become set."
Characteristics
Pompidou Center.
Characteristics of high-tech architecture have varied somewhat, yet all have accentuated technical elements. They included the prominent display of the building's technical and functional components, and an orderly Arrangement and use of pre-fabricated elements. Glass walls and steel frames were also immensely popular.
To boast technical features, they were externalized, often along with load-bearing structures. There can be no more illustrious example than Pompidou Center. The ventilation ducts are all prominently shown on the outside. This was a radical design, as previous ventilation ducts would have been a component hidden on the inside of the building. The means of access to the building is also on the outside, with the large tube allowing visitors to enter the building.
The logical and orderly fashion in which buildings in the high-tech Architectural styles are designed to keep to their functional essence is demonstrated in Norman Foster 's Hong Kong and Shanghai Bank HQ. Besides the technology being the overriding feature of the building, its design is very much functionally orientated. The large open interior space and easy access to all floors Enhance the function of being a bank. Also, the elements of the buildings are very neatly composed to achieve optimal orderliness Logically in order to solve the problem of the needs of a bank. This can be seen in the levels' structure and in the Escalators.
The high-tech buildings make persistent use of glass curtain walls and steel structure. It is greatly indebted to the modern architecture for this, and influenced by Mies van der Rohe 's corporate buildings. The Som Sears Tower demonstrates that with glass walls and skeleton of steel pipe structure, a very tall building can be built. Many high-tech buildings their purposes meant to be dynamic. This could best be explained by Günther Behnisch and Frei Otto 's Munich Olympic Stadium. This structure made in the open sport possible and is meant to be used for many purposes. Originally an abandoned Airfield, it is now a sports stadium, used for various disciplines.
Examples
Žižkov TV Tower - Prague
Lord's Media Center - London
Irvine Company headquarters, Newport Beach, California, United States (William Pereira, 1968)
John Hancock Center, Chicago, Illinois, United States (Fazlur Khan, 1969)
World Trade Center, New York City, United States (Minoru Yamasaki, 1971) (destroyed 2001)
One U.S. Bank Plaza, St. Louis, Missouri, United States (Thompson, Ventulett, Stainback & Associates), 1976
Center Georges Pompidou, Paris, France (Renzo Piano and Richard Rogers, 1977)
BNZ Center, Wellington, New Zealand (Stephenson & Turner, 1983)
HSBC Hong Kong headquarters building, Hong Kong (Norman Foster, 1985)
Lloyd's Building, London, United Kingdom (Richard Rogers, 1986)
Bank of China Tower, Hong Kong (IM Pei, 1989)
Hotel Arts, Barcelona, Spain (Skidmore, Owings and Merrill, 1992)
30 St. Mary Ax, London, United Kingdom (Norman Foster, 2003)
Hearst Tower, New York City, United States (Norman Foster, 2004)
Marquette Plaza, Minneapolis, Minnesota, United States (Gunnar Birkerts, 1973)
Beetham Tower
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Thorough study (mastery learning)
Thorough study (mastery learning) is a philosophy of learning based on the presumption that all students can learn if given enough time and adequate learning opportunities. In addition, held that students can achieve mastery of the material when akan standard curriculum formulated and clearly stated, with appropriate assessments to measure student progress in a material, and learning takes place in accordance with the curriculum. In a method to study thoroughly, students do not move to the next goal when he learned not show proficiency in the material before.
Thorough study based on several premises, including:
All individuals can learn
How people learn and the speed with which different
In conditions of adequate study, the impact of individual differences in almost no
Learn the error is not corrected to be the main source of difficulty in learning.
Thoroughly study the curriculum usually consists of several different topics that learned by the students at the same time. Students who do not complete a given topic with the additional learning until they succeed. Students who master the topic more quickly akan The activities involved in until all the students in the class can move on to other topics together. In the learning environment thoroughly, teachers make a variety of learning techniques, with the provision of feedback to the many and specific diagnostic tests to use, formative tests, and corecction errors during learning. The test used in this method is based on the reference test criteria and not on the reference norm.
Thorough study not related to the content of the topic, but only with the process penguasaannya. It is based on the model created by Benjamin S. Bloom, with completion by James H. Block. Thorough study can be done through learning by class teachers, one at a tutorial, or self-study using the materials terprogram. Learning can be done using a teacher directly, in cooperation with classmates, or their own learning. The required goal of arrange and well-organized units into smaller units in order.
Two problems that often appear in the implementation of the complete study:
First, grouping and setting the schedule could create difficulty. Teachers often find it more easy to ask students to study in the speed and still complete the task in time than when there is a large variation in activity in a classroom.
Second, because students need time to slow more in the minimum standards, students will be forced to fast forward to wait for a higher level.
Problems rather than can not be addressed because it can set the attention of the individual, set a high standard but can be achieved, and provide additional material for students who learn quickly.
Read More..
Thorough study based on several premises, including:
All individuals can learn
How people learn and the speed with which different
In conditions of adequate study, the impact of individual differences in almost no
Learn the error is not corrected to be the main source of difficulty in learning.
Thoroughly study the curriculum usually consists of several different topics that learned by the students at the same time. Students who do not complete a given topic with the additional learning until they succeed. Students who master the topic more quickly akan The activities involved in until all the students in the class can move on to other topics together. In the learning environment thoroughly, teachers make a variety of learning techniques, with the provision of feedback to the many and specific diagnostic tests to use, formative tests, and corecction errors during learning. The test used in this method is based on the reference test criteria and not on the reference norm.
Thorough study not related to the content of the topic, but only with the process penguasaannya. It is based on the model created by Benjamin S. Bloom, with completion by James H. Block. Thorough study can be done through learning by class teachers, one at a tutorial, or self-study using the materials terprogram. Learning can be done using a teacher directly, in cooperation with classmates, or their own learning. The required goal of arrange and well-organized units into smaller units in order.
Two problems that often appear in the implementation of the complete study:
First, grouping and setting the schedule could create difficulty. Teachers often find it more easy to ask students to study in the speed and still complete the task in time than when there is a large variation in activity in a classroom.
Second, because students need time to slow more in the minimum standards, students will be forced to fast forward to wait for a higher level.
Problems rather than can not be addressed because it can set the attention of the individual, set a high standard but can be achieved, and provide additional material for students who learn quickly.
Read More..
The development of cognitive theory
The development of cognitive theory, developed by Jean Piaget, a psychologist Swiss living years 1896 - 1980. The theory provides many key concepts in the field of psychology and the effect on the development of the concept of intellect, which for Piaget, the ability to more accurately represent the world and perform operations in the logical representation based on the concept of reality. This theory and discuss the emergence of obtaining schemata-schemes of how someone mempersepsi environment-in the development stages, when someone get a new way in representing information on mental illness.
Theory is classified into konstruktivisme, which means that, unlike the theory nativisme (describing the eruption as the development of cognitive knowledge and skills the default), this theory holds that we build our cognitive ability through the action is one motivation for itself against the environment. To develop this theory, Piaget obtain Erasmus Prize. Piaget share scheme used children to understand the world through four main periods that correlate with the increasingly sophisticated and growing over the age of:
Sensorimotor period (age 0-2 years)
Praoperasional period (age 2-7 years)
Concrete operational period (age 7-11 years)
Formal operational period (age 11 years to adult
1. Sensoric motor
According to Piaget, infants born with a number of reflex default as well encouraged to explore the world. The scheme was initially formed through differentiation reflex is the default. Sensorimotor period is the period of the first four periods. Piaget argued that this stage marks the development of spatial ability and understanding necessary in six sub-phases:
Sub-stage scheme reflex, appearing at birth until the age of six weeks, and especially associated with the reflex.
Sub-phase reaction sirkular primary phase, from age six weeks to four months and associated especially with the emergence of customs.
Sub-stage phase sirkular secondary reaction, appear between the ages of four to nine months and mainly related to the coordination between vision and pemaknaan.
Sub-phase coordination reaction sirkular secondary, appearing from the age of nine to twelve months, while growing the ability to see objects as something permanent, even if it seems to be different when viewed from different angles (permanensi item).
Sub-phase reaction sirkular tertiary phase, appears in the age of twelve to eighteen months, and especially associated with the invention of new ways to reach the goal.
Early stages of sub-symbolic representation, mainly associated with the early stages of creativity.
2. Pra operational
This stage is the second phase of the four phases. With the sequence of games, Piaget can show that after the end of the age of two years of the qualitative type of the new functions of psychological appear. Thought (Pre) in the theory of Piaget Operating procedures are taking action against the mental objects. Characteristic of this stage is a rare thinking operations and the logic is not adequate. In this stage, children learn to use objects and represents the image and words. Thoughts are self-centered: the difficulty for the view from the perspective of others. Children can classify objects using one characteristic, such as collecting all the red objects, in spite of different shapes, or collect all objects rounded even though the color is different.
According to Piaget, the stages following the pre-operational stages of sensorimotor and appear between the ages of two to six years. In this stage, children develop skills, learn the language. They began to represent things with words and images. However, they still use the intuitive reasoning is not logical. At the beginning of this stage, they tend to be egocentric, that is, they can not understand its place in the world and how they relate to one another. They had difficulty in understanding how feelings of people in the surrounding areas. But over pendewasaan, the ability to understand the perspective of other people the better. Children have a very imaginative mind in this time and considers every object that does not have any living person.
Concrete operational stages
This stage is phase three of the four phases. Appear between the ages of six to twelve years old and have a characteristic form of the use of logic is adequate. Processes important during this phase are:
Pengurutan-mengurutan ability to object to the size, shape, or other characteristics. For example, if the objects are given different sizes, they can be sorted them from most of the objects to the most minor.
Classification-the ability to name and identify a series of objects according to appearance, size, or other characteristics, including the idea that a series of objects can include other objects in the series to it. Children no longer have a limited form of the logic animism (belief that all things living and high)
Decentering children begin to consider some aspects of a problem to solve. For example children will no longer be considered wide but short cup less than the contents of a small cup.
Reversibility-children begin to understand that the number or object can be changed, and then back to the beginning. For that, children can quickly determine that 4 +4 is the same as the 8, 8-4 will be the same with 4, the number earlier.
Conservation-understanding that the quantity, length, or the number of objects is not related to the setting or the view of the object or objects are. For example, when children are given a cup and its contents seukuran same lot, they will know when to water is poured another glass of different size, the water in the glass that will remain the same with many other contents cup.
Omission is egocentricity-the ability to see things from the perspective of others (even when people are thinking the wrong way). For example, show that the comic store Siti dolls in the box, and leave the room, then move the doll sonny in the drawer, after the new Siti back to the room. Children in the concrete operations stage akan akan Siti said that the doll was still in the box even though the child knows that the puppet was moved to the drawer by sonny.
3. Formal operational
Formal operational stage is the last period in the development of cognitive theory of Piaget. This stage, children began to experience eleven years in age (at pubertas) and continues until adulthood. Characteristics of this stage is obtaining the ability to think in abstract, menalar the logical, and interesting conclusions from the information available. In this stage, one can understand things like love, logical proofs, and values. He does not see things only in black and white, but there are "gray gradation in between. View from the biological, appear at this stage pubertas (when major changes occur various other), marks the entrance to the world of adult physiological, cognitive, moral reasoning, psikoseksual development, and social development. Some people do not achieve full development until this stage, so he does not have any skills of thinking as an adult and still use the reasoning from the concrete operational stage.
4. Information about the general stages
This fourth stage has characteristics as follows:
Despite stages that can be achieved in the age varies but is always the same order. There is no stage have the diloncati and does not have the reverse order.
Universal (not related to culture)
Can digeneralisasi: representation and the logic of operation is in itself a valid also for all the concepts and content knowledge
Stages in the form of a logically organized in
Hierarchical sequence of stages (each stage includes the elements of previous stages, but more integrated and terdiferensiasi)
Stages represent qualitative differences in the model of thinking, not only quantitative differences
Process development
An individual in her life always interact with the environment. Interact with, and someone will get the scheme. Schemes form a category of knowledge to help interpret and understand in the world. The scheme also describes the action both mentally and physically involved in understanding or know something. So in view of Piaget, the scheme covers both categories of knowledge and the process of acquiring knowledge. Along with the experience exploring the environment, the new information didapatnya used to modify, add, or replace the previous scheme there. For example, a child may have a similar scheme on the animal, for example, with the birds. If early childhood experiences related to the bird, the child thought that the possibility of all birds is the small, yellow, and chirp. One time, a child may see an ostrich. Children will need to modify the scheme which he had before about the kinds of birds to enter this new bird.
Asimilasi is the process of adding new information into existing schemes. This process is subjective, because someone will likely modify the experience of obtaining information or to enter into the scheme which already exists. In the example above, see the bird and gave him the label "bird" are examples of animals that to asimilation birds in the scheme of the child.
Accommodation is another form of adaptation that involves the conversion or replacement of the scheme as a result of new information that does not comply with the existing scheme. In this process, can also occur eruption of a new scheme at all. In the example above, see the ostrich and the skemanya about birds before gave him the label "bird" is an example of the animal is a bird in the scheme of the child.
Through the second process, the system kognisi someone changed and developed so that it can increase from one stage to the stage on top of it. The process of adjustment was an individual because he wanted to reach equilibrium conditions, namely a balance between the structure kognisinya with experience in the environment. Someone will always strive to be balanced situation is always achieved by using the second process above.
Thus, kognisi someone is not developing as receive knowledge from outside the passive but the active is construction knowledge.
7. Isu in the development of primary kognitifIsu in cognitive development similar to the issue of psychological development in general.
Stages of development
Differences in qualitative and quantitative
There is controversy on the distribution of phases based on differences in the development of quality or quantity kognisi.
Continuity and diskontinuitas
Controversy discuss whether the division of this stage is the process of development of a sustainable process or lost on each tahapannya.
Homogenitas function of cognition
There are differences in the ability cognition function of each individual
Natur and nurtur
Controversy natur and nurtur derived from the difference between philosophy nativisme philosophy and empiricism. Nativisme believe that the ability of the brain humans since birth have been prepared for the cognitive tasks. Empiricism kognisi believe that ability is the result of experience.
Stability and kelenturan's intellect
The intellect is relatively fixed a child is stable on a degree of ingenuity, but there are differences in the ability of a child's intellect at the age of 3 years compared with 15 years of age.
8. The corner of another perspective
At this time there are several different approaches to explain cognitive development.
Theory of cognitive neurosains. The progress of science and technology allows neurosains associate activity between brain and behavior. A biological basis of this approach to explain cognitive development. This approach has the goal to be able to mengantarai questions about human beings that is
Whether the relationship between mind and body, especially the brain between physical and mental process
What filogeni or ontogeni which is the beginning of the beginning of the regular structure of biological
Construction 9.Teori thought-social
Besides biology, the context of the social is also one of the perspective of cognitive development. This perspective states that the social environment and culture will provide the biggest influence on the formation of thought and kognisi children. This theory has direct implications on the education world. Vygotsky theory states that children learn better in active than in passive. Figure-tokohnya among Lev Vygotsky, Albert Bandura, Michael Tomasello
Theory Theory of Mind (TOM)
Cognitive development of this theory believe that children have a theory and scheme of the world that becomes the basis kognisinya. Figure of them is this Tom Andrew N. Meltzoff.
Read More..
Theory is classified into konstruktivisme, which means that, unlike the theory nativisme (describing the eruption as the development of cognitive knowledge and skills the default), this theory holds that we build our cognitive ability through the action is one motivation for itself against the environment. To develop this theory, Piaget obtain Erasmus Prize. Piaget share scheme used children to understand the world through four main periods that correlate with the increasingly sophisticated and growing over the age of:
Sensorimotor period (age 0-2 years)
Praoperasional period (age 2-7 years)
Concrete operational period (age 7-11 years)
Formal operational period (age 11 years to adult
1. Sensoric motor
According to Piaget, infants born with a number of reflex default as well encouraged to explore the world. The scheme was initially formed through differentiation reflex is the default. Sensorimotor period is the period of the first four periods. Piaget argued that this stage marks the development of spatial ability and understanding necessary in six sub-phases:
Sub-stage scheme reflex, appearing at birth until the age of six weeks, and especially associated with the reflex.
Sub-phase reaction sirkular primary phase, from age six weeks to four months and associated especially with the emergence of customs.
Sub-stage phase sirkular secondary reaction, appear between the ages of four to nine months and mainly related to the coordination between vision and pemaknaan.
Sub-phase coordination reaction sirkular secondary, appearing from the age of nine to twelve months, while growing the ability to see objects as something permanent, even if it seems to be different when viewed from different angles (permanensi item).
Sub-phase reaction sirkular tertiary phase, appears in the age of twelve to eighteen months, and especially associated with the invention of new ways to reach the goal.
Early stages of sub-symbolic representation, mainly associated with the early stages of creativity.
2. Pra operational
This stage is the second phase of the four phases. With the sequence of games, Piaget can show that after the end of the age of two years of the qualitative type of the new functions of psychological appear. Thought (Pre) in the theory of Piaget Operating procedures are taking action against the mental objects. Characteristic of this stage is a rare thinking operations and the logic is not adequate. In this stage, children learn to use objects and represents the image and words. Thoughts are self-centered: the difficulty for the view from the perspective of others. Children can classify objects using one characteristic, such as collecting all the red objects, in spite of different shapes, or collect all objects rounded even though the color is different.
According to Piaget, the stages following the pre-operational stages of sensorimotor and appear between the ages of two to six years. In this stage, children develop skills, learn the language. They began to represent things with words and images. However, they still use the intuitive reasoning is not logical. At the beginning of this stage, they tend to be egocentric, that is, they can not understand its place in the world and how they relate to one another. They had difficulty in understanding how feelings of people in the surrounding areas. But over pendewasaan, the ability to understand the perspective of other people the better. Children have a very imaginative mind in this time and considers every object that does not have any living person.
Concrete operational stages
This stage is phase three of the four phases. Appear between the ages of six to twelve years old and have a characteristic form of the use of logic is adequate. Processes important during this phase are:
Pengurutan-mengurutan ability to object to the size, shape, or other characteristics. For example, if the objects are given different sizes, they can be sorted them from most of the objects to the most minor.
Classification-the ability to name and identify a series of objects according to appearance, size, or other characteristics, including the idea that a series of objects can include other objects in the series to it. Children no longer have a limited form of the logic animism (belief that all things living and high)
Decentering children begin to consider some aspects of a problem to solve. For example children will no longer be considered wide but short cup less than the contents of a small cup.
Reversibility-children begin to understand that the number or object can be changed, and then back to the beginning. For that, children can quickly determine that 4 +4 is the same as the 8, 8-4 will be the same with 4, the number earlier.
Conservation-understanding that the quantity, length, or the number of objects is not related to the setting or the view of the object or objects are. For example, when children are given a cup and its contents seukuran same lot, they will know when to water is poured another glass of different size, the water in the glass that will remain the same with many other contents cup.
Omission is egocentricity-the ability to see things from the perspective of others (even when people are thinking the wrong way). For example, show that the comic store Siti dolls in the box, and leave the room, then move the doll sonny in the drawer, after the new Siti back to the room. Children in the concrete operations stage akan akan Siti said that the doll was still in the box even though the child knows that the puppet was moved to the drawer by sonny.
3. Formal operational
Formal operational stage is the last period in the development of cognitive theory of Piaget. This stage, children began to experience eleven years in age (at pubertas) and continues until adulthood. Characteristics of this stage is obtaining the ability to think in abstract, menalar the logical, and interesting conclusions from the information available. In this stage, one can understand things like love, logical proofs, and values. He does not see things only in black and white, but there are "gray gradation in between. View from the biological, appear at this stage pubertas (when major changes occur various other), marks the entrance to the world of adult physiological, cognitive, moral reasoning, psikoseksual development, and social development. Some people do not achieve full development until this stage, so he does not have any skills of thinking as an adult and still use the reasoning from the concrete operational stage.
4. Information about the general stages
This fourth stage has characteristics as follows:
Despite stages that can be achieved in the age varies but is always the same order. There is no stage have the diloncati and does not have the reverse order.
Universal (not related to culture)
Can digeneralisasi: representation and the logic of operation is in itself a valid also for all the concepts and content knowledge
Stages in the form of a logically organized in
Hierarchical sequence of stages (each stage includes the elements of previous stages, but more integrated and terdiferensiasi)
Stages represent qualitative differences in the model of thinking, not only quantitative differences
Process development
An individual in her life always interact with the environment. Interact with, and someone will get the scheme. Schemes form a category of knowledge to help interpret and understand in the world. The scheme also describes the action both mentally and physically involved in understanding or know something. So in view of Piaget, the scheme covers both categories of knowledge and the process of acquiring knowledge. Along with the experience exploring the environment, the new information didapatnya used to modify, add, or replace the previous scheme there. For example, a child may have a similar scheme on the animal, for example, with the birds. If early childhood experiences related to the bird, the child thought that the possibility of all birds is the small, yellow, and chirp. One time, a child may see an ostrich. Children will need to modify the scheme which he had before about the kinds of birds to enter this new bird.
Asimilasi is the process of adding new information into existing schemes. This process is subjective, because someone will likely modify the experience of obtaining information or to enter into the scheme which already exists. In the example above, see the bird and gave him the label "bird" are examples of animals that to asimilation birds in the scheme of the child.
Accommodation is another form of adaptation that involves the conversion or replacement of the scheme as a result of new information that does not comply with the existing scheme. In this process, can also occur eruption of a new scheme at all. In the example above, see the ostrich and the skemanya about birds before gave him the label "bird" is an example of the animal is a bird in the scheme of the child.
Through the second process, the system kognisi someone changed and developed so that it can increase from one stage to the stage on top of it. The process of adjustment was an individual because he wanted to reach equilibrium conditions, namely a balance between the structure kognisinya with experience in the environment. Someone will always strive to be balanced situation is always achieved by using the second process above.
Thus, kognisi someone is not developing as receive knowledge from outside the passive but the active is construction knowledge.
7. Isu in the development of primary kognitifIsu in cognitive development similar to the issue of psychological development in general.
Stages of development
Differences in qualitative and quantitative
There is controversy on the distribution of phases based on differences in the development of quality or quantity kognisi.
Continuity and diskontinuitas
Controversy discuss whether the division of this stage is the process of development of a sustainable process or lost on each tahapannya.
Homogenitas function of cognition
There are differences in the ability cognition function of each individual
Natur and nurtur
Controversy natur and nurtur derived from the difference between philosophy nativisme philosophy and empiricism. Nativisme believe that the ability of the brain humans since birth have been prepared for the cognitive tasks. Empiricism kognisi believe that ability is the result of experience.
Stability and kelenturan's intellect
The intellect is relatively fixed a child is stable on a degree of ingenuity, but there are differences in the ability of a child's intellect at the age of 3 years compared with 15 years of age.
8. The corner of another perspective
At this time there are several different approaches to explain cognitive development.
Theory of cognitive neurosains. The progress of science and technology allows neurosains associate activity between brain and behavior. A biological basis of this approach to explain cognitive development. This approach has the goal to be able to mengantarai questions about human beings that is
Whether the relationship between mind and body, especially the brain between physical and mental process
What filogeni or ontogeni which is the beginning of the beginning of the regular structure of biological
Construction 9.Teori thought-social
Besides biology, the context of the social is also one of the perspective of cognitive development. This perspective states that the social environment and culture will provide the biggest influence on the formation of thought and kognisi children. This theory has direct implications on the education world. Vygotsky theory states that children learn better in active than in passive. Figure-tokohnya among Lev Vygotsky, Albert Bandura, Michael Tomasello
Theory Theory of Mind (TOM)
Cognitive development of this theory believe that children have a theory and scheme of the world that becomes the basis kognisinya. Figure of them is this Tom Andrew N. Meltzoff.
Read More..
Place the clock in the Sidebar
So that your blog looks beautiful and interesting to see, then you can install som accessories blog, with one of them is how to install hours. This clock can be found for free on the site http://www.clocklink.com.
One example of available hours are as follows:
And for those of you who want to blog in the attach jamjuga, please follow these steps:
1. Please visit the site http://www.clocklink.com
2. If already on the site, please click on any posts Want a clock on your Website?
3. Please see minutes of the first models are available, namely from Analog, Animal, Animation, etc.
4. If the feeling is the day to find the model you like, click View HTML tag any posts under the hours you like just now
5. Click the button labeled Accept.
6. Select the appropriate time with you in addition to any posts TimeZone. Example: to select the western indonesia GMT +7:00
7. Set the size of the hours you like any posts in addition to size
8. Copy the HTML code provided on the notepad
9. Paste the HTML code in the copy in place before you want
10. Done
Read More..
One example of available hours are as follows:
And for those of you who want to blog in the attach jamjuga, please follow these steps:
1. Please visit the site http://www.clocklink.com
2. If already on the site, please click on any posts Want a clock on your Website?
3. Please see minutes of the first models are available, namely from Analog, Animal, Animation, etc.
4. If the feeling is the day to find the model you like, click View HTML tag any posts under the hours you like just now
5. Click the button labeled Accept.
6. Select the appropriate time with you in addition to any posts TimeZone. Example: to select the western indonesia GMT +7:00
7. Set the size of the hours you like any posts in addition to size
8. Copy the HTML code provided on the notepad
9. Paste the HTML code in the copy in place before you want
10. Done
Read More..
[HOW TO]Convert FAT 32 partition to NTFS in Windows XP
What is FAT32??
File Allocation Table system to maintain files on hard disk. Developed by microsoft. Old windows systems like DOS, 98 and Xp supports FAT32 systems.
What is NTFS??
Network Technology File System again developed by Microsoft. New OS’s like Vista and Windows 7 supports NTFS systems only.
Why convert to NTFS??
FAT32 limits maximum file size to 4GB whereas there is no such limit in NTFS.
NTFS systems are more secure when compared to FAT32.
Probability of recovering accidentally deleted file is more in NTFS system then FAT32.
Maximum fault tolerance
How to Convert??
Go to start->Run type cmd and press Enter.
Type VOL C: and note down the information for volume c. (Change drive letter to the drive you want to convert)
Now type CONVERT C:/FS:NTFS. (Instead of C: enter any drive name you want.)
Converting FAT32 to NTFS
Remember, do not switch off your PC directly when the process is going on.
4.Now check your drive by repeating step 2.
from : http://etricks.in/
Read More..
File Allocation Table system to maintain files on hard disk. Developed by microsoft. Old windows systems like DOS, 98 and Xp supports FAT32 systems.
What is NTFS??
Network Technology File System again developed by Microsoft. New OS’s like Vista and Windows 7 supports NTFS systems only.
Why convert to NTFS??
FAT32 limits maximum file size to 4GB whereas there is no such limit in NTFS.
NTFS systems are more secure when compared to FAT32.
Probability of recovering accidentally deleted file is more in NTFS system then FAT32.
Maximum fault tolerance
How to Convert??
Go to start->Run type cmd and press Enter.
Type VOL C: and note down the information for volume c. (Change drive letter to the drive you want to convert)
Now type CONVERT C:/FS:NTFS. (Instead of C: enter any drive name you want.)
Converting FAT32 to NTFS
Remember, do not switch off your PC directly when the process is going on.
4.Now check your drive by repeating step 2.
from : http://etricks.in/
Read More..
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