ganti title

AWARD

Dukung ungu yach di SCTV MUSIC AWARD

Ungu

Asal	Jakarta, Indonesia
Tahun aktif	1996 - sekarang
Aliran	pop
Label	Trinity Optima Production
Manajemen
Personil	Pasha (vokalis) Makki (bass) Enda (gitar) Oncy (gitar) Rowman (drum)
Mantan personil	Ekky (gitar) Michael (vokalis) Aryo (gitar) Pasha (drum)
Situs web	http://www.unguband.com

penghargaan ini saya dapat ketika membuat artikel ini dari saudara youngky....makasih banget bro......

award ini saya berikan juga kepada
1. youngky
2. yogi
3. suzhu
4. mas uda
5. smadela kediri
6. vivin
7. irhamna
8. den rama
9. si dia
10. kelvin

Bagi yang menerima award segera lakukan ini ya

1. Letakkan logo ini kedalam blog atau postingan
2. Undang 10 orang teman untuk mengambil award ini
3. Jangan lupa untuk membuat link ke web atau blog milik temanmu
4. Biarkan mereka tahu bahwa mereka telah menerima penghargaan ini dengan memberikan komentar di blog mereka.
5. Berbagi kasih dan link ke posting ini dan kepada mereka yang mendapatkan award
6. Yang udah pasti..., menaikan PageRank blog kita..hahaha....

Converting PDF to Word Document For Free and Easy

How to convert .PDF to .Doc files?

Simple question but it is very important to know. There are so many ways to change your downloaded files from the internet which format contain was PDF, into Microsoft Word Document that more familiar and for simple editing, or you have already downloaded the Free Lesson Plan (RPP) and Syllabus (Silabus) files from this site but you don't know how to edit it because the files was in PDF formats.

Before we answer that question, let me remind you again about the definition of PDF itself.

Portable Document Format (PDF) is a file format created by Adobe Systems in 1993 for document exchange. PDF is used for representing two-dimensional documents in a manner independent of the application software, hardware, and operating system.

Each PDF file encapsulates a complete description of a fixed-layout 2D document (and, with Acrobat 3D, embedded 3D documents) that includes the text, fonts, images, and 2D vector graphics which compose the documents.

And now, let me guide you on how to convert .PDF to .DOC with free and simple steps (there are 3 choices here, you can use one of them) :

Option 1 - Use the Adobe Acrobat Reader 7 Standard or Professional

Yes, it's easy. With the PDF document open in Acrobat 7 Standard or Professional, choose File > Save As. In the Save As dialog box, choose Microsoft Word Document from the Format (Mac) or Type (Windows) pop-up menu. Then simply click the Save button, and open the document in Word for editing.

To check or change the settings that Acrobat uses to convert PDF content to Word format, open Preferences (choose Acrobat > Preferences on the Mac or Edit > Preferences in Windows) and choose Convert From PDF from the list of Categories on the left side of the dialog box. Then choose Microsoft Word Document from the Converting From PDF scrollable list. The window at right shows you how Acrobat will handle the conversion, including whether it will include comments, preserve columns and downsample images. To change these settings, click the Edit Settings button. (Alternatively, you can change these settings when you convert any given document by clicking the Settings button in the Save As dialog box.)

The conversion may not be perfect, depending on factors such as the complexity of the layout, and whether you have the document's fonts on your system. For simple business documents, Acrobat's Save As command does a decent job of converting to Word.

Download Adobe Acrobat Reader 7

Option 2 - Use Free PDF to Word Document Converter Software

How to edit PDF files without purchasing an expensive PDF editor? How to extract text/images from PDF files? What you need is a PDF to Word Converter.

Free PDF to Word Doc Converter is such a desktop document conversion tool to convert Adobe PDF file to Mcirosoft Word Doc file - and it's totally for FREE!

The program can extract text, images, shapes from PDF file to Word Doc file and preserve the layout. It can convert all the pages, or any pages range of the PDF file.

And it is a standalone program - you can convert PDF to Word Doc without Adobe Acrobat Reader or Microsoft Word installed!

Download PDF to Word Document Converter

Option 3 - Use Convert .PDF to .Doc Online

Using PDF-to-Word conversion technology, you can quickly and easily create editable DOC/RTF files, making it a cinch to re-use PDF content in applications like Microsoft Word, Excel, OpenOffice, and WordPerfect.
Best of all, it's entirely free!
The simple steps:
1. Click Converter Website here
2. Select PDF file to convert, browse to your computer.
3. Select output file format (.doc or .RTF)
4. Insert your email address to receive the file
5. Click "Convert" and open you email inbox.

And many more ways to convert your pdf files to doc files, have a nice try, and good luck!

Converting PDF to Word Document For Free and Easy

How to Pass the TOEFL Exam

Passing the TOEFL exam is a critical step in getting into college, obtaining professional certifications needed for work and even getting a job in certain cases. For anyone whose native language is not English, the TOEFL exam is often something they face if they plan to live or study in an English environment. TOEFL or Test of English as a Foreign Language is a standardized test of academic English that is administered worldwide. It is available in an Internet-based form and a paper test.

The TOEFL exam is not an easy test. It is comprised of 4 parts: reading, listening, speaking and writing and takes 4 hours to complete. The test taker must have a very good understanding of the English language including grammar, idioms, listening skills and vocabulary. It is very important to prepare for the TOEFL exam in order to pass it. Below are some tips on how to pass the TOEFL.

Know what to expect. Read all you can about the topics tested in the TOEFL and how they are tested. Get sample questions and even full sample tests. This way the format and type of questions you will encounter will not be a surprise to you.
Review all your grammar rules and idiomatic expressions that you have learned to date in English.
Invest in a TOEFL preparatory book. It is a structured, easy to follow method of reviewing all the information necessary to pass the TOEFL test. Such books typically come with sample tests to help you prepare.
Practice for the exam by taking a practice test. Time each section as it would be during the real exam. Use the correction key to correct it afterwards and to identify any mistakes you made. Review the rules for those mistakes and be sure you understand why you made the errors you did.
Work with an English tutor or teacher who can help you understand the areas you are having difficulty with. A good teacher will be able to provide explanations that you can understand, as well as memory tricks to help you retain the information.
Take additional TOEFL practice exams until you achieve a high passing grade on several. Now you are ready to take the test.
Get plenty of sleep the night before the test, so that you arrive in good shape for one of the most important tests a non-native English speaker will ever take.
Pace yourself as you take the test. Don't go so fast that you neglect to read instructions and don't dedicate too much time to any one question.

They say that practice makes perfect. Nowhere is that more true than with a test like TOEFL. The test does a very comprehensive job of analyzing a person's ability to learn and work in their second language. Therefore, it is essential to review, study and learn all the skills needed in order to pass the TOEFL exam. Acing this test will open numerous doors for you.

Author: Jason Kay

Take a sample Toefl test to help you prepare for the Toefl exam

More TOEFL Free Materials Downloads

How to Pass the TOEFL Exam

Know what to expect. Read all you can about the topics tested in the TOEFL and how they are tested. Get sample questions and even full sample tests. This way the format and type of questions you will encounter will not be a surprise to you.
Review all your grammar rules and idiomatic expressions that you have learned to date in English.
Invest in a TOEFL preparatory book. It is a structured, easy to follow method of reviewing all the information necessary to pass the TOEFL test. Such books typically come with sample tests to help you prepare.
Practice for the exam by taking a practice test. Time each section as it would be during the real exam. Use the correction key to correct it afterwards and to identify any mistakes you made. Review the rules for those mistakes and be sure you understand why you made the errors you did.
Work with an English tutor or teacher who can help you understand the areas you are having difficulty with. A good teacher will be able to provide explanations that you can understand, as well as memory tricks to help you retain the information.
Take additional TOEFL practice exams until you achieve a high passing grade on several. Now you are ready to take the test.
Get plenty of sleep the night before the test, so that you arrive in good shape for one of the most important tests a non-native English speaker will ever take.
Pace yourself as you take the test. Don't go so fast that you neglect to read instructions and don't dedicate too much time to any one question.

Author: Jason Kay

Take a sample Toefl test to help you prepare for the Toefl exam

More TOEFL Free Materials Downloads

5 Common Mistakes in Writing Lesson Plans - How to Avoid Them?

by: Dr. Robert Kizlik

Successful teachers are invariably good planners and thinkers. In my career as a teacher and teacher educator, I have read and evaluated thousands of lesson plans written by education students at all levels. On a consistent basis, I see mistakes that distort or weaken what the plans are supposed to communicate. You can improve your lesson-planning skills by first thinking carefully about what the lesson is supposed to accomplish. There is no substitute for this. In teaching students how to develop lesson plans, the following are mistakes I have observed that students make most often:

The objective of the lesson does not specify what the student will actually do that can be observed.
The lesson assessment is disconnected from the behavior indicated in the objective.
The materials specified in the lesson are extraneous to the actual described learning activities.
The instruction in which the teacher will engage is not efficient for the level of intended student learning.
The student activities described in the lesson plan do not contribute in a direct and effective way to the lesson objective.

A lesson plan that contains one or more of these mistakes needs rethinking and revision. Below is a rationale and guide to help you develop effective lesson plans and avoid the five common mistakes.

FIRST, YOU MUST KNOW HOW TO PLAN

The purpose of a lesson plan is really quite simple; it is to communicate. But, you might ask, communicate to whom? The answer to this question, on a practical basis, is YOU! The lesson plans you develop are to guide you in helping your students achieve intended learning outcomes. Whether a lesson plan fits a particular format is not as relevant as whether or not it actually describes what you want, and what you have determined is the best means to an end. If you write a lesson plan that can be interpreted or implemented in many different ways, it is probably not a very good plan. This leads one to conclude that a key principle in creating a lesson plan is specificity. It is sort of like saying, "almost any series of connecting roads will take you from Key West Florida to Anchorage Alaska, eventually." There is however, one any only one set of connecting roads that represents the shortest and best route. Best means that, for example getting to Anchorage by using an unreliable car is a different problem than getting there using a brand new car. What process one uses to get to a destination depends on available resources and time.

So, if you agree that the purpose of a lesson plan is to communicate, then, in order to accomplish that purpose, the plan must contain a set of elements that are descriptive of the process. Let's look at what those elements should be.

THE LESSON PLAN

1. Preliminary Information - The development of a lesson plan begins somewhere, and a good place to start is with a list or description of general information about the plan. This information sets the boundaries or limits of the plan. Here is a good list of these information items: (a) the grade level of the students for whom the plan is intended; (b) the specific subject matter (mathematics, reading, language arts, science, social studies, etc.); (c) if appropriate, the name of the unit of which the lesson is a part; and (d) the name of the teacher.

2. The parts each part of a lesson plan should fulfill some purpose in communicating the specific content, the objective, the learning prerequisites, what will happen, the sequence of student and teacher activities, the materials required, and the actual assessment procedures. Taken together, these parts constitute an end (the objective), the means (what will happen and the student and teacher activities), and an input (information about students and necessary resources). At the conclusion of a lesson, the assessment tells the teacher how well students actually attained the objective.

In a diagram, the process looks something like this:

Input => process => output

Let's look at each part separately - Input

This part refers to the physical materials, other resources, and information that will be required by the process. What are these inputs? First of all, if you have thought about what the lesson is supposed to accomplish, the inputs are much easier to describe. In general categories, inputs consist of:

Information about the students for whom the lesson is intended. This information includes, but is not limited to the age and grade level of the students, and what they already know about what you want them to learn.
Information about the amount of time you estimate it will take to implement the lesson.
Descriptions of the materials that will be required by the lesson, and at some point, the actual possession of the materials.
Information about how you will acquire the physical materials required.
Information about how to obtain any special permissions and schedules required. For example if your lesson plan will require a field trip, you must know how to organize it. If your lesson will require a guest speaker (fire chief, lawyer, police officer, etc.) you must know how to make arrangements for having that person be at the right place at the right time

Process

This is the actual plan. If you have done the preliminary work (thinking, describing the inputs), creating the plan is relatively easy. There are a number of questions you must answer in the creating the plan:

What are the inputs? This means you have the information (content description, student characteristics, list of materials, prerequisites, time estimates, etc.) necessary to begin the plan.
What is the output? This means a description of what the students are supposed to learn.
What do I do? This means a description of the instructional activities you will use.
What do the students do? This means a description of what the students will do during the lesson.
How will the learning be measured? This means a description of the assessment procedure at the end of the lesson.

As an example, here is a template that has been used successfully to teach students to write lesson plans:

Lesson Plan Format:

Teacher________________________________ Subject_________________________
Grade Level_____________________________ Date___________________________

Content: Indicate what you intend to teach, and identify which forms of knowledge (concept, academic rule, skill, law and law-like principles and/or value knowledge) will be included in the lesson.
Prerequisites: Indicate what the student must already know or be able to do in order to be successful with this lesson. (You would want to list one or two specific behaviors necessary to begin this lesson).
Instructional Objective: Indicate what is to be learned - must be a complete objective.
Instructional Procedures: Description of what you will do in teaching the lesson, and, as appropriate, includes a description of how you will introduce the lesson to the students, what actual instructional techniques you will use, and how you will bring closure to the lesson. Include what specific things students will actually do during the lesson.
Materials and Equipment: List all materials and equipment to be used by both the teacher and learner and how they will be used..
Assessment/Evaluation: Describe how you will determine the extent to which students have attained the instructional objective. Be sure this part is directly connected to the behavior called for in the instructional objective.
Follow-up Activities: Indicate how other activities/materials will be used to reinforce and extend this lesson. Include homework, assignments, and projects.
Self-Assessment (to be completed after the lesson is presented): Address the major components of the lesson plan, focusing on both the strengths, and areas of needed improvement. A good idea is to analyze the difference between what you wanted (the objective) and what was attained (the results of the assessment).

Of course, there is an immense difference between being able to plan and actually being able to carry out the plan. However, if you have thought carefully about where you are going before you begin writing your plan, the chances of your success, as well as the success of your students, are much greater.

More informations and free lesson plans:
www.forlessonplans.com

5 Common Mistakes in Writing Lesson Plans - How to Avoid Them?

The objective of the lesson does not specify what the student will actually do that can be observed.
The lesson assessment is disconnected from the behavior indicated in the objective.
The materials specified in the lesson are extraneous to the actual described learning activities.
The instruction in which the teacher will engage is not efficient for the level of intended student learning.
The student activities described in the lesson plan do not contribute in a direct and effective way to the lesson objective.

A lesson plan that contains one or more of these mistakes needs rethinking and revision. Below is a rationale and guide to help you develop effective lesson plans and avoid the five common mistakes.

FIRST, YOU MUST KNOW HOW TO PLAN

THE LESSON PLAN

Input => process => output

Let's look at each part separately - Input

Information about the students for whom the lesson is intended. This information includes, but is not limited to the age and grade level of the students, and what they already know about what you want them to learn.
Information about the amount of time you estimate it will take to implement the lesson.
Descriptions of the materials that will be required by the lesson, and at some point, the actual possession of the materials.
Information about how you will acquire the physical materials required.
Information about how to obtain any special permissions and schedules required. For example if your lesson plan will require a field trip, you must know how to organize it. If your lesson will require a guest speaker (fire chief, lawyer, police officer, etc.) you must know how to make arrangements for having that person be at the right place at the right time

Process

What are the inputs? This means you have the information (content description, student characteristics, list of materials, prerequisites, time estimates, etc.) necessary to begin the plan.
What is the output? This means a description of what the students are supposed to learn.
What do I do? This means a description of the instructional activities you will use.
What do the students do? This means a description of what the students will do during the lesson.
How will the learning be measured? This means a description of the assessment procedure at the end of the lesson.

As an example, here is a template that has been used successfully to teach students to write lesson plans:

Lesson Plan Format:

Teacher________________________________ Subject_________________________
Grade Level_____________________________ Date___________________________

Content: Indicate what you intend to teach, and identify which forms of knowledge (concept, academic rule, skill, law and law-like principles and/or value knowledge) will be included in the lesson.
Prerequisites: Indicate what the student must already know or be able to do in order to be successful with this lesson. (You would want to list one or two specific behaviors necessary to begin this lesson).
Instructional Objective: Indicate what is to be learned - must be a complete objective.
Instructional Procedures: Description of what you will do in teaching the lesson, and, as appropriate, includes a description of how you will introduce the lesson to the students, what actual instructional techniques you will use, and how you will bring closure to the lesson. Include what specific things students will actually do during the lesson.
Materials and Equipment: List all materials and equipment to be used by both the teacher and learner and how they will be used..
Assessment/Evaluation: Describe how you will determine the extent to which students have attained the instructional objective. Be sure this part is directly connected to the behavior called for in the instructional objective.
Follow-up Activities: Indicate how other activities/materials will be used to reinforce and extend this lesson. Include homework, assignments, and projects.
Self-Assessment (to be completed after the lesson is presented): Address the major components of the lesson plan, focusing on both the strengths, and areas of needed improvement. A good idea is to analyze the difference between what you wanted (the objective) and what was attained (the results of the assessment).

Lowongan Guru Bahasa Inggris - Full Time Teacher

Career Opportunities
Advertised: 7-4-2009
Closing Date: 6-5-2009

I CAN READ® Centres present an entire range of literacy skills, including the reading program, speaking English, acquiring and improving grammar, public speaking, creative writing and spelling. There are currently 47 centres throughout Singapore, Australia, China, Indonesia, Thailand, Malaysia, and UAE (United Arab Emirates). Our centre in Sunter area, North Jakarta, is urgently seeking high qualified candidates for:

Full Time English Teacher
(Jakarta Raya - Jakarta Utara)

Company Information:

Company Name :
I Can Read

Industry :
Education

Type of Company :
Private Limited Company, Local Based Company

Location :
Ruko Nirwana Sunter Asri Blok J 1 No 25, Sunter Paradise Jakarta 0
(The company prefers to receive online application for speedier processing.)

WebSite :
http://www.icanreadsystem.com

Requirements:

Female
Maximum 35 years old
Bachelor’s degree in English Literature
Excellent in written and spoken English
Good interpersonal and communication skill
Love children
Has teaching experience
Preferably live in Sunter Area

For those who are interested and meet the above requirements, can apply for this position by sending an application letter, CV,
photograph and salary requested by email, not later than 2 weeks from the posted date :

icrsunter@gmail.com

or :

Apply online

Lowongan Guru Bahasa Inggris - Full Time Teacher

Requirements:

Female
Maximum 35 years old
Bachelor’s degree in English Literature
Excellent in written and spoken English
Good interpersonal and communication skill
Love children
Has teaching experience
Preferably live in Sunter Area

icrsunter@gmail.com

or :

Apply online

ITALY - The Government of Italy Scholarship Grants 2009 for Indonesian Citizens

Applications deadline:
5 May 2009

The Government of Italy offers scholarships to Indonesian citizens wishing to pursue their studies in Italy. The selection is held annually by a Selection Committee consisting of competent authorities and expert representing both Italy and Indonesia. This Scholarship grants are distributed for students, professionals, teachers, and artists who meet the necessary requirements for enrollment in any Italian post-secondary institutions (universities, academies, conservatories, art restoration institutes, National School of Cinematography, research centers or laboratories, libraries, archives, museums and other national or nationally-recognized institutions), and who would like to attend specialization courses or to conduct research in specific fields.

For Italian language study, the scholarships are awarded for specific programs which are held at the Universities for Foreigners in Perugia, Siena and Roma Tre or at the other recognized institutions (which are authorized to issue certification of Italian as a second language).

The short-term scholarships are distributed in the range period between one to nine months and are reserved primarily for courses in Italian language and culture. Applicants must possess a high school diploma at the time they apply and must be 35 years of age or younger (minimum maturity age is 18 years old for Indonesian citizen).

Italian language and culture courses of a one-month period are reserved for Italian language teachers to whom no age limit applies, and for 3rd year University students in the Italian Studies Department.

The long-term scholarships consist of a nine – to twelve-month period, (depending on the length of the course) beginning in autumn. They are awarded for specific research or specialized courses at public post-secondary institutions in any area of study, except for medical studies. All courses of study must be undertaken at the Government approved educational institutions. Applicants for the long-term scholarships interested in undergraduate research or study must possess a high school diploma entitling the applicant to enroll in university; for those wishing to study or conduct research at the post-graduate level, the minimum requirement is a Master’s degree. Applicants must be 35 years of age or younger (minimum maturity age in Indonesia is 18 years old).

GENERAL INFORMATION

Elements taken into consideration by the Selection Committee are:

The applicant’s curriculum studiorum and vitae.
The applicant’s proposed program of study (for post-graduate, master courses and doctorate studies).
The Reference letters from Indonesian or Italian academics (for post-graduate, master courses and doctorate studies).
The existence of direct contacts between the candidate and Italian academics and/or institutes of higher learning in the candidate’s field of study (applies particularly to applicants for long-term scholarships).
Knowledge of Italian is mandatory; unless the applicant is applying for Italian language courses or applying for an independent study (in this case the candidate must have a letter from a professor declaring willing to follow the student in another language).

Scholarships offered by the Italian Government cover standard living expenses such as boards and lodging expenses, Insurance( valid only in Italian Territory ) , and do not include air fares (return)
Please note that scholarship recipients must make their own travel and lodging arrangements.
Any partial or total exemption from university fees for scholarship recipients is the decision of the individual university/ institution; no exemptions are granted by private institutions.

Changes in the place of study or the starting date will not be permitted once the scholarship has been awarded. Applicants must therefore indicate the name of their chosen institution and the dates of the chosen existing course/s clearly and exactly on their application forms.

DOCUMENTS REQUIRED

Please read carefully; incomplete applications will not be accepted.

three copies ( two in Italian Laguage, one in Indonesian Language ) of the application form (in MS Word Format n. 1), each with original signature and each accompanied by a signed passport-size photograph;

When you win the scholarship, you are subsequently required to submit the following documents as soon as possible:

at least two original letters of reference from professors, teachers and/or professional superiors (for post-graduate, master courses and doctorate studies)
Original (for authentication) and certified copies of the applicant’s high school diploma and/or university degree(s).
Original and certified copy of High school transcript;
Original and certified copy of University transcript, if applicable;
Original (for authentication) proof of Indonesian citizenship: copies of one of the following: passport, citizenship certificate or birth certificate;

Certified copies will not be returned and original documents will be returned upon completion the process of authentication and authorization by the Italian Institute of Culture and the Embassy of Italy.

DEADLINES FOR THE SUBMISSION OF APPLICATIONS: 5 May 2009.

Applications postmarked after the deadline will not be accepted.

Applications for downloads in Indonesian and in Italian

>> Application form in Indonesian language
>> Application form in Italian language

For further information please contact or visit during official working hours:

The Italian Institute of Culture (IIC) in Jakarta
Jalan H.O.S. Cokroaminoto no.117, Menteng
Jakarta Pusat 10350
Phone: (021) 3927532
Fax : (021) 310 1661

Offical announcement can be obtained from:

http://www.iicjakarta.esteri.it/IIC_Jakarta/Menu/Opportunit%C3%A0/Borse_di_studio/Per_nome_abitanti_in_Italia

More Scholarships Search:
http://scholarshiponline.info
http://scholarships-search.blogspot.com/

ITALY - The Government of Italy Scholarship Grants 2009 for Indonesian Citizens

The applicant’s curriculum studiorum and vitae.
The applicant’s proposed program of study (for post-graduate, master courses and doctorate studies).
The Reference letters from Indonesian or Italian academics (for post-graduate, master courses and doctorate studies).
The existence of direct contacts between the candidate and Italian academics and/or institutes of higher learning in the candidate’s field of study (applies particularly to applicants for long-term scholarships).
Knowledge of Italian is mandatory; unless the applicant is applying for Italian language courses or applying for an independent study (in this case the candidate must have a letter from a professor declaring willing to follow the student in another language).

three copies ( two in Italian Laguage, one in Indonesian Language ) of the application form (in MS Word Format n. 1), each with original signature and each accompanied by a signed passport-size photograph;

When you win the scholarship, you are subsequently required to submit the following documents as soon as possible:

at least two original letters of reference from professors, teachers and/or professional superiors (for post-graduate, master courses and doctorate studies)
Original (for authentication) and certified copies of the applicant’s high school diploma and/or university degree(s).
Original and certified copy of High school transcript;
Original and certified copy of University transcript, if applicable;
Original (for authentication) proof of Indonesian citizenship: copies of one of the following: passport, citizenship certificate or birth certificate;

http://www.iicjakarta.esteri.it/IIC_Jakarta/Menu/Opportunit%C3%A0/Borse_di_studio/Per_nome_abitanti_in_Italia

More Scholarships Search:
http://scholarshiponline.info
http://scholarships-search.blogspot.com/

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