Siapaaku??

Every thought and emotion affects your health. A holistic health approach encompasses treating the whole person: the body, mind, emotions and spirit. Traditional cultures have known for thousands of years that these aspects are intimately connected. Every food we eat, every thought we entertain, every emotion we feel and every interaction we experience impacts overall health.

Many blame their health problems on genetics, a virus, toxins in the air, and stress. While these factors can contribute to illness, very often problems result from a lack of fundamental health-enhancing qualities such as responsibility, a strong will, family support, passion, a balanced lifestyle and a knowledge of good health. Without these, whatever modality is chosen becomes just another pill to be taken and discarded when symptoms disappear.

When disease is artificially removed without changing the underlying cause, long-term health will NOT be achieved. The quick fix approach brings little or no permanent success. I am not suggesting that we abandon medical treatment. I am recommending that we look for the deeper causes of the problem from a physical, mental, emotional, spiritual, and lifestyle perspective. We need to take the holistic health perspective. Lasting solutions can be found to multiple illnesses of society by getting at the root of the problem holistically.

I have observed patterns among those who have successfully reversed health problems. These traits are not rigid models. We all have them to some degree. They are holistic health approaches that each of us can maximize in our own unique way to return to our natural state of health.

Here are some very important steps you must take to achieve optimal holistic health. I can assure you that by putting these into practice, your overall health will be much improved! Sometimes you have to reevaluate what it is that you are doing with your life. By doing this, you will start to see the big picture.

Lets start with the first step, RESPONSIBILITY. This means not blindly accepting the opinion of some outside authority as the only way. Take a look at your previous choices for they may have led you to the problem. Then recognize that you can make new choices to remedy the situation.

I am not telling you to stop seeing your health practitioner. I am suggesting that you gather as much information as possible and make your own decisions. Taking responsibility is meant to empower us to make new choices for a healthier result.

Next is AWARENESS, which simply is deeply knowing yourself by observing your thoughts and beliefs, your choices and outcomes, and your response to the world around you. As you observe, ask questions. Do you believe you can recover your health? What does the illness have to teach you? Why do you make the choices you make? What do you need to know? Through questioning you will discover the things that seemed unchangeable are actually flexible and can be manipulated.

PROPER NUTRITION is the cornerstone of good health. Health and longevity depend on our daily nourishment. In 1988, the Surgeon General stated that two-thirds of the deaths in this country are related to diet. Our eating habits play a major role in many common diseases and emotional disorders.

Most Americans have a limited awareness of the power of food in maintaining health and reversing disease. The most effective diet includes whole grains, vegetables, low fat, no cholesterol, proteins and fruits.

LETTING GO OF THE PAST. Resolving conflicts and discovering their positive impact in our lives is paramount in healing. Resentment, anger, guilt and all negative emotional states are self-poisoning. They weaken cells and immunity and can be the reason for illness. Let it go and move on.

FAITH and the developing of sound judgments are important qualities in healing. Faith is knowing there is an order and unity to life, a sense of wholeness and connectedness with something larger than oneself. With faith, unlimited opportunities unfold, and we gain a sense of confidence in our choices.

FINDING YOUR PURPOSE IN LIFE is prevalent among those who are healthy. Everyone has talents and skills through which they express themselves, and so do you! If you do not find your unique creative expression, you will be restless and frustrated, regardless of the success in the conventional world.

Purpose stimulates a deep sense of fulfillment and joy. With purpose, your life will take on much more meaning. I did not have a purpose for many years. The second I knew where I was going my life took a turn for the best. If you do not have purpose yet, do not worry! Focus on what makes you the happiest and visualize where and what you want to be. By working toward a goal and a purpose, you will feel alive and ready for anything.

Each of the above factors has a profoundly positive influence on your health and are more effective when bring them together. When utilized, you can go beyond sickness to health and happiness. Start with small steps and build upon them for a holistic approach to your health. Action is the only thing preventing you from achieving optimal health.



About The Author

Colleen Palat is a health and fitness enthusiast who loves to pass on the latest information on health and wellness. Sign up for your free e-newsletter filled with cutting-edge information on health, nutrition, weight loss, and fitness. For your free e-newsletter, visit http://www.HealthyRevelations.com.

As we all know CDs & DVDs are prone to scratching, marking, cracking & breaking.

If you leave discs out near your PC or stereo, dust will settle or the data side will get scratched or marked. Now the best ways to prevent this happening are simple. They may sound straight forward but you’ll be surprised how many times CDs & DVDs are not protected properly. Following these simple steps will ensure you can use your CD's and DVD's for dvd copying and cd copying for years to come.

Keep your CDs in there Jewel Cases. If not there are PVC wallets which act as ample protection or Card Wallets. For you DVDs you must keep them in their DVD boxes or, as previously mentioned, PVC Wallets and Card wallets will do.

If your CD or DVD gets scratched, you may think that it’s damaged forever……..Wrong! The scratching on the surface of the disc simply fools the laser and makes it skip. Or, if you’re player has difficulty in loading the data, it’s due the surface being scratched and unable to read the digital data below.

However, do not panic! There are plenty of repair kits around to eliminate this problem and allow you to perfrom that all important cd copying or dvd copying. If you’ve thought you’ve lost a CD forever due to mark or scratch, think again!

These repair kits are a compound mixture of polish, which are specially designed for plastic (which discs are made up of). The mixture interacts with the polymer and allows the polish to get to work on the scratch. This polish will remove the majority of the disc that has been damaged and restore the music/data back to full playability.

Therefore, you revive your discs using these kits. However, I suggest you look after your CD or DVD by putting them back into their Jewel Case, DVD box, PVC Wallet or Card Wallet. Keep them in a dust-free environment or storage case.
Keep your discs playing longer...

When you remove your discs from their CD Jewel Cases or DVD box then you risk the centre-hub cracking or breaking. This will lead to disc failures. Especially for console playing or DVD films. Having looked around for a remedy to this common problem, we have found a solution...

It’s in the form of a metal reinforced centre-hub. It’s easy to attach and will reduce the stress that is normally applied when removing CDs or DVDs from Jewel Cases or DVD Boxes. This will prevent the discs from cracking at the centre. “Hurray!” I hear you say.

Saat ini saya lagi disalah satu service centre dari merk mobile phone,setelah menunggu antrian yang cukup lama ada pemandangan yang benar-benar bikin saya terpana,Yaitu ada dua orang pasangan yang masuk ketempat service center ini,mereka ini berpenampilan sangat menarik bagi saya karena pasangan ini memiliki kelebihan akan pendengaran dan daya ingat,akan tetapi memiliki kekurangan dalam penglihatan.

Setelah mereka antri (seperti layaknya yg lain) dan dalam hati saya ada keperluan apa mereka ke tempat perbaikan hp ini?Apakah mereka memiliki handphone jg,sedangkan mata mereka kurang atau bahkan tidak dapat melihat,lalu jika iya bagaimana mereka menggunakan alat komunikasi ini?hmm...ternyata betul seperti apa yg saya duga,mereka berdua ke tempat ini akan mengambil handphone yg sedang diservice.

Lalu bagaimana mereka menggunakannya,terutama untuk berkirim pesan pendek,sedangkan mereka untuk melihat benda disekitarnya hanya sensasi gelap yg dpt diterima oleh sistem penglihatannya.

Jauh sungguh jauh,katro wong deso ternyata aku,mau tau tidak mereka menggunakan fitur'' yang ada di hape nya menggunakan voice aid atau bahasa sononya program yg dibuat untuk para tunanetra ini.

Meminjam sloglan iklan,ternyata handphone saat ini memang sangat membantu dan bisa membuat ''Hidup menjadi hidup'',awas jgn menghidupkan yang telah mati lho hehehehe

Authors : Peter J. Goadsby, M.D., D.Sc., Richard B. Lipton, M.D., and Michel D. Ferrari, M.D., Ph.D.


Migraine is a common, chronic, incapacitating neurovascular disorder, characterized by attacks of severe headache, autonomic nervous system dysfunction, and in some patients, an aura involving neurologic symptoms.Recent advances in basic and applied clinical neuroscience have led to the development of a new class of selective serotonin (5-hydroxytryptamine [5-HT]) receptor agonists that activate 5-HT1B and 5-HT1D (5-HT1B/1D) receptors and are known as the triptans; these agents have changed the lives of countless patients with migraine. Despite such progress, migraine remains underdiagnosed and the available therapies underused.In this article, we review the current understanding of the epidemiology, pathophysiology, and treatment of migraine.

Clinical Manifestations

Migraine is characterized by episodes of head pain that is often throbbing and frequently unilateral and may be severe. In migraine without aura (previously known as common migraine), attacks are usually associated with nausea, vomiting, or sensitivity to light, sound, or movement.When untreated, these attacks typically last 4 to 72 hours.A combination of features is required for the diagnosis, but not all features are present in every attack or in every patient
These symptoms distinguish migraine from tension-type headache, the most common form of primary headache, which is characterized by the lack of associated features. Any severe and recurrent headache is most likely to be a form of migraine and to be responsive to antimigraine therapy. In 15 percent of patients, migraine attacks are usually preceded or accompanied by transient focal neurologic symptoms, which are usually visual; such patients have migraine with aura (previously known as classic migraine). In a recent large, population-based study, 64 percent of patients with migraine had only migraine without aura, 18 percent had only migraine with aura, and 13 percent had both types of migraine (the remaining 5 percent had aura without headache). Thus, up to 31 percent of patients with migraine have aura on some occasions,but clinicians who rely on the presence of aura for the diagnosis of migraine will miss many cases.

We find it useful to assess the severity and effects of migraine by asking about time lost because of migraine at work or school, in performing household work or chores, or in family, social, and leisure activities. One can ask patients directly about temporary disability, have them keep a diary, or get a quick but accurate estimate with the use of the Migraine Disability Assessment Scale (MIDAS), a well-validated five-item questionnaire that is easy to use in practice.

Although attacks of migraine may start at any age, the incidence peaks in early to mid-adolescence. In the United States and Western Europe, the one-year prevalence of migraine is 11 percent overall: 6 percent among men and 15 to 18 percent among women. The median frequency of attacks is 1.5 per month, and the median duration of an attack is 24 hours; at least 10 percent of patients have weekly attacks, and 20 percent have attacks lasting two to three days.12 Thus, 5 percent of the general population have at least 18 days of migraine per year, and at least 1 percent — that is, more than 2.5 million persons in North America — have at least 1 day of migraine per week. The lifetime prevalence of migraine is at least 18 percent,13 although among older subjects the figures are deflated by recall bias. In the United States, most patients with migraine have not seen a physician for headache during the previous year, have never received a medical diagnosis of migraine, and use over-the-counter medications to the exclusion of prescription drugs. A recent survey by the World Health Organization (WHO) rates severe migraine, along with quadriplegia, psychosis, and dementia, as one of the most disabling chronic disorders.This ranking suggests that in the judgment of the WHO, a day with severe migraine is as disabling as a day with quadriplegia.

Pathophysiology

Migraine is best understood as a primary disorder of the brain.It is a form of neurovascular headache: a disorder in which neural events result in the dilation of blood vessels, which, in turn, results in pain and further nerve activation.Migraine is not caused by a primary vascular event. Migraine attacks are episodic and vary within and among patients. We may best explain this variability by considering the basic biologic problem in migraine to be the dysfunction of an ion channel in the aminergic brain-stem nuclei that normally modulates sensory input and exerts neural influences on cranial vessels.

In patients with familial hemiplegic migraine, missense mutations in the 1 subunit of the voltage-gated P/Q-type calcium channel have been identified. It is possible that other ion-channel mutations contribute to migraine without aura, since it is primarily cases of migraine with aura that have been linked to the familial-hemiplegic-migraine locus. It thus seems possible that the aura of migraine is separate from the headache, with aura susceptibility genes as its determinant; the pain and associated features of migraine itself may be determined by another gene or genes.

Migraine and the Brain

As noted above, migraine probably results from a dysfunction of brain-stem or diencephalic nuclei that are involved in the sensory — particularly nociceptive — modulation of craniovascular afferents. Activation in the brain stem during attacks of migraine has been detected with the use of positron-emission tomography. Moreover, the aura of migraine is likely to be the human counterpart of the animal phenomenon of Leão's spreading depression.Aura is characterized by a wave of oligemia that passes across the cortex at the characteristically slow rate of 2 to 6 mm per minute. A short phase of hyperemia precedes this oligemia and is likely to be a correlate of such symptoms as flashing, jagged lights. Oligemia is a response to depressed neuronal function and is still clearly present when the headache starts.These findings, together with direct evidence that the local oxygen supply is more than adequate, make the notion that migraine is simply a vascular headache untenable

Pain Mechanisms

We do not completely understand the pathogenesis of pain in migraine, but three key factors merit consideration: the cranial blood vessels, the trigeminal innervation of the vessels, and the reflex connections of the trigeminal system with the cranial parasympathetic outflow. The substance of the brain is largely insensate; pain can be generated by large cranial vessels,35 proximal intracranial vessels,or by the dura mater.These vessels are innervated by branches of the ophthalmic division of the trigeminal nerve,whereas the structures of the posterior fossa are innervated by branches of the C2 nerve roots.

In nonhuman primates, stimulation of vascular afferents leads to the activation of neurons in the superficial layers of the trigeminal nucleus caudalis in the region of the cervicomedullary junction and the superficial layers of the dorsal horns of the C1 and C2 levels of the spinal cord — the trigeminocervical complex. Similarly, stimulation of branches of C2 activates neurons in the same regions of the brain.The involvement of the ophthalmic division of the trigeminal nerve and the overlap with structures innervated by C2 explain the common distribution of migraine pain over the frontal and temporal regions, as well as the involvement of parietal, occipital, and high cervical regions by what is, in essence, referred pain.

Peripheral trigeminal activation in migraine is evidenced by the release of calcitonin-gene–related peptide, a vasodilator,but the mechanism of the generation of pain is not clear. Studies in animals suggest that the pain may be caused by a sterile neurogenic inflammatory process in the dura mater,but this mechanism has no clearly demonstrated correlate in humans.The pain may be a combination of an altered perception — as a result of peripheral or central sensitization — of craniovascular input that is not usually painful34 and the activation of a feed-forward neurovascular dilator mechanism that is functionally specific for the first (ophthalmic) division of the trigeminal nerve.

Drug Therapy

Approaches to treating migraine can be divided into nonpharmacologic therapies and pharmacologic therapies. Nonpharmacologic therapies include education of the patient about the disorder, its mechanisms, approaches to treatment, and changes in lifestyle involved in the avoidance of triggers of migraine. In patients with migraine, the brain does not seem to tolerate the peaks and troughs of life well. Thus, regular sleep, regular meals, exercise, avoidance of peaks of stress and troughs of relaxation, and avoidance of dietary triggers can be helpful. The crucial message is that the patient should aim for a certain regularity of habits, rather than adhere to a long list of prohibitions of foods and activities. What cannot be known is the sensitivity of the brain to such triggers at any given time. This uncertainty leaves many patients frustrated by the fact that the same manipulations intended to avoid triggering migraine will lead to different outcomes on different days. It can be helpful to explain the nature of this variability to patients. An evidence-based review of nonpharmacologic approaches to treatment of migraine was recently published.

Drugs for the treatment of migraine can be divided into drugs that are taken daily whether or not headache is present to reduce the frequency and severity of attacks and drugs that are taken to treat attacks as they arise. Treatments for attacks can be further divided into nonspecific and migraine-specific treatments. Nonspecific treatments, such as aspirin, acetaminophen, nonsteroidal antiinflammatory drugs, opiates, and combination analgesics, are used to treat a wide range of pain disorders. Specific treatments,7 including ergotamine, dihydroergotamine, and the triptans, are effective for treating neurovascular headaches, such as migraine and cluster headache, but not for treating other types of pain, such as pure tension-type headache or atypical facial pain.Given that there are responses to placebo in patients with migraine,that there is a significant rate of nonresponse to oral drugs, and that triptans have not been studied systematically in patients with such problems as subarachnoid hemorrhage or meningitis, triptans should not be used as diagnostic testing agents in patients with headache.

Preventive Therapy

The decision to start a preventive therapy in a patient with migraine is best made collaboratively. On the basis of a combination of the frequency, duration, severity, and tractability of acute attacks, as well as the preference of the patient, a sensible selection can be made. Patients who have attacks that are unresponsive to acute-attack medications and that cause substantial disability are candidates for preventive therapy. If attacks occur at least twice a month, if the patient may be at risk for rebound headache, or if the migraine diary kept by the patient reveals a clear trend toward an increasing frequency of attacks, it is probably better to consider prevention than to wait for the problem to become more troublesome. It is not clear how preventive therapy works, although it seems likely that it modifies the sensitivity of the brain that underlies migraine.

In general, if headaches occur one to two days per month, there is usually no need for preventive therapy; if they occur three to four days per month, preventive therapy should be considered; if the patient has five or more attacks per month, preventive therapy should be considered seriously.And the evidence regarding their use has been extensively reviewed.Often, the doses required to reduce the frequency of headache cause marked and intolerable side effects. Each drug should be started at a low dose, and the dose should be gradually increased to a reasonable maximum; patients should be reminded that this approach often entails some delay in achieving efficacy.

INGREDIENTS (Nutrition)
1 cup buttermilk
1/4 cup hot pepper sauce
4 boneless, skinless chicken breast halves
1 cup dry bread crumbs
1/2 cup all-purpose flour
2 teaspoons onion powder
1 teaspoon cornstarch
1 teaspoon white sugar
1 teaspoon garlic salt
1 teaspoon salt
1 teaspoon pepper
1 teaspoon paprika
1/2 teaspoon cayenne pepper
2 tablespoons olive oil
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DIRECTIONS
In a medium bowl, mix the buttermilk and hot pepper sauce. Place chicken in the mixture to coat. Cover, and marinate in the refrigerator 8 hours or overnight.
Preheat oven to 350 degrees F (175 degrees C).
In a separate medium bowl, mix dry bread crumbs, flour, onion powder, cornstarch, white sugar, garlic salt, salt, pepper, paprika, and cayenne pepper. Thoroughly coat the chicken in the bread crumb mixture.
Heat the olive oil in a medium skillet over medium heat, and cook chicken 5 to 7 minutes on each side, until lightly browned.
Transfer chicken to a medium baking dish, and bake in the preheated oven 30 minutes, until no longer pink and juices run clear.
FOOTNOTE
The nutrition data for this recipe includes information for the full amount of the marinade ingredients. Depending on marinating time, ingredients, cooking method, etc., the actual amount of the marinade consumed will vary.

Nutritional Information
Spicy Oven Fried Chicken
Servings Per Recipe: 4
Amount Per Serving
Calories: 394
Total Fat: 10.6g
Cholesterol: 71mg
Sodium: 1498mg
Total Carbs: 38g
Dietary Fiber: 1.5g
Protein: 34.8g

INGREDIENTS (Nutrition)
APPLE FLLING:
4 cups Granny Smith apples - peeled, cored and thinly sliced
4 tablespoons white sugar
1 teaspoon ground cinnamon
1/4 cup butter

STREUSEL TOPPING:
5 tablespoons rolled oats
5 tablespoons all-purpose flour
1/2 cup white sugar
1 teaspoon ground cinnamon
1/4 cup butter, melted

MAPLE CREAM FILLING:
1 (8 ounce) package cream cheese, softened
1 1/2 cups milk
1 (3.5 ounce) package instant vanilla pudding mix
1 teaspoon maple flavored extract

1 (9 inch) deep dish pie crust, baked and cooled
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DIRECTIONS
Preheat oven to 350 degrees F (175 degrees C).
Place sliced apples in a large bowl, and toss with 4 tablespoons sugar and 1 teaspoon cinnamon. Melt 1/4 cup butter in a large skillet over medium heat. Saute apples until tender, 10 to 15 minutes. Allow to cool.
To make the Streusel Topping: In a medium bowl, mix together oatmeal, flour, 1/2 cup sugar and 1 teaspoon cinnamon. Drizzle with1/4 cup melted butter, and mix with the fork until mixture resembles chunky crumbs, or granola. If mixture seems too moist, add a little oatmeal or flour until the consistency is right. Sprinkle crumbs onto an ungreased jellyroll pan. Bake in preheated oven for 20 to 25 minutes, stirring every 8 minutes or so, until light golden brown and crunchy. Transfer to a bowl and let cool.
To make Maple Cream Filling: In a medium mixing bowl, beat cream cheese until fluffy. Gradually beat in 1 cup milk, pudding mix, and maple extract. Add remaining 1/2 cup milk, and beat until smooth. Spread cream cheese mixture into pie shell and refrigerate until apples are cool.
After apples have cooled, remove them from skillet with a slotted spoon and transfer to a bowl. Reserve remaining apple syrup to drizzle over streusel. Arrange cooled apples over maple cream, then sprinkle with cooled streusel. Drizzle the reserved apple syrup over the top and refrigerate at least 2 hours before serving in order to allow the maple cream to firm up.

Nutritional Information
Maple Crunch Cream Pie
Servings Per Recipe: 8
Amount Per Serving
Calories: 517
Total Fat: 30g
Cholesterol: 66mg
Sodium: 548mg
Total Carbs: 58.5g
Dietary Fiber: 2.2g
Protein: 6g

A
chest tube or chest drain is a flexible plastic tube that is inserted through the side of the chest into the pleural space. It is used to remove air (pneumothorax) or fluid (pleural effusion, blood, chyle), or pus (empyema) from the intrathoracic space. The procedure is called tube thoracostomy in the United Kingdom. It is also known as a Bülau drain or an intercostal catheter.

Technique

The free end of the tube is usually attached to an underwater seal, below the level of the chest. This allows the air or fluid to escape from the pleural space, and prevents anything returning to the chest. Alternatively, the tube can be attached to a flutter valve. This allows patients with pneumothorax to remain more mobile.

The British Thoracic Society recommends the tube is inserted in an area described as the "safe zone", a region bordered by: the lateral border of pectoralis major, a horizontal line inferior to the axilla, the anterior border of latissimus dorsi and a horizontal line superior to the nipple[citation needed].

Chest tubes are usually inserted under local anesthesia. The skin over the area of insertion is first cleansed with antiseptic solution, such as iodine, before sterile drapes are placed around the area. The local anesthetic is injected into the skin and down to the muscle, and after the area is numb a small incision is made in the skin and a passage made through the skin and muscle into the chest. The tube is placed through this passage. If necessary, patients may be given additional analgesics for the procedure. Once the tube is in place it is sutured to the skin to prevent it falling out and a dressing applied to the area. The tube stays in for as long as there is air or fluid to be removed, or risk of air gathering.


Once the drain is in place, a chest radiograph will be taken to check the location of the drain.

Chest tubes can also be placed using a trocar, which is a pointed metallic bar used to guide the tube through the chest wall. This method is less popular due to an increased risk of iatrogenic lung injury. Placement using the Seldinger technique, in which a blunt guidewire is passed through a needle (over which the chest tube is then inserted) has been described.

Indications

* Pneumothorax: accumulation of air in the pleural space
* Pleural effusion: accumulation of fluid in the pleural space
o Chylothorax: a collection of lymphatic fluid in the pleural space
o Empyema: a pyogenic infection of the pleural space
o Hemothorax: accumulation of blood in the pleural space
o Hydrothorax: accumulation of serous fluid in the pleural space

Contraindications
Contraindications to chest tube placement include refractory coagulopathy, lack of cooperation by the patient, and diaphragmatic hernia.

Complications
Major complications are hemorrhage, infection, and reexpansion pulmonary edema. Injury to the liver, spleen or diaphragm is possible if the tube is placed inferior to the pleural cavity. Injuries to the thoracic aorta and heart have also been described.

Minor complications include a subcutaneous hematoma or seroma, anxiety, shortness of breath (dyspnea), and cough (after removing large volume of fluid).

Pleurovac (Chest Drainage System)

A three chamber device is typically used to drain chest tube contents (air, blood, effusions). The first chamber is a collecting chamber. The second is the "water seal" chamber which acts as a one way valve. Air bubbling through the water seal chamber may indicate a pleural or system leak that should be evaluated critically. The third chamber is the suction control chamber. The height of the water in this chamber determines the negative pressure of the system. Bubbling should be kept a gentle bubble to limit evaporating the fluid. Increased wall suction does not increase the negative pressure of the system.

Naga Bonar adalah film komedi situasi yang mengambil latar peristiwa perjuangan rakyat Indonesia ketika sedang melawan penjajahan Belanda di daerah Sumatera Utara pada era kemerdekaan.

Sinopsis : Tokoh Naga Bonar (Deddy Mizwar), adalah seorang pencopet yang mendapatkan kesempatan menyebut dirinya seorang Jenderal di pasukan kemerdekaan Indonesia pada saat pasukan pendudukan Jepang mundur pada tahun 1945 dan Belanda berusaha kembali menguasai daerah yang ditinggalkan tersebut.

Pada awalnya Naga Bonar melakukan ini hanya sekedar untuk mendapatkan kemewahan hidup sebagai seorang Jenderal, akan tetapi pada akhirnya dia menjadi tentara yang sesungguhnya, dan memimpin kemenangan Indonesia dalam peperangan.




Sumber : wikipedia and youtube

Ini adalah cuplikan dari film Naga Bonar jadi dua

Pemain :
Deddy Mizwar
Tora Sudiro
Wulan Guritno. Lukman Sardi
Uli Herdiansyah
Sutradara :
Deddy Mizwar
Penulis :
Musfar Yasin


Sekuel dari film Naga Bonar (1987), berputar tentang hubungan Naga Bonar (Deddy Mizwar) dan putranya, Bonaga (Tora Sudiro) dalam suasana kehidupan anak muda metropolis. Untuk memulai bisnis, Bonaga berniat menjual tanah milik ayahnya yang disana terletak kuburan keluarga Naga Bonar. Akhirnya timbul konflik perbedaan nilai diantara mereka

Waduh pengen melotot rasanya kalo melihat gambar ini,air liur menetes,terbawa mimpi tapi apakah benar Mac Tablet ini akan muncul yah ke alam nyata?



Lalu saya membaca ini...

The One and Only Tablet Mac®
The Axiotron Modbook™ is a revolutionary slate-style tablet Mac that enables users to draw and write directly on the screen.
Axiotron’s innovative design and manufacturing process integrates an Apple® MacBook® computer, state-of-the-art Wacom® pen-enabled digitizer technology and Axiotron's own proprietary hardware and software components into a complete tablet solution, the Axiotron Modbook.
Built for artists, mobile users, students and professionals, the Modbook’s condensed form factor and integrated pen-based user experience offer unprecedented flexibility and control over the creative process.
Users of the Modbook can draw and sketch directly on the screen using popular graphics applications like Corel® Painter™ X and Adobe® Photoshop®.
The Axiotron Modbook operates on the Mac OS® X v10.5 Leopard™ platform. It has 2.1GHz-plus of processing speed, 1GB-plus of memory, and the full-range of Apple MacBook connectivity via Ethernet, USB, FireWire®, Bluetooth and AirPort®.
Every Modbook also comes equipped with a built-in iSight® camera, optical drive and Global Positioning System (GPS).

When the Going Gets Tough
Both the Axiotron Modbook’s top shell and interior display frame are built from top-grade aircraft quality magnesium alloy, giving the Modbook its superior structural strength.
Unlike the anodized aluminum used in most computers, the Modbook’s tough and scratch-resistant magnesium top shell is protected by a triple layer of metal plating – nickel over copper and topped with chrome. The Modbook comes in standard satin finish (now available) or optional mirror finish (available in mid-2008).
Both the LCD panel and built-in iSight® camera are protected by chemically strengthened Axiotron ForceGlass™. Compared to cheaper plastic solutions found in most tablet computers, ForceGlass provides superior optical, anti-aging and scratch resistance properties.
An anti-reflective coating on the inward-facing side of the ForceGlass screen cover increases light transmissivity for a brighter and clearer image. The outward-facing side has been acid treated to achieve an etched surface calibrated to match the display resolution, eliminating “sparkle” effects and providing a crisp, paper-like drawing and writing sensation.
Global Positioning System
The Modbook is the only portable Mac solution that features a built-in Global Positioning System (GPS). The Axiotron Modbook GPS Module is based on the industry leading SiRFstarIII™ chipset for faster first location fix times and improved tracking capabilities in challenging urban and outdoor environments.

Bright, Clear Display
The Modbook’s new and improved LCD panel offers wide viewing angles (Horiz./Vert.: 100°/90°) and a high contrast ratio (500:1) for darker blacks and lush, saturated colors, with a display resolution of 1280x800 pixels and an aspect ratio of 113 ppi. The included ColorSync® profile offers a solid base calibration which can be adjusted or replaced using the Mac OS X Leopard display calibration tools.

built-in iSight Camera
While the Modbook utilizes the original iSight camera of the MacBook base system, it is mounted slightly tilted downwards to better frame the face of the user.
Full Apple MacBook Connectivity
The Axiotron Modbook's input/output panel is identical to that of the Apple MacBook. Therefore, the Axiotron Modbook retains the full range of Apple MacBook connectivity options via 10/100/1000BASE-T Gigabit Ethernet, USB 2.0 (two ports), FireWire® 400 (one port), Bluetooth 2.0 and AirPort Extreme® Wi-Fi 802.11n (a/b/g compatible).

Built-in CD/DVD Burner
The Modbook is the only slate-style tablet computer with an integrated 24x Combo drive (DVD-ROM/CD-RW) or 8x SuperDrive with double-layer support (DVD±R DL/DVD±RW/CD-RW). Either drive, in combination with the 13.3” widescreen LCD panel, earns the Modbook the title of “Largest Screen Portable DVD Entertainment System.”

Built-in Mounting Locks
Inconspicuous locking points designed into the magnesium top shell, combined with optional Axiotron mounting solutions (available in mid-2008) allow the Modbook to be securely fastened to standard VESA-compatible desktop arms, vehicle mounts and other support mechanisms.
Warranty and Warranty Extensions
The Axiotron Modbook is exclusively assembled and manufactured by an Axiotron Authorized System Manufacturer (AASM). Every complete Modbook solution includes a one-year Axiotron Authorized System Manufacturer limited hardware warranty that can be extended to up to three years.

nah lho makin bingung kan saya emang ada yah barang seperti ini?Kok diluar sudah lama munculnya,tapi di Indonesia bagaimana,kok tidak pernah ada yah?

Kalo bingung bikin kalender sendiri kamu bisa liat deh contoh-contoh design yang mungkin bisa menjadi bahan referensi

Ini foto Rahma Azhari yang menurut saya keren seh,sexy tapi tetep keren...
mudah-mudahan tidak dianggap pornografi dan porno aksi yah..






gimana menurut pendapat kamu keren bukan,foto ini saya dapatkan dari forum bukan milik saya pribadi lho (takut diancam dengan undang-undang pornografi soalnya hehehe...)
ada disini
but i think this is a nice pic and no pornography

Bagaimana menurut kamu kalo handphone masa depan seperti ini

Pada bisa nebak tidak mana Ultraman yang asli?

In the previous two columns we introduced the idea of close reading, emphasizing the importance of the following:
• understanding your purpose in reading

• understanding the author’s purpose in writing

• seeing ideas in a text as being interconnected

• looking for and understanding systems of meaning

• engaging a text while reading

• getting beyond impressionist reading

• formulating questions and seeking answers to those questions while reading


To read well , in addition to having the above understandings, students must be able to identify the big picture within a text, to determine the key ideas within the text early on, and to see the scaffolding that connects all the ideas within the text. In other words, they need to develop structural reading abilities. Moreover, students need to see that there are generalizable skills one must develop to read sentences and paragraphs well. In addition, students must develop reading skills specific to reading certain kinds of texts – like textbooks, newspaper articles and editorials.

In this column we will focus on the theory of close reading. We will discuss “structural reading” first. We will then make some basic points about the art of reading sentence and paragraphs. We will conclude with some domain specific theory: how to read a textbook, how to read a newspaper, and how to read an editorial. For examples of the theory we outline here, see The Thinkers Guide to How to Read a Paragraph: The Art of Close Reading. The following guideline is written directly to the student:

Structural Reading

Structural reading is a form of close reading applied to the overall structure of an extended text (usually a book). In it, we focus on what we can learn about the book from its title, preface, introduction, and table of contents. Structural reading has two main uses. First, it enables us to evaluate a book to determine whether we want to spend the time to read it carefully. Second, it provides an overview to use as scaffolding in reading the text. If we can get a basic idea of what a book is driving at before we read it in detail, we are much better able to make sense of the parts of it as we read them paragraph by paragraph. Knowledge of a whole helps us understand all of its parts. Knowledge of a part helps us better understand the whole (which contains the parts).

To read structurally, ask these questions:

* What does the title tell me about this book?

* What is the main idea in the book? (You should be able to figure this out from skimming the introduction, preface, and first chapter.)

* What are the parts of the whole, and how does the book deal with those parts? (Again, this may be found in an overview in the introduction, preface, first chapter, and/or table of contents.)

* In the light of my structural reading, what questions would I pursue during close reading?

How to Read a Sentence

Reading a sentence consists, first of all, in finding a way to state what the sentence says so we can think the thought the sentence expresses. Further ways to make the meaning of a sentence clear are: elaborating the sentence, finding an example, and illustrating its meaning.

Finding key sentences means finding the sentences that are the driving force within a book. Structural reading is one way by which we locate key paragraphs and boil them down to key sentences, and thence to key ideas and key questions.

An important part of reading with discipline is to connect sentences to the broader context within which they are located, to see how they fit within the written piece. For every sentence you read, you might ask:

* How does this sentence connect with the other sentences in the text?

* How does this sentence relate to the organizing idea of this text
as a whole?

Good readers read sentences in relationship to other sentences, connecting each sentence with the purpose of the written piece. Taking a sentence out of context can pose problems because sentences read in isolation from the sentences that precede or follow them often overstate a point. The sentences that precede or follow usually clarify the author’s true meaning, or bring it in line with supporting facts. Good readers read a text charitably and generously. They look for qualifications of points that otherwise might seem false or overstated.

How to Read a Paragraph

Carefully reading a paragraph involves finding the idea or question that is the driving force within the paragraph. Finding key paragraphs consists of finding the ideas or questions that are the driving force within the book. Structural reading, you will remember, is an important means by which we locate key paragraphs.

All paragraphs within a written piece should connect to every other paragraph so that we can see logical connections between ideas. All ideas should form a system of meanings. As you move from paragraph to paragraph, ask:

* What is the most important idea in this paragraph?

* How do the ideas in this paragraph relate to the ideas in
previous paragraphs?

* How are the important ideas in the text connected?

Look for paragraphs that focus on significant ideas or questions. Connect those ideas, when possible, to situations and experiences that are meaningful in your life. To actively connect ideas to life situations, ask:

* How can I relate this idea to something I already understand?

* Is there an important idea here that I can use in my thinking?

* Have I ever experienced a situation that sheds light on this idea?

How to Read a Textbook

The first and most important insight necessary for successfully reading a textbook is that all textbooks focus on “systems” which, when internalized, can help us reason through a specific set of problems. They focus on a special way of thinking about a special set of things. To elaborate, history textbooks teach a special way of thinking about events in the past. Biology textbooks teach a special way of thinking about living things. Mathematics textbooks teach a special way of thinking about the numbers, shapes, and figures. Physics textbooks teach a special way of thinking about mass and energy and their interrelations. The same is true for all other textbooks.

Thus, there is no way to learn mathematics from a math textbook without learning how to figure out correct answers to mathematical questions and problems. There is no way to learn history from a history textbook without learning how to figure out correct or reasonable answers to historical questions and problems. There is no way to learn biology from a biology textbook without learning how to figure out answers to biological questions and problems. Any subject can therefore be understood as a system of figuring out correct or reasonable answers to a certain set of questions. We study chemistry to understand chemicals and how they interact (to answer questions about chemicals). We study psychology to figure out human behavior (to answer questions about certain human problems). All subjects can be understood in this way. All textbooks can be read in this way.

Most textbooks begin with an introductory chapter or preface that introduces us to the field of study: What is biology? What is physics? What is history? It is important for us to do a close reading of this opening chapter in order to acquire from the very beginning an insight into the most basic and fundamental concepts in the field.

Once we have a basic idea of the whole of a subject from the introductory chapter, we should be able to do some thinking within the system. Thus, with a basic idea of biology, we should be able to do some simple biological thinking. We should be able to ask some basic biological questions and identify some relevant biological information. This is crucial to success in reading the remainder of the textbook because if we do not have a clear concept of the whole, we will not be able to relate the parts (covered by the other chapters) to that whole.

Our reading strategy should not be whole, part, part, part, part, part…but, rather, whole, part, whole, part, whole, part. We first ground ourselves in a basic (though introductory) idea of the whole. We then relate each part (each subsequent chapter) to that whole. We understand the whole through integrating the parts into it. We use the whole as our tool of synthesis. We use our knowledge of the parts as a tool of analysis.

How to Read a Newspaper for
National and International News

To become adept at reading the news, you first must understand that every society and culture has a unique worldview. This colors what they see and how they see it. News media in the cultures of the world reflect the worldview of the culture they write for. Suppose you have two persons reporting on the events of your life — your best friend and your worst enemy. Your best friend would highlight the positive things about you; your worst enemy would highlight the negative things about you. Both would think they were simply telling the truth.

If you understand this, you can apply that understanding to how the news is constructed by every country in the world. Within any country, the news media highlight what is positive about the country; its enemies’ news media highlight what is negative about it. As a critical reader of the news, you must make adjustments for both of these biases. So if you are a Frenchman in France reading French newspapers, you must read the fine print to find out the negative things about France that are being suppressed or buried. If you are reading a newspaper from a country that considers France its enemy, you must, in a parallel way, read to correct for its one-sidedness (its predictable negativity about France).

At present, the overwhelming majority of people in the world, untrained in critical reading, are at the mercy of the news media in their own country. To learn how to read the news critically, you can begin with our guide entitled How to Detect Media Bias & Propaganda. It focuses on how to:

* interpret events from the perspective of multiple views

* find multiple sources of thought and information, not simply those of the mass media

* identify the viewpoints embedded in news stories

* mentally re-write (reconstruct) news stories through awareness of how stories are told from multiple perspectives

* assess news stories for their clarity, accuracy, relevance, depth, breadth, and significance

* identify contradictions and inconsistencies in the news (often in the same story)

* identify the agenda and interests served by a story

* identify the facts covered and the facts ignored in a news story

* identify the points of view systematically presented in a favorable light and those presented in an unfavorable light

These are some of the skills that critical readers of the news develop. To take command of the way the mass media influence your thinking about the world, you must learn how to see through their biases and appreciate dissenting as well as mainstream points of view. Only then can you come to well-reasoned conclusions using a balanced approach. At present, few people have developed the skills to do this.

How to Read an Editorial

To become adept at reading editorials, you must first understand that the goal of the editorial writer is to make a brief case for one side of a controversial issue. His or her goal is not to consider all sides or to do what a writer of a research paper or report is expected to do. Most people read editorials in the following way. If writers are defending what they believe, they praise the editorial. If writers are criticizing what they believe, they criticize the editorial. Therefore, they are unable to gain insights from people with whom they disagree. The fact is that most people are rigid in their thinking and largely closed-minded. There are many points of view into which they cannot enter. There are many ways to look at the world that they never examine or appreciate.

By contrast, critical readers recognize that they have been wrong in the past and may be wrong now. They recognize what they would like to believe while at the same time realizing that they may be prejudiced by that very desire. It is in this spirit of open-mindedness that we should learn to read editorials — especially the ones to which we are least sympathetic. We must learn how to step outside of our own point of view and enter points of view with which we are unfamiliar.

Of course, we should not assume that the editorials in our own culture’s newspapers provide us with a full range of points of view. What we can expect is merely that these newspapers provide us with the range of views held by the mainstream readers within the society. The goal of a newspaper is not to educate readers concerning international and dissenting points of view but rather to make money. And a newspaper makes money only when it caters to the beliefs and preconceptions of its readers. Thus, newspapers rarely present radically dissenting perspectives, and when they do, they emphasize that these are merely opinions.

Critical readers read all editorials with equal sympathy. They read to discover and digest a wide range of points of view, especially points of view that tend to be ignored in the mainstream of the culture. To enhance their breadth of vision while avoiding ethnocentrism and sociocentrism, critical readers search out dissenting media sources. For examples of dissenting news sources, see The Miniature Guide to Media Bias and Propaganda.


This article was adapted from How to Read a Paragraph: The Art of Close Reading by Richard Paul and Linda Elder.

In the previous article we introduced the idea of close reading, which is reading with an emphasis on:

* understanding your purpose in reading

* understanding the author’s purpose in writing

* seeing ideas in a text as being interconnected

* looking for and understanding systems of meaning

In this article, we discuss the art of engaging a text while reading. To read closely, students must get beyond impressionist reading. They must come to see that simply deciphering words on a page and getting some vague sense of what is there does not translate into substantive learning. Instead, they must learn that to read well is to engage in a self-constructed dialog with the author of a text. Really good reading requires close reading. It requires one to formulate questions and seek answers to those questions while reading. It requires connecting new ideas to already learned ideas, correcting mistaken ideas when necessary. In other words, close reading requires specific intellectual work on the part of the reader. This article briefly elaborates the nature of this intellectual work.

Avoiding Impressionistic

Reading and Writing

The impressionistic mind follows associations, wandering from paragraph to paragraph, drawing no clear distinction between its own thinking and the author’s thinking. Being fragmented, it fragments what it reads. Being uncritical, it judges an author’s view to be correct only if that view concurs with its own beliefs. Being self-deceived, it fails to see itself as undisciplined. Being rigid, it does not learn from what it reads.

Whatever knowledge the impressionistic mind absorbs is uncritically intermixed with prejudices, biases, myths, and stereotypes. It lacks insight into how minds create meaning and how reflective minds monitor and evaluate as they read.

Reading Reflectively

The reflective mind seeks meaning, monitors what is being said from paragraph to paragraph, draws a clear distinction between the thinking of an author and its own thinking. The reflective mind, being purposeful, adjusts reading to specific goals. Being integrated, it interrelates ideas in the text with ideas it already commands. Being critical, it assesses what it reads for clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness. Being open to new ways of thinking, it values new ideas and learns from what it reads.

Thinking About Reading While Reading

The reflective mind improves its thinking by reflectively thinking about it. Likewise, it improves its reading by reflectively thinking about how it is reading. It moves back and forth between the cognitive (thinking) and the meta-cognitive (thinking about thinking). It moves forward a bit, then loops back upon itself to check on its own operations. It checks its tracks. It makes good its ground. It rises above itself and exercises oversight on itself.

One of the most important abilities that a thinker can have is the ability to monitor and assess his or her own thinking while processing the thinking of others. In reading, the reflective mind monitors how it is reading while it is reading. The foundation for this ability is knowledge of how the mind functions when reading well. For example, if I know that what I am reading is difficult for me to understand, I intentionally slow down and paraphrase each sentence. I put the meaning of each sentence that I read into my own words.

If I realize that I am unsympathetic to an author’s viewpoint, I suspend judgment about the text’s meaning until I have verified that I truly understand what the author is saying. I strive not to commit a common mistake that some readers make in reading: “I don’t really know what this means, but it is wrong, wrong, wrong!” Instead I try to accurately understand the author’s viewpoint while reading. I attempt to enter that viewpoint, to be open to it as much as possible. And even if I don’t agree fully with the author’s view, I appropriate important ideas whenever possible. I take command of the ideas that I think are worthwhile rather than dismissing all the ideas simply because I don’t completely agree with the author’s view.

Engaging a Text

The reflective mind interacts with the author’s thinking. In this interaction, the reader’s mind reconstructs the author’s thinking. It does this through a process of inner dialogue with the sentences of the text, assessing each sentence for its intelligibility and questioning in a disciplined way:

* Can I summarize the meaning of this text in my own words?

* Can I give examples from my own experience of what the text is saying?

* Can I generate metaphors and diagrams to illustrate what the text is saying?

* What is clear to me and what do I need clarified?

* Can I connect the core ideas in this text to other core ideas I understand?

Books Are Teachers

Every book we read is a potential teacher. Reading is a systematic process for learning the essential meanings of that teacher. When we become good readers, we can learn the essential meanings of an unlimited number of teachers whose teachings live on, ever available, in the books they have written. When we take the core ideas of those teachings into our minds through careful reading, we can productively use them in our lives.

Reading Minds

You have a mind. But do you know how your mind operates? Are you aware of your prejudices and preconceptions? Are you aware of the extent to which your thinking mirrors the thinking of those around you? Are you aware of the extent to which your thinking has been influenced by the thinking of the culture in which you have been raised and conditioned? To what extent can you step outside your day-to-day mindset and into the mindset of those who think differently from you? Are you able to imagine being “wrong” in some of your beliefs? What criteria would you use to evaluate your personal beliefs? Are you aware of how to upgrade the quality of your own beliefs?

In reading the work of others, you enter their minds. In coming to terms with the mind of another, you can come to better discover your own mind — both its strengths and its weaknesses. To read your own mind, you must learn how to do second-order thinking — how to think about your thinking while you are thinking from outside your thinking. But how do you get outside your thinking?

To do this, you must recognize that there are eight basic structures in all thinking. Whenever we think, we think for a purpose within a point of view based on assumptions leading to implications and consequences. We use concepts, ideas and theories to interpret information (data, facts, and experiences) in order to answer questions, solve problems, and resolve issues.

When we come to understand these eight basic elements, we have powerful intellectual tools that enable us to think better. We understand that whenever we reason about anything whatsoever, these parts of thinking are inherent in our mind’s operations.

Thus when you read, you are reasoning through the text; you are reading for a purpose, using concepts or ideas and assumptions of your own, making inferences, thinking within a personal point of view. At the same time, the text you are reading is the product of someone else’s reasoning. You therefore recognize that embedded in the text is the author’s purpose, the author’s question, assumptions, concepts and so forth. The better you are at understanding your own reasoning within your own perspective, the better you can understand the reasoning of others. The better you understand someone else’s logic, the better you understand your own.

When you can effectively move back and forth between what you are reading and what you are thinking, you bring what you think to bear upon what you read and what you read to bear upon what you think. You are able to change your thinking when the logic of what you read is an improvement on what you think. And you are able to withhold accepting new ideas when you cannot reconcile them with your own. You realize that you may be wrong in some of your beliefs.

The Work of Reading

Reading is a form of intellectual work. And intellectual work requires willingness to persevere through difficulties. But perhaps even more important, intellectual work requires understanding what such work entails. This is where most students fall short. Consider the challenge of analyzing, evaluating, and repairing an automobile engine. The biggest challenge is in knowing how to do what needs to be done: how to use the tools of auto mechanics in taking the engine apart and how to run tests on specific systems in it. And learning this requires learning how an automobile engine functions, the internal combustion system it represents.

No one would expect to know how to repair an automobile engine without training, involving both theory and practice. If you learn to “read” without understanding what good reading involves, you learn to read poorly. That is why reading is a fundamentally passive activity for many students. It is as if their theory of reading was something like this: “You let your eye move from left to right, scanning one line at a time, until somehow, in some inexplicable way, meaning automatically and effortlessly happens in the mind.”

Conclusion

In this article we have emphasized the fact that close reading, reading that is substantive in nature, requires a particular form of engagement of the mind. It requires intellectual skills that enable the reader to analyze and assess as one reads. It requires the ability to question in special ways while reading. Only when students actively engage their minds in a skilled dialog with the texts they read, disciplining their thinking as they read, are they achieving depth of understanding. (Samples of close reading are available in the referenced reading guide below.)


This article adapted from How to Read a Paragraph: The Art of Close Reading by Richard Paul and Linda Elder.