Waterboom Pantai Indah Kapuk (PIK)

Nih lagi salah satu tempat rekreasi yang cukup ok dijakarta, Waterboom Pantai Indah Kapuk (PIK). Tempat ini termasuk rekrasi baru di Jakarta, karna waterboom ini baru dibuka sekitar tahun 2010 atau 2011. Lokasi waterboom ini di Jln. Pantai indak barat no.1 pantai indah kapuk, Jakarta. Mungkin bagi yang sudah pernah ke waterboom PIK ini pasti sangatlah tahu kenapa saya merekomendasikan tempat ini. Waterboom PIK ini tergolong sangat luas untuk ukuran tempat rekreasi air dan permainan air yang disedia disini juga cukup beragam. Dari mulai permainan untuk anak-anak sampai permainan untuk menguji nyali orang dewasa. Pertama kali saya mengunjungi tempat ini, hal pertama yang saya ucapkan adalah "mahal banget tiket masuknya" ya maklum saja, saya sebagai mahasiswa yang mempunyai uang saku pas-pasan Rp 150.000/orang weekday dan Rp 190.000/ orang untuk weekend itu tergolong harga yang cukup mahal untuk sebuah waterboom. Ketika saya datang kesana, hari itu tergolong weekend dan saya harus membayar Rp 190.000 untuk bisa mendapatkan tiket masuk waterboom PIK. Pada awalnya saya cukup kecewa karna harganya yang cukup mahal, tetapi ketika saya sudah sampai didalam dan melihat sendiri suasana didalam rasanya cukup imbang harga yang saya harus bayar dengan fasilitas dan pemandangan waterboom PIK. Tempat pertama yang saya lihat adalah ruang loker penyimpanan tas dan kamar mandi ganti. Untuk hal yang satu ini saya sangat menyukai tempat tersebut, karna kebersihan loker dan kamar mandi sangat terjaga serta ruangannya cukup luas jadi cukup bisa untuk mengurangi antrian orang yang ingin ganti ataupun bilas setelah berenang.

Setelah dari kamar ganti dan loker room saya melanjutkan untuk berjalan-jalan dahulu sebelum mencoba setiap wahana permainan yang disediakan oleh waterboom PIK ini. Ketika saya berjalan-jalan berkeliling area waterboom saya melihat cukup banyak wahana permainan disana. Dari mulai Kiddy Slide, Aquatube, The Haipin, The Whizzard, Twizter, Bomblazter, Pleasure Pool, Wild River, Wave Pool dan yang paling terkenal adalah Speed Slide. Dari setiap wahana permainan air yang tersedia disana memang hanya Speed Slide lah yang paling menantang. Selain dari ketinggiannya yang diatas 20m, Speed Slide ini pula memiliki kecepatan yang paling tinggi diantara wahana permainan lain yang ada diwaterboom PIK. Sebagai orang yang suka akan hal-hal yang berbau menantang, saya sangat tertantang untuk mencoba wahana Speed Slide ini. Hal pertama yang saya rasakan sebelum mencoba wahana tersebut adalah "Cape" naik tangganya itu yang bikin nafas abis duluan sebelum sampai diatas Speed Slide. Tapi ketika sampai dipuncak Speed Slide itu, saya merasa orang yang paling tinggi, karan saya bisa melihat pemandangan kota serta perumahan PIK dari atas Speed Slide. Dan ketika saya meluncur dari Speed Slide, wah rasanya benar-benar seru dan mengasikkan. Selain adrenalin terpacu, jantungpun dibuat berdebar kencang karna kecepatan dari Speed Slide tersebut.

Dan menurut saya memang harga tidak pernah bohong. Harga yang cukup mahal kita bayarkan untuk bisa masuk ke waterboom PIK terbayarkan oleh berbagai macam wahana dan sarana yang disediakan pengelola disana. Hal ini yang melandaskan saya merekomendasikan waterboom PIK ini menjadi tempat refreshing yang sangat tepat untuk dikunjungi.

Seven Eleven (SEVEL)

Almost every people knew about Seven Eleven or we called it SEVEL. Sevel is kind of mini market but it has a special product and make it different with others mini market. As we've known before Sevel is kind of mini market but it desained to be an alternative hang out place. The desain of that mini market is totally different with the others, Sevel makes his mini market cozy to be a hang out place, and it opens 24 hours. that is why so many teenagers hang out with those friend there. Sevel have many different product with others mini market such as hot chocolate, vanilla latte, cappucino, tea, slurpee, gulp, big bites, chicken terriyaki etc. Those product is ready to serve for the customer and we can dine in there, because Sevel provide some space for dine in.

I think this place is very recommended for all people who want to spend a lot of time with friends or girl/ boy. We can  talk, share, hang out or just spend our time with our friends there. Sevel operational time very flexsible for teenagers to come there every time. To enjoy this place we don't have to pay a lot of money, because we can buy some food or drink appropriate with our money. So many product there and the price of the sevel product approximately 10.000 - 30.000 rupiah. I think with 10.000 rupiah is not an expensive price to hang out with friends, so that is why I give this place to be a recomended place for hang out.

Ancol

Kali ini saya akan membagikan merekomendasi tempat yang cukup menarik lagi untuk dikunjungi. Ancol atau Pantai Ancol biasa orang menyebutnya. Kenapa saya merekomendasikan tempat ini kepada anda.? karna tempat ini cukup terjangkau untuk dikunjungi dan suasana pantainya sangat diminati untuk sebagian besar warga ibukota yang lebih terbiasa dengan gedung-gedung pencakar langit. Pantai Ancol ini sangat diminati oleh warga ibukota karan  Ancol ini satu-satunya pantai yang berada dijakarta yang bisa dijadikan tempat rekreasi dan bersantai bersama keluarga, saudara, teman bahkan pacar. Selain Ancol tempat yang cukup nyaman untuk dikunjungi, budget yang dikeluarkan untuk menikmati pemandangan dipantai Ancol ini juga cukup terjangkau. Hanya dengan membayar 10rb/orang, 15rb untuk motor dan 20rb untuk mobil (jika anda membawa kendaraan). Dipantai Ancol ini pula fasilitas untuk pengunjung cukup lengkap tersedia, dari mulai sepeda sewaan untuk berkeliling pantai, lalu ada pula perahu yang bisa disewa untuk menyusuri pantai dan untuk restoran pun tersedia lengkap disana.

Dipantai Ancol ini sering juga terdapat acara-acara dari stasiun televisi dan konser-konser band-band luar negri papan atas. Menurut saya pribadi pula Ancol ini tempat yang sangat tepat untuk melepaskan penat akan kerjaan, tugas kuliah ataupun masalah-masalah yang dihadapi sehari-hari. Menikmati tiupan angin dari pantai sambil menikmati pemandangan pantai yang cukup enak dilihat oleh mata, itu membuat perasaan kita menjadi lebih damai dan bisa lebih releks dari sebelumnya. Itu kenapa saya merekomendasikan pantai Ancol sebagai salah satu tempat untuk refreshing yang cukup recommended untuk dikunjungi.

Theory of Intelligence by Sternberg

Overview of Sternberg's Triarchic Theory of Intelligence

Sternberg's Triarchic Theory of Human Intelligence (1977, 1985, 1995) subsumes both Spearmans g and underlying information processing components. His triarchic theory includes three facets or subtheories:

• Analytical (componential)
• Creative (experiential)
• Practical (contextual)

Sternberg's theory builds on his earlier componential approach to reasoning. His theory is mostly based on observing Yale graduate students. Sternberg believes that if intelligence is properly defined & measured it will translate to real-life success.

Sternberg's Triarchic Theory is an important effort to synthesize the various theories of intelligence.

Analytical (componential) Facet (or Subtheory)

Analytical Intelligence similar to the standard psychometric definition of intelligence e.g. as measured by Academic problem solving: analogies and puzzles, and corresponds to his earlier componential intelligence. Sternberg considers this reflects how an individual relates to his internal world.

Sternberg believes that Analytical Intelligence (Academic problem-solving skills) is based on the joint operations of metacomponents and performance components and knowledge acquisition components of intelligence

Metacomponents: control, monitor and evaluate cognitive processing. These are the executive functions to order and organise performance and knowledge acquisition components. They are the higher-order processes that order and organise the performance components. Used to analyze problems and pick a strategy for solving them. They decide what to do and the performance components actually do it.

Performance Components: execute strategies assembled by the metacomponents. They are the basic operations involved in any cognitive act. They are the cognitive processes that enable us to encode stimuli, hold information in short-term memory, make calculations, perform mental calculations, mentally compare different stimuli, retrieve information from long-term memory.

Knowledge acquisition components: are the processes used in gaining and storing new knowledge - i.e. capacity for learning. The strategies you use to help memorize things exemplify the processes that fall into this category.

Sternberg feels that IDs in intelligence are related to IDs in the use of these cognitive processes. He feels that people with better reasoning ability generally spend more time understanding the problem but reach their solution faster than those who are less skilled at the task.

Creative (experiental) Facet (or Subtheory)

Creative Intelligence: this involves insights, synthesis and the ability to react to novel situations and stimuli. This he considers the Experiential aspect of intelligence and reflects how an individual connects the internal world to external reality.

Sternberg considers the Creative facet to consist of the ability which allows people to think creatively and that which allows people to adjust creatively and effectively to new situations.

Sternberg believes that more intelligent individuals will also move from consciously learning in a novel situation to automating the new learning so that they can attend to other tasks.

Two-Facet Subtheory (Novelty & Automatization)

Basic assumption: That there are two broad classes of abilities associated with intelligence: novelty skills and automatization skills.  A task measures intelligence if it requires the ability to deal with novel demands or the ability to automatize information processing (two ends of a continuum).

Novel tasks or situations are good measures of intellectual ability because they assess an individual's ability to apply existing knowledge to new problems.

Practical (contextual) Facet (or Subtheory)

Practical Intelligence: this involves the ability to grasp, understand and deal with everyday tasks. This is the Contextual aspect of intelligence and reflects how the individual relates to the external world about him or her.

Sternberg states that Intelligence is: "Purposive adaptation to, shaping of, and selection of real-world environments relevant to one's life" (Sternberg, 1984, p.271)

Purposive means that intelligence is directed towards goals, however vague or subconscious they may be. This means that intelligence is indicated by one's attempts to adapt to one's environment.

Practical Intelligence can be said to be intelligence that operates in the real world. People with this type of intelligence can adapt to, or shape their environment. It might also be called Street-smarts. In measuring this facet, not only mental skills but attitudes and emotional factors that can influence intelligence are measured.

So this practical intelligence is a combination of:

(a) adaptation to the environment in order to have goals met

(b) changing the environment in order to have goals met

(c) or, if (a) and (b) don't work moving to a new environment in which goals can be met

Sternberg believes that individuals considered intelligent in one culture may be looked on as unintelligent in another.

An important asset of this theory is to avoid defining intelligence in terms of intelligence tests rather than performance in the everyday world (which is, after all, what intelligence tests try to predict!).

Measuring practical intelligence:

• Sternberg Multidimensional Abilities Test measures all 3 intelligences, on separate scales
• Sternberg and Wagner’s test of Practical Managerial Intelligence measures:
• ability to write effective memos
• ability to motivate people
• knowledge of when to delegate
• ability to read people

When measuring practical intelligence Sternberg looks at things such as how people decode nonverbal messages e.g. can you tell who are the real couples?

Source: http://wilderdom.com/personality/L2-2SternbergTriarchicTheory.html

Theory of Feminism

Feminism

To speak of "Feminism" as a theory is already a reduction. However, in terms of its theory (rather than as its reality as a historical movement in effect for some centuries) feminism might be categorized into three general groups:

1. theories having an essentialist focus (including psychoanalytic and French feminism);
2. theories aimed at defining or establishing a feminist literary canon or theories seeking to re-interpret and re-vision literature (and culture and history and so forth) from a less patriarchal slant (including gynocriticism, liberal feminism); and
3. theories focusing on sexual difference and sexual politics (including gender studies, lesbian studies, cultural feminism, radical feminism, and socialist/materialist feminism).

Further, women (and men) needed to consider what it meant to be a woman, to consider how much of what society has often deemed inherently female traits, are culturally and socially constructed. Simone de Beauvoir's study, The Second Sex, though perhaps flawed by Beauvoir's own body politics, nevertheless served as a groundbreaking book of feminism, that questioned the "othering" of women by western philosophy. Early projects in feminist theory included resurrecting women's literature that in many cases had never been considered seriously or had been erased over time (e.g., Charlotte Perkins Gilman was quite prominent in the early 20th century but was virtually unknown until her work was "re-discovered" later in the century). Since the 1960s the writings of many women have been rediscovered, reconsidered, and collected in large anthologies such as The Norton Anthology of Literature by Women.

However, merely unearthing women's literature did not ensure its prominence; in order to assess women's writings the number of preconceptions inherent in a literary canon dominated by male beliefs and male writers needed to be re-evaluated. Betty Friedan's The Feminist Mystique (1963), Kate Millet's Sexual Politics (1970), Teresa de Lauretis's Alice Doesn't: Feminism, Semiotics, Cinema (1984), Annette Kolodny's The Lay of the Land (1975), Judith Fetterly's The Resisting Reader (1978), Elaine Showalter's A Literature of Their Own (1977), or Sandra Gilbert and Susan Gubar's The Madwoman in the Attic (1979) are just a handful of the many critiques that questioned cultural, sexual, intellectual, and/or psychological stereotypes about women.

Key Terms (this list is woefully inadequate; suggestions for additional terms would be appreciated):

Androgyny - taken from Woman Studies page of Drew University - "'...suggests a world in which sex-roles are not rigidly defined, a state in which ‘the man in every woman' and the ‘woman in every man' could be integrated and freely expressed' (Tuttle 19). Used more frequently in the 1970's, this term was used to describe a blurring, or combination of gender roles so that neither masculinity or femininity is dominant."

Backlash - a term, which may have originated with Susan Faludi, referring to a movement ( ca. 1980s) away from or against feminism.

Écriture féminine - Écriture féminine, literally women's writing, is a philosophy that promotes women's experiences and feelings to the point that it strengthens the work. Hélène Cixous first uses this term in her essay, "The Laugh of the Medusa," in which she asserts, "Woman must write her self: must write about women and bring women to writing, from which they have been driven away as violently as from their bodies. Écriture féminine places experience before language, and privileges the anti-linear, cyclical writing so often frowned upon by patriarchal society' (Wikipedia).

Essentialism - taken from woman Studies page of Drew University - "The belief in a uniquely feminine essence, existing above and beyond cultural conditioning...the mirror image of biologism which for centuries justified the oppression of women by proclaiming the natural superiority of men (Tuttle 90)." Tong's use of the term is relative to the explanation of the division of radical feminism into radical-cultural and radical libertarian.

Gynocentrics - "a term coined by the feminist scholar-critic Elaine Showalter to define the process of constructing "a female framework for analysis of women's literature [in order] to develop new models [of interpretation] based on the study of female experience, rather than to adapt to male models and theories'" (Bressler 269, see General Resources below).

Jouissance - a term most commonly associated with Helene Cixous (seek-sou), whose use of the word may have derived from Jacques Lacan - "Cixous follows Lacan's psychoanalytic paradigm, which argues that a child must separate from its mother's body (the Real) in order to enter into the Symbolic. Because of this, Cixous says, the female body in general becomes unrepresentable in language; it's what can't be spoken or written in the phallogocentric Symbolic order. Cixous here makes a leap from the maternal body to the female body in general; she also leaps from that female body to female sexuality, saying that female sexuality, female sexual pleasure, feminine jouissance, is unrepresentable within the phallogocentric Symbolic order" (Dr. Mary Klages, "Postructuralist Feminist Theory")

Patriarchy - "Sexism is perpetuated by systems of patriarchy where male-dominated structures and social arrangements elaborate the oppression of women. Patriarchy almost by definition also exhibits androcentrism, meaning male centered. Coupled with patriarchy, androcentrism assumes that male norms operate through out all social institutions and become the standard to which all persons adhere" (Joe Santillan - University of California at Davis).

Phallologocentrism - "language ordered around an absolute Word (logos) which is “masculine” [phallic], systematically excludes, disqualifies, denigrates, diminishes, silences the “feminine” (Nikita Dhawan).

Second- and Third-Wave feminism - "Second-wave feminism refers to a period of feminist thought that originated around the 1960s and was mainly concerned with independence and greater political action to improve women's rights" (Wikipedia). "Third-wave feminism is a feminist movement that arguably began in the early 1990s. Unlike second-wave feminism, which largely focused on the inclusion of women in traditionally male-dominated areas, third-wave feminism seeks to challenge and expand common definitions of gender and sexuality" (Wikipedia).

Semiotic - "[Julia] Kristeva (kris-TAYV-veh) makes a distinction between the semiotic and symbolic modes of communication:

• Symbolic = how we normally think of language (grammar, syntax, logic etc.)
• Semiotic = non-linguistic aspects of language which express drives and affects

The semiotic level includes rhythms and sounds and the way they can convey powerful yet indefinable emotions" (Colin Wright - University of Nottingham).

Source: http://www.kristisiegel.com/theory.htm#feminism

Theory of Intelligences

Howard Gardner

Some researchers in the field of intelligence have long argued that people have a variety of different intelligences. A person may be good at learning languages and terrible at learning music--or vice versa. A single number (a score on an IQ test) cannot adequately represent the complex and diverse capabilities of a human being.

Howard Gardner has proposed a theory of multiple intelligences. He originally identified seven components of intelligence (Gardner, 1983). He argues that these intelligences are relatively distinct from each other and that each person has some level of each of these seven intelligences. More recently, he has added an eighth intelligence to his list (Educational Leadership, 1997).

Many PBL-using teachers have studied the work of Howard Gardner and use some of his ideas in their teaching. For example, in creating a team of students to do a particular project, a teacher may select a team whose collective "highest" talents encompass most of the eight areas of intelligence identified by Gardner. The teacher may encourage a team to divide up specific tasks in line with specific high levels of talents found on a team. Alternatively, a teacher may encourage or require that team members not be allowed to work in their areas of highest ability in order to encourage their development of knowledge and skills in other areas.

The following table lists the eight intelligences identified by Howard Gardner. It provides some examples of the types of professionals who exhibit a high level of an intelligence. The eight intelligences are listed in alphabetical order.

Intelligence	Examples	Discussion
Bodily-kinesthetic	Dancers, athletes, surgeons, crafts people	The ability to use one's physical body well.
Interpersonal	Sales people, teachers, clinicians, politicians, religious leaders	The ability to sense other's feelings and be in tune with others.
Intrapersonal	People who have good insight into themselves and make effective use of their other intelligences	Self-awareness. The ability to know your own body and mind.
Linguistic	Poets, writers, orators, communicators	The ability to communicate well, perhaps both orally and in writing, perhaps in several languages.
Logical-mathematical	Mathematicians, logicians	The ability to learn higher mathematics. The ability to handle complex logical arguments.
Musical	Musicians, composers	The ability to learn, perform, and compose music.
Naturalistic	Biologists, naturalists	The ability to understand different species, recognize patterns in nature, classify natural objects.
Spatial	Sailors navigating without modern navigational aids, surgeons, sculptors, painters	The ability to know where you are relative to fixed locations. The ability to accomplish tasks requiring three-dimensional visualization and placement of your hands or other parts of your body.

Table 4.1 Examples for each of the eight intelligences.

You might want to do some introspection. For each of the eight intelligences in the Howard Gardner list, think about your own level of talents and performance. For each intelligence, decide if you have an area of expertise that makes substantial use of the intelligence. For example, perhaps you are good at music. If so, is music the basis of your vocation?

Students can also do this type of introspection, and it can become a routine component of PBL lessons. Students can come to understand that they are more naturally gifted in some areas than in others, but that they have some talent in all of the eight areas identified by Howard Gardner. Curriculum and instruction can be developed to help all students make progress in enhancing their talents in each of these eight areas of intelligence.

Conclusion of theory of Intelligences is many kind of intelligences were given by God, one of them is obviously being our skill. Every part of intelligence has many kind of advantages, as a human we have to build the intelligences were given and practiced it to make it better. 

 Source: http://otec.uoregon.edu/intelligence.htm