1. Rosyidi

   woww. keren. makasih ya infonya.

   Jan 15th, 2008

2. ziah

   hai…..

   Feb 20th, 2008

3. iki

   kita ketahi sekarang banyak sekali kenakalan remaja yang sangat meresahkan masyarakat. kemudian kenalakan itu bukan hanya merusakkan diri sendiri melaikan juga orang lain. dan juga kenakalan remaja itu sangat merusak mental dan juga jiwa remaja tersebut. kenakalan remaja antara lain adalah narkoba

   Mar 23rd, 2008

4. oka

   my

   May 30th, 2008

5. caliph

   kota penuh kenangan

   Jun 30th, 2008

6. Tri

   Basket Tidak Akan Menghilang

   Jul 11th, 2008

7. Luthfi

   layanan unuk bahasa ingris>>>>indonesia
   dan layanan untuk indonesia>>>inggris
   bebas(free)…

   Jul 20th, 2008

8. Xribo

   hallo semue…. pa kbr…. slam kenl ya

   Jul 21st, 2008

9. akhyar

   cariin aku pacar donx

   Jul 31st, 2008

10. nopriansyah

    can people lie with statistics ?

    is research – especially research in volving numbers – always as “factual” as we think ? Not according to the great English politician Benjamin Disraeli, who once remarked, “there are three kinds of lies : lies, damned lies, and statistics ! “in a world that bombards us with numbers – often described as “scientific facts” or “official figures” – it is worth pausing to consider that “statistical evidence “is not necessarily the same as truth. For one thing, any researcher can make mistakes. For another, because data do not speak for themselves, some one has to interpret what they mean. Sometimes, people (even sociologists) “dress up” their data almost the way politicians deliver campaign speeches – with an eye more to winning you over than getting at the truth.
    1. people select their data. Many times, the data presented are not wrong, but they are not the whole story. Let’s say someone who thinks that television is ruining our way of life presents statistics indicating that we watch more TV today than a generation ago. Moreover, during the same period, college board scores have fallen. Both sets of data may be correct, but the suggestion that television is might counter with the additional “fact” that our country spends much more on books today than a generation ago, suggesting that television creates new intellectual interests. In sum, people can find statistics that seem to support just abaout any political arguments.
    2. People interpret their data. Another way people manipulate statistics is to “package” them with a ready –made interpretation, as if numbers can mean only one thing. One publication, for example, presented the results of a study of U.S. children living in poverty (National Center for Children in Poverty, cited in Population Today, 1995). As the figure shows, the researchers reported that 43 percent of these children lived in a household with one or two parents employed part time, and 18 percent lived in a household with one or two parents working full time. The researchers labeled this figure “Majority of Children in Poverty Live with Parents Who Work. “Do you think this interpretation is accurate or misleading ?
    3. People use graphs to “spin” the truth. Especially in newspapers and other popular media, we find statistics in the form of charts and graphs. Graphs help explain data, showing, for example, an upward or downward trend. But they also give people the opportunity to “spin” data in various ways. What trend we think we see depends, in part , on the time frame used in a graph. Looking at just the last few years, for instance, we would see the U.S. crime rate going downward. But, looking at the last few decades, we would see an opposite trend: The crime rate pushes shaply upward. The scale used to draw a graph is also important because it lets a researcher “ inflate” or “deflate” a trend. Both graphs below present identical data for college board SAT scores between 1967 and 1995. But the left-hand graph stretches the scale to show a downward trend; the right-hand graph compresses the scale, making the trend disappear. So, understanding what statistics really mean depends on being a careful reader !

    continue the debate…..
    1. Why do you think people are so quick to accept “statistics” as true ?
    2. From a scientific point of view, is spinning the truth acceptable ? what about from a critical approach trying to advance social change ?
    3. Can you find a news story on some social issue that you think presents biased data or conclusions ? What are the biase ?

    Aug 5th, 2008

11. Cakra

    Alcohol education

    Alcohol education in the United States traces its roots to the Scientific Temperance Instruction movement promoted by Mary Hunt of the Women’s Christian Temperance Union (WCTU) . That movement began in the 1880s and by 1900, alcohol temperance or abstinence teaching was required in every state plus all possessions of the U.S.

    Following the repeal of prohibition in 1933, some states maintained their own prohibition and local option in other states maintained prohibition in hundreds of counties and municipalities across the country. About 38% of the American population lived under prohibition after national repeal. In addition, states continued to maintain laws mandating anti-alcohol and anti-tobacco instruction. For this reason, the WCTU continued to play a major role in influencing the content of alcohol education.

    Enthusiasm for promoting alcohol abstinence tended to decline with the passage of time and alcohol education no longer had such a high priority. However, during the 1960’s the public became concerned over press reports of widespread illegal drug use. In 1970, President Nixon asserted that drug education was a matter of the highest national priority and must be taught from kindergarten through twelfth grade. By the 1970s, most of the 17,000 school districts had implemented drug education. Alcohol education had become a part of drug education.

    Just as temperance movement activists assumed that teaching the evils of “Demon Rum” in schools would frighten students into abstinence, it was believed that teaching the evils of drugs would frighten young people into avoiding. The results were less than satisfactory.

    In 1973, the National Commission on Marijuana and Drug Abuse concluded that “no drug education program in this country, or elsewhere, has proven sufficiently successful to warrant our recommending it” and speculated that “the avalanche of drug education in recent years has been counterproductive” and may have stimulated rebellion or simply raised interest in the forbidden fruit. The Commission called for a moratorium on the production and distribution of new drug education materials until the effectiveness of existing materials could be evaluated.

    In 1977, the Cabinet Committee on Drug Abuse Prevention, Treatment and Rehabilitation concluded that young people would continue to experiment with illicit drugs as a natural part of growing up. Therefore, it recommended that drug education efforts be “primarily focused on moderating the effects of drug taking.”

    That same year the federal government adopted an abstinence-only policy regarding alcohol and within a few years the “Just Say No” policy was in effect regarding both alcohol and drugs.

    The Drug-Free Schools and Communities Act, administered by the U.S. Department of Education, is the federal government’s largest school-based alcohol drug education program. It funds a wide variety of programs to prevent the consumption of alcohol and use of illicit drugs.

    The Drug Abuse Resistance Education (DARE) program, begun in 1983, quickly became the leading vehicle for the delivery of alcohol education in the U.S. It is currently used in 75 percent of that nation’s school districts and in over 43 countries around the world. It remains popular although research on its effectiveness is not supportive.

    In 1986, the Fund for the Improvement of Postsecondary Education was established. It provides grants to colleges and universities for alcohol and drug education programs. Congress also passed legislation requiring colleges and universities to have alcohol and drug education programs in place in order to qualify for federal financial aid monies.

    Aug 8th, 2008

12. ivan_fauzi

    thanx banget….

    tapi ini artinya apa yah “O La Go La,Thuras,An Bedach Fada Romham. O Oiche Go Hoiche Mothuras, Na Schealta Na
    ch Mbeidh a Choich…” ada yang tau gak ?

    mohon bantuan nya….

    email : ivan_falzz@yahoo.co.id / vanz_netterz@yahoo.co.id

    email friendster : vanz_netterz@yahoo.co.id (kirim coment atau message yah )

    Aug 12th, 2008

13. Dika(ane cewe!!)

    thx brt yaa….kebantu bgt…tp ga ada ya kamus OL Indonesia-mandarin yg bgs?abisnya I skul di skolah Taiwan tp pure anak indo,jd klo mo cr sentence ckp panjang kyk ‘dokter spesialis kulit’(ini yg ane cr) ga bisa.everyone help me plissssssssssss…,klo ada yg tw plis komen disini.thx all

    Aug 18th, 2008

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