Selasa, 29 Mei 2012

Article Simple Perfect ( Kalimat Sempurna)

Simple Perfect ( Kalimat Sempurna )
v Verbal Sentence
Lately I have come to feel bored with life...
Dear Victoria,
Lately I have come to feel bored with life. Hopefully you can see how emotionally down I have been this past Spring;  I am still working very hard, these days on seeing how my life can be more positive.  As with anything, I have good days and bad ones. Mostly I find myself being in the bad ones.  When I'm in them, I feel worrisome feelings that things will never, ever get better.  (A good day is reading your website.)
There are a number of reasons why I have been looking at the 'glass-half-empty.'  I am in school and I didn't do well in my classes this past semester (which is completely uncharacteristic of me) and I have just today found out, both that I am being placed on academic probation, and will probably have my financial aid taken away.  Like you've said before, Victoria, everything is related to everything else.  I so don't know where to start, or how I got myself in this situation I am now in.
Part of the reason I feel so bored is that I'm feeling that my passion for my chosen career is waning.  I need to know if it is still meant for me to do.  I need to understand if I should keep working on pursuing a degree in it.  Right now, I am contemplating taking a year off and working doing just about anything, to become re-invigorated with life again.  What do you feel about that?
There is also the matter of my 'ex-boyfriend.' This is something I definitely need guidance on. We still reside together, and seem like we could be on the edge of a full reconciliation, but I think it would be better if we were completely separated for awhile. I do love him, but I don't think I can be a good match for him right now, because I cheated on him this last February, and now he has major trust issues with me.  Can you tell me if we are true soul mates? Will he always worry about me being faithful in the future?  I can see us getting back together again, but right now we want such different things. Also I have come to feel 'stuck' (by this I mean being bored here, too) in this relationship, mostly because he takes care of me financially.  Part of it I think is that I have lost some of my independence that I was fiercely proud of before we were together.  He is a very kind person, and he does not intentionally mean to take away my independence.  I think I hate myself for having someone be so good to me, and I do know I take all of his kindnesses for granted.
I am aware that I can sometimes be a hostile person.  Even though I have looked into my childhood for answers, I get the feeling that I have felt this way even before this life. Can you share something with me to help me feel more at peace with the world' and myself? 

The Educator's Mindset: The Basis for Touching a Student's Mind and Heart

Dr. Sam Goldstein and I have emphasized the concept of mindsets in our books pertaining to resilience. We have defined mindsets as assumptions and expectations that we possess about ourselves and others. We may not always reflect upon or even be aware of these assumptions, but they play a major role in determining our actions and behaviors. We have described the features of a resilient mindset, a mindset associated with optimism, hope, satisfying interpersonal relationships, and effective coping strategies.
During the past few weeks millions of children and adolescents have started a new school year. Thus, I believe it is an opportune time to devote this article to a theme I have spoken and written about extensively during the past decade, namely, the mindset of educators who truly enrich the hearts and minds of students. A number of the ideas presented in this article were initially articulated in a presentation I gave and a paper I wrote for the Center for Development and Learning (CDL) in Covington, Louisiana and were further elaborated upon in a chapter and article I wrote for Learning Disabilities Worldwide (LDW) in Weston, Massachusetts. Both of these groups are headed by wonderful, dedicated individuals, Alice Thomas at CDL and Teresa Citro at LDW. Through their workshops, conferences, and publications CDL and LDW have made significant contributions to our understanding of successful learning and educational practices (please visit their websites at and for more information about these groups).
My professional activities have provided me with an opportunity to visit many schools and speak with many educators. In addition, I have reflected upon my own experiences as a principal of a school in a locked door unit of a psychiatric hospital and as a consultant to both public and independent schools. My journeys have introduced me to teachers and school administrators who are skilled in reaching the "whole child," who recognize that even at a time when standardized (some would say "high stakes") tests dominate the educational landscape in many schools, it is important that we focus not only on the intellectual lives of students but their emotional and social lives as well. These educators recognize that a student's intelligence or competence is more than a score or a percentile on an IQ test or an achievement test, but should also include an appreciation of the student's "emotional intelligence," a concept about which Daniel Goleman has written extensively and which captures a child's social, emotional, and interpersonal skills.
These talented educators are guided by a mindset that influences their interactions with students, colleagues, and parents. The more aware we are of the main ingredients of this mindset, the better equipped we will be to impart this information to professionals preparing for careers in teaching as well as to experienced educators who are continually seeking to refine their skills and articulate the principles that serve as the foundation for their teaching practices.
The following are five of the key beliefs that I believe represent the mindset of the effective educator. Space limitations do not permit a lengthy discussion of each of these beliefs nor the inclusion of other beliefs. However, it is my hope that this relatively brief description will provide the reader with a sense of the mindset that I advocate be defined, embraced, and incorporated by all educators in their teaching activities. It is also my hope that the ideas I advance will prompt discussions among educational colleagues as they consider the assumptions that direct their work. I want to emphasize that I believe that many, if not most, of the educators reading this article are already engaged in practices that follow from the precepts of this mindset, and in that case I hope it will serve as a validation of one's existing teaching style.
3. To believe that all students enter school wishing to learn and to succeed. Without wishing to sound facetious, I have never met a young child first beginning school who says, "I hope I do not do well in school, I hope I have trouble learning, I hope my parents and my teachers are always on my back criticizing me about my school performance." If we accept that all students truly wish to succeed, then if they are displaying academic and/or behavior problems, we must ask, "What is it that we can do differently so that the student will succeed?" As an educator at one of my workshops eloquently voiced, "This belief should not be interpreted as blaming teachers but rather as empowering them." She explained, "Why continue to do the same thing over and over again if it doesn't work? It is empowering to realize that we have the ability to think about new strategies that may be successful." Once pejorative labels such as lazy or unmotivated are affixed to students, we will often respond to them in ways that confirm the label. In such instances we will get what we expect—a seeming lack of motivation and school failure. In many of my writings I have offered examples of educators who had the courage to replace their ineffective scripts with new scripts. When they did so, they were pleased to see the greater willingness of even so-called "resistant" students to modify their own scripts and become more cooperative.

v Non Verbal Sentence
To Whom It May Concern:

As the Dean of Stonewell College, I have had the pleasure of knowing Hannah Smith for the last four years. She has been a tremendous student and an asset to our school. I would like to take this opportunity to recommend Hannah for your graduate program.

I feel confident that she will continue to succeed in her studies. Hannah is a dedicated student and thus far her grades have been exemplary. In class, she has proven to be a take-charge person who is able to successfully develop plans and implement them.

Hannah has also assisted us in our admissions office. She has successfully demonstrated leadership ability by counseling new and prospective students. Her advice has been a great help to these students, many of whom have taken time to share their comments with me regarding her pleasant and encouraging attitude.

It is for these reasons that I offer high recommendations for Hannah without reservation. Her drive and abilities will truly be an asset to your establishment. If you have any questions regarding this recommendation, please do not hesitate to contact me.


Roger Fleming
Dean of Stonewell College
===Sample Letter of Recommendation==
Source :

By Christopher A. Kerosky

My husband and I have been here in the United States eleven years. We are from Mexico originally, but we have one son born here who is a U.S citizen. We ourselves have never had any legal status here. Unfortunately, my husband was just caught and the government started deportation proceedings against him. Is there anything we can do? I heard there is a way to apply to get a green card based upon the fact I’ve been here so long. Is this a good idea for him? Or should he just hide and ignore the immigration court proceeding?
A: There is something called Cancellation of removal which applies to people who have been in the country for more than 10 years. A person like you can apply for this status, even while not in custody, but I don’t usually recommend it. Most people are denied and the result is the person gets an order of deportation. If you are not known to the immigration service, I usually advise my clients not to apply for this.
On the other hand, persons who have been arrested and are in custody of the immigration service or those who are already in deportation proceedings should consider this as a possibility of staying here. Your husband should certainly go to the court and participate in the process; to ignore it will only make things worse. With the possibility of a legalization program in the near future, there may be many things an immigration lawyer can do to help him stay long enough to qualify for such legalization.
One of those things may be applying for “cancellation of removal”. Those who have been here more than 10 years with a U.S. citizen or permanent resident relative can apply for this status and this would at least keep them here legally while their case goes forward. With appeals, one can often stay here legally up to 5 years while an application is considered by the courts. If the relative (in this case, your son) who has citizenship has special needs or problems, the chances of success may be greater. If your husband ignores his deportation case and an order for his deportation is issued, then he will lose all his rights for the future and will probably never get legal status.
The eligibility for Cancellation of Removal is as follows:
First, a person must prove “continuous presence in the United States for 10 years”; this means that you must prove that your husband came to the U.S. over 10 years ago and never left. This can be done with various documents from your past which show your entry to the U.S. and your life here. For example, you need to gather things like medical records of you and your children, wage and employment records, pay stubs, tax records, school records for your children, rent receipts or leases, cancelled checks, other banking records, even traffic violations. These are then presented to an immigration judge to show you have been here more than 10 years.
The 10 year period must be without break and must start before the immigration proceedings started.
Second, a person must prove that they have “good moral character”. What this means is that, according to the standards of the government, the person would make a good citizen. Most importantly, a person needs to show that he has not committed any crimes or if so, they were of a minor nature. If he does volunteer work or other community service, you need to tell the judge about this. You also can submit statements from your priest or minister, friends and family members about his character.
The third and most difficult thing is that you need to prove that he has a parent, spouse or child who is a U.S. citizen or a permanent resident and that being removed would cause your U.S. citizen or permanent resident relative “exceptional and extremely unusual hardship”. In your case, you need to show that your son would suffer such hardship if your husband is returned to Mexico.
This is not easy to do because the immigration law requires you to show very unusual circumstances to qualify for this. The normal problems that would be caused to a young child or elderly parent by your deportation is not enough. For example, it’s not enough to simply show that your son doesn’t speak Spanish and will have to return to a Spanish-speaking country, probably resulting in difficulties in school, development, socialization. It is also usually not enough to show that your elderly parent needs your help or financial support. The government considers this “usual” and therefore not “extremely unusual” hardship. Most of the cases like this are simply denied.
Certainly, the best arguments are that your relative has “special needs” – for example, their physical problems or diseases would not receive adequate medical treatment in the home country. In this case, if you can show that your son has special medical or psychological needs that will increase your chances of winning this status and staying in the U.S.
Other factors such as your relative’s age, language skills, acculturation, and the conditions in your home country can also be used to strengthen your arguments.
As I mentioned above, the government’s rules governing “cancellation of removal” are very strict and it is very difficult to win these cases. I generally don’t recommend that you voluntarily identify yourself to the government and apply for this status – even if you have been here 10 years and have a qualifying relative. There are many unscrupulous lawyers and notaries who have been taking people’s money on the promise that they qualify for a green card on this basis and then the person ends up being deported. (I will write about this in the next issue.) However, if your husband has been arrested, I would certainly apply for this status to prevent his deportation, or at least delay a deportation order until such time as there is legalization passed by Congress that may also allow him to stay.
CHRISTOPHER A. KEROSKY of the law firm of KEROSKY & ASSOCIATES has practiced law since 1984 and has been recognized as one of the top immigration lawyers in Northern California for the last five years by San Francisco Magazine “Super Lawyers” edition (2006-2010). He graduated from University of California, Berkeley Law School and was a former counsel for the U.S. Department of Justice in Washington D.C. He has had an office in San Francisco for 20 years, but recently opened a Santa Rosa office and lives in West Sonoma County.

Study Skills

Back in 1928, Walt Disney never would have guessed that the creation of his little mouse, “Mickey,” would lead to his widespread career in the entertainment industry. Likewise, Susan Kruger, creator of SOAR® Study Skills, never would have guessed that her struggles in school and the hours of homework fights with her mother would eventually evolve into a successful career. (Her mother never would have imagined it, either!)
While Susan has extensive professional experience and training, she will tell you that her greatest asset as a teacher and study skills coach is that she has been a student for a VERY LONG time. Growing up, Susan was always the youngest member of her class and struggled in school. She was frequently frustrated with her grades that, after spending a lot of time preparing for tests or projects, never seemed to reflect her effort. She often felt frustrated and unmotivated
Startup Nation Leading Moms in Business Competition Winner
Adding Wisdom Award
Source :

The Flying Spaghetti Monster

A student has been suspended from school in America for coming to class dressed as a pirate.
But the disciplinary action has provoked controversy – because the student says that the ban violates his rights, as the pirate costume is part of his religion.
Bryan Killian says that he follows the Pastafarian religion, and that as a crucial part of his faith, he must wear 'full pirate regalia' as prescribed in the holy texts of Pastafarianism.
The school, however, say that his pirate garb was disruptive.
Pastafarians follow the Flying Spaghetti Monster (pictured), and believe that the world was created by the touch of his noodly appendage. Furthermore, they acknowledge pirates as being 'absolute divine beings', and stress that the worldwide decline in the number of pirates has directly led to global warming.

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