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Fatherhood

The Common Roles of Fathers

Fathers play many roles in parenting their children. Some are involved in every facet of their child's life while others concentrate on one or two aspects of raising their child. In the United States, the role of the father has changed, with today's fathers taking more responsibility for raising their children

Have the emotional, personal experiences of fatherhood received greater focus than the traditional role of financial provider? Studies of parenting behaviors suggest that fathers still tend to concentrate their efforts on a handful of basic parenting responsibilities. Today, fathers roles tend to be defined by the "Five Ps":participator/problem-solver, Playmate, principled guide, provider, and preparer.

Before explaining these roles, we need to say that the "Five Ps" are not things a father can do that a mother cannot. Mothers often perform some or all of these roles themselves, quite capably. Rather, they are the roles that fathers define themselves in, because they see them as important activities for raising their child.

Participator / Problem Solver

Fathers can sometimes overlook the importance of being a regular participator in their child's life. Being there for a child is more than physical presence, but helping to meet children's social, emotional, and psychological needs.

Fathers talk about the importance of helping their child solve many of the critical problems of growing up. These could be the challenges of emerging adulthood such as deciding: what to do for a living, whether to go to college, whether to buy a car; or, they could be everyday tasks such as homework, fixing a bike, or hanging a swing from a tree.

In the problem-solver role, dads are modeling effective problem-solving skills for their child. They have an opportunity to show their child how to make and act on decisions, as well as experience the consequences of their actions and decisions. This process fosters a child's responsibility, independence, and self-reliance. If children are raised without a role model for effective problem-solving, they often adopt poor strategies that lead them to become ineffectual and helpless in problematic situations. Children and adults with deficient problem-solving skills often become needy and dependent on others to "make things right" in their life. On the positive side, fathers who model healthy problem-solving in relationships have children who are less aggressive and who are more popular with their peers and teachers.

While fathers often play a critical role in their child's life by setting an example of problem-solving, fathers sometimes get involved in solving problems when it's nearly too late. In some family situations, a father only gets involved when a child's emotional and behavioral problems have become so serious that they are less responsive to treatment. Reserving dad's help for only the "big" problems is a big mistake. Fathers need to be involved in all phases of their child's problem-solving strategies from serving as an example to serving as a guide who offers possible solutions to their child(ren).

Playmate

Fathers can be great jungle gyms. Research shows that fathers spend more time, proportionally, with their children in high-energy, physical play than do mothers. In addition, fathers tend to engage in more roughhousing and stimulating play than mothers, for example, using the elements of surprise and excitement. This sets up expectations in children for the majority of their interactions with fathers involving physical play. For example, a daughter hangs on her father's arm and wants to swing as soon as he comes through the front door on his way home from work. Still, this type of play can be very important in a child's life. Physical play not only builds muscles and coordination, but can often be used to teach rules that govern behavior (e.g., taking turns, standing in line, playing physically without injuring someone, etc.). Through the role of playmate, a father can encourage his child's sense of autonomy and independence, which is a major milestone of social and emotional growth.

In addition, play is often termed a "window to the child's world." This means that play can often be used to find out about a child's thoughts, feelings, hopes, and dreams. Fathers can also use play to informally start a serious conversation with their child. In fact, it's important that fathers use this time to talk with their child and to build their emotional bond with them. Too often, fathers miss this opportunity by simply playing and substituting physical contact for verbal interaction.

Principled Guide

The cliché, "Wait til your father gets home!" no longer applies due to the diversity of family types as well as a new understanding of child discipline as guidance, not punishment. Neither should "punisher" be used to describe a father's role, especially because punishment tends to be a negative assertion of adult power. Punishment emphasizes to children what they should not do, rather than how parents would like them to act. Also, punishment may be the result of a parent's emotional reaction to a childs behavior. As a result, a child may feel shamed and humiliated which undermines trust in the parent-child relationship. Also, the child's sense of autonomy and initiative may be undermined, especially when a child's unacceptable behavior is well-meaning. Guidance, on the other hand teaches socially desirable behavior, helps children to learn the difference between right and wrong, and enables children to experience and understand the consequences of their own behavior.

Fathers who serve as guides for their children maintain their authority, but use it effectively. Guidance is a collaborative effort between parent and child that involves an ongoing process of father-child interaction. Agreement between fathers and mothers on guidance strategies is important, particularly when it comes to learning consequences of unacceptable behavior. If one parent allows the child to experience the consequences of his/her poor decision and the other rescues the child from that experience, there will be harmful effects to both the parental relationship and the child's development.

Just as important, when fathers become over-involved in punishing, they often have far too little involvement in rewarding good behaviors. Fathers who want to build a healthy bond with their child need to use appropriate guidance. This guidance must be a balance between correcting unacceptable behavior and encouraging with praise and other rewards for successful behavior.

Provider

While, in the last few decades, mothers of dependent children have entered the work force in unprecedented numbers, men continue to be identified as the primary "breadwinner" for the family. This is not always the case, as some fathers choose to be the primary providers of childcare, for example, while working out of the home or continuing their education. Also, with the increase in divorce and parenting outside of marriage, many mothers have become the main providers for their families.

American society still values the ability of the father to provide tangible resources (i.e., food, money, shelter, material possessions) for their children. For example, policies enforcing a non-resident father's payment of child support reflect such values. Also, an emphasis on responsible fatherhood has influenced social policy and social movements (e.g., the Promise Keepers) in the 1990s through the new millennium.

More than the provision of material things (e.g., income and resources) for children and families, a fathers provider role can be defined in terms of responsibility for care of the child. For example, fathers may help to make plans and arrangements for child care, even if they are not directly providing care. All too often, fathers have been led to believe that providing income and material support is all there is, their only way for caring for their family. That's unfortunate, because it discourages fathers from participating in all of the other parenting activities that many find so fulfilling, such as guidance, play, and school activities. Further, if a father values his role as a parent solely only in terms of providing material resources for the family, he may begin to feel trapped by his employment. Placing a bulk of the emphasis on a fathers being the provider can prevent his leaving unsatisfying, well-paying employment. He may not feel able to risk (even a temporary) decrease in family income while he looks for other employment opportunities.

Preparer

Fathers often see themselves as someone involved in preparing their children for life's challenges, as well as protecting them when necessary. They may talk with their child about family values and morals. Or, fathers may advise their teenagers about educational and employment goals as well as give advice (when asked for) about peer and romantic relationships. They may guide their child about how to behave in school and work to ensure their child's success in those areas. They may discuss the importance of being truthful, of giving an "honest day's work for an honest day's pay", or showing their affection to a spouse or partner.

Often, fathers see their relationship with their child blossom as the child grows into adolescence and adulthood. Some fathers even see this as the time to get involved in preparing their children for the "real world." In truth, fathers don't need to wait until their children are becoming adults in order to teach them important life lessons. Fathers can provide moral guidance and practical lessons all the way through their child's life. This kind of involvement strengthens the father-child relationship. Involvement helps build an ongoing partnership between father and child. Most important, through his influence on many areas of his child's life, a father teaches his child how to be a parent.

Mom and Dad Fill Different Roles

In 50 years, our society has gone from “father knows best” to “father knows nothing” to “who needs a father?” While some may view this as a modern advancement, I see it as a disastrous erosion of how family best operates.

There have always been single moms – women who sacrifice everything for the welfare of their children. In past times, the circumstances were identified as tragic, calling for the support of family and community. When did we make tragedy the accepted norm?

No woman can be mom and dad to her children. Children who grow up without a father are more likely to suffer from a gamut of ills, from poverty to suicide.

The father's responsibility includes not only physical protection but also financial provision and the display of healthy authority in the home.

Poor examples of fatherhood have, for some, watered down the beauty of a dad’s unique contributions. Nevertheless, fathers provide two specific emotional needs for which Mom, try as she may, cannot completely compensate.

First, fathers provide a sense of security. Unfortunately, some fathers have used their superior physical strength and their booming voice to intimidate rather than to protect. However, for generations and throughout cultures, a man’s responsibility has been to protect the women and children under his care. This includes not only physical protection but also financial provision and the display of healthy authority in the home.

Fathers also pass down a blessing to their children. A mom believes her son or daughter is a success no matter what. The child who scratches out “Mary Had a Little Lamb” on a violin is destined for first chair in the New York Philharmonic, according to Mom. Dad’s validation is different. The son or daughter who never receives this blessing may unconsciously spend a lifetime searching for it.

We live in a society of parents who sacrifice to give everything to our children – everything except what matter most. Forgo the soccer team and designer jeans; fight for our kids to have dads.

Vegetarian Diets for Children

Vegetarian Diets for Children: Right from the Start

Eating habits are set in early childhood. Choosing a vegetarian diet can give your child—and your whole family—the opportunity to learn to enjoy a variety of wonderful, nutritious foods.

Children raised on fruits, vegetables, whole grains, and legumes grow up to be slimmer and healthier and even live longer than their meat-eating friends. It is much easier to build a nutritious diet from plant foods than from animal products, which contain saturated fat, cholesterol, and other substances that growing children can do without. As for essential nutrients, plant foods are the preferred source because they provide sufficient energy and protein packaged with other health-promoting nutrients such as fiber, antioxidant vitamins, minerals, and phytochemicals.

Complete Nutrition for Children

Vegetarian diets provide excellent nutrition for all stages of childhood, from birth through adolescence. Of course, an infant’s nutritional needs are best met by his or her mother’s breast milk. It’s nature’s way of boosting the baby’s immunity as well as his or her psychological well-being.

Doctors recommend introducing solid foods in the middle of the first year of life. The best weaning foods are soft plant foods such as ground, cooked cereals, mashed fruits, and well-cooked vegetables. Given a chance, toddlers and young children usually enjoy a wide variety fruits, vegetables, grains, and legumes—even more so if they are involved in the preparation. School-aged children are often curious about where their food comes from and delight in learning how to cook, visiting farmers’ markets, and gardening. Adolescents raised on a vegetarian diet often find they have an easy time maintaining a healthy weight and have fewer problems with acne, allergies, and gastrointestinal problems than their meat-eating peers.

Some studies suggest that the growth of vegetarian children is more gradual than that of non-vegetarians—in other words, vegetarian children grow a bit more slowly at first, but they catch up later on. Final heights and weights for vegetarian children are comparable to those of meat-eating children. Interestingly, breast-fed babies also grow more slowly than bottle-fed babies. Somewhat less rapid growth during the early years is thought to decrease disease risk later in life.

On the other hand, diets rich in animal protein, found in meat, eggs, and dairy products, appear to reduce the age of puberty, as shown in a 2000 study from the Harvard School of Public Health, which found that girls who consumed higher levels of animal protein compared to vegetable protein between 3 and 8 years of age went through menarche earlier. Nature may well have designed the human body to grow up more gradually, to reach puberty later, and to last longer than most people raised on omnivorous diets experience.

In a 1980 study in Boston, researchers measured the IQs of vegetarian children. Some of the children were following a macrobiotic diet, a few were Seventh-day Adventists (many of whom follow a plant-based diet), and the rest were from families that had simply decided to go vegetarian. On intelligence testing, the kids were considerably above average, with a mean IQ of 116. Now, the diet may have had nothing to do with their intelligence. Rather, these vegetarian families were better educated than the average meat-eating family, and it is probably the parental education, rather than a dietary effect, that was reflected in their children’s measured intelligence. However, this study should reassure vegetarian parents who wonder whether animal products contain something necessary for brain development. Clearly, they do not.

Perhaps the most important consideration for feeding children is this: Lifelong dietary habits are established at a young age. Children who acquire a taste for chicken nuggets, roast beef, and French fries today are the cancer patients, heart patients, and diabetes patients of tomorrow. Children who are raised on whole grains, vegetables, fruits, and legumes will have a lower risk of heart disease, stroke, diabetes, cancer, and many obesity-related illnesses compared to their counterparts raised on the average American diet. Because of this, they will also tend to live years longer.

Nutrient Needs

The complex carbohydrates found in whole grains, beans, and vegetables provide the ideal energy to fuel a child’s busy life. Cultivating a taste for brown rice, whole wheat breads and pastas, rolled oats, and corn, as well as the less common grains barley, quinoa, millet, and others, will boost the fiber and nutrient content of a child’s diet. In addition, steering children away from sweets, sugary drinks, highly processed baked products, and overly sweet cereals will help them avoid overeating and gaining unwanted weight.

Naturally, children need protein to grow, but they do not need high-protein, animal-based foods. Many people are unaware that a varied menu of grains, beans, vegetables, and fruits supplies plenty of protein. The “protein deficiencies” that our parents worried about in impoverished countries were the result of starvation or diets restricted to very few food items. Protein deficiency is extremely unlikely on a diet drawn from a variety of plant foods.

Very young children may need a slightly higher fat intake than adults do. Healthier fat sources include soybean products, avocados, and nut butters. Soy “hot dogs,” peanut butter and jelly sandwiches, seasoned veggie burgers, and avocado chunks in salads, for example, are very well accepted. However, the need for fat in the diet should not be taken too far. American children often have fatty streaks in the arteries—the beginnings of heart disease—before they finish high school. In contrast, Japanese children traditionally grew up on diets much lower in fat and subsequently had fewer problems with diabetes, heart disease, obesity, and other chronic diseases.

Parents will want to make sure their child’s diet includes a regular source of vitamin B12, which is needed for healthy blood and nerve function. Deficiencies are rare, but when they happen, they can be a bit hard to detect. Vitamin B12 is plentiful in many commercial cereals, fortified soy and rice milks, and nutritional yeast. Check the labels for the words cyanocobalamin or B12. Children who do not eat these supplemented products should take a B12 supplement of 3 or more micrograms per day. Common children’s vitamins contain more than enough B12. Spirulina and seaweed are not reliable sources of vitamin B12.

The body also requires vitamin D, which children and parents are happy to know can be obtained by simply playing outdoors in the sun. Fifteen to twenty minutes of daily sunlight on the hands and face is enough sun exposure for the body’s skin cells to produce the necessary vitamin D. Children in latitudes with diminished sunlight may need the vitamin D found in multivitamin supplements or fortified non-dairy milks.

For calcium, beans, dried figs, sweet potatoes, and green vegetables, including collards, kale, broccoli, mustard greens, and Swiss chard, are excellent sources. Fortified soymilk and rice milk and calcium-fortified juices provide a great deal of calcium as well. In addition, eating lots of fruits and vegetables, excluding animal proteins, and limiting salt intake all help the body retain calcium.

Growing children also need iron found in a variety of beans and green, leafy vegetables. The vitamin C in vegetables and fruits enhances iron absorption, especially when eaten together with an iron-rich food. One example is an iron-rich bean burrito eaten with vitamin C-rich tomato salsa. Few people are aware that cow’s milk is very low in iron and can induce a mild, chronic blood loss in the digestive tract, which can reduce iron and cause an increased risk of anemia.

Infants

Again, the best food for newborns is breast milk. When breast-feeding is not possible, commercial soy formulas are nutritionally adequate. There is no need for infants to be raised on cow’s milk formulas. In addition to containing colic-inducing proteins that bother many children, cow’s milk is a common cause of allergies. Unfortunately, immune responses to milk proteins are implicated in insulin-dependent diabetes and even in Sudden Infant Death Syndrome. Soy formulas are commonly used in all hospital nurseries, although they can occasionally be allergenic as well. Soymilk sold in grocery stores for adults is not the same as soy baby formula, however, and is not adequate for infants.

Infants do not need any nourishment other than breast milk or soy formula for the first half year of life, and they should continue to receive breast milk or formula at least throughout their first 12 months. Breast-fed infants also need about two hours a week of sun exposure to make vitamin D—a great motivator for Mom to get back into a walking routine. Some infants, especially those who are dark-skinned or who live in cloudy climates, may not make adequate amounts of vitamin D. In these cases, vitamin D supplements may be necessary.

At about 5 to 6 months of age, or when baby’s weight has doubled, other foods can be added to the diet. Pediatricians often recommend starting with an iron-fortified cereal because, at about 4 to 6 months, infants’ iron stores, which are naturally high at birth, begin to decrease. Add one simple new food at a time, at one- to two-week intervals.

The following guidelines provide a flexible plan for adding foods to your baby’s diet:

5 to 6 Months

·         Introduce iron-fortified infant cereal. Try rice cereal first, mixed with a little breast milk or soy formula, since it is the least likely to cause allergies. Then, offer oat or barley cereals. Most pediatricians recommend holding off on introducing wheat until the child is at least 8 months old, as it tends to be more allergenic.

6 to 8 Months

·         Introduce vegetables. Potatoes, green beans, carrots, and peas are all good choices. They should be thoroughly cooked and mashed.

·         Introduce fruits. Try mashed bananas, avocados, or strained peaches, or applesauce.

·         Introduce breads. By 8 months of age, most babies can eat crackers, bread, and dry cereal.

·         Introduce protein-rich foods. Also by about 8 months, infants can begin to eat higher protein foods like tofu or beans that are well cooked and mashed.

Children and Teens
Children have high calorie and nutrient needs, but their stomachs are small. Offer your child frequent snacks, and include some less “bulky” foods like refined grains and fruit juices. Do limit juices, however, since children may fill up on them, preferring their sweetness to other foods.

Teenagers often have high energy needs and busy schedules. Keeping delicious, healthy snack choices on hand and guiding teens to make lower-fat selections when eating out will help to steer them away from dining pitfalls that often cause weight gain and health problems for adolescents. Caloric needs vary from child to child. The following guidelines are general ones.

Food Groups

Whole Grains

·         Whole grains include breads, hot and cold cereals, pasta, cooked grains (such as rice and barley), and crackers.

·         One serving equals 1/2 cup of pasta, grains, or cooked cereal, 3/4 to 1 cup of ready-to-eat cereal, 1/2 bun or bagel, or 1 slice of bread.

Vegetables

·         Dark green vegetables” include broccoli, kale, spinach, collard greens, turnip greens, mustard greens, beet greens, bok choy, and Swiss chard.

·         Other vegetables” refers to all other vegetables, fresh or frozen, raw or cooked.

·         One serving of vegetables equals 1/2 cup cooked or 1 cup raw (unless an amount is specified).

Legumes, Nuts, Seeds, and Non-Dairy Milks

·         Legumes include any cooked bean such as pinto, kidney, lentils, split peas, black-eyed peas, navy beans, and chickpeas, as well as soy products, such as tofu, veggie burgers, soy “hot dogs” or sandwich slices, and tempeh.

·         One serving of legumes equals 1/2 cup of beans, tofu, or other item (unless an amount is specified).

·         Non-dairy milks include breast milk and soy formula for infants and toddlers, and rice-, soy-, and other vegetable-based milks for children at least 1 year of age. Choose fortified soymilk, such as Westsoy Plus, Enriched VitaSoy, or Edensoy, whenever possible, or use other fortified vegetable-based milks.

·         One serving of non-dairy milk equals 1 cup.

·         Nuts include whole or chopped nuts, nut butters, whole seeds, and seed butters.

·         One to two servings of nuts may be included in a healthy diet, but they are optional. One serving of nuts or nut butters equals 1 tablespoon.

Fruits

·         Fruits include all fruits, fresh or frozen, raw or cooked, and fruit juices.

·         One serving equals 1/2 cup cooked fruit, 1/2 cup fruit juice, 1/4 cup dried fruit, or 1 piece of fruit (unless an amount is specified.)

Daily Meal Planning for Children

1- to 4-Year-Olds
Whole Grains, Breads, Cereals: 4 servings
Vegetables: 2-4 tablespoons dark green vegetables , 1/4 to 1/2 cup other vegetables
Legumes, Nuts, Seeds, Non-Dairy Milks: 1/4 to 1/2 cup legumes, 3 servings breast milk, soy formula, soymilk, or other non-dairy milk
Fruits: 3/4 to 1 1/2 cups

5- to 6-Year-Olds
Whole Grains, Breads, Cereals: 6 servings
Vegetables: 1/4 cup dark green vegetables , 1/4 to 1/2 cup other vegetables
Legumes, Nuts, Seeds, Non-Dairy Milks: 1/2 to 1 cup legumes , 3 servings soymilk or other non-dairy milk
Fruits: 1 to 2 cups

7- to 12-Year-Olds
Whole Grains, Breads, Cereals: 7 servings
Vegetables: 1 serving dark green vegetables , 3 servings other vegetables
Legumes, Nuts, Seeds, Milks:2 servings legumes , 3 servings soymilk or other non-dairy milk
Fruits: 3 servings

Sample Menus

Ages 1 to 4 years
Breakfast: Oatmeal with applesauce, calcium-fortified orange juice
Lunch: Hummus (chickpea and sesame seed butter spread) on crackers, banana, soymilk, carrot sticks
Dinner: Corn, mashed sweet potatoes, steamed kale, soymilk
Snacks: Peach, Cheerios, soymilk

Ages 4 to 6 years
Breakfast: Whole grain cereal with banana and soymilk, orange wedges
Lunch: Tofu-Egg Salad Sandwich, apple juice, carrot sticks, Oatmeal Cookie
Dinner: Baked beans with soy “hot dog” pieces, baked potato, spinach, soymilk, fruit salad
Snacks: Trail mix, graham crackers, soymilk

Ages 7 to 12 years
Breakfast: Strawberry-Banana Smoothie, toast with almond butter, calcium-fortified orange juice
Lunch: Hearty Chili Mac, green salad, bread
Dinner: Steamed broccoli with nutritional yeast, steamed carrots, Oven Fries, apple crisp, soymilk
Snacks: Popcorn, figs, soy “ice cream”

Speech about global warming and local wisdom

Praise is to Allah, the lord of the world, and the sequel is for those who keep their duty unto him. Further, there will be no hostility except against wrongdoers.

Blessing and salutation upon the most honorable prophet and messenger, his families, all his disciples, and those who follow them in goodness till the any of judgment.

Standing in front of you all, I’m Irfan from SD Islam Al Azhar 35 would like to present my speech under the title of GLOBALIZING LOCAL WISDOM FOR A BETTER LIFE.

Ladies and gentlemen,

Do you realize that lately, the world is in debate on the so called global warming, extreme earth changes and all the hot topics related to the environmental problems?

Global warming has been a worldwide issue. People from all over the world have seen so many theories about what’s happening to our earth. From term of global warming proposed by Wally Broecker  to the “Inconvenient truth” proposed by Al Gore .

Indeed, No scientific body standing disagrees with the view of the extreme climate change happening to our earth. And therefore, now, the awareness of beingenvironmentally friendly is blown all over the world.

Ladies and gentlemen,

Do you realize that so far we often see how international organization or individual has been in the efforts of maintaining the environmental problem? And people in our country, some of us, step by step positively follow this good step.

Steps like producing eco-plastic bag or waste recycling action are surely positive.

However,

Has it ever crossed your mind that our ancient has taught us, even long time ago how to maintain our nature? If only we are willing to see inside what we have, we’re never too late in taking action of caring our nature.

Take a look at what Papua people believe about keeping nature. They say tearoneweaklako, which means nature is me. What does it mean?

Nature is me, me is nature. So if I treat myself well, I’ll behave the same to my nature. And vice versa.If every day we shower our body, we feed our body, we protect our body of being harmed and even keeping the growth of our body, that’s what we’re supposed to do to our nature.

Can you imagine if we can internalize and pally that?

Now let’s go to West Kalimantan  to see how Undau Mau tribed believes in “Bera” which is the selection of technology they use in farming system, to make user that the technology they use will not be a boomerang for them.

Now, I’m sure that all of us agree that preserving nature not only preserving plants but also other creatures like animals. Asn you know what, people in Sulawesi has a unique tradition in their way of taking the enau , you know enou? It’s sugar palm. They said: Aja' muwababa huna nareko depa na'oto adake, aja' to muwababa huna nareko matarata'ni manuke, which means, “ Don’t take the sugar palm from the tree too early morning nor too late evening”

Why?

Because they know that there are some animals use the enau tree as their living place. If the people go to the tree too early, it will disturb the sleeping animals, and if it’s too late in evening, they will disturb the animals which return home after searching for food.

What can we learn from all of those local views?

It’s clear ladies and gentlemen, that our country has been so rich with the paradigm of preserving nature. From the  idea of treating the nature as treating our own selves until keeping the way of ecosystem works and technology selection. We shall not deny those ideas, right?

I believe ladies and gentlemen,

That the local wisdoms, like what I’ve mentioned, isin line with today’s global thinking, specifically in natural conservation. We have got the idea., we have got a real example of our people who has been doing it. What we haven’t done is to bring it in wider and more technical way.

So ladies and gentlemen,

Value is only value without application. I believe that many of our local wisdoms  are fit to solve the natural problems if we seriously implement them. Then what are we waiting for?

Let’s make the value done and see how they will work!

Now,

Let us leave here with a sharpened focus on globalizing our local wisdom for achieving true a better life for all human being.

Make it better place for you and for me….

Thank you,

Wassalamualaikumwr.wb

Cara Menguasai Bahasa Inggris Dengan Mudah

Mungkin Anda banyak mencari tentang cara cepat belajar bahasa Inggris dan bagaimana bisa berbicara, menulis, dan hafal semua aturan tata bahasa dalam bahasa Inggris. Belajar bahasa Inggris banyak membuat siswa frustrasi, karena mereka tidak mengetahui bagaimana metode yang tepat. Sebagai hasilnya, pembelajaran yang mereka lakukan tentu saja sia-sia dan tidak membuahkan hasil dengan signifikan.

Dalam cara cepat belajar bahasa Inggris, sejatinya hanya ada tiga langkah mudah yang bisa Anda terapkan dan membuahkan hasil yang baik. Langkah-langkahnya akan kami jelaskan secara singkat berikut ini.

Fokus pada Input dan bukan hanya output

Kebanyakan siswa dan guru bahasa Inggris memberikan pemahaman bahwa kunci penguasaan bahasa terletak pada menulis dan berbicara. Memang, itu tidak salah karena banyak orang yang langsung praktik berbicara dengan berani, ia akan terbiasa dan kemudian mendapatkan kemampuan berbahasa Inggris dengan baik.

Tetapi untuk lebih cepat, seseorang juga harus mengasah kemampuan mendengar. Kemampuan mendengarkan merupakan salah satu kunci meraih keberhasilan dalam belajar bahasa Inggris. Untuk itu Anda harus menghabiskan waktu berjam-jam untuk mendengarkan lagu bahasa Inggris, teks bahasa Inggris, dan tentu saja film berbahasa Inggris.

Dengan mendengarkan beragam kata dalam bahasa Inggris dalam waktu yang lama, maka kemampuan mendengarkan bisa meningkat pesat. Anehnya, Anda juga akan meningkatkan kemampuan dengan pesat dalam konteks berbicara. Situasi tersebut telah terbukti dan kemudian, Anda harus menjadi orang berikutnya yang membuktikan hal ini.

Grammar itu penting namun jangan terlalu dibebankan

Grammar adalah hal yang penting bagi Anda sebagai pelajar. Mengapa demikian? Karena status bahasa Inggris di Indonesia adalah bahasa Asing, bukan bahasa asli, atau bahasa kedua. Jadi, grammar adalah sebuah hal yang wajib untuk dipelajari.

Kendati demikian, jangan anggap grammar sebagai beban yang mengharuskan Anda untuk menyesuaikannya sesempurna mungkin. Dalam hal menulis, tentu saja grammar penting, namun dalam berbicara bahasa Inggris, kita bisa sedikit memberikan toleransi dengan kesalahan-kesalahan grammatical atau tata bahasa. Namun, maksud dari perkataan yang kita ucapkan harus tetap jelas. 

Grammar itu penting namun jangan sampai mengalahkan keberanian kita untuk mengekspresikan bahasa Inggris.

Ulangi dan kemudian lakukan secara perlahan

Kunci dalam cara cepat belajar bahasa Inggris adalah dengan melambat dan terus mengulang. Di sekolah, siswa membaca teks terlalu cepat kemudian guru memberikan materi dengan sikap seakan terkejar oleh waktu. Akibatnya pemahaman seringkali tidak maksimal. Siswa hanya akan mendapatkan memori jangka pendek dan guru sulit untuk berhasil dalam mengajar.

Sebuah penelitian menunjukkan bahwa pengulangan yang dilakukan secara terus menerus dan dalam tempo yang lebih lambat akan menghasilkan prestasi belajar yang lebih baik. Siswa harus mendapatkan materi dengan pengulangan hingga belasan kali. Dengan pengulangan tersebut, maka terbentuklah memori jangka panjang. Kemudian, siswa mampu mempelajari bahasa Inggris dengan lebih baik, dan tentu saja efektif. 

Itulah 3 langkah utama dalam cara cepat belajar bahasa Inggris. Selamat mencoba dan semoga Anda berhasil. 

Sumber:http://www.caramudahbelajarbahasainggris.net/2013/04/cara-cepat-belajar-bahasa-inggris-dengan-3-langkah-mudah.html

Example of research abstracts

Here are some very successful sample abstracts from a range of different disciplines written by advanced undergraduate students. 

Notice that while all of them are strong, interesting, and convincing, each one was written at a different point in the project’s process.  Some (like Benjamin Herman’s history abstract and Diana Dewi and Jennifer Kittleson’s apparel and textile design abstract) include nearly final results, while others (like Laura Silberman’s curriculum & instruction abstract) include preliminary and projected results.

Notice also that even both across and within disciplines, abstracts differ in the amount of emphasis they give to objectives, methods, results, and conclusions.  Depending on your particular project and your discipline, you will need to decide which of these aspects you will emphasize the most.

Humanities Abstracts

“Margaret C. Anderson’s Little Review”

Sophia Estante and Lorrie Moore (Mentor), English

This research looks at the work of Margaret C. Anderson, the editor of the Little Review.  The review published first works by Sherwood Anderson, James Joyce, Wyndham Lewis, and Ezra Pound.  This research draws upon mostly primary sources including memoirs, published letters, and a complete collection of the Little Review. Most prior research on Anderson focuses on her connection to the famous writers and personalities that she published and associated with.  This focus undermines her role as the dominant creative force behind one of the most influential little magazines published in the 20th Century. This case example shows how little magazine publishing is arguably a literary art.

"The Commemoration and Memorialization of the American Revolution”

Benjamin Herman and Jean Lee (Mentor), History

This project involves discovering how the American Revolution was remembered during the nineteenth century.  The goal is to show that the American Revolution was memorialized by the actions of the United States government during the 1800s. This has been done by examining events such as the Supreme Court cases of John Marshall and the Nullification Crisis. Upon examination of these events, it becomes clear that John Marshall and John Calhoun (creator of the Doctrine of Nullification) attempted to use the American Revolution to bolster their claims by citing speeches from Founding Fathers. Through showing that the American Revolution lives on in memory, this research highlights the importance of the revolution in shaping the actions of the United States government.

Social Science Abstracts

“Subtype of Autism: Developmental Verbal Dyspraxia”

Amanda Babin and Morton Gernbascher (Mentor), Psychology

The purpose of this research is to identify a subtype of autism called Developmental Verbal Dyspraxia (DVD).  DVD is a motor-speech problem, disabling oral-motor movements needed for speaking. The first phase of the project involves a screening interview where we identify DVD and Non-DVD kids.  We also use home videos to validate answers on the screening interview.  The final phase involves home visits where we use several assessments to confirm the child’s diagnosis and examine the connection between manual and oral motor challenges. By identifying DVD as a subtype of Autism, we will eliminate the assumption that all Autistics have the same characteristics. This will allow for more individual consideration of Autistic people and may direct future research on the genetic factors in autism. 

“The Tony Hawk Learning Project”

Lauren Silberman and Elisabeth (Betty) Hayes (Mentor), Curriculum & Instruction

The study is to show how even a “sport” video game can incorporate many types of learning, to call attention to what might be overlooked as significant forms of learning, and to understand and take advantage of the opportunities video games afford as more deliberate learning environments. The aspects explored are the skills and techniques required to be successful in the game, the environment that skaters skate in, the personal vs. group identity that is shown through the general appearance of the skater, and the values and icons that the game teaches players. We are finding that sport video games support learning; we hope to find how one learns about oneself as a learner from playing.

Hard Science Abstracts

“Biogeography of Chemical Defense in Birch Trees”

Sarah Brown and Michael Stevens (Mentor), Botany

The Latitudinal Defense Hypothesis predicts that levels of defense are highest near the equator and decrease toward the poles.  This hypothesis is based mainly on insect herbivory that occurs during the summer.  Mammilian herbivory in the winter is a more likely driver of plant defense levels in northern latitudes.  Early successional trees such as birches are favored by fire and provide an important food source for mammals like snowshoe hares.  In order to test the Latitudinal Defense Hypothesis, we collected birch seeds from eight locations in northwestern Canada and grew seedlings in a common garden.  We assessed levels of defense by counting resin glands because resin glands are negatively correlated with snowshoe hare preference. This research will provide valuable information regarding the biogeography of defense and address the role of fire in plant-mammal interactions on a continental scale.

“Understanding Cell-Mediated Immune Responses Against Simian Immunodeficiency Virus (SIV)"

Sean Spenser and John Loffredo, David Watkins (Mentors), Primate Research Center

Each day 14,000 people become infected with HIV/AIDS, making the development of an effective vaccine one of the world’s top public health priorities.  David Watkins’ laboratory is attempting to develop HIV vaccines that elicit cellular immune responses utilizing the simian immunodeficiency virus (SIV) – infected rhesus macaque animal model.  A major component of the cell-mediated immune response are cytotoxic T-lymphocytes (CTL).  It is thought that CTL play an important role in controlling HIV and SIV.  Most standard immunological assays do not measure antiviral activity directly, limiting our understanding of CTL effectiveness. To address this, the Watkins laboratory developed a novel neutralization assay that quantifies the ability of virus-specific CTL populations to control viral growth. Evaluating the antiviral activity of CTL of different specificities will identify those CTL most effective against SIV.  This information will likely impact the design of future HIV vaccines. 

“The Genetics of Bone Strength in Mice”

Jonathan Vu and Robert Blank (Mentor), Endocrinology

The purpose of this study is to identify relationships between the physical and genetic characteristics of bones in mice.  The physical characteristics include size, density, and the force required to break the bone, while the genetic ones are the genes of the marker loci associated with the genes that affect these qualities. This study uses strains of mice with reduced genetic variation.  The two strains of mice that are the most phenotypically extreme, meaning those with the strongest and weakest bones, are crossed.  The F2 generation from that cross is then analyzed. The results of this analysis can be used to find which genotypes correlate with specific bone properties like size, density, and failure load.  The anticipated outcome of this lab is the identification of the genotypes that affect bone strength in mice. The findings may be useful in treating medical conditions that are related to bone strength. 

Service Project Abstracts

“Southeast Asian Political Action Committee: Democracy at Work!”

Lauren Breshahan and Marlys Macken (Mentor), Linguistics

Upon receiving the Wisconsin Idea Undergraduate Fellowship the summer and fall 2003 semesters were spent designing and implementing a Hmong Political Council, Inc. (HPC).  The fellowship addressed the immediate need felt by our local government and the Hmong refugee community to develop a political voice expressing the economic, political, and social needs of the Hmong refugee community. It was implemented through the collaboration of the United Refugee Services of Wisconsin, Professor Macken, the Hmong community, and myself.  Extensive research was conducted at the local, state, and national level involving the studying of IRS requirements, lobbying rights, other political councils, and the needs of the Wisconsin Hmong community. HPC is now a legal non-profit organization that has held two fundraisers, released press statements, and worked with State and National political figures to address the needs of the Hmong community. Within the year HPC plans to be lobbying at the state level. 

“Fostering H.O.P.E.: Helping Overcome Poverty through Education for Teen Moms”

Angela Cunningham and Sherrill Sellers (Mentor), Social Work

This program was designed to address the prevalent issues of teen parenthood and poverty.  The idea was to introduce and reinforce the importance of obtaining a post secondary education to teen mothers in their junior or senior year of high school. The program ran for eight weeks during the summer of 2003.  Participants met once a week to participate in group building activities, get insights to what it will take to finish school, and receive information on services that are available to help them along the way.  The young women also had the opportunity to tour the UW and MATC campuses. The participants walked away from the program with a sense of hope that they are able to pursue their dreams despite their difficult situations.

Visual and Performing Arts Abstracts

“Blind Construction: Mixed Media”

Diana Dewi, Jennifer Kittleson, and Wendy Hagedorn (Mentor), Apparel and Textile Design

The basis of this project was to create a garment using mixed media in order to mimic the human body. The materials we used to create this piece include: buckram, copper wire, spray paint, fabric paint, a variety of novelty fabrics, and chains.  The techniques we created in order to manipulate the piece include: fabric branding and burning, grid painting, sewing, draping, molding buckram, and coiling.  Our overall approach was to create a theatrical wearable art piece. Upon completion of the assignment we found the piece aesthetically pleasing because of the way it molds to the human body, but can be a piece all on its own.

source: http://writing.wisc.edu/Handbook/presentations_abstracts_examples.html