Eat Your Vegetables: 15 Tips for Veggie Haters

Vegetables are one of those foods people either love or hate. The problem with hating vegetables is that they are arguably the most health-promoting food group on the planet. If you aren't eating vegetables, you aren't getting all their amazing components like fiber, antioxidants, and other powerful phytochemicals.

So what's a veggie-hater to do? People who think they hate vegetables can definitely learn to embrace this colorful food group. But before we talk tips, we need to understand what causes some people to scatter when broccoli is served.

Are veggie haters born, or made? The answer seems to be both. Some of us have negative veggie experiences from our childhood that come back to haunt us as adults. Maybe you were forced to eat vegetables, or had to plow through a stack of green beans to get to dessert. Maybe you were served overcooked, mushy vegetables. Or perhaps some time in your life, you were on a fad diet where all you could eat were certain vegetables.

I trace my distaste for peas to a childhood memory of having to choke down a pile of them before I could be excused from the table. To this day you will never see me eat a spoonful of peas. I won't pick them out of a casserole or fried rice, mind you, but they stand, 40 years later, as my least favorite vegetable (no offense, Green Giant).

"If veggies are only served in ways that don't match your personal flavor preferences, they won't seem exciting," explains Karen Collins, MS, RD, nutrition advisor for the American Institute for Cancer Research. So if you love spicy food, you won't like veggies served plain; or if you love simple, earthy flavors, veggies covered with rich sauce won't appeal.

But there are also innate physical reasons why some people have an aversion to certain vegetables. According to Collins, a genetic trait has been identified that seems to make some people have extra-sensitive receptors for bitter tastes.

"They are sometimes dubbed 'super tasters' and they make up about 25% of the population," says Collins.

The vegetables that tend to be the bitter offenders are cruciferous vegetables (those from the cabbage family, including broccoli and cauliflower), some of the leafy greens, and eggplant.

But there are ways to tame the bitter taste in these nutrition-packed vegetables. Check out the tips below for help on this, and for more ways to get vegetables past the lips of even confirmed veggie haters.

http://www.webmd.com/diet/features/eat-your-vegetables-15-tips-for-veggie-haters

A.      In the words of the statement, often used the word that (that) as a liaison between the introductory phrase and sentence were reported. According to articles in above, there are two type of statement in reported speech:

·         "If veggies are only served in ways that don't match your personal flavor preferences, they won't seem exciting," explains Karen Collins, MS, RD, nutrition advisor for the American Institute for Cancer Research.

It can be changes into indirect speech, likes: Karen Collins explained that If veggies were only served in ways that didn't match your personal flavor preferences, they won't seem exciting.

·         "They are sometimes dubbed 'super tasters' and they make up about 25% of the population," says Collins.

It can be changes into indirect speech, likes: Collins said that They were sometimes dubbed 'super tasters' and they made up about 25% of the population.

B.      At the command line, direct and indirect sentences are divided into positive and imperative sentences negative imperative sentences. At the command line needs to be added to in the next sentence. The example of imperative positive sentences in reported speech:

·         He asked me, “open the door”

He asked me to open the door.

The example of imperative negative sentences in reported speech:

·         She told me, “don’t eat that meal”

She told me not to eat that meal

C.      Sentence Question
In interrogative sentence, question words like where, when, why, what, who, how, and others are used as conjunctions.

            • That girl asked me, "where do you live?"
                That girl asked me where i lived
            • Jane asked me, "When did you get back from your trip?"
               Jane asked me when I had got back from my trip.

            If the sentence is a question requiring the answer yes or no, the word we use is if or Whether (if, if). example:

            • The teacher asked me, "have you finished your homework?"
            The teacher asked me if I had finished my homework.
            • John asked me, "did you see Jane at the party yesterday?"
            John asked me Whether I had seen Jane at the party yesterday

Active and Passive Voice, Pengajaran Bahasa inggris Berbantuan Komputer

A. Active / Passive Verb Forms

Active Form

In active sentences, the thing doing the action is the subject of the sentence and the thing receiving the action is the object. Most sentences are active.

[Thing doing action] + [verb] + [thing receiving action]

Passive Form
In passive sentences, the thing receiving the action is the subject of the sentence and the thing doing the action is optionally included near the end of the sentence. You can use the passive form if you think that the thing receiving the action is more important or should be emphasized. You can also use the passive form if you do not know who is doing the action or if you do not want to mention who is doing the action.
[Thing receiving action] + [be] + [past participle of verb] + [by] + [thing doing action]

Active / Passive Overview

	Active	Passive
Simple Present	Once a week, Tom cleans the house.	Once a week, the house is cleaned by Tom.
Present Continuous	Right now, Sarah is writing the letter.	Right now, the letter is being written by Sarah.
Simple Past	Sam repaired the car.	The car was repaired by Sam.
Past Continuous	The salesman was helping the customer when the thief came into the store.	The customer was being helped by the salesman when the thief came into the store.
Present Perfect	Many tourists have visited that castle.	That castle has been visited by many tourists.
Present Perfect Continuous	Recently, John has been doing the work.	Recently, the work has been being done by John.
Past Perfect	George had repaired many cars before he received his mechanic's license.	Many cars had been repaired by George before he received his mechanic's license.
Past Perfect Continuous	Chef Jones had been preparing the restaurant's fantastic dinners for two years before he moved to Paris.	The restaurant's fantastic dinners had been being prepared by Chef Jones for two years before he moved to Paris.
Simple Future will	Someone will finish the work by 5:00 PM.	The work will be finished by 5:00 PM.
Simple Future be going to	Sally is going to make a beautiful dinner tonight.	A beautiful dinner is going to be made by Sally tonight.
Future Continuous will	At 8:00 PM tonight, John will be washing the dishes.	At 8:00 PM tonight, the dishes will be being washed by John.
Future Continuous be going to	At 8:00 PM tonight, John is going to be washing the dishes.	At 8:00 PM tonight, the dishes are going to be being washed by John.
Future Perfect will	They will have completed the project before the deadline.	The project will have been completed before the deadline.
Future Perfect be going to	They are going to have completed the project before the deadline.	The project is going to have been completedbefore the deadline.
Future Perfect Continuous will	The famous artist will have been painting the mural for over six months by the time it is finished.	The mural will have been being painted by the famous artist for over six months by the time it is finished.
Future Perfect Continuous be going to	The famous artist is going to have been painting the mural for over six months by the time it is finished.	The mural is going to have been being paintedby the famous artist for over six months by the time it is finished.
Used to	Jerry used to pay the bills.	The bills used to be paid by Jerry.
Would Always	My mother would always make the pies.	The pies would always be made by my mother.
Future in the Past Would	I knew John would finish the work by 5:00 PM.	I knew the work would be finished by 5:00 PM.
Future in the Past Was Going to	I thought Sally was going to make a beautiful dinner tonight.	I thought a beautiful dinner was going to be madeby Sally tonight.

http://www.englishpage.com/verbpage/activepassive.html

The writer uses article Handphone as a Modern Lifestyle to analyze active and passive voice.

Handphone as a Modern Lifestyle

                Handphone has become the new technology of today’s lifestyle. As a proof, children as young as 7 years old are already using handphones. Thinking back at a decade ago, handphones are still bulky and expensive and they are only used by some people such as businessman and the rich. Today, handphones are largely used by most of us. It has been the primary needs of our daily life. In this rapidly changing world, technology is growing and handphones are getting affordably cheap.

There are a lot of important usages we can get from handphone. Let’s take a look at some of its positive effects. As its primary usage, of course, it is use as a way of communication. We can communicate anywhere we want as long as it has signal. For example, in Indonesia there are a lot of people working in other countries; handphones enable them to communicate with their family, especially for people living in the countryside. Short Message System which is also known as SMS is very popular among the youngsters. This is because SMS is much cheaper than making a call, thus makes them able to communicate without fearing of spending too much expenses. Multimedia Message System which is also known as MMS is very useful because we can send photos or pictures easily. Handphone can also be called as our personal secretary. It is already embedded with a lot of business applications such as calendar, reminder, calculator, notes, Microsoft office, and now it already supports Wi-Fi so that we can access to email, messenger and browse the web everywhere we want. These effects increase our society’s interaction and economical growth, and easy internet connection network brings us closer to what’s happending in the world around us. Another purpose is, it can be used as a source of entertainment such as game applications, radio FM and music player. We are no longer required to bring walkman and other game consoles, thus affect our moods as a tranquilizer to relax.

Besides of its positive effects, there are also negative effects too. As we all know, the spreading of pornography is getting more and more uncontrollable and handphone can be use as a tool of this reason. Pornography can be transfer easily through MMS, Wi-Fi and GPRS connection. This pornography influences the moral of the people. Some people are concerned that internet could be exploited for serious crimes. It also can be use as a way of cheating; there are some cases where students are using their handphones to cheat by sending SMS to some friends, another case is, teachers and students find it rather disruptive as it distracts the concentration of other pupils when they are using phones during lessons and starts to ring. This negative effect wasted teachers’ time by scolding pupils and slowed the class progression. The other effect is that it can give some negative effect for our health, due to its radiation that is emitted while using handphones. This might affect our health issue as it expose us with more radiation and extensive exposure of radiation leads us to injuries that damages our tissues and cells in the body. It can also be use as a way of communication at the wrong hands, for example criminal communicates to other criminals to break the law by doing criminal acts. These dishonorable acts bring great effects in our society.

As we know that children may be more vulnerable than adults to the potential risks of using mobile phones. Therefore, it is important for parents to monitor their children’s activities on the phone. In my opinion, handphone is an incredible invention with great usages provided we, as users, are completely aware of the negative and harmful effects that is affecting ourselves and the society. We have to be responsible for our behaviours, so that other people does not feel uncomfortable or even opposed by our acts.

http://christme.wordpress.com/about/handphone-as-a-modern-lifestyle-personal-article//

C.Active

Handphone has become the new technology of today’s lifestyle.

This sentence is called active voice because handphone as a subject of a sentence doing action. And as a verb is become. This type of a sentence is present perfect. Because the pattern of present perfect is S+Has/have+V3.

As a proof, children as young as 7 years old are already using handphones.

The subject of the sentence above is childen. And as a verb from the sentence above is    using. This type of the sentence above is present continuous. The pattern is S+is/am/are+Ving.

In this rapidly changing world, technology is growing and handphones are getting affordably cheap.

The sentence is also called present continuous tense. Because the technology as subject and are getting as a verb. The pattern of the sentence above is S+is/am/are+Ving.

As its primary usage, of course, it is use as a way of communication.

This sentence above is called active voice. The type of the sentence above is simple present. It as the subject doing action. Use as a verb. Communication receiving the action is the object.

This pornography influences the moral of the people.

This type of the sentence is also simple present tense. This pornography is a subject. And influences as a verb. And the people as the object.

Passive

Thinking back at a decade ago, handphones are still bulky and expensive and they are only used by some people such as businessman and the rich.

In passive sentences, the thing receiving the action is the subject of the sentence and the thing doing the action is optionally included near the end of the sentence. The pattern of the passive voice is be+v3. We can see the sentence above that be is are, and v3 from the sentence above is used.

Today, handphones are largely used by most of us.

The sentence above is also passive voice. Because handphones as the subject receiving action. Are largely used is passive verb. And by most of us is doing action.

Handphone can also be called as our personal secretary.

The sentence above also called passive voice because handphone as a subject receiving action, be called as a passive verb and our personal secretary as a object doing action. The pattern passive voice is be+past participle (v3).

It is already embedded with a lot of business applications such as calendar, reminder, calculator, notes, Microsoft office, and now it already supports Wi-Fi so that we can access to email, messenger and browse the web everywhere we want.

The sentence above is also called passive voice. It as a subject, is already embedded is passive verb, and a lot of business applications as object doing action.

Another purpose is, it can be used as a source of entertainment such as game applications, radio FM and music player.

The sentence number 5 is also passive voice, because there is be+past participle (v3). The subject of the sentence is it, can be used as a passive verb and the object of doing action is a source of entertainment.

Nama                   : KRIS PUJI ASTUTI

NPM                    : 14611014

KELAS                : 4SA05

Mata kuliah       : Pembelajaran Bahasa Inggris Berbantuan Komputer.

Link blog            : http://krispuji.blogspot.com/

Tugas ke2 (Softskill)

Name       : KRIS PUJI ASTUTI

NPM         : 14611014

Class         : 3SA05

Source      : http://www.sciencedirect.com/science/article/pii/S0001879101918688

The Tittle : Social Exclusion and the Transition from School to Work

SLT	TLT
One consequence is the extension of education and training while young people acquire the qualifications and skills that will enhance their employability.	Salah satu dampaknya adalah perpanjangan dari pendidikan dan pelatihan, sementara orang-orang muda memperoleh kualifikasi dan keterampilan yang akan meningkatkan kerja mereka .
In accordance with the perspectin the modern labor market what Côté (1996) describes as “identity capital”—comprising educational, social, and psychological resources—is at a premium in entering and maintaining employment.	Sesuai dengan pasar tenaga kerja yang modern apa Côté ( 1996) menggambarkan sebagai " modal identitas " - yang terdiri dari pendidikan , sosial , dan psikologis sumber daya adalah pada premi dalam memasuki dan mempertahankan pekerjaan .
i have of life span developmental psychology, this places particular pressure on those young people growing up in disadvantaged circumstances and lacking support, especially when attempting to negotiate the transition from school to work.	Dari perkembangan masa hidup psikologi, ini menempatkan tekanan khusus pada orang-orang muda yang tumbuh dalam keadaan yang kurang beruntung dan kurang dukungan, terutama ketika mencoba untuk menegosiasikan transisi dari sekolah untuk bekerja.
A particular policy concern in Britain has been directed at those young people who leave full-time education at the minimum age of 16 and then spend a substantial period not in education, employment, or training (NEET).	Perhatian kebijakan tertentu di Inggris telah diarahkan pada orang-orang muda yang meninggalkan pendidikan penuh waktu pada usia minimal 16 dan kemudian menghabiskan waktu yang cukup tidak dalam pendidikan, pekerjaan , atau pelatihan ( NEET ) .
This article reports the result of analyzing longitudinal data, collected for a subsample of the 1970 British Birth Cohort Study surveyed at age 21, to model the relationship of NEET status to earlier educational achievement and circumstances and to assess the added difficulties NEET poses in relation to the building of adult identity capital.	Artikel ini melaporkan hasil analisis data longitudinal, dikumpulkan untuk sub-sampel dari tahun 1970 British Birth Cohort Study yang disurvei pada usia 21 , untuk model hubungan status NEET prestasi pendidikan sebelumnya dan keadaan dan untuk menilai kesulitan menambahkan NEET pose dalam kaitannya dengan pembangunan modal identitas dewasa.
It is concluded that although poor educational achievement is the major factor in entering NEET, inner city living for boys and lack of parental interest in their education for girls are also important.	Hal ini menyimpulkan bahwa meskipun prestasi pendidikan yang buruk adalah faktor utama dalam memasuki NEET , hidup dalam kota untuk anak laki-laki dan kurangnya minat orang tua dalam pendidikan mereka untuk anak perempuan juga penting .
For young men the consequences of NEET lie mainly in subsequent poor labor market experience.	Untuk laki-laki muda konsekuensi dari NEET terletak terutama dalam pengalaman berikutnya pasar tenaga kerja yang buruk .
For young women, the majority of whom are teenage mothers, the damaging effects of NEET extend to the psychological domain as well.	Bagi wanita muda , yang sebagian besar adalah ibu-ibu remaja , efek merusak dari NEET meluas ke domain psikologis juga.
It is concluded that effective counseling targeted at high risk groups, along the lines of the new UK “ConneXions” service, are needed to help young people avoid the damaging effects of NEET and make a successful transition to adult life.	Dapat disimpulkan bahwa konseling efektif ditargetkan pada kelompok risiko tinggi , sepanjang garis Inggris baru " Connexions " layanan, diperlukan untuk membantu kaum muda menghindari efek merusak dari NEET dan membuat transisi sukses untuk kehidupan d

Name             : Doni Wismantoro

NPM              : 12611206

Class              : 3SA05

Source            :  http://www.educause.edu/ero/article/overcoming-hurdles-social-media-education

The Tittle      : Overcoming Hurdles to Social Media in Education

Link Blog      :                        

SLT	TLT
Social Media Use in Higher Education: The Next Chapter	Media Sosial Gunakan di Perguruan Tinggi : The Next Chapter
Research tells us that higher-education faculty continue to see significant barriers to widespread adoption of social media use for teaching, and yet these concerns are decreasing over time.	Riset mengatakan bahwa fakultas - pendidikan tinggi terus melihat hambatan yang signifikan untuk adopsi penggunaan media sosial untuk mengajar , namun kekhawatiran ini menurun dari waktu ke waktu .
Web 2.0 technologies have opened doors to highly interactive online communication and opportunities for user-generated content across a number of types of media.	Web 2.0 teknologi telah membuka pintu untuk komunikasi online sangat interaktif dan peluang untuk user-generated content di sejumlah jenis media .
Some faculty embrace using social media, while others keep their distance.	Beberapa fakultas merangkul menggunakan media sosial , sementara yang lain menjaga jarak.
The survey shows that of the 33 percent of faculty using social media for teaching, the majority are taking the first step and leveraging social content by asking students to consume it.	Survei menunjukkan bahwa dari 33 persen dari fakultas menggunakan media sosial untuk mengajar , mayoritas mengambil langkah pertama dan memanfaatkan konten sosial dengan meminta siswa untuk mengkonsumsinya .
Others are asking students to use more functionality and curate or share valuable content, while others ask students to comment on the content they consume, and still others ask students to create their own social content on social sites or within a "walled garden"/LMS environment.	Lainnya meminta siswa untuk menggunakan fungsionalitas lebih dan pendeta atau berbagi konten yang berharga , sementara yang lain meminta siswa untuk mengomentari konten yang mereka konsumsi , dan yang lain meminta siswa untuk membuat konten sosial mereka sendiri di situs sosial atau dalam " taman bertembok " / LMS lingkungan .
Faculty have many opportunities to engage students in online environments with the interactive toolsets they already use. But, as the following quotes show, when the survey asked faculty whether social media sites are/could be effective for building a successful student/alumni community, their views were mixed:	Fakultas memiliki banyak kesempatan untuk melibatkan para siswa dalam lingkungan online dengan toolsets interaktif mereka sudah menggunakan . Namun, seperti kutipan berikut menunjukkan , ketika survei menanyakan apakah fakultas situs media sosial / bisa efektif untuk membangun sebuah komunitas mahasiswa / alumni yang sukses , pandangan mereka dicampur :
"Yes, they enable the sharing of resources. But they cannot fully replace face-to-face encounters, which are required for successful community building. Social media works best when face-to-face relationships have already been established." — Part-time natural sciences faculty	" Ya , mereka memungkinkan berbagi sumber daya . Tapi mereka tidak bisa sepenuhnya menggantikan tatap muka pertemuan , yang dibutuhkan untuk membangun masyarakat yang sukses . Media sosial bekerja paling baik bila hubungan tatap muka telah ditetapkan . " - Part -time fakultas ilmu alam
"Have tried this; it takes considerable effort to sustain the community and not everybody participates. Too often, a select few dominate the site/group and drive others away (not intentionally)." — Full-time engineering faculty	" Telah mencoba ini , dibutuhkan upaya yang cukup untuk mempertahankan masyarakat dan tidak semua orang berpartisipasi Terlalu sering , beberapa pilih mendominasi situs / kelompok dan mendorong orang lain pergi ( tidak sengaja ) . . " - Fakultas teknik Full-time
"I hesitate to use the word 'community' for online interaction, but it does offer another means for information exchange, which may be particularly useful to very busy students with difficult schedules." — Full-time humanities faculty	" Saya ragu-ragu untuk menggunakan kata ' masyarakat ' untuk interaksi online, tetapi tidak menawarkan cara lain untuk pertukaran informasi , yang mungkin sangat berguna bagi siswa yang sangat sibuk dengan jadwal yang sulit . " - Full -time fakultas humaniora
Social capabilities give educators the opportunity to develop interactive, engaging projects and assignments for students and to build learning communities.	Kemampuan sosial memberikan pendidik kesempatan untuk mengembangkan interaktif , proyek-proyek menarik dan tugas bagi siswa dan untuk membangun komunitas belajar.
Social sites let faculty and students share and comment on information, and interact with their peers, instructors, and the learning materials themselves.	Situs sosial membiarkan dosen dan mahasiswa berbagi dan mengomentari informasi , dan berinteraksi dengan rekan-rekan mereka , instruktur , dan materi pembelajaran itu sendiri .
The social site environment's engaging, interactive nature creates an opportunity for faculty in higher-education faculty to keep the interest of their students and help them build up a network of peer support.	Menarik , sifat interaktif situs sosial lingkungan ini menciptakan kesempatan bagi fakultas di fakultas pendidikan tinggi untuk menjaga kepentingan siswa dan membantu mereka membangun jaringan dukungan sebaya
The more that faculty members understand the effective uses of social media for teaching and learning, and the better the industry gets at learning how to balance "privacy" within the social sphere, the faster these new practices will proliferate across   higher-education faculty and support student engagement and success.	Semakin banyak yang anggota fakultas memahami penggunaan efektif media sosial untuk mengajar dan belajar , dan semakin baik industri mendapatkan pada belajar bagaimana untuk menyeimbangkan " privasi " dalam lingkup sosial , semakin cepat praktek-praktek baru akan berkembang biak di seluruh fakultas pendidikan tinggi dan dukungan keterlibatan siswa dan keberhasilan .

Name             : Febi Fadillah

Npm               : 19611141

Class              : 3SA05

Source            : http://puslit.kemsos.go.id/artikel/65/pekerjaan-sosial-di-lembaga-pendidikan#sthash.iopzaDpb.dpuf

Tittle              : SOCIAL WORK IN EDUCATIONAL INSTITUTIONS

Link Blog      : http://fadillahkartika.blogspot.com/2014/04/softskill-social-education.html

SLT	TLT
Student brawls that happened lately is very worrying.	Tawuran pelajar yang terjadi akhir-akhir ini sudah sangat mengkhawatirkan.
The death of two students in Jakarta on September 2012, is evidence of how our educational institutions have not been able to build students' personalities as expected.	Tewasnya dua pelajar di Jakarta pada September 2012,menjadi bukti betapa lembaga pendidikan kita belum mampu membangun pribadi-pribadi siswanya sebagaimana diharapkan.
The incident became a justification for this opinion from various parties, that our educational institutions to transfer new knowledge (cognitive aspects), not reaching the affective aspects of the students.	Peristiwa tersebut menjadi pembenar pendapat berbagai pihak selama ini, bahwa lembaga pendidikan kita baru mentransferi lmu (aspekkognitif), belum menjangkau aspek  afektif parasiswa.
The student brawls are already showing indications of criminal activity (carrying weapons, and other objects are deadly), not entirely the fault of an educator.	Terjadinya tawuran pelajar yang sudah menunjukkan indikasi tindak kriminal (membawa senjata tajam, dan benda-benda lain yang mematikan), tidak sepenuhnya kesalahan pendidik.
Therefore it is not wise and too sloppy when the student brawls ended with the dismissal of the principal.	Karena itu, tidak bijaksana dan terlalu ceroboh apabila tawuran pelajar tersebut berakhir dengan pemecatan kepala sekolah.
Comprehensive analysis is required to make conclusions, who was guilty in student brawls.	Diperlukan analisis yang komprehensif untuk membuat kesimpulan, siapa yang bersalah dalam tawuran pelajar.
Based on a social work perspective, a person who tends to be aggressive behavior is influenced by internal and external factors.	Berdasarkan perspektif pekerjaan sosial, perilaku seseorang yang cenderung agresif dipengaruhi oleh faktor internal dan eksternal.
Internal factors derived from the the teenager itself, which is a disturbance in personality or teenagers mentality.	Faktor internal berasal dari dalam diri remaja itu sendiri, yaitu adanya gangguan pada kepribadian atau mentalitas remaja.
Then, the external factor comes from family, social and environmental policies state / government.	Kemudian, faktor eksternal berasal dari keluarga, lingkungan sosial dan kebijakan negara/pemerintah.
Social disorganization and lack of control in the family social environment, a social situation that contributes significantly to the aggressive behavior of teenagers. State policy / government does not favor the interests of teenagers (limited media to actualize the potential of teenagers), may be the reason for the occurrence of teenagers brawl.	Disorganisasi sosial dalam keluarga dan lemahnya kontrol sosial lingkungan, merupakan situasi sosial yang memberikan Kontribusi signifikan terhadap perilaku agresif remaja.
State policy / government does not favor the interests of teenagers (limited media to actualize the potential of teenagers), may be the reason for the occurrence of teenage brawl.	Kebijakan negara/pemerintah yang tidak berpihak kepada kepentingan remaja (terbatasnya media untuk mengaktualisasikan potensi remaja), dapat menjadi alasan terjadinya tawuran remaja.
In the social work profession, there is a special branch of expertise to provide services for students in the school, namely social work in educational institutions (School of Social Work).	Di dalam profesi pekerjaan sosial, ada salah cabang keahlian yang khusus memberikan pelayanan bagi parasiswa di sekolah, yaitu pekerjaan sosial di lembaga pendidikan (School of Social Work).
In developed countries, this profession has become one of the elements in the education system.	Di negara maju, profesi ini sudah menjadi salah satu unsur dalam sistem pendidikan.
The job provide counseling services to students who are experiencing problems, both in school and at home.	Tugasnya memberikan pelayanan konseling kepada parasiswa yang mengalami problema, baik di sekolah maupun di rumah.
By contrast, in Indonesia there are many people who didn’t  knew it.	Sebaliknya, di Indonesia belum banyak yang mengenalnya.
Because it is the duty of Professional Social Workers Association of Indonesia (IPSPI), Association of Indonesian Social Work Education (IPPSI), universities and the other organization of the social work profession, to promote the public of the existence of Social Work at the Institute of Education.	Karena itu menjadi tugas Ikatan Pekerja Sosial Profesional Indonesia (IPPSI), Ikatan Pendidikan Pekerjaan Sosial Indonesia (IPPSI), perguruan tinggi dan organisasi profesi pekerjaan sosial lainnnya, untuk mempromosikan kepada publik mengenai eksistensi Pekerjaan Sosial di Lembaga Pendidikan.
The parties do not hide, and should appear in public to "sell" this profession .	Pihak-pihak tersebut jangan bersembunyi, dan semestinya tampil di depan publik untuk “menjual” profesi ini.

Nama :           Siti Mulia Rahmah Putri

NPM :            16611816

Kelas :            3sa05

Name             : Gustina .P. Situmorang

Class              : 3sa05         

Npm               : 13611119

Source            : www.education.manchester.ac/akresearch/inclusiion

Tittle              : EDUCATIONAL  AND SOCIAL INCLUSION

SLT	TLT
In countries across the world, recent years have seen significant developments in education systems. However, challenges remain, particularly in terms of groups of learners whose achievements remain low despite vigorous institutional improvement measures and targeted interventions.	Di negara-negara di seluruh dunia, beberapa tahun terakhir telah melihat perkembangan yang signifikan dalam sistem pendidikan. Namun, tantangan tetap, khususnya dalam hal kelompok peserta didik yang prestasinya tetap rendah meskipun langkah-langkah perbaikan kelembagaan yang kuat dan intervensi yang ditargetkan.
in this sub-theme focuses on inclusion in its widest sense. Recent projects have examined inclusion in terms of: Special Educational Needs; Boys' Underachievement; Gay and Lesbian Young People and the Role of Counselling in schools. The research sets out to develop.	dalam sub-tema ini berfokus pada inklusi dalam arti luas. Proyek terbaru telah meneliti inklusi dalam hal: Kebutuhan Pendidikan Khusus; Berprestasi Boys '; Gay dan Lesbian Kaum Muda dan Peran Konseling di sekolah. Penelitian ini menetapkan untuk mengembangkan.
*better understanding of the nature of the challenges facing education systems, particularly in respect to vulnerable groups of learners; *analyses of best knowledge and practice in the field in relation to these challenges; *effective intervention models and strategies that have high leverage in terms of pupil outcomes; *and forms of dissemination that will be accessible, meaningful and relevant to policy-makers and practitioners.	*pemahaman yang lebih baik tentang sifat tantangan yang dihadapi sistem pendidikan, khususnya dalam hal kelompok rentan peserta didik; *analisis pengetahuan terbaik dan praktek di lapangan dalam kaitannya dengan tantangan ini; *model intervensi yang efektif dan strategi yang memiliki leverage yang tinggi dalam hal hasil murid; *dan bentuk-bentuk diseminasi yang akan diakses, bermakna dan relevan bagi para pembuat kebijakan dan praktisi.
The Index for Inclusion The Index is arguably the most sophisticated instrument available for reviewing and developing educational inclusion.  Developed by cycles of action research in schools, it is used extensively in this country and has been translated into more than 20 languages..	Indeks Inklusi Indeks ini bisa dibilang instrumen yang paling canggih tersedia untuk meninjau dan mengembangkan pendidikan inklusi. Dikembangkan oleh siklus penelitian tindakan di sekolah, itu digunakan secara luas di negara ini dan telah diterjemahkan ke dalam lebih dari 20 bahasa.
The Role of Schools in Area Regeneration This study for the Joseph Rowntree Foundation explored the role of schools in promoting the regeneration of disadvantaged areas. It developed models of how schools might operate and argued for a more coherent local and national policy framework to guide schools' work.	Peran Sekolah di Daerah Regenerasi Penelitian ini untuk Joseph Rowntree Foundation dieksplorasi peran sekolah dalam mempromosikan regenerasi daerah tertinggal. Ini mengembangkan model bagaimana sekolah bisa beroperasi dan berpendapat untuk kerangka kebijakan lokal dan nasional lebih koheren untuk memandu pekerjaan sekolah '.
The Manchester Inclusion Standard This initiative involves a partnership between schools, LEA officers and researchers to develop and evaluate a strategy for moving a whole education system in an inclusive direction.  Particular emphasis is placed on the use of data to stimulate and challenge review and development activities	The Manchester Standard Inklusi Inisiatif ini melibatkan kemitraan antara sekolah, petugas LEA dan peneliti untuk mengembangkan dan mengevaluasi strategi untuk memindahkan sistem pendidikan secara keseluruhan dalam arah yang inklusif. Penekanan khusus ditempatkan pada penggunaan data untuk merangsang dan menantang review dan pengembangan kegiatan
The approach is based on the following beliefs/principles: *Caring adults need to engage with children and young people's emotional worlds (including their home circumstances) if change is going to take place. *It is in and through relationships with children/young people/parents that practice is worked out; the process depends on these relationships, is dynamic and not reducible to pre-formulated strategies. *Personal, social and cultural development will result from, but cannot precede.	Pendekatan ini didasarkan pada keyakinan / prinsip-prinsip berikut: *Merawat orang dewasa perlu terlibat dengan anak-anak dan dunia emosional anak-anak muda (termasuk keadaan rumah mereka) jika perubahan akan terjadi. *Hal ini dalam dan melalui hubungan dengan anak-anak / orang muda / tua praktek yang bekerja; proses tergantung pada hubungan ini, bersifat dinamis dan tidak dapat direduksi ke strategi pra-dirumuskan. *Pengembangan pribadi, sosial dan budaya adalah hasil tetapi tidak dapat mendahului hasil sebelumnya.

Name             : Anjar Rahmannita

NPM              : 10611938

Class              : 3SA05

Source            :  http://www.spencer.org/content.cfm/education-and-social-opportunity

Tittle              : The Relation Between Education and Social Opportunity

Link Blog      : http://anjarrahmannita-flamershw.blogspot.com/2014/04/tugas-softskill.html

SLT	TLT
Since the time of the Enlightenment, education has been viewed as carrying the potential to lessen inequality and expand the economic and social opportunities available to citizens.	Sejak zaman Pencerahan, pendidikan telah dilihat sebagai membawa potensi untuk mengurangi ketidaksetaraan dan memperluas peluang ekonomi dan sosial tersedia bagi warga Negara.
Much controversy surrounds the question of the   degree to which that potential has been and is today being realized.	Banyak kontroversi seputar pertanyaan tentang sejauh mana potensi yang telah dan saat ini sedang direalisasikan.
The Spencer Foundation seeks to shed light on the role education plays in reducing economic and social inequalities -- as well as, sometimes, reinforcing them -- and to find ways to more fully realize education's potential to promote more equal opportunity.	Spencer Foundation mencoba untuk menjelaskan peran pendidikan dalam mengurangi kesenjangan ekonomi dan sosial - serta, kadang-kadang, memperkuat mereka - dan menemukan cara untuk lebih sepenuhnya menyadari potensi pendidikan untuk mempromosikan kesempatan yang lebih setara.
Expanded opportunity is important not only to a society's economic well being but to the character of its civic, cultural and social life as well.	Kesempatan diperluas penting tidak hanya untuk kesejahteraan ekonomi masyarakat yang menjadi tetapi dengan karakter kehidupan sipil, budaya dan serta sosial.
It is important to recognize that these educational investments don't occur in a vacuum.	Adalah penting untuk mengenali bahwa investasi pendidikan tidak terjadi dalam ruang hampa .
Larger social structures -- law and government, markets and property rights, practices and patterns of racial and gender inequality, and others -- provide a framework that conditions education's effects.	Struktur sosial yang lebih besar - hukum dan pemerintahan , pasar dan hak milik , praktik dan pola ketidaksetaraan rasial dan jenis kelamin, dan lain-lain - memberikan kerangka bahwa kondisi efek pendidikan itu .
Deep inequalities in family circumstances and social environments pose serious challenges to the attainment of equal educational opportunity.	Dalam ketidaksetaraan dalam keadaan keluarga dan lingkungan sosial merupakan tantangan serius terhadap pencapaian kesempatan pendidikan yang sama .
And even for persons with good educational opportunity, a variety of other factors in family and community life influence their prospects.	Dan bahkan untuk orang dengan kesempatan pendidikan yang baik , berbagai faktor lain dalam kehidupan keluarga dan masyarakat mempengaruhi prospek mereka.
While these observations should not be used to excuse schools from doing their utmost to improve the prospects of students from disadvantaged backgrounds, we need to understand better how larger social structures and the contexts in which schooling occurs (including family circumstances, health and nutrition, public safety, housing, transportation, libraries, and so on) influence the ability of schools to shape educational and social outcomes.	Sementara pengamatan ini tidak boleh digunakan untuk alasan sekolah melakukan yang terbaik untuk meningkatkan prospek siswa dari latar belakang yang kurang beruntung, kita perlu memahami lebih baik bagaimana struktur sosial yang lebih besar dan konteks di mana sekolah terjadi (termasuk keadaan keluarga, kesehatan dan gizi, masyarakat keamanan, perumahan, transportasi, perpustakaan, dan sebagainya) mempengaruhi kemampuan sekolah untuk membentuk hasil pendidikan dan sosial.
Education enriches and expands people's lives in many ways, including through their employment opportunities, their civic and political involvements and the quality of their personal lives.	Pendidikan memperkaya dan memperluas kehidupan masyarakat dalam banyak cara , termasuk melalui kesempatan kerja mereka , keterlibatan sipil dan politik mereka dan kualitas kehidupan pribadi mereka .
Our interests therefore extend to studies that examine the ways in which differences in educational experiences (including quality and character of schooling as well as number of years in school) translate into differences in employment, earnings, and civic and social outcomes.	Oleh karena itu, kepentingan kita memperpanjang studi yang meneliti cara-cara di mana perbedaan pengalaman pendidikan ( termasuk kualitas dan karakter dari sekolah serta beberapa tahun di sekolah ) diterjemahkan ke dalam perbedaan dalam pekerjaan , pendapatan , dan hasil sipil dan sosial .
Such work can help us identify ways to change schooling investments and outcomes in the interests of a more just and prosperous society.	Pekerjaan tersebut dapat membantu kita mengidentifikasi cara untuk mengubah investasisekolah dan hasil demi kepentingan masyarakat yang lebih adil dan makmur.