Sabtu, 21 Februari 2009

Kota Banjar Tahun 2000-2005

Tahap I Rencana Pembangunan 5 Tahun Kota Banjar

Visi Kota Banjar

Dengan Iman dan Taqwa kita wujudkan Banjar Menuju Kota Agropolitan Termaju di Priangan Timur Jawa Barat

Misi :

  1. Meningkatkan Kualitas Sumber Daya Manusia (SDM)
  2. Meningkatkan Laju Pertumbuhan Ekonomi (LPE)
  3. Meningkatkan Kesadaran dan Kepatuhan Terhadap Hukum
  4. Meningkatkan Tata Kelola Pemerintahan Secara Professional untuk menjamin Terciptanya Good Governance


Sejarah Sebelum di dirikannya Kota Banjar

Sejarah Pembentukan Kota Banjar tidak terlepas dari sejarah berdirinya Pemerintah Kabupaten Ciamis di masa lalu. Rangkaian waktu perjalanan berdirinya Pemerintah Kabupaten Ciamis sampai terbentuknya Pemerintah Kota Banjar melalui tahapan-tahapan sebagai berikut :

I. Banjar dalam sejarah perkembangannya


Banjar sejak didirikan sampai sekarang mengalami beberapa kali perubahan status, untuk lebih jelas perkembangannya sebagai berikut :

  1. Banjar sebagai Ibukota Kecamatan, dari tahun 1937 sampai tahun 1940.
  2. Banjar sebagai Ibukota Kewadanaan, dari tahun 1941 sampai dengan 1 Maret 1992.
  3. Banjar sebagai Kota Administratif dari tahun 1992 sampai dengan tanggal 20 Pebruari 2003.
  4. Sebagai Kota sejak tanggal 21 Pebruari 2003.

II. Terbentuknya Banjar Kota Administratif

Perkembangan dan kemajuan wilayah Provinsi Jawa Barat pada umumnya dan Kabupaten Ciamis khususnya wilayah Kecamatan Banjar, memerlukan pengaturan penyelenggaraan pemerintahan secara khusus guna menjamin terpenuhinya tuntutan perkembangan dan kemajuan sesuai dengan aspirasi masyarakat di Wilayah Kecamatan Banjar.

Wilayah Kecamatan Banjar menunjukan perkembangan dan kemajuan dengan ciri dan sifat kehidupan perkotaan, atas hal tersebut wilayah Banjar perlu ditingkatkan menjadi Kota Administratif yang memerlukan pembinaan serta pengaturan pemerintahan, pembangunan dan kemasyarakatan secara khusus.

Akhirnya tahun 1992 Pemerintah membentuk Banjar Kota Administratif berdasarkan Peraturan Pemerintah Nomor 54 Tahun 1991 tentang Pembentukan Banjar Kota Administratif yang diresmikan oleh Menteri Dalam Negeri pada tanggal 2 Maret 1992.

Beberapa alasan mengapa Banjar menjadi Kota administratif antara lain :

Keadaan Geografis, Demografis dan sosiologis kehidupan masyarakat yang perkembangannya sangat pesat sehingga memerlukan peningkatan pelayanan dan pengaturan dalam penyelenggaraan pemerintahan.

III. Terbentuknya Kota Banjar

Semakin pesatnya perkembangan dan tuntutan aspirasi masyarakat yang semakin mendesak agar Banjar Kota Administratif segera ditingkatkan menjadi Pemerintah Kota dimana hal ini pun sejalan dengan tuntutan dan undang-undang nomor 22 Tahun 1999 tentang Pemerintahan Daerah dan di sisi lain Pemerintah Kabupaten Ciamis bersama-sama Pemerintah Provinsi Jawa Barat memperhatikan perkembangan tersebut dan mengusulkan kepada Pemerintah Pusat dan Dewan Perwakilan Rakyat Republik Indonesia.

Momentum peresmian Kota Banjar yang diikuti pelantikan Penjabat Walikota Banjar dapat dijadikan suatu landasan yang bersejarah dan tepat untuk dijadikan Hari jadi Kota Banjar.


Jumat, 20 Februari 2009

Sekolah Bertaraf Internasional

Arip Nurahman

Pendidikan Fisika, FPMIPA. Universitas Pendidikan Indonesia

&

Follower Open Course Ware at MIT-Harvard University, Cambridge. USA.

"Bilamana Kita Mempunyai Kasih Sayang Yang Besar, Maka Akan Datang Keajaiban"
~H2O~

Rabu, 18 Februari 2009

Universitas Harvard



“Love is the best medicine, and there is more than enough to go around
once you open your heart.”


~Julie Marie~


Lecture 1: PHP
Monday, 14 September 2009
Notes: PDF
Slides:
PDF
Video:
Flash | Flash + Slideshow | MP3 | QuickTime


Disusun Ulang Oleh:

Arip Nurahman

Pendidikan Fisika, FPMIPA. Universitas Pendidikan Indonesia

&

Follower Open Course Ware at MIT-Harvard University, Cambridge. USA.

Terima kasih, Semoga Bermanfaat dan Tetap Semangat


Selasa, 17 Februari 2009

Banjar SNMPTN Center

Banjar SNMPTN Center

Road To SNMPTN

"Bermimpi dan Berharaplah, karena ini adalah Fitrah Manusia, Berjuang dan Bekerja keraslah secara Terus-menerus karena ini adalah jalan, berTawakalah karena Kita punya Tuhan."
~H2O~


Visi

"Mampu menembus PTN di Indonesia"

Misi

1. Keberlanjutan Bimbingan dan Latihan Pengerjaan Soal-soal SNMPTN

2. Mengadakan Try Out dan Simulasi SNMPTN yang Berkelanjutan

3. Meluluskan Sekitar 100 Orang Siswa ke PTN lewat SNMPTN 2010

4. Kajian dan Analisis Soal-soal SNMPTN

5. Pemberian Motivasi dan Dorongan yang berkelanjutan


Program

Jangka Pendek

Kegiatan Pertahun

1.

2.

3.


Jangka Menengah

1.

2.

3.


Jangka Panjang

1.

2.

3.


Pasti Bisa

Semoga Bermanfaat dan Terima Kasih

Ada Apa Dengan TOEFL?




Mari Belajar TOEFL

"Listening, Learning, Leading and Loving"

~Arip Nurahman~

Listening Section

Directions: The Listening section measures your ability to understand conversations and lectures in English. In this sample, you will read one conversation and one lecture and answer questions after each conversation or lecture. The questions typically ask about the main idea and supporting details. Some questions ask about a speaker’s purpose or attitude. Answer the questions based on what is stated or implied by the speakers. Most questions are worth one point. If a question is worth more than one point, it will have special directions that indicate how many points you can receive.



"Selalu Mendengarkan, Selalu Memahami dan Selalu Menyayangi"

~Arip Nurahman~


· In an actual test, you will be able to take notes while you listen and use your notes to help you answer the questions. Your notes will not be scored.


CONVERSATION TRANSCRIPT


(Narrator) Listen to a conversation between a student and her basketball coach and then answer the questions.

(Male coach) Hi, Elizabeth.

(Female student) Hey, Coach. I just thought I’d stop by to see what I missed while I was gone.

(Male coach) Well, we’ve been working real hard on our plan for the next game . . . I’ve asked Susan to go over it with you before practice this afternoon, so you’ll know what we’re doing.

(Female student) Okay.

(Male coach) By the way, how did your brother’s wedding go?

(Female student) Oh, it was beautiful. And the whole family was there. I saw aunts and uncles and cousins I hadn’t seen in years.

(Male coach) So it was worth the trip.

(Female student) Oh definitely. I’m sorry I had to miss practice, though. I feel bad about that.

(Male coach) Family’s very important.

(Female student) Yep. Okay, I guess I’ll see you this afternoon at practice, then.

(Male coach) Just a minute. There are a couple of other things I need to tell you.

(Female student) Oh, okay.

(Male coach) Uh . . . First, everybody’s getting a new team jacket.

(Female student) Wow. How did that happen?

(Male coach) A woman who played here about 20, 25 years ago came through town a few weeks ago and saw a game, and said she wanted to do something for the team, so . . .

(Female student) So she’s buying us new jackets?

(Male coach) Yep.

(Female student) Wow, that’s really nice of her.

(Male coach) Yes, it is. It’s great that former players still care so much about our school and our basketball program . . . Anyway you need to fill out an order form. I’ll give it to you now, and you can bring it back this afternoon. I’ve got the forms from the other players, so as soon as I get yours we can order. Maybe we’ll have the jackets by the next game.

(Female student) OK.

(Male coach) Great. And the next thing is, you know Mary’s transferring to another college next week, so we’ll need someone to take over her role as captain for the second half of the season. And the other players unanimously picked you to take over as captain when Mary leaves.

(Female student) Wow. I saw everybody this morning, and nobody said a word.

(Male coach) They wanted me to tell you. So, do you accept?

(Female student) Of course! But Susan’s a much better player than I am. I’m really surprised they didn’t pick her.

(Male coach) They think you’re the right one. You’ll have to ask them their thoughts.

(Female student) Okay . . . I guess one of the first things I’ll have to do as captain is make sure we get a thank-you card out to the lady who’s buying us the jackets.

(Male coach) Good idea. I have her address here somewhere.

(Female student) And I’ll make sure the whole team signs it.

(Male coach) Good. That’s all the news there is. I think that’s it for now. Oh, let me get you that order form.


1. What are the speakers mainly discussing?

a. How the woman should prepare for the next game

b. The woman’s responsibilities as team captain

c. Things that happened while the woman was away

d. The style of the new team uniforms



2. Who is buying new jackets for the team?

a. The coach

b. The captain of the team

c. A former player

d. A group of basketball fans



3. There are two answers for the next question. Mark two answers.

Why is the woman surprised to learn that she has been chosen as the new team

captain?

a. She is not the best player on the team.

b. Her teammates did not tell her about the decision.

c. She does not have many friends on the team.

d. She has missed a lot of practices.



4. Read part of the conversation again. Then answer the question.

(Female student) I’m sorry I had to miss practice, though. I feel bad about that.

(Male coach) Family’s very important.

What does the man mean when he says: “Family’s very important.”

a. He hopes the woman’s family is doing well.

b. He would like to meet the woman’s family.

c. The woman should spend more time with her family.

d. The woman had a good reason for missing practice.



5. Why does the coach say: “Good. That’s all the news there is. I think that’s it for

now.”

a. He wants to know if the woman understood his point.

b. He wants the woman to act immediately.

c. He is preparing to change the topic.

d. He is ready to end the conversation.



LECTURE TRANSCRIPT

(Narrator) Listen to part of a lecture in a literature class.

(Male professor) Today I’d like to introduce you to a novel that some critics consider the finest detective novel ever written. It was also the first. We’re talking about The Moonstone by Wilkie Collins. Now, there are other detective stories that preceded The Moonstone historically—Um, notably the work of Poe . . . Edgar Allen Poe’s stories, such as “The Murders in the Rue Morgue” and . . . “The Purloined Letter.” Now these were short stories that featured a detective . . . uh, probably the first to do that. But The Moonstone, which follows them by about twenty years—it was published in 1868—this is the first full-length detective novel ever written.

Now, in The Moonstone—if you read it as . . . uh, come to it as a contemporary reader—what’s interesting is that most of the features you find in almost any detective novel are in fact already present. Uh, its hard at this juncture to read this novel and realize that no one had ever done that before, because it all seems so strikingly familiar. It’s, it’s really a wonderful novel and I recommend it, even just as a fun book to read, if you’ve never read it. Um, so in The Moonstone, as I said, Collins did much to establish the conventions of the detective genre. I’m not gonna go into the plot at length, but, you know, the basic set-up is . . . there’s this diamond of great . . . of great value, a country house, the diamond mysteriously disappears in the middle of the night, uh, the local police are brought in, in an attempt to solve the crime, and they mess it up completely, and then the true hero of the book arrives. That’s Sergeant Cuff.

Now, Cuff, this extraordinarily important character . . . well, let me try to give you a sense of who Sergeant Cuff is, by first describing the regular police. And this is the dynamic that you’re going to see throughout the history of the detective novel, where you have the regular cops—who are well-meaning, but officious and bumblingly inept—and they are countered by a figure who’s eccentric, analytical, brilliant, and . . . and able to solve the crime. So, first the regular police get called in to solve the mystery—Um, in this case, detective, uh, Superintendent Seegrave. When Superintendent Seegrave comes in, he orders his minions around, they bumble, and they actually make a mess of the investigation, which you’ll see repeated—um, you’ll see this pattern repeated, particularly in the Sherlock Holmes stories of a few years later where, uh, Inspector Lestrade, this well-meaning idiot, is always countered, uh, by Sherlock Holmes, who’s a genius.

So, now Cuff arrives. Cuff is the man who’s coming to solve the mystery, and again he has a lot of the characteristics that future detectives throughout the history of this genre will have. He’s eccentric. He has a hobby that he’s obsessive about—in this . . . in his case, it’s the love of roses. He’s a fanatic about the breeding of roses; and here think of Nero Wolfe and his orchids, Sherlock Holmes and his violin, a lot of those later classic detective heroes have this kind of outside interest that they . . . they go to as a kind of antidote to the evil and misery they encounter in their daily lives. At one point, Cuff says he likes his roses because they offer solace, uh, an escape, from the world of crime he typically operates in.

Now, these detective heroes . . . they have this characteristic of being smart, incredibly smart, but of not appearing to be smart. And most importantly, from a kind of existential point of view, these detectives see things that other people do not see. And that’s why the detective is such an important figure, I think, in our modern imagination. In the case of The Moonstone—I don’t want to say too much here and spoil it for you—but the clue that’s key to . . . the solving of the crime is a smeared bit of paint in a doorway. Of course, the regular police have missed this paint smear or made some sort of unwarranted assumption about it. Cuff sees this smear of paint—this paint, the place where the paint is smeared—and realizes that from this one smear of paint you can actually deduce the whole situation . . . the whole world. And that’s what the hero in a detective novel like this . . . brings to it that the other characters don’t—it’s this ability to, uh, see meaning where others see no meaning and to bring order . . . to where it seems there is no order.


6. What is the lecture mainly about?

a. A comparison of two types of detective novels

b. Ways in which detective novels have changed over time

c. The Moonstone as a model for later detective novels

d. Flaws that can be found in the plot of The Moonstone



7. In what way is The Moonstone different from earlier works featuring a detective?

a. In its unusual ending

b. In its unique characters

c. In its focus on a serious crime

d. In its greater length



8. According to the professor, what do roses in The Moonstone represent?

a. A key clue that leads to the solving of the mystery

b. A relief and comfort to the detective

c. Romance between the main characters

d. Brilliant ideas that occur to the detective



9. Why does the professor mention a smeared bit of paint in a doorway in The

Moonstone?

a. To describe a mistake that Sergeant Cuff has made

b. To show how realistically the author describes the crime scene

c. To exemplify a pattern repeated in many other detective stories

d. To illustrate the superior techniques used by the police



10. What can be inferred about the professor when he says this: “Uh, it’s hard at this

juncture to read this novel and realize that no one had ever done that before,

because it all seems so strikingly familiar.”

a. He is impressed by the novel’s originality.

b. He is concerned that students may find the novel difficult to read.

c. He is bored by the novel’s descriptions of ordinary events.

d. He is eager to write a book about a less familiar subject.


11. What does the professor imply when he says this: “. . . well, let me try to give you

a sense of who Sergeant Cuff is, by first describing the regular police.”

a. Sergeant Cuff is unlike other characters in The Moonstone.

b. The author’s description of Sergeant Cuff is very realistic.

c. Sergeant Cuff learned to solve crimes by observing the regular police.

d. Differences between Sergeant Cuff and Sherlock Holmes are hard to describe.



Key to Listening section:


1. c

2. c

3. a, b

4. d

5. d

6. c

7. d

8. b

9. c

10. a

11. a


Sumber:

1. Wikipedia

2. ETS, TOEFL

3. http://banjarcyberschool.blogspot.com/2008/12/banjar-english-club.html

4. http://banjarcyberschool.blogspot.com/2008/10/d.html (Mendengarkan)


Ucapan Terima Kasih:

1. Balai Bahasa Universitas Pendidikan Indonesia
2. Jurusan Pendidikan Bahasa Inggris, Universitas Pendidikan Indonesia.

Kepada:

Prof. H. A. Chaedar Alwasilah, M.A., Ph.D.

Atas Bukunya yang "Cool Banget" Cara Baru Menulis.

Kepada Bapak, Ibu Guru dan Teman-teman terkasih, serta orang-orang yang senantiasa memberiku semangat untuk terus belajar, dan belajar mengenai kehidupan ini.

Semoga Hamba-Mu ini senantiasa diberikan kebijaksanaan untuk selalu mendengarkan.


Jumat, 13 Februari 2009

French Language

Divisi Khusus Bahasa Prancis dari International Language Research & Development Center

Selasa, 10 Februari 2009

Sekolah-Sekolah Impian Kita

Sekolah-Sekolah Impian Kita


Banjar International Cyber School
Sekolah Makanan, Minuman, Pariwisata dan Rekreasi Tradisional





Banjar Innovation Research & Development School

Himpunan Pelajar Kota Banjar


Masyarakat Ilmu dan Teknologi Kota Banjar


Banjar Innovation Research & Development for Agricultural


Banjar English Club


Sekolah Cyber Seni dan Budaya Kota Banjar

(Banjar Art and Culture School)




JURNAL UMUM PENDIDIKAN KOTA BANJAR



Silahkan Pengunjung yang Budiman Mendownload Buku ini secara free mengikuti aturan dan petunjuk yang disediakan selamat mendownload! "Pendidikan untuk Peradaban"

Buku Teks Pelajaran Murah
Departemen Pendidikan Nasional (Depdiknas)

http://bse.depdiknas.go.id/




Download Buku


Software Pendukung










Sambutan


Puji syukur kami panjatkan ke hadirat Tuhan Yang Maha Esa, berkat rahmat dan karuniaNya, Pemerintah melalui Departemen Pendidikan Nasional Republik Indonesia dengan penuh rasa gembira dan bangga menyuguhkan sejumlah buku teks pelajaran layak-pakai yang hak ciptanya telah dilmiliki Departemen Pendidikan Nasional.
Buku-buku teks pelajaran tersebut tersedia di situs Depdiknas yang diberi nama Situs Buku Sekolah Elektronik yang disingkat BSE atau e-Book. Jumlah seluruhnya saat ini ada empat ratus tujuh (407) judul buku dan Insya Allah setiap tahunnya akan bertambah.
Buku-buku teks pelajaran ini telah dinilai kelayakan pakainya oleh Badan Standar Nasional Pendidikan (BSNP) dan telah ditetapkan sebagai Buku Teks pelajaran yang memenuhi syarat kelayakan untuk digunakan dalam pembelajaran melalui Peraturan Menteri Pendidikan Nasional (Permendiknas) Nomor 46 Tahun 2007, Permendiknas Nomor 12 Tahun 2008, Permendiknas Nomor 34 Tahun 2008, dan Permendiknas Nomor 41 Tahun 2008.
Saya menyampaikan penghargaan yang tinggi kepada para penulis yang telah berdedikasi dalam perwujudan buku teks pelajaran sebagai sumber belajar yang sangat berguna bagi kepentingan peserta didik dalam meningkatkan pengetahuan dan kemampuannya untuk masa depan bangsa yang gemilang.
Buku-buku teks pelajaran yang telah dimiliki hak ciptanya oleh Depdiknas ini dapat digandakan, dicetak, difotokopi, dialihmediakan, dan/atau diperdagangkan oleh perseorangan, kelompok orang, dan/atau badan hukum dalam rangka menjamin akses dan harga buku yang terjangkau oleh masyarakat. Masyarakat dapat pula mengunduh (down load) langsung dari internet jika memiliki perangkat komputer yang tersambung dengan internet, serta menyimpan file buku teks pelajarann tersebut.
Untuk penggandaan yang bersifat komersial, harga penjualannya harus memenuhi ketentuan yang ditetapkan oleh Pemerintah. Saya berharap melalui Program Masal Buku Murah ini, buku teks pelajaran lebih mudah diakses sehingga peserta didik dan pendidik di seluruh Indonesia maupun sekolah di luar negeri dapat memanfaatkannya sebagai sumber belajar yang bermutu dan terjangkau.
Selamat belajar. Selamat mereguk ilmu, pengetahuan, dan teknologi melalui Buku Teks Pelajaran yang bermutu dan terjangkau.


Jakarta, 20 Agustus 2008
Menteri Pendidikan Nasional


BAMBANG SUDIBYO
(2008-08-18)



Hak Cipta 2008 Depdiknas
Dikembangkan Oleh Pustekkom

Cornell University Library

Kepada Para Pengunjung dipersilahkan untuk Mendownload, Sumber Belajar ini!
(Menjadi Solusi Pendidikan Bertaraf International yang Terjangkau oleh Semua Kalangan)
"KARENA PENDIDIKAN UNTUK PERADABAN"

Just Click it!

arXiv.org e-Print archive

Open e-print archive with over 100.000 articles in physics, 10.000 in mathematics, and 1000 in computer science.


Physics

Mathematics

Nonlinear Sciences

Computer Science

Quantitative Biology

Statistics


About arXiv


Librarians March on Inauguration Day


Harvard Libraries at Banjar Cyber School just Click It!


Harvard University

Harvard University (bahasa Indonesia: Universitas Harvard) adalah universitas swasta di Cambridge, Massachusetts, AS dan anggota Ivy League.

Ia didirikan pada 8 September 1636 dan merupakan perguruan tinggi tertua di Amerika Serikat. Awalnya bernama New College, ia dinamakan ulang menjadi Harvard College pada 13 Maret 1639 untuk menghormati penyumbang terbesarnya, John Harvard, seorang mantan mahasiswa Universitas Cambridge.

Rujukan terawal yang memanggil Harvard sebagai "universitas" dan bukan "college" terjadi pada tahun 1780.


WELCOME TO THE HARVARD LIBRARIES

This web site is an online gateway to the extraordinary library resources of Harvard University and serves as an important research tool for Harvard's current students, faculty, staff, and researchers who hold Harvard IDs and PINs. The site also provides practical information on each of the more than 80 libraries that form the Harvard system. Visitors and guests should consult the Library's Frequently Asked Questions before navigating the site.


Digital Collections at Harvard

Harvard provides open, online access to a growing number of its subject-specific collections, including Daguerreotypes at Harvard. View more collections.



Massachusetts Institute of Technology

Massachusetts Institute of Technology

Motto: Mens et Manus
Motto in English: Mind and Hand[1]




MIT OpenCourseWare (MIT OCW) is an initiative of the Massachusetts Institute of Technology (MIT) to put all of the educational materials from its undergraduate- and graduate-level courses online, free and openly available to anyone, anywhere, by the end of the year 2007. MIT OpenCourseWare can be considered as a large-scale, web-based publication of MIT course materials. The project was announced in October 2002. This project is jointly funded by the William and Flora Hewlett Foundation, the Andrew W. Mellon Foundation, and MIT. The initiative has encouraged a number of other institutions to make their course materials available as open educational resources.

As of November 2007, over 1800 courses were available online. While a few of these are limited to chronological reading lists and discussion topics, a majority provided homework problems and exams (often with solutions) and lecture notes. Some courses also include interactive web demonstrations in Java or Matlab, complete textbooks written by MIT professors, and streaming video lectures.

As of August 2008, of the over 1800 courses available, only 26 included complete video lectures, and not all of these have complete lecture notes. The lack of lecture notes makes it difficult to follow some lectures, for example, when the lecturer is referring to slides being projected in the lecture hall. The selection of available courses is somewhat incomplete. For example, prerequisite classes for a given course are frequently not available. However, the quality of those courses which include complete materials is very high, and many of the lecturers are extremely compelling. The video is available in streaming mode, but may also be downloaded for viewing offline, though the procedure for downloading is not explicitly given. Many video and audio files are also available from iTunes U.

Contents


Edited by: -H2O-