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Even if I started a Kickstarter and I raised like 30 million dollars, I really don’t think LucasArts would sell it.” Despite the bad news for Monkey Island, Gilbert said he thinks adventure games have a bright future ahead of them, and he’s not expecting them to die out any time soon. “I’m not worried about it at all,” he said. “I think a lot of genres are kind of absorbing adventure games. You see a game like LA Noire, and a lot of people think LA Noire is an adventure game because it has absorbed so many elements from adventure games. It fixed things like reported problems associated with having a very fast machine (Pentium II-400 and faster), a crash associated with copying over all the.LAB files from users CDs to their hard drives, and some other problems. It also adds on-screen text for cutscenes. This patch is completely compatible with your saved. I don’t think they’ll ever die. They’re very story centric, they’re very character centric. I think people just like those kind of things.”. Gilbert also explained his love of adventure games, specifically noting the pace of the gameplay as his favorite element. “I like adventure games because they’re actually slow and contemplative,” he said. “There’s not a lot of fast action and shooting. You’re really working your way through the games. You’re having to think. Some of the best moments for me in adventure games are when I’m just kind of sitting there trying to puzzle my way through something.” Despite his love for adventure game mechanics, Gilbert added that story plays a huge part. In fact, building a game’s world and story are the first thing he worries about when creating a new game, and that allows the puzzles to come after. “The story is paramount,” he said. “For me, when I start designing an adventure game, I always start with the world. The world is kind of the most important thing. For Monkey Island, it was that I loved the Pirates of the Caribbean ride. I wanted to live in the Pirates of the Caribbean ride, so I kind of started with that as a world. I usually start with world, then I start with story, then I layer the puzzles under the story. Because in an adventure game, puzzles are really what drive the narrative forward.” For more from Gilbert, be sure to watch. Game or Patch Questions? Visit MAIN N E T W O R K Monkey Island 4 Escape from Monkey Island Die Flucht von Monkey Island System Language Protection CD Cover: PC::: Index Game Fixes: • • • • • • • • • • • • • • • • 20 -02-2006 Barry! File Archive [1.4 MB] Play Instructions: • Install the game - Complete Installation. • Apply the included official Escape from Monkey Island v1.1 Patch. • Replace the original MONKEY4.EXE & TEXTURES FULLMONKEYMAP.IMT files with the ones from the File Archive. • Play the Game! 24 -12-2004 SKULL File Archive [333 KB] Play Instructions: • Install the game - Full Installation. • Apply the official Escape from Monkey Island v1.1 Patch. • Replace the original MONKEY4.EXE file with the one from the File Archive. • Execute/Double-Click the NOCD.REG file to update the windows registry. • Play the Game! 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Patch File Archive [15 KB] Play Instructions: • Install the game - Full Installation. • Remove the following directories: • MOVIES • TEXTURES • Copy the following directory from CD#1 & CD#2 to the game directory: • MONKEYDATA • MONKEYDATA Do not copy the 8 *.M4B files as this saves about 324 MB of precious diskspace! • Extract the MI4PATCH.EXE & MI4PATCH.REG files from the File Archive to the game directory. • Execute the Patch to remove the CD-Check. • Double-Click/Import the MI4PATCH.REG file to update the windows registry. • Play the Game! File Archive [12 KB] Play Instructions: • Install the game - Full Installation. • Extract the MK4NOCD.EXE Loader from the File Archive to the game directory. • Execute the Loader to play the Game!? File Archive [413 KB] Play Instructions: • Install the game - Full Installation. • Apply the official Escape from Monkey Island v1.1 Patch. • Replace the original MONKEY.EXE file with the one from the File Archive. • Play the Game! 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Ptk pai sd doc ini berdasarkan permasalahan: (a) Baagimanakah peningkatan prestasi belajar Pendidikan Agama Islam dengan diterapkannya metode demonstrasi? (b) Bagaimanakah pengaruh metode demonstrasi terhadap motivasi belajar Pendidikan Agama Islam? Sedangkan tujuan dari penelitian ini adalah: (a) Ingin mengetahui peningkatan prestasi belajar Pendidikan Agama Islam setelah diterapkannya ptk pai sd pdf metode demonstrasi, (b) Ingin mengetahui pengaruh motivasi belajar Pendidikan Agama Islam setelah diterapkan metode demonstrasi. Contoh proposal ptk pai sd kelas 4 SD ini menggunakan penelitian tindakan (action research) sebanyak tiga putaran. Setiap putaran terdiri dari empat tahap yaitu: rancangan, kegiatan dan pengamatan, refleksi, dan refisi. Sasaran penelitian ini adalah siswa Kelas IV SD. Data yang diperoleh berupa hasil tes formatif, lembar observasi kegiatan belajar mengajar. Dari hasil analis didapatkan bahwa prestasi belajar siswa mengalami peningkatan dari siklus I sampai siklus III yaitu, siklus I (65,85%), siklus II (78,00%), siklus III 87,80%). Simpulan dari download gratis ptk pai sd filetype doc ini adalah metode pengajaran kontekstual model pengajaran berbasis masalah dapat berpengaruh positif terhadap prestasi dan motivasi belajar Siswa SD, serta model pembelajaran ini dapat digunakan sebagai salah satu alternative pembelajaran Pendidikan Agama Islam. Semua manusia di dalam hidupnya di dunia ini, selalu membutuhkan adanya suatu pegangan hidup yang disebut Agama. Mereka merasakan bahwa dalam jiwanya ada suatu perasaan yang mengakui adanya Dzat Yang Maha Kuasa, tempat mereka berlindung dan tempat mereka memohon pertolongan-Nya. Hal semacam contoh ptk pai sd kelas 4 terjadi pada masyarakat yang masih primitive maupun pada masayarakat yang sudah modern. Merka akan merasa tenang dan tenteram hatinya kalau mereka dapat mendekat dan mengabdikan diri kepeda Dzat Yang Maha Kuasa. Hal semacam ini memang sesuai dengan firman Allah dalam Surat Ar-Rad ayat 28, yang artinya, “Ketahuilah, bahwa hanya dengan ingat kepada Allah, hati akan menjadi tenteram.”. Karena itu download ptk pai sd lengkap selalu berusaha untuk mendekatkan diri kepada Tuhan, hanya saja cara mereka mengabdi dan mendekatkn diri kepada Tuhan itu berbeda sesuai denagn agama yang dianutnya. Itulah sebabnya, bagi orang Muslim diperlukan adanya Pendidikan Agama Islam, agar dapat mengarahkan fitroh mereka tersebut kearah yang benar, sehingga mereka akan dapat mengabdi dan beribadah sesuai dengan ajaran Islam. Tanpa adanya Pendidikan Agama dari satu generasi ke generasi berikutnya, maka orang akan semakin jauh dari Agama yang benar. Dengan memperhatikan gejala-gejala tersebut diatas maka timbul pertanyaan proposal ptk pai smp dalam benak penulis sejauh manakah keberhasilan pengajaran Pendidikan Agama Islam selama ini? Padalah sering digembar-gemborkan sebagai bangsa Indonesia kita harus atau wajib mengamalkan Pancasila sebagai pedoman hidup dalam berbangsa dan bernegara. Tatapi kenyataannya masih banyak terdapat penyimpangan-penyimpangan dan pengkhianatan terhadap nilai-nilai luhur yang terkandung dalam Pancasila. Bahwa ada beberapa faktor yang menjadi penyebabnya. Diantaranya faktor tesebut adalah strategi pembelajaran ptk pai sd pdf yang kurang mengena terhadap terhadap pelajaran Pendidikan Agama Islam dalam meningkatkan pemahaman siswa terhadap pelajaran Pendidikan Agama Islam. Sependapat dengan pernyataan tersebut Sutomo (1993:68) mengemukakan bahwa belajar adalah proses pengelolaan lingkungan seseorang dengan sengaja dikalukan sehingga memungkinkan dia belajar untuk melakukan atau mempertunjukkan tingkah laku tertentu pula. Sedangkan belajar adalah suatu proses yang menyebabkan perubahan tingkah laku yang bukan disebabkan oleh proses pertumbuhan yang bersifat fisik, tetapi perubahan dalam kebiasaan, kecakapan, bertambah pengetahuan, bekembang daya pikir, sikap dan lain-lain (Soetomo, 1993:120). Sejak adanya penemuan-penemuan baru dalam bidang psikologi tentang kepribadian dan tingkah laku manusia, serta perkembangan dalam bidang ilmu pendidikan maka pandangan download gratis ptk pai sd filetype doc kemudian berubah. Faktor siswa didik justru menjadi unsur yang menentukan berhasil atau tidaknya pengajaran berdasarkan “pusat minat” anak makan, pakaian, permainan/bekerja. Kemudian menyusul tokoh pendidikan lainnya seperti Dr. John Dewey, yang terkenal dengan “pengajaran proyeknya”, yang berdasarkan pada masalah yang menarik minat siswa, sistem perekolahan lainnya. Sehingga sejak itu pula para ahli berpendapat, bahwa laporan ptk pendidikan agama islam sd doc didorong oleh motif-motif tertentu, dan perbuatan belajar akan berhasil apabila didasarkan pada motivasi yang ada pada murid. Murid dapat dipaksa untuk mengikuti semua perbuatan, tetapi ia tidak dapat dipaksa untuk menghayati perbuatan itu sebagaimana mestinya. Seekor kuda dapat digiring ke sungai tetapi tidak dapat dipaksa untuk minum. Demikian pula juga halnya dengan murid, guru dapat memaksakan bahan pelajaran kepada mereka, akan tetapi guru tidak mungkin dapat memaksanya untuk belajar belajar dalam arti sesungguhnya. Inilah yng menjadi tugas yang paling berat yakni download gratis ptk pai sd filetype doc berusaha agar murid mau belajar, dan memiliki keinginan untuk belajar secara kontinyu. Motif adalah daya dalam diri seseorang yang mendorongnya untuk melakukan sesuatu, atau keadaan seseorang atau organisme yang menyebabkan kesiapannya untuk memulai serangkaian tingkah laku atau perbuatan. Sedangkan motivasi adalah suatu proses untuk menggiatkan motif-motif menjadi perbuatan atau tingkah laku untuk memenuhi kebutuhan dan mencapai tujuan, atau keadaan dan kesiapan dalam diri individu yang mendorong tingkah lakunya untuk berbuat sesuatu dalam mencapai tujuan tertentu (Usman, 2000: 28). Sedangkan menurut Djamarah (2002: 114) motivasi adalah suatu pendorong yang mengubah energi dalam diri seseorang kedalam bentuk aktivitas nyata untuk mencapai tujuan tertentu. Dalam proses belajar, motivasi sangat diperlukan sebab seseorang yang tidak mempunyai motivasi dalam belajar tidak akan mungkin melakukan aktivitas belajar. Hal ini sesuai dengan yang diungkapkan oleh Nur (2001: 3) bahwa siswa yang termotivasi dalam belajar sesuatu akan menggunakan proses kognitif yang lebih tinggi dalam mempelajari materi itu, sehingga siswa itu akan menyerap dan mengendapkan materi itu dengan lebih baik. Telah disepakati oleh ahli pendidikan bahwa guru merupakan kunci dalam proses belajar mengajar. Bila ha lptk agama islam sd doc dilihat dari segi nilai lebih yang dimiliki oleh guru dibandingkan dengan siswanya. Nilai lebih ini dimiliki oleh guru terutama dalam ilmu pengetahuan yang dimiliki oleh guru bidang studi pengajarannya. Walalu demikian nilai lebih itu tidak akan dapat diandalkan oleh guru, apabila ia tidak memiliki teknik-teknik yang tepat untuk mentransferkan kepada siswa. Disamping itu kegiatan mengajar adalah suatu aktivitas yang sangat kompleks, karena itu sangat sukar bagi guru Pendidikan Agama Islam bagaimana caranya mengajar dengan baik agar dapat meningkatkan motivasi siswa dalam belajar Pendidikan Agama Islam. Dari prinsip-prinsip umum di atas, menunjukkan bahwa peranan guru Pendidikan Agama Islam dalam mengajar Pendidikan Agama Islam dapat dikatakan sangat dominan, begitu pula dalam meningkatkan motivasi belajar siswa tampaknya guru yang mengetahui akan kemampuan siswa-siswanya baik secara individual maupun secara kelompok, guru mengetahui persoalan-persoalan belajar dan mengajar, guru pula yang mengetahui kesulitan-kesuliatan siswa terhadap pelajaran Pendidikan Agama Islam dan bagaimana cara memecahkannya. DOWNLOAD CONTOH PTK PAI SD LENGKAP DOC-Metode mengajar yang guru gunakan dalam setiap kali pertemuan kelas bukanlah asal pakai, tetapi setelah melalui seleksi yang berkesesuaian dengan perumusan tujuan intruksional khusus. Sebab dalam download ptk pai sd lengkap kegiaatan belajar mengajar, mengajar bukan semata persoalan menceritakan. Belajar bukanlah konsekuensi otomatis dari perenungan informasi ke dalam benak siswa. Belajar memerlukan ptk pai sd pdf keterlibatan mental dan kerja siswa sendiri. Penjelasan dan pemeragaan semata tidak akan membuahkan hasil belajar yang langgeng. Yang bisa membuahkan hasil belajar yang langgeng hanyalah kegiatan belajar aktif. Permasalahan yang ingin dikaji dalam penelitian ini adalah: ptk pai sd doc (a) Apakah penerapan model pembelajaran tuntas dapat meningkatkan prestasi siswa terhadap materi pelajaran Pendidikan Agama Islam (b) Bagaimanakah pengaruh model pembelajaran tuntas dalam meningkatkan motivasi belajar Pendidikan Agama Islam? Untuk meningkatkan prestasi dan motivasi siswa dalam belajar Pendidikan Agama Islam, khususnya di SDN, salah satunya yaitu dengan menerapkan model pembelajaran tuntas ptk pai sd mi. Dengan menerapkan metode pembelajaran ini diharapkan prestasi serta motivasi belajar Pendidikan Agama Islam dapat meningkat. Tujuan penelitian tindakan ini adalah: download gratis ptk pai sd filetype doc (a) Ingin mengetahui bagaimanakah peningkatan prestasi belajar Pendidikan Agama Islam setelah diterapkannya model pembelajaran tuntas judul ptk pai sd. (b) Ingin mengetahui pengaruh model pembelajaran tuntas dalam meningkatkan prestasi dan motivasi belajar terhadap materi pelajaran Pendidikan Agama Islam. Ptk pai sd kelas 4 doc penelitian ini menggunakan penelitian tindakan (action research) sebanyak tiga putaran. Setiap putaran terdiri dari empat tahap yaitu: rancangan, kegiatan dan pengamatan, refleksi, dan refisi. Sasaran penelitian ini adalah siswa Kelas IV SDN. Data yang diperoleh berupa hasil tes formatif, lembar observasi kegiatan belajar mengajar. Dari hasil analis didapatkan bahwa prestasi belajar siswa mengalami peningkatan laporan ptk pendidikan agama islam sd doc dari siklus I sampai siklus III yaitu, siklus I (66,67%), siklus II (75,56%), siklus III (86,67%).Kesimpulan dari penelitian ini adalah model pembelajaran tuntas dapat berpengaruh positif terhadap motivasi belajar Siswa, serta model pembelajaran ini dapat digunakan sebagai salah satu alternatif pembelajaran Pendidikan Agama Islam. Menurut teori psikologi, anak yang rasional selalu bertindak sesuai tingkatan perkembangan umur mereka. Ia mengadakan reaksi-reaksi terhadap lingkungannya, download gratis ptk pai sd filetype doc atau adanya aksi dari lingkungan maka ia melakukan kegiatan atau aktivitas. Dalam pendidikan kuno aktivitas anak tidak pernah diperhatikan karena menurut pandangan mereka anak dilahirkan tidak lain sebagai “orang dewasa dalam bentuk kecil”. Ia harus diajarkan menurut kehendak orang dewasa. Karena itu ia harus menerima dan mendengar apa-apa yang diberikan dan disampaikan orang dewasa/guru tanpa dikritik. Pandangan yang lebih maju (modern) menganggap hal tersebut di atas sesuatu yang keterlaluan, menyiksa serta mengingkari harkat kemanusiaan anak. Aliran modern ini merombak dan mengubah pandangan itu dan mengantikannya dengan penekanan pada kegiatan anak dalam proses pembelajaran. Anak aktif mencari sendiri dan bekerja sendiri. Dengan demikian download ptk pai sd lengkap anak akan lebih bertanggung jawab dan beani mengambil keputusan sehingga pengertain mengenai suatu persoalan benar-benar mereka pahami dengan baik. Walaupun mereka mengambil keputusan sendiri berdasarkan pertingan kata hatinya, namun putusan mereka tersebut berhubungan juga dengan masyarakat, sebab individu itu baru berarti kalau ia telah berada dalam masyarakat. Di dalam proses belajar-mengajar, guru harus memiliki strategi, agar siswa dapat belajar secara efektif dan efisien, mengena pada tujuan yang diharapkan. Salah satu langkah untuk memiliki strategi itu ialah harus menguasai teknik-teknik penyajian, atau biasanya disebut metode mengajar. Di dalam kenyataan cara atau metode mengajar atau teknik penyajian yang digunakan guru untuk menyampaikan informasi atau massage lisan kepada siswa berbeda dengan cara yang ditempuh untuk memantapkan siswa dalam menguasai pengetahuan, keterampilan serta sikap. Metode yang digunakan untuk memotivasi siswa agar mampu menggunakan pengetahuannya untuk memecahkan suatu masalah yang dihadapi ataupun untuk menjawab suatu pertanyaan akan berbeda dengan metode yang diguanakan untuk tujuan agar siswa mampu berpikir dan mengemukakan pendapatnya sendiri di dalam menghadapi segala persoalan. Dari bermacam-macam teknik mengajar itu, ada yang menekankan peranan guru yang utama dalam pelaksanaan penyajian, tetapi ada pula yang menekankan pada media hasil teknologi meoderen seperti televise, radio, kasset, video-tape, film, head-projector, mesin-belajar dan lain-lain, bahkan telah menggukanan bantuan satelit. Ada pula teknik penyajian yang hanya digunakan untuk contoh proposal ptk pai sd kelas sejumlah siswa yang terbatas, tetapi ada pula yang digunakan untuk sejumlah siswa yang tidak terbatas. Metode mengajar yang guru gunakan dalam setiap kali pertemuan kelas bukanlah asal pakai, tetapi setelah melalui seleksi yang berkesesuaian dengan perumuan tujuan intruksional khusus. Sebab dalam kegiaatan belajar mengajar, mengajar bukan semata persoalan menceritakan. Belajar bukanlah konsekuensi otomatis dari perenungan informasi ke dalam benak siswa. Belajar memerlukan keterlibatan mental dan kerja siswa sendiri. Penjelasan dan pemeragaan semata tidak akan membuahkan hasil belajar yang langgeng. Yang bisa membuahkan hasil belajar yang langgeng hanyalah kegiatan belajar aktif. Ptk pai sd pdf agar belajar menjadi aktif siswa harus mengerjakan banyak sekali tugas. Mereka harus menggunakan otak, mengkaji gagasan, memecahkan masalah, dan menerapkan apa yang mereka pelajari. Belajar aktif harus gesit, menyenangkan, bersemangat dan penuh gairah. Siswa bahkan sering meninggalkan tempat duduk mereka, bergerak leluasa dan berfikir keras (moving about dan thinking aloud) Untuk bisa mempelajari sesuatu dengan baik, kita perlu mendengar, melihat, mengajukan pertanyaan tentangnya, dan membahasnya dengan orang lain. Bukan Cuma itu, siswa perlu “mengerjakannya”, yakni menggambarkan sesuatu dengan cara mereka sendiri, menunjukkan contohnya, mencoba mempraktekkan keterampilan, dan mengerjakan tugas yang menuntut pengetahuan yang telah atau harus mereka dapatkan. Dalam penelitian ptk pai sd pdf menggunakan bentuk guru sebagai peneliti, dimana guru sangat berperan sekali dalam proses penelitian tindakan kelas. Dalam bentuk ini, tujuan utama penelitian tindakan kelas ialah untuk meningkatkan praktik-praktik pembelajaran di kelas. Contoh proposal ptk pai sd kelas 5 Dalam kegiatan ini, guru terlibat langsung secara penuh dalam proses perencanaan, tindakan, observasi, dan refleksi. Kehadiran pihak lain dalam penelitian ini peranannya tidak dominan dan sangat kecil. Menurut pengertiannya penelitian tindakan adalah penelitian tentang hal-hal yang terjadi dimasyarakat atau sekolompok sasaran, dan hasilnya langsung dapat dikenakan pada masyarakat yang bersangkutan (Arikunto, 2002:82). Ciri atau karakteristik utama dalam penelitian tindakan adalah adanya partisipasi dan kolaborasi antara peneliti dengan anggota kelompok sasaran ptk pai sd mi. Penelitian tidakan adalah satu strategi pemecahan masalah yang memanfaatkan tindakan nyata dalam bentuk proses pengembangan invovatif yang dicoba sambil jalan dalam mendeteksi dan memecahkan masalah. Dalam prosesnya pihak-pihak yang terlibat dalam kegiatan tersebut dapat saling mendukung satu sama lain. Sesuai dengan jenis penelitian yang dipilih, yaitu penelitian tindakan, maka penelitian ini menggunakan model penelitian tindakan dari Kemmis dan Taggart (dalam Arikunto, 2002: 83), yaitu berbentuk spiral dari siklus yang satu ke siklus yang berikutnya. Setiap siklus meliputi planning (rencana), action (tindakan), observation (pengamatan), dan reflection (refleksi). Langkah pada siklus berikutnya adalah perncanaan yang sudah direvisi, tindakan, pengamatan, dan refleksi. Sebelum masuk pada siklus 1 dilakukan tindakan pendahuluan yang berupa identifikasi permasalahan. Siklus spiral dari tahap-tahap penelitian tindakan kelas dapat dilihat pada gambar berikut. CONTOH PTK IPS SD KELAS 3 III LENGKAP DOC-Penelitian tindakan kelas (PTK) ini dapat langsung Anda download ptk sebagai referensi atau contoh penyusunan PTK IPS. Namun demikian, banyak penyedia contoh ptk memberikan link download PTK IPS SD yang membingungkan dan pada akhirnya Anda hanya di bikin berputar-putar dengan tujuan meng-klik iklan. Beruntung lah bagi Anda menemukan blog ini, Anda berada pada tempat yang tepat. Kami menyediakan contoh ptk dengan judul-judul yang dapat Anda jadikan rujukan dalam membuat penelitian tindakan kelas (contoh PTK), terutama bagi anda guru sekolah dasar (SD) atau MI. Jadi, Anda dapat mengunduh file-nya PTK dalam bentuk Doc document, ptk ini lengkap dari cover sampai lampiran (bukan sekedar abstrak saja). Menyusun penelitian tindakan kelas (PTK) pada saat ini merupakan sebuah keharusan untuk dilakukan oleh guru. Kali ini, kami mengkompilasi judul-judul PTK yang dapat dijadikan inspirasi untuk membuat PTK. Bagi Anda Guru SD atau MI, khusunya mapel IPS SD semester 1 dan semester 2 contoh PTK dapat Anda download pada tautan di bawah. download contoh proposal ptk sd. Seorang guru adalah figur yang menempati posisi penting dalam dunia pendidikan. Dilihat dari sinilah betapa pentingnya peran seorang guru dalam proses pembelajaran. Ptk sd kelas 4 IPS Walaupun memang prestasi anak didik dipengaruhi oleh banyak faktor, yaitu buku pelajaran, proses pendidikan, serta penggunaan metode yang tepat, namun peran guru masih sangat berpengaruh terhadap keberhasilan siswa dalam proses pembelajaran karena gurulah yang merancang strategi pembelajaran, ptk ips sd kelas 4 lengkap pendekatan yang digunakan, metode yang diterapkan, media pembelajaran yang dipilih, teknik yang digunakan dan evaluasi yang dirancang. Disamping menentukan strategi pembelajaran yang tepat, guru harus mengenal dan mengetahui juga bahwa pada dasarnya siswa memiliki minat (sense of interest) dan dorongan ingin melihat kenyataan (sense of reality). Demikian pula karena dalam mata pelajaran IPS memuat banyak informasi, maka guru harus dapat mengembangkan kedua potensi siswa tersebut. Dalam mengembangkannya, guru dituntut untuk memiliki kreativitas dan dalam mengaktualisasikan kompetensinya terutama untuk mengidentifikasi, menyeleksi dan menentukan sumber belajar yang menunjang proses pembelajaran. Ulih Bukit Karo Karo, dalam Prasetyo (2002:29) menyatakan bahwa: ”Metode adalah suatu cara penyajian pelajaran dimana guru menugaskan pelajar atau kelompok pelajar melaksanakan percakapan ilmiah untuk mencari kebenaran. Ptk sd kelas 4 IPS Dalam memilih metode dapat diterapkan banyak metode yang bervariasi, seperti diskusi, tanya jawab, eksperimen, kerja kelompok atau metode lain yang relevan dengan materi yang sedang dipelajari. Dengan adanya variasi pergantian metode siswa merasa tidak bosan dan motivasi untuk mengikuti proses pembelajaran tidak menurun”. CONTOH PTK SD KELAS 3 LENGKAP. Ketidakberhasilan proses pembelajaran juga dialami oleh peneliti. Ketika melaksanakan proses pembelajaran IPS kompetensi dasar mengenal jenis- jenis pekerjaan pada siswa kelas III semester 2 di SD, Kabupaten Grobogan menunjukkan hasil yang kurang memuaskan. Contoh ptk ips kelas 4 semester 2. Hal ini ditunjukkan dari hasil tes formatif, yakni dari 46 siswa yang memperoleh nilai tuntas atau nilai ≥ KKM (65) hanya 16 orang atau tingkat tuntas klasikal hanya 35%. Dengan demikian pembelajaran pada kompetensi dasar tersebut tidak berhasil karena pembelajaran dikatakan berhasil jika kriteria keberhasilan mencapai ≥ 60%. PTK SD MENINGKATKAN PRESTASI BELAJAR IPS KELAS V-Tujuan Penelitian Tindakan Kelas ini adalah: “PTK SD IPS untuk meningkatkan hasil belajar mata pelajaran IPS konsep materi yang digunakan dalam judul PTK SD adalah keragaman suku bangsa dan budaya Indonesia download PTK SD ini diterapkan pada siswa SD kelas V semester genap, dengan metode diskusi dan kerja kelompok” Referensi PTK IPS SD kali ini mengambil lokasi di SD Negeri. Contoh Penelitian Tindakan Kelas ini dilakukan pada semester genap 2017. Subjek dalam penelitian tindakan kelas adalah siswa kelas V SD yang berjumlah 15 siswa. Teknik pengumpulan data PTK word document dan pdf dengan observasi, dokumentasi serta wawancara Analisis Data dengan menggunakan analisis diskripsi kualitatif. Prosedur PTK IPS SD lengkap dengan menggunakan metode diskusi terdiri dua siklus yaitu siklus I dan siklus II. Hasil dari judul PTK SD adalah diadakannya upaya perbaikan pembelajaran dengan siklus I dan siklus II telah membawa perubahan yaitu meningkatnya prestasi belajar siswa. Judul-judul PTK SD Ilmu pengetahuan Sosial. Adapun hasil yang dicapai adalah: Penguasaan materi mata pelajaran IPS SD kelas IV atau V sebelum diadakan perbaikan sebesar 13,3% atau siswa; pada siklus I siswa yang menguasai materi adalah 53,3% atau 8 siswa; dan pada siklus II siswa yang menguasai materi 100% sebanyak 15 siswa. Dapat disimpulkan disini bahwa pada siklus II semua siswa telah tuntas dalam pembelajaran IPS pada konsep Keanekaragaman Suku Bangsa dan Budaya di Indonesia. Pendidikan merupakan suatu upaya untuk meningkatkan sumber daya manusia. Menciptakan manusia yang cerdas dan maju perlu diimbangi dengan peningkatan mutu pendidikan. Mutu pendidikan sangat erat kaitannya dengan mutu guru. Kunci keberhasilan pelaksanaan sangat ditentukan oleh faktor guru sebagai pengelola kegiatan pembelajaran. Proses belajar mengajar akan optimal apabila guru mampu merencanakan pelaksanaan sampai evaluasi. Menurut Suryo Subroto (1997: 19) proses belajar mengajar meliputi kegiatan yang dilakukan guru mulai dari perencanaan, pelaksanaan kegiatan sampai dengan evaluasi dan program tindak lanjut. Pernyataan tersebut mengandung makna bahwa pembelajaran tidak terlepas dari evaluasi. IPS sebagai salah satu bidang studi yang memiliki tujuan membekali siswa untuk mengembangkan penalarannya di samping aspek nilai dan moral banyak memuat materi sosial dan bersifat hafalan sehingga pengetahuan dan informasi yang diterima siswa sebatas produk hafalan. Sifat materi pelajaran IPS tersebut membawa konsekuensi terhadap proses belajar mengajar yang didominasi oleh pendekatan ekspositoris, terutama guru menggunakan metode ceramah maupun tanya jawab terjadi dialog imperatif. Padahal dalam proses belajar mengajar keterlibatan siswa secara totalitas, artinya melibatkan pikiran, penglihatan, pendengaran dan psikomotor (keterampilan, salah satunya sambil menulis). Jadi dalam proses belajar mengajar, seorang guru harus mengajak siswa untuk mendengarkan, menyajikan media yng dapat dilihat, memberi kesempatan untuk menulis dan mengajukan pertanyaan atau tangapan, sehingga terjadi dialog kreatif yang menunjukkan proses belajar mengajar yang interaktif. Situasi belajar ini dapat tercipta melalui penggunaan penggunaan alat peraga yang tepat. Sebagai seorang guru yang professional hendaknya dapat memilih dan menerapkan metode yang efektif agar materi yang dipelajari oleh siswa dapat dIPShami dengan baik serta dapat meningkatkan prestasi belajar. Proses belajar mengajar kelas V SD terhadap pelajaran Ilmu Pengetahuan Sosial dalam materi Keragaman Suku Bangsa dan Budaya di Indonesia dalam ulangan harian tidak ada 50% siswa yang mencapai penguasaan materi. Selama pembelajaran berlangsung siswa tidak termotivasi untuk menerima penjelasan guru karena guru dalam mengajar tidak melibatkan siswa secara aktif, bahkan sering guru memberi pertanyaan pada akhirnya guru sendiri yang menjawab. Hal tersebut terlihat bahwa pelajaran didominasi oleh guru dan penjelasan guru kurang didukung dengan metode yang sesuai dan menarik perhatian siswa. Hasil belajar sering orang menyebutnya prestasi belajar. Menurut Winkel, prestasi adalah bukti keberhasilan usaha yang dicapai (Winkel 1986:162). Mengambil pengertian di atas prestasi dalam PTK ini penulis mengartikan sebagai hasil belajar yang telah dicapai siswa dalam mata pelajaran biologi. Hasil belajar adalah angka yang diperoleh siswa yang telah berhasil menuntaskan konsep konsep mata pelajaran sesuai dengan kriteria ketuntasan minimal (KKM) yang ditetapkan sesuai dengan kurikulum yang berlaku. Begitu juga hasil belajar dapat diartikan sebagai perubahan tingkah laku yang tetap sebagai hasil proses pembelajaran. Hasil belajar dapat diklasifikasikan menjadi tiga ranah, yaitu ranah kognitif (sekarang Pengetahuan dan Pemahanan Konsep/PPK), afektif, dan psikomotorik. Sedangkan menurut Hasibuan, J.J. Dan Moedjiono (2000: 24), Metode diskusi adalah cara penyajian pelajaran, dimana siswa dihadapkan kepada suatu masalah yang bisa berupa pernyataan atau pertanyaan yang bersifat problematis untuk dibahas atau dipecahkan bersama. Di dalam diskusi ini proses belajar mengajar terjadi, dimana interaksi antara dua atau lebih individu yang terlibat, saling tukar menukar pengalaman, informasi, memecahkan masalah dapat terjadi. Siswa menjadi aktif, tidak hanya pasif sebagai pendengar saja. Metode kerja kelompok adalah suatu metode mengajar dimana siswa di dalam kelas dIPSndang sebagai suatu kelompok. Setiap kelompok dapat terdiri dari 5 atau 7 siswa, mereka bekerja sama dalam memecahkan masalah atau melaksanakan tugas tertentu. Menurut Robert L. Cilstrap dan William R. Martin (1988:421) mengemukakan “kerja kelompok adalah kegiatan sekelompok siswa yang biasanya berjumlah kecil, yang diorganisir untuk kepentingan belajar. Keberhasilan kerja kelompok ini menuntut kegiatan yang kooperatif dari berbagai individu tersebut”. Metode kerja kelompok digunakan dalam pembelajaran bermaksud agar siswa mampu bekerja sama dengan teman yang lain dalam mencapai tujuan bersama. Di dalam kegiatan pembelajaran di dalam kelas sering banyak materi yang perlu diselesaikan mengingat jumlah jam pelajaran dengan materi pelajaran tidak seimbang. Agar materi yang banyak tersebut dapat diselesaikan dengan waktu yang singkat dengan tidak mengesampingkan ketajaman materi, maka perlu pemberian tugas atau pekerjaan kepada siswa. Agar siswa dapat memecahkan materi dengan baik, dan tugas tidak memberatkan siswa secara individu maka pemberian tugas dikerjakan dengan cara berkelompok. Dasar inilah yang menjadi pengelompokan siswa. DOWNLOAD CONTOH PTK PAI SD LENGKAP DOC-Metode mengajar yang guru gunakan dalam setiap kali pertemuan kelas bukanlah asal pakai, tetapi setelah melalui seleksi yang berkesesuaian dengan perumusan tujuan intruksional khusus. Sebab dalam download ptk pai sd lengkap kegiaatan belajar mengajar, mengajar bukan semata persoalan menceritakan. Belajar bukanlah konsekuensi otomatis dari perenungan informasi ke dalam benak siswa. Belajar memerlukan ptk pai sd pdf keterlibatan mental dan kerja siswa sendiri. Penjelasan dan pemeragaan semata tidak akan membuahkan hasil belajar yang langgeng. Yang bisa membuahkan hasil belajar yang langgeng hanyalah kegiatan belajar aktif. Permasalahan yang ingin dikaji dalam penelitian ini adalah: ptk pai sd doc (a) Apakah penerapan model pembelajaran tuntas dapat meningkatkan prestasi siswa terhadap materi pelajaran Pendidikan Agama Islam (b) Bagaimanakah pengaruh model pembelajaran tuntas dalam meningkatkan motivasi belajar Pendidikan Agama Islam? Untuk meningkatkan prestasi dan motivasi siswa dalam belajar Pendidikan Agama Islam, khususnya di SDN, salah satunya yaitu dengan menerapkan model pembelajaran tuntas ptk pai sd mi. Dengan menerapkan metode pembelajaran ini diharapkan prestasi serta motivasi belajar Pendidikan Agama Islam dapat meningkat. Tujuan penelitian tindakan ini adalah: download gratis ptk pai sd filetype doc (a) Ingin mengetahui bagaimanakah peningkatan prestasi belajar Pendidikan Agama Islam setelah diterapkannya model pembelajaran tuntas judul ptk pai sd. (b) Ingin mengetahui pengaruh model pembelajaran tuntas dalam meningkatkan prestasi dan motivasi belajar terhadap materi pelajaran Pendidikan Agama Islam. Ptk pai sd kelas 4 doc penelitian ini menggunakan penelitian tindakan (action research) sebanyak tiga putaran. Setiap putaran terdiri dari empat tahap yaitu: rancangan, kegiatan dan pengamatan, refleksi, dan refisi. Sasaran penelitian ini adalah siswa Kelas IV SDN. Data yang diperoleh berupa hasil tes formatif, lembar observasi kegiatan belajar mengajar. Dari hasil analis didapatkan bahwa prestasi belajar siswa mengalami peningkatan laporan ptk pendidikan agama islam sd doc dari siklus I sampai siklus III yaitu, siklus I (66,67%), siklus II (75,56%), siklus III (86,67%).Kesimpulan dari penelitian ini adalah model pembelajaran tuntas dapat berpengaruh positif terhadap motivasi belajar Siswa, serta model pembelajaran ini dapat digunakan sebagai salah satu alternatif pembelajaran Pendidikan Agama Islam. Menurut teori psikologi, anak yang rasional selalu bertindak sesuai tingkatan perkembangan umur mereka. Ia mengadakan reaksi-reaksi terhadap lingkungannya, download gratis ptk pai sd filetype doc atau adanya aksi dari lingkungan maka ia melakukan kegiatan atau aktivitas. Dalam pendidikan kuno aktivitas anak tidak pernah diperhatikan karena menurut pandangan mereka anak dilahirkan tidak lain sebagai “orang dewasa dalam bentuk kecil”. Ia harus diajarkan menurut kehendak orang dewasa. Karena itu ia harus menerima dan mendengar apa-apa yang diberikan dan disampaikan orang dewasa/guru tanpa dikritik. Pandangan yang lebih maju (modern) menganggap hal tersebut di atas sesuatu yang keterlaluan, menyiksa serta mengingkari harkat kemanusiaan anak. Aliran modern ini merombak dan mengubah pandangan itu dan mengantikannya dengan penekanan pada kegiatan anak dalam proses pembelajaran. Anak aktif mencari sendiri dan bekerja sendiri. Dengan demikian download ptk pai sd lengkap anak akan lebih bertanggung jawab dan beani mengambil keputusan sehingga pengertain mengenai suatu persoalan benar-benar mereka pahami dengan baik. Walaupun mereka mengambil keputusan sendiri berdasarkan pertingan kata hatinya, namun putusan mereka tersebut berhubungan juga dengan masyarakat, sebab individu itu baru berarti kalau ia telah berada dalam masyarakat. Di dalam proses belajar-mengajar, guru harus memiliki strategi, agar siswa dapat belajar secara efektif dan efisien, mengena pada tujuan yang diharapkan. Salah satu langkah untuk memiliki strategi itu ialah harus menguasai teknik-teknik penyajian, atau biasanya disebut metode mengajar. Di dalam kenyataan cara atau metode mengajar atau teknik penyajian yang digunakan guru untuk menyampaikan informasi atau massage lisan kepada siswa berbeda dengan cara yang ditempuh untuk memantapkan siswa dalam menguasai pengetahuan, keterampilan serta sikap. Metode yang digunakan untuk memotivasi siswa agar mampu menggunakan pengetahuannya untuk memecahkan suatu masalah yang dihadapi ataupun untuk menjawab suatu pertanyaan akan berbeda dengan metode yang diguanakan untuk tujuan agar siswa mampu berpikir dan mengemukakan pendapatnya sendiri di dalam menghadapi segala persoalan. Dari bermacam-macam teknik mengajar itu, ada yang menekankan peranan guru yang utama dalam pelaksanaan penyajian, tetapi ada pula yang menekankan pada media hasil teknologi meoderen seperti televise, radio, kasset, video-tape, film, head-projector, mesin-belajar dan lain-lain, bahkan telah menggukanan bantuan satelit. Ada pula teknik penyajian yang hanya digunakan untuk contoh proposal ptk pai sd kelas sejumlah siswa yang terbatas, tetapi ada pula yang digunakan untuk sejumlah siswa yang tidak terbatas. Metode mengajar yang guru gunakan dalam setiap kali pertemuan kelas bukanlah asal pakai, tetapi setelah melalui seleksi yang berkesesuaian dengan perumuan tujuan intruksional khusus. Sebab dalam kegiaatan belajar mengajar, mengajar bukan semata persoalan menceritakan. Belajar bukanlah konsekuensi otomatis dari perenungan informasi ke dalam benak siswa. Belajar memerlukan keterlibatan mental dan kerja siswa sendiri. Penjelasan dan pemeragaan semata tidak akan membuahkan hasil belajar yang langgeng. Yang bisa membuahkan hasil belajar yang langgeng hanyalah kegiatan belajar aktif. Ptk pai sd pdf agar belajar menjadi aktif siswa harus mengerjakan banyak sekali tugas. Mereka harus menggunakan otak, mengkaji gagasan, memecahkan masalah, dan menerapkan apa yang mereka pelajari. Belajar aktif harus gesit, menyenangkan, bersemangat dan penuh gairah. Siswa bahkan sering meninggalkan tempat duduk mereka, bergerak leluasa dan berfikir keras (moving about dan thinking aloud) Untuk bisa mempelajari sesuatu dengan baik, kita perlu mendengar, melihat, mengajukan pertanyaan tentangnya, dan membahasnya dengan orang lain. Bukan Cuma itu, siswa perlu “mengerjakannya”, yakni menggambarkan sesuatu dengan cara mereka sendiri, menunjukkan contohnya, mencoba mempraktekkan keterampilan, dan mengerjakan tugas yang menuntut pengetahuan yang telah atau harus mereka dapatkan. Dalam penelitian ptk pai sd pdf menggunakan bentuk guru sebagai peneliti, dimana guru sangat berperan sekali dalam proses penelitian tindakan kelas. Dalam bentuk ini, tujuan utama penelitian tindakan kelas ialah untuk meningkatkan praktik-praktik pembelajaran di kelas. Contoh proposal ptk pai sd kelas 5 Dalam kegiatan ini, guru terlibat langsung secara penuh dalam proses perencanaan, tindakan, observasi, dan refleksi. Kehadiran pihak lain dalam penelitian ini peranannya tidak dominan dan sangat kecil. Menurut pengertiannya penelitian tindakan adalah penelitian tentang hal-hal yang terjadi dimasyarakat atau sekolompok sasaran, dan hasilnya langsung dapat dikenakan pada masyarakat yang bersangkutan (Arikunto, 2002:82). Ciri atau karakteristik utama dalam penelitian tindakan adalah adanya partisipasi dan kolaborasi antara peneliti dengan anggota kelompok sasaran ptk pai sd mi. Penelitian tidakan adalah satu strategi pemecahan masalah yang memanfaatkan tindakan nyata dalam bentuk proses pengembangan invovatif yang dicoba sambil jalan dalam mendeteksi dan memecahkan masalah. Dalam prosesnya pihak-pihak yang terlibat dalam kegiatan tersebut dapat saling mendukung satu sama lain. Sesuai dengan jenis penelitian yang dipilih, yaitu penelitian tindakan, maka penelitian ini menggunakan model penelitian tindakan dari Kemmis dan Taggart (dalam Arikunto, 2002: 83), yaitu berbentuk spiral dari siklus yang satu ke siklus yang berikutnya. Setiap siklus meliputi planning (rencana), action (tindakan), observation (pengamatan), dan reflection (refleksi). Langkah pada siklus berikutnya adalah perncanaan yang sudah direvisi, tindakan, pengamatan, dan refleksi. Sebelum masuk pada siklus 1 dilakukan tindakan pendahuluan yang berupa identifikasi permasalahan. Siklus spiral dari tahap-tahap penelitian tindakan kelas dapat dilihat pada gambar berikut. Do you use Firefox? We’d like to devote this entry to sharing our favorite add-ons. Everyone has different web browsing needs and preferences, and Firefox is great because it lets us customize our browsers to support these via, and so forth. Please comment to share your favorites and they will be added to the list. 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Looking for more?, with some examples: is good if you regularly visit the same websites daily (or on a particular day, since you can set different routines for different days) and would like to open all of them at once in tabs for quick access. Examples of how this can be used: You could set up all the tabs you typically use for doing work for class (e.g. Moodle, email, library homepage, etc.), or some folks over at the Champaign Public Library use this to set up the tabs commonly used at the reference desk computers (e.g. Reference homepage, meeting room reservations, amazon.com, IMDB). Using Firebug to delete stuff that appears around embedded. Is there any way to alter the iframe code and/or use Firebug to. Can be used to update Twitter and read your friends’ updates without going to the Twitter website. Is popular for blocking ads. May also be a good place to browse. Updated 4/16/2009: Dan K’s Favorites:,, and for security nothing is better than. Dan L’s Favorites: My favorite Firefox add-on is, which allows you to view, like CSS, of any specific part of a webpage. Sam's Favorites: It’s simple, but I like the. I know I’ve got a calculator widget on my dashboard, but this is nice when I have a lot of windows open already. Firefox 57 drops support for legacy add-on types, including legacy add-ons that embed WebExtensions. From Firefox 57 onwards, Firefox will not load add-ons of the type described in this document. Starting in Firefox 51, you can embed a WebExtension in a classic or an add-on. The embedded WebExtension's files are packaged inside the legacy add-on. The embedded WebExtension doesn't directly share its scope with the embedding legacy add-on, but they can exchange messages using the messaging functions defined in the API. This means you can migrate a legacy add-on to WebExtensions one piece at a time, and have a fully functioning add-on at every step. In particular, it enables you to from a legacy add-on to a WebExtension, by writing an intermediate hybrid add-on that reads the data using the legacy APIs (for example, or the preferences ) and writes it using the WebExtension APIs (for example, ). Together with this guide, we've written two examples showing how to use embedded WebExtensions to help migrate from a legacy add-on type. One shows, and the other shows. To embed a WebExtension you'll need Firefox 51 or later. To embed a WebExtension in an SDK add-on, you'll also need. Firefox 57 drops support for legacy add-on types. If you are currently maintaining an add-on in the legacy add-on format and want to migrate data, publish an update containing an embedded WebExtension as early as possible. If the update is published close to the, the data stored in your add-on will be lost if the user updates Firefox before receiving your add-on update. Embedding the WebExtension If the legacy add-on is a bootstrapped extension with an, include the property 'hasEmbeddedWebExtension' in the RDF, containing the value 'true': true. Contents: Foreword. Section I: Civil Engineering Contracts: 1. The law of contract. Contract documents. Contract for engineering and architectural services. Contract between owner and contractor. On 2017 August 17 a binary neutron star coalescence candidate (later designated GW170817) with merger time. 12:41:04 UTC was. Fermilab is managed by Fermi Research Alliance, LLC (FRA), acting under Contract No. Support from a Natural Sciences and Engineering Research. Conditions of contract. Contract organisation and management. The PWD procedure of executing a project. Section II: Civil Engineering Estimates: Introduction. Approximate estimates. General principles of taking out quantities. Methods of taking out quantities. Excavation and foundation. Stone masonry and brickwork. Doors and windows. Floors and pavings. Plastering and pointing. Plumbing, drains and sanitary fittings. Electrical work. Structural steelwork. Measurement of earthwork. Squaring the dimensions. Abstracting and Bill of Quantities. Factors affecting cost of any work. Analysis of rates. Estimates I: A two-storeyed residential building (drawings included). Estimates II: A two span arch bridge (drawings enclosed). Estimates III: Estimates of earthwork and roads. Estimates IV: Estimates of canals. Estimates V: Estimates of railway track. Civil Engineering Contracts and Estimates, Fourth Edition, combines in a single book, two important sections of Civil Engineering-Contracts and Estimates. In this edition, the rates and costs have been updated to bring them on par with the rates prevailing in 2014-15. Online tendering has been included to bring the book up to date. This edition contains everything that engineering faculty and students, as well as fresh engineers commencing their career in the field need know about the subject. Section I (Civil Engineering Contracts) presents an introduction to the legal aspects involved right from the tender stage up to planning. Section II (Civil Engineering Estimates) provides the basic framework which enables the reader to accurately estimate the costs of projects by using the method of measurement of works. Bookseller Inventory # 115295. Synopsis: Civil Engineering Contracts and Estimates, Fourth Edition, combines in a single book, two important sections of Civil Engineering Contracts and Estimates. The first edition was designed to serve as a textbook for engineering courses without any need for frequent changes. Improved contract conditions and management techniques were taken care of in the second edition. The use of FIDIC and other similar standard contract forms, particularly Public Private Partnership (PPP), construction of public works on build, operate and transfer (BOT) basis and other developments necessitated the third edition. In the present edition, the rates and costs have been updated to bring them on par with the rates prevailing in 2014 15. Online tendering has been included to bring the book up to date. The fourth edition contains everything that engineering faculty and students, as well as fresh engineers commencing their career in the field need know about the subject. Section I (Civil Engineering Contracts) presents an introduction to the legal aspects involved right from the tender stage up to planning. It also discusses project scheduling through management techniques such as PERT and CPM. Further, it furnishes useful information on the law of contracts, specifications and contract management. Section II (Civil Engineering Estimates) provides the basic framework which enables the reader to accurately estimate the costs of projects by using the method of measurement of works. A variety of projects are included such as residential construction and building of bridges. The new edition incorporates an estimate for a railway track. This book will prove useful not only for engineering students and faculty, but also to practicing engineers and architects. About the Author: B S Patil is a contracts and arbitration consultant based at Pune. He has had a distinguished academic and professional career. He has gained wide experience in the planning and supervision of construction projects and in the preparation of legal documents related to engineering projects. He was a member of the Board of Studies in Civil Engineering, Marathwada University, Aurangabad. He has written two other books and has also published articles in engineering journals. 'About this title' may belong to another edition of this title. Terms of Sale: We check every book for page mistake before they are shipped out. We take a lot of pain in our packing so that the books reach their destination in mint condition. Name of the Company: Vedams eBooks [P] Ltd Business Address: Vardhaman Charve Plaza IV, Bldg. 10, 2nd Floor, KP Block Commercial Centre, Pitampura, New Delhi 110034, India e-mail address: [email protected] Telephone Numbers: 00-0611; 00-0612 Fax: 0613 Office Working Hours: 9 AM to 5 PM - Monday to F. The merger of two neutron stars has been predicted to produce an optical–infrared transient (lasting a few days) known as a ‘kilonova’, powered by the radioactive decay of neutron-rich species synthesized in the merger,. Evidence that short γ-ray bursts also arise from neutron-star mergers has been accumulating. In models, of such mergers, a small amount of mass (10 −4–10 −2 solar masses) with a low electron fraction is ejected at high velocities (0.1–0.3 times light speed) or carried out by winds from an accretion disk formed around the newly merged object. This mass is expected to undergo rapid neutron capture (r-process) nucleosynthesis, leading to the formation of radioactive elements that release energy as they decay, powering an electromagnetic transient,,,,,. A large uncertainty in the composition of the newly synthesized material leads to various expected colours, durations and luminosities for such transients. Observational evidence for kilonovae has so far been inconclusive because it was based on cases,,,, of moderate excess emission detected in the afterglows of γ-ray bursts. Here we report optical to near-infrared observations of a transient coincident with the detection of the gravitational-wave signature of a binary neutron-star merger and with a low-luminosity short-duration γ-ray burst. Our observations, taken roughly every eight hours over a few days following the gravitational-wave trigger, reveal an initial blue excess, with fast optical fading and reddening. Using numerical models, we conclude that our data are broadly consistent with a light curve powered by a few hundredths of a solar mass of low-opacity material corresponding to lanthanide-poor (a fraction of 10 −4.5 by mass) ejecta. GW170817 was detected by the LIGO and Virgo gravitational-wave detectors on 17 August 2017 at 12:41:04 (universal time ( ut) is used throughout; we adopt this as the time of the merger). Approximately two seconds later, a low-luminosity short-duration γ-ray burst, GRB 170817A, was detected by the Gamma-ray Burst Monitor (GBM) on board the Fermi satellite. A few hours later, the gravitational-wave signal was robustly identified as the signature of a binary neutron-star merger 40 ± 8 Mpc away in a region of the sky coincident with the Fermi localization of the γ-ray burst (). A, Our localization of the kilonova AT 2017gfo is shown by the blue filled circle, together with the localization of GW170817 (blue contours) and that of GRB 170817A (red contours). The contours indicate 1 σ, 2 σ and 3 σ confidence bounds. Representative right ascension (for example, 240°) and declination (for example, −30°) values are shown. The position of the Sun is indicated by the symbol ⊙. B, A more detailed view of the kilonova region. Empty circles indicate the locations of other galaxies searched by our LCO follow-up program. • Shortly after receiving the gravitational-wave localization, we activated our pre-approved program to search for an optical counterpart with the Las Cumbres Observatory (LCO) global network of robotic telescopes. Given the size of the LIGO–Virgo localization region (about 30 square degrees) compared to the field of view of our cameras (about 0.2 square degrees), our search strategy involved targeting specific galaxies (chosen from the GLADE catalogue; ) at the reported distance range and location area included in the LIGO–Virgo three-dimensional localization (see Methods). The fifth galaxy on our prioritized list was NGC 4993, an S0 galaxy 39.5 Mpc away. We observed it with one of the LCO 1-m telescopes at the Cerro Tololo Inter-American Observatory in Chile on 18 August 2017 at 00:15:23 and detected a new source at right ascension α 2000 = 13 h 09 m 48.07 s and declination δ 2000 = −23° 22′ 53.7″, not present in archival images of that galaxy (; see Methods for a timeline of the merger and ensuing immediate follow-up). We are one of a few groups who discovered the same source within 45 min of each other (see Methods). It was first announced by the Swope team, who named it ‘SSS17a’, but here we use the official IAU designation, AT 2017gfo. • Following the detection of this source, we initiated an intensive follow-up campaign with LCO, obtaining multi-band images of AT 2017gfo for several days, taken from each of our three Southern Hemisphere sites (the Siding Spring Observatory in Australia, the South African Astronomical Observatory, and the Cerro Tololo Inter-American Observatory in Chile). AT 2017gfo was visible for less than two hours each night owing to the proximity of its position on the sky to the Sun, but having a multi-site observatory allowed us to obtain three epochs of observations per 24-h period, capturing the rapid evolution of the event (). Our rapid-response high-cadence follow-up constrains the peak of the light curve to approximately 1 day after the merger. Numerical radioactive-decay-powered kilonova models are shown for an ejecta mass of 2 × 10 −2 M ⊙ (solid lines) and 2.5 × 10 −2 M ⊙ (dashed lines), a characteristic ejecta velocity of 0.3 c and a low lanthanide fraction of 10 −4.5. Error bars denote 1 σ uncertainties. Data from the same site, filter and night are binned for clarity. Magnitudes are corrected for host-galaxy contamination using image subtraction, and for Milky Way extinction. • • Our densely sampled light curve reveals that the optical transient peaked approximately 1 day after the merger, followed by rapid fading at a rate of about 2 mag per day in the g band, about 1 mag per day in the r band, and about 0.8 mag per day in the i band. The rapid luminosity decline is unlike that of any supernova (), but is broadly consistent with theoretical predictions of kilonovae (see, for example, refs and ). From the temporal and spatial coincidence of this event with both a gravitational-wave signal from a binary neutron-star merger and a short-duration γ-ray burst, we conclude that AT 2017gfo is the kilonova associated with the same merger. We first compare our observations to analytical models from the literature. The short rise time and luminous bolometric peak of more than 3 × 10 41 erg s −1 (as indicated by blackbody fits to post-peak multi-colour data; see Methods) are consistent with a low-opacity ejected mass according to available analytical models,, but the observed high early temperature is not (see Methods). With this in mind, we compare the observations to detailed numerical radiation transport models of kilonova light curves and spectra. The model parameters are the total ejecta mass, the characteristic expansion velocity, defined as (2 E/ M ej) 1/2 (where E is the total kinetic energy imparted on the ejecta mass M ej), and the mass fraction of lanthanide species, which are crucial in setting the opacity. This model solves the multi-wavelength radiation transport equation using detailed opacities derived from millions of atomic lines, while self-consistently calculating the temperature and ionization/excitation state of the radioactively heated ejecta (see ref. For more details). This allows us to match the per-band light curves, rather than the bolometric luminosity. This approach produced a better match to our data, reproducing most of the luminosity evolution (except in the g band; see below) using an ejecta mass of (2–2.5) × 10 −2 M ⊙ (where M ⊙ is the solar mass), a characteristic ejecta velocity of 0.3 c (where c is the speed of light) and a low lanthanide mass fraction of X lan = 10 −4.5 (), corresponding to an effective opacity of κ ≲ 1 cm 2 g −1 (similar parameters also fit our optical spectra presented in ref. This is evidence that the merger produced a component of ejecta composed primarily of light (atomic number A ≲ 140) r-process isotopes. In contrast, the lanthanide mass fraction expected from the production of heavy r-process elements is X lan = 10 −2–10 −1 (ref. ), corresponding to κ ≈ 10 cm 2 g −1. A substantial mass of ejecta must therefore have experienced substantial weak interactions, owing to shock heating or neutrino interactions; these interactions would have raised the proton-to-neutron ratio from its initial value in the neutron star. In such a case, the neutrons available for capture would be exhausted before nucleosynthesis could build up a noticeable abundance of elements with A ≳ 140. The discrepancy in the g band (and a smaller discrepancy in the r band) may be due to a composition gradient in the ejecta (the model we used assumes a uniform composition). A radial gradient in the lanthanide abundance, in which X lan varies from about 10 −6 in the outermost layers to about 10 −4 in the interior layers, could lead to faster reddening of the emission, which may fit the data better. Even more lanthanide-rich ejecta ( X lan > 10 −2) could be revealed through emission at later times and redder wavelengths than covered by our data. Luminous infrared emission ( J ≈ 17 mag, H ≈ 16 mag, K s ≈ 15.5 mag; although some of this emission may be contributed by the host galaxy) is indeed found in observations taken 2.5 days and 3.5 days after the merger. It is possible that an additional source of radiation, perhaps related to the γ-ray burst engine, contributes to the early blue emission, and could provide an alternative explanation for the g- and r-band discrepancies. Future modelling efforts will need to explore these options and their effects on the predicted light curves. The discovery of a kilonova coincident with gravitational waves from a binary neutron-star merger and with a short burst of γ-rays provides striking evidence in favour of the main theoretical picture of neutron-star mergers. These detections confirm that binary neutron-star mergers produce kilonovae with emission properties broadly in agreement with theoretical predictions. Our early optical to near-infrared light curve shows evidence for a lanthanide-poor component of the mass ejected in the merger, and indications for a blue power source in addition to radioactive decay. The rapid optical evolution explains why transient surveys have so far not detected such events, but the upcoming Large Synoptic Survey Telescope will detect the optical emission of hundreds of kilonovae per year out to distances beyond those accessible to current gravitational-wave detectors (see Methods). Online Methods Gravitational wave follow-up strategy and kilonova discovery The Las Cumbres Observatory (LCO) consists of 20 telescopes (two 2-m, nine 1-m and nine 0.4-m in diameter) at six sites around the world, operated robotically as one network using dynamical scheduling software. As stated in the main text, we use a galaxy-targeted follow-up strategy rather than a tiling one. Our galaxy selection strategy prioritizes galaxies that are at higher-probability locations and distances in the gravitational-wave localization region, that have a higher intrinsic B-band luminosity (indicative of higher mass), and in which LCO is more likely to be sensitive to a kilonova. More details are provided in ref.. The timeline of the discovery, immediate follow-up and the visibility of NGC 4993 are depicted in. In addition to our detection, AT 2017gfo was independently detected by the Swope, DECam, DLT40, MASTER and VISTA groups,,,,,. Photometry Images from the LCO 1-m telescopes were pre-processed using the Python-based BANZAI pipeline. Photometry was then extracted using the PyRAF-based LCOGTsnpipe pipeline by performing image subtraction followed by point spread function fitting. We use images taken after the kilonova faded below our detection limits as subtraction references. Our V-band data are calibrated to the AAVSO Photometric All-Sky Survey in the Vega system, grizw-band data are calibrated to the AB system using Sloan Digital Sky Survey (SDSS) fields observed on the same night as AT 2017gfo, with the w band (which is a broad g + r + i band) treated as an r band. We correct all photometry for Milky Way extinction retrieved via the NASA/IPAC Extragalactic Database (). We adopt a Tully–Fisher distance of 39.5 Mpc (distance modulus of 32.98 mag) to NGC 4993 retrieved via the NASA/IPAC Extragalactic Database. Blackbody fits Kilonovae are expected to display roughly blackbody emission (perhaps with a steeper fall-off at short wavelengths due to line blanketing,,,). We fitted a blackbody spectrum to each epoch containing data in more than two bands (excluding w-band data) using Markov chain Monte Carlo (MCMC) simulations through the Python emcee package (). We find that the photospheric radius remains roughly constant during the first few days after peak at a value of about 5 × 10 14 cm while the temperature declines from about 6,500 K 1.4 days after the peak to about 4,000 K 2.5 days after the peak (). We calculate the bolometric luminosity of the blackbody and take that to be the bolometric luminosity of the event. Comparison to supernova light curves AT 2017gfo peaks at an absolute magnitude that is fainter than most supernovae, but comparable to that of some type IIb supernovae, and to plateau luminosities of type IIP supernovae (see, for example, ref. However, AT 2017gfo evolves faster than any known supernova. In we compare it to standard type Ia and type Ib/c light curves,, as well as to some of the most rapidly evolving supernovae known,, SN 2002bj and SN 2010X. We also plot the plateau drop phase of the prototypical type IIP supernova SN 1999em. Type IIP supernova light curves have an approximately 100-day plateau, followed by a rapid drop in luminosity as the power source changes from shock heating to radioactive decay of 56Co. Still, this sharp decline is slower than the decline in AT 2017gfo. In we also plot the DLT40 and ATLAS non-detection pre-discovery limits, of AT 2017gfo, which further rule out a type IIP supernova origin. Fits to analytical kilonova models The basic predictions for the peak time, luminosity and temperature of a kilonova, assuming a spherically symmetric, uniform mass distribution for an ejecta in homologous expansion, are: where M ej,−2 is the ejecta mass in units of 10 −2 M ⊙, κ 10 is the opacity of the ejecta mass in units of 10 cm 2 g −1, v ej,−1 is the ejecta velocity in units of 0.1 c, and α is the power-law index that describes the time dependence of the energy emitted by radioactive decay. Here we use α = 1.3, which is typically assumed for r-process decay. The peak luminosity (see equation (2)) is approximately 1,000 times brighter than a nova, giving kilonovae their name (although some use the more general name ‘macronovae’). These simple relations can reproduce the short rise time and bright peak luminosity deduced from the blackbody fits () with an ejecta mass M ej of a few hundredths of solar masses and a low ( κ ≲ 1 cm 2 g −1) opacity. However, using these values does not reproduce the observed colours, as it underpredicts the observed temperature (see equation (3)). We use these parameters as starting points for MCMC simulations to fit more sophisticated analytical models based on approximations to numerical relativity simulations. We fitted the models to the bolometric light curve rather than using the model bolometric corrections to fit the per-band light curves, since the corrections are only valid for times >2 days × (10 −2 M ⊙/ M ej) −1/3.2 after the merger, which would miss much of our data. We fix the heating rate coefficient = 1.58 × 10 10 erg g −1 s −1 and leave the ejecta mass ( M ej), the minimum and maximum ejecta velocities ( v ej,min and v ej,max), the opacity ( κ), and the geometrical parameters ( θ ej and Φ ej) as free parameters. We use the public code provided in ref. For these models and adopt the time-varying thermalization efficiency found in ref.. Our MCMC fits converge on an ejecta mass of (4.02 ± 0.05) × 10 −2 M ⊙ (1 σ uncertainties), but do not constrain the ejecta velocities () or the geometrical parameters (in ref. It is demonstrated that in general the geometrical parameters cannot be constrained in this model). We compare the individual band magnitudes from this fit, using the bolometric corrections supplied by the model and find that they are redder than the observations. We conclude that even the more sophisticated analytical models (under the stated assumptions for α, and the thermalization efficiency) cannot reproduce the colour evolution of our event. As stated for our numerical models in the main text, a composition (and hence opacity) gradient or an additional power source, could explain the colour-evolution discrepancy. Rates Given the light curve properties reported in the main text, we can explore how many AT 2017gfo-like events are expected to be seen by different optical transient surveys, without relying on a gravitational-wave trigger. The number of kilonovae per year N potentially seen in E epochs by a survey covering a fraction f of the sky down to limiting magnitude L and with cadence C days is: where R is the rate of kilonovae per year on the entire sky out to a distance d, Δ m is the decline rate of the kilonova in magnitudes per day, and m p is the apparent peak magnitude of the kilonova at distance d (we ignore time dilation effects from an expanding Universe). Using the values from our r-band data ( m p = 17, Δ m = 1) and assuming R = 1, we plot the number of detectable kilonovae in. We find, for example, that a survey with a limiting magnitude of 21 and sky coverage of 4,000 square degrees with 3-day cadence (similar to the Palomar Transient Factory,) would have a two-epoch detection of only one kilonova roughly every 2–3 years. 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Practically, you can give all your mixes the feel of your best song. AAMS Auto Audio Mastering System aims to help you test the sound quality of your audio materials. It analyzes MP3 or WAV source files and then uses them as a reference system for further input sounds. Alternatively, you can use one of the many reference files that the application comes with. The collection includes reference systems for a wide range of genres, from classic music and ballads to disco, funk, electronic and rock. AAMS Auto Audio Mastering System enables you to view the waveform display and the spectrum graph of the loaded songs and provides suggestions for the equalizer, compression and volume settings. Also, it can be used for digital signal processing, applying the necessary corrections to your mix in order to make it sound great. Thus, you can adjust fading and get better results by using a multiband compressor or a parametric EQ, change the master balance, normalize WAV files and more. AAMS Auto Audio Mastering System comes with a set of tools that can help you create your final CD, even if you don’t know much about mastering. It allows you to correct obvious differences between songs and create a recording that can captivate the audience. However, in case you plan on releasing the CD, it might not be a bad idea to have mastering done by professionals. Reviewed by Mihaela Citea on November 21st, 2013. One of the first photographs of Khuu Ngan known to her relatives. The woman was born in China on the same day as Borghild Kronsel Kristiansen. In Shui Hao, a village in Southern China in 1930, a young woman is weaving. Outside the open door, a man from the neighboring village walks slowly. He evaluates her. She is so concentrated on her weaving that she does not notice that anyone is looking at her. She knows nothing of his plan for her.It was her father who decided that she should sit here on this particular day. She is the youngest of five siblings and makes no protest. Jeg har kontaktet nrk flere ganger for. Last ned fra NRK nett-tv. Programmet Rabbit er gratis, og alt du. Rabbit Last Ned Fra Nrk Nettavis. She respects hierarchy and her father´s decision. You do as your father says. Khuu Ngan is born on December 14th 1912, the year the emperor of China is toppled by the Nationalist Party. 2000 years of imperial dynasties have now come to an end. War, unrest and feuds are ravaging the newly established Republic of China. People suffer. Rivalry for land is fierce. Khuu never went to school. It was not appropriate for girls in the countryside to learn how to read or write. Their future consisted of husband and family. Nevertheless, Khuu has many responsibilities at home. At the age of eight, she is assigned to look after the family´s two buffalos. How much do you really know about your own grandmother? Maybe you remember sitting on her lap with her arms wrapped around you, the chocolate in her pantry or the songs she thought you? Perhaps the memories of our grandmothers are rooted in a sense of security and predictability? You enjoyed being with her. But who was she? Today, Khuu Ngan´s grandchildren tell us that as a little girl she learned to work hard and that she benefited from this the rest of her life. We know that it brought her prosperity and gold, and that she over and over again would tell her grandchildren, whom she sacrificed everything for, that: «Nothing comes for free. You have to work hard to accomplish what you want in life». We know that she lived for 37.260 days, and that many of them were lived in hardship. But what did she think about her own life? We don´t know, but we do know that Khuu Ngan was persistent and would not let herself be defeated. On this day in 1930 she still has her life ahead of her. For hours on end she sits concentrated over her weave. The young lady doesn´t notice the man who repeatedly walks by her door. He likes what he sees. She will be his wife. Son number 1 After the wedding Khuu moves in with his husband´s family. From then on she will have little contact with her own family. She becomes pregnant with their first son. His name is Lam Buu, but within the family they just call him «Son number 1». Khuu is 19 years old when she becomes a mother. Due to her husband´s ambitions of doing more than just grow some rice and vegetables on the small piece of land the family owns, Khuu has to raise their son alone. Her husband is the youngest among his siblings and is probably not the one who will inherit the land. He wants to become a merchant and travels to Vietnam to learn the trade. It is a chaotic time in China. There is social unrest in the country. Local warlords fight against the sitting Nationalist government. Millions of Chinese flee to other countries. Many in the Guangdong province in southern China, the province where Khuu lives, flee to Vietnam – there´s already a large Chinese community there. They are ambitious and do well for themselves. Khuu´s husband stays in Vietnam for six years. He returns to China only to get his wife, who soon will be pregnant with their second son. Khuu´s husband has managed to save up enough money so that the two of them can leave China and move to Vietnam together to be merchants. This happens in 1937, as Japan invades Shanghai and Nanjing. Hundreds of thousands of Chinese are massacred – a prelude to the Second World War. Khuu, however, keeps her focus on her family and their business. At this time Khuu and her husband do something that for us today seems completely incomprehensible. They do this to maintain their bond to their motherland. As they flee to Vietnam, they leave their six years old son behind with Khuu´s husband´s parents. Working class life. PRIVAT A time of great misfortune In the narrative of Khuu Ngan´s life in Vietnam, in the years after the war and well in to the 50s, her life revolves around family and everyday life. Her family does not know of any written statements from the following few decades. Khuu is illiterate. Details from this time period of her life are meager. Still, we do know that many dramatic events in both her family and in the country take place. The conflict between North and South Vietnam casts a shadow over the life of the family. The battle starts as an armed conflict in the mid 50s, but escalates in 1963 when American troops move in to help the South Vietnamese. Between two and three million Vietnamese and 59.000 Americans are killed during the war. During this time her third son is hit by a car — twice. The first time he does not get any permanent injuries. After the second time, however, he is paralyzed from the waist down and ends up in a wheel chair. It´s a difficult time to be disabled in Asia, and people with disabilities are completely dependent on their families for any help. Khuu sees no happy future for her son. Later she says it would have been better for him if he were dead. What do you really know about your grandmother? In the late 60s, while the war is still going on, Khuu´s youngest son, Trung, is caught for illegal gambling. Khuu is put in jail on his behalf. Khuu´s family believes the government wants to punish him harder by arresting his mother instead of him. Khuu is imprisoned under miserable conditions for months. While she is in jail, her husband dies of a stroke. He is 59 years old. It is not in Khuu´s nature to be defeated. She doesn´t have time for it either – when she is released from prison she has a shop to take care of. Her youngest son, Trung, is the one who helps her out the most. Khuu spends her money bribing South Vietnamese officers to prevent her son from joining the forces – a fate that more often that not translates to death. When the bombs are falling down on Phan Thiet, she refuses to flee with the others. She needs to make sure that there will be no looting in her store. So there she lies, terrified and under a table, while the windows are shattering and the front door is blown to pieces. Good things happen, but do not last Good things are also happening: Her favorite son, Trung, who helps her out in her store, gets married to a Chinese girl, Pham. Khuu is very fond of Pham. Pham is obedient, kind, helpful and gives her four grandchildren between the years 1969 to 1972. These are good years. But it will not last. For the rest of her life, whenever Khuu tells the story of the awful things that happen in the spring of 1975, she cries: One day her daughter-in-law complains about being dizzy and says she has a headache. «Just sleep a little, then you will feel much better», Khuu says to comfort her. But the mother of four young children is in too much pain, and she decides to go to see a doctor. The doctor gives the young woman a shot, and almost instantly Pham dies. They are never told what caused her death. Autopsy is not an issue. Div They are so thirsty. After four days on the South China Sea, the 75 refugees are without food or water. The pregnant woman is exhausted and sick. They can barely keep her conscious. Her husband begs captain Duy Hoan to give her some water. The captain understands that her condition is deteriorating. He allows her to lie down in the engine room, but he makes it clear to her husband that if she dies they have to throw her in the ocean. The other people on the boat start talking about when there is no more water, the only other option is to drink urine. Some say that children´s urine is the best because it´s the purest. Captain Duy Hoan is about to collapse. They are almost out of fuel too. The stars have disappeared. When he realizes that a storm is coming, he looses all hope. On the evening of September 17 1977, the refugees once again notice a light on the horizon. They can see that the light comes from a ship behind them, but by now they don´t have any hope that this ship will rescue them either. Without knowing it the small Vietnamese fishing boat has now finally entered international waters. Soon they see an aircraft in the sky above them. It flashes its lights. The captain gets up and sends SOS distress signals to the aircraft. The aircraft flashes its lights at them twice. They have been seen! The captain from Norway. Div At 10:05pm on the same evening, captain Svein Ulseth receives the first notice about an incident that will mark him for the rest of his life. The tall and skinny man from Bergen has hosed down pirates from his deck before, but he is well aware that this fall the South China Sea is full of refugees in small and fragile vessels. He has been summoned to the bridge by his crew on the Norwegian company Wilhelmsen´s ship, M/S Toledo. They have received a distress signal from a boat far out at sea.Captain Ulseth knows that a storm will come in two hours. For the experienced seaman good seamanship is a duty: If someone needs help out on the ocean, you provide help. He changes the course of his ship. For the next half hour, M/S Toledo speeds towards the small fishing boat. In his log, captain Ulseth later describes the drama that took place in very sober terms: “22:35: Stop. Small fishing vessel packed with people on the side of our boat.” For Khuu Ngan and the other 74 people onboard the wooden boat, however, the captain´s decision markes the difference between life and death: “22:45: Start picking up refugees”. T-shirts and blankets Ten minutes later, the first of the exhausted and wet refugees climb up the stairs to M/S Toledo. They have been instructed to go three people at the time. The waves are big and the ladder swings back and forth. While still in the boat, Khuu is afraid that someone will disappear. If they fall in the water, they are gone for good. In all the chaos, Khuu´s son, Trung, tries to keep an eye on his four children. For a few long seconds he cannot see Annie: My little girl! Where is my little girl? He finally finds her and they can all leave the dirty, little fishing boat that has been their home for way too long: At first, the children, then grandma Khuu and the women, Trung and the other men, and lastly: captain Duy Hoan. “23:05: They are all aboard. ()Children, women, men. We have searched the fishing boat for anybody potentially left behind, no one found. Full speed ahead, the journey continued”. Before they sail on, captain Ulseth calls the Vietnamese captain over and asks: “We are going Thailand, do you want to bring your boat?” For captain Duy Hoan, the boat now only represents a memory of exhaustion and fear. It smells awful. It is on the brink of collapsing. The young man replies: “I don´t need it anymore. You have saved our lives. Sink it.” Captain Ulseth equips two of his men with axes and sends them down in the wooden boat to make holes in the bottom of the boat. Soon after, the boat sinks. The refugees are wet to their bones and exhausted. They are given water, porridge and tea. The pregnant woman is brought to the ship´s infirmary, the rest are placed in the dining area. “My crew really stepped up. Everybody helped out. They handed out t-shirts to the refugees who were all wet when they came aboard. They handed out 50 blankets and some old mattresses to the ones who were the most exhausted”, Captain Ulseth later writes to “Mr. Wilhelmsen” in Oslo. They stay up and look after the refugees that night. At 03:00 a.m. Everybody is asleep. Ulseth has alerted the shipping company, the agent, the embassy in Bangkok and the Thai immigration office. To the shipping company he sums the event up like this: “Just want to say that there was nothing else to do.”. Div “I am sailing” The whole Sunday they sail. They know nothing about their future, but are served breakfast, lunch and dinner and all the water the need. The children walk around in oversized, red t-shirts. The grown ups try to get some rest on the benches up on the deck. The Vietnamese captain receives a receipt stating that he has handed over two sealed envelopes. The following is noted: “It is said that they contain gold.” Captain Ulseth informs the shipping company that everything that has been used by the refugees needs to be thoroughly cleaned and disinfected. He describes a “scabies-looking rash” on some of the refugees. The mattresses they have used get dumped at sea. Little Phat, Khuu´s six-year-old grandchild, later remembers that the crew on the boat played the then two years old hit by Rod Stewarts “Sailing”: I am sailing, I am sailing, home again ´cross the sea. I am sailing, stormy waters, to be near you, to be free. Captain Ulseth´s album. Div One of the refugees gets more attention than the other passengers: the pregnant woman. Onboard the ship the crew is warming up water and reads the medical book thoroughly. The baby is past its due date, but on Monday September 19, right before the ship docks in the Bangkok harbor, labor begins. Thai officials send one doctor and two nurses to the ship. One hour later the ship is at bay. At 11:30 a.m. The pregnant woman is brought to St. Louis Hospital. That afternoon her baby boy is born.She gives him the name Na-uy Toledo. It is pronounced Norway Toledo. On Wednesday September 21, sometime between 10:45 and 11:05 a.m., Khuu Ngan walks down the gangway from M/S Toledo in Bangkok. From the dock captain Ulseth from Bergen takes pictures of the Norwegian seamen carrying the small, barefooted, Vietnamese children ashore. Khuu Ngan gets her picture taken with the captain, who is almost two meters tall. She puts on a big grin. Div On the picture of Svein Ulseth and Khuu, he has his arm gently wrapped his arm around her shoulder. On a different picture he leans down to her grandchild Phat. The captain holds the boy´s shoulders. “The relationship between the crew and the Vietnamese during those four days was fantastic. We became like one big family. The children were of course the most popular”, Ulseth later explains. Perhaps he misses his 12-year-old daughter back home in Bergen. While in Bangkok, Ulseth and his crew treats the children to new clothes.The next few weeks Khuu, her son and her grandchildren spend with relatives in Bangkok. She spends a lot of time looking after the children and tries to give them some food whenever she can. She speaks to them in her Chinese dialect. When people see her, they see a happy, open and kind grandmother. She is patient with them, she has only one mission now: to provide stability for the little ones. Div Land of the dreams None of the 75 refugees from the boat knows where they are going. Some would like to go to France, Thailand, Canada or to the United States. Many of the refugees have good feelings about America after the war. Nobody dreams of Norway – a country they know little, if anything, about. One day a letter arrives. It will have a huge impact on their lives. It is from a Vietnamese living in Norway. He tells about a prosperous country with equal rights for all. He tells the group that he thinks they should all come. Both the Norwegian ambassador and the U.N.´s High Commissioner for Refugees have already interviewed the 75. Then the embassy does something it could never have done today: It guarantees the Thai government that it will cover all expenses related to the refugees, and specifies that: “() all the refugees will be transported out of Thailand within 30 days.” The new Norway. PRIVAT Khuu´s suprising journey While Borghild prefers to stay at home, Khuu Ngan has lived a life of movement. Time and time again she has pulled up her roots, but this time, at Blystadlia, she will finally settle. At least that´s what her closest family believe. Khuu, Trung and the youngest belong to a group regarded as a success story in Norway´s immigration history. The boat refugees from Vietnam arrived early, they have had time to adjust and now rank high on most surveys of living standards. Maybe this is also due to a strong sense of belonging. Most of them never considered returning to Vietnam a possibility. When they first arrived, it was for life. But Khuu Ngan isn´t like the others. In 2004, at the age of 92, after watching her grandchildren grow up, get their educations, good jobs and pleasant families, Khuu feels that her «mission» is accomplished. She wants to spend her remaining years in China. Afterwards, she tells her family, she wants to be buried in Vietnam, next to her husband and daughter-in-law. During the course of her life Khuu has six children, 21 grandchildren, 38 great-grandchildren and two great-great-grandchildren. There are many people who love her. But throughout her life she carries a sense of longing. She is always far away from some of those she loves the most. Ever since she came to Norway, Khuu has sent parts of her welfare payment to her second-oldest son in China. This is the same son she left while he was sleeping under the mosquito net. She has only seen him three or four times since then. Her whole life she has suffered a bad conscience because of him. Now, Khuu wants to move back to China to live with her «son number two» and his family for her remaining years. The old woman gets on the plane. She hardly brings any luggage. Instead, she carries her valuables in a stocking around her waist, the same way she hid her gold during the dramatic flight 25 years earlier. FAMES: Family Vaudeville, DARB 1718, Cairo, Egypt December 2010 - January 2011 Artists: Nermine Ansari,,,,,,,,,,, Hany Rashed,,. Curator: Power Ekroth, co-curator: Juan-Pedro Fabra Guemberena A lot of group exhibitions come together within a conceptual lasso that either is too tight and hence run the risk of suffocating the art, or instead way too loose. It is loose in order to be able to communicate with every one of the art works included that doesn't really communicate with each other in any obvious or interesting way, and hence run the opposite risk of not saying anything at all. Most exhibitions that come together has during its development undergone extreme compromise due to a lack of budget, spatial resources or a bad communication between curators and artists, curators and the institutions, artists and the institutions. In this case, the exhibition has been put together because of a sense of familiarity between the artists and curators, a passion for art and in spite of a zero-budget. The curators and artists have all been working together at one point with each other – however not all artists know each other. The title is of course also a nod to the fact that the art world is a big circus and we are a traveling bunch of artists and curators that meet in different places all over the world, and also to the fact that we tend to become one big “family” in the art world, or a nomadic, traveling theater/circus. The artists chosen are indeed members of this family, but just like in Ludwig Wittgenstein's theory of “Family Resemblance”, one member of the family – or art work – is connected by a series of overlapping similarities to the other members of the same family, but no one feature is common to all of the members. The family that has gathered in Cairo may not have one common denominator – except for the family name of the exhibition thematics – but they are indeed connected by the way they approach their own game, the game of art. The word 'family' is derived from the meaning of “servants of a household” which in Roman times also included the servants and slaves, and the word etymologically stems from the word 'fames', which in turn means 'hunger'. The members of a family shared the hunger and the meals together, regardless of their place in the hierarchy. In the “family” of this exhibition we all share the hunger for creating serious work with a playful, experimental approach and for dialog in the shape of an exhibition. Most likely we also share some sort of resembling pathology of the mind that had us becoming part of this nomadic circus of the art world. To curate a show resembles when the circus director putting together a great show. There must be amusing moments, exciting moments, unexpected moments and amazing moments and they must have a certain pace or rhythm in order not to make the visitors bored or left uninterested. There must also be something for everyone, for the 3-year old and for grandma. The lion-tamer, for instance, cannot come on directly after the suspense of the trapeze artists show, instead one need to fill the gap with some clowns to enable a welcoming break between tensions. The circus as a metaphor for the exhibition is for us an interesting approach. But just like in any normal family there are different personalities here, some have great egos who wishes to be seen and heard all the time, and some are more subtle and use more delicate modes of being noticed. Some in this circus are buffoons who juggles and fool us, others are magicians who use the preconceptions and illusory tricks to cheat our senses and swindles the audience with superior and dark skills. The circus is a nomadic family business, where its members adapt to every situation without ever giving up their own particular domain, their trait or characteristic quality. Somehow this applies very well to artists and exhibitions too, where works of art can put the viewer in suspense, in awe, have them thrilled, put in disgust, be put in a fantasy world where different laws apply and can make new dreams and fantasies commence and the possibility to even reflect on the “real” world with a different perspective. And, like the jester, the artist can say things that no-one else dares to. I could be so lucky, lucky, lucky, lucky, Galleri Enkehuset, Stockholm 2001 Artists: Lena Malm and Nikolaj Recke Curator: Power Ekroth The idea that finding a four-leaf clover brings happiness is globally spread, and originates in a biblical story where Eve brought a four-leaf clover out of Paradise. The artists Lena Malm and Nikolaj Recke worked simulateneously with clovers, in very similar projects, in two separate countries, and without knowing about each other. They both cultivated clovers in a long and demanding process in order to develop and breed four-leaf clovers. When they had enough plants, they arranged them into fields that then were exhibited in various contexts. I don’t know if it is because I was born and raised in a real deep red hippie-community, but the first things I did with the clovers, was to plant them in public parks here in Copenhagen. For me there were some banal thoughts behind this, surely with the simple thing in mind to give people (not the ordinary art audience) a bigger possibility to find happiness. It has nothing to do with “utopia” or “ wonderworld,” but a simple gesture in order to make people happy. (Nikolaj Recke) Wanting to make the fellow man just a little bit happier, and possibly a bit more fortunate, would pass for “nice,” but actually undertaking this is indeed generous. These artworks are many-faceted, and they open up a lot of questions – not only about superstition and hope for luck, but also about what fortune really is; about the politics of redistribution; or if it is possible to “clone” happiness. One is easily led to the territory of ethics or moral philosophy while contemplating this. Then we have the dichotomy between nature and culture, which is a striking aspect of the cloverfields that Nikolaj and Lena have exhibited inside the white cube. It must be a really strange experience to walk into the gallery expecting an “ordinary” art exhibition, and then to find yourself in a meadow connected to the outside world, but actually inside. And then, after a while, you discover that the meadow mainly consists of four-leaf clovers. It must be almost surreal. To be able to create an artwork that makes one forget that it actually is art you’re looking at excites me, and I find this fascinating. This was also why I built the Cloverfields. People just come in and forget that it is art. (Nikolaj Recke) Power, you once wrote that you were a ”sucker for experiences,”, which applies to me as well, both when looking at art and in my own work. I want something to get into my brain or into my heart like a mental alien or something. (Lena Malm) This seductive Alice-in-Wonderland-feeling is important for this exhibition, and highlighting this has been essential. The ultimate starting point, however, was the fact that two artists made the exact same artwork during the same period of time. What does this mean? It may not be so unusual that two artists, having the same kind of background, in the same period and both trained in Western art schools, would in fact create similar kinds of art. But this is surely very rarely thematized as such – in fact, it is more likely to come across as slightly embarrassing. And still, in the age of re-re-reproduction, the Modernist discourse of originality, uniqueness, and “who-was-first?” are essential rules in the game of art, even though editions and multiples have become perfectly acceptable phenomena. But would the fact that either Lena or Nikolaj were to have been one day ahead of the other in any way change how we in look at the cloverfield-piece? The artwork remains there as a trigger of our experiences, and we still experience the same fairytale-feeling when lying in the field counting leafs. In this connection, it is a bit ironic that the four-leaf clover may be so interesting, or ”fortune-bringing,” mainly because it is so distinctive and so different from the other more common three-leaf clovers. The four-leaf cloverfields twist this thought into absurdity, since the uncommon is elevated to something quite common. The extraordinary and exceptional is engendered, repeated, and multiplied, thus challenging our perceptions as well as our pre-conceptions. Both Lena and Nikolaj have earlier been preoccupied with questions relating to the original vs. The copy, the multiple, and the re-making of art. Lena has, in an attempt to figure out if there could be a “ more true” original, been re-painting her own paintings numerous times. Will the first painting be reduced to the status of a sketch after the next painting has been made, or will the second painting become a copy? Another piece that she did was directed towards her own self, and is called “Have you ever wondered how many people have the same as you? ” For this piece she contacted every girl/woman in Sweden with the same name as herself, “Lena Malm”. Every Lena Malm had their picture taken by a local photographer, and the picture was enlarged and sent to Lena Malm, the artist. Almost every Lena Malm that participated, 60 altogether were flown in to Stockholm for the opening night at Moderna Museet, and they all enjoyed a dinner together. Nikolaj has made re-paintings of Yves Klein, as well as small “Robert Morris sculptures,” and felt-installations. Minimalism and theatricality frequently occur in his works, like in Party next door or Touched by Your Presence. In Party Next Door, all that the spectator could perceive was the muffled sounds of a typical party next door – thumping, screaming, singing along with the loud music, and so on. The gallery was empty – there was just the sound from a real party going on somewhere else. In Touched by Your Presence Nikolaj worked together with the artist ChristianHeide to make an echo chamber. The room was empty in this piece as well, and when someone spoke the words soon returned as a distorted echo. The exhibition at Galleri Enkehuset already starts outside, in the green environment of Enkehuset. Clovers have been planted in patches here and there around the building, making it possible not only for the exhibition-goers, but for everyone passing by, to find a special four-leaf clover, and hopefully feel just a little bit more lucky. There is also a special treat for those that decide to go inside the gallery, where a video is projected on the ceiling, portraying a special phenomenon – hundreds of shooting stars. For those that dare, the artists offer an unexpected possibility of experiencing their own participation in the exhibition: the spectator is invited to climb a stretched net, a circus net, one by one. The processes before the exhibition have been important, since they have allowed us to work out the parameters in an open “ trialogue.” The overall experience is important in the exhibition at Galleri Enkehuset, just as for the four-leaf cloverfields. The exhibition connects with the cloverfields in other ways as well – the falling star connotes wishful thinking about happiness, and also deals with the correlation of nature and culture. Another parallel would be the idea of duplication – is it possible to have numerous wishes come true when wishing upon numerous falling stars – “the more four-leaf clovers the more good luck you get,” as it were? Another parameter has been the simplicity, an almost minimalist approach, with an edge of conceptuality that is not immediately visible, although the twist certainly lies there. What happens when two artists collaborate? And what happens when a curator is interfering with the creative process? One result is the exhibition at the Galleri Enkehuset presently, and the folder in your hand. Riot Fest 2017 has announced its single-day lineups, which included previously-announced headliners Nine Inch Nails, Queens of the Stone Age and New Order. In addition to the artists already announced, Danzig has been added to the stellar group of performers. Tomorrow, Riot Fest will announce the final two performers, both of whom will be playing full-album performances at the festival. Full weekend tickets are already on sale, and single-day as well as 2-day tickets to Riot Fest will go on sale Friday, 10 am central time. Single-day tickets will start at $69.98, and two-day passes will be $139.98. VIP options are also available. Truth & Soul: Fishbone: Amazon.ca: Music. Amazon.ca Try Prime Music Go. Search Shop by Department. Sign in Your Account Try Prime Wish List Cart. Riot Fest will take place in Chicago's Douglas Park on Sept. Some of this year's selections playing Sunday include a reunion of the punk group Jawbreaker, who will be closing out the festival, Prophets of Rage, and a performance by Paramore, who are in the middle of their first tour in several years. Friday will see Nine Inch Nails, A Day to Remember and New Order all play the same day. The addition of Danzig will come on Saturday, alongside Wu-Tang Clan, a DJ set by Mike D of the Beastie Boys, and Queens of the Stone Age's highly anticipated show. Several artists on the schedule have already confirmed that they will be playing full albums during their Riot Fest 2017 sets: The Mighty Mighty Bosstones, Dinosaur Jr., Fishbone, Built To Spill, Mayday Parade, Bayside, The Lawrence Arms, and that dog, in addition to the two further full-album artists that will be announced tomorrow. If all of the great musical performances aren't enough for you, Riot Fest will also feature its full carnival, complete with rides, games, a freak show, and more. Fans can also enjoy the huge variety of food and beverage vendors that will be present. Riot Fest 2017 Daily Lineups: Friday, Sept. 15 Nine Inch Nails, New Order, A Day to Remember, Dirty Heads, Vic Mensa, Ministry, Death From Above, Action Bronson, X, Mayday Parade (performing A Lesson In Romantics), The Cribs, Liars, Buzzcocks, The Story So Far, State Champs, Four Year Strong, Invsn, Chon The Hotelier, Saul Williams, Nothing More, Radar State, Tobacco, Seaway, Like Pacific, Sleep On It, Grayscale, Skating Polly, Warm Brew, HBEENDOPE Saturday, Sept. 16 Queens of the Stone Age, Wu-Tang Clan, Mike D (DJ set), At The Drive In, Danzig, Gogol Bordello, Taking Back Sunday, New Found Glory, Fidlar, Bad Brains, Peaches, The Lawrence Arms (performing Oh, Calcutta!), Bayside (performing The Walking Wounded), Dead Cross, Streetlight Manifesto, GBH, Shabazz Palaces, Fishbone (performing Truth & Soul), Knuckle Puck, Cockney Rejects, Black Pistol Fire, Slaves (UK), Versus, Rvivr, The Smith Street Band, Potty Mouth, The Regrettes, Cold Beat, Gin Rummy Sunday, Sept. 17 Jawbreaker, Paramore, Prophets of Rage, M.I.A., TV On the Radio, Dinosaur Jr. (performing You're Living All Over Me), Pennywise, Built to Spill (performing Keep It Like A Secret), The Mighty Mighty Bosstones (Performing Let's Face It), The Orwells, Best Coast, Cap'n Jazz, Minus the Bear, Say Anything, The Menzingers, Gwar, Real Friends, Hot Water Music, Andrew W.K., Beach Slang, that dog. (performing Retreat From The Sun), Mad Caddies, The Flatliners, Dessa, The Voluptuous Horror of Karen Black, Engine 88, Alice Bag, Downtown Boys, Culture Abuse, Gazebos, Kitten Forever, Upset. If file is deleted from your desired shared host first try checking different host by clicking on another file title. If you still have trouble downloading Fishbone - Truth And Soul 1988.rar hosted on mediafire.com 110.83 MB, Fishbone - Truth and Soul.rar hosted on mediafire.com 87.24 MB, Fishbone truth and soul rar hosted on 4shared.com (74 MB), or any other file, post it in comments below and our support team or a community member will help you! If no files were found or matches are not what you expected just use our request file feature. Registered users can also use our to download files directly from all file hosts where truth and soul fishbone was found on. Just paste the urls you'll find below and we'll download file for you! 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By 1988, alternative/college rock was becoming a recognizable force in the mainstream. Several bands were big enough to play arenas, and many even earned gold and platinum albums. The tide was clearly changing for such previously misunderstood bands such as. Their second full-length release was issued that year, and remains one of the band's (and the '80s) very best. On past albums, 's sound was a melting pot of ska, punk, and funk. This time, hard rock has been added to the mix -- especially evident in guitarist ' six-string work, with often-spectacular results. Also, the songwriting has improved tremendously and has become much more focused here. The party anthem 'Bonin' in the Boneyard' is one of the band's finest (with superhuman bass work by ), as is the ska-based 'Ma and Pa,' and a cover of 's early-'70s hit 'Freddie's Dead.' Also featured are several musically varied tracks that deal with the same topic: racism, past and present ('Deep Inside,' 'One Day,' 'Subliminal Fascism,' 'Slow Bus Movin',' 'Ghetto Soundwave'). Remains 's most consistent album. |
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