Thursday, April 21, 2011

Makalah Pancasila Dan Kebudayaan Indonesia

Tugas ini semoga bisa dijadikan referensi dalam membuat Makalah Pancasila Dan Kebudayaan Indonesia . Untuk makalah selengkapnya bisa di DOWNLOAD DISINI , lewat ziddu..terimakasih semoga bermanfaat,,,,Berikut kami hanya posting mengenai Daftar isinya jika tertarik silahkan didownload,, salam...
Daftar isi
Halaman judul    i
Daftar isi    ii
Bab i  . Pendahuluan    1
A.    Latar belakang    1
B.    Rumusan masalah     1
C.    Tujuan dan manfaat penulisan makalah    2
Bab ii  . Pembahasan masalah    3
A.    Pengertian pancasila    3
A)    Butir-butir sila Ketuhanan Yang Maha Esa    3
B)    Butir-butir sila kemanusiaan yang adil dan beradab    4
C)    Butir-butir sila persatuan indonesia    4
D)    Butir-butir sila kerakyatan yang dipimpin oleh hikmat kebijaksanaan dalam permusyawaratan perwakilan    5
E)    Butir-butir sila keadilan sosial bagi seluruh rakyat indonesia    5
B.    Kebudayaan    6
A.    Pengertian kebudayaan    6
B.    Kebudayaan dan pancasila    6
C.    Kebudayaan akar dari pancasila                           7
Bab iii.  Kesimpulan dan saran    9
A.    Kesimpulan    9
B.    Saran    9
Daftar pustaka    10
Tags: makalah pancasila, makalah kebudayaan, indonesia.

Tuesday, April 19, 2011

Ras, Etnis, dan Budaya Perbedaan untuk Merespon kekhasan dan Diskriminasi di Kampus

Ras, Etnis, dan Budaya Perbedaan untuk Merespon kekhasan dan Diskriminasi di Kampus: Stigma dan Identitas Kelompok

Artikel ini membahas bagaimana arti penting keanggotaan kelompok dapat merambah ke perasaan stigmatisasi bagi anggota ras dan etnis minoritas. Serangkaian penelitian disajikan yang menunjukkan bahwa pengembangan identitas kelompok dapat meredakan efek stigmatisasi, meningkatkan sikap antargolongan, dan meningkatkan kepuasan kelembagaan dan komitmen antara mahasiswa dan fakultas. Strategi dan intervensi banyak dirancang untuk mengatasi pengaruh dari stigmatisasi, Namun, perlu mempertimbangkan nilai yang berbeda dan pentingnya identitas kelompok ras dan etnis.
Stigma merupakan fenomena yang meresap dan kuat , pada dasarnya terkait dengan nilai yang terkait dengan identitas sosial. Hal ini melibatkan, pertama, pengakuan perbedaan berdasarkan beberapa karakteristik yang membedakan, dan kedua, devaluasi dari mereka yang memiliki hal itu . Berbagai cara telah dilakukan dalam mengidentifikasi beberapa dimensi fundamental stigmatisasi. Salah satu dimensi yang paling dasar, yang merupakan fokus dari pasal ini, melibatkan perbedaan antara proses pribadi dan kelompok.
Perbedaan antara proses interpersonal dan antargolongan adalah satu hal yang lazim dalam psikologi sosial. Ada pendapat, ketika identitas pribadi menonjol maka kebutuhan individu, keyakinan, dan motif akan menentukan perilaku. Dengan kondisi tersebut, kebutuhan kolektif, tujuan, merupakan hal yang utama. Hal ini merupakan cara yang berbeda secara kritis dalam mempengaruhi tanggapan kognitif dan afektif.

Monday, April 18, 2011

Makalah Seni Dan Iptek Dalam Sudut Pandang Agama

Download Makalah Seni Dan Iptek Dalam Sudut Pandang Agama. Sekilas tentang makalah di bawah ini mengupas banyak mengenai ilmu pengetahuan dan teknologi dan juga seni beserta budaya yang berkembang di lingkungan kita. 
Berikut daftar isinya :
DOWNLOAD MAKALAH DI SINI
DAFTAR ISI

KATA PENGANTAR......................................................................................2
DAFTAR ISI...................................................................................................3
BAB I        PENDAHULUAN………………………………………………4
1.1.     Latar Belakang…………………………………………….    4
1.2.     Rumusan Masalah…………………………………………    5
1.3.     Tujuan Penulisan…………………………………………..    5
1.4.     Metode Penulisan……………………………………..    5
1.5.     Sistematika Penulisan……………………………………...5
BAB II    IPTEK DAN SENI……………………………………………………6
2.1. Pengertian IPTEK…………7
2.2. Pengertian Seni…………………7
2.3. Integrasi Iman, Ilmu, Teknologi dan Seni……………….
BAB III     PERAN DAN TANGGUNGJAWAB…………………8
3.1. Keutamaan Orang yang Berilmu………….
3.2. Tanggungjawab Ilmuwan Terhadap Lingkungan….
BAB IV     PENUTUP………………………………………………………....9
4.1.    Kesimpulan…………………………………………………...91
4.2.    Saran………………………………………………………….9
Semoga makalah ini bisa dijadikan referensi , semoga bermanfaat.

Monday, April 11, 2011

Makalah Bahasa Inggris - Teacher Education In Perspective Of Inclusion

 Tugas Makalah Bahasa Inggris
TEACHER TRAINING IN VIEW OF THE INCLUSION

One of the most evident as a possible obstacle to the effective inclusion of children with disabilities in regular education, is the lack of preparation of teachers and, specifically, the lack of an education based on the assumptions of inclusive education.

If the school enrollment brings a new paradigm of education, it is essential that teacher training is also directed in that perspective. As the teacher can have an inclusive practice, if in the process of training had no contact and was not aware about this new way of thinking about the differences?

The proper course of education brings with it the germ of segregation, and historically constructed by the separation of a pedagogy for the "normal" and a pedagogy for the "different", as can be seen in the positioning of Cartolano, who says:

Special education has been formed, usually as part of the curriculum content of basic, common, educator, is often seen as a special training reserved for those who wish to work with students with "special needs", different individuals divergent social disabilities. (1998, p. 30)

This way differentiated training has enhanced the deletion, delegating some specific knowledge, which in turn is aimed at specific institutions, separate from social context. There was a deletion in the institutionalization of care for individuals with disabilities, producing two types of teachers and education in dichotomizing the "normal" and "special", with total disconnection between themselves. This fact creates a scenario in which teachers who work in the regular classroom can not act with children with disabilities, and teachers who work in the class "special" can not act in the regular classroom. Concerning this the author points out that:

(Cartolano, 1998, p. 38)

Pietro, as Cartolano, also advocates a teacher training covering the principles of inclusion when he says that "knowledge about teaching students with special educational needs can not be the domain of only a few" experts ", but appropriate for the greatest number education professionals as possible, ideally by all "(2006, p. 58).

Thus, it is urgent a broad discussion on the initial and continuing training of teachers under the aegis of inclusive education in order to bridge the gap between its purpose and its effectiveness, since without the teacher's engagement as there is qualitative way of effecting this new philosophy of looking at the difference. Glimpses a new teacher profile, defended by Ferreira, said:

It is expected that today the teacher is able to understand and practice the diversity reception and is open to innovative practices in the classroom. In the new profile, the teacher must acquire knowledge about how to know the characteristics (skills, needs, interests, experiences, etc ...) from each of the students, in order to plan lessons that take into account such information. (2006, p. 231)

Thus, it is evident that no change of attitude, which should be made possible since the initial training could be done to include a meaningful way. Therefore, it is necessary to eliminate the stuffiness of a traditional training, which has at its core principles based on homogeneity, in which the teacher is compelled to see the student without an identity, so that their practice does not meet the demands of each , students with and without disabilities. As the author says:

The inclusive class seeks to meet the diverse learning styles in the classroom, so any action development and improvement of teaching and learning practices for the inclusion of teachers should help them to reflect on ways of gathering information about his / its / s student (a) is planning several activities covering the individual learning styles.

(FERREIRA, 2006, p. 231)

So what is proposed is a teacher education that embraces the diversity, which requires leaving behind some old formulas, because these do not correspond to the range of different situations that occur in the classroom.

In the discussion on teacher training with a view to including in their studies Santos says:

Pedagogy is the only upper-level course that has theoretical tools and experience in training teachers in special education and regular education, able to "consecrate" a training consistent with the assumptions proposed by the Inclusive Education. (2002, p.37).

As shown in the studies of the author (2006), to this end, the Faculty of Education needs to review its history in teacher education, since it maintained a segregated approach, excluding special education from general education. This position reveals a posture which obeys the same nuances of the treatment by society to people with disabilities.

Intera that training for teachers working with disabled people was created with the Proof in Special Education in 1973, driven by the creation of CENESP (National Center for Special Education), until then, this happened in middle level education. This upper-level course was characterized by belonging to the private network and be an evening course.

Thus, the Brazilian government delegated and the initial training of teachers for special education to private schools, relieving himself of his responsibility. For Santos (2002, p.38) "that these characteristics are still present in the contemporary context, showing how public policies dealing with the training of teachers for working with students with disabilities."

According to the author (2002), in the 80's, the Faculty of Education went through a transformation process, aiming to search for an identity, since this was in crisis, because in the 70's it was configured which formed as a course in technical education, with a total disconnection between theory and practice.

In search of a new identity, pedagogy course turns to teaching, taking the training of teachers to work in Early Childhood Education in the early grades of elementary school and the Magisterium of high school.

Still on the studies of Santos (2002), they show that, parallel to the debate surrounding the pedagogy course, were the first post-graduate courses in Special Education in Brazil. In the late 80s and the 90s, beginning the first productions of the Masters and Doctorate in Special Education, which provided a survey of data that reveals the reality of the situation of education for pupils with disabilities "in the country.

Meanwhile, the proposal of Inclusive Education gains strength, Brazil has begun to orient their policies for the education of persons with special needs, trying to meet the commitments of the Declaration on Education For All (1990) and the Declaration of Salamanca ( 1994), promoted by international agencies such as UNESCO and the UN, which guide the public policies of education in developing countries said. Santos (2002, p.39) confirms that "the extent to which the proposal passed on Inclusive Education to incorporate the public policy of the Brazilian educational system, first experiences of curriculum change began to hasten by teaching courses in some universities."

However, these changes have not significantly include the proposal for Inclusive Education, occurring more adjustments in relation to the extinction of education and creation of others, trying to meet the requirements of the new LDB/96. For Santos (2002, p. 39) "Overall, the most you can about the education of students with disabilities in the Faculty of Education, was the offering of the course" Special Education "in some universities who dared to implement new skills."

What's critical pedagogy course takes more consistently the initial training of teachers for inclusive education, and thereby rescue the historic debt in relation to education of persons with special needs, which throughout history has been placed side. Santos, citing Bueno emphasizes:

With respect to a policy of teacher education, we are far from achieving minimum levels of quality to achieve an inclusive education, not for lack of general conditions, but for lack of political will by both government agencies and by institutions training, especially universities.

(Santos, apud BUENO, 2002, p.56).

What is increasingly clear is that one can not invest only in the quantitative increase of caring for people with disabilities, the quality of care is crucial not to exclude the inclusion. And the teacher as one of the actors in this process, needs are aware of its social and political development, which should start from your training.

The new paradigm of education, influenced by the ideas of inclusion, outlines a new profile as an educator. Pietro (2006, p. 60) stresses that:

Any training plan should be for teachers to become better at teaching the whole school demands. Thus, his knowledge must go beyond accepting that the class is common for students with special needs, a mere space of socialization.

(2006, p.60).

Thus, teacher education that aims to provide the teacher a greater awareness about the inclusion process, should have as one of its pillars the assumption that school is a space in which everyone has the capacity to learn. Some were more specific than others. Mantoan (2006, p. 30) points to the "need for all levels of training courses for teachers must undergo changes in their curriculum, so that future teachers learn teaching practices appropriate to the differences."

Freitas consistent with Mantoan on teacher training, said:

Teacher education should occur in the view of inclusive education, the training of specialists, but also as part of general training of education professionals, who must act in order to restructure their teaching to the process of educational inclusion.

(Freitas, 2006, p. 173)

The authors propose a training foundation with the principles of Inclusive Education, expected to bring profound changes in teaching courses, if you really follow the tenets of inclusion.

Denari (2002) notes that the Guidelines for Special Education in Basic Education, CNE / CEB No. 2, 2001, foresees the need for teachers with the following responsibilities:

Paragraph 1. (...) Article 18 are considered trained teachers to work in classrooms with students who have special educational needs, proving that those in their training, mid-level or above were included content on appropriate special education and skills development values ​​for:

I-see special educational needs of students and enhance inclusive education;

II-flexible pedagogical action in different areas of knowledge appropriate to the special learning needs;

III-continuously evaluate the effectiveness of the educational process to meet special educational needs.

IV-Act as a team, including specialist teachers in special education.

These are general guidelines, which somehow delineate a profile of teachers for inclusive education, however, continues to demonstrate the separation of training for general and special education, the author discusses this polarization and comments:

No doubt the proposal for an inclusive school presupposes a revolution in traditional systems of teacher training, general or special. A unified system of education requires us to abandon the classical separation to seek an integration of knowledge from both systems. For this, teacher training education has to be more specialized to meet the diversity of students, recommending the inclusion of subjects or related subjects in different training courses that address, even minimally, the field of EE.

(Denaro, 2006, p. 59)

Students can not leave the Pedagogy graduate without the slightest knowledge about Inclusive Education, is the glaring lack of commitment of the institutions responsible for teacher education in relation to this issue. It seems there is a casualness in regard to the educational reality of the moment, as if the inclusion does not exist, and professionals do not need any kind of knowledge regarding the principles that guide the Inclusive Education. Contrary to this, Rodriguez points out that what matters in teacher education is:
Knowing the differences yes, but to promote inclusion and not to justify segregation. Knowing the most common differences that are certainly more numerous. Finally, they get to know the difference by highlighting the "pathology" psychological or educational, that contribute to that future teachers have a rough understanding that allows you to start your research process on the best strategies for this student to integrate and learn in school .

(RODRIGUES, 2006, p. 38).

As the author points out, it is necessary that the student of Pedagogy intere about the diversity of students who will encounter at school, students with different ways of learning, some with special needs, which will require further studies.

Already Skliar departs somewhat from the question of teacher training, specialized or general, for inclusion, he analyzes with fear the proposals for this training. Indicates that there may be a shallowness on the subject, and that students acquire a rational discourse only in the inclusion, without changes in posture and continue with segregationist practices. Skliar causes:

The question is: is it necessary or not to create or reinvent a rational discourse, technical, specialized on that other "specific" being called to inclusion? My answer is, with all emphasis that might give her, not in any way: it does not require a rational discourse on deafness, for example, to relate to the deaf do not need a technical device about the mentally disabled to relate to the so-called "mentally handicapped" and so on.

(2006, p. 31)

The main argument of teachers in relation to the process of inclusion is that they are not prepared to work with students who have disabilities. Skliar (2006, p.31) rejects this position and says that "there is no consensus about what it means to" be prepared "and even less about how the training should be thinking about policies of inclusion in any proposed world ".

Thus, the author raises a big question, how is this training? He proposes a review of teacher education from the perspective of inclusion, however, did not have a clear idea of ​​how this can be done.

Denari despite the issue of teacher education as a priority, says:

Addressing the issue of teacher education in EE is a question punctuated by difficulties not only when one takes into account the diversity of opinions adopted in different realities, but also by the plurality of models and qualifications that focus on it.

(2006, p. 38).

Given the difficulties, it is essential to reflect on what the the importance occupied by Inclusive Education in the process of teacher training. What can be done to reduce or overcome the dichotomy between general education courses and a specialist? How to incorporate the two teams and create a new structure, without canceling each other? It is this imbalance that inclusion leads to sound, it makes us reconsider all the hitherto immutable practices and accepted. What is taught? What is learning? How do you evaluate different ways of learning? How to help a student who does not meet the normal standards imposed by society? And my practice, to what extent it is exclusive?

The teacher needs to know what the law contemplates, in order to be aware of what's happening in the legal field, and how they can be charged by public bodies which propagates in the law. Much is said about inclusion, but what is known is a part of the law that determines the entry of persons with disabilities in regular education. It runs to comply with this law, but did not struggle for a better inclusion.

This type of design, according to Carvalho leads to a misreading of what the school enrollment. The author identifies the following limitations:

suppose it is a specific topic of special education;
believe that the proposal is directed only to students with disabilities or conduct typical of neurological syndromes, psychiatric or psychologic injury;
assume that students of high ability / gifted students are not subject to the proposed inclusion of school;
require clinical diagnosis to promote inclusion of disabled people into mainstream education;
assert that the inclusion paradgma "trumps" the integration:
disregard for the basic needs of any student learning, generalizing these needs and / or assigning them to individual's problem;
inclusion confused with integration;
emphasis on inclusion, inter-personal relationships (socialization) rather than cognitive;
limited to "read" world into the classroom, that is, suppose that inclusion is an end in itself, when in fact it is a continuous and ongoing process that involves family, school, neighborhood, community .. .
(CARVALHO, 2004, p.86).

Thus, the farther away the principles of inclusion and public policies that guide its implementation, the greater the superficiality of practicing teacher, who took his training base to think and act in view of inclusion. Not only are these skills needed for effective school inclusion, but is the beginning of an awareness of the process.

Tessaro citing Godfrey demonstrates firmness in his position as teacher training and emphasizes:

... Reform is indispensable in the training of teachers who must learn to identify and meet the special learning needs of all children, youth and adults with disabilities or not. (Tessaro, apud, Godfrey, 2005, p. 49).

There is a defense of a training that meets the new demands of the inclusion process. The authors make clear that the discussion does not turn on it just about learning for children with disabilities, but to qualify as a teacher in front of the heterogeneity of the educational process.

The news shows that the formulas prefabricated forming part of traditional education do not correspond with the new demands of current historical period. The new paradigm of education brings the appreciation of differences, one must respect the individual as a unique being, so the teachers can no longer rely on the homogeneity of methods.

The changes in the training of teachers need to provide a preparation that addresses theoretical and methodological issues, capable of effecting the inclusion school. As ratified Tessaro citing Tesini and Manzini:

... Improving the training of teachers from regular schools in relation to special educational needs, the definition of a policy that will support the principles and practices for special educational needs, creating uniform rules on equal opportunities for disabled people - physical, intellectual, social, emotional, linguistic or other-and develop a pedagogy that fits the needs of each child, instead of every child to adapt to the supposed principles about the pace and nature of the educational process. (2005, p. 2005).

The unpreparedness of teachers is one of the most discussed in the process of school inclusion, and named as one of the main obstacles to inclusive education of quality. Regarding this question the author comments that:

... Studies show that teachers mostly are not consulted, much less prepared to receive in their classrooms of students with disabilities, and they feel insecure, anxious and helpless about their professional development. (Tessaro, 2005, p. 52).

If this is one of the difficulties for a real school inclusion, why has not sought a teacher training able to realize this deficiency? As pressure on public bodies to ensure quality in teacher training? How does the inclusion stimulates changes in public policies for teacher training? The extent to which universities are giving priority to teacher training in the perspective of inclusion?

What matters most in the process of training is to develop a critical awareness of the teacher on the learning of their students, whether disabled or not. As recommended Gazineu:

Teacher education is characterized as a fundamental, that the inclusion does occur, thus changing the reality of special education in the country, wiping out prejudices and broadening horizons.

In education the main goal is to satisfy the specific needs of each child's learning, encouraging it to learn and develop their potential, based on their particular reality. This requires, among teachers, higher sensitivity and critical thinking about their teaching. This pedagogical practice should aim to intellectual autonomy, moral and social development of their students. From the inclusion movement teacher must have the ability to cope with the different, overcoming prejudices against minorities. (2006, p. 2).

This quote demonstrates how teacher education must improve to really contemplate the assumptions of inclusive education. It is also clear that the proposed training is very deep, for it seeks to break old stuffiness in relation to learning, and challenges the teacher to look at the difference in a new light. Importantly, the vision has been impaired is imbued with the prejudices that permeate the social imaginary. See its potential in the subject is an essential requirement for the teacher to play an inclusive classroom.

Makalah Bahasa Inggris Tentang Pendidikan

Berikut ini adalah makalah bahasa inggris mengenai pendidikan , semoga makalah ini bermanfaat dan dapat dijadikan referensi..
1.INTRODUCTION

The Early Childhood Education has changed considerably in recent times. The process of acquiring a new identity for the institutions that work with children has been long and difficult. During this process came a new conception of the child, totally different from the traditional view. If, for centuries the child was seen as being an unimportant, almost invisible, today it is considered in all its particularities, with personal and historical identity.

These changes led to new social and economic demands, giving the child a role for future investment, this came to be valued, so their care had to follow the course of history. Thus, early childhood education from a welfare perspective becomes a pedagogical coupled with care, seeking to meet the child holistically, where their specific (psychological, emotional, cognitive, physical, etc ...) should be respected. In this perspective, this paper proposes a discussion on the historical evolution of the concept of childhood and its impact on care for children in early childhood education institutions.

2. CONCEPTS OF CHILDHOOD

The design of present-day childhood is very different from a few centuries ago. Importantly, the vision one has of the child is something historically constructed, that is why one can see the stark contrasts in terms of feelings of childhood throughout the ages. What today may seem an aberration, as the indifference intended for small children, ages ago it was absolutely normal. For larger strangeness that cause, humanity will not always see the child as being a particularly long and treated her like a miniature adult.

To be an unimportant, almost imperceptibly, the child in a secular process occupies a greater emphasis on society and humanity, it launches a new look. To better understand this issue we need to do a historical survey on the sense of childhood, seeking to define it, register its birth and its evolution. According to Aries:

the feeling of childhood does not mean the same as affection for children, corresponds to the consciousness of the particularity of children, this peculiarity that distinguishes essentially the adult child, even young (Aries, 1978: 99).

From this perspective the feeling of childhood is something that characterizes the child, its essence as a being, his way of acting and thinking, which differs from adults, and therefore deserves a more specific look.

In the Middle Ages there was no clarity over the period that characterized the childhood, many were based on the physical issue and determined that childhood is the period of the teeth until the age of seven, as the quotes from the description given by Le Grand Propriétaire (Ariès, 1978: 6):

The first age is childhood teeth that plant, and such an age when the child is born and lasts up to seven years, and at that age what is born is called the enfant (child), which means non-speaking, because at this age one can not speak well or take the words perfectly, because it still has no teeth and no firm arranged ...

Until the seventeenth century society did not give much attention to children. Due to poor sanitation, infant mortality has reached alarming levels, so the child was seen as a being which could not hold on, because at any moment she might cease to exist. Many could not overcome their early childhood. The birth rate was also high, which led to a kind of replacement of dead children. The loss was seen as natural and something that did not deserve to be deplored for a long time, as can be seen in the commentary of Aries "... people could not get too attached to something that was considered a potential loss ..." (1978 : 22).

In the Middle Ages, the child was being seen as a miniature, so that could perform some tasks, this was inserted into the adult world, without any concern about your training as a being specific, being exposed to all kinds of experience.

According to Aries, until the seventeenth century, the socialization of children and transmitting values ​​and knowledge were not provided by families. The child was removed early from his parents and went to live with other adults, helping them in their tasks. From there, most of these not distinct. This contact, the child would direct this phase to adulthood. (Aries, 1978).

The duration of childhood was not well defined and the term "childhood" was used indiscriminately, being used even to refer to young people aged eighteen or older (Aries, 1989). Thus, childhood was a long duration, and the child would eventually assume positions of responsibility, skipping stages of their development. Even his outfit was a faithful copy of an adult. This situation began to change, featuring a major milestone in awakening the sense of childhood:

In the seventeenth century, however, the child, or at least the child of good family, be it noble or bourgeois, was no longer dressed like the adults. She now had a costume reserved for his age, which distinguishes it from adults. This essential fact appears at initial glance at the numerous representations of children's early seventeenth century (Ariès, 1978: 33).

The great social changes in the seventeenth century contributed significantly to building a sense of childhood. The most important were the Catholic and Protestant religious reforms, which brought a new vision of the child and their learning. Another important aspect is the affection which has gained in importance within the family.

That affection was demonstrated, mainly by emphasizing that education has to have. The education of children, who once gave the children living with adults in their daily tasks, has given up on school. The work for educational purposes was replaced by the school, which became responsible for the deformation process. The children were separated from adults and kept in school until they are "ready" for life in society. (Ariès, 1978).

Comes a concern with the moral education of children and the church is responsible to direct learning, aiming to correct the deviations of the child, it was believed that it was the result of sin, and should be guided to the path of good. Among educators and moralists of the seventeenth century, formed the childhood feeling that would inspire all education in this century (Aries, 1989). Then comes the explanation of the types of care for children, and repressive nature of compensatory.

On one side the child is seen as an innocent being who needs care, the other as being a fruit of sin. According to Kramer:

At that moment, the feeling of childhood corresponds to two contradictory attitudes: one considers a naive child, innocent and gracious and pampering is translated by adults, and another appears simultaneously at first, but is opposed to it, making the child an imperfect and incomplete, in need of "morality" and education made by the adult (Kramer, 2003:18).

These two feelings are caused by a new attitude of family towards the child, who now assumes its role more effectively, the family begins to perceive the child as a future investment, which must be preserved, and therefore must be rejected for bad physical and moral. For Kramer (2003: 18) "is not the family that is new, but rather the feeling of family that emerges in the sixteenth and seventeenth centuries, inseparable from the feeling of childhood."

Family life has a more private, and gradually the family assumes the role formerly assigned to the community. Importantly, this sense of childhood and family is a bourgeois model, which became universal. Kramer said:

... The idea of ​​childhood (...) appears to capitalist society, urban-industrial, to the extent that change their social inclusion and the role of children in the community. if, in feudal society, the child played a productive role direct ("adult") so it exceeded the period of high mortality, in bourgeois society it becomes someone who needs to be cared for, educated and prepared for a future function. This concept of childhood is therefore determined historically by the modification of the forms of social organization (2003: 19).
In the eighteenth century, the education the family became interested in issues related to hygiene and child health, which led to a substantial decrease in mortality.

The changes benefited the children of the bourgeoisie as the children of people remained without access to the gains represented by the new conception of childhood, such as the right to education and care more specific, being directed to work.

The child slowly comes out of anonymity and occupies an area of ​​greatest prominence in society. This evolution brings profound changes in relation to education, it had to seek to meet the new demands that were triggered by the appreciation of the child for learning beyond the religious issue became one of the pillars in the care of children. According to Loureiro:

... This period begins to be a concern to know the mentality of children to adapt the methods of education to them, facilitating the learning process. Surge an emphasis on the image of the child as an angel, "testimony of baptismal innocence" and therefore close to Christ (2005: 36).

You realize the Christian character to which the education of children was anchored. With the rise of interest in children, concern began to help them acquire the principle of reason and the Christian adults and make them rational. This paradgma guided the education of the nineteenth and twentieth centuries.

Today, the child is seen as a subject of rights, historically situated and that must have their physical, cognitive, psychological, emotional and social needs met, featuring an integrated and comprehensive care of the child. She must have met all its dimensions. According to Zabalza Fraboni quote:

the historical stage that we are living, strongly marked by "transformation" scientific-technological and the ethical and social change, meets all the requirements for making effective the winning jump in the child's education, finally legitimizing it as a social figure, as the subject of rights as a social subject "(1998:68).

Thus, the notion of children as a particular being, with characteristics very different from those of adults, and simultaneously as a bearer of rights as a citizen, will it produce the greatest changes in kindergarten, making the treatment of children 0-6 years still more specific, requiring a teacher's attitude should be aware of how accomplished the work with young children, what their needs as a child and as a citizen.

3.The HISTORY OF EARLY CHILDHOOD EDUCATION WORLDWIDE

For a long time, care and education of young children were seen as tasks of the family, especially mothers and other women. After weaning, the child was perceived as a little adult, when it reached a degree of independence, started to help adults in daily activities and learn the basics for their social integration. Did not consider the child's personal identity.

Due to the nature of family care for infants, the first names of children's institutions make a reference to this aspect, as the French term "kindergarten" means manger crib. And the Italian term "asylum nido" which means that houses a nest.

In primitive societies, children who were in difficult situations such as neglect, were cared for by a network of kinship, or within the family. In ancient times, the care provided by mothers were mercenaries, who had no kind of concern for children, and many died under his care. In the Middle Ages and modern times, there were the "wheels" (hollow cylinders of wood, rotary), built in the walls of churches or charitable hospitals where children were left gathered. Within this perspective, it is evident that in the words of Oliver:

the ideas of abandonment, poverty, guilt and love pervade so precarious that care for children during this period and will permeate certain ideas about what is an institution that takes care of early childhood education, stressing the negative side of care outside the family ( OLIVEIRA, 2002: 59).

Given this situation, are clear roots of the devaluation of professional Early Childhood Education, which needs to change this stereotype, that for working with children is not necessary qualification, for most professionals working in this area is for laymen, which demonstrates that even with such progress as regards the concept of a child, there remains a kind of care that applies only to physical care, ignoring global aspects in the care of children.

In Europe the Industrial Revolution, the agrarian and mercantile society becomes urban-manufacturing, in a situation of conflict where children were victims of poverty, neglect and abuse, with high mortality rate. Gradually the children's work becomes more formal response to this situation were emerging institutions for the care of disadvantaged children or children whose parents worked in factories (OLIVEIRA, 2002).

In the eighteenth and nineteenth originates from two types of assistance to small children, a good quality for the children of the elite, which had the characteristic of education, and another that served as the custody and discipline for children from disadvantaged classes.

Within this scenario raises the discussion of how to educate children. Thinkers such as Comenius, Rousseau, Pestalozzi, Decroly, Froebel and Montessori configure the new bases for the education of children. Although they had different focuses, they recognized that children had characteristics different from adults, with its own needs (OLIVEIRA, 2002).

In the twentieth century, after the first World War, the idea grows respect for children, culminating in the New Schools Movement, strengthening important precepts such as the need to provide a school that respects the child as a being specific, so this should direct their work to match the characteristics of child thought.

In psychology, in the '20s and '30s, Vygotsky supports the idea that the child is introduced to the world of culture by more experienced partners. Wallon out affection as a determining factor in the learning process. Research arise from Piaget, who revolutionized the vision of how children learn, the theory of stages of development. Pedagogical theories were gradually apropos of psychological concepts, especially in early childhood education, stimulating its growth.

In the context of post-second world war, there is a preoccupation with the social situation of children and the idea of ​​children as holders of rights. The UN promulgated in 1959, the Declaration of the Rights of the Child, as a result of the Declaration of Human Rights, this is an important factor in the conception of childhood that permeates the contemporary, children as subjects of rights.

4. HISTORY OF EARLY CHILDHOOD EDUCATION IN BRAZIL

The history of early childhood education in Brazil, in a sense, follows the global parameters, with their own characteristics, marked by strong welfare and improvisation. The children of the urban area were placed in the "exposed wheels" to be collected by religious institutions, many of these children were from mothers who belonged to traditional families.

In the early nineteenth century, to solve the problem of childhood, there are isolated initiatives, such as crèches, nursing homes and boarding schools, which were seen as institutions designed to care for poor children. These institutions only covered up the problem and lacked the ability to search deeper transformations in the social reality of these children.

In the late nineteenth century, with the liberal ideals, began a project to build a modern nation. The country's elite educational assimilates the principles of the Movement of New Schools, developed in the centers of social changes in Europe and brought to Brazil by U.S. and European influence. Brazil sees the idea of ​​"garden-care" was received enthusiastically by some social sectors, but it generated much discussion, because the elite did not want the government does not take responsibility for care to needy children. With all the controversy, in 1875 in Rio de Janeiro and Sao Paulo in 1877, the first gardens were created-schools, private in nature, aimed at children of the upper class, and developed an educational program inspired by Froebel (OLIVEIRA, 2002 ).

In half of the twentieth century, with increasing industrialization and urbanization of the country, the woman begins to have a better insertion in the labor market, causing an increase in the institutions that take care of small children. Begins to take shape with a strong service assistance nature.

In 70 years, Brazil absorbs the theories developed in the United States and Europe, who argued that children from the poorest social strata suffer from "cultural deprivation" and were asked to explain their failure in school, this design will aim for a long time Childhood Education, a vision rooted welfare and allowances, as Oliver says:

concepts such as cultural deprivation and marginalization and compensatory education were then adopted, without there being a critical reflection on the deeper structural roots of social problems. It also has influence on policy decisions of Early Childhood Education (Oliveira, 2002:109).

Thus, one can observe the origin of fragmented care that is still part of early childhood education for disadvantaged children, an education geared to meet the alleged "deficiencies" is an education that takes into account the poor child as a being able, as someone who will not respond to stimuli received by the school.

In the '80s, with the process of political opening, there was pressure from the grassroots to expanding access to school. The education of young children is being claimed as a duty of the state, which until then had not been legally committed for that purpose. In 1888, due to great pressure from feminist movements and social movements, the Constitution recognizes education in kindergartens and preschools as a child's right and duty of the state.

In the '90s, there was an expansion on the conception of the child. Now we seek to understand the child as being a socio-historical, where learning occurs through interactions between the child and the social environment. This perspective has social interaction as the main theorist Vygotsky, which emphasizes the child as a social subject, which is part of a concrete culture (OLIVEIRA, 2002).

There is a strengthening of the new conception of childhood, into law guaranteeing children's rights as a citizen. It creates the ECA (Statute of Children and Adolescents) and the new LDB, Law No. 9394/96, incorporates kindergarten as the first level of basic education and formalized the decentralization of this phase.

In 1998, it created RCNEI (National Curriculum for Early Childhood Education), a document that seeks to guide our work with children aged 0 to 6 years old. It represents a breakthrough in the quest to better structure the role of early childhood education, bringing a proposal that integrates care and education, which is today one of the biggest challenges of kindergarten. We must say that the proposals brought by RCN may not materialize to the extent that all involved in the process seek effective implementation of the new proposals, if not he will become just a set of rules that do not pencil out.

5. Concluding Remarks

Through this historical study, one can see that the concept of childhood resonates strongly in the role of early childhood education because directs all care provided to infants. Thus, the kindergarten is deppest linked to the concept of childhood, and its evolution marked by the social changes that led to a new vision of the child.

Education focused toddler only gained notoriety when it came to be valued by society, if there were a change of attitude toward the vision that had a child, early childhood education would not have changed the way they conduct the teaching work and would not have arisen a new profile for this stage of teacher education. It would not be charged to your specific field, and the child would remain with a service aimed only to physical issues, and its other dimensions, such as cognitive, emotional and social unnoticed.

You can not lose sight that the concept of childhood caused by mankind built a standardization of the child, as if it were a universal, without characteristics of each society and every historical context.

Therefore, the Early Childhood Education and ended up being a child of the bourgeois, and a proposal away from poor children. In spite of early childhood education in Brazil have been institutionalized as rights of children, few have access to quality care, with teachers who are unaware of the pedagogical assumptions that should guide work with young children, characterizing the specificity of early childhood education.

Tugas Kewirausahaan Untuk SMA

 Berikut contoh tugas kewirausahaan sederhana yang mungkin berguna untuk referensi kawan-kawan.
I.    ASPEK LEGALITAS
a.    Nama usaha
b.    Bentuk usaha
c.    Lokasi usaha
d.    Tata letak ruang    : Evolution Distro
: CV
: Terlampir
: Terlampir

II.    ASPEK PRODUK DAN MANAGEMEN
a.    Mesin, Alat / Perlengkapan
-    Hanger
-    Komputer chasier
-    Meja chasier
-    Etalase
-    Lain -lain
b.    Proses Produksi
Toko membeli bahan, kemudian di proses menjadi baju/ pakaian.. Melakukan kerjasama dalam bentuk jasa sablon dengan “ Budi Sablon”.Barang yang sudah jadi diangkut ke toko dan pusat marketing berada di toko  . Pelanggan dapat memilih baju yang mereka inginkan ataupun memesan dengan desain yang mereka buat sendiri, dan kami juga menyediakan desain – desain yang kami miliki dan desain itu hanya satu kali diproduksi dan kami juga melayani pembuatan jaket / kaos per kelas.
c.    Produk Yang Dihasilkan
-    Kaos
-    Jumper
-    Celana
-    Kemeja
-    Tas
-    Topi
d.    Media Promosi
-    Brosur
-    Koran
-    Internet
III.    SEGEMEN PASAR
Terdiri dari 4 elemen yaitu product + price + place + promotion. Untuk produk, anda mesti melakukan survey kepada para pesaing-pesaing anda. Misalnya saja, menentukan desain yang terbaru distro di tempat anda. Langkah berikutnya, bertanya pada diri kita sendiri untuk maju selangkah lebih maju. Misalnya dengan melakukan inovasi. Mampukah kita menciptakan hal-hal yang baru dengan desain yang terbaru. Contoh, bagaimana cara membuat desain kaos yang terkesan unik serta kasual yang berbeda dengan distro yang lain.
Partner
Dalam usah ini kami bekerja sama dengan Butik Rose dan Budi Sablon. Selain itu kami juga menerima pesanan untuk desain per kelas, desain baju tour, dan sebagainya,
Kami menjalankan bisnis ini dengan mendapat modal dari 5 orang, per orangnya mengeluarkan modal Rp 5.000.000,-. Jadi modal awal kita sebesar Rp 25.000.000,-. Berikut ini kita tampilkan proyeksi keuangan kita dalam 1 bulan :
1.    Modal Rp 25.000.000,-
2.    Perlengkapan Rp 5.000.000.-
3.    Peralatan Rp 2.000 000,-
Proyeksi penjualan dalam 1 Bulan :
Minimal Penjualan 1 Hari :
1.    Baju     = 8 x (@Rp    85 000, -) = Rp   680 000, -
2.    Celana    = 5  x  (@Rp 125 000,- ) = Rp    625 000,-
3.    Jumper     = 2  x  (@Rp 100 000,- ) = Rp    200 000,-
4.    Kemeja     = 3  x  (@Rp 100 000,- ) = Rp    300 000,-
5.    Tas        = 5  x  (@Rp 200 000,- ) = Rp 1 000 000,-
6.    Topi    = 3  x  (@Rp   45 000,- ) = Rp     135 000,-  +
Jumlah                           = Rp 2 940 000,-
Penjualan dalam 1 bulan = 30 x Rp 2 940 000,- = Rp 88 200 000,-


Jumlah transaksi dalam satu bulan :
1.    Biaya transportasi per bulan = Rp    500 000,-
Kas = Rp    500 000,-
2.    Biaya tenaga kerja (5 orang x @ Rp    800 000,-)
Biaya tenaga kerja = Rp    4 000 000,-
Kas = Rp    4 000 000,-
3.    Biaya bahan baku per bulan @ Rp    50 000,-
Rp    50 000,- x 12  x 30 =  Rp    18 000 000,-
Biaya bahan baku = Rp    600 000,-
Kas = Rp    600 000,-
4.    Biaya Pembuatan (8 orang x @ Rp    50 000,-x 8 )
Rp    4 00 000,- x  12 x 8  = Rp    38 400 000,-
Laporan Laba Rugi
Pendapatan
Pendapatan Per bulan = Rp 88 200 000,-
Biaya – biaya
Biaya transportasi     = Rp       500 000,-
Biaya tenaga kerja    = Rp    4 000 000,-
Biaya bahan baku     = Rp 18   000 000,- 
Biaya pembuatan     = Rp    38 400 000,-  +
Total Biaya         = Rp   60 900 000,-
Laba = Rp 88 200 000 - Rp    60 900 000 = Rp 27 300 000, -

Sunday, April 10, 2011

Contoh Proposal Permohonan Usaha Bantuan Modal | Kampus Baca

CONTOH PROPOSAL PERMOHONAN USAHA
A. PENDAHULUAN
Dengan hal ini kami mencoba untuk menyampaikan aspirasi kepada Pemerintah daerah Kabupaten semarangmengenai usaha yang kami tekuni. Kami telah lama menekuni pekerjaan bidang Pertanian namun kami merasa belum dapat berkembang sesuai dengan harapan, hal ini karena besarnya kendala yang kami hadapi yaitu minimnya permodalan yang kami miliki. Untuk itu kami berfikir dan berusaha mengajukan permohonan bantuan kepada Pemerintah Daerah Kabupaten Semarang sebagaimana program – program daerah di bidang lainya, seperti Dinas perikanan ada hibah UPR, pembuatan pakan ikan dll, serta dinas perindustrian dan perdagangan ada hibah seperti mesin jahit, wollsum, dan alat perbengkelan las astelin, dll.

Berdasarkan perbandingan tersebut diatas, kami mengajukan permohonan bantuan modal usaha pengembangan bunga potong kepada Pemerinta Daerah Kabupaten Semarang. Hal ini kiranya tidak merupakan tindakan yang berlebihan melainkan ini merupakan aspirasi agar Pemerintah Daerah Kabupaten Semarang dapat melaksanakan programnya dengan seimbang dan proporsianal.

B. DASAR PEMIKIRAN
Semakin maraknya persaingan di dunia usaha di semua kalangan membuat pengusa kecil semakin tersisihkan atau tersingkir dari perhelatan kompetisi menghasilkan dan memasarkan hasil usaha. Hal ini diakibatkan karena persaingan ditingkat permodalan.

Semakin hari meningkat perkembangan gaya hidup manusia, hal ini menuntut meningkatnya tehnologi yang dimiliki oleh para desainer, termasuk didunia pertukangan terbukti dengan banyaknya model moubel yang beredar dengan desain baru dengan motif yang baru pula.

Untuk itu, agar tidak terlalu jauh tertinggal atau ada ketimpangan yang interfalnya terlalu jauh atara pengusaha menengah keatas dan pengusaha kecil, perlu adanya kepedulian Pemerintah untuk melakukan pembinaan dan pendampingan kepada pengusaha kecil baik dana permodalan maupun teknis menejemen pengembangan.
kampusbaca.blogspot.com
C. JENIS USAHA
Jenis usaha yang kami tekuni adalah “ MEBEL “

D. IDENTITAS PEMILIK USAHA
Nama : HENNY SETYADI
Tempat Tgl Lahir : Kabupaten Semarang 27 April 1974
Alamat : Lingkungan Kupang Lor Rt 04 Rw 03, Kelurahan Kupang,
Kecamatan Ambarawa, kabupaten Semarang.

E. TENAGA KERJA
Tenaga yang kami miliki baru 2 ( Dua ) orang yang terdiri saya sebagi pemilik usaha da 1 ( satu ) orang karyawan tenaga pembantu obras.

F. MAKSUD DAN TUJUAN
1. Maksud
Maksud dari kami mengajukan permohonan bantuan modal usaha ini adalah untuk mengembangkan usaha demi meningkatkan daya produksi dan pendapatan yang pada akhirnya dapat meningkatkan kesejahteraan keluarga dan karyawan.
2. Tujuan
Tujuan mengajukan permohonan bantuan modal usaha iniadalah untuk membeli peralatan atau perlengkapan pertukangan, mengingat kompetisi usaha pertukangan atau moubeler semakin pesat.

G. BAHAN BAKU
a. Kayu Jati ;
b. Kayu Mahoni ;
c. Kayu Nangka ;
d. Kayu Suren ; dan
e. Kayu Albasia

H. PEMASARAN YANG SUDAH BERJALAN
Pola pemasaran yang sudah kami lakukan adalah :
Mengingat terbatasnya kemampuan tenaga dan peralatan yang kami miliki, kami baru dapat melayani PEMESANAN

I. PRODUKTIFITAS
Produksi yang kami hasilkan rata – rata setiap bulanya baru mencapai 3 ( tiga ) unit.

J. JENIS PRODUKSI
Produksi yang kami hasilkan berupa, antara lain :
a. Almari
b. Dipan
c. Pintu
d. Kusen
e. Meja TV
f. Meja Computer
g. Buvet
h. Kursi
i. KBU, Dll

K. RENCANA PEMASARAN
Untuk meningkatkan penjualan hasil produksi, kami akan melakukan system :
a. Membuka Kios Penjualan.
b. Jual Keliling.
c. Kerja sama dengan took – took moubel.

L. KEBUTUHAN PERALATAN
1 Serkel Meja 1 3.000.000,00 3.000.000,00
2 Mesin Bobok 1 1.500.000,00 1.500.000,00
3 Kompresor 1 1.500.000,00 1.500.000,00
4 Mesin asah mata pasha ( serut ) 1 1.000.000,00 1.000.000,00
5 Mesin Amplas 1 750.000,00 750.000,00
6 Alat Pres Pintu / Jendela 1 500.000,00 500.000,00
7 Bor duduk 1 1.000.000,00 1.000.000,00

JUMLAH 9.250.000,00

M. PENUTUP
Demikian permohonan yang kami ajukan, kiranya dapat berkenan dan dikabulkanya oleh Pemerintah daerah Kabupaten Semarang. Dan dalam hal ini untuk selanjutnya, kami siap senantiasa mendapat bimbingan dan pengawasan dalam setiap pengembangan usaha kami. Selebihnya tidak ada kata – kata yang pantaskami ucapkan atas dikabulkanya permohonan kami kecuali semoga kebijakan Pemerintah daerah Kabupaten Semarang menjadi kebijakan yang bijaksana yang di berkati oleh Tuhan Yang Maha Esa. Terima kasih

Ambarawa 29 Januari 2009
Pemohon

HENNY SETYADI
Jangan lupa diawal dikasih surat permohonan ya...okey...salam dariku kampus baca

Saturday, April 2, 2011

Kesejajaran Antara Pembangunan Sosial dan Bisnis - Kampus Baca

Kesejajaran antara pembangunan sosial dan bisnis
Kenyataan bahwa baik masyarakat dan bisnis berkembang sesuai proses yang sama, satu makro, mikro lainnya. Kami ingin mengidentifikasi beberapa titik korespondensi di sini sebagai dasar untuk eksplorasi lebih lanjut selama pertemuan .
1.    Dalam kasus kedua bisnis dan masyarakat, pengembangan dapat didefinisikan sebagai sebuah gerakan arah ke atas dari yang lebih rendah ke tingkat energi yang lebih besar, efisiensi, kualitas, produktivitas, kompleksitas, pemahaman, kreativitas,, kenikmatan penguasaan dan prestasi.
2.    Bisnis, seperti masyarakat, mengembangkan sebagai akibat dari konsepsi diri yang kadang-kadang sadar, sering bawah sadar. Baik serikat demokratis dari 13 koloni Amerika asli dan India Revolusi Hijau adalah hasil dari konsepsi sadar diri dari beberapa pemimpin tanggap, sementara populasi di-besar tetap hanya samar-samar menyadari proses itu berpartisipasi masuk Dalam kasus bisnis, diri asli-konsepsi biasanya penciptaan seorang pengusaha pendiri, tapi seiring waktu banyak orang lain yang berkontribusi terhadap formulasi tersebut. Sebuah contoh mencatat diri-konsepsi sadar adalah Fred Smith ide untuk mendirikan usaha pengiriman kilat untuk bersaing dengan United Parcel Service dan US Postal Service, pada saat keduanya sudah multi-miliar dolar operasi. Perusahaan yang didirikan pada awal tahun 1970, Federal Express, untuk sementara waktu menjadi perusahaan yang paling cepat berkembang sepanjang masa dan sekarang memiliki pendapatan tahunan melebihi $ 12 miliar. sadar konsepsi Smith mungkin sebagian telah dimiliki oleh banyak perusahaan manajer dan karyawan, tetapi banyak orang lain mungkin telah berpartisipasi dalam proses sebagai bagian dari pekerjaan rutin mereka dengan hanya sebuah gagasan samar-samar dari visi yang lebih besar yang menginspirasi para pemimpinnya.
3.    Pengembangan bisnis, seperti perkembangan masyarakat, adalah didorong oleh aspirasi rakyatnya. Dalam kasus bisnis, aspirasi pemilik dan pemimpin merupakan penentu penting dari seberapa jauh dan seberapa cepat bisnis tumbuh. Dalam kasus masyarakat, peran kepemimpinan yang dimainkan oleh perintis kewirausahaan yang memulai kegiatan baru dan intensitas psikologis pengejaran mereka adalah penentu penting keberhasilan. Tapi dalam kedua kasus, semakin besar aspirasi dari semua orang yang terlibat, dorongan yang lebih kuat untuk prestasi.
4.     Kami dinyatakan dalam Pilihan Manusia bahwa energi surplus adalah kondisi yang penting untuk pembangunan sosial. Hanya di hadapan kapasitas surplus dapat kegiatan baru didukung. Hal yang sama berlaku dalam bisnis. Perusahaan berjuang untuk bertahan hidup atau untuk memenuhi persyaratan minimum pelanggan mereka tidak memiliki kelebihan kapasitas yang dibutuhkan untuk merencanakan dan memulai kegiatan baru atau meningkatkan fungsi mereka ke tingkat yang lebih tinggi organisasi.
5.    mode baru kegiatan yang diperkenalkan di masyarakat dengan inisiatif individu perintis yang ditiru dan disebarluaskan oleh orang lain, menyebar melalui masyarakat dan pada akhirnya diterima dan terintegrasi dengan fungsi normal dari masyarakat. mode baru kegiatan yang diperkenalkan di perusahaan dengan inisiatif individu perintis yang ditiru dan disebarluaskan oleh orang lain, menyebar melalui perusahaan, dan pada akhirnya diterima dan terintegrasi dengan fungsi normal perusahaan.
6.    Otoritas adalah prinsip dasar organisasi yang sangat penting bagi kelangsungan hidup dan pengembangan baik masyarakat dan perusahaan. Pemerintah, otoritas sosial dan budaya seperti yang diungkapkan melalui norma-norma sosial, sistem, institusi, hukum, adat istiadat, dan nilai-nilai menentukan efektivitas dengan yang energi surplus diubah oleh masyarakat menjadi tenaga produktif. kewenangan Perusahaan dinyatakan lebih dan lebih melalui disiplin aturan impersonal, sistem, koordinasi kegiatan, kebijakan, budaya perusahaan dan nilai-nilai yang menentukan efektivitas yang energi surplus diubah oleh bisnis menjadi tenaga produktif, bukan oleh pribadi latihan top down wewenang oleh hirarki manajemen. Tetapi terlepas dari apakah bentuk bersifat pribadi atau impersonal, disiplin ini adalah fundamental bagi keberhasilan fungsi organisasi.
7.    Sosial pengetahuan dalam bentuk teknologi, pengetahuan dan keterampilan praktis menentukan konversi daya produktif menjadi hasil material di kedua masyarakat dan bisnis.
8.    Produktivitas sumber daya sosial tidak tunduk pada batasan yang melekat. Hal ini tergantung pada informasi sikap,,, organisasi pengetahuan dan keterampilan kreatif diterapkan - yaitu pada kekuatan pikiran. Produktivitas perusahaan sumber daya yang tidak tunduk pada batasan yang melekat. Hal ini tergantung pada informasi sikap,,, organisasi pengetahuan dan keterampilan kreatif diterapkan - yaitu pada kekuatan pikiran.
9.    Dalam penelitian untuk buku yang akan datang usaha di 2010, Fred Harmon ini mengeksplorasi hubungan antara lima komponen penting dari pasar-bisnis, teknologi, orang, modal dan organisasi-dan lima komponen paralel kebutuhan pembangunan sosial sosial, teknologi, orang, sumber daya dan organisasi. Sebagai mikrokosmos dan anak masyarakat, perusahaan mengembangkan dengan attuning sendiri untuk arah, tren dan perubahan kebutuhan masyarakat yang lebih luas di mana mereka menjadi bagian dalam masing-masing lima bidang utama. Hubungan ini terutama terlihat pada perusahaan nasional maupun multinasional besar yang perkembangannya seringkali terkait erat dengan paralel perkembangan di masyarakat di mana mereka berfungsi.
10. Pemanfaatan potensi pembangunan sosial masyarakat tergantung pada tingkat kesadaran, aspirasi, organisasi, nilai-nilai pengetahuan dan keterampilan. Pemanfaatan pengembangan potensi bisnis tergantung pada perusahaan tingkat kesadaran, aspirasi, organisasi, nilai-nilai pengetahuan dan keterampilan.
11. Kedua perusahaan dan masyarakat bergantung bagi perkembangan mereka pada tiga tingkat menyelenggarakan infrastruktur fisik organisasi-produksi,, komunikasi transportasi, dll; sebuah organisasi sosial, keuangan, komersial, dan pendidikan sistem hukum dan lembaga, dan organisasi mental informasi , teknologi dan pengetahuan. Ketiga diperlukan untuk pencapaian bentuk-bentuk yang lebih kompleks semakin kegiatan ekonomi.  
12. Untuk kedua bisnis dan masyarakat, nilai-nilai yang merupakan bentuk tertinggi organisasi untuk mengarahkan energi manusia dalam kegiatan produktif dan konstruktif. Kualitas dan tinggi dari nilai menetapkan batasan pada besarnya perkembangan prestasi.