Scan your computer with Windows defender

Scan your computer with Windows defender

            I am sure that you certainly have an anti-spyware,and it is not product of Microsoft  windows. There are so many anti-spyware sold in the store,maybe its free or pro. You know that spyware will spoil your computer system.Anti-spyware is very important for us,because this software will protect our computer  from external dangers.Maybe ,when connect to internet,  share datas by flashdisk with your friends and the others.      

You have to know it,that M.Windows provide  anti-spyware.It is default installed,after you installed M.Windows on your PC,notebook,or netbook.

I think you have to know.How to scan your computer by Windows defender,and I’ll give you the step.

1.      klik START > search program and write Windows defender > enter

2.      You will find screen appear like this:

3.      Than if you want to scan your computer by quickly,you can choose quick scan on scan:

4.      And waiting for a minutes,the program is scaning your computer.

5.      Or if you want to scan some disk,you can choose custom scan:

And you must select the disk which will you scan by choose select:

6.      Then you give check on checklist disk:

7.      And press OK.

8.      The program is scaning your selected disk:

Okey,everybody that is the step how to scan your computer by Windows defender.

See you on next tutorial. :)

Illusions, hallucinations, and Fantasy

There may be some people who have difficulty distinguishing between illusions, hallucinations, fantasy. In this article I will explain it simply about the discrepancy.
Illusion is the individual error in giving meaning to the stimulus, illusion is not a psychiatric disorder in a person. In the illusion, the stimulus is there but people perceive it in the wrong in this case for example people thought his own reflection was a ghost.

The factors causing the occurrence of illusions:
1. Factor into the experience.
    The illusion occurs because of natural factors, such as illusions Ekho (echo), the illusion of glass.
2. Factor stimulus
    a. Stimulus that has more meaning than one can create illusion
    b. Stimuli that were not analyzed further, which gives the impression totally.
3. Individual factors

Due to habit or because of psychological readiness (mental set). For example, people who are accustomed to hear the horn to give the interpretation that there will be a passing train, but it turns out that passing the bus.

Hallucinations, the hallucinations of people feel as if you receive a stimulus, which is objectively true that there is no stimulus and the individual is not aware that it was only a shadow of it.
Fantasy is the ability to form the image of the soul or the response can be realized for example baru.Fantasi a painter who was painting with the ability fantasinya.Fantasi unconscious example of a small child to say something that does not fit the real situation but did not mean to lie.

Various kinds of fantasy:

Fantasy that creates, which is kind of fantasy that creates sesuatu.For the example artist who creates works of art.
Determining fantasy, that is the way people fantasize by first determining, for example children who have seen the cat but had never seen a tiger, the tiger shadow like a cat but a large body size.
Abstracts fantasy, namely how to fantasize with abstract some parts, so there are parts that are removed for example children who have never seen the desert sands field is used to describe the desert sand, but without the tree and all the sand.
Combine fantasy, namely by combining fantasy notions that exist in individuals, eg fantasize about mermaids, namely the head and body like a woman but her legs like a fish tail.
Guided fantasy, the fantasy is guided by a case, for example people who saw the movie and he was carried away to a world of fantasy in the film.
Fantasy is subjective, unlike fantasy shadow shadows perceptions With fantasies people can reach out to the fore, but also has a bad fantasy fantasy that is by nature a reality people can leave and get lost in fantasy, it also raises superstitions.

Grouping Strategy to Accommodate Student Differences Achievement

Differences prior knowledge and speed of learning in the classroom is difficult to overcome.However, teachers sometimes overlook this and teach with the same speed for a heterogeneous class. Obviously this would be very detrimental for students who have low or high achievement. Students who have low achievement will probably fail because they do not have the prerequisite skills, and students who have high achievement will get bored with something for them is teaching a slow rate. Therefore a teacher must be able to accommodate differences in students. In this discussion I will discuss a bit about grouping strategies to accommodate differences in student achievement, of course, so that teaching becomes effective.

Inter-class ability grouping
   
Namely grouping students into classes according to their abilities.Inter-class ability grouping has many forms.In high school there may be a college preparatory path that divides students according to abilities that can be measured. In some junior high school, students are placed in a class based on general ability, and they then are in class by moving from one teacher to another teacher.Can also group students by ability for the massing of these subjects, so that students can be in the person of a class of high-performance mathematical and natural sciences are average performers.

Although the inter-class ability grouping has been widely used, but research on this strategy is not supported for use.Researchers have found that although ability grouping may have a slight advantage for students who are placed in high-grade brindle but cause harm to students who are placed in low-grade brindle.

Here are some inter-class ability grouping disadvantages:

• At least a positive role model for students in low-grade brindle.
• Many teachers do not like to teach a class like that and may communicate low expectations to students in the class.
• The quality of teaching is usually lower in class brindle brindle lower than in middle or high class.
• Effect stigmatization of students who are placed in the lower track.
• Loss of confidence.
• Students in low-track classes have had a much greater possibility of a bad boy, truant, and dropping out of school.

The research does not support this practice at any grade level, and special track should be avoided whenever possible.But there is justification for the accelerated program.

Specific Track Removal

Recommendations focused on the elimination of special track for placing students into mixed ability groups and maintain them in a high standard but provides many ways for them to achieve those standards, including additional assistance for students who struggle to follow.The use of cooperative learning and project-based learning is an appropriate means to open up opportunities for high performance for all children.

Grouping Back

Ability grouping method where students are in mixed ability classes for most of the day but are placed in reading or math class based on their performance.Thus, students whose low achievement is not separated as a class and given the stigma. This method is commonly used in elementary school.This method generally been found to improve student achievement.

Without Classes  Programs / Cross-Age Grouping Programs.

Programs that are generally at the elementary school level that incorporates children of different ages into one class. Most often children aged 5-7 years or 6-8 years can be mixed in one class. Students are flexibly grouped for instruction according to their needs and performance. Such a combined class has not been found to enhance the effects of student achievement and may actually harm.

Ability Grouping in the Classroom

Namely the method of grouping students in classes, usually in subjects reading in elementary school, teachers divide students into groups based on their abilities. Research on this has been found that students in the subjects grouped according to ability to learn more than students who are not grouped. But this grouping is not necessary if the condition does not require class grouping of students, and this method is only useful for traditional teaching methods but when using a constructivist approach in-class grouping may not be necessary.

Thus had a little discussion about the methods of the class groupings, I hope this can be beneficial to all who read.

Memory

Memory refers to the process of storage or maintenance of information over time. Almost every human activity always involves aspects of memory.
Therefore, the memory becomes something that is important in human cognitive processes
Memory includes the following capabilities:
Psychic ability to enter (learning / encoding), storing (retention / storage), and raises again (remembering / retrieval) things past.

Memory models:
1.Short Term Memory (STM)-Long Term Memory (LTM)
• Memory Semantics
• Episodic Memory

2.Declarative-Procedural Memory Memory
• Implicit Memory
• Explicit Memory

Model STM and LTM:
 
Rehearsal function:
1. Maintain or preserve relevant information from short-term memory
2. Moving information from short-term memory into long-term memory

Episodic Memory Model and Semantics:
The model proposed by Endel Tulving, who distinguishes between episodic memory and semantic memory.
Episodic memory stores information about events and relationships of each incident. Memory is related to things that are temporary and event changes.

Examples of episodic memory:
This morning I left for college when heavy rains. I have to go to college because today the last meeting. Road accidents due to slippery roads.
Example sentence is the personal experiences, and each experience can be remembered in relation to one another's experiences.

Semantic memory:
Semantic memory is organized knowledge about all things that exist in life.
Semantic memory contains knowledge structure that is more constant or almost no change at any time.
Example: I know that salt taste salty. I know the meaning of the constraint is a bottleneck.

Short-term memory (STM):
Regarded as the center of human consciousness. Allegedly contained in the STM thoughts, information, experiences in people's minds at all times.
Short-term memory function:
1. Temporary storage: select the data to be maintained in storage for a moment.
2. Thorough setting: continue to experience long-term memory to more permanent storage and release of data from a variety of system memory.

Storage of STM:
From various studies have shown that the capacity to remember someone as much as 7 chunk / group.
According to George Miller, in humans the ability to remember the human figure to 7, The magical number seven plus or minus 2, so the ability to remember between 5 and most memorable 9.Yang 2 to 5 chunk.
Serial position effect:
Aitem / objects that are in a position or sequence of the beginning and the end will likely be remembered better than located in the middle.
Effect of information located at the beginning called Primacy effects.
Effect of information located at the end called the recency effects.
This happens because the information at the beginning and end, because it will first enter the short-term memory, thus allowing repetition done in the mind and proceed to the LTM.
LTM:
Information storage is a process that is more permanent.
Some factors affecting the long-term memory is a skill, a special coding, emotional or affective.
Expertise in a field providing a very large influence on a person's memory. People will be easy to remember if he was in the same situation when the process of the previous code.
The influence of emotion on LTM:

Given human activity is influenced by:

1. In recalling the words, people will tend to remember unpleasant words than sad. (Pollyanna PRINCIPLES: units of information that is emotionally pleasing is usually processed more efficiently and accurately than information pitiful).
2. The similarity of mood, that memory would be better if it is learned the same mood that took place at the time.
3. Dependence mood. This occurs when a person remember information better in the present situation with the situation the first time the material / information they will be accepted.

Elements of Effective Teaching Besides a Good Lesson

To create an effective learning for all students, we need to customize it to meet their needs in different. Element of the presentation of information in addition to teaching, teachers must know how to adjust their teaching to the student's knowledge level.They must motivate students to learn, manage behavior of students, grouping students for instruction, and assess student learning.

To assist effective teaching, we can see the model of effective teaching that has been created by experts in educational psychology, namely QAIT model.QAIT model, an abbreviation of the quality, appropriateness, incentive, time. Then I will discuss the details one by one.

Teaching quality is the extent to which the presentation of information or the ability to help students easily learn the material or the extent to which lessons can be said that makes sense for students.To be sure, the teacher should present the material with a sequential and orderly.They need to connect new information with what is already known to students, using examples, demonstrations, drawings, diagrams to make the idea clear to students.Sometimes the concept does not make sense to students until they find it or experienced it themselves or until they discuss it with other students.
Another important aspect of quality of teaching is the extent to which teachers monitor how well students learn and adjust the speed of teaching so that it is not too fast nor too slow.

Level Teaching the Right, perhaps the most difficult issues in the organization of the classroom is to face the fact that coming to class with a level of prior knowledge, ability and motivation is different, and with the speed of learning is different.Therefore the best way is to group students, and a way of grouping students in order to accommodate differences in achievement I will discuss in another discussion.

Incentive   Students have to force yourself to pay attention, consciously working on the tasks required of them, learning, and students must be motivated to do all this.Incentives or motivation may be derived from the characteristics of the tasks themselves, from the characteristics of students, or of the consideration provided by the teacher or the school (such as grades and diplomas).
If they want to know something, they will be motivated to exert the effort required to learn, teachers can make an effort to create interest in a topic to arouse the curiosity of students or by showing how the knowledge acquired in school can be useful outside of school.
Not all subjects can be made alluring, most students need some sort of recognition or reward if they want to exert maximum efforts to learn the skills and concepts that may seem obvious is not important today but will play an important role for learning later in life.Since then the school's use of praise, feedback, grades, diplomas, star signs, gifts and other rewards for improving student motivation.
Time.   Teaching takes time.The more time spent on teaching sometimes does not always mean learning more and more but, if the quality of instruction, appropriateness, incentives are all high-yield, greater time in teaching will produce greater learning.

Motivation Words

•    You can not change the environment, seasons, or the wind, but you can change yourself.
•    The only person responsible for the quality of life is yourself.
•    If you do not take any risks, you risk not getting any.
•    If you're the one who brought you kepoosisimu now, you too, who can take you to the 
     position  you want.
•    Whatever the mind can be planned and is believed to be unachievable.
•    Sooner or later, those who win are those who think they can.
•    To achieve great things we do not only need to act, but also dream, not only plan but also
      believe.
•    Do not waste your life believing that you can not.Pursue your dreams.
•    The size of your success is determined by the size of your belief.Think little goals and
      you can expect little achievements.Think big goals and Win big success.
•    We must dare to be yourself, whether it's horrible or anything weird.
•    Losers let things happen, winners make it happen.
•    The pessimist sees difficulty in every opportunity, but the optimist sees opportunity in   
      difficulty.
•    Whatever we expect with confidence becomes a fulfilled his own prophecy.
•    Every negative event contains the seeds of the benefits that equal or even greater.
•    Aim the moon! Even if you're still misses landed among the stars.
•    If you never tried to do something more than what you can do, how could you possibly
     know what exactly can you do?
•    Efforts really just reward after a person refuses to quit.
•   You can not cross the sea just by watching.