Kamis, 18 Juni 2015



Festival Meriam Karbit in Pontianak city

One of the traditional game archipelago, namely carbide cannon of Pontianak will enliven takbiran night before the feast of Idul Fitri 1435 Hijri. A total of 43 groups carbide cannon ready to fight on the banks of the Kapuas, Pontianak, West Kalimantan.
 Tradition carbide cannon Pontianak Arts and Culture, pointed out that the annual festival is held to preserve the tradition of the Malay community Pontianak. This time it was contested tradition. This carbide cannon Festival trophy from Pontianak City Government. Meanwhile, the jury came from the Department of Tourism and Culture of West Kalimantan Province and the city of Pontianak.





Each group will be judged based on the sound of their cannon. One group can have a maximum of five pieces of cannon. This is where the sound of cannon compactness also influence the judging. Before each cannon that included first will be decorated with a variety of decorations, background required and the mosque-shaped body should floral cannon. Only cannon appropriate assessment criteria that may follow.
Attraction carbide cannon game has an interesting history. That said, Kadriah Pontianak Sultanate, established in 1771-1808, sounding the cannon in order expel ghosts that haunts kuntilanak in Pontianak. Sound rigors also often used to signify the time azan Maghrib.Over time, carbide cannon turned into a tourist attraction. The cannon is not a weapon used by the VOC, but the traditional cannon made of durian wood or coconut tree hard enough. Wood split and tied with a rope rattan weighing 100 kilograms per cannon. After that, the cannon is cleaned and given an attractive paint colors.To make five units cannon, least cost about Rp15 million to Rp30 million, depending on the supply of wood that has been owned by the participants cannon. If you've followed the competition, costs incurred getting lighter.


Rabu, 17 Juni 2015

Next Future Wearable Technology Will Blow Your Mind B-)

2025 The Future of ICT :D 


Impacts of ICT in education The role of the teacher and teacher training.
The use of Information and Communication Technology (ICT) in Dutch education is lagging behind expectation and desire. Hence, the advisory ‘Commitee On Multimedia In Teacher Training’ (COMMITT, at present PROMMITT), established by the Dutch Minister of Education, has drawn up recommendations on the design of the learning process in the future and the role of ICT to support this process, with a focus on teacher training. The committee argues for a powerful role of teacher training in the process of educational innovation and the implementation of ICT. The teacher training institutes are providing the teachers of the future and the committee assumes that teachers are the keyfigures in arranging learning processes. The institutes, therefore, have to anticipate new developments and prepare prospective teachers for their future role. The nature and extent to which ICT is being used in education is considered to be a result of synergy between ‘top-down’ and ‘bottom up’ processes. In the latter especially, a contribution of the teacher training institutes can be expected. According to commit, teacher training institutes therefore have to shift their focus from dealing with present education to that of ‘future education’. Within the PROMMITT action-programme, Stoas Research analyses the future educational practices of the vet-professional. Accordingly, teachers can be as much as possible prepared and thus, can encourage the implementation of ICT in secondary vocational education.




ICT is a generic term referring to technologies which are being used for collecting, storing, editing and passing on information in various forms (SER, 1997). A personal computer is the best known example of the use of ICT in education, but the term multimedia is also frequently used. Multimedia can be interpreted as a combination of data carriers, for example video, CD-ROM, floppy disc and Internet and software in which the possibility for an interactive approach is offered (Smeets, 1996).
Generally, the following functions of the use of ICT in education are described in literature (SER, 1998, Moonen and Kommers, 1995, Pilot, 1998). ICT as object. It refers to learning about ICT. Mostly organised in a specific course. What is being learned depends on the type of education and the level of the students. Education prepares students for the use of ICT in education, future occupation and social life. ICT as an ‘assisting tool’. ICT is used as a tool, for example while making assignments, collecting data and documentation, communicating and conducting research. Typically, ICT is used independently from the subject matter. ICT as a medium for teaching and learning. This refers tot ICT as a tool for teaching and learning itself, the medium through which teachers can teach and learners can learn. It appears in many different forms, such as drill and practice exercises, in simulations and educational networks.ICT as a tool for organisation and management in schools.ICT-skills partly necessary for using ICT in education
Looking at the afore mentioned research results, it seems unnecessarily to argue for specific ICT-skills for teachers as a key for the problems experienced by the implementation of ICT in education. How to implement ICT in education mainly seems to be a design-problem (how does a teacher create a powerful learning environment?)

Required competences for solving this problem are defined within the concept of core problems. Core problems can be defined as the central problems and dilemmas in professional practice as regularly encountered by professionals and thus characteristic of the profession (Onstenk, 1997). Core problems are an interesting basis for education, because they define the professional core and structure and select the professional content. The professional, as an acting individual, is positioned in the centre. To guide learning processes can be mentioned as one of the core problems of future education. One of the dilemmas the teacher has to cope with is whether he should ‘direct’ students learning processes or ‘leave students at their own devices’. A student has to work as independently as possible, but when should a teacher intervene? And in what way can a student accomplish the best (independent) learning activity? How should the teaching- learning process be formed to establish the best learning achievements? The teacher has to constantly consider which teaching aids or materials are most suitable to use. Other dilemmas will arise. For example, how much a teacher has to know about each ICT application (to be aware that the application is available or to know how to use it). Another dilemma concerns the question whether the teacher develops the teaching material himself or lets someone else do it for him. A teacher requires many educational and didactical skills to deal with questions adequately (compare Ministerie OC&W, 1998). In concrete terms, it concerns matters like:
A great pedagogical, didactical an educational psychological craftsmanship.To be a professional on the subject matter (vocational content).A large knowledge of (the application possibilities of) modern educational tools.Skilled to ‘cut to size’ of student guiding processes (e.g., formulating assignments, structuring the guiding process, assessment etc.)
The new learning environment differs from the one we are familiar with; the teacher has to cope with many more uncertainties. A curriculum in which lessons and content are fixed no longer exists. As a result, the teacher has to organise his work in another way (working in projects is mentioned explicitly). Moreover, the teacher cannot create new learning environments completely independently (anymore). He has to depend on al kinds of things like the technical infrastructure, timetables and the activities of other teachers. In doing so, the teacher looses a part of his autonomy (another core problem) and therefore, he is forced to collaborate with his colleagues in a way entirely different from that he was used to.
It requires skills like:
·        Creativity
·        Flexibility
·        Logistic skills (e.g. for assigning work- and study places and grouping students)
* Skills for working in projects
*Administrative and organisational sills

* Collaborating skills.


Furthermore, the interviewed teachers especially underline the teachers’ attitude concerning the use of ICT in education. New things are intimidating and are causing resistance. The teachers point out a ‘professional attitude’. Important features of this attitude are being accessible for innovations in general and of ICT in particular. In the published literature, there are indications for this as well (compare Voogt en Odenthal, 1998). Within this topic, one of our respondents pointed out the fact that ICT is the most fundamental of changes (in education) so far. For the first time, children can do something their parents cannot and which parents actually will never learn it in the same way.Typically for vocational education in The Netherlands is the fact that schools often (called Regional Training Centre) provide small-scaled courses, mostly for the regional labour market. This requires an open attitude with a strong accent on exchanging information and a diverse offer of opportunities. Even for this, the teacher requires specific skills. It concerns skills like constructing and maintaining networks, social skills and sympathy for the problems companies are facing.

hmmmmm yummy :D
I swear Indonesia foods is delicious :)


hi I'm hana
my full name is farhana Assegaf
but u can call me hana yeah some people like to call me hana montana or Rihana it's just a joke lol I am a person who has a cute face hahaha and I'm a nice person I am easy to get along with everyone
exactly with nice people.
I come from a family of Arab descent but I can not speak arabic lol
Its because I lived in Indonesia I can speak arabic actually but just little bit hehehe
I come from the town of Pontianak but when I was elementary school I moved to Jakarta I lived in Jakarta approximately 5 years. When I moved in jakarta I have a lot of friends and they are nice .Jakarta is nice place yeah even though there is very crowded at all I still like the place to hang out there especially street foods hmmmmm yummy. In Jakarta there are some  nice places to shopping, to hang out, to relax also. In pontianak Also there are some nice places but not as much like jakarta.When I was in jakarta I like to hang out like to go to dufan, go to taman safari and go to other places like  Bandung, Bogor, Sukabumi to have fun it's really nice places .when I was in Bogor it was very cold so its makes me lazy to take a shower hehehe people in Bogor is nice. They like to greeting people and smile to us.I guess Indonesia people is friendly.
 after 5 years live in jakarta I return to continue my study in Pontianak. Pontianak city is unique . it's about the languange , the wedding party , and other.  Well I love indonesia foods especially soupchicken soup and other soups I love it and soto also :D
therefore I'm very sure all tourists from other countries will fall in love with Indonesia foods and nice places  in Indonesia.

           Pontianak lies on the banks of Indonesia’s longest river, the Kapuas, which rises about 1,140 kilometers upstream in central Borneo, the ancestral homeland of the Dayak, and then winds its way through the dense jungles of western Borneo toward the sea.
The name of Pontianak seems to originate from the Malay puntianak, which is thought to derive from kuntilanak — the name given to the wandering ghosts of women who die in childbirth.
It’s perhaps a name that hints at the high levels of poverty and a resulting high maternal mortality rate that plagued the city in former times.
Arriving in the West Kalimantan capital for the first time, I’m more inclined to think it should be called Kota Walet — walet being Indonesian for “swallow”.
Bred in windowless houses for the large ethnic Chinese community, who prize their nests as culinary delicacies, tens of thousands of these tiny acrobatic birds fill the city skies at dusk and just before sunrise.
Hasil gambar untuk sunrise in pontianak

A small city by Indonesian standards, Pontianak has about 500,000 inhabitants, with one of its characteristics being the high proportion of ethnic Chinese who live in the city — and in most of the towns along the coast of West Kalimantan heading north.

Consequently, Pontianak blends the influence of three ethnic groups to give the city its cultural quality: the ethnic Chinese, who make up about 40 percent, together with the Dayak from the tropical hinterland, and the ethnic Malay community.

Pontianak’s most well-known claim to fame is that it is situated right smack bang on the equator, a geographic fact that was celebrated by the Dutch in 1928 in the form of a strange gyroscopic-looking monument. The khatulistiwa (equator) monument is situated across the Kapuas River from the main town, on the edge of Pontianak.

The original, rather modest Dutch monument is now enclosed in a large concrete dome, constructed in 1991, with a huge replica of the original contained inside now built on top.

It’s interesting to wonder what has history is behind Pontianak’s ethnic mix and why the coast of West Kalimantan has such a high concentration of ethnic Chinese.

The city was founded in 1772 by Sultan Syarif Abdul Rahman on the site of a trading station on marshy ground at the confluence of the Kapuas and Landak rivers, becoming an independent sultanate of Pontianak.
Hasil gambar untuk istana kadriah kesultanan pontianak 

The old 18th-century palace, Istana Kadriyah, built by Sultan Abdul Rahman of Pontianak.
Sultan Abdul Rahman (also known as Abdurrakhman) was one of half a dozen ethnic Malays, who established themselves as Muslim sultans in the area from Pontianak north up the coast to Singkawang.

Then, in the 18th century, gold was discovered. As the economic importance of gold grew in the region, it seems that  the coastal sultans, encouraged by the hard-working reputation of the Chinese and their technical expertise in gold extraction, started to import ethnic Chinese workers to mine the gold.

A land-leasing system to encourage exploration of the territory attracted larger numbers of Chinese from their impoverished villages in southern China, triggering something of a gold rush.

Most of the immigrants were of Teochew or Hakka extraction, each with their own distinctive dialect, although Teochew has since come to dominate in Pontianak, while Hakka dominates Singkawang to the north.
The — Photo by Peter Milne
The Chinese started to arrive in such numbers that they could form kongsi (companies) to protect their interests toward the end of the 18th century.

Amazingly, by the mid-1700s, the area from Pontianak north to Singkawang produced one-seventh of the world’s gold.

It seems that the area’s wealth from gold also influenced the local textiles: Pontianak is famous for kain songket, a decorative fabric with gold and silver thread sown into it.

As increasing numbers of the indigenous Dayak came to the coastal towns in search of work created by the mining boom, so the ethnic mix came to be predominantly Malay-Chinese-Dayak, with smaller communities of Bugis, Javanese, Batak and Madurese.

Today, Pontianak’s cultural mix is reflected in its community facilities: there are numerous ethnic Chinese yayasan (foundations) that cater to that community, but in addition the Malay have their own impressive cultural center, located close to the Malaysian Consulate on Jl. Sutan Syahrir, while on Jl. Sutoyo there is a replica of a traditional Dayak longhouse. 
Across the Kapuas River on the marshy area where the Landak River joins the Kapuas is the old 18th -century palace, Istana Kadriyah, built by Sultan Abdul Rahman, while down the road is the impressive royal mosque, Mesjid Abdurrakhman, built in a typical South Sumatran style.
Both buildings are constructed in the local timber called ironwood, or belian in Indonesian, which is famous throughout Indonesia for its strength and longevity.
Sadly, belian is now running out because of rampant logging and the length of time it requires to grow.
The elegant two-story palace was occupied by descendants of the sultan until 1952, and is now a small museum containing photographs, portraits and artifacts of the sultanate. The easiest way to visit the palace and the mosque is to take a public canoe-taxi from the main town across the Kapuas.
The area by the banks of the Landak and Kapuas close by the mosque is a good place to stroll along the wooden boardwalks that give access to the houses on stilts comprising kampung dalam.
Clearly a poor neighborhood, the village is inhabited mainly by ethnic Malay families. Despite the squalor of their flood-prone surroundings, the people are a friendly bunch and the children have an irrepressible desire to be caught on camera.
Washing clothes seems to be a major pastime, and the fruits of this labor can be seen blowing in the breeze from the house fronts. Despite the rickety nature of the dwellings, many are comfortable inside, with comfy sofas and armchairs, and usually large televisions.

While the women busy themselves with the washing, many of the men tend the fishing enclosures that run along the riverward side of the boardwalks.
Dawn on the equator — the view from Pontianak across the Kapuas River. — Photo by Peter Milne
A morning pleasure I had in Pontianak was enjoying the warung kopi (café snack bars) that can be found throughout the city.
These establishments open well before dawn, as the walet start to fill the still dark morning sky.
Run by ethnic Chinese, who obviously know a few things about brewing a good cup of local coffee, some cater more for the ethnic Chinese, others to the ethnic Malays, while some are mixed.
There even seems to be a kind of shift system in some warung kopi, with the industrious ethnic Chinese traders having their coffee fix and snacks well before dawn, and the more leisurely Malays taking the next shift after the sun comes up.
Whatever the mix, everyone seems to know everyone, and the warung kopi are an important venue for exchanging news and reading the morning papers.
The coffee is delicious, often poured into the coffee cups from a jug held up high at arm’s length by the master brewer. It’s then that you realize just how far you are from the Starbucks café culture back in downtown Jakarta.

- See more at: http://www.thejakartapost.com/news/2012/01/22/pontianak-the-city-two-rivers-three-cultures.html#sthash.j4Tspvag.dpuf