PELATIHAN PEMANFAATAN LIMBAH WADAH PLASTIK UNTUK DEKORASI BAGI REMAJA PUTRI DI KELURAHAN TOMANG, JAKARTA BARAT

Indonesia merupakan penghasil limbah plastik terbesar kedua di dunia. Salah satu sumber penghasil limbah tersebut berasal dari rumah tangga. Wadah plastik merupakan material sulit didaur ulang oleh karena itu penggunaan ulang (<em>Reuse</em>) merupakan salah satu upaya memperpanjang nilai guna suatu produk sehingga tidak menjadi limbah yang menumpuk di rumah tangga. Untuk memperpanjang nilai guna produk limbah diperlukan kreativitas dari masyarakat penggunanya. Pengembangan kreativitas warga Kelurahan Tomang, Jakarta Barat sebagai wilayah sekitar Fakultas Seni Rupa dan Desain Universitas Trisakti menjadi sasaran pelatihan. Pengembangan kreativitas pengolahan limbah plastik rumah tangga menjadi tujuan pelatihan. Sasaran pelatihan adalah ibu rumah tangga dan remaja putri di Kelurahan Tomang, Jakarta Barat. Metode pelatihan dilakukan dengan cara percontohan dan pelatihan pengolahan limbah plastik dalam bentuk wadah yang dikombinasikan dengan kertas dan cat warna. Pelatihan dilakukan melalui tahapan metode yang secara bertahap (<em>sequential instruction</em>) oleh instruktur dari Program Studi Desain Komunikasi Visual diikuti oleh masyarakat sasaran. Hasilnya adalah produk kreasi wadah dari limbah plastik yang dekoratif, yang dapat dimanfaatkan penggunaannya secara langsung oleh masyarakat sasaran. Pelatihan ini bermanfaat untuk membuka wawasan masyarakat sekitar tentang pentingnya kreativitas dan peran aktif masyarakat dalam upaya memperbaiki kualitas lingkungan.

Helping learners with dyslexia read in English

Dyslexia is a specific learning difficulty which resists conventional teaching methods. The phonological deficit hypothesis of dyslexia determines the present day focus on phonics targeting the primary area of difficulties experienced by learners with dyslexia – decoding. Phonological instruction, however, needs to be accompanied by the development of comprehension skills and presented within a rich language environment. Verbal memory and processing difficulties, typically associated with dyslexia, as well as other frequently co-occurring disorders require the adoption of a number of additional strategies for the teaching of reading to learners with dyslexia. The paper identifies a number of them: multi-sensory approaches, systematic (structured, cumulative and sequential) instruction, over-learning, reinforcement and metacognition. It recognizes the need of time, task and materials differentiation. The choice of particular teaching methods should take into account both the learner’s weaknesses and strengths. Such individually adapted teaching makes the successful inclusion of learners with dyslexia possible in the mainstream classroom.

Spatial and Effector Processing in the Human Parietofrontal Network for Reaches and Saccades

It is generally accepted that interactions between parietal and frontal cortices subserve the visuomotor processing for eye and hand movements. Here, we used a sequential-instruction paradigm in 3-T functional MRI to test the processing of effector and spatial signals, as well as their interaction, as a movement is composed and executed in different stages. Subjects prepared either a saccade or a reach following two successive visual instruction cues, presented in either order. One cue instructed which effector to use (eyes, right hand); the other signaled the spatial goal (leftward vs. rightward target location) of the movement. During the first phase of the prepared movement, after cueing of either goal or effector information, we found significant spatial goal selectivity but no effector specificity along the parietofrontal network. During the second phase of the prepared movement, when both goal and effector information were available, we found a large overlap in the neural circuitry involved in the planning of eye and hand movements. Gradually distributed along this network, we observed clear spatial goal selectivity and limited, but significant, effector specificity. Regions in the intraparietal sulcus and the dorsal premotor cortex were selective to both goal location and motor effector. Taken together, our results suggest that the relative weight of spatial goal and effector selectivity changes along the parietofrontal network, depending on the status of the movement plan.

Sequential Instruction System (SIS))

This article describes a relatively simple conversational computer system to handle instructional texts or to perform a computer-aided testing. The system proceeds in a sequential mode with possibilities for branching forward or backward from where a sequential course is resumed.Instructional or explanatory texts and/or multiple choice questions may be displayed. According to the answers the correctness or incorrectness of the reply is indicated. After each incorrect answer references or explanations are given. If desired, these explanatory frames can also be accessed after correct answers.After completion of a course the score is displayed. SIS produces a log for the instructor including answers to individual questions and summary scores.The system is written in FORTRAN. It is designed to run under O.S. on IBM 360 series computers with 2260 cathode ray tube (CRT) displays. It exists in two versions, one operating under a stand-alone attention handler for local displays, the other requiring the B.E.S.T. (Baylor Executive System for Teleprocessing) as message control program. In this case, remote CRT’s, teletypes and typewriter-type terminals may also serve as user terminals.Though a few courses have been implemented, SIS is the basic vehicle, not the content of courses.