how to tackle corruption
 

the right answer to tackle corruption: 1.tingkatkan public knowledge about the legal apparatus of the law 2.bersihkan 3.tegakan corruption law without selective welfare state employees 5.hilangkan 4.tingkatkan bribe culture of anti-corruption in the public 6.sosialisasi Boost, media time required to deliver the anti corruption free. 7.pengaduan via sms aired in the media 8.JAM 12:00 to 13:00 pm is broadcast every anti-corruption in the private national TV. 9.kotak complaint boxes in multiply in public places and kpk should follow up. KPK 10.penempatan a team in every government institution like a security guard 11. Law firmness. This is an absolute requirement, without this all the efforts to combat corruption will not succeed. The law must be applied indiscriminately, regardless of the child, husband, wife, family, affair, etc.. if one must still be processed under applicable law. 12. Increase welfare state apparatus to reduce the need for corruption. 13. Increase public education so that people become legal literacy. 14. Operational system of government should be changed so that civil servants and TNI / Police have a system and procedures for staffing issues. During this staffing problem depends a lot on money. 15. Political system must also be changed. For fund raising, the party should not target members based on position held. 16. Increase faith and moral education so that people realize what is right and what is wrong. 17. Fox Tridarma law enforcement officers (judges) to not only preserve the good name of the corps of judges but uphold truth and justice based on humanity and divinity. 18. LAW OFF corruptors middle ground so that the monument is an example of anti-corruption law enforcement.

 
Editorial: Juventus Stadium, the only stadium with undersoil Heating
Your football lovers? Have when you want to watch a live broadcast of the European leagues delayed because of snow? Is experienced Italian Serie A league. European countries when others are not blocked due to snowfall is not so with Italy. Football clubs Italy is out with the other European countries.
In fact, large stadiums and has a worldwide reputation as the San Siro, Milan, and Olimpico, Rome, could not cope with thick snow on the ground. If the manager of the stadium are the difficulties overcome snow, certainly smaller stadiums such as Angelo Massimino, Catania, or Dino Menuzzi, Cesena also face the same constraints.
"The main problem of Italian football is not great time.We have a stadium with a capacity of just not having an adequate stadium facilities," said FIGC president Giancarlo Abete, told Reuters. "We desperately need a stadium that could be used in all types of weather," said the number one in Italian football. Abate's comments constituted many stadiums in Italy are out of date and still traditional concept.
That is, there is no facility penunjang.Semua stadium stadium in Italy does not have a roof or dome with open-tutup.Mayoritas mechanism also does not include heating lapangan.Atap or dome-lid open to prevent the entry of snow, while heating to melt the snow that accumulates. "So far the new Giuseppe Meazza (San Siro), which has also not menyeluruh.Ini atap.Itu evidence in Italia.Kami lack modern stadium," added the judge Abate.Dia stadiums in Italy should refer to the concept of modern stadiums in Germany.
The reason, quite a lot of participants Bundesliga stadiums are well equipped bukatutup roof heating field. One of the modern stadiums in Germany which received much praise is Veltins-Arena stadium classified Gelsenkirchen.Markas Schalke 04 advanced to the five-star label UEFA.Arena development which spent 192 million euros and it has a roof bukatutup geser.Maksudnya field, the roof can be opened and or closed as needed depending on weather conditions. While the courts can be removed when not in use.
In addition to the Veltins-Arena, a similar facility is also there in the Commerzbank-Arena (Eintracht Frankfurt) and the Esprit Arena (Fortuna Dusseldorf). Outside Germany, similar to other stadium Veltins-Arena is Japan's Sapporo Dome (Consadole Sapporo), Gelredome (Arnhem Vitesse ), Amsterdam ArenA (Ajax Amsterdam), as well as a multi-purpose stadium in the United States (U.S.) sorts the University of Phoenix Stadium. "Italy needs change in policy construction of the stadium. Paradigm changes and regulations on the stadium should be done immediately.
The government should encourage the club to build its own stadium, "said Juventus general director Giuseppe 'Beppe' Marotta." For there has been no concrete action, the game will always be delayed when it was snowing, "he said. In Italy, Juventus is a pioneer in the development modern.Awal stadium this season, La Vecchia Signora introduce Juventus Arena. Stadium seating capacity of 41,000 that does not have open-tutup.Namun roof, construction of the stadium, which cost 120 million euros it has a heating field (undersoil heating). Juventus Arena can still be used when it rains salju.Salju will instantly melt away once fell on the ground.
So, instead of having to manually such as in Italy, where the snow removed with a tractor or other more traditional tools. By using undersoil heating, the snow melted and the ground can be used in extreme weather though


sumber :http://www.juve-arena.com/?tag=juventus-stadium 

pengertian dan contoh soal toefl

Pengertian toefl

Toefl merupakan proficiency test, maksudnya tes yang baru digunakan untuk mengukur kemampuan bahasa inggris seseorang tanpa dikaitkan secara langsung dengan proses belajar mengajar. Toefl sendiri berbedadengan achievement test, yaitu tes yang lingkup ujinya terbatas pada bahan yang telah dipelajari siswa dalam satu kelas bahasa inggris. Toefl mencakup empat aspek yaitu (1) Listening Comprehension, (2) Structure and Written Expression, (3) Reading Comprehension, dan yang terakhir yaitu (4) Test of Written English (TWE).

      Dalam Toefl ada 3 macam tes yaitu International Toefl Test, Institutional Toefl Test, dan Toefl Like Test. Perbedaannya adalah bahwa soal International Toefl selalu dalam bentuk baru dalam setiap pelaksanaan tesnya, sedangkan soal Institutional Test dan Toefl Like Test bersumber pada soal-soal beberapa tahun sebelumnya dari International Toefl Test.

       Masa berlaku suatu tes Toefl berbeda-beda. Untuk International Toefl Test,dua tahun yang dapat diterima di seluruh universitas di dunia. Hasil ini juga dapat digunakan untuk melamar beasiswa ke luar negeri. Bagi Institutional Toefl Test, masa berlakuknya hanya enam bulan, biayanya jauh lebih rendah dan murah, tidak dapat digunakan untuk mendaftar ke universitas di luar negeri tetapi ada kalanya dapat dipakai untuk melamar beasiswa ke luar negeri. Toefl Like Test digunakan untuk mendaftar ke universitas luar negeri, namun dapat memenuhi persyaratan universitas tertentu di indonesia.

In the middle of the night, as most of New York slept, something big and bright lit up the Manhattan skyline for just seconds—a tightly kept secret to all but a handful of people.

It was a tiny test for the huge public surprise four days later: the flipping of a switch at the Empire State Building to turn on its dancing new LED lights. They burst from the skyscraper while synchronized with R&B star Alicia Keys singing "Empire State of Mind" on nationwide radio.

The LED system has "16.7 million color possibilities, in digital combinations of ripples, sparkles, sweeps and strobes," says Phil O'Donnell, of Burlington, Mass.-based Philips Color Kinetics that's responsible for the system and worked with a resident lighting designer. "It's the sum of all possibilities — a huge palette."

The old lights came in only 10 colors.

From Manhattan and the Bronx to Staten Island and even New Jersey, "there were hundreds of thousands of people on the streets looking up, filming and videoing, clustered on street corners," when the new lights came on, said Anthony Malkin, whose family controls the iconic Art Deco building.

In an interview with The Associated Press at his office, he glowed with pleasure describing Monday night's inaugural light show.

Keys also sang "Girl On Fire" from her new CD.

After all, the 102-story skyscraper "has always been a symbol of what's possible in New York, and all the dreams that can come true in this city that never sleeps," Keys, a New York native, said before her performance, which was ready on tracks while she watched from a Manhattan studio.

Malkin and his technical team wanted to test the new lighting system with as few people noticing as possible and chose early Thanksgiving morning.

Good luck, in the middle of Manhattan, with people walking around even at 2:30 a.m.

That seemed the best moment, after most bars close and before dawn.

"We decided to do it facing west, in very short bursts between 2:30 a.m. and 3 a.m., because we knew we didn't have a camera trained on us from there," Malkin said.

Apparently, the secret test worked. No images of the Empire State Building alight that night appeared anywhere, as far as Malkin knows.

To stage the show, he worked with Clear Channel radio, which has 239 million monthly listeners in the United States.

The lights are part of a larger effort to modernize the 81-year-old edifice that is undergoing a more than half a billion-dollar renovation that includes making it "green." The computerized LED system will cut energy consumption by more than half, while delivering light and vibrancy superior to the old floodlights, which have huge timpani drum-size lenses that had to be changed every so often, O'Donnell said.

They may still have nostalgic value to some who watched them light up New York City for every special occasion from Christmas to the Fourth of July.

They were part of "the grande dame of the New York skyline, now state-of-the-art, but still stately," says Malkin, adding that the light show was "a gift we gave to the world, these lights. We don't get paid for this."

On a sunny Wednesday afternoon, with a spectacular view of the new World Trade Center and New York Harbor, a vacant space under reconstruction on the building's 72nd floor was filled with the retired floodlights, sitting side by side in long lines, veterans of years of New York weather. What will be done with them is also a secret — for now.

One old light will not be discarded in favor of a 21st century novelty: a red beacon — "half the size of a Volkswagen Beetle," as Malkin puts it — that serves as a warning signal for aircraft constantly flying over New York City.

1. What is the primary purpose of the first sentence of the article? 
A) To explain that New Yorkers are commonly asleep in the middle of the night.
B) To mislead readers into thinking the light flash was some sort of attack
C) To build suspense and curiosity so that the reader wants to know more”
D) To suggest that there is a secret organization working late at night at the Empire State Building

2. The phrase “huge palette” in Paragraph 3 is most likely
A) A metaphor for the scope and range of combinations the new LED lights have
B) A literal explanation of the shape of the new lights, which form an artist’s palette
C) An extreme over exaggeration meant to draw more onlookers to the new display
D) A way to emphasize the amount of lights, since 16.7 could never fit onto a palette

3. What does Alicia Keys suggest the Empire State building is a symbol of?
A) A way for Americans to have a landmark similar to other major global cities
B) The iconic American capacity to push boundaries and break new ground in art and architecture.
C) Lights that are always on due to the number of New Yorkers who work night shifts
D) That any person can use the new lights as a way to make a wish, as people do with other world landmarks.

4. To help keep the new lights secret during their initial test, all precautions were taken EXCEPT:
A) Conducting the test in the middle of the night
B) Conducting the test facing west, away from cameras
C) Conducting the test in short bursts, so that there was no sustained lighting
D) Conducting the test with additional sound effects to distract anyone who might be on the street

5. What was the primary reason Malkin and his team choose to test the new LED lights in the middle of the night?
A) Because the lights are impossible to see in the daylight
B) So that no spies would be awake to steal the new lighting design
C) Because his team only works at night, to enhance their creativity
D) So that when they made the formal reveal to the city and world, it would be a true surprise

6. How does the new LED display contribute to the Empire State Building’s efforts to become more “green”?
A) The lights will be bright enough to reflect into the building, allowing less lighting to be used indoors
B) The new lighting will consume almost half the amount of energy the old lights did
C) The lights can become green in color, to cover the entire building
D) The lights will be solar-powered, generating their own electricity.

7. The article suggests that some older people might miss the old lights. Why is this?
A) The elderly who have poorer eyesight have an easier time seeing the old lights
B) The older generation might not understand the technology behind the new LED lighting
C) Those who used to work in the Empire State Building will no longer be able to recognize it without the old, larger lights
D) The old lights represented momentous occasions in American history, and may still have nostalgic value 8. In the second-to-last paragraph, the old floodlights are described as “veterans.” What is the most suitable explanation for this word in context?
A) The old lights have worked through the years, despite harsh weather conditions and continual use for special occassions
B) The old lights have been up through many previous wars, making them literal veterans
C) The old lights were dedicated to the Empire State Building to memorialize war heroes
D) The old lights were only used before to celebrate Veteran’s Day

9. Currently, how many of the former lights are set to be preserved for a specific purpose? 
A) All, to replace other major lights around the city
B) None, they are all set to be discarded entirely
C) Five, spaced across Central Park for more light and better security
D) One, to serve as a warning beacon for aircraft

10. Why might it be important for the Empire State’s global image to replace its lighting?
A) To represent that it is both environmentally conscious as well as technologically advanced
B) To prove that other world landmarks are not as spectacular
C) To suggest that despite its being decades-old, the Empire State Building is still relevant
D) To provide New Yorkers and visitors with better entertainment

Language diversity has always been part of the national demographic landscape of the United States. At the time of the first census in 1790, about 25% of the population spoke languages other than English (Lepore, 2002). Thus, there was a diverse pool of native speakers of other languages at the time of the founding of the republic. Today, nationwide, school districts have reported more than 400 languages spoken by language-minority students classified as limited English proficient (LEP) students (Kindler, 2002). Between 1991 and 2002, total K-12 student enrollment rose only 12%, whereas LEP student enrollment increased 95% during this same time period (National Clearinghouse for English Language Acquisition, 2002b). This rapid increase and changing demographics has intensified the long debate over the best way to educate language-minority students.

Historically, many groups attempted to maintain their native languages even as they learned English, and for a time, some were able to do so with relatively little resistance until a wave of xenophobia swept the country during World War 1 (Kloss, 1977/1998). Other groups, Africans, and Native Americans encountered repressive politics much earlier. During the 1960s, a more tolerant policy climate emerged. However, for the past two decades there has been a steady undertow of resistance to bilingualism and bilingual education. This article provides historical background and analyzes contemporary trends in language-minority education within the context of the recent national push for accountability, which typically takes the form of high-stakes testing.

The origins of persistent themes regarding the popular antagonisms toward bilingual education and the prescribed panaceas of “English immersion” and high-stakes testing in English need to be scrutinized. As background to the contemporary context, we briefly discuss the history of language politics in the United States and the ideological underpinnings of the dominant monolingual English ideology. We analyze the recent attacks on bilingual education for what this attack represents for educational policy within a multilingual society such as the United States. We emphasize multilingual because most discussions of language policy are framed as if monolingualism were part of our heritage from which we are now drifting. Framing the language policy issues in this way masks both the historical and contemporary reality and positions non-English language diversity as an abnormality that must be cured. Contrary to the steady flow of disinformation, we begin with the premise that even as English has historically been the dominant language in the United States since the colonial era, language diversity has always been a fact of life. Thus, efforts to deny that reality represent a “malady of mind” (Blaut, 1993) that has resulted in either restrictionist or repressive language policies for minorities.

As more states ponder imposing restrictions on languages of instruction other than English—as California, Arizona, and Massachusetts have recently done—it is useful to highlight several questions related to the history of language politics and language planning in the United States. Educational language planning is frequently portrayed as an attempt to solve the language problems of the minority. Nevertheless, the historical record indicates that schools have generally failed to meet the needs of language-minority students (Deschenes, Cuban, & Tyack, 2001) and that the endeavor to plan language behavior by forcing a rapid shift to English has often been a source of language problems that has resulted in the denial of language rights and hindered linguistic access to educational, social, economic, and political benefits even as the promoters of English immersion claim the opposite.

The dominance of English was established under the British during the colonial period, not by official decree but through language status achievement, that is, through “the legitimization of a government’s decisions regarding acceptable language for those who are to carry out the political, economic, and social affairs of the political process” (Heath, 1976, p.51). English achieved dominance as a result of the political and socioeconomic trade between England and colonial administrators, colonists, and traders. Other languages coexisted with English in the colonies with notable exceptions. Enslaved Africans were prohibited from using their native tongues for fear that it would facilitate resistance or rebellion. From the 1740s forward, southern colonies simultaneously institutionalized “compulsory ignorance” laws that prohibited those enslaved from acquiring English literacy for similar reasons. These restrictive slave codes were carried forward as the former southern colonies became states of the newly United States and remained in force until the end of the Civil War in 1865 (Weinberg, 1977/1995). Thus, the very first formal language policies were restrictive with the explicit purpose of promoting social control.

Top of Form

1. What is the primary purpose of including the statistic from the 1790 census in the introductory paragraph?
A) To explain how colonizing the US eradicated language diversity
B) To show concrete evidence that language diversity in the US is not a new phenomenon
C) To note that before that time, there was no measure of language diversity in the US
D) To demonstrate that census data can be inaccurate

2. The article compares two sets of statistics from the years 1991-2002, increases in K-12 enrollment and increases in LEP students, to highlight.
A) That the two numbers, while often cited in research, are insignificant
B) That while many people with school-age children immigrated to the US during this time, an equal amount left the country as well
C) That language diversity had no impact on US student enrollment during this time
D) That while the total amount of students enrolled in US schools may have grown slowly, the amount of those students who were LEP increased dramatically

3. According to the second paragraph, many groups maintained their native languages without resistance into the 20th century EXCEPT
A) Native Americans and African Americans
B) Irish Americans and African Americans
C) Mexican Americans and Native Americas
D) Native Americans and Dutch Americans

4. Why is the word “undertow” emphasized in the second paragraph?
A) To explain how certain groups continued to carry their native languages with them despite the opposition from those against language diversity
B) To show the secretive and sneaky nature of those opposed to language diversity
C) To call attention to the ebb and flow of language resistance during the 20th century, experiencing periods of both rest and extremism
D) To explain that, while many groups tried to maintain their native languages, many gave in to social and political pressure to use only English

5. What is the best way to describe the function of the third paragraph in this excerpt?.
A) The paragraph provides its primary thesis as well an outline of the article’s main points
B) The paragraph is an unnecessary and irrelevant inclusion
C) The paragraph serves to reveal the conclusions of the article before detailing the data
D) The paragraph firmly establishes the article’s stance against language diversity

6. What is the best summary of why the phrase “multilingualism” is emphasized in the third paragraph?
A) Language repression stems from the US’s unwillingness to recognize the languages of its foreign allies
B) Because language is constantly changing and often goes through multiple phases over time
C) The authors firmly believe that speaking more than one language gives students a substantial benefit in higher education.
D) Language policy discussions often assumes that the US has a monolinguistic history, which is untrue and poses language diversity as threatening

7. Phrases such as “prescribed panaceas” and “malady of the mind” are used in the third paragraph to
A) Defend the point that the US must standardize its language education or there will be severe results
B) Point out that language is as much a physical process as an intellectual one
C) Illustrate how certain opponents of language diversity equate multilingual education with a kind of national disease
D) Demonstrate how the stress of learning multiple languages can make students ill

8. According to the fourth paragraph, all of the following are potential negatives of rapid English immersion EXCEPT:
A) It can lead to a denial of language rights for particular groups
B) Students become more familiar with conversational expressions and dialect
C) It can prevent access to certain benefits that are always available to fluent speakers
D) It can promote feelings of alienation among groups that are already in a minority status

9. The best alternate definition of “language status achievement” is 
A) When enough scholarly work has been produced in a language, it is officially recognized
B) Those who are in power socially and economically determine the status of a language
C) Languages fall into a hierarchy depending upon the numbers of populations that speak them
D) The position of a language in which no others may coexist with it

10. From the context of the final paragraph, what does “compulsory ignorance” mean?
A) Populations at the time were required only to obtain a certain low level of education
B) Slave populations were compelled to only speak in their native languages and not learn English
C) That slaves were forcibly prevented from developing their native language skills out of fear that they would gain power
D) Slave owners would not punish slaves who did not wish to learn and speak only English

Bottom of Form

Language diversity has always been part of the national demographic landscape of the United States. At the time of the first census in 1790, about 25% of the population spoke languages other than English (Lepore, 2002). Thus, there was a diverse pool of native speakers of other languages at the time of the founding of the republic. Today, nationwide, school districts have reported more than 400 languages spoken by language-minority students classified as limited English proficient (LEP) students (Kindler, 2002). Between 1991 and 2002, total K-12 student enrollment rose only 12%, whereas LEP student enrollment increased 95% during this same time period (National Clearinghouse for English Language Acquisition, 2002b). This rapid increase and changing demographics has intensified the long debate over the best way to educate language-minority students.

Historically, many groups attempted to maintain their native languages even as they learned English, and for a time, some were able to do so with relatively little resistance until a wave of xenophobia swept the country during World War 1 (Kloss, 1977/1998). Other groups, Africans, and Native Americans encountered repressive politics much earlier. During the 1960s, a more tolerant policy climate emerged. However, for the past two decades there has been a steady undertow of resistance to bilingualism and bilingual education. This article provides historical background and analyzes contemporary trends in language-minority education within the context of the recent national push for accountability, which typically takes the form of high-stakes testing.

The origins of persistent themes regarding the popular antagonisms toward bilingual education and the prescribed panaceas of “English immersion” and high-stakes testing in English need to be scrutinized. As background to the contemporary context, we briefly discuss the history of language politics in the United States and the ideological underpinnings of the dominant monolingual English ideology. We analyze the recent attacks on bilingual education for what this attack represents for educational policy within a multilingual society such as the United States. We emphasize multilingual because most discussions of language policy are framed as if monolingualism were part of our heritage from which we are now drifting. Framing the language policy issues in this way masks both the historical and contemporary reality and positions non-English language diversity as an abnormality that must be cured. Contrary to the steady flow of disinformation, we begin with the premise that even as English has historically been the dominant language in the United States since the colonial era, language diversity has always been a fact of life. Thus, efforts to deny that reality represent a “malady of mind” (Blaut, 1993) that has resulted in either restrictionist or repressive language policies for minorities.

As more states ponder imposing restrictions on languages of instruction other than English—as California, Arizona, and Massachusetts have recently done—it is useful to highlight several questions related to the history of language politics and language planning in the United States. Educational language planning is frequently portrayed as an attempt to solve the language problems of the minority. Nevertheless, the historical record indicates that schools have generally failed to meet the needs of language-minority students (Deschenes, Cuban, & Tyack, 2001) and that the endeavor to plan language behavior by forcing a rapid shift to English has often been a source of language problems that has resulted in the denial of language rights and hindered linguistic access to educational, social, economic, and political benefits even as the promoters of English immersion claim the opposite.

The dominance of English was established under the British during the colonial period, not by official decree but through language status achievement, that is, through “the legitimization of a government’s decisions regarding acceptable language for those who are to carry out the political, economic, and social affairs of the political process” (Heath, 1976, p.51). English achieved dominance as a result of the political and socioeconomic trade between England and colonial administrators, colonists, and traders. Other languages coexisted with English in the colonies with notable exceptions. Enslaved Africans were prohibited from using their native tongues for fear that it would facilitate resistance or rebellion. From the 1740s forward, southern colonies simultaneously institutionalized “compulsory ignorance” laws that prohibited those enslaved from acquiring English literacy for similar reasons. These restrictive slave codes were carried forward as the former southern colonies became states of the newly United States and remained in force until the end of the Civil War in 1865 (Weinberg, 1977/1995). Thus, the very first formal language policies were restrictive with the explicit purpose of promoting social control.

Top of Form

1. What is the primary purpose of including the statistic from the 1790 census in the introductory paragraph?
A) To explain how colonizing the US eradicated language diversity
B) To show concrete evidence that language diversity in the US is not a new phenomenon
C) To note that before that time, there was no measure of language diversity in the US
D) To demonstrate that census data can be inaccurate

2. The article compares two sets of statistics from the years 1991-2002, increases in K-12 enrollment and increases in LEP students, to highlight.
A) That the two numbers, while often cited in research, are insignificant
B) That while many people with school-age children immigrated to the US during this time, an equal amount left the country as well
C) That language diversity had no impact on US student enrollment during this time
D) That while the total amount of students enrolled in US schools may have grown slowly, the amount of those students who were LEP increased dramatically

3. According to the second paragraph, many groups maintained their native languages without resistance into the 20th century EXCEPT
A) Native Americans and African Americans
B) Irish Americans and African Americans
C) Mexican Americans and Native Americas
D) Native Americans and Dutch Americans

4. Why is the word “undertow” emphasized in the second paragraph?
A) To explain how certain groups continued to carry their native languages with them despite the opposition from those against language diversity
B) To show the secretive and sneaky nature of those opposed to language diversity
C) To call attention to the ebb and flow of language resistance during the 20th century, experiencing periods of both rest and extremism
D) To explain that, while many groups tried to maintain their native languages, many gave in to social and political pressure to use only English

5. What is the best way to describe the function of the third paragraph in this excerpt?.
A) The paragraph provides its primary thesis as well an outline of the article’s main points
B) The paragraph is an unnecessary and irrelevant inclusion
C) The paragraph serves to reveal the conclusions of the article before detailing the data
D) The paragraph firmly establishes the article’s stance against language diversity

6. What is the best summary of why the phrase “multilingualism” is emphasized in the third paragraph?
A) Language repression stems from the US’s unwillingness to recognize the languages of its foreign allies
B) Because language is constantly changing and often goes through multiple phases over time
C) The authors firmly believe that speaking more than one language gives students a substantial benefit in higher education.
D) Language policy discussions often assumes that the US has a monolinguistic history, which is untrue and poses language diversity as threatening

7. Phrases such as “prescribed panaceas” and “malady of the mind” are used in the third paragraph to
A) Defend the point that the US must standardize its language education or there will be severe results
B) Point out that language is as much a physical process as an intellectual one
C) Illustrate how certain opponents of language diversity equate multilingual education with a kind of national disease
D) Demonstrate how the stress of learning multiple languages can make students ill

8. According to the fourth paragraph, all of the following are potential negatives of rapid English immersion EXCEPT:
A) It can lead to a denial of language rights for particular groups
B) Students become more familiar with conversational expressions and dialect
C) It can prevent access to certain benefits that are always available to fluent speakers
D) It can promote feelings of alienation among groups that are already in a minority status

9. The best alternate definition of “language status achievement” is 
A) When enough scholarly work has been produced in a language, it is officially recognized
B) Those who are in power socially and economically determine the status of a language
C) Languages fall into a hierarchy depending upon the numbers of populations that speak them
D) The position of a language in which no others may coexist with it

10. From the context of the final paragraph, what does “compulsory ignorance” mean?
A) Populations at the time were required only to obtain a certain low level of education
B) Slave populations were compelled to only speak in their native languages and not learn English
C) That slaves were forcibly prevented from developing their native language skills out of fear that they would gain power
D) Slave owners would not punish slaves who did not wish to learn and speak only English

Bottom of Form

Saran Agar PT LI dan KPSI Dicap Reformis

Saran Agar PT LI dan KPSI Dicap Reformis Sumber: kebebasaninformasi.org Menolak diaudit oleh auditor independen Deloitte yang ditunjuk oleh PSSI tak pelak membuat PT LI dicap Tidak Reformis. Meskipun CEO PT LI sudah membuat pernyataan bahwa saat PSSI minta PT LI diaudit auditor yang ditunjuknya, audit rutin itu tengah berjalan, namun bahwa hasil audit itu hanya akan diserahkan kepada Pengurus lama (c.q. Nurdin dkk) semakin menegaskan cap Tidak Reformis tersebut. “Kami sudah surati mereka, tapi Ketua BLI Andi Darusalam mengatakan pada saat ini BLI sedang dalam proses audit tahap akhir, sehingga tidak bisa diaudit lagi,” kata Bendahara PSSI Zulkifli Nurdin Tanjung dalam jumpa pers di Kantor PSSI, Kamis, 24 November 2011. PSSI menerima surat balasan dari Ketua BLI sekaligus Presdir PT LI, Andi Darussalam Tabussala. “Isinya adalah pada saat ini BLI sedang dalam proses audit tahap akhir. Kami enggak tahu oleh kantor akuntan siapa. Kedua, disampaikan bahwa pengurus BLI akan serahkan hasilnya kepada pengurus PSSI 2007-2011, yaitu kepada pengurus lama,” ungkap Zulkifli dalam keterangan pers di kantor PSSI, Kamis (24/11/2011). Zulifkli mengatakan PSSI menginginkan auditor yang mengaudit BLI dan LI adalah auditor independen berstandar internasional, yaitu Deloitte. Namun BLI dan LI mengaku tengah diaudit oleh auditor lokal. “Deloitte adalah auditor yang mengaudit liga-liga Eropa,” kata Zulkifli. Hasil audit yang dilakukan auditor lokal terhadap BLI dan LI pun, ujar Zulkifli, tak bisa diperoleh PSSI. Zulkifli mengatakan BLI dan LI hanya mau menyerahkan hasil audit tersebut ke pengurus PSSI lama pimpinan Nurdin Halid. “Mereka akan menyerahkan hasilnya kepada pengurus PSSI periode 2007-2011,” katanya. “Karena sekarang pengurus baru yang berhak, kami minta agar kedua lembaga itu diaudit akuntan yang ditunjuk PSSI. Tapi jawabannya seperti itu,” katanya dengan nada kecewa. “Kami juga sudah bertemu langsung dengan mereka. Beliau tetap akan sampaikan pertanggungjawaban ini kepada pengurus lama sehingga permohonan audit kami untuk menunjuk Deloitte masuk ke sana tidak bisa. Jadi agak lucu, pemegang saham mau melihat tetapi tidak bisa,” tambahnya. Menurut catatan PSSI, Zulkifli menambahkan, BLI dan LI masih menjadi aset PSSI. PSSI memiliki saham sebanyak 99 persen di PT Liga Indonesia. “Agak lucu, pemegang saham mau mengaudit, tapi tidak bisa. Seharusnya kami sebagai pemegang saham, apalagi sampai 99 persen, boleh mengaudit.” Zulkifli menyesalkan penolakan dari BLI dan PT LI yang lebih memilih bertanggung jawab kepada mantan pengurus daripada ke lembaga yang berwenang. Padahal, pengurus PSSI baru bersemangat untuk melakukan perbaikan di tubuh federasi sepak bola ini, termasuk di bidang keuangan. Jika benar audit itu dilakukan seperti kata Jokdri, kenapa hasilnya diserahkan kepada pengurus lama yang sudah tidak menjabat lagi? Kenapa tidak diserahkan kepada Djohar Arifin cs yang nyata-nyata sebagai pengurus yang sekarang menjabat? Hal itu sungguh-sungguh menohok akal sehat. KPSI yang didirikan kemudian pun seakan-akan bertujuan melindungi PT LI agar tidak diaudit oleh PSSI. Tidak sekalipun terdengar KPSI mendorong PT LI agar bersedia diaudit oleh PSSI. Korupsi biasanya terjadi dalam wilayah kegelapan tempat tidak semua orang boleh melihat dan tahu. Karena itu, tidak ada pilihan lain untuk memberantas korupsi kecuali membuka semuanya menjadi terang benderang. Tak heran, seorang Jokowi merasa perlu menggandeng BPK dan BPKP karena menginginkan transparansi penggunaan anggaran guna mencegah penyimpangan. Joko Widodo mengatakan, MoU dengan BPK dilakukan untuk mendukung mewujudkan transparansi dan keterbukaan. Sebab lembaga ini akan terus melakukan pengawasan penggunaan APBD. Ada audit dari lembaga ini yang dilakukan setiap harinya untuk pencegahan dini terjadinya penyimpangan penggunaan anggaran. Ia berharap, MoU ini merupakan awal untuk menuju kebaikan, terciptanya pemerintahan yang bersih dan terbebas dari KKN. Oleh karena itulah, saya ingin memberikan saran kepada PT LI dan KPSI untuk menyatakan secara terbuka, PT LI siap dan bersedia diaudit oleh auditor independen yang ditunjuk oleh PSSI, dan menyerahkan laporan hasil audit yang dilakukan oleh auditor lain kepada pengurus PSSI yang sekarang jika memang ada. Pernyataan siap diaudit akan menunjukkan sikap PT LI yang menginginkan transparansi dan akuntabilitas sebagaimana yang selalu didengung-dengungkan oleh pengurus PSSI saat ini. Jika PT LI sudah menyatakan siap dan bersedia diaudit, namun PSSI tidak juga mengaudit melainkan hanya menggunakan isu audit untuk memojokkan PT LI dan KPSI itu artinya PT LI lah yang reformis, sedangkan PSSI anti reformis. Akan tetapi jika tetap seperti saat ini, jangan salahkan masyarakat jika mempersepsikan PT LI tidak transparan dan akuntabel, atau malah mempersepsikan terdapat korupsi di dalam PT LI yang dilindungi oleh KPSI. Solusi menurut saya adalah seharusnya PT LI diaudit oleh badan audit yg resmi dan hasilnya diserahkan kepada para petinggi di PSSI dan bukan diKPSI karena organisasi yg resmi dalam sepakbola di Indonesia adalah PSSI, Seandainya PT LI merasa benar mereka tidak usah takut untuk diaudit karena sepakbola menjadi ladang bisnis yg sangat menguntungkan dan ada indikasi atau kecurigaan bahwa pemimpin yg lalu melakukan tindak korupsi, PSSI jika dikelola dengan tepat akan sangat menguntungkan apalagi liga yg dikelola oleh PSSI berjalan dengan baik mayoritas penduduk diIndonesia menyukai sepakbola dan ini salah satu alasan mengapa sepakbola diIndonesia bisa sangat menguntungkan

BPK Diminta Usut Aliran Dana Pembangunan Hambalang

BPK Diminta Usut Aliran Dana Pembangunan Hambalang TEMPO.CO, Jakarta - Anggota Panitia Kerja Hambalang Dewan Perwakilan Rakyat, Zulfadhli, meminta Badan Pemeriksa Keuangan tak hanya mengusut aliran dana uang muka perencanaan proyek pusat olahraga terpadu di Bukit Hambalang, Sentul, Bogor, Jawa Barat. "Aliran dana sampai proyek dibangun juga harus diungkap," katanya saat dihubungi, Kamis, 20 Desember 2012. Menurut Zulfadli, dalam hasil audit investigatif Badan Pemeriksa Keuangan tahap pertama, sudah ada temuan adanya aliran dana yang diterima oleh orang yang tak berhak menerima pembayaran uang muka. Dugaan aliran janggal ini harus lebih diperjelas BPK pada audit investigatif tahap dua. Politikus Golkar ini yakin aliran dana tak wajar tidak hanya terjadi pada tahap perencanaan, tetapi juga pada tahap pembangunan proyek yang sudah menelan anggaran negara senilai Rp 675 miliar. "Supaya kami tahu berapa kerugian negara sebenarnya sehingga bisa bersikap dan memutuskan nasib proyek Hambalang di Komisi Olahraga," ujarnya. Hasil audit investigasi tahap kedua sangat ditunggu oleh Panitia Kerja Hambalang untuk menentukan kelanjutan proyek. Panja belum mencabut tanda bintang penganggaran proyek Hambalang senilai Rp 578,5 miliar pada APBN 2012. Anggaran ini tak bisa lagi dicairkan karena waktu pencairan sudah tutup. "Sekarang apakah pada 2013 anggaran ini tetap perlu dianggarkan atau tidak," tuturnya. Dalam kasus korupsi Hambalang ini, Wakil Ketua Komisi Pemberantasan Korupsi, Bambang Widjojanto, menyatakan ada dua tahap penganggaran yang diselidiki lembaganya. Selain tahap perencanaan, KPK juga mengusut proses dan anggaran pengadaan untuk proyek dengan total Rp 2,5 triliun ini. KPK pun telah menetapkan dua tersangka yaitu Pejabat Pembuat Komitmen proyek, Deddy Kusdinar dan Menteri Pemuda dan Olah Raga Andi Mallarangeng. Hari ini KPK mulai mengusut proses pengadaan dengan memeriksa Ketua Panitia Lelang proyek pembangunan Hambalang, Wisler Wanalu. Penyelesaian menurut saya adalah BPK harus memeriksa semua aliran dana orang-orang yang mempunyai jabatan penting kemenpora, setelah dilakukan pemeriksaan tentang aliran dana lalu BPK menyerahkan ke[ada KPK, lalu tugas KPK mencari apakah ada penyimpangan yang dilakukan menpora karena dana pembangunan membengkak menjadi 2,5T , KPK sebagai lembaga Negara yang bertugas membasmi korupsi biarkan bekerja dan para petinggi Negara tidak boleh ikut campur dalam tugas KPK, dan hasil awal yang diberikan sudah cukup baik menurut saya dengan menjadikan menpora tersangka tinggal tunggu saja hasil kerja KPK selanjutnya

Etika Bisnis Islami

Etika Bisnis Islami Etika memiliki dua pengertian: Pertama, etika sebagaimana moralitas, berisikan nilai dan norma-norma konkret yang menjadi pedoman dan pegangan hidup manusia dalam seluruh kehidupan. Kedua, etika sebagai refleksi kritis dan rasional. Etika membantu manusia bertindak secara bebas tetapi dapat dipertanggung-jawabkan. Sedangkan bisnis mengutip Straub, Alimin (2004: 56), sebagai suatu organisasi yang menjalankan aktivitas produksi dan penjualan barang dan jasa yang diinginkan oleh konsumen untuk memperoleh profit. Penggabungan etika dan bisnis dapat berarti memaksakan norma-norma agama bagi dunia bisnis, memasang kode etik profesi bisnis, merevisi sistem dan hukum ekonomi, meningkatkan keterampilan memenuhi tuntutan-tuntutan etika pihak-pihak luar untuk mencari aman dan sebaginya. Bisnis yang beretika adalah bisnis yang memiliki komitmen ketulusan dalam menjaga kontrak sosial yang sudah berjalan. Kontrak sosial merupakan janji yang harus ditepati. Bisnis Islami ialah serangkaian aktivitas bisnis dalam berbagai bentuknya yang tidak dibatasi jumlah kepemilikan (barang/jasa) termasuk profitnya, namun dibatasi dalam cara memperolehnya dan pendayagunaan hartanya karena aturan halal dan haram (lihat. QS. 2:188, 4:29). Etika bisnis Islam sebenarnya telah diajarkan Nabi Saw. saat menjalankan perdagangan. Karakteristik Nabi Saw., sebagai pedagang adalah, selain dedikasi dan keuletannya juga memiliki sifat shidiq, fathanah, amanah dan tabligh. Ciri-ciri itu masih ditambah Istiqamah. Shidiq berarti mempunyai kejujuran dan selalu melandasi ucapan, keyakinan dan amal perbuatan atas dasar nilai-nilai yang diajarkan Islam. Istiqamah atau konsisten dalam iman dan nilai-nilai kebaikan, meski menghadapi godaan dan tantangan. Istiqamah dalam kebaikan ditampilkan dalam keteguhan, kesabaran serta keuletan sehingga menghasilkan sesuatu yang optimal. Fathanah berarti mengerti, memahami, dan menghayati secara mendalam segala yang menjadi tugas dan kewajibannya. Sifat ini akan menimbulkan kreatifitas dan kemampuan melakukakn berbagai macam inovasi yang bermanfaat. Amanah, tanggung jawab dalam melaksanakan setiap tugas dan kewajiban. Amanah ditampilkan dalam keterbukaan, kejujuran, pelayanan yang optimal, dan ihsan (kebajikan) dalam segala hal. Tablig, mengajak sekaligus memberikan contoh kepada pihak lain untuk melaksanakan ketentuan-ketentuan ajaran Islam dalam kehidupan sehari-hari (berbagai sumber). Berdasarkan sifat-sifat tersebut, dalam konteks corporate social responsibility (CSR), para pelaku usaha atau pihak perusahaan dituntut besikap tidak kontradiksi secara disengaja antara ucapan dan perbuatan dalam bisnisnya. Mereka dituntut tepat janji, tepat waktu, mengakui kelemahan dan kekurangan (tidak ditutup-tutupi), selalu memperbaiki kualitas barang atau jasa secara berkesinambungan serta tidak boleh menipu dan berbohong. Pelaku usaha/pihak perusahaan harus memiliki amanah dengan menampilkan sikap keterbukaan, kejujuran, pelayanan yang optimal, dan ihsan (berbuat yang terbaik) dalam segala hal, apalagi berhubungan dengan pelayanan masyarakat. Dengan sifat amanah, pelaku usaha memiliki tanggung jawab untuk mengamalkan kewajiban-kewajibannya. Sifat tablig dapat disampaikan pelaku usaha dengan bijak (hikmah), sabar, argumentatif, dan persuasif akan menumbuhkan hubungan kemanusiaan yang solid dan kuat. Para pelaku usaha dituntut mempunyai kesadaran mengenai etika dan moral, karena keduanya merupakan kebutuhan yang harus dimiliki. Pelaku usaha atau perusahaan yang ceroboh dan tidak menjaga etika, tidak akan berbisnis secara baik sehingga dapat mengancam hubungan sosial dan merugikan konsumen, bahkan dirinya sendiri. oleh Choir

Etika Bisnis dalam Islam

Islam memandang dunia ini bukan sebagai sesuatu yang hina dan harus dihindari. Tapi Islam mengajarkan agar bisa dimanfaatkan dunia sebagai bekal kehidupan akhirat (al dunya mazra’at al akhirah), Al Qur’an dan Al-Hadits sebagai sumber utama umat Islam banyak memberikan penjelasan tentang bagaimana sikap terbaik yang harus dilakukan dalam kehidupan di dunia ini. Selain memberikan kebebasan kepada pemeluknya untuk melakukan usaha (bisnis), Islam juga memberikan beberapa prinsip dasar yang menjadi etika normatif yang harus ditaati ketika seorang muslim akan dan sedang menjalankan usaha. Beberapa prinsip di bawah ini sangat jelas membedakan antara prinsip ekonomi Islam dengan prinsip Kapitalisme dan Sosialisme. Pertama adalah proses mencari rezeki bagi seorang muslim merupakan suatu tugas wajib. Rasullulloh SAW bersabda, “Berusaha untuk mendapatkan penghasilan halal merupakan sebuah kewajiban, di samping tugas-tugas lain yang diwajibkan” (HR. Al-Baihaki). Juga dalam surat At-Taubah ayat 105, “Bekerjalah kamu, maka Allah dan Rasul-Nya serta orang-orang mukmin akan meliat pekerjaanmu”. Kedua adalah rezeki yang kita cari haruslah rizki yang halal. “Allah menghalalkan jual-beli dan mengharamkan riba” (QS. Al-Baqarah: 275). Nabi Muhammad SAW bersabda; “Daging yang tumbuh dari suatu yang haram tidak akan masuk surga, sedangkan neraka lebih sesuai bagi semua daging yang tumbuh dari sesuatu yang haram” (HR. Jabir). Ketiga adalah bersikap jujur dalam menjalankan usaha. Abu Sa’ad meriwayatkan, Rasulullah SAW bersabda: “Pedagang yang jujur dan dapat dipercaya dakan dmasukkan dalam golongan para nabi, orang-orang jujur dan para syuhada” (HR. Tirmidzi) Keempat adalah semua proses yang dilakukan dalam rangka mencari rezeki haruslah dijadikan sebagai sarana untuk mendekatkan diri kepada Allah. Sehingga ridha Allah merupakan tujuan utama dari aktivitas bisnis kita. “Apabila telah ditunaikan sembahyang, maka bertebaranlah kamu dimuka bumi dan carilah karunia Allah dan ingatlah Allah sebanyak-banyaknya supaya kamu beruntung” (QS. Al Jumu’ah : 10). Kelima adalah bisnis yang akan dan sedang dijalankan jangan sampai menimbulkan kerusakan lingkungan hidup. Aspek kesinambungan dan keselarasan dengan alam menjadi suatu keharusan. Islam memberikan keistimewaan bagi manusia untuk menjadi khalifah di alam dunia ini, sehingga kita harus bisa mengatur kehidupan ini lebih berkeadilan, terhadap semua mahluk Allah seperti lingkungan hidup. Harus ada perubahan paradigma bahwa seluruh kekayaan alam ini bukan merupakan warisan dari nenek moyang, yang sekehendaknya dihabiskan dengan seenaknya. Harusnya berpikir untuk mengelolanya dengan lebih baik karena anak cucu kita meneruskan kehidupan di muka bumi ini. Keenam adalah persaingan dalam bisnis bukan menjadi persoalan yang tabu, tapi justu persaingan dijadikan sebagai sarana untuk bisa berprestasi secara fair dan sehat (fastabikul al-khayrat). Kalau Allah tidak menghendaki adanya persaingan, maka tentu Allah tidak akan menciptakan kita dalam beragam etnis dan budaya yang berbeda. Adanya persaingan justru harus bisa memacu umat Islam untuk menjadi umat yang terbaik (khairu ummat). Jadikanlah sebagai partner untuk memicu kita agar menjadi manusia-manusia yang kreatif dan terus berinovasi untuk menghasilkan prosuk-prosuk baru. Ketujuh adalah dalam menjalankan bisnis tidak boleh berpuas diri dengan apa yang sudah didapatkan. Islam mendorong pemeluknya untuk menjadi manusia-menusia yang tidak pernah puas dengan apa yang telah dicapai dan selalu haus akan adanya penemuan-penemuan baru. Allah SWT berfirman, “Apabila kamu telah selesai dari suatu urusan, maka kerjakanlah dengan sungguh-sungguh urusan yang lain”. (QS. Al-Insyirah: 7) Kedelapan adalah menyerahkan setiap amanah kepada ahlinya, bukan kepada sembarang orang, sekalipun keluarga sendiri. Rasullulloh SAW bersabda, “Jika suatu urusan diserahkan kepasa (orang) yang bukan ahlinya, tunggulah saat kehancurannya”. Dari hadits ini menunjukkan harus adanya prinsip profesionalisme kerja. Dalam surat An-Nisa ayat 58, Allah berfirman, “Sesungguhnya Allah memerintahkan kepada kamu untuk menyerahkan amanat kepada ahlinya dan jika kamu memutuskan suatu perkara di antara menusia, hendaknya kamu putuskan dengan adil.”