Searching delicate template blog from hard blogger (it) is true, since most templates which we look for through search engine, representing template standard and old. Following is interesting review templates and cool of me favorite got from various provider site template blogger. This Templates blogger joined with screen shot and divided to become template 2 columns, 3 columns and 4 columns. It is important to know that way of general installation template for blogger beta that is bring back template to classic template ahead then omit to copy paste of code or upload of direct file template if provided by in the form of file. For installation template of each, earning the you read in this website provider templates.
Thursday, July 31, 2008
Fluid Solution
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Erudite
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Blue
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Butterfly Magic
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Autumn Grass
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Mushblue Blogger
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Emire Blogger
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Colibri
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Andreas08
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Wednesday, July 30, 2008
Andreas02
 | Template of 2 Column this very attractive since a lot of his upper tab link is header to facilitate visitor get description from every tab which you can fill. | ||
Acquaintanceship Event and Sponsor MC Cup III
In the year this is we is making activity of Volley Ball, this activity we give name "Open Tournament Volley Ball Marscomp Cup III". We always perform Even every year and this coincidence even has third and I will not narrate Previous Even.
Especial sponsor of us is "PT Hanjaya Mandala Sampoerna Tbk.” such as those which you know That PT Hanjaya Mandala Sampoerna Tbk. is a company which one of them is active in smoke distribution. We also own other sponsor that is "Gilang", "Sosro” and " governmental institution that is mayor Bandung”. Gilang that is a company which active in rental music of digital studio and audio recording. Sosro that is a product which in giving name "Teh Botol Sosro". Governmental institution that is mayor Bandung. That is a Company which have supported its success attend legal procedure us.
I apologize if (there are) any wrong writing or word location….
Especial sponsor of us is "PT Hanjaya Mandala Sampoerna Tbk.” such as those which you know That PT Hanjaya Mandala Sampoerna Tbk. is a company which one of them is active in smoke distribution. We also own other sponsor that is "Gilang", "Sosro” and " governmental institution that is mayor Bandung”. Gilang that is a company which active in rental music of digital studio and audio recording. Sosro that is a product which in giving name "Teh Botol Sosro". Governmental institution that is mayor Bandung. That is a Company which have supported its success attend legal procedure us.
I apologize if (there are) any wrong writing or word location….
If we like to enquire direct write in Comment...
First Activity Open Tournament Volley Ball Marscomp Cup III
This First activity started by on Sunday, 15 June 2008. Later Then we do preparation and checking property, start from clock 06.00 AM - Our 08.00 AM start to build place for preparation of event opening " Open Tournament Volley Ball". Jam 08.00 AM we do opening attend legal procedure with ceremony and greeting from related/relevant important people in this event, for the shake of fluency attend legal procedure clock 08.00 AM we pray beforehand. After praying Mr. Ryan as chief of Open Tournament Volley Ball Marscomp Cup III give greeting continued by Mr. Ir. Dadang Sudrajat., M.M as chief of citizen foundation 07 hereinafter greeting from Mr. Susmartono as mouthpiece of sponsor of PT HM Sampoerna Tbk. As Symbol in its opening attends legal procedure is chief of Open Tournament Volley Ball Marscomp Cup III deliver ball to Lurah or Camat to do first serve. Don’t forget me mention, referee Taking care of contest Volley in event of Open Tournament Volley Ball Marscomp Cup III is referee from IVOBA.
At clock 08.55 AM we pass in to each team to do warming up beforehand. Team to contest first time is PBV BTPN VS PBV CITRA. Later then of at clock 9.20 AM Contest in starting, with rallying call and spirit of which in giving audience to each team contest take place hilariously and exclaim, for the this first contest in winning by PBV BTPN with final score of Three for PBV BTPN And Two for PBV CITRA.
After first contest all right, we make game and allot Door prize to audiences. Way of getting its present is audiences have to finish game which we make, after that audience win we will be direct give present or Door prize. Later then of at clock of our 12.05 PM is resting beforehand in following with lunch and other. At clock of our 01.00 PM start to allot Door prize, divisions have prized this take place only 10 minute.
Second contest at clock 01.10 PM, Team to play at in this second contest is PBV CAS VS PBV CHIGIR. At Clock 01.10 PM of up to 01.40 AM Team do warming up and start to contest at clock 01.40 PM of up to 03.10 PM. This at contest is rallying call savage audience progressively, probably because its contest place is out door. Have hot weather since out door added also the audience emotion, and generally if/when hot progressively exclaim. At setting the first won by PBV CAS, at setting the second won again by PBV CAS, at setting third be won by PBV CHIGIR, later then at setting fourth in winning by PBV CHIGIR, and last of determination. Contest of at setting five is of vital importance since determining victory to be obtained. At setting five is PBV CAS is success gain from PBV CHIGIR. With obtain final score of Three for PBV CAS and Two for PBV CHIGIR.
Simply notification really become hard fair to middling linesman, since besides items which must our is we also have to have strong bouncing. Why I converse like that? That since I experience of it own, at this second contest is I become linesman. Also I have the way of as such its way you remain to be linesman though you not yet can become linesman, by position linesman reside in close to first referee. Become first referee still deflect to see ball enter or don’t. This duty linesman own big goodly responsibility. Though decision of in just referee hand remain to be of audience and player see movement linesman. It’s only the notification from me, notification to one who wishes to learn to become linesman.
At clock 03.10 PM of up to Our 03.15 PM and entire/all team rest beforehand. At clock 03.15 PM we start third contest. Next Team to play at is PBV MANDIRI VS PBV BILA. Because progressively the hot day progressively if hot progressively will progressively motivated, rallying call audience getting louder since at this contest is I become scoring board, hence I hear rallying call audience, seeing emotion of all audience and feel the spirit of given by audience. These contests don’t fail to exclaim with mentioned secondary contest. Set first in winning by PBV MANDIRI, set second won by PBV BILA, set third be won by PBV MANDIRI, and set fourth in winning by PBV MANDIRI. Become final score for PBV MANDIRI VS PBV BILA is Three for PBV MANDIRI and One for PBV BILA.
First activity in week day, 15 June 2008 finishing at clock 05.15 PM, after first activity finish. We set right, cleaning, and primp field. The above is true our first activity information.
At clock 08.55 AM we pass in to each team to do warming up beforehand. Team to contest first time is PBV BTPN VS PBV CITRA. Later then of at clock 9.20 AM Contest in starting, with rallying call and spirit of which in giving audience to each team contest take place hilariously and exclaim, for the this first contest in winning by PBV BTPN with final score of Three for PBV BTPN And Two for PBV CITRA.
After first contest all right, we make game and allot Door prize to audiences. Way of getting its present is audiences have to finish game which we make, after that audience win we will be direct give present or Door prize. Later then of at clock of our 12.05 PM is resting beforehand in following with lunch and other. At clock of our 01.00 PM start to allot Door prize, divisions have prized this take place only 10 minute.
Second contest at clock 01.10 PM, Team to play at in this second contest is PBV CAS VS PBV CHIGIR. At Clock 01.10 PM of up to 01.40 AM Team do warming up and start to contest at clock 01.40 PM of up to 03.10 PM. This at contest is rallying call savage audience progressively, probably because its contest place is out door. Have hot weather since out door added also the audience emotion, and generally if/when hot progressively exclaim. At setting the first won by PBV CAS, at setting the second won again by PBV CAS, at setting third be won by PBV CHIGIR, later then at setting fourth in winning by PBV CHIGIR, and last of determination. Contest of at setting five is of vital importance since determining victory to be obtained. At setting five is PBV CAS is success gain from PBV CHIGIR. With obtain final score of Three for PBV CAS and Two for PBV CHIGIR.
Simply notification really become hard fair to middling linesman, since besides items which must our is we also have to have strong bouncing. Why I converse like that? That since I experience of it own, at this second contest is I become linesman. Also I have the way of as such its way you remain to be linesman though you not yet can become linesman, by position linesman reside in close to first referee. Become first referee still deflect to see ball enter or don’t. This duty linesman own big goodly responsibility. Though decision of in just referee hand remain to be of audience and player see movement linesman. It’s only the notification from me, notification to one who wishes to learn to become linesman.
At clock 03.10 PM of up to Our 03.15 PM and entire/all team rest beforehand. At clock 03.15 PM we start third contest. Next Team to play at is PBV MANDIRI VS PBV BILA. Because progressively the hot day progressively if hot progressively will progressively motivated, rallying call audience getting louder since at this contest is I become scoring board, hence I hear rallying call audience, seeing emotion of all audience and feel the spirit of given by audience. These contests don’t fail to exclaim with mentioned secondary contest. Set first in winning by PBV MANDIRI, set second won by PBV BILA, set third be won by PBV MANDIRI, and set fourth in winning by PBV MANDIRI. Become final score for PBV MANDIRI VS PBV BILA is Three for PBV MANDIRI and One for PBV BILA.
First activity in week day, 15 June 2008 finishing at clock 05.15 PM, after first activity finish. We set right, cleaning, and primp field. The above is true our first activity information.
If we like to enquire direct write in Comment...
Preparation starting of event Marscomp Cup III
Preparation which we conduct is making proposal, proposal which we make that there is about Thirty six proposal. Process which at most confiscating time is approval process from chief of citizen foundation 07, from chief of village, and the sub district. We afford almost one half month, and after our proposal in agreeing by all party which I mention mentioned, we start to make a move. Start input proposal to company which we know, its definitive relate to volley ball.
I will give a few/little information to readers, company which I the input is Food Company, beverage, provider, liniment or balsam, smoke, and last of Music Studio. If that last company is its owner is friend I, though don’t relate to volley but if/when he/she wish to assist to in order to attend legal procedure is successful never mind, since this event to promote product which the company own.
I have succeeded to distribute half from proposal which we make, and half proposal again we pass to other committee want to assist in this distributions proposal. We non-stopped to have relation with shares of exist in that company is shares which we contact non-stopped by is shares marketing. This part of marketing non-stopped by us contact be accepted by and after one month more proposal which we that input have there its answer. Some company refuse proposal which we make since certain reason. After coming near day whereabouts attend legal procedure us in starting, PT HM Sampoerna Tbk. Have accepted our proposal since that company become especial sponsor in this event, and then I raise referee from IVOBA and really in accepted.
After all right with business proposal, we do spacious correction by painting repeat in field. This preparation own very old time. Simply notification, after work I all right in public relations, and not just me. Its fundamental after all right do its duty each we assist equipments people for the field correction.
Since us still lacking of fund at that moment, us selling "Teh Botol" produce from sosro. Later than we conduct correction in every area. Then at date of 15 June 2008 us of passing off event "Open Tournament Volley Ball Marscomp Cup III".
I will give a few/little information to readers, company which I the input is Food Company, beverage, provider, liniment or balsam, smoke, and last of Music Studio. If that last company is its owner is friend I, though don’t relate to volley but if/when he/she wish to assist to in order to attend legal procedure is successful never mind, since this event to promote product which the company own.
I in this event am as "Public Relations" become me as well as friends assisting in this distribution proposal. I will tell a story to just shorten whereof which I do if me of input proposal. First one week after proposal all right direct me of distribution proposal with my motorbike. I in assisting by my friend and the minimizing there is four one who assist for distribution proposal, that is:
- Public Relations
- Executor chief
- Effort fund
- General Secretaries
I have succeeded to distribute half from proposal which we make, and half proposal again we pass to other committee want to assist in this distributions proposal. We non-stopped to have relation with shares of exist in that company is shares which we contact non-stopped by is shares marketing. This part of marketing non-stopped by us contact be accepted by and after one month more proposal which we that input have there its answer. Some company refuse proposal which we make since certain reason. After coming near day whereabouts attend legal procedure us in starting, PT HM Sampoerna Tbk. Have accepted our proposal since that company become especial sponsor in this event, and then I raise referee from IVOBA and really in accepted.
After all right with business proposal, we do spacious correction by painting repeat in field. This preparation own very old time. Simply notification, after work I all right in public relations, and not just me. Its fundamental after all right do its duty each we assist equipments people for the field correction.
Since us still lacking of fund at that moment, us selling "Teh Botol" produce from sosro. Later than we conduct correction in every area. Then at date of 15 June 2008 us of passing off event "Open Tournament Volley Ball Marscomp Cup III".
If we like to enquire direct write in Comment...
Thursday, July 17, 2008
Trying operator of equation and relationship operator
Guide:
- Use steps program II, but using Project_name which differing, for example Third Program
- Change block program function play with following:
int num1; /* first number to be read from user */
int num2; /* second number to be read from user */
printf( "Enter two integers, and I will tell you\n" );
printf( "the relationships they satisfy: " );scanf( "%d%d", &num1, &num2 ); /* read two integers */
if ( num1 == num2 ) {
printf( "%d is equal to %d\n", num1, num2 );
} /* end if */if ( num1 != num2 ) {
printf( "%d is not equal to %d\n", num1, num2 );
} /* end if */if ( num1 < num2 ) {
printf( "%d is less than %d\n", num1, num2 );
} /* end if */if ( num1 > num2 ) {
printf( "%d is greater than %d\n", num1, num2 );
} /* end if */if ( num1 <= num2 ) {
printf( "%d is less than or equal to %d\n", num1, num2 );
} /* end if */if ( num1 >= num2 ) {
printf( "%d is greater than or equal to %d\n", num1, num2 );
} /* end if */return 0; /* indicate that program ended successfully */
Reading the two integer and present its quantifying result
Guide:
- Use steps of making template program as in for step to five , but using Project_Name which differing, for example SecondProgram
- Change block program function play with following:int integer1; /* first number to be input by user */
int integer2; /* second number to be input by user */
int sum; /* variable in which sum will be stored */
printf( "Enter first integer\n" ); /* prompt */
scanf( "%d", &integer1 ); /* read an integer */
printf( "Enter second integer\n" ); /* prompt */
scanf( "%d", &integer2 ); /* read an integer */
sum = integer1 + integer2; /* assign total to sum */
printf( "Sum is %d\n", sum ); /* print sum */
return 0; /* indicate that program ended successfully */ - Do step 6 and 7 template of such as program I.
Presenting ' Hello, World!' at screen
Steps make simple template program:
- Run software Microsoft Visual C++ 6.0 from Microsoft Visual Studio 6.0 (if need have recourse assistant)
- Select File menu -> New
- At dialogued by box select tab Projects, hereinafter:
- Click Win 32 Console Application
- Write name project, take example FirstProgram at stuffing Project_Name:
- Determine directory of this place project be at Location: (possibility of filled with your directory home)
- ClickOK
- Will emerge dialogue of box Win 32 Console Application:
- Select radiobutton A “Hello, World!” application
- Click Finish
- Click OK
- At small window (generally on the left):
- Click tab File View
- Click sign + at FirstProgram files
- Click sign + at Sourcefiles
- DoubleClick at FirstProgram.cpp
- Select menu Build à Build Firstprogram.Exe or depress F7 at keyboard
- Select icon of exclamation mark (!), will emerge window console…
Wednesday, July 16, 2008
The Team of Euro 2008
Before us guess who'll become champion of Euro 2008, let us deepen knowledge of us about strength of teams participant of Euro 2008, specially big nations like:
Spain
Spain have that good goalkeeper and do not merely 1 but 2 that is Casilas and of Reina, both playing at nicely in each club. besides back line there is still Carlos Puyol, so that opponent have to strive to goal gate of spanyol. in the middle of spanyol have Cesc Fabregas playing at very good with young squad of arsenal, there is also Xabi Alonso, Xavi, Joaquin, and all Iniesta is player key in each advocated club it. and line score a goal there [is] David Villa which is setting eye on many big club because its beautiful Game and Fernando Torres printing 24 goal in premiership at first season of him with Liverpool and become player of successful debutant of Premiership as long as history.
Portugal
with gate taken care of by Ricardo constructively convoy of Andrade and of Carvalho likely Portugal will difficult to be leaked by opponent. existence of Tiago advocating Juventus, Maniche advocate Intermilan, and Luis Nani exist in Manchester United will bring permaianan of portugal become rather is attacking. possible machine printer of goal of Portugal non from attacker like Nuno Gomes or of Hugo Almeida but from a Cristiano Ronaldo becoming Premiership scorer top with edition 31 goal and is total of this 41 season goal in all competition followed by Manchester United and will become best player of Europe and World.
Italy
have non secret if biggest strength of team of Italy is line behind very difficult and sturdy in penetrating like at the time of World cup menjarai 2006, Italy only goaled 2 times, itupun at the time of exclusion of goal grup suicide and in goal final of pinalty. how is not sturdy the existence of best keeper of world of Gianluigi Buffon in Italy squad and consorted by reliable defender like Chiellini, Cannavaro, Zambrota, and Nesta. middle line and attacker there is Pirlo, Camoraesi, Palladino, readily De Rossi of line memborbadir behind opponent to in finishing by its vanguard like Luca Toni, Antonio Casano, Dinatale and of Alesandro Delpiero becoming league scorer top of Calcio Break even of A with raihan 21 goal.
Dutch
although Van of Der Sar have but still has good reflex, its proof he/she follow to bring Manchester United to reach for winner double. with good reflex of Van of Der Sar to be assisted by Heitinga position of defender belanda will be difficult in penetrating opponent. middle line dwelt by many young player like Drenthe, and Van of Persie playing at heavy enough in European league, which also will be assisted by Robben. vanguard of belanda plenty of owning player choice which with quality like Ryan Babel, Dirk Kuyt playing together Liverpool, Rud Van of Nistelrooy which follow share bring Real Madrid champion of la league of spanyol, as well as young player of Ajax's Klaas Jan Huntelaar playing at nicely and is setting eye on European big club.
France
France have reliable goalkeeper which play at in fiorentina that is frey sebastian, he is one of the taft latch in series of A Italy to be supported by defence of strength of Thuram, Gallas, and Abidal. will gate of France will be able to be leaked easily? not to mention next and middle position there is many reliable attacker like Ribery, Makelele, Viera, Anelka, and young player have a gift for Karim Benzema of mengobrik-abrik defence of opponent with player individual and skill. but likely pelaih of France really anti Italy, its proof only 2 player of France playing at in league of Calcio that is Frey and of Viera called by is Team, whereas there is player of other France which fight in league of Italy like Trezeguet and of Mexes playing at very good but do not be called by Timnas France.
German
Lehman will work stringent in taking care of german gate in Euro 2008, its problem is he/she seldom be played by in club of Arsenal so that skill that not yet been sharpened by goodness. but lehman have aid of lini behind that is lahm. in middle attacker line of German rather easy breathing because new Ballack get over cidera can play at nice in rest of competition fight with Chelsea and often print goals of klusial. besides ballack there is still the name of Klose and of Podolsky to goal opponent gate.
Besides team above team there is still like Swedia having and ljunberg of Zlatan Ibrahimovic, team of Ceko owning best goalkeeper that is peter of Cech and attacker like baros milan and of Rosicky.
besides 2 that team of underdog is still and swiss of austria, and also do not fail excitement is black horse team of Croatia making team equal to English do not enter in Euro 2008. which team is which become yours champion? have trusted with strength of your Favorite team? become who'll become champion of Euro 2008 is this........?
Spain
Spain have that good goalkeeper and do not merely 1 but 2 that is Casilas and of Reina, both playing at nicely in each club. besides back line there is still Carlos Puyol, so that opponent have to strive to goal gate of spanyol. in the middle of spanyol have Cesc Fabregas playing at very good with young squad of arsenal, there is also Xabi Alonso, Xavi, Joaquin, and all Iniesta is player key in each advocated club it. and line score a goal there [is] David Villa which is setting eye on many big club because its beautiful Game and Fernando Torres printing 24 goal in premiership at first season of him with Liverpool and become player of successful debutant of Premiership as long as history.
Portugal
with gate taken care of by Ricardo constructively convoy of Andrade and of Carvalho likely Portugal will difficult to be leaked by opponent. existence of Tiago advocating Juventus, Maniche advocate Intermilan, and Luis Nani exist in Manchester United will bring permaianan of portugal become rather is attacking. possible machine printer of goal of Portugal non from attacker like Nuno Gomes or of Hugo Almeida but from a Cristiano Ronaldo becoming Premiership scorer top with edition 31 goal and is total of this 41 season goal in all competition followed by Manchester United and will become best player of Europe and World.
Italy
have non secret if biggest strength of team of Italy is line behind very difficult and sturdy in penetrating like at the time of World cup menjarai 2006, Italy only goaled 2 times, itupun at the time of exclusion of goal grup suicide and in goal final of pinalty. how is not sturdy the existence of best keeper of world of Gianluigi Buffon in Italy squad and consorted by reliable defender like Chiellini, Cannavaro, Zambrota, and Nesta. middle line and attacker there is Pirlo, Camoraesi, Palladino, readily De Rossi of line memborbadir behind opponent to in finishing by its vanguard like Luca Toni, Antonio Casano, Dinatale and of Alesandro Delpiero becoming league scorer top of Calcio Break even of A with raihan 21 goal.
Dutch
although Van of Der Sar have but still has good reflex, its proof he/she follow to bring Manchester United to reach for winner double. with good reflex of Van of Der Sar to be assisted by Heitinga position of defender belanda will be difficult in penetrating opponent. middle line dwelt by many young player like Drenthe, and Van of Persie playing at heavy enough in European league, which also will be assisted by Robben. vanguard of belanda plenty of owning player choice which with quality like Ryan Babel, Dirk Kuyt playing together Liverpool, Rud Van of Nistelrooy which follow share bring Real Madrid champion of la league of spanyol, as well as young player of Ajax's Klaas Jan Huntelaar playing at nicely and is setting eye on European big club.
France
France have reliable goalkeeper which play at in fiorentina that is frey sebastian, he is one of the taft latch in series of A Italy to be supported by defence of strength of Thuram, Gallas, and Abidal. will gate of France will be able to be leaked easily? not to mention next and middle position there is many reliable attacker like Ribery, Makelele, Viera, Anelka, and young player have a gift for Karim Benzema of mengobrik-abrik defence of opponent with player individual and skill. but likely pelaih of France really anti Italy, its proof only 2 player of France playing at in league of Calcio that is Frey and of Viera called by is Team, whereas there is player of other France which fight in league of Italy like Trezeguet and of Mexes playing at very good but do not be called by Timnas France.
German
Lehman will work stringent in taking care of german gate in Euro 2008, its problem is he/she seldom be played by in club of Arsenal so that skill that not yet been sharpened by goodness. but lehman have aid of lini behind that is lahm. in middle attacker line of German rather easy breathing because new Ballack get over cidera can play at nice in rest of competition fight with Chelsea and often print goals of klusial. besides ballack there is still the name of Klose and of Podolsky to goal opponent gate.
Besides team above team there is still like Swedia having and ljunberg of Zlatan Ibrahimovic, team of Ceko owning best goalkeeper that is peter of Cech and attacker like baros milan and of Rosicky.
besides 2 that team of underdog is still and swiss of austria, and also do not fail excitement is black horse team of Croatia making team equal to English do not enter in Euro 2008. which team is which become yours champion? have trusted with strength of your Favorite team? become who'll become champion of Euro 2008 is this........?
About Euro 2008 Austria-Switzerland
Euro2008....gif)
I don't know yours time read this artikle what is before, moment, or after euro 2008 taking place? what I know, I write this article at the time of euro not yet taken place. ok we better start to write this artikle of Euro 2008 momentarily take place. Even 4 year once this is very good by world society and specially society of europe. why Euro cup awaited by many world society? probably because football world in mastering by Europe teams playing at interesting and beautiful, league its proof in Europe more look oning and drawing to be compared to with league in other continent. Because game of beautiful europe, possible that to become world society fascination to witness Euro cup. of list of[is name of state participating in Euro cup there is 1 world power which is its name do not enter, that is inggris. possible in witnessing Euro 2008 this we rather a little a few/little since it cannot witness state of inggris, how making no apology best league owner inggris in this world do not enter in Euro Cup, it is of course we cannot see game of Kick Rush inggris ala and which during the time we see it in Premiership. sorrowful might not only experienced of by just nation of inggris, but also by society a world of always witness premiership but cannot see inggris play at in Euro 2008.out of it all, performance. of Euro 2008 this will serve contest which is very draw. why drawing? because young players of Europe in this time is shining in each league and club in europe. some name of player which again shine in club is Fernando Torres, Cristiano Ronaldo, Huntellar, Delpiero, Van of Persie, Van of Der Sar, Luis Nani, Robben, Palladino, Karim Benzema, and still a lot is other. it is of course with quality of players is we later will in pampering with game which with quality. Euro 2008 helping to give champion us which with quality....!!
Good Result From Juventus
Juventus....jpg)
Juventus one of teams Italy which is season yesterday play in series B Italy because hit by sanction of calcio poly, in season 07 / 08 Juventus still become giant of Italy although its status is promotion team. Proven that Juventus finish in third sequence of league calcio. other big teams like AC Milan and of Intermilan have time to be defeated by Juventus. besides 2 player of Juve Alesandro Delpiero and of David Trezeguet become sequence scorer top 1 and 2 each 21 and 20 goal in league calcio. see game of this Juve season likely inappropriate to]and inequitable that at previous season of Juventus have to play at in series B league calcio, though other teams which hit by scandal of calcio poly like Milan and of Fiorentina only getting reduction of point and do not lost in series B. why penalization of Juventus heaviest? with penalization of lost in series B plus reduction of point in series B. its profit ofJuventus it is true have titleholder soul, so that Juve can go up again to series of A Italy although with reduction of and point of exsodus big players of Juve like Ibrahimovic, Cannavaro, and Viera. Iucky of Juventus still have devoted big player with club like Nedved, Delpiero, Trezeguet, and best keeper of world of Gianluigi Buffon so that Juve can climb series of A again and become sequence 3 series A in season 07 / 08.in the reality faithfulness of player of that Juve is paid with good achievement and enter league of champions 08 / 09 and prove x'self by 4 the player play at beautiful and one of them become scorer top. possible according to me only feeling existing regret is marrow player of secretory Juve of Juve moment of Juve terdegradasi and become betrayal of club. see composition player of juve this time have nicely in development of young player of him, but which I pay attention position of juve defender still have to improve;repair better. because amount of entrance of this Juve season plenty of once though I see Buffon have played at very good. for the position of my forward expect purchasing of player again, though Deliero and of David Trezeguet have played at nicely of course they also pelapis butuh to take care of fitness of player. my suggestion for juventus is to deliver Klaas Jan Huntelaar of Ajax as well as hopefully Amauri of Palermo meeting will to next season turin. for the midfielder of Juve only needing bebenah a few/little, because young player of a success juve according to my view [is] [in] position of midfielder. I hope Juventus can become champion of scudeto champion and of champions in season 08 / 09. Juventus bravo..................!!!!
Tuesday, July 15, 2008
Striker of the Season
This time I want to explain about the best striker in this season,
Ok, we have to forget first Cristiano Ronaldo to study a best striker in this season, because if we bring name of this CR7, we cannot study best striker this season. Linking CR7 is non a striker and he likely have the inclusive of best player of the world with incision 41 goal in this season, we better forget first to study this article.
Let’s get started…..!
Studying who properly become best sticker this season, there is goodness if I write down checklist of famous striker beforehand, before I determine best striker this season according to my view.
- Alesandro Delpiero (Juventus)
- David Trezeguet (Juventus)
- David Villa (Valencia)
- Didier Drogba (Chelsea)
- Wayne Rooney (MU)
- Carlos Tevez (MU)
- Emanuel Adebayor (Arsenal)
- Fernando Torres (Liverpool)
- Karim Benzema (Lyon)
- Thiery Henry (Barcelona)
- Rud Van Nistelrooy (Madrid)
Than checklist of striker of above, is there any yours striker name favorite?
Go out from there is do not ithim yours striker favorite, I will start to study best striker this season according to my view. And becoming striker of the season is Fernando Torres advocating this
Why I chosen Fernando Torres?
Because this striker is quickest, fastest striker adapt with competition Premiership, where this kompetisis can be spelled out members by a best competition in all the world with style " kick and rush". Non wTorres....png)
ork easy to to live with in environment Premiership from La League
Sunday, July 13, 2008
History, Congeniality and Follow the example of Javascript
Javascript introduced first time by Netscape in the year 1995. Initially this Language named " Live script" functioning as simple Language for browser Netscape Navigator 2. During the period this Language a lot of criticism since less be peaceful, its development is impressed in a hurry and no mistake message which presenting each time we make mistake at the (time) of compiling program. Then in line with its impetuous medium cooperation between Netscape and Sun during the period, hence Netscape give name "Javascript" to the Language at date of 4 December 1995. At the (time) of which jousting Microsoft by you try for this technological adapting is which they conceive of “Jscript" in browser internet explorer 3.
Javascript is formed Language of corps script which at its function walk at one particular document HTML, as long as Language of this internet Language is first Language script for web. This Language programming to give additional ability to of Language HTML with to allow execute commands beside user, what its meaning beside browser of non beside web.
Javascript base on browser (navigator) calling containing page yard web of Script from Javascript and of course insert in document HTML. Neither Javascript nor need special translator to run. Dissimilar the things of with Language "Java" (by the name of JavaScript always in differentiating) needing special translator to translate it beside User/client.
To be its clearer please download here...
Saturday, July 12, 2008
Learning JavaSricpt Language
A. Introduction
When computers have become widespread in schools and homes and their uses in language teaching and learning have expanded dramatically from simple games to global networking, language teachers must now begin to think about the implication of computers for language teaching and learning.
The Internet, and its more recent offspring WWW (World Wide Web), is constantly growing in popularity and availability for all people. This allows commercial and educational organizations shift their materials delivery over the Internet. Many English teachers put their materials online. They create homepages just for the purpose of their classes, or they may design homepages so that every people can learn from them or take the pages for their own purposes.
Once we have access and surfing the Internet, we will find unlimited sources/links. One page is linked to one and the others so that it forms chain of resources. The resources range from individual home pages to institutional home pages like a university Home Page. In this article I try to sort out the ESL Internet resources and classify them into three broad categories. These categories are based on the computer’s roles framework. Tylor’s taxonomies of computer’s role are used here.
This writing is divided into two main parts. The first part (Background) will discuss three main issues. Firstly, the conflict of whether to use or not the computer in language learning is briefly reviewed. This issue should be highlighted since many educators still feel doubtful to bring this technology into classroom. They say that computers cause more frustrating than good. The discussion will cope with the conflict.
The next issue is the computer roles in education. This focuses on Levy’s discussion of tutor-tool-tutee framework. This framework is then chosen to be the feature for classification of the Internet resources made in this paper. Finally, at the end of the first part, I will discuss the ESL/EFL activities on the Internet in brief.
In the second part of this writing, I will take some home pages as examples and classify them according to the tutor-tool-tutee framework. The annotation will be attached to each homepage as brief descriptions.
B. Background
1. The conflict
New technology is often perceived as a promise. Computers, for example, can be tremendously useful for English language learning and teaching. They can process user input quickly, and integrate texts, pictures, sounds, and videos into a package of lessons. They can be programmed to diversify instructions so that it brings in students to learn more. In other words, there is a motivational value of using computers in language learning (Warschauer, 1996a). Therefore, many people argue that computers should be used for language learning. They believe that there are many potential benefits of using computers. However, the issue is not whether they are beneficial or not but rather how they should be used in language learning. Regardless of that whether computers have advantages and disadvantages in educational world in broad sense and in language learning and teaching in particular, for whatever reasons they are already being used and will continue to be used.
Computers are now seen as a hero in educational difficulties like inadequate funding, insufficient teaching stuffs, uninteresting materials, and so on. Some think that computer will eventually replace teachers (Hoffman, 1995/1996). However, it is unlikely that computers will ever meet the most excessive expectations. For example, Frizler (1995) states that it is an imaginary that computers will ever replace teachers. Snyder (1994) also believes that computers can not and should not replace teachers, but should be used by teachers to enhance their instructions. Patrikis (1997), even though slightly incompatibly to previous arguments, remarks that ‘computers are hardly ever to replace teachers, but they are equally unlikely to make poor teachers gifted teachers.’
For whatever reasons stated above, there are some that refute those arguments. Computers are said to be actually worse that useless. For instance, they may cause to reduce creativity of thought, and take precious funding away from other more worthy educational programs (Oppenheimers, 1997). Similarly, Patrikis (1997) argues that technology advances more rapidly than language methodology and pedagogy. As a result, the language learning pedagogy used in the technology is not working harmoniously or is outdated. Furthermore, Murison-Bowie (1993) argues that computers are not being utilized by teachers to their potential. Teachers do not seem to be taking advantages of technology’s possible benefits. He claims that several parties were responsible for this problem—teachers for not being easily-adapted, material developers for not understanding new technologies could be used to meet the profession’s needs, hardware developers for creating restrictive systems which dictate the teaching methods.
Computer-Assisted Language Learning (CALL) has not always been designed and used with the best or most current pedagogical foundation as Patrikis said before. Nancy Hunt (1993) discusses the problem of educators having a narrow view of the use of computer technology, mainly for independent drills and word processing. When in fact newer technologies to be used to help the students actively participate in language learning. Conrad (1996) noted that CALL software in 1980’s seemed to be outdated pedagogical approaches. Not until recently has CALL begun to conform the newer pedagogical approaches.
Finally, a common problem is for the excitement surrounding a new technology to cause teachers to forget to use good pedagogy. For instance, the attractiveness of the Internet or Web causes many teachers to fall into trap of thinking that just having their students online doing language exercises (Frizler, 1995). Therefore, there is a need for considering carefully the use of computer technology. It should be well-received and useful rather than a source of public disappointment. The technology should be used to the maximum level of its capability to enhance language learning, and pedagogical research and practices should lead to what is done with the technology, not the other way round.
In short, I should say that it is outdated to argue whether or not to use computers in education (language learning in particular). Computers are already being used anywhere. They are parts of our daily life. The issue now is not that conflict. However, 'the fundamental issue in the field of CALL is the “fit” between the computer’s capabilities and the demand of language pedagogy' (Wyatt, 1988). It is our duty as language teachers or CALLers to find ways how to maximize the use of computers in our ‘business’, to find the most appropriate pedagogical foundation for their uses.
The end of this conflict (whether or not to use computer technology in language learning) should bring us to another issue of CALL. This issue is about the roles of computer in language learning and teaching.
2. Tutor-Tool-Tutee Framework
I understand why there are still some educators who doubt to use computers in their classrooms. It is because of the essence of computers as machines. Computers are not human beings. They can not think and can neither feel. They just respond as they are programmed. In contrast, a good human teacher has two capacities (Higgins: 1984) which a computer or any machine does not have. One is feeling. A good teacher loves her students. She treats her students humanely. The second capacity is sensitivity. A good teacher can read her students’ feeling. She might know what is wrong with the students. If a mistake occurs, she will know whether it is because of deliberateness, carelessness, or genuine misunderstanding of a concept. On the other hand, computers hardly ever have those capacities.
From this illustration, a question arises: are computers useless in the classroom? The answer is of course ‘no.’ The advantage of using computers varies to some extend depending on how the computers are programmed. This will lead us to the discussion of the roles of computer in language learning and teaching, what computers can and cannot do.
Levy (1997) discusses this issue in great detail but I should start from Higgins’ taxonomies of computer roles. Higgins (1985) discusses two roles of computer, magister and pedagogue (this issue is also discussed in Levy, 1997). In magister role, computers are superior to the human (teachers and students) since they take the control—presenting, questioning, drilling, and evaluating. The other role is pedagogue. Higgins illustrates the pedagogue role as a slave because the computers are passive. They wait for the instructions from the users. They can be ‘a task setter, an opponent in a game, an invironment, a conversational partners, a stooge, or a tool’ (Higgins in Levy, 1997). Higgins (1984) says that computers are bad at magister and good at pedagogue.
Unlike Higgins, Wyatt’s taxonomies of computer roles are more than just two. Wyatt (1984) introduces one more which is called collaborative role beside instructor and facilitator which are relevant to Higgins’ magister and pedagogue respectively. In collaborative role, students and computers cooperate in a certain task. In this case, the student initiate and control the activities that may happen in the computer (Wyatt, 1984). Collaborative software casts students in a much more active role and depemds on them to taqke responsibility for their own learning.
These frameworks (Higgins’ and Wyatt’s) are in line with Tylor’s taxonomies, tutor, tool, and tutee (Levy, 1997). Levy summerises the tutor, tool, and tutee roles of computers as follows.
As a tutor a computer evaluates the learners and then provide next activities accordingly. A computer as a tutor implies that a computer can replace the presence of the teachers and that the activities can happen in self-access mode. Levy says that the nature of ‘computer tutor is the notion of the teacher in the machine rather than the teacher working with the students alongside the machine’. In other words, the computer serves as a vehicle for delivering instructions to the students. Computers as tutor are useful in some cases. Th fact says that CALL drills are still used today (Warschauer, 1996b). According to Warschauer, the rationale behind the computers as tutor is as follows:
The role of computers as tutee allows students or teachers to interfere the program. The students do not only simply absorb the materials from the computer (tutor) or respond the computers (tool) but also they should have some kind of interaction between students and computers where the students take more control. In this role computers provide manipulable space or field for creating models or conceptual structures (Levy, 1997). In other words, computers are used as tool to discover the information the computers possess where the students are responsible for initiating and directing the activities that occur in the learning environment.
Two things are clear here. In computer tool framework, computers are used as tool to reinforce the learning such as be a partner in conversation, an opponent in a game, or a challenger in a puzzle. Here student cannot interfere the program at all. On the other hand, in computer tutee framework, computers are used as tool to explore learning environment. For that reason, students take more control or direct the computers to achieve the goal.
3. Language learning on the Internet.
Let us move on to discuss the greater sophistication of computer use in language learning; it is the Internet.
Uschi Felix defines the Internet as “the world’s largest computer networking linking millions of individual computers at different sites raging from commercial business to educational institutions … connected to each other by land cables and other linkages.” One of the outstanding features of the Internet, particularly its more recent offspring World Wide Web (WWW), is that it is multi media. We can put texts, graphic images, audio, video in a single page of HTML (Plass and Chun, 1996). HTML stands for hypertext mark-up language; we use this language to build up a homepage. More technical explanation of the Internet in detail can be read in Uschi Felix’ book ‘Virtual language learning’ part 3, or at http://www.tcom.ohiou.edu/OU_Language/help/index.html the online Internet course by Ohio University.
Once we have begun to collect sites, create our own home pages, we are ready for the next step, putting course materials on-line and making them interactive. There are many different kinds of interactivity possible on the Web today, but what I have in mind are pages which allow (or require) user input (typing, clicking) with appropriate responses to that input or pages which enable users to work collaboratively.
I think we all recognize that our discipline requires a more active kind of learning than most. We cannot learn to use a language by listening to lectures or by just studying the theory (or the grammar). As in learning to play the piano, practice is essential. Therefore, it stands to reason if we are going to consider the Web as teacher's aid, we need to empower that aid to interact with the students, not just to lecture them (computer as tutor). To the extent that it is possible, we want students to work with authentic language materials, and to verify their comprehension through some kind of testing and feedback. We want to have students use the language as much as possible, including outside of class, through writing and speaking. We want students to interact with one another, to use the language for real communication (not just in staged classroom scenarios), to learn from one another. In short, we expect that the learning take place in such environment somehow. All this is doable on the Web, to one degree or another.
There are several styles of user/system interaction possible in standard Web configurations. One of the first uses of the Internet and other digital technologies has been computer-mediated communications. These can be divided into two broad categories: Synchronous and Asynchronous. With "asynchronous applications", messages are either E-Mailed or posted on a system where, upon login, users are notified of the new postings they have not yet accessed. Example systems have traditionally been computer conferencing and computer bulletin boards. In Synchronous Applications users are online at the same time, exchanging messages and other information in real time as they communicate. Examples of this category are Internet Relay Chat (IRC) and Multiple User Domain (MUD) (Sanchez, 1996). This class of interaction system is used for social role playing and is being supplemented as well by the newer MOO for "MUD, Object-Oriented", MUSH "Multi-user Shared Hallucination". Access Steve Thorne's Web page on these technologies for more information. Also see John December's resource list on computer-mediated communication for additional information on these topics in their more generic, non-language learning specific settings. Visit the Web entrance to see how a site functions that is not based on static Web pages.
The final category of interactions is one that is garnering the most attention today with respect to developments surrounding the Web. Going beyond HTML markup commands in a static Web page, this approach does more than increase interactivity on the server side through the use of CGI scripts that tailor what users see. This approach also avoids some of the negative elements of pre-placing assets on the user's local system for quicker access than is possible on the Net. Fitting into this category are developments such as the Java Programming (Reeser, 1997).
Let us keep in mind, however, that we are talking about an electronic means to enhance classroom instruction, to provide students with opportunities to use the language outside of class. Computers and the Web can never provide as effective or efficient a means of learning a language as one-on-one human interaction. With all the type of technological changes, teachers should not fear for their profession or for their job--computers can never replace human beings as has been discussed before.
However, technology is causing and accelerating major social and educational change. Sooner or later, all teachers will be expected to take advantage of some aspects of technology in their teaching. If they do not follow the move, they will be outdated or even will be left behind by their students. Nonetheless, once teachers begin creating dynamic Web pages, they will find they are working in a richly enabling environment, one which allows them not just to follow in the path others have taken, but to invent new paradigms. Fundamentally, we want to use technology to supplement what we do in the classroom and to help in doing what we cannot do very well now (share multimedia, collaborate long distance, make authentic materials comprehensible, etc). But we also want to use the technology to help us think "out of the box", to experiment with approaches we had never thought of before.
On the most basic level, I am talking about beginning with what are essentially Web pages. The Web offers the possibility of making our materials available electronically and putting them into an interactive environment. There are several advantages to doing this on the Web:
According to Harris as cited in Hackbarth (1997) there are three general type of online materials. The first type is interpersonal exchange. Interpersonal include exercises such as electronic mentoring, email exchanges. I consider this type as computer tool activities because there is two-way communication between a computer and student and communication among students through computers (the Internet). The second type is information collection. I consider this as computer tutor framework because a computer is used to deliver instructional materials. The last category made by Harris is problem-solving project. I categorize this type as computer tutee framework. Although Harris explanation about problem-solving project is not directly related to computer tutee framework, but it implies that students use a computer and take more control. Here students as users put their data and there is collaboration between users and the computers, somehow.
In conclusion, the Internet promotes philosophies of shared resources and knowledge plus active involvement in learning process. Indeed, this rich resource lends itself naturally to being an effective teaching and learning tool for student-centered, communicative and collaborative classroom.
C. Annotated Samples Of Web Sites.
The following sites are examples that represent to the classification that I discussed above. the annotations below the sites are to describe briefly what the examples are about. It is difficult to find a single web site that represents exactly to the frameworks outlined in this writing. One web may represent two or even three frameworks al together (tutor, tool, and tutee). Therefore, the examples listed below are classified according to their dominance. If a tutor-role framework is dominant in a certain site, so then it is classified into the example of tutor-role of computer, and so forth
The number of examples provided here does not show the ratio of the number of web sites available online at hte present time.
1. The tutor role of computer
a. English as Second language URL http://www.lang.uiuc.edu/r-li5/esl/index.htm
English as a Second Language is a starting point for ESL learners who want to learn English through the World Wide Web. This home page links to other ESL sites and other interesting places. The variety of materials will allow students to choose something appropriate for them. Basically this site contains information and links to other ESL sites; however, there are some exercises that allow students to interact with the computers like puzzles. This site also contains large audio files. Copyright © 1994, 1996, 1998 Rong-Chang Li
b. ESLoop URL http://www.tesol.net/esloop/esloop.html
ESLoop is a collection of sites relevant to English Language Teaching and Learning on the World-Wide Web. The ESLoop is run by a cgi-driven system, kindly donated by Sage Weil of the Webring. ESLoop was begun in 1996 as a way to offer teachers and students of English a way to browse the internet for resources specific to English language teaching and learning
ESLoop sites are all relevant to English language teaching and learning in some manner, from student projects and activities to scholarly papers to English for Science and Technology and job opportunities
c. Online English URL http://www.geocities.com/Athens/Olympus/9260/online.html
Online English is an English course organised by Paolo Rossetti from YMCA International College, Vancouver Canada. It is mainly conducted via email between the students and the teacher as the webmaster. The students will receive lessons via email regularly once a week. There will be 52 lessons a year. The lessons will have exercises on useful vocabulary, grammar, reading and listening comprehension and students can access a Conferencing Center for discussions with other members. All materials can be accessed from the Internet. Every lesson will be different and be based on real English used on the Internet.
d. Native American Lore Index Page URL http://www.ilhawaii.net/~stony/loreindx.html
This site is mainly to provide Reading exercises for ESL students. It consists of several stories of Native American Indian Lore from several Tribes across Turtle Island. The students may send their own stories to the web site owner and put them online. There are over 100 stories available here. While we read the stories, we can listen to background music. Copy right 1996.
e. Advanced Composition for Non-Native Speakers of English URL http://www.homestead.com/esl_efl/index.html
This website is for ESL/EFL students who want to learn to write well in English for academic purposes. There are a lot of documents within these pages; however, their organization is simple. First, there are a series of articles that explain how to write effective essays. Second, there are links to stories by professionals. Finally, there are many students' essays, interesting from a multicultural perspective.
For ESL/EFL teachers, this website contains "Advanced Composition" course content. This site also contains a rationale for the use of portfolio development within composition classes.
2. The tool role of computer
a. Poetry URL http://prominence.com/java/poetry/
The Magnetic Poetry Kit by Dave Kapell can be useful for anyone who is interested in writing poems. Students/teachers can simply rearrange some of the 300 words shown on the screen. There are suffixes, prefixes and an extensive word list. They can play online by clicking and dragging or they can print out the list of words to compose their own poem off-line. Copyright © 1998 Prominence Dot Com, Inc
b. EXCHANGE URL http://deil.lang.uiuc.edu/exchange/
EXCHANGE stands for Electronic, Xross Cultural, Hypertextual Academy of Non-native Gatherings in English. The goals of EXCHANGE are to provide an opportunity for non-native English speakers to express themselves through the use of English, to provide resources to enhance English learning, and to create a unique source of knowledge and insight about different cultures. To accomplish these goals, EXCHANGE publishes writings of non-native English speakers from all over the world, and provides English self-study materials. Two of activities of EXCHANGE are Creative writing by individual and collaborative writers. And key-pals to find friends all over the world, to share experiences while learning English. Last updated Friday, April 30, 1999
c. Interactive JavaScript Quiz URL http://www.aitech.ac.jp/~iteslj/quizzes/js/
Interactive JavaScript Quiz is a collection of Quizzes maintained by Charles I. Kelly, Aichi Institute of Technology, Toyota, Japan. These Quizzes are written by ESL teachers around the world in the form of plain text & then converted into JavaSricpt by Charles Kelly.
This site consists of 100 quizzes, and each quiz contains 20 to 100 questions. This site is mainly used to practice grammar, vocabulary and mechanic writing. The grammar quiz covers regular/irregular verbs, preposition, verb forms, question forms, sentence combining, modifiers, adverb often confused, and the like. Similarly, the Vocabulary quiz covers, antonym/synonym, homonym, word category, idiom with parts of body, phrasal verbs, etc; while the quiz for mechanic writing covers like punctuation & capitalization, and so on. There are many forms of Quizzes. They are multiple choices and matching, completion, spelling, hangman, shock wave, word cross puzzle, picture puzzle, etc. this site also links to other ESL quiz links. Last Quiz Added: May 17, 1999
d. Randall ESL Cyber Listening Lab. URL http://www.esl-lab.com/index.htm
This site is designed for both ESL/EFL students and teachers around the world. Registered members can chat in several different rooms, create their own unique profiles for others to look at, find pen friends via the WebBoard, and more. Teachers can use the Chat Center as part of classroom activities or as a means of communicating with other educators. In this site you can also find audio file library which stores various kinds of sounds. Copyright © 1998, 1999
e. CLTA Shocked Grammar URL http://www.clta.on.ca/hillsofmexico/shocked/homshocked01.htm
CLTA Shocked Grammar is one of CLTA services (CLTA stands for Centre for Language Training and Assessment). CLTA Shocked Grammar is a list of shockwave grammar games. There are 31 games here. They are suitable for beginner students. Another similar games can found at http://www.clta.on.ca/hillsofmexico/flash/homflash01.htm
3. The tutee role of computer
I hardly ever find web sites that represent what I mean by computer tutee role framework where the student can take control the web site or interface the program. So far, I found a web site that little represents this category. It is concordancer Space Less URL http://www.spaceless.com/concord/. In this site, the users can put their materials as data source for concordance program. In addition, the users can refer any other URL addresses as data source instead of what concordancer Space Less has.
D. Concluson
There are abundant web sites available for ESL/EFL teachers or students today. They are designed by teachers, students, programmers, researchers, and other experts with different rationale and pedagogy. What I am trying to do is to calcify them according to the programming features, what computer can and cannot do. From my small-scale observation, I found a huge number of web sites which function as tutor and tool in language learning. In contrast, the tutee role of web site is very scare. It might be due to that the tutee role of computer programming is difficult to put online. Otherwise, the observation I made should be expanded.
Classifying web sites according to the tutor-tool-tutee framework of computer role is useful for ESL/EFL teachers to help them decide easily and quickly the web sites that best fit their philosophy of teaching among thousands of web sites available on the web.
The future work can be directed to build up an ESL online resource database which is based on the tutor-tool-tutee framework of the computer role.
When computers have become widespread in schools and homes and their uses in language teaching and learning have expanded dramatically from simple games to global networking, language teachers must now begin to think about the implication of computers for language teaching and learning.
The Internet, and its more recent offspring WWW (World Wide Web), is constantly growing in popularity and availability for all people. This allows commercial and educational organizations shift their materials delivery over the Internet. Many English teachers put their materials online. They create homepages just for the purpose of their classes, or they may design homepages so that every people can learn from them or take the pages for their own purposes.
Once we have access and surfing the Internet, we will find unlimited sources/links. One page is linked to one and the others so that it forms chain of resources. The resources range from individual home pages to institutional home pages like a university Home Page. In this article I try to sort out the ESL Internet resources and classify them into three broad categories. These categories are based on the computer’s roles framework. Tylor’s taxonomies of computer’s role are used here.
This writing is divided into two main parts. The first part (Background) will discuss three main issues. Firstly, the conflict of whether to use or not the computer in language learning is briefly reviewed. This issue should be highlighted since many educators still feel doubtful to bring this technology into classroom. They say that computers cause more frustrating than good. The discussion will cope with the conflict.
The next issue is the computer roles in education. This focuses on Levy’s discussion of tutor-tool-tutee framework. This framework is then chosen to be the feature for classification of the Internet resources made in this paper. Finally, at the end of the first part, I will discuss the ESL/EFL activities on the Internet in brief.
In the second part of this writing, I will take some home pages as examples and classify them according to the tutor-tool-tutee framework. The annotation will be attached to each homepage as brief descriptions.
B. Background
1. The conflict
New technology is often perceived as a promise. Computers, for example, can be tremendously useful for English language learning and teaching. They can process user input quickly, and integrate texts, pictures, sounds, and videos into a package of lessons. They can be programmed to diversify instructions so that it brings in students to learn more. In other words, there is a motivational value of using computers in language learning (Warschauer, 1996a). Therefore, many people argue that computers should be used for language learning. They believe that there are many potential benefits of using computers. However, the issue is not whether they are beneficial or not but rather how they should be used in language learning. Regardless of that whether computers have advantages and disadvantages in educational world in broad sense and in language learning and teaching in particular, for whatever reasons they are already being used and will continue to be used.
Computers are now seen as a hero in educational difficulties like inadequate funding, insufficient teaching stuffs, uninteresting materials, and so on. Some think that computer will eventually replace teachers (Hoffman, 1995/1996). However, it is unlikely that computers will ever meet the most excessive expectations. For example, Frizler (1995) states that it is an imaginary that computers will ever replace teachers. Snyder (1994) also believes that computers can not and should not replace teachers, but should be used by teachers to enhance their instructions. Patrikis (1997), even though slightly incompatibly to previous arguments, remarks that ‘computers are hardly ever to replace teachers, but they are equally unlikely to make poor teachers gifted teachers.’
For whatever reasons stated above, there are some that refute those arguments. Computers are said to be actually worse that useless. For instance, they may cause to reduce creativity of thought, and take precious funding away from other more worthy educational programs (Oppenheimers, 1997). Similarly, Patrikis (1997) argues that technology advances more rapidly than language methodology and pedagogy. As a result, the language learning pedagogy used in the technology is not working harmoniously or is outdated. Furthermore, Murison-Bowie (1993) argues that computers are not being utilized by teachers to their potential. Teachers do not seem to be taking advantages of technology’s possible benefits. He claims that several parties were responsible for this problem—teachers for not being easily-adapted, material developers for not understanding new technologies could be used to meet the profession’s needs, hardware developers for creating restrictive systems which dictate the teaching methods.
Computer-Assisted Language Learning (CALL) has not always been designed and used with the best or most current pedagogical foundation as Patrikis said before. Nancy Hunt (1993) discusses the problem of educators having a narrow view of the use of computer technology, mainly for independent drills and word processing. When in fact newer technologies to be used to help the students actively participate in language learning. Conrad (1996) noted that CALL software in 1980’s seemed to be outdated pedagogical approaches. Not until recently has CALL begun to conform the newer pedagogical approaches.
Finally, a common problem is for the excitement surrounding a new technology to cause teachers to forget to use good pedagogy. For instance, the attractiveness of the Internet or Web causes many teachers to fall into trap of thinking that just having their students online doing language exercises (Frizler, 1995). Therefore, there is a need for considering carefully the use of computer technology. It should be well-received and useful rather than a source of public disappointment. The technology should be used to the maximum level of its capability to enhance language learning, and pedagogical research and practices should lead to what is done with the technology, not the other way round.
In short, I should say that it is outdated to argue whether or not to use computers in education (language learning in particular). Computers are already being used anywhere. They are parts of our daily life. The issue now is not that conflict. However, 'the fundamental issue in the field of CALL is the “fit” between the computer’s capabilities and the demand of language pedagogy' (Wyatt, 1988). It is our duty as language teachers or CALLers to find ways how to maximize the use of computers in our ‘business’, to find the most appropriate pedagogical foundation for their uses.
The end of this conflict (whether or not to use computer technology in language learning) should bring us to another issue of CALL. This issue is about the roles of computer in language learning and teaching.
2. Tutor-Tool-Tutee Framework
I understand why there are still some educators who doubt to use computers in their classrooms. It is because of the essence of computers as machines. Computers are not human beings. They can not think and can neither feel. They just respond as they are programmed. In contrast, a good human teacher has two capacities (Higgins: 1984) which a computer or any machine does not have. One is feeling. A good teacher loves her students. She treats her students humanely. The second capacity is sensitivity. A good teacher can read her students’ feeling. She might know what is wrong with the students. If a mistake occurs, she will know whether it is because of deliberateness, carelessness, or genuine misunderstanding of a concept. On the other hand, computers hardly ever have those capacities.
From this illustration, a question arises: are computers useless in the classroom? The answer is of course ‘no.’ The advantage of using computers varies to some extend depending on how the computers are programmed. This will lead us to the discussion of the roles of computer in language learning and teaching, what computers can and cannot do.
Levy (1997) discusses this issue in great detail but I should start from Higgins’ taxonomies of computer roles. Higgins (1985) discusses two roles of computer, magister and pedagogue (this issue is also discussed in Levy, 1997). In magister role, computers are superior to the human (teachers and students) since they take the control—presenting, questioning, drilling, and evaluating. The other role is pedagogue. Higgins illustrates the pedagogue role as a slave because the computers are passive. They wait for the instructions from the users. They can be ‘a task setter, an opponent in a game, an invironment, a conversational partners, a stooge, or a tool’ (Higgins in Levy, 1997). Higgins (1984) says that computers are bad at magister and good at pedagogue.
Unlike Higgins, Wyatt’s taxonomies of computer roles are more than just two. Wyatt (1984) introduces one more which is called collaborative role beside instructor and facilitator which are relevant to Higgins’ magister and pedagogue respectively. In collaborative role, students and computers cooperate in a certain task. In this case, the student initiate and control the activities that may happen in the computer (Wyatt, 1984). Collaborative software casts students in a much more active role and depemds on them to taqke responsibility for their own learning.
These frameworks (Higgins’ and Wyatt’s) are in line with Tylor’s taxonomies, tutor, tool, and tutee (Levy, 1997). Levy summerises the tutor, tool, and tutee roles of computers as follows.
As a tutor a computer evaluates the learners and then provide next activities accordingly. A computer as a tutor implies that a computer can replace the presence of the teachers and that the activities can happen in self-access mode. Levy says that the nature of ‘computer tutor is the notion of the teacher in the machine rather than the teacher working with the students alongside the machine’. In other words, the computer serves as a vehicle for delivering instructions to the students. Computers as tutor are useful in some cases. Th fact says that CALL drills are still used today (Warschauer, 1996b). According to Warschauer, the rationale behind the computers as tutor is as follows:
- Repeated exposure to the same material is beneficial or even essential to learning
- A computer is ideal for carrying out repeated drills, since the machine does not get bored with presenting the same material and since it can provide immediate non-judgmental feedback
- A computer can present such material on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities (Warschauer, 1996b)
The role of computers as tutee allows students or teachers to interfere the program. The students do not only simply absorb the materials from the computer (tutor) or respond the computers (tool) but also they should have some kind of interaction between students and computers where the students take more control. In this role computers provide manipulable space or field for creating models or conceptual structures (Levy, 1997). In other words, computers are used as tool to discover the information the computers possess where the students are responsible for initiating and directing the activities that occur in the learning environment.
Two things are clear here. In computer tool framework, computers are used as tool to reinforce the learning such as be a partner in conversation, an opponent in a game, or a challenger in a puzzle. Here student cannot interfere the program at all. On the other hand, in computer tutee framework, computers are used as tool to explore learning environment. For that reason, students take more control or direct the computers to achieve the goal.
3. Language learning on the Internet.
Let us move on to discuss the greater sophistication of computer use in language learning; it is the Internet.
Uschi Felix defines the Internet as “the world’s largest computer networking linking millions of individual computers at different sites raging from commercial business to educational institutions … connected to each other by land cables and other linkages.” One of the outstanding features of the Internet, particularly its more recent offspring World Wide Web (WWW), is that it is multi media. We can put texts, graphic images, audio, video in a single page of HTML (Plass and Chun, 1996). HTML stands for hypertext mark-up language; we use this language to build up a homepage. More technical explanation of the Internet in detail can be read in Uschi Felix’ book ‘Virtual language learning’ part 3, or at http://www.tcom.ohiou.edu/OU_Language/help/index.html the online Internet course by Ohio University.
Once we have begun to collect sites, create our own home pages, we are ready for the next step, putting course materials on-line and making them interactive. There are many different kinds of interactivity possible on the Web today, but what I have in mind are pages which allow (or require) user input (typing, clicking) with appropriate responses to that input or pages which enable users to work collaboratively.
I think we all recognize that our discipline requires a more active kind of learning than most. We cannot learn to use a language by listening to lectures or by just studying the theory (or the grammar). As in learning to play the piano, practice is essential. Therefore, it stands to reason if we are going to consider the Web as teacher's aid, we need to empower that aid to interact with the students, not just to lecture them (computer as tutor). To the extent that it is possible, we want students to work with authentic language materials, and to verify their comprehension through some kind of testing and feedback. We want to have students use the language as much as possible, including outside of class, through writing and speaking. We want students to interact with one another, to use the language for real communication (not just in staged classroom scenarios), to learn from one another. In short, we expect that the learning take place in such environment somehow. All this is doable on the Web, to one degree or another.
There are several styles of user/system interaction possible in standard Web configurations. One of the first uses of the Internet and other digital technologies has been computer-mediated communications. These can be divided into two broad categories: Synchronous and Asynchronous. With "asynchronous applications", messages are either E-Mailed or posted on a system where, upon login, users are notified of the new postings they have not yet accessed. Example systems have traditionally been computer conferencing and computer bulletin boards. In Synchronous Applications users are online at the same time, exchanging messages and other information in real time as they communicate. Examples of this category are Internet Relay Chat (IRC) and Multiple User Domain (MUD) (Sanchez, 1996). This class of interaction system is used for social role playing and is being supplemented as well by the newer MOO for "MUD, Object-Oriented", MUSH "Multi-user Shared Hallucination". Access Steve Thorne's Web page on these technologies for more information. Also see John December's resource list on computer-mediated communication for additional information on these topics in their more generic, non-language learning specific settings. Visit the Web entrance to see how a site functions that is not based on static Web pages.
The final category of interactions is one that is garnering the most attention today with respect to developments surrounding the Web. Going beyond HTML markup commands in a static Web page, this approach does more than increase interactivity on the server side through the use of CGI scripts that tailor what users see. This approach also avoids some of the negative elements of pre-placing assets on the user's local system for quicker access than is possible on the Net. Fitting into this category are developments such as the Java Programming (Reeser, 1997).
Let us keep in mind, however, that we are talking about an electronic means to enhance classroom instruction, to provide students with opportunities to use the language outside of class. Computers and the Web can never provide as effective or efficient a means of learning a language as one-on-one human interaction. With all the type of technological changes, teachers should not fear for their profession or for their job--computers can never replace human beings as has been discussed before.
However, technology is causing and accelerating major social and educational change. Sooner or later, all teachers will be expected to take advantage of some aspects of technology in their teaching. If they do not follow the move, they will be outdated or even will be left behind by their students. Nonetheless, once teachers begin creating dynamic Web pages, they will find they are working in a richly enabling environment, one which allows them not just to follow in the path others have taken, but to invent new paradigms. Fundamentally, we want to use technology to supplement what we do in the classroom and to help in doing what we cannot do very well now (share multimedia, collaborate long distance, make authentic materials comprehensible, etc). But we also want to use the technology to help us think "out of the box", to experiment with approaches we had never thought of before.
On the most basic level, I am talking about beginning with what are essentially Web pages. The Web offers the possibility of making our materials available electronically and putting them into an interactive environment. There are several advantages to doing this on the Web:
- Materials can be updated easily.
- Students have 24-hour, remote, independent access
- The pages can support customized help, review or extra-credit projects to accommodate students at different levels of preparation and ability, including students with special needs.
According to Harris as cited in Hackbarth (1997) there are three general type of online materials. The first type is interpersonal exchange. Interpersonal include exercises such as electronic mentoring, email exchanges. I consider this type as computer tool activities because there is two-way communication between a computer and student and communication among students through computers (the Internet). The second type is information collection. I consider this as computer tutor framework because a computer is used to deliver instructional materials. The last category made by Harris is problem-solving project. I categorize this type as computer tutee framework. Although Harris explanation about problem-solving project is not directly related to computer tutee framework, but it implies that students use a computer and take more control. Here students as users put their data and there is collaboration between users and the computers, somehow.
In conclusion, the Internet promotes philosophies of shared resources and knowledge plus active involvement in learning process. Indeed, this rich resource lends itself naturally to being an effective teaching and learning tool for student-centered, communicative and collaborative classroom.
C. Annotated Samples Of Web Sites.
The following sites are examples that represent to the classification that I discussed above. the annotations below the sites are to describe briefly what the examples are about. It is difficult to find a single web site that represents exactly to the frameworks outlined in this writing. One web may represent two or even three frameworks al together (tutor, tool, and tutee). Therefore, the examples listed below are classified according to their dominance. If a tutor-role framework is dominant in a certain site, so then it is classified into the example of tutor-role of computer, and so forth
The number of examples provided here does not show the ratio of the number of web sites available online at hte present time.
1. The tutor role of computer
a. English as Second language URL http://www.lang.uiuc.edu/r-li5/esl/index.htm
English as a Second Language is a starting point for ESL learners who want to learn English through the World Wide Web. This home page links to other ESL sites and other interesting places. The variety of materials will allow students to choose something appropriate for them. Basically this site contains information and links to other ESL sites; however, there are some exercises that allow students to interact with the computers like puzzles. This site also contains large audio files. Copyright © 1994, 1996, 1998 Rong-Chang Li
b. ESLoop URL http://www.tesol.net/esloop/esloop.html
ESLoop is a collection of sites relevant to English Language Teaching and Learning on the World-Wide Web. The ESLoop is run by a cgi-driven system, kindly donated by Sage Weil of the Webring. ESLoop was begun in 1996 as a way to offer teachers and students of English a way to browse the internet for resources specific to English language teaching and learning
ESLoop sites are all relevant to English language teaching and learning in some manner, from student projects and activities to scholarly papers to English for Science and Technology and job opportunities
c. Online English URL http://www.geocities.com/Athens/Olympus/9260/online.html
Online English is an English course organised by Paolo Rossetti from YMCA International College, Vancouver Canada. It is mainly conducted via email between the students and the teacher as the webmaster. The students will receive lessons via email regularly once a week. There will be 52 lessons a year. The lessons will have exercises on useful vocabulary, grammar, reading and listening comprehension and students can access a Conferencing Center for discussions with other members. All materials can be accessed from the Internet. Every lesson will be different and be based on real English used on the Internet.
d. Native American Lore Index Page URL http://www.ilhawaii.net/~stony/loreindx.html
This site is mainly to provide Reading exercises for ESL students. It consists of several stories of Native American Indian Lore from several Tribes across Turtle Island. The students may send their own stories to the web site owner and put them online. There are over 100 stories available here. While we read the stories, we can listen to background music. Copy right 1996.
e. Advanced Composition for Non-Native Speakers of English URL http://www.homestead.com/esl_efl/index.html
This website is for ESL/EFL students who want to learn to write well in English for academic purposes. There are a lot of documents within these pages; however, their organization is simple. First, there are a series of articles that explain how to write effective essays. Second, there are links to stories by professionals. Finally, there are many students' essays, interesting from a multicultural perspective.
For ESL/EFL teachers, this website contains "Advanced Composition" course content. This site also contains a rationale for the use of portfolio development within composition classes.
2. The tool role of computer
a. Poetry URL http://prominence.com/java/poetry/
The Magnetic Poetry Kit by Dave Kapell can be useful for anyone who is interested in writing poems. Students/teachers can simply rearrange some of the 300 words shown on the screen. There are suffixes, prefixes and an extensive word list. They can play online by clicking and dragging or they can print out the list of words to compose their own poem off-line. Copyright © 1998 Prominence Dot Com, Inc
b. EXCHANGE URL http://deil.lang.uiuc.edu/exchange/
EXCHANGE stands for Electronic, Xross Cultural, Hypertextual Academy of Non-native Gatherings in English. The goals of EXCHANGE are to provide an opportunity for non-native English speakers to express themselves through the use of English, to provide resources to enhance English learning, and to create a unique source of knowledge and insight about different cultures. To accomplish these goals, EXCHANGE publishes writings of non-native English speakers from all over the world, and provides English self-study materials. Two of activities of EXCHANGE are Creative writing by individual and collaborative writers. And key-pals to find friends all over the world, to share experiences while learning English. Last updated Friday, April 30, 1999
c. Interactive JavaScript Quiz URL http://www.aitech.ac.jp/~iteslj/quizzes/js/
Interactive JavaScript Quiz is a collection of Quizzes maintained by Charles I. Kelly, Aichi Institute of Technology, Toyota, Japan. These Quizzes are written by ESL teachers around the world in the form of plain text & then converted into JavaSricpt by Charles Kelly.
This site consists of 100 quizzes, and each quiz contains 20 to 100 questions. This site is mainly used to practice grammar, vocabulary and mechanic writing. The grammar quiz covers regular/irregular verbs, preposition, verb forms, question forms, sentence combining, modifiers, adverb often confused, and the like. Similarly, the Vocabulary quiz covers, antonym/synonym, homonym, word category, idiom with parts of body, phrasal verbs, etc; while the quiz for mechanic writing covers like punctuation & capitalization, and so on. There are many forms of Quizzes. They are multiple choices and matching, completion, spelling, hangman, shock wave, word cross puzzle, picture puzzle, etc. this site also links to other ESL quiz links. Last Quiz Added: May 17, 1999
d. Randall ESL Cyber Listening Lab. URL http://www.esl-lab.com/index.htm
This site is designed for both ESL/EFL students and teachers around the world. Registered members can chat in several different rooms, create their own unique profiles for others to look at, find pen friends via the WebBoard, and more. Teachers can use the Chat Center as part of classroom activities or as a means of communicating with other educators. In this site you can also find audio file library which stores various kinds of sounds. Copyright © 1998, 1999
e. CLTA Shocked Grammar URL http://www.clta.on.ca/hillsofmexico/shocked/homshocked01.htm
CLTA Shocked Grammar is one of CLTA services (CLTA stands for Centre for Language Training and Assessment). CLTA Shocked Grammar is a list of shockwave grammar games. There are 31 games here. They are suitable for beginner students. Another similar games can found at http://www.clta.on.ca/hillsofmexico/flash/homflash01.htm
3. The tutee role of computer
I hardly ever find web sites that represent what I mean by computer tutee role framework where the student can take control the web site or interface the program. So far, I found a web site that little represents this category. It is concordancer Space Less URL http://www.spaceless.com/concord/. In this site, the users can put their materials as data source for concordance program. In addition, the users can refer any other URL addresses as data source instead of what concordancer Space Less has.
D. Concluson
There are abundant web sites available for ESL/EFL teachers or students today. They are designed by teachers, students, programmers, researchers, and other experts with different rationale and pedagogy. What I am trying to do is to calcify them according to the programming features, what computer can and cannot do. From my small-scale observation, I found a huge number of web sites which function as tutor and tool in language learning. In contrast, the tutee role of web site is very scare. It might be due to that the tutee role of computer programming is difficult to put online. Otherwise, the observation I made should be expanded.
Classifying web sites according to the tutor-tool-tutee framework of computer role is useful for ESL/EFL teachers to help them decide easily and quickly the web sites that best fit their philosophy of teaching among thousands of web sites available on the web.
The future work can be directed to build up an ESL online resource database which is based on the tutor-tool-tutee framework of the computer role.
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