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Visual Literacy in Teaching and Learning: A Literature PerspectiveSuzanne StokesTroy State UniversityAbstractResearch reported in educational literature suggests that using visuals in teaching results in a greater degree of learning. The basic premise of this body of research is the concept of visual literacy, defined as the ability to interpret images as well as to generate images for communicating ideas and concepts. This paper provides an introduction to visual literacy and includes a review of studies that investigate the effects of instruction that incorporates varying degrees of visual components including no visual support, still visual aids, and animated visual sequences. The purpose of this literature review is to stimulate interest in using visual enhancements in teaching and to promote the development of learners’ visual skills in combination with their development of verbal, reading, and mathematical skills.During a rehearsal of Debussy’s La Mer, Toscanini found himself unable to describe the effect he hoped to achieve from a particular passage. After a moment’s thought, he took a silk handkerchief from his pocket and tossed it high into the air.
The orchestra, mesmerized, watched the slow, graceful descent of the silken square. Toscanini smiled with satisfaction as it finally settled on the floor. “There,” he said, “play it like that” (Fadiman, 1985, p. 548).Visual Literacy from a Historical PerspectiveThe presence of visual elements in today’s teaching and learning is increasing as the integration of images and visual presentations with text in textbooks, instructional manuals, classroom presentations, and computer interfaces broadens (Benson, 1997; Branton, 1999; Dwyer as cited in Kleinman & Dwyer, 1999). Although the educational community is embracing visual enhancements in instruction, the connection of visual and verbal information is evident throughout history. According to the poet Simonides, “Words are the images of things” (as cited in Benson, p. 141); similarly, Aristotle stated that, “without image, thinking is impossible” (as cited in Benson, p.
Laporan Tahunan 2015 Annual Report. Kegiatan CSR Entitas Anak. CSR Activities of. Yang mewadahi kegiatan ekstrakurikuler seni tari murid-murid SDN 01 Menteng. Yayasan APL ingin memberikan contoh. Contoh format kegiatan ekstrakurikuler Hitam Bersih Catatan: Dalam rangka menunjang kegiatan intra kurikuler, serta menumbuhkan minat dan bakat siswa di bidang science, olahraga, dan seni, dan berbagai keterampilan, sekolah kami menyelenggarakan kegiatan ekstrakurikuler yang dapat diikuti oleh siswa/siswi SMP Kami.
Characters in alphabets began as pictures with meaning (West, 1997). These symbols portray a man-made language with no distinction between words and pictures, just as musical notes convey the language of music. Only after the printing press was invented were illustrations and type separated, with illustrations often falling by the wayside. Recent history shows a reversal in this separation with greater reliance on visually oriented approaches to information presentation. The results are leading to a visualization movement in modern computing whereby complex computations are presented graphically, allowing for deeper insights as well as heightened abilities to communicate data and concepts. Visualization helps make sense of data that may have seemed previously unintelligible.
Leonardo da Vinci, in recognizing the impossibility of recording volumes of data, translated words into drawings from different aspects. As history repeats itself, we may find that a great deal of information is better presented visually rather than verbally.A culture’s predominant mode of literacy depends on the technology and mass media it embraces (Sinatra, 1986). In education’s continuing mission of meeting the needs of learners, an apparent shift from the long-standing process of reading, writing, counting, and text memorization skills that may have been appropriate for the medieval clerk, are giving way to skills of analysis and innovation that are considered desirable in today’s modern cultures (West, 1997). Proficiency with words and numbers is insufficient and must be supplemented with additional basic skills as new and emerging technologies permeate activities of daily living. Viewing change with fear and skepticism often accompanies shifts such as these that can revolutionize society. Even Socrates portrayed the new technology of the written word as dangerous and destructive, artificial and rigid, and unresponsive and insensitive. As more visual elements are incorporated to achieve an optimal balance between verbal and visual cues in education, interdependence between the two modes of thought will be fostered.
Kellner 1998 proposes that multiple literacies are necessary to meet the challenges of today’s society, literacies that include print literacy, visual literacy, aural literacy, media literacy, computer literacy, cultural literacy, social literacy, and ecoliteracy.Learner DifferencesLearning through orderly, sequential, verbal-mathematical, left-hemisphere tasks is a pattern seen frequently in education (West, 1997). Those whose thought processes are predominantly in the right-hemisphere where visual-spatial and nonverbal cognition activities rule frequently may have difficulty capitalizing on a learning style that is not compatible with their abilities. Liu and Ginther (1999, Introduction section, p. 2) define cognitive/learning style as “the individual’s consistent and characteristic predispositions of perceiving, remembering, organizing, processing, thinking, and problem solving” and note that cognitive/learning style is an important factor in individual student differences. Instructional materials as well as teaching styles should be matched with cognitive styles for greatest learner benefits.
However, the extent to which individuals are polarized in their brain’s abilities to deal with verbal and visual modes of thought is not fully understood, although it is rare for individuals to deal equally effectively in both modes (West). Most people have a tendency to think in words rather than in pictures, yet the use of visualization in thinking appears to be increasing. Tuckey and Selvaratnam (as cited in Chanlin, 1999) propose that most visualization skills can be developed by practice. Even so, both Cate (as cited in Chanlin, 1997) and Richardson (as cited in Chanlin, 1997) emphasize that students with limited domain knowledge may regard graphics as excess complexities and incomprehensible information if the connections with the concepts are not obvious to them. An additional variation in learners is present in those who may have difficulty with comprehending the spoken or written language, particularly those with language barriers, learning disabilities, and hearing disorders (Flattley, 1998).Visual Literacy DefinedWileman (1993) defines visual literacy as “the ability to ‘read,’ interpret, and understand information presented in pictorial or graphic images” (p. Associated with visual literacy is visual thinking, described as “the ability to turn information of all types into pictures, graphics, or forms that help communicate the information” (Wileman, p.
A similar definition for visual literacy is “the learned ability to interpret visual messages accurately and to create such messages” (Heinich, Molenda, Russell, & Smaldino, 1999, p. The ERIC definition of visual literacy is “a group of competencies that allows humans to discriminate and interpret the visible action, objects, and/or symbols, natural or constructed, that they encounter in the environment”. Robinson (as quoted in Sinatra, 1986) describes visual literacy as “an organizing force in promoting understanding, retention, and recall of so many academic concepts with which students must contend” (p. And lastly, Sinatra defines visual literacy as “the active reconstruction of past visual experience with incoming visual messages to obtain meaning” (p. 5), with the emphasis on the action by the learner to create recognition.The use and interpretation of images is a specific language in the sense that images are used to communicate messages that must be decoded in order to have meaning (Branton, 1999; Emery & Flood, 1998). If visual literacy is regarded as a language, then there is a need to know how to communicate using this language, which includes being alert to visual messages and critically reading or viewing images as the language of the messages. Visual literacy, like language literacy, is culturally specific although there are universal symbols or visual images that are globally understood.Visual Literacy and Instructional TechnologyBranton (1999, Abstract section, p.1) proposes the questions, “Does technology necessitate the need for Visual Literacy skills?
Can this same technology be used to enhance our Visual Literacy skills?” Branton links visual literacy with constructivist learning through the role of each in acquiring knowledge in the information age. The ERIC definition of visual literacy given above and the ERIC definition of constructivism learning as a “viewpoint in learning theory which holds that individuals acquire knowledge by building it from innate capabilities interacting with the environment” are merged by Branton as she explores the possibility that the visual arts taught in a constructivist learning environment can enhance visual literacy skills. Technology, particularly the graphical user interface of the World Wide Web, requires skills for reading and writing visually in order to derive meaning from what is being communicated.Two major approaches have been suggested for developing visual literacy skills (Heinich et al., 1999). The first is to help learners read or decode visuals through practicing analysis techniques. Decoding involves interpreting and creating meaning from visual stimuli.
The second is to help learners write or encode visuals as a tool for communication. Students develop their visual abilities through use. Sinatra (1986) compares the creation of visual messages to writing word messages, in that visual messages have a combination of objects, space, light, angle, and mood to suggest a particular message or effect just as the writer uses words, sentences, and paragraphs to achieve a particular style.The use of visual literacy ideas and strategies to enhance verbal learning is important (Flattley, 1998; Sinatra, 1986). Because visual literacy precedes verbal literacy in human development, it is the basic literacy in the thought processes that are the foundations for reading and writing. Berger (1972) explains, “Seeing comes before words.
The child looks and recognizes before it can speak” (p. The Dale Cone of Experience model is based on the concept that learning evolves from the concrete to the abstract; visual symbols are nonverbal representations that precede verbal symbols (Sinatra, 1986).
Action activities provide the concrete base for the abstract use of symbols in defining and explaining the action activities. These activities of action progress to activities of observation which then are followed by abstract representations, a process that facilitates reconceptualization and understanding of the experience before describing it verbally. Because pictures or illustrations are analogs of experience and are only one step removed from actual events, these visual representations may be able to capture and communicate the concrete experience in various ways.Visual Literacy Research“A good picture is equivalent to a good deed” (Van Gogh, as cited in ). As studies show success in thinking and learning visually instead of or in addition to traditional lectures and verbal description, a shift in technique is required. Students need to learn visually and teachers need to learn to teach visually. West (1997) conveys an innovative mathematics approach whereby students “do” mathematics rather than “watch” mathematics. The technique emphasizes learning through interactive graphics without words.
“The words go into an idea only after the idea has already settled in our mind”(West, p. 275).Research suggests that using visual treatments in lessons enhances learning with varying degrees of success. Chanlin 1998 reports how lessons with no graphics, still graphics, or animated graphics influence students with different prior knowledge levels as they attain procedural and descriptive knowledge. When prior knowledge is low, graphics, either still or animated, are better for learning descriptive facts than lessons with text only, yet learning procedural facts does not appear to differ with the use of text or graphics. However, students with a high level of prior knowledge of the subject responded better with the animated form of graphics in learning descriptive facts, but responded better with still graphics when learning procedural knowledge. Chanlin’s 1998 study suggests that students with different prior knowledge levels respond differently to contrasting presentation forms for achieving learning tasks, and that the effectiveness of visual design in learning is related to the prior knowledge of the students. Animated graphics are not superior to still graphics and may even be distracting to learning if the motions are inconsistent with how students process the visual information.
An additional study by Chanlin (1999) suggests that providing visual control of animated graphics enhances learning, particularly in males.Kleinman and Dwyer (1999) examined the effects of specific visual skills in facilitating learning. Their findings indicate that the use of color graphics in instructional modules as opposed to black and white graphics promotes achievement, particularly when learning concepts. An earlier study by Myatt and Carter (as cited in Heinich et al., 1999) suggests that most learners prefer color visuals to black and white visuals, but that no significant difference in the amount of learning occurs except when color is related to the content to be learned. In addition, the study indicates that young learners prefer simple visuals and older students prefer complex visuals, yet simpler visuals are usually more effective regardless of the age group. Additionally, students do not necessarily learn best from the kinds of pictures they prefer to view.Mayer, Bove, Bryman, Mars, and Tapangco (1996) compared the use of a multimedia summary comprised of a sequence of annotated illustrations depicting the steps in a process, with a 600-word text summary of the process.
Also compared were the multimedia summary plus different amounts of text in knowledge retention and transfer. Results suggest that the multimedia summary is more effective than the verbal summary, and that the multimedia summary alone is more effective when it contains a small amount of text rather than a large amount of text.
Their conclusions are that students can learn more effectively from a more concise summary, particularly when words and illustrations are presented together. However, the subjects in this study had a low level of knowledge of the subject; the researchers note that they would not have expected the same result with experienced learners. The results of this study parallel those of Chanlin 1997, 1998 in that the effect of visual treatment is more evident in students inexperienced in the subject domain, and that integrating visual and verbal elaboration strategies facilitate mental connections in learning.McKay (1999) considered the learners’ cognitive styles as well as their experience in the subject matter in a study comparing the use of text-only instructional materials with text-plus-graphics instructional materials. Subjects categorized as novice learners with verbal cognitive styles performed best with text plus graphics, while the novice imagery participants did better with the text only material; these findings were contrary to the expected outcomes. However, learners as a whole showed more improvement in test scores when using the text-plus-graphic format.
Furthermore, novice learners from both learning style categories showed a greater improvement in scores than the experienced learners. The differences in responses by the novice and experienced learners are similar to reports from other studies (Chanlin, 1998; Mayer et al., 1996).Variations in the types of still graphics used in instruction were investigated by Roshan and Dwyer 1998 who found no significant difference in achievement by students exposed to different graphic mapping strategies.
However, the time that students were exposed to graphics-enhanced instructional treatments affected learning outcomes. Students who were exposed to self-paced modules performed better than those who were involved in a structured time frame format, even though the self-paced group required less time to progress through the modules.Variations in Visual ElementsMany forms of graphics for instruction and enhancing understanding exist. Visual organizers that incorporate illustrations and text to depict patterns of concepts and ideas serve as organizational frameworks to promote thinking and learning (Tarquin & Walker, 1997). Frameworks assist learners in visualizing how ideas may be related to prior knowledge, subordinate ideas, and information from other sources.
Story maps that can be depicted as vertical or horizontal flow maps, Venn diagrams that prove useful in analyzing similarities and differences between two or more concepts, and frameworks for webbing that encourage thought regarding the whole and its parts are examples of visual organizers. KWL frameworks link prior knowledge with what the learner wants to know and with what the learner has learned; the framework can be expanded to address what the learner still wants to learn, serving as a catalyst for further research. Feature analysis frameworks use a grid design to represent the relationships of concepts within a category.Problematiques use graphics as a language to identify complex and challenging problems by expanding the linear style traditionally used in teaching and learning to a non-linear format that expands the processing of information in a way that minimizes cognitive overload (Warfield & Perino, 1999). Other visual organizers include cause and effect frameworks, flow charts, and various types of charts such as checklists and scoring tools (Tarquin & Walker, 1997).The use of visuals in education, although consistently shown to aid in learning, must be carefully planned.
The use of visuals that steer the learner to the exciting or entertaining aspects of presentation rather than encouraging thoughtful analysis of the underlying meaning may interfere with the intent of the lesson (Sherry, 1996). In addition, Dwyer (as cited in Williams & Dwyer, 1999) suggests that visuals must be properly used in the educational setting since visualization alone does not function to maximize student achievement. The study by Williams and Dwyer of the effect of metaphoric strategies in the achievement of learning objectives indicates that the use of verbal and visual metaphors to complement visualized instruction is not always an effective instructional strategy.ConclusionsThe literature suggests that using visual elements in teaching and learning yields positive results. In order for visual enhancements to be used most effectively, teachers should possess skills that include the language of imagery as well as techniques of teaching visually; therefore, guidance in the area of visual literacy for instructors is warranted.
Results of the impact of visual literacy in the classroom can be explored further through teachers examining their current use of visual elements and comparing visual content of lessons with student achievement. Additional research to develop tools that measure an individual’s degree of visual literacy, including skills of creating and interpreting visual language, is important in evaluating the overall impact on student learning. Additionally, the identification of possible relationships among other factors such as learning styles and demographic characteristics is desirable for a comprehensive study of the concept of visual literacy.Contributor, Ph.D., is Associate Professor in the College of Health and Human Services at Troy State University in Troy, AL. Also a registered dietitian, Dr.
Stokes teaches nutrition classes in the School of Nursing at TSU and is the Coordinator of Instructional Technology for the School as its nursing programs adapt instructional delivery for the digital learning environment.ReferencesBerger, J. Ways of seeing. London: Britain Broadcasting Corp.Benson, P. Problems in picturing text: A study of visual/verbal problem solving. Technical Communication Quarterly, 6(2), 141-160.
Retrieved December 26, 2001, from EBSCOhost database (Professional Development Collection).Branton, B. Visual literacy literature review. Retrieved December 26, 2001, fromChanlin, L.
The effects of verbal elaboration and visual elaboration on student learning. International Journal of Instructional Media, 24(4), 333-339. Retrieved December 26, 2001, from EBSCOhost database (Academic Search Elite).Chanlin, L. Animation to teach students of different knowledge levels. Journal of Instructional Psychology, 25(3), 166-175. Retrieved December 26, 2001, from EBSCOhost database (Academic Search Elite).Chanlin, L. Gender differences and the need for visual control.
International Journal of Instructional Media, 26(3), 329-335. Retrieved December 26, 2001, from EBSCOhost database (Academic Search Elite).Emery, L., & Flood, A. Visual literacy.
Retrieved September 22, 1999, from University of Canberra, Australian Centre for Arts Education Web site:Fadiman, C. The Little, Brown book of anecdotes. Boston: Little, Brown.Flattley, R. Visual literacy.
Retrieved December 26, 2001, from Pima Community College, Downtown Campus Psychology Department Web site:Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. Instructional media and technologies for learning (6th ed.). Upper Saddle River, NJ: Prentice-Hall.Kellner, D. Multiple literacies and critical pedagogy in a multicultural society. Educational Theory, 48(1), 103-122. Retrieved December 26, 2001, from EBSCOhost database (Professional Development Collection).Kleinman, E.
B., & Dwyer, F. Analysis of computerized visual skills: Relationships to intellectual skills and achievement. International Journal of Instructional Media, 26(1), 53-69.
Retrieved December 26, 2001, from EBSCOhost database (Professional Development Collection).Liu, Y., & Ginther, D. Cognitive styles and distance education. Online Journal of Distance Learning Administration, 2(3). Retrieved December 26, 2001, from the State University of West Georgia Distance & Distributed Education Center Web site:Mayer, R. E., Bove, W., Bryman, A., Mars, R., & Tapangco, L. When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of Educational Psychology, 88(1), 64-73.McKay, E.
An investigation of text-based instructional materials enhanced with graphics. Educational Psychology, 19(3), 323-335.
Retrieved September 13, 1999 from EBSCOhost database (Academic Search Elite).Roshan, V., & Dwyer, F. Effect of embedded graphic mapping strategies in complementing verbal instruction. International Journal of Instructional Media, 25(4), 389-398. Retrieved December 26, 2001, from EBSCOhost database (Academic Search Elite).Sherry, L. Issues in distance learning. International Journal of Educational Telecommunications, 1(4), 337-365.
Retrieved December 26, 2001, fromSinatra, R. Visual literacy connections to thinking, reading and writing. Springfield, IL: Charles C. Thomas.Tarquin, P., & Walker, S. Creating success in the classroom! Visual organizers and how to use them. Englewood, CO: Teacher Ideas Press.Warfield, J.
N., & Perino, G. The problematique: Evolution of an idea. Systems Research and Behavioral Science, 16(3), 221-227. Retrieved September 22, 1999, from Infotrac database (Expanded Academic Search).West, T. In the mind’s eye.
Amherst, NY: Prometheus Books.Wileman, R. Visual communicating. Englewood Cliffs, N.J.: Educational Technology Publications.Williams, V.
S., & Dwyer, F. Effect of metaphoric (visual/verbal) strategies in facilitating student achievement of different educational objectives. International Journal of Instructional Media, 26(2), 205-211. Retrieved September 14, 1999 from EBSCOhost database (Academic Search Elite).DisclaimerPlease report any problems you may have with the site to the webmaster via.
Don’t forget to include “The Digital Enquirer Problem” in the subject so we can response to it as soon as possible. Loading images please wait.95 pictures are in the page.There’s a moment when I had despair in my life. Everything I did was all mistakes. Yeah, that were life, reality. Reality sometimes sucks!
I then again answering Yahoo! Answer, helping others, in the quest of developing my own dignity that was scrumbled. And googling the net to find some amusement to entertain myself.Then I stumble upon some pages in. There were pictures that really amuse me.
Well, at least I entertained and laughed out loud of myself. Here are pictures of them. Or you may go there, to find more entertainmentPlease note that the page is full of images that it may slow down the loading process to its full view.Addition:I had recently do my homeworks about this demotivational pictures. There are thousands. The world is larger than I used to think it would be. You may search it out there with the keywords: demotivator, demotivational, despair.
FYI, there is a demotivational pictures group in the flickr.com, here:lot of pictures, you may try browsing it.I’ve done my homework now and I’m already fulfilled. Now’s your turn, LOL.You can do anything you set your mind to when you have vision, determination, and an endless supply of expendable labor.That which does not kill me postpones the inevitable.Not all pain is gain.The journey of a thousand miles sometimes ends very, very badlyIf we don’t take care of the customer,maybe they’ll stop bugging us.The best leaders inspire by example. When that’s not an option, brute intimidation works pretty well, too.If you’re attractive enough on the outside, people will forgive you for being irritating to the core.Never be afraid to share your dreams with the world, because there’s nothing the world loves more than the taste of really sweet dreamsThe secret to success is knowing who to blame for your failuresAttitudes are contagious. Windows XP starts with a lot of services run in the background. And most of them are services that we rarely needed. So, by stopping some of the services, we can hope to free up some memory to handle more other productive applications.Below are services that you may safely stopped. The description will brief you enough to decide whether you stop it or not.There’s a lot of question in the Yahoo!
Answers questioning how to speed up the computer or something alike, I often answered it again and again so I write this post here to answer a way to speed up the computer. You know that there’s a lot of way to speed it up, and to stop some XP services may be one of many answers.Ok then, back to the point, to enable or disable services, click Start » Run » and type “ services.msc” and press Enter. The other way is click Start » Run » and type “ msconfig” then look in the Services tab.Computer Browser“Maintains an updated list of computers on the network and supplies this list to computers designated as browsers.” Contrary to what it may sound like, disabling this service still allows you to browse a network in your office. And of course, you don’t need this at home. Disable it.Distributed Link Tracking Client“Maintains links between NTFS files within a computer or across computers in a network domain.”This one sounds useful, but only if you often create files on one computer, shortcuts to those files on another computer, and then move the original files around the network.
Not many people do so. In fact, not many people even have NTFS on their Windows for some orthodox reason. Not required on FAT32, at home or even at work if your scenario doesn’t match with the description. Disable it.Error Reporting Service“Allows error reporting for services and applictions running in non-standard environments.”I.e. “Send system information to Microsoft.” No thanks. Disable it.Help and Support“Enables Help and Support Center to run on this computer.”This is okay to leave as-is if you hit F1 a lot, but if you almost never need to use the built-in help features (as opposed to just Googling for the problem – always a better option), then disabling this service would be a good idea. Now the problem is that the service automatically gets turned back on when required even if its disabled, so keeping it disabled is actually a better option to keeping it on automatic.Indexing Service“Indexes contents and properties of files on local and remote computers; provides rapid access to files through flexible querying language.”Use AvaFind and/or Google Desktop Search instead.
Just disable it – no questions asked.Net Logon“Supports pass-through authentication of account logon events for computers in a domain.”Useless for single machines or even most networks out here that don’t actually have a domain. Disable.NetMeeting Remote Desktop Sharing“Enables an authorized user to access this computer remotely by using NetMeeting over a corporate intranet.”As a general rule of thumb, avoid any combination of “remote” and “internet/intranet”. If you don’t want people to use NetMeeting to connect to your computer and see your desktop over the Internet/Intranet, disable this please.Network Location Awareness (NLA)“Collects and stores network configuration and location information, and notifies applications when this information changes.”And how is that going to help you? Disable it.Network Provisioning Service“Manages XML configuration files on a domain basis for automatic network provisioning.”Not necessary for home and/or simple networks.
Disable.Performance Logs and Alerts“Collects performance data from local or remote computers based on preconfigured schedule parameters, then writes the data to a log or triggers an alert.”There are other, more efficient ways of tracking performance of your machine(s) than using this service, if at all you need to do so. Most home users will never need it. Disable it.Portable Media Serial Number Service“Retrieves the serial number of any portable media player connected to this computer.”Unless you use some 100% Windows Media based/compatible (“PlaysForSure”) portable audio/video device and Windows Media Player, this service is useless. IPod and regular flash based MP3 player users don’t need it. Disable it.QoS RSVP“Provides network signaling and local traffic control setup functionality for QoS-aware programs and control applets.”This is an interesting concept to give more bandwidth to applications that request it, unfortunately, not many actually do this QoS thing, so it doesn’t make sense to enable it. You can use cFos Speed for better bandwidth prioritization that actually works.Remote Desktop Help Session Manager“Manages and controls Remote Assistance.”Remote Assistance should be avoided.
Disable this service.Remote Registry“Enables remote users to modify registry settings on this computer.”We’ll let you guess this one outSecondary Logon“Enables starting processes under alternate credentials.”This offers the “Run As” option to limited user accounts to be able to temporarily run some applications as an administrator (after entering the password, of course). Standalone machines usually have just one account with administrator access and other accounts, if any, are also usually administrators. You should keep this service only if your limited users often need to run applications with admin access, otherwise disable it.Security Center“Monitors system security settings and configurations.”That thing that pops up and tells you when your firewall is down, your anti-virus is out of date, or automatic updates are turned off.
Personally, I like the alerts because then I know my anti-virus was unable to download its updates. I don’t really bother with the firewall and my automatic updates are always on. If you’ve never needed or received any alerts on these events, this service can be disabled.
The feature doesn’t offer any protection by itself – it is only a monitor. Not really required.Server“Supports file, print, and named-pipe sharing over the network for this computer.”Only if you share files on a network would this be required. If you disable the Server service, you may still be able to access other shares, so you won’t be entirely unconnected. Decide and disable if not required.Smart Card“Manages access to smart cards read by this computer.”How many of you actually use smart cards with your computer? Disable this.SSDP Discovery Service“Enables discovery of UPnP devices on your home network.”Most people don’t have any UPnP devices on the network, so this service is useless. Do not confuse this with standard PnP (Plug-n-Play), which remains unaffected if this service is disabled.System Restore Service“Performs system restore functions.”I prefer trying to manually troubleshoot and fix, or reinstalling Windows in case of a fatal problem. I’ve never felt comfortable with using System Restore to “restore old versions of files” and all that, so I keep it disabled.
It frees up memory and a good amount of disk space as well.TCP/IP NetBIOS Helper“Enables support for NetBIOS over TCP/IP (NetBT) service and NetBIOS name resolution.”Nobody uses NetBIOS anymore. Disable this.Themes“Provides user experience theme management.”For performance reasons (or if you’re just bored of all Blue), you may want to use the classic Windows 2000-style interface. You can switch to it from the Desktop Properties dialog, but there’s no reason to have the service running if you’re not using Luna / Default Blue, so disable it. Remember: if you’re using the Luna / Default Blue interface, this service is necessary.Uninterruptible Power Supply“Manages an uninterruptible power supply (UPS) connected to the computer.”If you don’t have a UPS, you don’t need this service. If you have a UPS that you use independent of the computer (i.e.
Without automatic turn off etc.), you don’t need this service. Even if you do have a UPS that requires installing its own software for power management, this service is not required. Use it only if your UPS connects to your PC via a COM port and automatically gets Windows to work with it (not many).Universal Plug and Play Device Host“Provides support to host Universal Plug and Play devices.”Works along with the SSDP service that we doubt you require. Don’t know what UPnP is? Disable this.WebClient“Enables Windows-based programs to create, access, and modify Internet-based files.”Not a very popular feature. If some features in Internet Explorer don’t work for you, then you may need it.
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But then, why are you using IE, again? Huh?Windows Time“Maintains date and time synchronization on all clients and servers in the network.”I’ve kept this on. In fact, I’m so particular about having the correct time on my system, I’ve actually increased the update frequency from weekly to daily. If you don’t share the same enthusiasm as me, you can disable this service.
You can use a freeware, third party, on-demand time sync utility that will not need this service to be running, saving you memory.Wireless Zero Configuration“Provides automatic configuration for the 802.11 adapters”I don’t have any WiFi devices or networks to get on to, so I’ve disabled it. If you don’t have any WiFi, do the same.WMI Performance Adapter“Provides performance library information from WMI HiPerf providers.”Nobody is really sure what to do with this thing. I’ve never needed it, and it’s unlikely that you ever will.
Off with it.Workstation“Creates and maintains client network connections to remote servers.”If your’re sharing files and folders over a network, leave this on. If not, disable it. This is not needed or even utilized in a standalone PC. This doesn’t affect Internet connectivity.Source: I stumble upon some pages then I copy the texts in to my diary. KOMPONEN PORTOFOLIO:1. Kualifikasi AkademikTuliskan riwayat pendidikan tinggi Bapak/Ibu pada tabel di bawah ini.
No JENJANG PERG. TINGGI FAKULTAS PRODI TAHUN LULUS SKOR Jika mempunyai S1, D4, S2 atau S3 lebih dari satu agar tuliskan semua.Lampirkan foto kopi ijazah yang tertulis pada tabel tersebut yang telah dilegalisasi oleh perguruan tinggi yang mengeluarkan ijazah atau oleh Direktorat Jenderal Pendidikan Tinggi untuk ijazah luar negeri. Dalam kasus tertentu seorang guru bertugas di daerah yang jauh (di luar provinsi) dari tempat asal perguruan tinggi, dapat dilegalisasi oleh kepala sekolah dan kepala dinas kabupaten/kota.2.
Pendidikan dan PelatihanTuliskan pengalaman mengikuti pendidikan dan pelatihan (diklat) Bapak/Ibu pada tabel berikut. No NAMA/JENIS DIKLAT TEMPAT WAKTU PELAKSANAAN (Jam) PENYELENGGARA SKOR 3.
Pengalaman MengajarTuliskan pengalaman mengajar Bapak/Ibu pada tabel berikut ini. No NAMA SEKOLAH BIDANG STUDI/GURU KELAS LAMA MENGAJAR (tahuns.d. Tahun) Lampirkan foto kopi SK pengangkatan menjadi guru baik PNS maupun non PNS yang telah dilegalisasi oleh atasan langsung.4. Perencanaan dan Pelaksanaan Pembelajarana. Perencanaan PembelajaranTuliskan lima jenis RPP/RP/SP terbaik yang pernah Bapak/Ibu buat dari semester dan materi yang berbeda. No MATA PELAJARAN MATERI/KOMPETENSI SEMESTER TAHUN SKOR (diisi penilai) 5.
Penilaian dari Atasan dan PengawasBukti fisik yang dilampirkan berupa dokumen hasil penilaian dari atasan dan pengawas tentang kompetensi kepribadian dan kompetensi sosial Bapak/Ibu dengan menggunalan Format Penilaian Atasan (format terlampir).Lampirkan hasil penilaian dari atasan sebagaimana dimaksud di atas dalam amplop tertutup.6. Prestasi Akademika. Lomba dan karya akademikTuliskan prestasi Bapak/Ibu mengikuti lomba dan karya akademik (jika ada) yang meliputi: nama lomba/karya akademik, waktu pelaksanaan, tingkat (kecamatan, kabupaten/kota, provinsi, nasional, internasional), dan penyelenggara pada tabel berikut. No NAMA LOMBA/KEJUARAAN WAKTU PELAKSANAAN TINGKAT PENYELENGGARA SKOR Lampirkan foto kopi sertfikat/piagam/surat keterangan kegiatan yang tertulis di atas yang telah dilegalisasi oleh atasan.b. Pembimbingan teman sejawatTuliskan pengalaman Bapak/Ibu menjadi Instruktur/Guru inti/Tutor/Pemandu (jika pernah) pada tabel di bawah ini No MAPEL/BIDSTUD INSTRUKTUR/GURU INTI/TUTOR /PEMANDU TEMPAT SKOR Lampirkan foto kopi SK/Surat Tugas dari Pejabat yang berwenang yang telah dilegalisasi oleh atasan.c.
Ada sebuah buku bagus yang pernah saya pinjam dari sahabat saya, sebuah buku kecil dan tipis. Saya percaya buku itu simple namun bagus dan penting, karena itu saya pinjam dulu buku itu sebentar kemudian saya salin isinya untuk kita renungkan bersama.
Adalah pertama-tama Yakin Sepenuhnya Dengan Kebenaran Penawaran Anda. Adalah Antusiasme pada kebenaran sebagaimana Anda merasakannya. Adalah Jangan Pernah Mengatakan Sesuatu Yang Tidak Benar, namun biarkanlah kebenaran berakar kuat dalam diri Anda yang niscaya membuat kata-kata sederhana yang Anda ucapkan mampu meyakinkan orang lain.
Adalah Menghadapi Segala Permasalahan Dengan Tenang. Jangan pernah berapi-api. Begitu pula ketika meyakinkan seseorang, gunakanlah kata-kata sewajarnya saja. Adalah menciptakan suatu kondisi yang relaks, karena ketegangan menghalangi ide-ide baru.