You and Me Never Walk Alone

Saturday, June 23, 2012

7 Issues about supplements

Weight loss supplement
There are at least seven issues that are frequently asked for health-related use of supplements. Here is an explanation:
1. How to best store vitamin and mineral supplements?
Light, humidity, and excessive heat can reduce the effectiveness of vitamin and mineral supplements. So, the best place to store them is in a dry and cool, for example in the medicine cabinet and bedside table.
Do not store in the refrigerator supplements. When removed from the refrigerator to the room-temperature, condensation will occur in the bottle.
However, there are several types of supplements nonvitamin that should be stored in the refrigerator. Therefore, you should always read the label on the bottle packaging. Also, do not forget to check the expiration date.
2. Should the disposal of expired supplements?
Expiration date would be no point. The date indicates when the vitamin or supplement is no longer effective. You should not eat them if the expiration date has passed. If the vitamin had already expired, while the remaining lot, you have to throw it away. Therefore, should you buy in smaller amounts.
3. What is a "daily value"?
Daily value indicates the percentage of certain nutrients in foods, based on a 2,000 calorie diet. Daily value illustrates contribution of certain nutrients in the daily diet, 5 percent or less is considered low for certain nutrients and 20 percent or more is high.
4. What is the difference between multivitamins for men and women?
According Davir Kiefer, MD, of the University of Arizona, told WebMD, the main difference is the levels of iron. Menopausal women do not need more iron than men because of iron lost a lot when menstruation. After menopause, iron man and women have the same levels. Other than that, after menopause, female requires a more a lot calcium than men for bone strength.
5. Can the disease causes a deficiency of vitamin or mineral?
Yes. Conditions such as Crohn's disease and colitis, which causes chronic inflammation in the colon, can interfere with absorption of some vitamins or minerals, causing deficiencies. Alcohol addiction can also lead to severe level of deficiency, especially vitamin B and magnesium. Imbalance of the number of good bacteria, which breaks down food, can also cause a person to lack of vitamins or minerals.
6. Should I be concerned with the excess intake of vitamin?
Nowadays, everything is possible to add, would be added, including vitamins and minerals. Starting from a bottle of mineral water to orange juice. Sounds like an idea that allows you adequate daily intake of vitamins and minerals. So, whether you are at risk if too many important nutrients such mengasup? Yes, especially if you mengasupnya in large doses. Too much vitamin C, for example, marked nausea, diarrhea, and abdominal cramps. Too much selenium causes hair loss, fatigue, and mild nerve damage. Most people do not realize that they mengasup too many vitamins and minerals. Therefore, it is worth taking vitamin and mineral supplements according to the dosage indicated on the packaging or the doctor ordered.
7. What is the indication that I lack one essential vitamin or mineral?
Vitamin or mineral deficiency will usually show symptoms such as fatigue, pale skin, nails or damaged hair, diarrhea, weak memory, or decreased immunity. Of course, the lack of vitamins or minerals should be in very extreme conditions to be able to cause symptoms. If you worry about lack of one vitamin or mineral, it is better to consult a doctor. Tests can be performed to measure levels of vitamins or minerals, like vitamin D, vitamin B12, or iron. (Dian Savitri)

Tuesday, June 19, 2012

Training Of Trainers (TOT) ICT Based Management School

Lastest version PAS - SMA 6.1


One manifestation of bureaucratic reforms was the publication of regulations national education ministry number 36 of 2010 regarding the organization and working procedures ministry of national education. reform of the bureaucracy in the ministries national education is to change the structure and function of the unit - the main unit ICT. duties and functions of data collection is no longer part of secondary education located in the center of secondary education statistics.


Relating to the duties and functions of this data collection, the design need data collection mechanism that ties between the directorate general of education medium with a technical directorate under it and with the education provincial / district / town and school resulting in a comprehensive integration.

upper secondary education activities. this will not happen if  data collection mechanism is not carried out a door. it is necessary for coordination and cooperation efforts in order to realize integrated data collection and accountability. comprehensive data collection on  education units, may not be implemented by deploying instruments greater data collection in hardcopy form, requires disarming greater data collection and distribution mechanism of its instrument of accession not easy to be implemented fully.

On the basis of reason, then one chance to get the data collection  as a whole is capitalizing on the role of schools as a center for ICT services. School as a ICT service center can transmit data to the directorate general of secondary education through the application of the data collection system of school management  ICT-based. 

Through technical assistance, schools - schools that were invited, was appointed schools ICT service center of secondary education, as a supporting act for general secondary education in their schools to implement a data collection . Data concerning individual schools, learners and teachers as well as implementing  dissemination of the data collection system that ICT-based school management  developed by the directorate general of secondary education in the form  training and technical assistance (Training of Trainers / TOT) to the school around it.

Implementation of this training was held in support of the ministries of education and culture directorate general secondary education, held at The Empire Palace Hotel, Blauran St. 57-75, Surabaya, East Java, Indonesia. implemented in phases. first phase on December 18 to 22 June 2012. while the second phase was held on 24 to 29 June 2012. with 245 participants consisted of both public and private high school who came from 33 provinces and 245 districts / cities.

Thursday, June 14, 2012

40 Wise Motivation Words About Education



Wise Words
      Education? The bad words be heard for our brothers who live without compassion board of education. Ah well, anyway it's own education is not simply seeking a degree. 
      
      Okay, it might be educational aphorisms intended for you who are educated and were chatting in the shade of education. As before, this might be only a small note about education, even if you think this is the words of wisdom about education. Therefore, do not linger longer, let's look at the word pearl education - English and the translation is below


1.    The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.  ~Bill Beattie
Tujuan pendidikan harusnya untuk mengajarkan kita cara bagaimana berpikir, daripada mengajarkan apa yang harus dipikirkan – mengajarkan memperbaiki otak kita sehingga membuat kita bisa berpikir untuk diri sendiri, daripada membebani memori otak kita dengan pemikiran orang lain.

2.    The whole purpose of education is to turn mirrors into windows.  ~Sydney J. Harris
Seluruh tujuan pendidikan adalah untuk mengganti cermin menjadi jendela.

3.    Education is what remains after one has forgotten what one has learned in school.  ~Albert Einstein
Pendidikan itu apa yang ada setelah seorang lupa akan apa yang ia pelajari di sekolah.

4.    The school is the last expenditure upon which America should be willing to economize.  ~Franklin D. Roosevelt
Sekolah adalah pengeluaran biaya terakhir Amerika meski sedang menghemat.

5.    An educational system isn't worth a great deal if it teaches young people how to make a living but doesn't teach them how to make a life.  ~Author Unknown

6.    It is a thousand times better to have common sense without education than to have education without common sense.  ~Robert G. Ingersoll
Lebih baik ribuan kali masuk akal tanpa pendidikan dari pada pendidikan tanpa masuk akal.

7.    Education... has produced a vast population able to read but unable to distinguish what is worth reading.  ~G.M. Trevelyan
Pendidikan telah menciptakan populasi yang luas, yang dapat membaca tapi tidak bisa membedakan apa yang pantas dibaca.

8.    To the uneducated, an A is just three sticks.  ~A.A. Milne
Bagi orang yang tidak berpendidikan, huruf A hanyalah sebuah tiga garis.

9.    Nations have recently been led to borrow billions for war; no nation has ever borrowed largely for education.  Probably, no nation is rich enough to pay for both war and civilization.  We must make our choice; we cannot have both.  ~Abraham Flexner

10. Negara-negara akhir-akhir ini meminjam jutaan uang untuk perang; tidak ada negara yang pernah meminjam uang banyak untuk pendidikan. Mungkin, tidak ada negara yang cukup kaya untuk meminjamkan perang ataupun paradaban. Kita harus memilih; tidak bisa kita memilih kedua-duanya.

11. The object of education is to prepare the young to educate themselves throughout their lives. ~Robert Maynard Hutchins
Tujuan pendidikan itu untuk menyiapkan anak muda agar bisa mendidik dirinya sendiri sepanjang hidupnya.

12. He who opens a school door, closes a prison. ~Victor Hugo
Manusia yang membuka pintu sekolah itu menutup pintu penjara.

13. Every time you stop a school, you will have to build a jail.  What you gain at one end you lose at the other.  It's like feeding a dog on his own tail.  It won't fatten the dog.  ~Mark Twain
Setiap kali kau menutup sekolah, kau mungkin harus membangun penjara. Apa yang kau dapat pada satu masa, kau harus kehilangan masa yang lain. Seperti memberi makan anjing pada ekornya. Hal tersebut tidak akan membuat gemuk anjing.

14. My idea of education is to unsettle the minds of the young and inflame their intellects.  ~Robert Maynard Hutchins
Ide saya tentang pendidikan adalah menggangu ketenangan pikiran anak dan membuat pikiran mereka bergelora.

15. Education is a progressive discovery of our own ignorance.  ~Will Durant
Pendidikan adalah penemuan terbesar dalam kebodohan kita sendiri.

16. Why should society feel responsible only for the education of children, and not for the education of all adults of every age?  ~Erich Fromm
Mengapa masyarakat bertanggung jawab hanya pada pendidikan anak, dan tidak bertanggung jawa pada pendidikan orang dewasa?

17. Education would be much more effective if its purpose was to ensure that by the time they leave school every boy and girl should know how much they do not know, and be imbued with a lifelong desire to know it.  ~William Haley
Pendidikan akan lebih efektif jika tujuannya adalah meyakinkan bahwa menjelang mereka lulu sekolah, setiap siswa harus tahu seberapa banyak mereka tidak tahu, dan mereka harus diilhami dengan keinginan abadi untuk mengetahuinya.

18. I read Shakespeare and the Bible, and I can shoot dice.  That's what I call a liberal education.  ~Tallulah Bankhead
Saya membaca karya Shakespeare dan Injil, dan saya bisa berjudi. Itulah apa yang disebut pendidikan liberal.

19. A child educated only at school is an uneducated child.  ~George Santayana
Anak yang dididik hanya di sekolah adalah anak yang tidak berpendidikan.

20. Education's purpose is to replace an empty mind with an open one.  ~Malcolm S. Forbes
Tujuan pendidikan adalah untuk mengganti pikiran yang kosong menjadi pikiran yang terbuka.

21. Education is an admirable thing, but it is well to remember from time to time that nothing worth knowing can be taught.  ~Oscar Wilde, "The Critic as Artist," 1890
Pendidikan adalah hal yang dipuja-puja, tapi harus diingat bahwa dari waktu ke waktu hal yang pantas diketahui itu tidak dapat diajarkan.

22. If I had learned education I would not have had time to learn anything else.  ~Cornelius Vanderbilt
Jika saya dulu berpendidikan saya akan memiliki waktu untuk mempelajari yang lainnya.

23. Education is an ornament in prosperity and a refuge in adversity.  ~Aristotle
Pendidikan itu sebuah perhiasan dalam kemakmuran dan tempat bernaung dalam kesengsaraan.

24. Education is simply the soul of a society as it passes from one generation to another.  ~G.K. Chesterton
Pendidikan adalah jiwa sebuah masyarakat karena pendidikan melewati satu generasi ke generasi lainnya.

25. Education is the ability to listen to almost anything without losing your temper or your self-confidence.  ~Robert Frost
Pendidikan adalah kemampuan mendengar akan setiap hal tanpa kehilangan tabiatmu atau kepercayaan dirimu.

26. Learning, n.  The kind of ignorance distinguishing the studious.  ~Ambrose Bierce, The Devil's Dictionary
Learning dalam Kamus  adalah kata benda yang berarti jenis kebodohan yang membedakan orang yang rajin belajar.

27. If a man is a fool, you don't train him out of being a fool by sending him to university.  You merely turn him into a trained fool, ten times more dangerous.  ~Desmond Bagley
Jika seorang manusia itu bodoh, kau tidak melatihnya menjadi bodoh dengan mengirimnya di perguruan tinggi.

28. Education is the movement from darkness to light.  ~Allan Bloom
Pendidikan adalah peralihan dari kegelapan ke terang benerang.

29. Much education today is monumentally ineffective.  All too often we are giving young people cut flowers when we should be teaching them to grow their own plants.  ~John W. Gardner
Kebanyakan pendidikan saat ini sangat tidak efektif. Terlalu sering kita memberi anak-anak kecil sebatang bunga ketiha harusnya kita mengajarkan mereka cara menumbuhkan tanaman mereka sendiri.

30. There is nothing so stupid as the educated man if you get him off the thing he was educated in.  ~Will Rogers
Tidak ada hal yang sebodoh manusia berpendidikan jika kau jauhkan dia dari apa yang ia pelajari.

31. Education is not filling a pail but the lighting of a fire.  ~William Butler Yeats
Pendidikan itu bukan sedang mengisi ember tapi menyalakan api.

32. Education, n.  That which discloses to the wise and disguises from the foolish their lack of understanding.  ~Ambrose Bierce, The Devil's Dictionary
Menurut Kamus , pendidikan adalah kata benda yang berarti menyingkap dan menyembunyikan kekurangtahuan dari orang bijak kepada orang bodoh.

33. A good teacher must know the rules; a good pupil, the exceptions.  ~Martin H. Fischer
Guru yang baik harusnya tahu aturan; sedang siswa yang baik, pengecualian.

34. Too often we give children answers to remember rather than problems to solve.  ~Roger Lewin
Kita terlalu sering memberi anak-anak kecil jawaban yang mudah diingat daripada memberi masalah yang dapat diselesaikan.

35. They say that we are better educated than our parents' generation.  What they mean is that we go to school longer.  It is not the same thing.  ~Richard Yates
Mereka bilang bahwa kita terdidik lebih baik daripada generasi orang tua kita. Apa yang mereka maksud adalah bahwa kita sekolah lebih lama.

36. I think everyone should go to college and get a degree and then spend six months as a bartender and six months as a cabdriver.  Then they would really be educated.  ~Al McGuire
Saya kira setiap orang harus kuliah dan mendapatkan gelar, lalu menghabiskan enam bulan sebagai pelayan bar dan enam bulan lagi sebagai supir taksi. Lalu mereka akan benar-benar terdidik.

37. The tragedy of education is played in two scenes - incompetent pupils facing competent teachers and incompetent teachers facing competent pupils.  ~Martin H. Fischer
Tragedy pendidikan dimainkan dalam dua adegan – siswa yang tidak kompeten yang sedang menghadapi guru yang kompeten, dan sebaliknya.

38. If the Romans had been obliged to learn Latin, they would never have found time to conquer the world.  ~Heinrich Heine
Jika orang romawi diwajibkan belajar bahasa Latin, mereka tidak akan pernah punya waktu menaklukkan dunia.

39. Education is not preparation for life; education is life itself.  ~John Dewey
Pendidikan bukanlah persiapan hidup; karena pendidikan adalah hidup itu sendiri.

40. Education: the inculcation of the incomprehensible into the indifferent by the incompetent.  ~John Maynard Keynes
Pendidikan adalah penanaman ketidaktahuan pada orang yang acuh dari seorang yang tidak kompeten.

Wednesday, June 13, 2012

Microsoft security updates for June 2012




Microsoft security updates for June 2012
As part of Microsoft's routine, monthly security update cycle, microsoft was released 7 new security updates on June 12, 2012.
<<<====>>>
IT Professionals and System Administrators
Go to Microsoft TechNet for detailed information about these updates.
Skip the details and download the updates
Go to Microsoft Update to download the latest updates.

Latest security updates

Tuesday, June 12, 2012

Meaningful Work With Teguh Sunaryo

A few minutes ago, I attended a motivational training with Mr. Teguh Sunaryo of DMI Primagama Yogyakarta, he was born in Tanjung Karang Bandar Lampung , 1 Feb 1964, elementary education - school in Lampung (SDN 13, SMPK Lidya). SMAN 1 Bantul, S1 - S2 Yogyakarta (Fak. Philosophy and STIR), the Board Founder and Director PT. DMI Indonesia, Indonesia Primagama GM Staff Expert, Founder Primagama English Council, Board of Commissioners Founder and Creative Kindergarten and Playgroup Primagama, Founder and Advisory Board of Ahmad Dhani's School of Rock (ADSOR). Education practitioners, talented Indonesia Children Education Consultant, Motivator and Resources area of ​​the development of talented people.

The following are some important notes of the meeting: 
When someone chooses to work, either with a mature decision, or driven by a certain factor, then it has entered into a new social relationships, the rules of the game is very loose and uncertain. The term laborer or worker of the meaning attached to "work" itself.What is the real meaning of work? In terminology, the definition of work is an activity that becomes a means for man to create himself into a more meaningful existence.While the philosophy of the meaning of work are as follows: Work is worship, that serious work is full of love.Work is a mandate, it means working correctly full responsibility.Work is preaching, it means working together grindstones, foster care, and compassion.Work is a blessing, it means to work sincerely grateful.Work is a calling, it means working with integrity completely.Work is a privilege, meaning that the full benefits of working diligently.Work is service, which means working perfect humility.Work is a risk, that means working full sincerity and patience.Work is aktulaisasi, it means working hard with excitement.

Enthusiasm of the teacher noticed he talks
Work is art, full of creativity means working smarter.Work is paid recreation, meaning full of happiness.Above we have discussed the definition and meaning of work. Today we will explore the nature of nature back to WORK in the acronym, namely: (B) ahagia, (E) nergik, (K) onsisten, (E) fektif, (R) ajin, (J) ujur and A (active).

In addition there There are 36 characteristics that reflect a good work ethic are:

  1. ON, 
  2. HONEST, 
  3. FRIENDLY, 
  4. FUN, 
  5. HARD WORK, 
  6. PATIENCE, 
  7. DYNAMIC, 
  8. WORKING TEAM SPIRIT, 
  9. DISCIPLINE, 
  10. CONSISTENT, 
  11. RESPONSIBILITY, 
  12. EFFECTIVE, 
  13. CREATIVE, 
  14. Persevering, 
  15. EFFICIENT, 
  16. FIELD CHEST, 
  17. CAREFULLY, 
  18. Energetic, 
  19. SUBDIVISION, 
  20. TIMELY, 
  21. FOCUS, 
  22. RESPECT, 
  23. REGULARLY, 
  24. GESIT, 
  25. MENGHIBUR, 
  26. CONTROLLED, 
  27. SINCERE, 
  28. OPTIMISTIC, 
  29. TOLERANT, 
  30. INTERACTIVE, 
  31. SENSITIVE, 
  32. TOTALITY, 
  33. Observant, 
  34. Diligent and 
  35. Tenacious.

Are you already working well so far? Do you already know about the meaning of work? Hopefully this becomes a learning tool for us all, especially for those who already have a job, because out there are a lot of our friends who have not or do not have a steady job, aka unemployed.

Effects of Achievement Motivation on Behavior


Fundamental Achievment Motivation
Motivation can be defined as the driving force behind all the actions of an individual. The influence of an individual's needs and desires both have a strong impact on the direction of their behavior. Motivation is based on your emotions and achievement-related goals. There are different forms of motivation including extrinsic, intrinsic, physiological, and achievement motivation. There are also more negative forms of motivation. Achievement motivation can be defined as the need for success or the attainment of excellence. Individuals will satisfy their needs through different means, and are driven to succeed for varying reasons both internal and external.
Motivation is the basic drive for all of our actions. Motivation refers to the dynamics of our behavior, which involves our needs, desires, and ambitions in life. Achievement motivation is based on reaching success and achieving all of our aspirations in life. Achievement goals can affect the way a person performs a task and represent a desire to show competence (Harackiewicz, Barron, Carter, Lehto, & Elliot, 1997). These basic physiological motivational drives affect our natural behavior in different environments. Most of our goals are incentive-based and can vary from basic hunger to the need for love and the establishment of mature sexual relationships. Our motives for achievement can range from biological needs to satisfying creative desires or realizing success in competitive ventures. Motivation is important because it affects our lives everyday. All of our behaviors, actions, thoughts, and beliefs are influenced by our inner drive to succeed.

Implicit and Self-Attributed Motives

Success and confidence are fundamental motivation
Motivational researchers share the view that achievement behavior is an interaction between situational variables and the individual subject's motivation to achieve. Two motives are directly involved in the prediction of behavior, implicit and explicit. Implicit motives are spontaneous impulses to act, also known as task performances, and are aroused through incentives inherent to the task. Explicit motives are expressed through deliberate choices and more often stimulated for extrinsic reasons. Also, individuals with strong implicit needs to achieve goals set higher internal standards, whereas others tend to adhere to the societal norms. These two motives often work together to determine the behavior of the individual in direction and passion (Brunstein & Maier, 2005).
Explicit and implicit motivations have a compelling impact on behavior. Task behaviors are accelerated in the face of a challenge through implicit motivation, making performing a task in the most effective manner the primary goal. A person with a strong implicit drive will feel pleasure from achieving a goal in the most efficient way. The increase in effort and overcoming the challenge by mastering the task satisfies the individual. However, the explicit motives are built around a person's self-image. This type of motivation shapes a person's behavior based on their own self-view and can influence their choices and responses from outside cues. The primary agent for this type of motivation is perception or perceived ability. Many theorists still can not agree whether achievement is based on mastering one's skills or striving to promote a better self-image (Brunstein & Maier, 2005). Most research is still unable to determine whether these different types of motivation would result in different behaviors in the same environment.

The Hierarchal Model of Achievement Motivation

Achievement motivation has been conceptualized in many different ways. Our understanding of achievement-relevant effects, cognition, and behavior has improved. Despite being similar in nature, many achievement motivation approaches have been developed separately, suggesting that most achievement motivation theories are in concordance with one another instead of competing. Motivational researchers have sought to promote a hierarchal model of approach and avoidance achievement motivation by incorporating the two prominent theories: the achievement motive approach and the achievement goal approach. Achievement motives include the need for achievement and the fear of failure. These are the more predominant motives that direct our behavior toward positive and negative outcomes. Achievement goals are viewed as more solid cognitive representations pointing individuals toward a specific end. There are three types of these achievement goals: a performance-approach goal, a performance-avoidance goal, and a mastery goal. A performance-approach goal is focused on attaining competence relative to others, a performance-avoidance goal is focused on avoiding incompetence relative to others, and a mastery goal is focused on the development of competence itself and of task mastery. Achievement motives can be seen as direct predictors of achievement-relevant circumstances. Thus, achievement motives are said to have an indirect or distal influence, and achievement goals are said to have a direct or proximal influence on achievement-relevant outcomes (Elliot & McGregor, 1999).
These motives and goals are viewed as working together to regulate achievement behavior. The hierarchal model presents achievement goals as predictors for performance outcomes. The model is being further conceptualized to include more approaches to achievement motivation. One weakness of the model is that it does not provide an account of the processes responsible for the link between achievement goals and performance. As this model is enhanced, it becomes more useful in predicting the outcomes of achievement-based behaviors (Elliot & McGregor, 1999).

Achievement Goals and Information Seeking

Life Need Goals
Theorists have proposed that people's achievement goals affect their achievement-related attitudes and behaviors. Two different types of achievement-related attitudes include task-involvement and ego-involvement. Task-involvement is a motivational state in which a person's main goal is to acquire skills and understanding whereas the main goal in ego-involvement is to demonstrate superior abilities (Butler, 1999). One example of an activity where someone strives to attain mastery and demonstrate superior ability is schoolwork. However situational cues, such as the person's environment or surroundings, can affect the success of achieving a goal at any time.
Studies confirm that a task-involvement activity more often results in challenging attributions and increasing effort (typically in activities providing an opportunity to learn and develop competence) than in an ego-involvement activity. Intrinsic motivation, which is defined as striving to engage in activity because of self-satisfaction, is more prevalent when a person is engaged in task-involved activities. When people are more ego-involved, they tend to take on a different conception of their ability, where differences in ability limit the effectiveness of effort. Ego-involved individuals are driven to succeed by outperforming others, and their feelings of success depend on maintaining self-worth and avoiding failure. On the other hand, task-involved individuals tend to adopt their conception of ability as learning through applied effort (Butler, 1999). Therefore less able individuals will feel more successful as long as they can satisfy an effort to learn and improve. Ego-invoking conditions tend to produce less favorable responses to failure and difficulty.
Competence moderated attitudes and behaviors are more prevalent in ego-involved activities than task-involved. Achievement does not moderate intrinsic motivation in task-involving conditions, in which people of all levels of ability could learn to improve. In ego-involving conditions, intrinsic motivation was higher among higher achievers who demonstrated superior ability than in low achievers who could not demonstrate such ability (Butler, 1999). These different attitudes toward achievement can also be compared in information seeking.
Task- and ego-involving settings bring about different goals, conceptions of ability, and responses to difficulty. They also promote different patterns of information seeking. People of all levels of ability will seek information relevant to attaining their goal of improving mastery in task-involving conditions. However they need to seek information regarding self-appraisal to gain a better understanding of their self-capacity (Butler, 1999). On the other hand people in ego-involving settings are more interested in information about social comparisons, assessing their ability relative to others.

Self-Worth Theory in Achievement Motivation

Self-worth theory states that in certain situations students stand to gain by not trying and deliberately withholding effort. If poor performance is a threat to a person's sense of self-esteem, this lack of effort is likely to occur. This most often occurs after an experience of failure. Failure threatens self-estimates of ability and creates uncertainty about an individual's capability to perform well on a subsequent basis. If the following performance turns out to be poor, then doubts concerning ability are confirmed. Self-worth theory states that one way to avoid threat to self-esteem is by withdrawing effort. Withdrawing effort allows failure to be attributed to lack of effort rather than low ability which reduces overall risk to the value of one's self-esteem. When poor performance is likely to reflect poor ability, a situation of high threat is created to the individual's intellect. On the other hand, if an excuse allows poor performance to be attributed to a factor unrelated to ability, the threat to self-esteem and one's intellect is much lower (Thompson, Davidson, & Barber, 1995).
A study was conducted on students involving unsolvable problems to test some assumptions of the self-worth theory regarding motivation and effort. The results showed that there was no evidence of reported reduction of effort despite poorer performance when the tasks were described as moderately difficult as compared with tasks much higher in difficulty. The possibility was raised that low effort may not be responsible for the poor performance of students in situations which create threats to self-esteem. Two suggestions were made, one being that students might unconsciously withdraw effort, and the other stating that students may reduce effort as a result of withdrawing commitment from the problem. Regardless of which suggestion is true, self-worth theory assumes that individuals have a reduced tendency to take personal responsibility for failure (Thompson, Davidson, & Barber, 1995).

Avoidance Achievement Motivation

In everyday life, individuals strive to be competent in their activities. In the past decade, many theorists have utilized a social-cognitive achievement goal approach in accounting for individuals striving for competence. An achievement goal is commonly defined as the purpose for engaging in a task, and the specific type of goal taken on creates a framework for how individuals experience their achievement pursuits. Achievement goal theorists commonly identify two distinct ideas toward competence: a performance goal focused on demonstrating ability when compared to others, and a mastery goal focused on the development of competence and task mastery. Performance goals are hypothesized to produce vulnerability to certain response patterns in achievement settings such as preferences for easy tasks, withdrawal of effort in the face of failure, and decreased task enjoyment. Mastery goals can lead to a motivational pattern that creates a preference for moderately challenging tasks, persistence in the face of failure, and increased enjoyment of tasks (Elliot & Church, 1997).
Most achievement goal theorists conceptualize both performance and mastery goals as the "approach" forms of motivation. Existing classical achievement motivation theorists claimed that activities are emphasized and oriented toward attaining success or avoiding failure, while the achievement goal theorists focused on their approach aspect. More recently, an integrated achievement goal conceptualization was proposed that includes both modern performance and mastery theories with the standard approach and avoidance features. In this basis for motivation, the performance goal is separated into an independent approach component and avoidance component, and three achievement orientations are conceived: a mastery goal focused on the development of competence and task mastery, a performance-approach goal directed toward the attainment of favorable judgments of competence, and a performance-avoidance goal centered on avoiding unfavorable judgments of competence. The mastery and performance-approach goals are characterized as self-regulating to promote potential positive outcomes and processes to absorb an individual in their task or to create excitement leading to a mastery pattern of achievement results. Performance-avoidance goals, however, are characterized as promoting negative circumstances. This avoidance orientation creates anxiety, task distraction, and a pattern of helpless achievement outcomes. Intrinsic motivation, which is the enjoyment of and interest in an activity for its own sake, plays a role in achievement outcomes as well. Performance-avoidance goals undermined intrinsic motivation while both mastery and performance-approach goals helped to increase it (Elliot & Church, 1997).
Most achievement theorists and philosophers also identify task-specific competence expectancies as an important variable in achievement settings. Achievement goals are created in order to obtain competence and avoid failure. These goals are viewed as implicit (non-conscious) or self-attributed (conscious) and direct achievement behavior. Competence expectancies were considered an important variable in classical achievement motivation theories, but now appear to only be moderately emphasized in contemporary perspectives (Elliot & Church, 1997).

Approach and Avoidance Goals

Achievement motivation theorists focus their research attention on behaviors involving competence. Individuals aspire to attain competence or may strive to avoid incompetence, based on the earlier approach-avoidance research and theories. The desire for success and the desire to avoid failure were identified as critical determinants of aspiration and behavior by a theorist named Lewin. In his achievement motivation theory, McClelland proposed that there are two kinds of achievement motivation, one oriented around avoiding failure and the other around the more positive goal of attaining success. Atkinson, another motivational theorist, drew from the work of Lewin and McClelland in forming his need-achievement theory, a mathematical framework that assigned the desire to succeed and the desire to avoid failure as important determinants in achievement behavior (Elliot & Harackiewicz, 1996).
Theorists introduced an achievement goal approach to achievement motivation more recently. These theorists defined achievement goals as the reason for activities related to competence. Initially, these theorists followed in the footsteps of Lewin, McClelland, and Atkinson by including the distinction between approach and avoidance motivation into the structure of their assumptions. Three types of achievement goals were created, two of which being approach orientations and the third an avoidance type. One approach type was a task involvement goal focused on the development of competence and task mastery, and the other being a performance or ego involvement goal directed toward attaining favorable judgments of competence. The avoidance orientation involved an ego or performance goal aimed at avoiding unfavorable judgments of competence. These new theories received little attention at first and some theorists bypassed them with little regard. Motivational theorists shifted away and devised other conceptualizations such as Dweck's performance-learning goal dichotomy with approach and avoidance components or Nicholls' ego and task orientations, which he characterized as two forms of approach motivation (Elliot & Harackiewicz, 1996).
Presently, achievement goal theory is the predominant approach to the analysis of achievement motivation. Most contemporary theorists use the frameworks of Dweck's and Nicholls' revised models in two important ways. First, most theorists institute primary orientations toward competence, by either differentiating between mastery and ability goals or contrasting task and ego involvement. A contention was raised toward the achievement goal frameworks on whether or not they are conceptually similar enough to justify a convergence of the mastery goal form (learning, task involvement and mastery) with the performance goal form (ability and performance, ego involvement, competition). Secondly, most modern theorists characterized both mastery and performance goals as approach forms of motivation, or they failed to consider approach and avoidance as independent motivational tendencies within the performance goal orientation (Elliot & Harackiewicz, 1996).
The type of orientation adopted at the outset of an activity creates a context for how individuals interpret, evaluate, and act on information and experiences in an achievement setting. Adoption of a mastery goal is hypothesized to produce a mastery motivational pattern characterized by a preference for moderately challenging tasks, persistence in the face of failure, a positive stance toward learning, and enhanced task enjoyment. A helpless motivational response, however, is the result of the adoption of a performance goal orientation. This includes a preference for easy or difficult tasks, effort withdrawal in the face of failure, shifting the blame of failure to lack of ability, and decreased enjoyment of tasks. Some theorists include the concept of perceived competence as an important agent in their assumptions. Mastery goals are expected to have a uniform effect across all levels of perceived competence, leading to a mastery pattern. Performance goals can lead to mastery in individuals with a high perceived competence and a helpless motivational pattern in those with low competence (Elliot & Harackiewicz, 1996).
Three motivational goal theories have recently been proposed based on the tri-variant framework by achievement goal theorists: mastery, performance-approach, and performance-avoidance. Performance-approach and mastery goals both represent approach orientations according to potential positive outcomes, such as the attainment of competence and task mastery. These forms of behavior and self-regulation commonly produce a variety of affective and perceptual-cognitive processes that facilitate optimal task engagement. They challenge sensitivity to information relevant to success and effective concentration in the activity, leading to the mastery set of motivational responses described by achievement goal theorists. The performance-avoidance goal is conceptualized as an avoidance orientation according to potential negative outcomes. This form of regulation evokes self-protective mental processes that interfere with optimal task engagement. It creates sensitivity to failure-relevant information and invokes an anxiety-based preoccupation with the appearance of oneself rather than the concerns of the task, which can lead to the helpless set of motivational responses. The three goal theories presented are very process oriented in nature. Approach and avoidance goals are viewed as exerting their different effects on achievement behavior by activating opposing sets of motivational processes (Elliot & Harackiewicz, 1996).

Intrinsic Motivation and Achievement Goals

Intrinsic motivation is defined as the enjoyment of and interest in an activity for its own sake. Fundamentally viewed as an approach form of motivation, intrinsic motivation is identified as an important component of achievement goal theory. Most achievement goal and intrinsic motivational theorists argue that mastery goals are facilitative of intrinsic motivation and related mental processes and performance goals create negative effects. Mastery goals are said to promote intrinsic motivation by fostering perceptions of challenge, encouraging task involvement, generating excitement, and supporting self-determination while performance goals are the opposite. Performance goals are portrayed as undermining intrinsic motivation by instilling perceptions of threat, disrupting task involvement, and creating anxiety and pressure (Elliot & Harackiewicz, 1996).
An alternative set of predictions may be derived from the approach-avoidance framework. Both performance-approach and mastery goals are focused on attaining competence and foster intrinsic motivation. More specifically, in performance-approach or mastery orientations, individuals perceive the achievement setting as a challenge, and this likely will create excitement, encourage cognitive functioning, increase concentration and task absorption, and direct the person toward success and mastery of information which facilitates intrinsic motivation. The performance-avoidance goal is focused on avoiding incompetence, where individuals see the achievement setting as a threat and seek to escape it (Elliot & Harackiewicz, 1996). This orientation is likely to elicit anxiety and withdrawal of effort and cognitive resources while disrupting concentration and motivation.

Personal Goals Analysis

In recent years, theorists have increasingly relied on various goal constructs to account for action in achievement settings. Four levels of goal representation have been introduced: task-specific guidelines for performance, such as performing a certain action, situation-specific orientations that represent the purpose of achievement activity, such as demonstrating competence relative to others in a situation, personal goals that symbolize achievement pursuits, such as getting good grades, and self-standards and future self-images, including planning for future goals and successes. These goal-based achievement motivation theories have focused almost exclusively on approach forms behavior but in recent years have shifted more toward avoidance (Elliot & Sheldon, 1997).
Motivation is an important factor in everyday life. Our basic behaviors and feelings are affected by our inner drive to succeed over life's challenges while we set goals for ourselves. Our motivation also promotes our feelings of competence and self-worth as we achieve our goals. It provides us with means to compete with others in order to better ourselves and to seek out new information to learn and absorb. Individuals experience motivation in different ways, whether it is task- or ego-based in nature. Some people strive to achieve their goals for personal satisfaction and self-improvement while others compete with their surroundings in achievement settings to simply be classified as the best. Motivation and the resulting behavior are both affected by the many different models of achievement motivation. These models, although separate, are very similar in nature and theory. The mastery and performance achievement settings each have a considerable effect on how an individual is motivated. Each theorist has made a contribution to the existing theories in today's achievement studies. More often than not, theorists build off of each other's work to expand old ideas and create new ones. Achievement motivation is an intriguing field, and I find myself more interested after reviewing similar theories from different perspectives.


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Liverpool's Miracle of Istanbul

The Liverpool's 2005 Team Create Miracle of  Istanbul

There have been few events in sports that have had the level of resounding shock and awe as Liverpool's Miracle of Istanbul in the 2005 Champions League final against AC Milan.However, that was not the end of it, as the first half came to a close with two quick strikes from Hernan Crespo, putting the six-time champions on top 3-0 after the 43rd and 44th minute goals.


But, the night proved to be young, and Liverpool came out in the second half with their fans behind them and charging for something to happen, and happen it did. Rafael Benitez substituted Steve Finnan as the Irishman made way for Dietmar Hamann, with the Reds going to three at the back to push more men forward.

Steven Gerrard Kiss UCL Trophe
Steven Gerrard scored on 54 minutes to give the Reds hope of a revival in the last half hour, but it would only take two minutes for Vladimir Smicer to make it 3-2, as Liverpool could not believe their luck.

AC Milan were stunned and still struggling to recover from Liverpool's continuous attack of the last five minutes Gennaro Gattuso fouled Steven Gerrard, awarding the Reds a penalty.


Xabi Alonso stepped to the spot and had his penalty saved, but blasted home the rebound and it was game on with the match now tied at 3-3 in one of the most magical—for Liverpool—and devastating—for AC Milan—moments in UEFA Champions League history.


There were still 30 minutes of action left, but neither side could end the deadlock in the last half hour nor through two 15 minutes periods of extra time and the game now headed to spot kicks.


Serginho stepped to the spot first for Milan and fired over the bar. Liverpool sub Dietmar Hamann then converted to send the Reds to their first lead of the night. Andrea Pirlo was next to the spot for Milan, and Jerzy Dudek dove right stopping the shot.


Djibril Cissé was next for Liverpool and was the second straight substitute to convert from the spot.


Liverpool were now two goals to the good, but scores from Jon Dahl Tomasson and Kaka with a block on John Arne Riise in between saw the match level once again, with the Reds' third substitute of the game, Vladimír Šmicer, now at the spot, who converted to send his club back on top.


The last man standing for Milan was Ukrainian hit man Andriy Shevchenko, who fired straight down the middle, only for a diving Dudek to save clear with his trailing left hand and give the Reds their fifth European title in what to me is the greatest Champions League Final of all time.


Here is the Liverpool's miracle of Istanbul





Champions League Final 2005
May 25, 2005
Kemal Ataturk Olympic Stadium, Istanbul
Referee: Manuel Mejuto Gonzalez
Attendance: 70 024 people
AC Milan 3-3 Liverpool (2-3 on penalties)
(Paolo Maldini 1 ', Hernan Crespo 38', 42 '; Steven Gerrard 54 ', Vladimir Smicer 56', Xabi Alonso 60 ')

AC. Milan

1 - Dida
2 - Cafu
3 - Paolo Maldini
31 - Jaap Stam
13 - Alessandro Nesta
21 - Andrea Pirlo
8 - Gennaro Gattuso / 10 - Rui Costa (112 ')
20 - Clarence Seedorf / 27 - Serginho (86 ')
22 - Kaka
7 - Andriy Shevchenko
11 - Hernan Crespo / 15 - Jon Dahl Tomasson (85 ')



Liverpool F.C


1 - Dudek
3 - Steve Finnan / 16 - Dietmar Hamann (46 ')
21 - Djimi Traore
23 - Jamie Carragher
 4 - Sami Hyypia
14 - Xabi Alonso
10 - Luis Garcia
 6 - John Arne Riise
8 - Steven Gerrard
 7 - Harry Kewell / 11 - Vladimir Smicer (23 ')
5 - Milan Baros / 9 - Djibril Cisse (85 ')