(Raihan, Sesungguhnya)

Indeed this heart loves You.

Indeed I long for You,

But I can't comprehend 

Why love has not arrived,

But I can't comprehend

Why this longing has not bloomed.

Truly, even if I collect 

all the jewels from the deepest ocean,

Truly, even if I water

with rain from Your seven skies,
 
Still love will not come

Still the longing will not bloom.

I try to hand

a gift to You,

yet perhaps because its contents

are not complete without Splendour

I try watering it

in the hope that it will grow and flower

yet perhaps because the water

is not as pure as that from the Well of Kauthar 

Truly, even if I collect

all the jewels from the deepest ocean

Truly, even if I water

with rain from Your seven heavens
 
Still love will not come

Still the longing will not bloom

if without hoping for Your Grace

If without craving sympathy

from You Oh Allah.

God, grant Your love to me

God, bestow my longing to You,

so that I may know

my gratitude belongs only to You

(http://www.uga.edu/islam/nasyid.html)

Actions are choices. We may classify three major types of choices: the fundamental choice, the primary choice, and the secondary choice. The fundamental choice is a choice about our basic values and resolve in life. One of the most basic fundamental choices young people can make is to be the predominant creative force in their life. Having made this choice doesn’t mean that suddenly they can create everything they want and the world will revolve around them, but it does mean that they are ready to take responsibility for their own life.

Another type of choice young people can make is the primary choice. The primary choice is about major results in their life. These include choices of goals, aspirations, and ambitions. These are often the goals found in the formation of creative tension.

Once primary choice is established, then other choices have to be made to support the primary choice. Often these secondary choices are things that we don’t like but need to do to support our primary choice. By making secondary choices to support primary choices, young people learn to act in their own best long-term interests by managing their short-term activities. They might not like doing hours of homework, but they do it if they have made a primary choice, for example, to become an engineer or a scientist.  

Adapted from Schools that Learn

The Creative process begins with deceivingly simple question: What do you want to create?

Can we ask young people that question? At first they will not know how to answer. They will tend to say what they think adults want to hear. But if we persist, eventually they will realize we really want them to give us their answer, not the answer we might have wanted them to tell us in the past.

When we get into the habit of defining our goals, visions, and aspirations, we are developing a true skill-a skill that young people need to learn if they are to master their life-building process. When young people don’t know what they want to create in life, their education can seem arbitrary to them. When they do know what they want, their education takes focus and purpose-at least to the degree that it supports their long-term goals.

Defining goals is a good beginning to have in place, but only a beginning. The next step is even harder for both young people and adults, and that is to describe current reality accurately and objectively.

Just The Facts

Most people learn to distort reality. They do so because reality often includes things they don’t like. Kids learn to lie for many reasons. They lie to avoid criticism and punishment. They lie because they see that it is socially acceptable. They lie because sometimes it is hard to see reality without the distorting lens of assumptions, concepts, theories, world views, and speculation.

If we lie to our young people, they will learn to distort reality. They will begin to misrepresent reality not only to others but, even worse, to themselves. Without a fix in reality, they will not be able to know where they are in relation to their goals.

Learning requires the ability to evaluate our actions: Did they work? Did they not work? We need to consider two essential data points: the current state and our desired outcomes. The skill of evaluating the actual situation must be developed deliberately, because it is easy to distort reality when we don’t like what there is to see.

To develop this skill, young people must be able to tolerate disappointment and frustration but not let those experiences stop them. Rather than overcome these feelings, they must learn to take them in stride, because when they learn something new, they often incapable of success at first, and that can be hurtful and misinterpreted as a matter of self-worth. They must be able to separate who they are from what they do.    

(to be continued …)

Adapted from Schools that Learn

Many people had a lot of trouble answering this simple question: What do you want?

Instead of considering what they actually wanted, they would attempt to describe what they should want, or they would name the elimination of problems as what they say they wanted, or they would use vague slogans, or they would think about processes rather than what the processes were supposed to produce.

The situation was all rather puzzling at first, until the obvious become obvious: A lot of people don’t know how to think about what they want. They have had the subject so drummed out of their brains that it’s as if they can’t think about certain ideas because they don’t know the right questions to ask.

Too many young people are taught to give up their dreams before they have had any experience attempting to pursue meaningful goals. These young people are thought to be unable to fulfill their ambitions. This happens, paradoxically, because we love our kids, and we don’t want to see them suffer.

Our tendency is to protect them and control them so they will be saved from the emotional upheaval that disappointment can bring. To protect them from disappointment, adults inadvertently censor young people not only from trying to create what might matter to them but even thinking about trying.

Because we protect young people from these experiences, they don’t have the chance to toughen up and build important life muscles. They never develop the discipline for going extra mile when it’s called for. They never learn the lessons of consummate professionalism so important when developing character or the ongoing learning skills needed to accomplish anything difficult.

It begins with a question …

(to be continued …)

Adapted from Schools that Learn

.... lanjutan dari The Point of Education

The key to the creative process is creative tension. Whenever we establish a tension, it strives for resolution. Creative tension is established through contrast: between our desire state (our goals, aspirations, desires) and our current reality in relationship to those goals. We can move toward resolving the tension by taking actions that bring our goals and reality closer together. The ultimate resolution happens when we accomplish our goals. Moving toward our goals sounds simple, but requires the development of many skills.

All disciplines are unnatural. That’s why they are disciplines. In establishing creative tension, it takes disciplines to define the actual end result we want to create, and to define reality objectively … outside the distortions of our assumptions, theories, and concepts. It takes discipline to confront moments that are filled with frustration, disappointment, and setbacks. It takes discipline to learn from mistakes and success-ours and other people’s.

Some of careers, such as in sports, medicine, etc, place extreme physical and mental pressures on people and pit them against tremendous competition. Without a discipline for establishing and maintaining creative tension, it’s very difficult to accomplish any great mastery. Every time the situation becomes uncomfortable-for example, when you face rejection-you will be prone to give up. By contrast, if you operate with a discipline based on what you genuinely want, you may still feel disappointment, but you won’t give up. If anything, the disappointment tempers you and helps you keep moving forward.

(to be continued …)

Adapted from Schools that Learn

What is the point of education? Is it to socialize young people so they can fit into the fabric of society? Is it to train a workforce? Is it to introduce young people to the greater possibilities that life has to offer?

These are all legitimate and, therefore, correct answers. But they leave out the most profound purpose that education might have: helping young people learn how to create the life they truly want to create.

There are a few interesting reasons why adults (parents, teacher, etc) don’t teach, and young people don’t learn, how to create what they truly want to create.

First of all, most adults have not been trained in the skills of so called … the creative process. The topic can seem as if it belongs more to after-school extracurricular activities. It doesn’t sound like a centerpiece of mainstream education like math, science, or language skills.  And yet the creative process is the most successful process for accomplishment in the history of civilization. It has created all of the arts, most of science and technology, culture, literature, and poetry, and it has fueled invention and innovation in business and organizations.

Can it be understood by most teachers, parents, and students? Can it be taught?

The happy answer to both questions is yes. Before we can begin to do it, we need to think differently about our goals, our understanding of reality, our ability to generate original processes to enable us to accomplish our goals, our relationship to success or failure, and the nature of discipline and momentum.

(to be continued …)

Adapted from Schools that Learn

Enter type of filter

 (Butterwoth=1, Chebeshev=2, Bessel = 3,

 Gaussian = 4 Cheby linear phase =5, Transitional =6  )

 type = 2

 Enter order of filter = 3

 Enter maximum pass-band ripple dB = 0.1

 Enter input termination = 50

 Enter output termination= 100

 Enter type of response (LP=1, BP=2, BE=3 HP=4) type = 1

 Enter cut-off frequency HZ = 5000000000

elem =

   2.27463055788410   0.60354086688805   1.33406298952813

ans =

 First element is a series inductor

elem =

  1.0e-008 *

   0.36201869699513   0.00003842260493   0.21232271917935

Listing Program from Acana12 :

Low-Pass Filter Chebyshev                          

*Frequency in GHz

*Inductance in nH,

 Capacitance in nF

*Sofian Hamid/2563383

E1 1,0 1

R2 1,2 50

L3 2,3 3.6202

C4 3,0 0.000384226

L5 3,4 2.1232

R6 4,0 100

END

FLIN 0 15

TAB

GDB 4,0 50 100

STOP

Power Combiner

*Sofian Hamid/2563383

*frequency in GHz

*delay in ns

E1 1,0 10

E2 2,0 10

E3 3,0 10

E4 4,0 10

R5 1,5 100

R6 2,6 100

R7 3,7 100

R8 4,8 100

TL9,10 5,0 9,0 100 0.001

TL11,12 6,0 10,0 100 0.001

TL13,14 7,0 11,0 100 0.001

TL15,16 8,0 12,0 100 0.001

R17 9,10 200

R18 11,12 200

TL19,20 9,0 13,0 141.42 0.025

TL21,22 10,0 13,0 141.42 0.025

TL23,24 11,0 14,0 141.42 0.025

TL25,26 12,0 14,0 141.42 0.025

TL27,28 13,0 15,0 100 0.001

TL29,30 14,0 16,0 100 0.001

R31 15,16 200

TL32,33 15,0 17,0 141.42 0.025

TL34,35 16,0 17,0 141.42 0.025

TL36,37 17,0 18,0 100 0.001

R38 18,0 100

END

FLIN 0 20

TAB

GDB 18,0

STOP