Langsung Bootup Tanpa Mengetik Password

1. Pada command prompt, ketik "control userpasswords2" dan tekan Enter untuk membuka aplikasi Windows 2000-style Account .

2. Pada User tab, untuk menghapus User Harus memasukkan Nama Pengguna dan Sandi Untuk dapat menggunakan komputer check box ini dan kemudian klik OK.

3. Otomatis di Login Pada kotak dialog yang muncul, ketik nama pengguna dan password untuk account yang Anda ingin login pada setiap kali Anda memulai komputer Anda.

Tidak dapat Mengubah Password Administrator di Control Panel

Setelah Anda login sebagai administrator untuk sebuah komputer yang bukan anggota domain, ketika anda klik dua kali User Account di Control Panel untuk mengganti password untuk built-in Administrator account, Administrator account mungkin tidak muncul dalam daftar account pengguna. Akibatnya, Anda tidak dapat mengubah password.

Hal ini dapat terjadi karena Administrator account logon pilihan hanya akan muncul dalam modus aman jika lebih dari satu account yang dibuat pada sistem. Administrator account yang tersedia di modus normal hanya jika tidak ada account lain pada sistem. Untuk dapat mengatasinya:

- Jika Anda menggunakan Windows XP Home Edition, restart komputer dan kemudian gunakan account administrator ( account selain yg limitted account) untuk login ke
komputer dalam safe mode .

- Jika Anda menggunakan Windows XP Professional, ulang sandi dalam Local Users and Groups snap-in di Microsoft Management Console (MMC):

1. Klik Mulai, kemudian klik Jalankan.
2. Dalam kotak Open, ketik "mmc" (tanpa tanda kutip), dan kemudian klik OK untuk mulai MMC.
3. Mulai Local Users and Groups snap-in.
4. Dibawah Console Root, memperluas "Local Users and Groups", kemudian klik User.
5. Dalam pane kanan, klik kanan Administrator, kemudian klik Atur Sandi.
6. Klik Lanjutkan di kotak pesan yang muncul.
7. Jenis dan mengkonfirmasi sandi baru dalam kotak yang sesuai, kemudian klik OK.

Waktu Tanpa Ujung ( Time without edge)

Betapa hebatnya waktu mengatur kita.Ketika bel tanda usai kerja berdering,tanpa diperintah segera kita berkemas.Menyimpan kertas dan pensil dalam laci,lalu meninggalkannya jauh-jauh.seolah semua persolan telah terpecahkan untuk hari itu.Padahal masalah tetap terjaga selagi kita pejamkan mata.

Namun, esok hari ketika bel tanda jam mulai kerja berdentang,semua tumpukan masalah kita aduk,seolah ia terlampau banyak tidur semalam.Persoalan dan masalah pun berlanjut kembali.Betapa hebatnya waktu menghibur kita.

Saat kita mengatur waktu,sesungguhnya kita pun mengatur pikiran,emosi,dan perasaan kita.Karena waktu adalah lingkaran dimana kehidupan kita berjalan,kita atur waktu untuk mengatur kehidupan.

kita rayakan sesuatu karena kita ciptakan hari besar.kita heningkan diri karena kita tegakkan kesyahduan.Dan, semua itu kita rangkai dalam jalinan waktu.Maka, hanya mereka yang tak kenal akan waktulah yang terjerat dalam persoalan tiada berujung.

A Motivation: The problem is a challenge

When you consider the problem as a burden, you may assume you will to avoid it.When you consider the problems as challenges, you may be to face it.But problem is the gift that you can receive with joy. With sharp eyes, you see success on the back of each issue.
The problem is the stair to the power of a more hight.So, face and change the power to become your successful .without problem, you unfit to enter the path of success life .Even this is an issue, therefore, accept as a gift.
Gifts that can be provided by the parent eagle on her children not flakes of breakfast..But throwed children from the high cliffs.
Seconds in the first children eagle assume that their parent is really unreasonable, scream in fear, then i will died, not the death that they receive, but the real itself as the eagle, the fly.when do not you dare to overcome the problem, you just do not become someone who sincere.

A motivation: There is no useless

Optimism is the view of life as this best offering .no something casual and flow futile.
There must be a goal.must have purpose.Maybe course you have experience
the poor who do not pleasant, so malignancy that just because you see one of the only currency. If you dare to visit the other hand, you will find a far different scene.
you do not need to be a person smile or hold a face appeared joyfull.optimisme located in the heart, not only by in face.so optimistic, because life is too complex to be seen with contractioned eyebrow.
Any drops of water out of the water flowing in them to be through the sea.even if creek, ditch, snoring time, the lake and the estuary, they are sure their journey is not without purpose. Even when waiting in the ocean, any drops of water know, when a heat and wind will bring them to the top of the mountain.
into the cloud and down rain.some fertile the grass. Fill in wells in some wells. some return to the sea.
Do something useless every drops of water that you find in the gutter your home.

MOTIVATION FACTORS AND STRATEGIES, BY TIME PERIOD BEGINNING, DURING, AND ENDING

MOTIVATION FACTORS AND STRATEGIES, BY TIME PERIOD
BEGINNING, DURING, AND ENDING

TIME

BEGINNING: When learner enters and starts learning

MOTIVATIONAL FACTORS

ATTITUDES: Toward the environment, teacher, subject matter, and self

NEEDS: The basic need within the learner at the time of learning

MOTIVATIONAL STRATEGIES

-- Make the conditions that surround the subject positive.

-- Positively confront the possibly erroneous beliefs, expectations, and assumptions that may underlie a negative learner attitude.

-- Reduce or remove components of the learning environment that lead to failure or fear.

-- Plan activities to allow learners to meet esteem needs.

TIME

During: When learner is involved in the body or main content of the learning process.

MOTIVATIONAL FACTORS

STIMULATION: The stimulation processes affecting learner during the learning experience.

AFFECT: The emotional experience of the learner while learning.

MOTIVATIONAL STRATEGIES

-- Change style and content of the learning activity.

-- Make learner reaction and involvement essential parts of the learning process, that is, problem solving, role playing, stimulation.

-- Use learner concerns to organize content and to develop themes and teaching procedures.

-- Use a group cooperation goal to maximize learner involvement and sharing.

TIME

ENDING: When learner is completing the learning process.

MOTIVATIONAL FACTORS

COMPETENCE: The competence value for the learner that is a result of the learning behaviors.

REINFORCEMENT: The reinforcement value attached to the learning experience, for the learner.

MOTIVATIONAL STRATEGIES

-- Provide consistent feedback regarding mastery of learning.

-- Acknowledge and affirm the learners' responsibility in completing the learning task.

-- When learning has natural consequences, allow them to be congruently evident.

-- Provide artificial reinforcement when it contributes to successful learning, and provide closure with a positive ending.

GENERAL PRINCIPLES OF MOTIVATION

GENERAL PRINCIPLES OF MOTIVATION

by Matthew Weller, Los Angeles Business Journal, March 14, 2005

Basic principles of motivation exist that are applicable to learning in any situation.

1. The environment can be used to focus the student's attention on what needs to be learned.

   Teachers who create warm and accepting yet business-like atmospheres will promote persistent effort and favorable attitudes toward learning. This strategy will be successful in children and in adults. Interesting visual aids, such as booklets, posters, or practice equipment, motivate learners by capturing their attention and curiosity.

2. Incentives motivate learning.

   Incentives include privileges and receiving praise from the instructor. The instructor determines an incentive that is likely to motivate an individual at a particular time. In a general learning situation, self-motivation without rewards will not succeed. Students must find satisfaction in learning based on the understanding that the goals are useful to them or, less commonly, based on the pure enjoyment of exploring new things.

3. Internal motivation is longer lasting and more self-directive than is external motivation, which must be repeatedly reinforced by praise or concrete rewards.

   Some individuals -- particularly children of certain ages and some adults -- have little capacity for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs more effectively when the student experiences feelings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use may be followed by a decline in internal motivation.

4. Learning is most effective when an individual is ready to learn, that is, when one wants to know something.

   Sometimes the student's readiness to learn comes with time, and the instructor's role is to encourage its development. If a desired change in behavior is urgent, the instructor may need to supervised directly to ensure that the desired behavior occurs. If a student is not ready to learn, he or she may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again.

5. Motivation is enhanced by the way in which the instructional material is organized.

   In general, the best organized material makes the information meaningful to the individual. One method of organization includes relating new tasks to those already known. Other ways to relay meaning are to determine whether the persons being taught understand the final outcome desired and instruct them to compare and contrast ideas.

None of the techniques will produce sustained motivation unless the goals are realistic for the learner. The basic learning principle involved is that success is more predictably motivating than is failure. Ordinarily, people will choose activities of intermediate uncertainty rather than those that are difficult (little likelihood of success) or easy (high probability of success). For goals of high value there is less tendency to choose more difficult conditions. Having learners assist in defining goals increases the probability that they will understand them and want to reach them. However, students sometimes have unrealistic notions about what they can accomplish. Possibly they do not understand the precision with which a skill must be carried out or have the depth of knowledge to master some material. To identify realistic goals, instructors must be skilled in assessing a student's readiness or a student's progress toward goals.

1. Because learning requires changed in beliefs and behavior, it normally produces a mild level of anxiety.

   This is useful in motivating the individual. However, severe anxiety is incapacitating. A high degree of stress is inherent in some educational situations. If anxiety is severe, the individual's perception of what is going on around him or her is limited. Instructors must be able to identify anxiety and understand its effect on learning. They also have a responsibility to avoid causing severe anxiety in learners by setting ambiguous of unrealistically high goals for them.

2. It is important to help each student set goals and to provide informative feedback regarding progress toward the goals.

   Setting a goal demonstrates an intention to achieve and activates learning from one day to the next. It also directs the student's activities toward the goal and offers an opportunity to experience success.

3. Both affiliation and approval are strong motivators.

   People seek others with whom to compare their abilities, opinions, and emotions. Affiliation can also result in direct anxiety reduction by the social acceptance and the mere presence of others. However, these motivators can also lead to conformity, competition, and other behaviors that may seem as negative.

4. Many behaviors result from a combination of motives.

   It is recognized that no grand theory of motivation exists. However, motivation is so necessary for learning that strategies should be planned to organize a continuous and interactive motivational dynamic for maximum effectiveness. The general principles of motivation are interrelated. A single teaching action can use many of them simultaneously.

Finally, it should be said that an enormous gap exists between knowing that learning must be motivated and identifying the specific motivational components of any particular act. Instructors must focus on learning patterns of motivation for an individual or group, with the realization that errors will be common.