Islam kian mekar di Rusia

(5203 belum dibaca) Yahoo! Mail, opung_regar: "Islam kian mekar di Rusia
Oleh Olga Madimovna Vasilevskaya

SEbahagian umat Islam Rusia yang mengikuti kelas fardu ain termasuk al-Quran.

Kedatangan Presiden Vladimir Putin ke Malaysia pada Ogos 2003 dan kehadirannya pada persidangan ke-10 Pertubuhan Persidangan Islam (OIC) membawa sinar baru kepada hubungan Islam Rusia-Malaysia. Malah, kini disifatkan sebagai zaman membangun Rusia terhadap agama Islam selepas 'tidur' agak lama di zaman Kesatuan Soviet.
Wakil Jabatan Dialog dengan Pertubuhan-pertubuh an Tempatan Islam Rusia, Marat Hazrat berkata, secara perlahan-lahan kini masyarakat mula sedar bahawa mereka sudah jauh meninggalkan agama.
Katanya, Kerajaan Rusia juga semakin menyokong perkembangan agama di mana jika dulu, Mufti Besar Sheikh Rawil Gainutdin hanya dipanggil dua kali setahun ke Kremlin untuk berbincang dengan presiden, kini beliau semakin kerap dipanggil.
'Kerajaan Rusia memberi sokongan kepada perkembangan Islam di sini. Contohnya masjid yang sedang dalam pembinaan adalah di bawah naungan kerajaan Rusia,' katanya ketika ditemui, baru-baru ini.
Kata Marat, pengaruh Putin dan minatnya terhadap hal-ehwal agama membantu merealisasikan pembinaan masjid tersebut.
Selain itu, kawasan masjid akan diperluaskan dan umat Islam mendapat beberapa bangunan baru. 'Antaranya, bangunan Russia Mufties Council. Di kawasan ini, akan terdapat"

Proses Penerbitan Bku

Oleh: Manik Praba
Sumber: Penerbit.net

Bicara soal proses Penerbitan cukup panjang, tetapi saya gambarkan secara umum sbb:
- Misalkan anda sebagai pengarang ingin mengajukan naskah kumpulan puisi ke Penerbit A.
- Yang anda ajukan cukup naskahnya dalam bentuk ketikan (misalnya Ms Word) dan bisa disertai print outnya agar memudahkan Penerbit dalam memproses naskah tsb. Penerbit biasanya memberikan banyak kemudahan bagi pengarang yg sudah banyak mengarang buku. Penerbit mau saja menerima kiriman naskah melalui email dsb.
- Penerbit akan menentukan apakah naskah tsb layak diterbitkan dan kira2 dibutuhkan masyarakat (ada penilaian terhadap isi naskah maupun kwalitas/ bobot pengarangnya)
- Lalu Penerbit akan mengontak pengarang dan membicarakan isi naskah maupun honor.
- Sistem honor tergantung sistem yg dianut oleh Penerbit. Bisa bersifat langsam (seolah naskah tsb dibeli oleh Penerbit) dengan memberi harga pada naskah tsb, misalnya dibeli seharga Rp 3.000.000.- dan dibayar secara sekaligus atau bertahap. Tergantung pengajuan Penerbit dan disetujui oleh pengarang.
Kerugian sistem ini bagi pengarang adalah:
Penerbit bisa mencetak naskah tsb dalam jumlah banyak dan bisa dicetak beberapa kali, tanpa memberi honor tambahan lagi kepada pengarang.
- Bisa juga dengan sistem Royalti dimana pengarang memperoleh persentase terhadap harga naskah/ buku tsb. Rata2 nilai royalti: 10% s/d 15% dari harga buku yang terjual. Pengarang2 yg sudah terkenal sering ditawari honor yang tinggi karena Penerbit yakin buku karangannya bakal laku keras. Misalnya: buku tsb akan dicetak sebanyak 5.000 buah/eksamplar dan dijual dengan harga Rp 15.000.- per eksamplar. Maka pengarang akan memperoleh honor (dianggap semua buku terjual): 10% x 5.000 x Rp 15.000.- Sering pembayaran ini pun dilakukan secara bertahap misalnya 1 x 3 bulan atau 1 x 6 bulan.
Bila buku tsb dicetak ulang lagi, maka Penerbit membuat perjanjian lagi dan pengarang akan memperoleh royalti lagi. Biasanya Penerbit akan mengontak pengarang lagi untuk cetak ulang (karena bisa jadi pengarang tidak bersedia lagi dan mau pindah ke Penerbit lain).
Bila sistem honor telah disepakati bagaimana dengan naskah itu sendiri?
Dengan menggunakan softcopy naskah yg diberikan dalam bentuk ketikan MsWord tsb, Penerbit akan mengolahnya dan mengatur layout serta membuat desain covernya. Desain cover bisa juga diajukan oleh pengarang bila pengarang juga seorang yg ahli dalam desain. Setelah desain cover dan layout isi buku telah selesai, maka akan dimulai proses cetak.
Proses cetak sering dimulai dengan mencetak contoh (dummy) dulu dan melihat hasilnya agar kelak tidak terjadi kesalahan besar. Setelah itu akan dilakukan proses cetak sejumlah yg diinginkan (misalnya: 5.000 buah buku).
Penerbit akan memberikan buku contoh hasil cetakan bagi pengarang untuk file pribadinya dan kemudian Penerbit akan melakukan pembayaran kepada pengarang sesuai Perjanjian yg telah disepakati/ditandatangani. Bila buku tsb ingin dicetak terus dan ternyata pengarangnya telah meninggal, maka perjanjian dan hak pembayaran royalti akan diberikan kepada ahli waris (istri/ anaknya) dan seterusnya Penerbit akan berurusan dengan ahli warisnya.
Penerbit akan menyebarkan buku tsb ke toko buku untuk dibeli oleh masyarakat.
Perjanjian Royalti adalah antara pengarang dan Penerbit, sedangkan Hak Cipta adalah Hak Pengarang yang bisa diurus oleh pengarang dengan mendaftarkannya ke Departement Kehakiman & HAM, Direktorat Hak Cipta.
Penerbit tidak mengurus Hak Cipta karena Hak Cipta adalah urusan pengarang (kecuali naskah tsb telah dibeli oleh Penerbit dan sepenuhnya menjadi hak milik Penerbit).
Tidak banyak buku yg didaftarkan Hak Ciptanya oleh pengarang, biasanya buku2 yg sangat terkenal atau buku yg bakal dibutuhkan terus yg didaftarkan Hak Ciptanya oleh pengarang. Contohnya: buku cerita Wiro Sableng didaftarkan oleh pengarangnya ke Dept. Kehakiman & HAM.
Demikian gambaran singkat tentang penerbitan, royalti dan Hak Cipta.
Semoga Bermanfaat.http://www.klubhausbuku.wordpress.com

New study yields instructive results on how Mindset affects Learning

BY LISA TREI

Stanford Report, February 7, 2007

When psychology Professor Carol Dweck was a sixth-grader at P.S. 153 in Brooklyn, N.Y., she experienced something that made her want to understand why some people view intelligence as a fixed trait while others embrace it as a quality that can be developed and expanded.
Dweck's teacher that year, Mrs. Wilson, seated her students around the room according to their IQ. The girls and boys who didn't have the highest IQ in the class were not allowed to carry the flag during assembly or even wash the blackboard, Dweck said. "She let it be known that IQ for her was the ultimate measure of your intelligence and your character," she said. "So the students who had the best seats were always scared of taking another test and not being at the top anymore."
Asked what seat number Dweck occupied during that memorable year, the professor paused, and silently raised her right index finger. "But it was an uncomfortable thing because you were only as good as your last test score," she said. "I think it had just as negative an effect on the kids at the top [as those at the bottom] who were defining themselves in those terms."
From that experience, Dweck became fascinated with intelligence, convinced that IQ tests are not the only way to measure it. "I also became very interested in coping with setbacks, probably because being in that classroom made me so concerned about not slipping, not failing," she said.
Dweck, a soft-spoken, elegantly attired woman, joined Stanford's faculty in 2004 as the Lewis and Virginia Eaton Professor. Before that, she taught at Columbia for 15 years, as well as at Harvard and the University of Illinois. A native New Yorker, Dweck earned a bachelor's degree from Columbia and a doctorate in psychology from Yale.
According to Dweck, people's self-theories about intelligence have a profound influence on their motivation to learn. Students who hold a "fixed" theory are mainly concerned with how smart they are—they prefer tasks they can already do well and avoid ones on which they may make mistakes and not look smart. In contrast, she said, people who believe in an "expandable" or "growth" theory of intelligence want to challenge themselves to increase their abilities, even if they fail at first.
Dweck's research about intelligence and motivation, and how they are variously influenced by fixed and growth mindsets, has attracted attention from teachers trying to help underperforming students, parents concerned with why their daughters get turned off math and science, and even sports coaches and human-resources managers intent on helping clients reach higher levels of achievement.
The journal Child Development is releasing a paper Wednesday, Feb. 7, co-authored by Dweck titled "Implicit Theories of Intelligence Predict Achievement Across Adolescent Transition: A Longitudinal Study and an Intervention." The research shows how at one New York City junior high school students' fixed and growth theories about intelligence affected their math grades. Over two years, she said, students with a fixed mindset experienced a downward academic trend while the others moved ahead.
The psychologists then designed an eight-week intervention program that taught some students study skills and how they could learn to be smart—describing the brain as a muscle that became stronger the more it was used. A control group also learned study skills but were not taught Dweck's expandable theory of intelligence. In just two months, she said, the students from the first group, compared to the control group, showed marked improvement in grades and study habits.
"What was important was the motivation," Dweck said. "The students were energized by the idea that they could have an impact on their mind." Dweck recalled a young boy who was a ringleader of the troublemakers. "When we started teaching this idea about the mind being malleable, he looked up with tears in his eyes, and he said, 'You mean, I don't have to be dumb?'" she said. "A fire was lit under him."
Later on, the researchers asked the teachers to single out students who had shown positive changes. They picked students who were in the growth mindset group, even though they didn't know two groups existed. Among them was the former troublemaker, who "was now handing in his work early so he could get feedback and revise, plus study for tests, and had good grades," Dweck said. The research showed how changing a key belief—a student's self-theory about intelligence and motivation—with a relatively simple intervention can make a big difference. Since then, Dweck and her colleagues at Columbia have developed a computer-based version of the intervention, dubbed "Brainology," that has been tested in 20 New York City schools.
Although "Brainology" is not yet commercially available, Dweck has brought her work to public attention with her latest book, Mindset: The New Psychology of Success. The author of many academic books and articles, Dweck noted Mindset was her first foray into mainstream publishing. "My students [at Columbia] kept saying to me, 'You write for these professional journals and that's important, but what about people in the world?' We are in a profession that talks to each other and writes for each other. That's what we're rewarded for. But my students kept saying, 'Everybody should know this.'"
Mindset certainly resonated with Ross Bentley, a world-renowned car racing coach based in Seattle. Unlike coaches who stress technical skills, Bentley focuses on teaching mental competitiveness. He said great drivers strive to attain "a state of flow—a moment when you lose yourself in the act of driving, when it becomes effortless and time slows down. When you get into the flow, or the zone, you're at your peak."
Bentley was thrilled to learn that Dweck's research confirmed his personal approach to coaching. "One of the things that's fascinating for me is that someone with her knowledge has verified things I've known," he said. "She brings a scientific approach and we're able to give her real-world experience. The majority of champion racing drivers have a growth mindset."
This month, Dweck and Bentley are launching a study of about 40 racing-car drivers to learn how applying a growth mindset approach improves their speed times during the 2007 racing season. Bentley explained that car races can last hours and drivers may lose their concentration at pivotal points, making it possible to lose a race by only a few seconds. The objective of coaching is to help drivers recover quickly and maintain an optimal state of flow, he said. The research, carried out by psychology graduate student Fred Leach, will use surveys to gauge the mindset of drivers before, during and after races to see if there is a correlation with their race results, Bentley said. "The goal is to build a growth mindset," he said.
In addition to sports coaches, parents and teachers have written to Dweck to say that Mindset has given them new insight into their children and students. "One very common thing is that often very brilliant children stop working because they're praised so often that it's what they want to live as—brilliant—not as someone who ever makes mistakes," she said. "It really stunts their motivation. Parents and teachers say they now understand how to prevent that—how to work with low-achieving students to motivate them and high-achieving students to maximize their efforts." The point is to praise children's efforts, not their intelligence, she said.
Last year, Dweck taught a freshman seminar based on Mindset. She chose 16 students from more than 100 who applied, selecting those who expressed personal motivation rather than intelligence. "You can impress someone with how smart you are or how motivated you are, and I picked students who expressed their motivation," she said.
It turned out that embracing a growth mindset was critical to the students' transition to Stanford. The freshmen loved being on campus and quickly became involved in activities, Dweck said, but failed to anticipate the approach of midterm exams. "They were just really overwhelmed," she said. "How did they deal with it? They told me they would have dealt with it poorly, thinking they weren't smart or were not meant to be at Stanford. But knowing about the growth mindset allowed them to realize that they hadn't learned how to be a college student yet. They were still learning how to be successful as a Stanford student." Dweck described the seminar as a "peak experience" in her long teaching career. "The students were fantastic," she said.
Dweck continues to conduct research into what motivates people and what holds them back. Based on the success of Mindset, which is being published in nine countries, Dweck has been asked to collaborate on other non-academic projects involving business and sports. "I'm such an egghead," she said with a smile. "My book was my first foray into the real world. Articles go out into the [academic] field and it's very gratifying, but a book goes to all corners of the earth. People take a lot from it, and they introduce themselves into your life."
Dweck's work is to be featured on National Public Radio and in New York magazine. She also will present her research at the upcoming annual meeting in San Francisco of the American Association for the Advancement of Science.
Related Information
Psychology professor discusses 'growth' versus 'fixed' mindsets
Carol Dweck's Website
Contact
Directories
Maps & Directions
Printable Version
When psychology Professor Carol Dweck was a sixth-grader at P.S. 153 in Brooklyn, N.Y., she experienced something that made her want to understand why some people view intelligence as a fixed trait while others embrace it as a quality that can be developed and expanded.
Dweck's teacher that year, Mrs. Wilson, seated her students around the room according to their IQ. The girls and boys who didn't have the highest IQ in the class were not allowed to carry the flag during assembly or even wash the blackboard, Dweck said. "She let it be known that IQ for her was the ultimate measure of your intelligence and your character," she said. "So the students who had the best seats were always scared of taking another test and not being at the top anymore."
Asked what seat number Dweck occupied during that memorable year, the professor paused, and silently raised her right index finger. "But it was an uncomfortable thing because you were only as good as your last test score," she said. "I think it had just as negative an effect on the kids at the top [as those at the bottom] who were defining themselves in those terms."
From that experience, Dweck became fascinated with intelligence, convinced that IQ tests are not the only way to measure it. "I also became very interested in coping with setbacks, probably because being in that classroom made me so concerned about not slipping, not failing," she said.
Dweck, a soft-spoken, elegantly attired woman, joined Stanford's faculty in 2004 as the Lewis and Virginia Eaton Professor. Before that, she taught at Columbia for 15 years, as well as at Harvard and the University of Illinois. A native New Yorker, Dweck earned a bachelor's degree from Columbia and a doctorate in psychology from Yale.
According to Dweck, people's self-theories about intelligence have a profound influence on their motivation to learn. Students who hold a "fixed" theory are mainly concerned with how smart they are—they prefer tasks they can already do well and avoid ones on which they may make mistakes and not look smart. In contrast, she said, people who believe in an "expandable" or "growth" theory of intelligence want to challenge themselves to increase their abilities, even if they fail at first.
Dweck's research about intelligence and motivation, and how they are variously influenced by fixed and growth mindsets, has attracted attention from teachers trying to help underperforming students, parents concerned with why their daughters get turned off math and science, and even sports coaches and human-resources managers intent on helping clients reach higher levels of achievement.
The journal Child Development is releasing a paper Wednesday, Feb. 7, co-authored by Dweck titled "Implicit Theories of Intelligence Predict Achievement Across Adolescent Transition: A Longitudinal Study and an Intervention." The research shows how at one New York City junior high school students' fixed and growth theories about intelligence affected their math grades. Over two years, she said, students with a fixed mindset experienced a downward academic trend while the others moved ahead.
The psychologists then designed an eight-week intervention program that taught some students study skills and how they could learn to be smart—describing the brain as a muscle that became stronger the more it was used. A control group also learned study skills but were not taught Dweck's expandable theory of intelligence. In just two months, she said, the students from the first group, compared to the control group, showed marked improvement in grades and study habits.
"What was important was the motivation," Dweck said. "The students were energized by the idea that they could have an impact on their mind." Dweck recalled a young boy who was a ringleader of the troublemakers. "When we started teaching this idea about the mind being malleable, he looked up with tears in his eyes, and he said, 'You mean, I don't have to be dumb?'" she said. "A fire was lit under him."
Later on, the researchers asked the teachers to single out students who had shown positive changes. They picked students who were in the growth mindset group, even though they didn't know two groups existed. Among them was the former troublemaker, who "was now handing in his work early so he could get feedback and revise, plus study for tests, and had good grades," Dweck said. The research showed how changing a key belief—a student's self-theory about intelligence and motivation—with a relatively simple intervention can make a big difference. Since then, Dweck and her colleagues at Columbia have developed a computer-based version of the intervention, dubbed "Brainology," that has been tested in 20 New York City schools.
Although "Brainology" is not yet commercially available, Dweck has brought her work to public attention with her latest book, Mindset: The New Psychology of Success. The author of many academic books and articles, Dweck noted Mindset was her first foray into mainstream publishing. "My students [at Columbia] kept saying to me, 'You write for these professional journals and that's important, but what about people in the world?' We are in a profession that talks to each other and writes for each other. That's what we're rewarded for. But my students kept saying, 'Everybody should know this.'"
Mindset certainly resonated with Ross Bentley, a world-renowned car racing coach based in Seattle. Unlike coaches who stress technical skills, Bentley focuses on teaching mental competitiveness. He said great drivers strive to attain "a state of flow—a moment when you lose yourself in the act of driving, when it becomes effortless and time slows down. When you get into the flow, or the zone, you're at your peak."
Bentley was thrilled to learn that Dweck's research confirmed his personal approach to coaching. "One of the things that's fascinating for me is that someone with her knowledge has verified things I've known," he said. "She brings a scientific approach and we're able to give her real-world experience. The majority of champion racing drivers have a growth mindset."
This month, Dweck and Bentley are launching a study of about 40 racing-car drivers to learn how applying a growth mindset approach improves their speed times during the 2007 racing season. Bentley explained that car races can last hours and drivers may lose their concentration at pivotal points, making it possible to lose a race by only a few seconds. The objective of coaching is to help drivers recover quickly and maintain an optimal state of flow, he said. The research, carried out by psychology graduate student Fred Leach, will use surveys to gauge the mindset of drivers before, during and after races to see if there is a correlation with their race results, Bentley said. "The goal is to build a growth mindset," he said.
In addition to sports coaches, parents and teachers have written to Dweck to say that Mindset has given them new insight into their children and students. "One very common thing is that often very brilliant children stop working because they're praised so often that it's what they want to live as—brilliant—not as someone who ever makes mistakes," she said. "It really stunts their motivation. Parents and teachers say they now understand how to prevent that—how to work with low-achieving students to motivate them and high-achieving students to maximize their efforts." The point is to praise children's efforts, not their intelligence, she said.
Last year, Dweck taught a freshman seminar based on Mindset. She chose 16 students from more than 100 who applied, selecting those who expressed personal motivation rather than intelligence. "You can impress someone with how smart you are or how motivated you are, and I picked students who expressed their motivation," she said.
It turned out that embracing a growth mindset was critical to the students' transition to Stanford. The freshmen loved being on campus and quickly became involved in activities, Dweck said, but failed to anticipate the approach of midterm exams. "They were just really overwhelmed," she said. "How did they deal with it? They told me they would have dealt with it poorly, thinking they weren't smart or were not meant to be at Stanford. But knowing about the growth mindset allowed them to realize that they hadn't learned how to be a college student yet. They were still learning how to be successful as a Stanford student." Dweck described the seminar as a "peak experience" in her long teaching career. "The students were fantastic," she said.
Dweck continues to conduct research into what motivates people and what holds them back. Based on the success of Mindset, which is being published in nine countries, Dweck has been asked to collaborate on other non-academic projects involving business and sports. "I'm such an egghead," she said with a smile. "My book was my first foray into the real world. Articles go out into the [academic] field and it's very gratifying, but a book goes to all corners of the earth. People take a lot from it, and they introduce themselves into your life."
Dweck's work is to be featured on National Public Radio and in New York magazine. She also will present her research at the upcoming annual meeting in San Francisco of the American Association for the Advancement of Science.
Related Information
Psychology professor discusses 'growth' versus 'fixed' mindsets
Carol Dweck's Website
Contact
Directories
Maps & Directions