Prevent Squatting IQ Avoid of Junk Food

Babies are given a lot of processed foods may have a lower IQ later in their lives, according to a British study which is described as the largest study of its kind.

The conclusions, released on Monday (7/2), derived from long-term observation of the 14,000 people who were born in western England in 1991 and 1992. Monitored their health and fitness at the age of three, four, seven and eight and a half years.

Parents of these children were asked to fill a list of questions, among others, details the types of foods and beverages consumed by their children. From the list of three dietary patterns emerged, the first has a high content of refined sugars and fats, the type of food "traditional" that contains a lot of meat and vegetables, the last is food "health-conscious" with lots of salads, fruits and vegetables, pasta and rice.

When the children were aged eight and a half years, their IQ was measured using a standard tool called the Wechsler Intelligence Scale. From as many as 4,000 children with complete data, there were significant differences in IQ among those who had consumed food "refined" than children who ate food "health conscious" when they are smaller.

Some 20 percent of children who are accustomed to eating processed foods have an average IQ of 101 points, while 20 percent of children who daily consume a lot of food "health conscious" has an IQ of 106 points.

"The difference is small, heck, it's not a big difference," said a study author, Pauline Emmett of the School of Social and Community Medicine at the University of Bristol, as reported by the French news agency AFP.

"But it certainly makes them less able to deal with education, less able to deal with some of the conditions of life," said Pauline Emmett.

The relationship between IQ and nutrition to be still a hotly debated because it can be influenced by many factors, including the background of economic and social development.

One middle-class families such as, perhaps better able financially to put healthier food on the table, or have a stronger impetus to stimulate the appetite of their children, compared to families of poor households.

Why "junk food" has an impact on intelligence? Emmett stated that processed food in excess and vitamin deficiencies can be important for brain development at a crucial stage of early childhood.

'Food' junk food 'is not good for brain development, "he said.
The study was published in the Journal of Epidemiology and Community Health, published by the British Medical Association (BMA).

"Junk food" is also harmful to adults, because food has such an adverse health risk due to certain content in them, such as high fat content, preservatives.

source: republika.co.id

Non-Formal Education in gaining

Education as a powerful weapon to advance a nation in the world. this is based on the higher civilization of a nation due to the contribution of education itself, the strength of a nation lies in the quality of education quality and intelligent mermiliki noble character.

In the above persolan we realize that the very difficulty of achieving third-grade tersebur components, intelligent and has a noble character is a subjective three components that can not be separated between the other one. Kecerdasaran not give a hope that can bring kemodaratan if not coupled with the inherent character of religious teachings and this is true sebaliknya.Refine logo Non-Formal Education in gaining v1

Constitution of 1945 (the Constitution) Article 31 Paragraph 1 (a) amendement to the IV (four) menyataklan "Every citizen has the right to get the teaching" of the editorial is clearly bahwasannya every person wherever he is, without exception have the same right to education both formal and non-formal.yang starting from the most basic level of school education kindergarten through private and state universities. Uu in the number 23 of 2003 on the law of the National education system is clearly stated non-formal education is the path of education outside the formal education that can be implemented in a structured and tiered Article 1 "General provisions" in the fifth section, a special set of non-formal education, article 26 paragraph 1, to 7.

Formal education is an educational alternative that skew its existence as an object of Sahaja education, which is why the existence of non-formal schools can not be equated with other formal education. The emergence of Taste "stereotype" is in the midst of the community is a setback that led to the world of education is not education is meaningless

Flashback a few months ago, on a test nasiunal (UN) Based on data from the National Education Standards Agency (BSNP) 1,522,162 students took the national exams are held simultaneously in Indonesia with 89.88 percent graduation with a decline in terms of graduation from the year 2009-2010 , so there are 154 079 students who will follow-up exams



From the figures above the rest as much as 154 079 which will menegikuti supplementary exams with higher levels of trauma than ever And most of them tentunnya will follow graduation exam to earn their equality and the question of how the quality of the institution now ...?

Floating non-formal education is not present in Constance fix the problems of education to restore the function of non-formal education can be compared with other formla education.

Authors hope this paper can help through non-formal education in the future through a few things to make fundamental changes to the non-formal educational institutions through an education plan that emphasizes the quality of education of the places to look for mere sustenance, therefore the actions to be taken to changes to form an institution similar to other formal schools so that future non-formal education is not managed by individuals with a sense of equality of education is the education manager that does not have regeneration, giving rise to lack of transparency in the management of lead management agency pedidikan equality is seen as an exclusive institution.

by Ronggo Tunjung Anggoro
source: http://imadiklus.com

NONFORMAL EDUCATION PROGRAM FOR THE RURAL

INTRODUCTION
Between formal education and nonformal education have complementary. Out put of formal education (schools) of all levels who lack the skills, some can be equipped with the skills to be able to work on public and private agencies, or develop an independent business (entrepreneurship). In addition, they are out of school and had no formal education are given the opportunity to attend non-formal education (life skills education program) so as to improve their living standards.
Along with advances in the field of education, especially non-formal education, there are problems or deficiencies that need to be addressed or addressed in subsequent development. One problem that is quite prominent is the issue of education equity. In this case recognized that rural communities, especially remote and isolated communities are still not affordable education including non-formal education. These communities need attention, so the quality and standard of living can be improved. Of course be aware of their existence can be designed so that non-formal education programs relevant to their learning needs

PROBLEM
Most of the villagers living in remote / isolated. It is a matter to be reached with non-formal education program
Learning needs of diverse rural community, but has not been known clearly that it is difficult to design a non-formal education programs relevant to their learning needs
Potential of rural nature and varied enough, however limited the ability / skill to make the most productive citizens.

Non-formal education PROGRAMS FOR RURAL improve people's lives
Research Program
Rural development has an important and strategic role in regional development and national development. This is because most people live in rural areas with an environment that has the potential for an abundance of natural, rural development besides reaching out to the interests of rural communities. Therefore the government should provide greater and more serious attention to rural development.
Even if progress in rural development has many perceived benefits, but still there are many issues that need to be resolved to further strengthen rural development. Particularly in terms of increase in non-formal education and equity necessary discovered identify the fundamental aspects of rural life as the subject (people learn). For this purpose each institution is responsible for the development of nonformal education in rural communities need to carry out research activities in depth and breadth.
Aware of the lameness, lameness in rural areas, the research program in the context of non-formal education for rural people is a necessity.
One type of research is accurate and quick results can be utilized to improve the living standard of rural people is action research. To catch-up faced by rural communities need to develop this kind of research.
Using non-formal education programs with the Mother Tongue
Rural communities made up of various tribes who have their local language, remember it is still used orally in daily social life.
Nonformal education messages will be easier and faster internalized and understood by the public when delivered in the local language or their mother tongue. In addition, by using the native language in conveying messages of non-formal education, as well as to preserve the mother tongue in order to enrich the national culture.
The results Cummis Jim (2005) explained that children would be able to build strong literacy skills in the language they used in temapat education. . If parents and other caregivers (eg grandparents) can spend time with their children, as well as telling stories or discussing certain issues so as to develop the concept of literacy in their native language, then children can be better prepared to learn the language in place education, and succeed in their education. Their knowledge and skills transferred from the mother tongue they have learned at home into the language used in education. From the point of view of developing concepts and thinking skills of children, the second languages ​​are interdependent on each other. The transfer across languages ​​occur in two directions, if the mother tongue is promoted in schools (eg in a bilingual education program) dining concept language and literacy skills are learned by children in their mother tongue. In short both languages ​​can be mutually maintained if the environment supports children's education to use two languages.
With this approach the mother tongue in the learning process, the opportunity for success is quite high because the study is saying, the words that appear at any time in the good life in the process of social, economic and cultural processes. Understanding of what is learned will be easier to understand because the words have become part of what has been done or done in his life.
Benefits gained from learning to use the mother tongue (language of the jungle) is:

Can be made more quickly familiar with the residents to learn
Can learn and understand the structure of language learning citizen
Residents learn to preserve their customs
Motivate the citizens to learn to pass the reading, writing, and counting to the next generation.
Non-formal Education Program Radio Broadcast
Learning activities and events, especially non-formal education through a variety altrenatif necessary to arrange a varied program of strategic and innovative, so as to provide maximum service to all citizens according to need, ability, speed and accuracy of learning every member of society. It is intended to accelerate the expansion and equitable learning for all levels of society.
One alternative non-formal education learning a strategic and innovative media is the channel. Through media or message can be communicated ecara learning materials effectively to stimulate the mind, so motivated to learn optimally.
Radio as a medium to hear, is quite effective, especially for people in rural areas that are difficult to reach (remote / isolated). It can be understood because it is difficult to reach remote communities directly through print and visual media (television), which can be cultivated and remote communities diimiliki / isolated is the radio.
To communicate messages non-formal education widely to the public, especially those living in remote / isolated, very necessary radio broadcasts non-formal education.
Lab-site Program Non-formal Education
When associated with the learning needs of rural communities, it is necessary to test the models designed learning non-formal education is relevant to the needs of the community. Trial activity is more intensive when implemented on an area / location which is designed specifically as PNF-site lab. Besides training for tutors and teaching staff members of the community will be more successful if held on-site lab PNF. Thus urgently needed a PNF-site lab that will serve as an office or place PNF pilot programs and the training ground for tutor-resident tutor in membelajarkan learning.

CLOSING
Understand the conditions of rural residents in the various dimensions of life is a must for the observers, thinkers and practitioners of non-formal education. Residents of rural communities as part of community residents who require non-formal education services, should receive attention, by providing the appropriate education service learning requirement. It required a real effort for them, including through programs of research, non-formal education program that uses the mother tongue. Radio programs and program PNF PNF-site lab, the program served only a small part of programs that can touch the urgent need for rural residents, so the development of learning models need to be done.

REFERENCES
Robert Chambers, 1987, Rural Development From Rear, New York: LP3ES
Soedomo, HM, 1989, Special Education Schools Towards Community Development Learning Systems, New York: P2LPTK
Wiryanto Giinter Yomo and Wehner, 1973, Building Societies, London: Space

(By: Nasri, SS: observers of non-formal Education)

Andragogy AN ORIENTATION IN LEARNING

Knowledge of the most learned or gained from research on learning experiences to children or animals. Similarly, knowledge of teaching, mostly derived from the experience of teaching children in situations where children are required to follow a teaching-learning process that takes place in formal educational institutions. Implementation of the teaching-learning process is based on the definition of education as a process of cultural submission.
The definition of education is basically a term derived from the educational pedagogy.The term pedagogy derives from the Greek word "paid" meaning child and "agogos" guiding means. That is why the term pedagogy can be interpreted as "the science and art of teaching children (the art and science of teaching children).
In the development of the use of the term, appears a problem that is the word "child" as an integral part of the sense of the term pedagogy has been lost, so that the human mind is also written in educational books and dictionaries, in which the term pedagogy is defined as the art and science of teaching . Even the books on adult education found the term "Pedagogy of Adult Education". People apparently do not realize that in terms of pedagogy have the word "paid" meaning child, so the term pedagogy is not suitable to explain the art and science of helping adults learn. Another problem that arises concerning the meaning of the term pedagogy is drawn on the concept of educational objectives, namely the delivery of knowledge in children. On the basis of education is then defined as the process of delivering knowledge. Defines education as the process of delivery was less in accordance with the development and human life.
In addition to the problems that arise in terms of pedagogy is a view that suggests that the purpose of education is to transmit knowledge. But on the other hand the changes that occur as innovations in technology, population mobility, changes in the economic system, politics and the like happen so fast. Under these conditions the knowledge acquired one when he was 20 years old will become obsolete when he was 40 years old.If so, then education as a process of knowledge transmission is not in accordance with modern needs. Therefore, education is no longer defined as an attempt to transmit knowledge, but is formulated as a lifelong process of discovery of what is needed to know.
Today among the experts in adult education has grown both in Europe and in America, a theory on how to teach adults. To distinguish the pedagogy, the new theory is known by the name of Andragogy is derived from the Greek "andr" which means the adults and "agogos" meaning to lead or guide. Andragogy thus formulated as an art and science of helping adults learn.

ASSUMPTION Andragogy and pedagogy
There are fundamental differences regarding the assumptions used by Andragogy and Pedagogy, especially from the aspect of self-concept, experience, readiness to learn and orientation to learning. Assuming it can be stated as follows:
• Self-concept.
According to Knowles, the pedagogical approach to the role of students depend on teachers. In this case the teacher is expected by the community holding the responsibility for determining what will be learned by the students, when it's time to learn, how to learn, and whether a material has been completed or has not been studied. While the Andragogy in approach, the process of human maturation is reasonable for an individual to move from dependence towards independence. This shift in stages and with different speeds according to the people and the dimensions of life. The teachers of adults responsible for promoting and maintaining movement. Adults have a deep psychological need to be independent, although in certain situations depending on the other side.
• Experience.
Pengalamn role that brought students into the learning situation is less valuable. It was probably only as a starting point. Experience will be a major source of learning for students is the experience of the teacher, author, creator of the Audio-Visual Aids and other experts. Therefore, the main technique used is the continuation or removal techniques (lectures, assignments, etc.). In Andragogy, as long as people grow and develop they save a lot of experience and because it would be a source of inexhaustible to study, both for them personally and for others. After all people give greater meaning to the knowledge gained from experience rather than passively received. Therefore, the main technique used is the technique of experience (experimental, laboratory, discussion, problem solving, field experience and so on).
• Learning Readiness.
People are ready to learn anything that you want the public, especially schools for their learning, as long as the pressure is severe enough for them. Some people my age are ready to learn the same material. Therefore, lessons should be organized into a curriculum that is really raw, with a hierarchy of uniform for all learners. In Andragogy, people are ready to learn something when they feel the need to study it. in order to complete the task or question their lives more fulfilling. Educators holding a responsibility to create conditions and provide the tools and procedures to help the students find a need or curiosity. Thus the learning program should be formulated according to the application of life and category sorted according to the learning readiness of students.
• Orientation Against Learning.
The students see education as a process for obtaining the material, most of which they consider to be useful only at a later date. Therefore, the curriculum should be organized into units that follow the logical sequence learning subjects concerned. So their orientation centered on the subjects. Conversely in Andragogy, the students see education as a process of developing the ability to achieve the potential life of the plenary. They want to be able to apply knowledge and skills they gain nothing at this time for the next life more effectively. Therefore, learning experiences should be organized according to categories of capacity building. So their orientation toward learning is centered on the work or achievements. Of the basic assumptions of the above can be stated that: 1) adults have a concept of self, an individual who does not depend on anyone else who has the ability to direct himself and the ability to make decisions, 2) adults have a wealth of experience which is an important source of in learning, 3) Readiness to learn the adult-oriented tasks in accordance with the role of social development
4) adults have a perspective of time in learning, in the sense of immediately applying what he learned.
FUNCTION OF ADULT EDUCATION.
Adult educators have a function, among others:
a. Assess the learning needs of individuals, institutions and communities for adult education in accordance with the environmental organization (diagnostic function).
b. Establish and manage the organizational structure for the development and effective implementation of an adult education program (functions of the organization).
c. Formulate objectives in accordance with a predetermined learning needs, and plan a program of activities to achieve these objectives (the planning).
d. Creating and overseeing the procedures that are intended for implementation of an effective program, including selecting and training the heads of study groups, tutors, manage facilities and administrative processes, selection and acceptance of learners, and financing (administrative functions).
e. Assess the effectiveness of educational programs conducted (evaluation function).

MISSION ADULT EDUCATORS
content of adult educators can be described by the links between individual needs and goals.
Mission every adult educator is to help individuals to meet the needs and goals, helping individuals to develop the attitude that learning is an activity that lasts a lifetime, and the education it
available knowledge, attitudes and skills that can be used to work independently as well as to develop the potential we have. In this learning process can be used by adults to develop themselves, either individually or together with other adults.
Adult educators in planning the learning program should be based on the needs of the desired learning by adults, without such adult education will fail.

ENGINEERING AND METHOD OF ADULT LEARNING
Elaboration of the draft study to the sequence of learning activities require a decision on the techniques and materials to learn what is most beneficial use to achieve the goal pembelajarn. And further define the learning strategy that engages the learner. Position coach in this process only as a suggestion and as a resource.
There are several techniques or methods that can be used to help adults learn, among other things:
A. Presentation. These techniques include: lectures, debates, dialogues, interviews, panels, demonstrations, films, slides, exhibitions, excursions, and reading.
2. Participation techniques participants. These techniques include, among others: tanyajawab, role playing, the audience reaction panel, nd an expanded panel.
3. Discussion techniques. This technique terdidi the guided discussion, bersumberkan discussion of the book, discussion, problem solving, and case discussions.
4. Simulation techniques. This technique consists of: a game of roles, processes critical incident, the case method, and the game.

IMPLICATION IN ADULT LEARNING
Of the assumptions stated above, it can be argued that the opinion of the above three have in common in regard learners, both in teaching pedagogy and Andragogy, especially in self-concept, experience, readiness to learn, and learning orientation.Therefore it can be argued that in adult learning to note the following:
A. Learning climate should be created according to the adult state. Both rooms used as well as equipment (chairs, tables, etc.) shall be in accordance with the tastes of adults in order to provide comfort for them. In addition, the learning climate, the need to create mutual respect, cooperation between the participants with other participants and with the trainers / facilitators. This means that each participant is given the widest opportunity to express his views without any fear of punished and humiliated. Learning climate such as this will greatly depend on the coach / facilitator.
2. Participants included in diagnosing their learning needs. They will feel engaged and motivated to learn what will be learned if it suits your needs to be studied.
3. Participants involved in the planning process of learning. In this plan serves as a facilitator more counselors and human resources.
4. In the process of teaching and learning is a shared responsibility between coach / failitator and participants. Position coach / facilitator role more as a human resource, mentor, and katalist than as a teacher.
5. Evaluation of learning more emphasis on how to evaluate themselves in knowing the progress of study participants.
6. Because adults are learning a richer source than children, then the learning process is concerned with techniques that are tapped into their experience such as: group discussions, case method, simulations, role plays, practical exercises, demonstrations, guidance consulting, seminars, and so on.
7. The emphasis in the learning process for adults is on practical applications and on the basis of their experience.
8. Sequence of the curriculum in the process of adult learning based on tasks rather than on the basis of its development and logical sequence of subjects or institutional needs.For example, an orientation training program for new workers, rather than starting with the history or philosophy of the company, but starting with the real life of concern to new workers, such as: where I have to work, with whom I work, what is expected of me, and so on.
9. The concept of the developmental tasks of adults will give instructions in the study group. For development tasks, the study group is homogeneous group members will be more effective.
10. Adult educators should not act as a teacher who teaches a particular subject, but he acted as aid to those who learn.
11. Curriculum in adult education is not oriented to a particular subject, but oriented to the problem. This is because adults tend to be oriented to the problems in learning orientation.
12. Because adults in learning to problem-oriented, the learning experiences are designed based on a problem or concern that they had in mind.

REFERENCES

Amalius Sahide. 1990. Adult Education. Ujungpandang: FIP IKIP
Knowles, Malcolm. Of 1977. The Modern Practice of Adult Education, Pedagogy versus andragogy. New York: Association Press.
Zainuddin Arif. 1984. Andragogy. London: Space.

by: Syamsul Bakhri Gaffar, PLS FIP Department, State University of Makassar