Alienated

 

Alienated

Suddenly, I remember that time—
when kindness was absent,
and silence was sharpened into a blade.

They were cruel,
not with fists,
but with glances that erased me,
with laughter that closed doors
before I could knock.

I was being alienated,
slowly, deliberately,
treated as an outsider
in a room I once believed was mine.

He——
with words that cut by pretending not to matter.
She——
with smiles that never reached the soul.
She——
with absence louder than insult.

They named me other,
as if I were a mistake
that wandered into their perfect circle.

But listen—
even an outsider sees the truth more clearly.
Even an alien learns the map of pain
and survives it.

I do not beg for justice.
I do not scream for revenge.
I leave the scales where they belong.

May God give them what they deserve—
not from my anger,
but from His perfect memory.

As for me,
I walk forward
no longer invisible,
no longer broken,
carrying the quiet power
of someone
who endured
and did not become cruel in return.

But What About Now

 

But What About Now

God,
I am afraid.
My body whispers strange messages,
signals I do not fully understand.
I wonder—
is something breaking inside me?
Is this the time
people never plan for?

I remember that moment,
before Taiwan,
before hope had a destination.
A doctor looked at me
with numbers instead of mercy
and said he would not give the letter.
He thought my body
was already negotiating with death.

The word die
hovered in the room,
heavy, unfinished.

But I asked my sister—
a doctor,
a believer in second chances hidden in chemistry.
She gave me a medicine,
small but brave.
It calmed my blood,
lowered the storm inside my veins.
And suddenly,
the impossible softened.

The doctor approved.
The door opened.
I crossed oceans.
I lived.

So now I ask—
what about now, God?
Is this fear a warning
or just an echo
of an old battle I already won?

If You saved me then,
when the odds were loud,
when death felt close enough to touch,
surely You have not brought me this far
just to abandon me in silence.

My body may tremble,
but my story is not finished.
I am still breathing.
Still walking.
Still asking questions—
and that means I am still here.

God,
if this is another test,
give me calm.
If this is only fear,
teach it to pass.
And if I am weak today,
remind me—

I have survived before.
And I am not done yet.

“The Unsent Message”

 

“The Unsent Message”

I remember that moment—
told to meet her in private,
time waiting politely,
but my mind crashed,
my fingers froze,
no message sent,
no appointment made,
silence stretching
until now.

I am very stupid, I said,
laughing bitterly at myself,
forgetting how to breathe
between courage and a calendar.

And then it happens again—
he asks for a private meeting,
the door half open,
and I—stupid again—
no message,
no private appointment,
just holy moly
echoing in my head.

What is happening to me?
God,
please help me.

Make me kind,
not only in intention.
Make me diligent,
brave enough to begin.
Make me disciplined,
strong enough to press send.

Please don’t let them hate me—
because truly,
I am not careless,
only late
in learning responsibility.

Today,
I stand before the screen,
typing my future with shaking hands,
finally knowing this:
courage can be simple—
one message,
one appointment,
one small step
finally sent.

20 des 25 sabtu

 

warkop

kampus sampah

perpus

pul jemmy

allahuakbar

who is involved in the German dual system internship

 

Here’s a clear breakdown of who is involved in the German dual system internship (apprenticeship) and how the procedure works:

1. Who is Involved?

1. Student / Apprentice (Azubi)
• The person undergoing training, combining work in a company and education at a vocational school.
2. Training Company (Ausbildungsbetrieb)
• Provides practical on-the-job training.
• Assigns a mentor (Ausbilder) who supervises and teaches the student.
• Offers a stipend and evaluates the student’s progress.
3. Vocational School (Berufsschule)
• Provides the theoretical part of the training.
• Teaches general and profession-specific subjects.
• Coordinates with the company to ensure the training program is aligned.
4. Chamber of Industry and Commerce (IHK) or Chamber of Crafts (HWK)
• Officially oversees the apprenticeship.
• Registers training contracts.
• Organizes final exams and certification.
5. Parents / Guardians (if under 18)
• Often involved in signing contracts and supporting the student.

2. How the Procedure Works

Step 1: Application

• Student applies to a company offering a dual-system apprenticeship.
• The company reviews CV, grades, and motivation.
• Interviews or trial days may occur.

Step 2: Training Contract

• Once accepted, a formal training contract (Ausbildungsvertrag) is signed:
• Between student and company.
• Registered with the IHK or HWK.
• The contract specifies duration, duties, pay, and training content.

Step 3: Training Begins

• Student alternates between workplace training and vocational school:
• Example: 3–4 days at company, 1–2 days at school per week.

Step 4: Monitoring and Feedback

• Mentor evaluates student performance at the company.
• Vocational school teachers track academic progress.
• Regular reviews ensure goals are being met.

Step 5: Examinations

• Final exams are conducted by the Chamber (IHK/HWK):
• Practical test at the company or chamber facilities.
• Theoretical test at vocational school or chamber.

Step 6: Certification

• Upon passing, the student receives a recognized qualification, e.g., “Fachkraft” or “Geselle,” which is officially recognized nationwide.

The Dual System in Germany

 

The Dual System in Germany is one of the most distinctive features of vocational education and training, and it’s often tied to internships or apprenticeships. Here’s a detailed explanation:

1. What is the Dual System?

• The Dual System (Duales Ausbildungssystem) combines practical training at a company with theoretical education at a vocational school (Berufsschule).
• “Dual” refers to these two learning environments happening simultaneously.

2. Structure of Internship/Apprenticeship

• Typically, students spend 3–4 days per week at a company doing hands-on work related to their future profession.
• 1–2 days per week are spent at a vocational school learning theory, like business knowledge, technical skills, or general education subjects.
• This system ensures students learn by doing while understanding the underlying theory.

3. Duration

• Vocational programs usually last 2–3.5 years, depending on the occupation.
• At the end, students receive a recognized qualification that is highly respected by employers.

4. Benefits of the Dual System

1. Practical Experience: Students gain real work experience, which makes them job-ready.
2. Earn While Learning: Students often receive a monthly stipend from the company.
3. Strong Job Market Integration: Many students are offered permanent jobs by their training companies after graduation.
4. Motivation: Seeing real results of their work increases engagement and responsibility.

5. Examples of Internship Roles

• Industrial clerk, mechanic, electrician, chef, IT specialist, etc.
• Each role has a structured training plan set jointly by the company and vocational school.

6. Key Feature: Mentorship

• Each student has a mentor in the company, guiding them through tasks, teaching professional behavior, and monitoring progress.
• Vocational school teachers complement this with lessons in theory, safety, and broader knowledge.

Basically, the Dual System in Germany bridges education and employment, making internships more structured, purposeful, and motivating than a typical short-term internship.

education in german

 

1. Tracking System (Schulsystem)

• In Germany, students are tracked into different types of secondary schools based on performance and interests, usually around age 10–12:
• Hauptschule – more vocational, practical skills.
• Realschule – intermediate, mix of academic and practical.
• Gymnasium – academic, preparing for university.
• This early tracking is quite unique and affects motivation strategies, as teachers tailor lessons to the school type.

2. Dual Education System

• Vocational education (Berufsschule) combines schooling with on-the-job training in companies. Students learn in real work environments while still attending classes—very motivating for hands-on learners.
• This integration of work and school is more pronounced than in most other countries.

3. Emphasis on Self-Directed Learning

• German schools often give students significant responsibility for independent projects and self-study, especially in Gymnasium. Teachers guide rather than micromanage.

4. Formal but Respectful Teacher-Student Relationship

• Teachers are treated with formal respect (using “Sie” in some schools) but also focus on encouraging critical thinking and debate. This balance is somewhat unique culturally.

5. Grading System

• Germany uses a 1–6 scale, with 1 being excellent and 6 being failing.
• Grades are often combined with detailed verbal feedback, which focuses more on growth than punishment—more nuanced than in some countries.

6. Focus on Vocational Pathways

• Unlike many countries, German students can achieve a fulfilling career without a university degree due to strong vocational training options. Motivation is often linked to practical career outcomes rather than purely academic achievement.

7. Extracurricular Independence

• Students often organize clubs, student councils, or projects themselves. Teachers act more as mentors than directors—this fosters responsibility and self-motivation.

Teachers in Germany use a variety of strategies to motivate students

 

Teachers in Germany use a variety of strategies to motivate students, combining both intrinsic and extrinsic motivation techniques. Here’s a clear overview:

1. Fostering Autonomy

German classrooms often emphasize giving students some control over their learning. Teachers let students choose project topics, work on self-directed assignments, or participate in decision-making about classroom activities. This autonomy increases intrinsic motivation.

2. Encouraging Collaboration

Group work and peer learning are common. Students work together on projects or problem-solving tasks, which builds social motivation and a sense of responsibility toward the group.

3. Connecting Learning to Real Life

Teachers motivate students by linking lessons to real-world contexts. For example, math might be applied to budgeting a trip, or science experiments might relate to environmental issues. This relevance makes learning more meaningful.

4. Providing Constructive Feedback

German teachers emphasize detailed, constructive feedback rather than only grades. Highlighting what students did well and giving specific steps for improvement encourages growth mindset and perseverance.

5. Using Varied Teaching Methods

Lessons are often interactive, incorporating discussions, experiments, multimedia, and hands-on activities. This variety keeps students engaged and prevents monotony.

6. Setting Clear Goals and High Expectations

Teachers communicate clear learning objectives and expect students to meet them. When students know the target and feel challenged—but not overwhelmed—they are more motivated to achieve.

7. Acknowledging Effort and Achievement

Recognition of effort (not just final results) through praise, awards, or showcasing work boosts motivation. Some schools also use student portfolios or “learning journals” to track progress and celebrate improvement.

8. Creating a Supportive Environment

A positive teacher-student relationship is key. Teachers show respect, listen to student opinions, and create a safe space for asking questions and making mistakes.