Teaching Without A Coursebook Oleh: Jennifer Goodman, Oxford House College, Barcelona

Whether you're starting with a new class or just changing direction a little the decision of how to structure a course without a coursebook can sometimes be difficult for a new or even experienced teacher.

What's wrong with using a coursebook?

Well, in many cases, nothing! With the constant updating of text books to include new and relevant topics, ideas and methodology, teachers have a great set of resources at their fingertips. Students however may not see it that way. Perhaps they have had past experiences with a "bad" textbook, in other words, following a book which is not well chosen in terms of their age, interests and needs. Maybe they are lacking a little variety in their classes or perhaps you or they just want a break or a change from routine.

A topic based syllabus

What might sound like fun for the students can seem a bit daunting for the teacher. By taking away the course book we are taking away our safety net, our tried and tested syllabus written by someone who apparently knew what they were doing!

Using a topic-based syllabus as a framework, however, provides a natural stimulus for language learning in a realistic context. By starting with a topic of interest and then discussing or explaining an issue or opinion, students will find out what they want to say and whether they can say it or not. This then, provides further objectives, whether they be grammatical, lexical or pronunciation based, on which to build the course.

Structuring the course

What might at first sight seem like quite an unstructured course can in fact be deceptively well organised. Here are a five steps to follow to ensure that both students and teacher feel that the course is properly designed:

Needs analysis

The key to beginning a successful topic-based course is to clearly establish the students' interests and motivations. As part of your lesson get the students to talk about themselves and each other and find out what they enjoy, what they don't like, whether they know what's going on in the news at the moment and so on.

* Keep a note of what comes up as the list of potential topics can be long and every student will be different.

* Ultimately, those topics which will be successful are those which spark off an agreement or disagreement with someone else in the class as well as those the students seem well-informed about.

* The students will take over the conversation and lead it where they want it to go.

Whether or not you get a long list from students, you can always use course books "behind the scenes" to help you. Take a look at the contents page of a course book for topic ideas and suggest them to students or take one of the student's ideas and back it up with more material from the book. Students will never know their ideas originally came from a book!

Set short term objectives

The list resulting from the needs analysis may be long with a variety of topics and areas of interest. Rather than trying to include everything, plan to focus on three or four over a certain time frame, either a term or particular number of hours depending on the frequency of the classes. Decide with the students what their objectives for the coming course will be, for example: to develop their ability to discuss certain topics with more confidence, fluency and awareness of relevant language. Endeavour to ensure that topics cover several lessons to give an idea of continuation. Even better if you can find a link between topics so the students will have some thread to follow over the course.

Remedial grammar

While topics and current affairs tend to lend themselves to a great deal of discussion it is important that the students don't feel that grammar or language input has been abandoned altogether! Although they may not want to follow a structural syllabus per se, there will be structural errors which repeatedly occur both in needs analysis and during the course and these will form the underlying framework for language input.

* This of course requires teachers to be more flexible and reactive to problems which are arising. Again, course books can be used as a base and exercises selected according to the needs of the students. It is still okay for the teacher to say "We'll discuss this in detail next lesson!" if something comes up that wasn't prepared.

Error correction

When focusing mainly on conversation in class it is very tempting to encourage fluency at the expense of accuracy, especially at high levels.

* Discuss this issue with the students encouraging them to think about when they want to be corrected. Many are keen to be corrected on the spot, some prefer correction slots throughout the class or at the end.

* Trying several different approaches will allow both teacher and student to find which works best for them.

* Keeping a note of errors and giving them back to the students the following lesson to correct really makes them think back and pay attention to the mistakes they are making.

Variety

The wider the variety of sources and resources you and your students can find, the better. Let's take an example:

* Students have all agreed they are interested in cinema. As a starting point find out which films particularly they like and ask them to explain the story and why they like them.

* The Internet, magazines and newspapers can be used to research films and language of film reviews can be studied.

* Video or DVD can be used to watch all or some of the films and a variety of work can be done on this involving discussion, pronunciation, accents, role plays, descriptions, predictions, translations. Don't forget it is most important to grade the task not the text so authentic materials can be used with low level classes.

* Course book material can be used to add to this in terms of listening and reading material at any level.

* A variety of topics could follow on from this starting point of cinema. Fame and fortune, privacy, the media, entertainment, fashion are all possibilities that could be exploited. Indeed the topics contained in some of the films may even provide links to a wider variety of discussions and areas of interest.

Conclusion

Teaching without a coursebook won't please everyone all of the time and can create a lot of extra work, but in terms of your own teacher development and as a way of keeping your classes fresh and interesting for your students, I would definitely recommend giving it a try from time to time.

Sumber: http://www.britishcouncil.org/id

MAKNA IDUL ADHA

Idul Adha dan peristiwa kurban yang setiap tahun dirayakan umat muslim di dunia seharusnya tak lagi dimaknai sebatas proses ritual, tetapi juga diletakkan dalam konteks peneguhan nilai-nilai kemanusiaan dan spirit keadilan, sebagaimana pesan tekstual utama agama. makna idul adha

Kurban dalam bahasa Arab sendiri disebut dengan qurbah yang berarti mendekatkan diri kepada Allah. Dalam ritual Idul Adha itu terdapat apa yang biasa disebut udlhiyah (penyembelihan hewan kurban). Pada hari itu kita menyembelih hewan tertentu, seperti domba, sapi, atau kerbau, guna memenuhi panggilan Tuhan.

Idul Adha juga merupakan refleksi atas catatan sejarah perjalanan kebajikan manusia masa lampau, untuk mengenang perjuangan monoteistik dan humanistik yang ditorehkan Nabi Ibrahim. Idul Adha bermakna keteladanan Ibrahim yang mampu mentransformasi pesan keagamaan ke aksi nyata perjuangan kemanusiaan.

Dalam konteks ini, mimpi Ibrahim untuk menyembelih anaknya, Ismail, merupakan sebuah ujian Tuhan, sekaligus perjuangan maha berat seorang Nabi yang diperintah oleh Tuhannya melalui malaikat Jibril untuk mengurbankan anaknya. Peristiwa itu harus dimaknai sebagai pesan simbolik agama, yang menunjukkan ketakwaan, keikhlasan, dan kepasrahan seorang Ibrahim pada titah sang pencipta.

Bagi Ali Syari’ati (1997), ritual kurban bukan cuma bermakna bagaimana manusia mendekatkan diri kepada Tuhannya, akan tetapi juga mendekatkan diri kepada sesama, terutama mereka yang miskin dan terpinggirkan. Sementara bagi Jalaluddin Rakhmat (1995), ibadah kurban mencerminkan dengan tegas pesan solidaritas sosial Islam, mendekatkan diri kepada saudara-saudara kita yang kekurangan.

Dengan berkurban, kita mendekatkan diri kepada mereka yang fakir. Bila Anda memiliki kenikmatan, Anda wajib berbagi kenikmatan itu dengan orang lain. Bila Anda puasa, Anda akan merasa lapar seperti mereka yang miskin. Ibadah kurban mengajak mereka yang mustadh’afiin untuk merasakan kenyang seperti Anda.

Atas dasar spirit itu, peringatan Idul Adha dan ritus kurban memiliki tiga makna penting sekaligus. Pertama, makna ketakwaan manusia atas perintah sang Khalik. Kurban adalah simbol penyerahan diri manusia secara utuh kepada sang pencipta, sekalipun dalam bentuk pengurbanan seorang anak yang sangat kita kasihi.

Kedua, makna sosial, di mana Rasulullah melarang kaum mukmin mendekati orang-orang yang memiliki kelebihan rezeki, akan tetapi tidak menunaikan perintah kurban. Dalam konteks itu, Nabi bermaksud mendidik umatnya agar memiliki kepekaan dan solidaritas tinggi terhadap sesama. Kurban adalah media ritual, selain zakat, infak, dan sedekah yang disiapkan Islam untuk mengejewantahkan sikap kepekaaan sosial itu.

Ketiga, makna bahwa apa yang dikurbankan merupakan simbol dari sifat tamak dan kebinatangan yang ada dalam diri manusia seperti rakus, ambisius, suka menindas dan menyerang, cenderung tidak menghargai hukum dan norma-norma sosial menuju hidup yang hakiki.

Bagi Syari’ati, kisah penyembelihan Ismail, pada hakikatnya adalah refleksi dari kelemahkan iman, yang menghalangi kebajikan, yang membuat manusia menjadi egois sehingga manusia tuli terhadap panggilan Tuhan dan perintah kebenaran. Ismail adalah simbolisasi dari kelemahan manusia sebagai makhluk yang daif, gila hormat, haus pangkat, lapar kedudukan, dan nafsu berkuasa. Semua sifat daif itu harus disembelih atau dikorbankan.

Pengorbanan nyawa manusia dan harkat kemanusiaannya jelas tidak dibenarkan dalam ajaran Islam dan agama mana pun. Untuk itu, Ibrahim tampil menegakkan martabat kemanusiaan sebagai dasar bagi agama tauhid, yang kemudian dilanjutkan oleh Nabi Muhammad dalam ajaran Islam. Ali Syari’ati mengatakan Tuhan Ibrahim itu bukan Tuhan yang haus darah manusia, berbeda dengan tradisi masyarakat Arab saat itu, yang siap mengorbankan manusia sebagai “sesaji” para dewa.

Ritual kurban dalam Islam dapat dibaca sebagai pesan untuk memutus tradisi membunuh manusia demi “sesaji” Tuhan. Manusia, apa pun dalihnya, tidak dibenarkan dibunuh atau dikorbankan sekalipun dengan klaim kepentingan Tuhan. Lebih dari itu, pesan Iduladha (Kurban) juga ingin menegaskan dua hal penting yang terkandung dalam dimensi hidup manusia (hablun minannas).

Pertama, semangat ketauhidan, keesaan Tuhan yang tidak lagi mendiskriminasi ras, suku atau keyakinan manusia satu dengan manusia lainnya. Di dalam nilai ketauhidan itu, terkandung pesan pembebasan manusia dari penindasan manusia lainnya atas nama apa pun. Kedua, Idul Adha juga dapat diletakkan dalam konteks penegakan nilai-nilai kemanusiaan, seperti sikap adil, toleran, dan saling mengasihi tanpa dilatarbelakangi kepentingan-kepentingan di luar pesan profetis agama itu sendiri.

Masalahnya, spirit kemanusiaan yang seharusnya menjadi tujuan utama Islam, dalam banyak kasus tereduksi oleh ritualisme ibadah-mahdah. Seakan-akan agama hanya media bagi individu untuk berkomunikasi dengan Tuhannya, yang lepas dari kewajiban sosial-kemanusiaan. Keberagamaan yang terlalu teosentris dan sangat personal itu, pada akhirnya terbukti melahirkan berbagai problem sosial dan patologi kemanusiaan.

Alquran menganjurkan kita agar mengikuti agama Ibrahim yang hanif, lurus dan tidak menyimpang. Selain hanif, agama Ibrahim juga agama yang samaahah, yang toleran terhadap manusia lain. Pesan kurban harus mampu menjawab persoalan nyata yang dihadapi umat, seperti perwujudan kesejahteraan, keadilan, persaudaraan, dan toleransi. Sulit membayangkan jika banyak umat yang saleh secara ritual, khusyuk dalam berdoa, dan rajin berkurban, tetapi justru paling tak peduli pada tampilnya kemungkaran.

Sekaranglah saatnya kita mewujudkan penegakan solidaritas dan keadilan sosial sebagaimana diajarkan Nabi Ibrahim, dan membumikan ajaran Ismail sebagai simbol penegakan nilai-nilai ketuhanan di tengah-tengah kehidupan umat manusia yang kian individual, pragmatis, dan menghamba pada materi. Karena, seperti kata Rabindranath Tagore (1985), Tuhanmu ada di jalan di mana orang menumbuk batu dan menanami kebunnya, bukan di kuil yang penuh asap dupa dan gumaman doa para pengiring yang sibuk menghitung lingkaran tasbih.

Sumber : Lampung Pos

MY FAVOURITE SONG LYRIC - YOUR MOTHER by Yusuf Islam

Who should I give my love to?

My respect and my honor to

Who should I pay good mind to?

After Allah

And Rasulullah

Comes your mother

Who next? Your mother

Who next? Your mother

And then your father

Cause who used to hold you

And clean you and clothes you

Who used to feed you?

And always be with you

When you were sick

Stay up all night

Holding you tight

That?s right no other

My mother

Who should I take good care of?

Giving all my love

Who should I think most of?

After Allah

And Rasulullah

Comes your mother

Who next? Your mother

Who next? Your mother

And then your father

Cause who used to hear you

Before you could talk

Who used to hold you?

Before you could walk

And when you fell who picked you up

Clean your cut

No one but your mother

My mother

Who should I say why close to?

Listen most to

Never say no to

After Allah

And Rasulullah

Comes your mother

Who next? Your mother

Who next? Your mother

And then your father

Cause who used to hug you

And buy you new clothes

Calm your head

And blow your nose

And when you cry

Who wiped your tears?

Knows your fears

Who really cares?

My mother

Say Alhamdulillah

Thank you Allah

Thank you Allah

For my mother.

Vitamin D is not a hormone

Before I resume about the topic “ Why Vitamin D is not a hormone, and not a synonym for 1,25-dihydroxy-vitamin D, its analogs or deltanoids” , Let’s pay attention to understand the term of calcidiol, calcitriol, and vitamin D.

Calcifediol / calcidiol / hydroxycholecalciferol / 25-hydroxyvitamin D (abreviated 25(OH)D) is a prehormone which is produced in the liver by hydroxylation of vitamin D3 (cholecalciferol) by the enzyme cholecalciferol 25-hydroxylase. Calcifediol is then converted in the kidneys (by the enzyme 25(OH)D-1α-hydroxylase)into calcitriol (1,25-(OH)2D3), a secosteroid hormone that is the active from of vitamin D. It can also be converted into 24-hydroxycalcidiol in the kidneys via 24-hydroxylation.

Calcidiol is used to determine how much vitamin D is in the body.

Calcitriol (C27H44O3) / 1,25 dihydroxycholecalciferol / 1,25 dihydroxyvitaminD3 is the hormonally active form of vitamin D with three hydroxyl groups (abbreviated 1,25-(OH)2D3 or simply 1,25-(OH)2D), it increases the level of calcium in the blood. 

Vitamin D

is a fat-soluble vitamin that is naturally present in very few foods, added to others, and available as a dietary supplement. It is also produced endogenously when ultraviolet rays from sunlight strike the skin and trigger vitamin D synthesis . Vitamin D obtained from sun exposure, food, and supplements is biologically inert and must undergo two hydroxylations in the body for activation. The first occurs in the liver and converts vitamin D to 25-hydroxyvitamin D [25(OH)D], also known as calcidiol. The second occurs primarily in the kidney and forms the physiologically active 1,25-dihydroxyvitamin D [1,25(OH)2D], also known as calcitriol.

Vitamin D is essential for promoting calcium absorption in the gut and maintaining adequate serum calcium and phosphate concentrations to enable normal mineralization of bone and prevent hypocalcemic tetany. It is also needed for bone growth and bone remodeling by osteoblasts and osteoclasts. Without sufficient vitamin D, bones can become thin, brittle, or misshapen. Vitamin D sufficiency prevents rickets in children and osteomalacia in adults. Together with calcium, vitamin D also helps protect older adults from osteoporosis.

Vitamin D has other roles in human health, including modulation of neuromuscular and immune function and reduction of inflammation. Many genes encoding proteins that regulate cell proliferation, differentiation, and apoptosis are modulated in part by vitamin D. Many laboratory-cultured human cells have vitamin D receptors and some convert 25(OH)D to 1,25(OH)2D. It remains to be determined whether cells with vitamin D receptors in the intact human carry out this conversion.

Serum concentration of 25(OH)D is the best indicator of vitamin D status. It reflects vitamin D produced cutaneously and that obtained from food and supplements [4] and has a fairly long circulating half-life of 15 days [11]. However, serum 25(OH)D levels do not indicate the amount of vitamin D stored in other body tissues. Circulating 1,25(OH)2D is generally not a good indicator of vitamin D status because it has a short half-life of 15 hours and serum concentrations are closely regulated by parathyroid hormone, calcium, and phosphate [11]. Levels of 1,25(OH)2D do not typically decrease until vitamin D deficiency is severe.

Why “Vitamin D” is not a hormone, and not a synonym for 1,25-dihydroxy-vitamin D, its analogs or deltanoids

The official nutrition committee reports in both North America and Europe now state that Vitamin D is more of a hormone than a nutrient. These statements are wrong, and do not reflect the definitions of either vitamin or hormone. 

Researchers often compound the problem by referring to calcitriol or other deltanoids as “Vitamin D”. These things have serious consequences:

• The literature is burdened by an ongoing confusion that presumes that the reader will somehow“know” what the writer refers to by “Vitamin D”.
• Medical practitioners not familiar with the ambiguities administer Vitamin D inappropriately when calcitriol or a deltanoid analog would be correct, or vice versa.
• Attempts to promote VitaminD nutrition are hindered by alarmist responses justifiably associated with the widespread administration of any hormone.

In several ways, Vitamin D falls between the cracks of definitions applied to it. First, there is confusion about whether Vitamin D is truly a vitamin or nutrient, and that perhaps the word, hormone, is more suitable. Second, the “Vitamin D” is used in the generic sense far too often, to substitute for 1,25-dihydroxyvitamin D (calcitriol) or for any molecule based upon Vitamin D’s secosteroid structure. 

Vitamin D is a vitamin in the truest sense of the word, because “insufficient amounts in the diet may cause deficiency diseases”. Too little vitamin D in the diet can lead to weakened bones and an increased risk of fractures. Over consuming vitamin D can cause nausea, vomiting, poor appetite, constipation, weakness and weight loss. Calcinosis, the deposition of calcium and phosphate in soft tissues like the kidney, can be caused by vitamin D toxicity. Antacids, some cholesterol lowering drugs, mineral oil, some anti-seizure medications, and steroids interfere with the absorption of vitamin D. 

The term, prohormone, is not relevant to the Vitamin D system, but 25-hydroxy-vitaminD (calcidiol) is appropriately described as a prehormone, i.e. a glandular secretory product, having little or no inherent biologic potency, that is converted peripherally to an active hormone.

Vitamin D is not alone as a vitamin attainable by other than dietary means, since niacin can also be synthesized, and vitamin A can be generated in the body from beta–carotene.

For most of the 20th century, there was no debate that Vitamin D was a nutrient. It was “the sunshine vitamin”. A focus on a poor definition of the word, vitamin, in some dictionaries is no excuse to allow the misconception to continue, that Vitamin D might be regarded as a hormone instead of a nutrient. It should be evident from this that Vitamin D is no more a hormone than cholesterol is—both are the structural raw material that one or more hormones are made from. Vitamin D is a vitamin in the truest sense of the word, because “insufficient amounts in the diet may cause deficiency diseases”.

So, we can conclude that :

Vitamin D is a fat-soluble vitamin that is naturally present in very few foods, added to others, and available as a dietary supplement. It is obtained from sun exposure, food, and supplements is biologically inert and it must undergo two hydroxylations in the body for activation. The first occurs in the liver and converts vitamin D to 25-hydroxyvitamin D [25(OH)D], also known as calcidiol. The second occurs primarily in the kidney and forms the physiologically active 1,25-dihydroxyvitamin D [1,25(OH)2D], also known as calcitriol.

Vitamin D is not a hormone, vitamin D is indeed a vitamin because “insufficient amounts in the diet may cause deficiency diseases”, it meet the definition of vitamin. Meanwhile, the characteristics of calcidiol match the definition of prehormone, and calcitriol matches the definition of hormone.

Photos "NARSIS" hehe

I-MHERE CLASS

I-MHERE CLASS

Me n' My sisters

Me n' My mom

MIPA Faculty

Able n' Final Family

A-Room

A Room Member

"About L-O-V-E"

Cinta itu adalah perasaan yang mesti ada pada tiap-tiap diri manusia, ia laksana setitik embun yang turun dari langit,bersih dan suci. Hanya tanahnya yang berbeda menerimanya. Jika ia jatuh ke tanah yang tandus, maka tumbuhlah embun itu kedurjanaan, kedustaan, penipu, langkah serong dan lain-lain perkara yang tercela. Tetapi jika ia jatuh kepada tanah yang subur,di sana akan tumbuh kesucian hati, keikhlasan, setia budi pekerti yang tinggi dan lain-lain perangai yang terpuji.

Love is a feeling that should exist in every soul of human, it is like a drop of dew that fell from the sky, clean and pure. Just take a different land. If it falls to an uninhabited land, then it grows dew iniquity, lie, liar, steps and other oblique cases are disgraceful. But if it falls to the fertile land, there will grow purity, sincerity, loyalty and high character other praiseworthy qualities.

Cinta bukanlah kata murah dan lumrah dituturkan dari mulut ke mulut tetapi cinta adalah anugerah Tuhan yang indah dan suci jika manusia dapat menilai kesuciannya.

Love is not cheap and common words are spoken from mouth to mouth but love is a beautiful and holy gift from God, if humans can assess the purity.

Cinta sejati adalah ketika dia mencintai orang lain, dan kamu masih mampu tersenyum, sambil berkata: aku turut bahagia untukmu.

True love is when she loves someone else, and you are still able to smile, saying: I am also happy for you.

Jika kita mencintai seseorang, kita akan selalu mendoakannya walaupun dia tidak disisi kita.

If we love someone, we will always pray for him even though he's not in our side.

Kata-kata cinta yang lahir hanya sekadar di bibir dan bukannya di hati mampu melumatkan seluruh jiwa raga, manakala kata-kata cinta yang lahir dari hati yang ikhlas mampu untuk mengobati seluruh luka di hati orang yang mendengarnya.

The words of love that was born just on the lips and not in the heart able to pulverize the entire body and soul, when the words of love that is born from a sincere heart is able to treat all the wounds in the hearts of those who heard it.

Cinta tidak pernah meminta, ia selalu memberi, cinta membawa penderitaan, tetapi tidak pernah berdendam, tak pernah membalas dendam. Di mana ada cinta di situ ada kehidupan; manakala kebencian membawa kepada kemusnahan.

Love never asked, he was always giving, love brings misery, but never bear a grudge, never take revenge. Where there is love there is life; when hatred leads to extinction.

Cinta bukan mengajar kita lemah, tetapi membangkitkan kekuatan. Cinta bukan mengajar kita menghinakan diri, tetapi menghembuskan kegagahan. Cinta bukan melemahkan semangat, tetapi membangkitkan semangat.

Love is not teaching us weak, but generate power. Love teaches us not humiliate ourselves, but breathed valor. Love not weaken the spirit, but raises the spirit.

DANGEROUS HOUSEHOLD CHEMICALS

Some of the common chemicals found in your home shouldn't be mixed together. It's one thing to say "don't mix bleach with ammonia", but it's not always easy to know what products contain these two chemicals. Here are some products you may have around the home that shouldn't be combined.

• Bleach with Acid Toilet Bowl Cleaners. This mixture can result in toxic, potentially deadly fumes.
• Bleach with Vinegar. Vinegar is a type of acid. Toxic chlorine vapor is produced. Don't mix chlorine bleach with any acid.
• Bleach with Ammonia. Toxic, potentially lethal vapors are produced.
• Different Brands of One Type of Product. Don't mix different cleaners together. They may react violently, produce toxins, or become ineffective.
• Highly Alkaline Products with Highly Acidic Products. Acids and bases (alkalis) can react violently, presenting a splash hazard. Acids and bases are caustic and may cause chemical burns.
• Certain Disinfectants with Detegents. Don't mix disinfectants with 'quaternary ammonia' listed as an ingedient with a detergent. The effectiveness of the disinfectant may be neutralized.

Chlorine bleach is sometimes called “sodium hypochlorite” or “hypochlorite.” You will encounter it in chlorine bleach, automatic dishwashing detergents, chlorinated disinfectants and cleaners, chlorinated scouring powder, mildew removers, and toilet bowl cleaners. Do not mix products together. Do not mix them with ammonia or vinegar.

Read the labels of products in your home and following instructions for proper use. Many containers will state the most common dangers from interaction with other products

The photos below are my Big Family ^^

My KKL group

PURNA OSIS MPK SMAN1Kedungwuni

Me n' My boardinghouse family

Me n' My friends (UNNES)

Mirza n' Me

Me n' Mirza

Me n' Santika

Me n' Lilis H.K.

Life without chemical technology

I like chemistry, although as a matter of fact i prefer art to chemistry. So, for my first post, i would to share about chemistry...

Hmm what do you think about chemistry?? is it a difficult for you to learn? Do you think that it is a boring lesson? or even you think that chemistry is not important??

Let’s we contemplate how important it is.

After you read the article of Chemistry a World of Choices Book below, you will understand how important of chemistry science, especially the chemical technology in our life...^^

It is seven o’clock and your roommate wakes you up. Time to crawl out of bed and face the day: a sociology lecture, an accounting test, and three hours of chemistry lab... things could be worse. Imagine what our relatively pampered lifestyles would be like if we couldn’t take advantage of chemical technology.

You want to have a cup of “decaf”? Sorry, the decaffeinating process involves interactions between methylene chloride or carbon dioxide and the coffee beans. You go to turn on the light. Sorry!! Incandescent light bulbs involve heating a tungsten filament in an evacuated glass bulb. Making the glass and extracting the tungsten from its ore both depend on chemical processes.

Time to take a shower and get ready. You will have to get clean without modern soap, shampoo, or toothpaste because all are products of industrial chemistry. You want to put on your pantyhose or cotton/polyester socks? You can’t do that either because in a world without chemical technology, polymers such as nylon and polyester do not exist. Neither do the synthetic dyes that color your clothing.

Time to go to your first class. Hop in your car-wait! There is no car! No modern plastics, metals, or glass are available without chemical production. And gasoline is one product of the chemical processing of crude oil.

You run to class and arrive almost on time. The teacher is teaching, but you can’t take notes because the ink for your pen is a combination of synthetic chemical dyes, which in a world lacking chemical technology would not exist. Nor can you have books, which depend on chemically treated paper, ink, and glue.

This whole experience is giving you a headache. Time for an aspirin. But... you guessed it, aspirin is a chemically manufactured product . Well, if you can’t have anything else, how about drink of water? Well, yes, water is available, but almost all water is now made safe to drink by treatment with chemical disinfectants.

Perhaps the only bright spot in a rapidly deteriorating day is that you can take a relaxing walk around the neighborhood when you get home. Then again, concrete and asphalt are just two more products of the technological application of chemistry-to say nothing of your sneakers.