DOA 2 Hardcore Bug (everyone knows, I think)

I still play this fast-paced fighting game sometimes when I have some free time. I knew this bug about six years ago, this bug applies in any difficulty levels.

Info about the default Keys:
u: up
d: down
b: back
f: forward
uf: up+forward
fd: forward+down
db: down+back
bu: back+up
p: punch (triangle)
k: kick (circle)
h: free (square) / hold if simultaneously pushed with db, bu or b / block
t: throw (x)

Note: if you see a command like this: b, f + p means that you have to push back first, then forward instantly followed by p (triangle) button or push the f (forward) and p (triangle) button simultaneously.
Just for some information; my favorite character is Ein/Hayate, I often use the b, f + p or d, fd, f + p moves, these moves actually the basic moves of Karate. If you use one of these moves and it hits the opponent directly (he/she doesn't block your attack), he/she may be thrown back really fast and lies for a while on the ground, once you are in this condition, juts keep using the same moves until he/she gets back on his/her feet (but don't try to hit him/her with this same move if he/she has recovered or he/she will definitely hold your attack and does critical damage to you), after he/she stands up all you have to do is to use the strongest throw move of your character, here I frequently use the fd, fd + t move as this is the best throw move for Ein. You can even do extreme damage if your opponent is cornered (trapped between you and the wall or the Danger Zone).
If this is the 1st round, this trick will work in 96% certainty. After succeeding, do other moves for a while as the AI will memorize your pattern.
Of course, sometimes, the enemy fight fiercely like a hungry tiger, there is nothing much you can do but to pause the game and see carefully or guess what he/she going to do next, nevertheless, I don’t really like this method.
Furthermore, you might consider doing this move f + p + k to trick your enemy if you are using Ein because this is the easiest and quite fast tricky move, however, your enemy can simply use high or middle hold to knock you to the ground if you are not careful since this move uses both of Ein's hand to deliver the blow. You are possible to use this same trick with all of the charas in the game, especially Tengu with his u + k move.
The conclusion is if you’re using the same move a lot or successfully strike the enemy with the same move twice (in this case, a move that knocks the enemy down to the ground), the AI tends to commit to memory your move and will anticipate your next move, just simply change your moves if you see some sign of the enemy learning your pattern, or use the strongest throw as I mentioned above.

Jan Lee’s trick. Hit the enemy using the throw move f + t three times consequently, once you succeed, use the f + p, p (this should do the counter blows, then) uf + p (then) bu + k (then) p, p, p, f + p. (Percentage of success: 98%). After doing this, fight normally temporarily, then perform this trick again, consequently, your opponent would go down so fast that you wouldn’t EVEN realize you have won the match.

Exception: Helena is the one who WON’T be fooled so easily, well, she can be caught off guard if you use the trick but I don’t think that’s very common. For me, Helena is the toughest character to fight against and a quite hard character to play as.

Special Thanks to:
Playstation, for making the console for this game
Tecmo, for making this game
My brothers, for helping me to find this trick

If you have better trick please tell me by commenting on this post.

Links for L'arc en ciel's Songs Chords & Lyrics

It's been a long time that i've been trying to find all the chords & lyrics for the famous l'arc en ciel song that are: "Hitomi no Jyuunin", "My heart Draws a Dream", Link", "Dive to Blue", "Snow Drop", and "Niji". I just found some sites for these two weeks ago (maybe because I'm too lazy to look for things like these on the internet or because of playing the well-known fps game; "L4D" too much ^-^). You can go directly to the links I provided here, but most of them don't provide the keys to hit for the chords, so I suggest you to go to http://www.shanemcdonald.org/music/piano-chord-shapes.html if you are beginner (like I am). Anyway, here are the links:

1. Hitomi no Jyuunin: http://www.allguitartabs.com/t/4257/l-arc-en-ciel--hitomi-no-jyuunin--chord

2. My Heart Draws a Dream: http://xflash.wordpress.com/2007/09/02/larcenciel-my-heart-draws-a-dream-chord/

3. Link: http://xflash.wordpress.com/2007/03/10/l%E2%80%99arcenciel-link-chord/

4. Dive to Blue: http://www.azchords.com/l/larcenciel-tabs-7121/divetoblue-tabs-146198.html

You just have to copy these links. If you have the links for both "Niji" and "Snow Drop" chords please let me know, you can give me the links as you comment on this post.

Additionally, to find the full versions of this songs as well as the "hydeless versions" in the mp3 format you can always go to www.4shared.com or www.indowebster.com (this is the best URL for us the Indonesian), just go into the side and type the songs' title in the search menu, I think you just have to get up to speed with the internet browsing system and be patient when downloading the files, because here in Samarinda the download speed is not very fast (just trying to be polite).

Pengalaman Membuat Surat Kesehatan di Puskesmas Juanda

Yang harus dibawa:
1. KTP asli dan fotokopinya.
2. Pulpen dan correction pen (tipe-ex) Tentu Saja.

Biaya:
1. Rp. 10.000,00

Langkah-langkahnya ialah sebagai berikut:
1. Lapor pada petugas bahwa ingin membuat surat keterangan kesehatan.
2. Diberi kertas untuk diisi.
3. Selesai mengisi menyerahkan kertas pada petugas yang sama.
4. Petugas mengatakan biayanya sebesar Rp. 10.000,00
5. Saya disuruh membawa kertas yang sudah ditandatangani ke bagian pemeriksaan kesehatan (sebelah kanan).
6. Diukur tinggi, berat badan, dan tekanan darah.
7. Dites buta warna.
8. Setelah selesai diberi kertas untuk diserahkan ke bagian pembuatan surat (sebelah kanannya ruangan ini, masuk belok kanan ujung).
9. Menunggu sebentar dan selesai.

Definition of Performance

Chomsky (1965) quoted in Ellis (1986: 6) states that performance consists of the comprehension and production of language. Krashen (1981: 2) states that performance consists of the acquired system, learned system, and utterance of language production. Additionally, Dulay, Burt, & Krashen (1982: 139) states that performance consists of conversation (e.g. learner speech) or composition (e.g. learner writing) of language, moreover, they state that these parts of performance include grammatical morphemes, marking a semantic feature, regularizing rules, archiforms, random alternating, and word-order rules. In addition to that, Selinker (1969) quoted in Spolsky (1989: 32) says that, in the scope of second language acquisition, performance is the speaker’s attempt to produce a foreign form, i.e. both his errors and his non-errors. Moreover, he confirms that a performance can be seen in the behaviour of second language learners attempting to emulate the target language speaker’s norm or competence. Furthermore, Spolsky (1989: 46) himself says that performance consists of passive knowledge that is receptive skills such as understanding speech or written text and active knowledge that is productive skills such as speaking and writing.
Based on the opinions above the writer concluded that performance consists of the individual’s comprehension and production of language that consist of receptive skills such as understanding speech or written text and active knowledge that is productive skills such as conversation or speaking and writing or composition which include the language components.

References:
Ellis, Rod. Understanding Second Language Acquisition. Oxford University Press. 1986.

Dulay, Heidi., Burt, Marina., and Krashen, Stephen. Language Two. New York: Oxford University Press. 1982.

Krashen, Stephen D. Second Language Acquisition and Second Language Learning. New York: Pergamon Press. 1981.

Spolsky, Bernard. Conditions for Second Language Learning. New York. Oxford University Press. 1989.

Definition of Behavior

Burton (1962: 97) states that behavior is a characteristic way of reacting; it is integrated collection of meanings; appreciations, and specific skills. A behavior is the way an individual carries over into action what has been learning. Additionally, Carroll (1969: 28) states that behavior is something people do in consequence of how things seem to them. Crow & Crow (1956: 7, 9) explicates that behaviors are all of a person’s dynamics and functional reactions, they are the resultants of inner motivation or environmental stimulation, they are motivated by inner wants and urges, as well as being stimulated by external environmental conditions and situations, including human interrelationship, it is Furthermore, Frandsen (1967: 668) explains that behavior is an organization of specific responses adapted to a particular purpose. In addition, Gage & Berliner (1984: 178) states that behavior is the stable traits of persons. Moreover, Morse (1969: 536) says that behavior is the cumulative outcome of complex interactions between genetic and environmental factors. Smith & Hudgins (1964: 325) clarify that behavior includes the things people do, what they say, how they feel, and what they think.
From the experts’ definition above, the writer concludes
In this research, parents’ attitude is a stable characteristics or traits of parents that emphasize a feeling (love, emotion, agreement, evaluation, tendency to react positively and negatively, or some degree of acceptance or rejection) and closely related aspects such as opinion and way of thinking organized through experience toward students’ learning.

References:
Burton, Dwight L. 1964. Literature Study in the High School. Revised Edition. Florida State University: Holt, Rinehart and Winston.

Caroll, Herbert A. Mental Hygiene. The Dynamics of Adjustment. New Jersey: Prentice-Hall, Inc., Englewood Cliffs. 1969.

Crow, Lester D., and Crow, Alice. Human Development and Learning. Ram Nagar, New Delhi: Eurasia Publishing House (Pvt) Ltd. 1956.

Frandsen, Arden N. Educational Psychology. New York/St. Louis/San Francisco/Toronto/London/Sydney: Mc Graw-Hill, Inc. 1961, 1967.

Gage, N. L., and Berliner, David C. Educational Psychology. Boston: Houghton Mifflin Company. 1984.

Morse, William C., and Wingo, G. Max. Psychology and Teaching. Glenview, Illinois: Scott, Foresman and Company. 1962, 1969.

Smith, Louis. M., and Hudgins, Bryce. B. Educational Psychology. An Application of Social and Behavioral Theory. New York: Alfred. A. Knopt. 1964.

Definition of Attitude

Wittrock (1986: 892) states that attitude is a stable characteristic of a person. Additionally, Noll (1957-1965: 351) states that attitudes are closely associated with feelings and emotional and are a large factor in determining our reactions and behavior, an attitude may be thought of as a response pattern, or a tendency to think or act in a particular way under a given circumstances. Furthermore, Johnson (1970: 83) explains that attitude is the organization of qualities (traits that the individual might express in terms of adjectives–ambitious, intelligent; and roles in which he places himself–father, professor, and the like) that the individual attributes to himself. Moreover, Travers (1970: 266) says that attitude is the affective objectives that emphasize a feeling: love, or emotion, or some degree of acceptance or rejection. Smith & Hudgins (1964: 464) clarify that attitude is an emotionalized tendency, organized through experience, to react positively or negatively toward a psychological object. Weinstein (1977: 272) explicates that attitude is the agreement, opinion or way of thinking toward something. Garrison, Kingston, and McDonald (1955-1964: 301) elucidate that attitudes relate to situations around which we have constructed behavior patterns and built up various concept and feelings.
From the experts’ definition above, the writer can conclude that attitude is a stable characteristics or traits of the individual that emphasize a feeling (love, emotion, agreement, evaluation, tendency to react positively and negatively, or some degree of acceptance or rejection) organized through experience and closely related aspects such as opinion and way of thinking toward something.

References:
Garrisson, Karl C., Kingston, Albert J., Mc Donald Arthur S. 1964. Educational Psychology. New York: Appleton-Century-Crofts Division of Meredith Publishing Company.

Johnson, David W. 1970. The Social Psychology of Education. United States of America: University of Minnesota. Holt. Rinehart and Washington, Inc.

Noll, Victor H, 1957, 1965. Educational Measurement. Boston: Houghton Mifflin Company.

Smith, Louis. M. & Hudgins, Bryce. B. 1964. Educational Psychology. An Application of Social and Behavioral Theory. New York: Washington University. Alfred. A. Knopt.

Weinstein, Velon. 1977. A Teacher’s World. Psychology in the Classroom. Mc Graw-Hill, Inc.

Wittrock, Merlin C. 1986. Handbook of Research on Teaching. Third Edition. New York: Macmillian Library Reference USA.

Definition of Anxiety

Spielberger (1966) quoted in Gage & Berliner (1984, p. 190) state that anxiety is divided into two parts, that is anxiety as a trait and anxiety as a state. As a trait, anxiety is a general disposition to feel threatened by wide range of no harmful conditions. As a state, anxiety is related to particular environmental situations. For example, at a particular time a person may be anxious about his or her job, spouse, child, or an examination. One’s feeling of apprehension and tension are, to some extent, focused and localized.
In addition, Frandsen (1967, p. 667) states that anxiety is a persisting fear of threat to oneself arising from severe insecurity or from dangerous impulses, and involving feelings of apprehension, dread, and uneasiness. Moreover, Travers (1970, p. 138) adds that anxiety is fear of a vague object, or no object at all. Anxiety then becomes a state of apprehension or uneasiness; it is a special kind of fear. Ferguson (1969, p. 454), clarifies that anxiety refers to less-well defined apprehensions without any logical basis, often related to internal dangers, such as loss of self-esteem, guilt feelings, or feelings of rage and destructiveness.
Additionally, Smith & Hudgins (1964, p. 90) says that anxiety is an emotional response with drive properties. Furthermore, De Cecco & Crawford (1974, p. 144) affirm that anxiety is a psychological aspect that describes the individual’s level of emotionality.
May (1950, p. 197) quoted in Carroll (1969, p. 172) elaborates the definition of anxiety; anxiety is a reaction to threat which is (1) disproportionate to the objective danger, (2) involves repression (dissociation) and other forms of intra-psychic conflict, and, as a corollary (3) is managed by means of various forms of referenchment of activity and awareness, such as inhibitions, the development of symptoms, and varied neurotic defense mechanisms, it will be noted that these characteristics are related to each other; the reaction is disproportionate to the objective danger because some intra-psychic conflict is involved.
From the experts’ definition above, the writer concludes that anxiety is a persisting fear of threat of a vague object or no object at all to oneself without any logical basis arising from severe insecurity or from dangerous impulses, and involving repression (dissociation) and other forms of intra-psychic conflict such as feelings of apprehension, dread, uneasiness, loss of self-esteem, guilt feelings, feelings of rage, and destructiveness.

References:
Caroll, Herbert A. Mental Hygiene. The Dynamics of Adjustment. New Jersey: Prentice-Hall, Inc., Englewood Cliffs. 1969.

De Cecco, John P., and Crawford, William R. The Psychology of Learning and Instruction. Educational Psychology. New Jersey: Prentice-Hall, Inc., Englewood Cliffs. 1974.

Ferguson, Elizabeth A. Social Work. An Introduction. Second Edition. Philadelphia & New York: J. B. Lippincott Company. 1963, 1969.

Frandsen, Arden N. Educational Psychology. New York/St. Louis/San Francisco/Toronto/London/Sydney: Mc Graw-Hill, Inc. 1961, 1967.

Gage, N. L., and Berliner, David C. Educational Psychology. Boston: Houghton Mifflin Company. 1984.

Smith, Louis. M., and Hudgins, Bryce. B. Educational Psychology. An Application of Social and Behavioral Theory. New York: Alfred. A. Knopt. 1964.

Travers, John P. Fundamentals of Educational Psychology. Scrantom, Pensylvania: International Textbook Company. 1970.

Definition of Achievement

Travers (1970: 447) states that achievement is the result of what an individual has learned from some educational experiences. Additionally, De Cecco & Crawford (1977) states that achievement is the expectancy of finding satisfaction in mastering challenging and difficult performances. In addition to that, Yelon, Weinstein, & Weener (1977: 301) expresses achievement as the successfulness of individual, while another source Smith & Hudgins (1964: 95) says that achievement is to do one’s best, to be successful, to accomplish tasks requiring skill and effort and to be recognized by authority. Furthermore, Tinambunan (1988: 149) defines achievement as the student’s grasp of some body of knowledge or proficiency in certain skills. Besides, Garrison, Kingston, and McDonald (1955-1964: 331) affirm the definition of achievement as the progress pupils make toward the goals and objectives of the curriculum, they then assert further about the definition that achievement may be the one’s ability or the extent of his/her knowledge in a specific content area.
Based on the opinions above the writer concludes that achievement is the result, the successfulness, the extent or ability, the progress in learning educational experiences that the individual indicate in relation with his/her educational learning.

References:
De Cecco, John P., and Crawford, William R. The Psychology of Learning and Instruction. Educational Psychology. New Jersey: Prentice-Hall, Inc., EnglewoodCliffs. 1974.

Smith, Louis. M., and Hudgins, Bryce. B. Educational Psychology. An Application of Social and Behavioral Theory. New York: Alfred. A. Knopt. 1964.

Tinambunan, Wilmar. Evaluation of Student Achievement. Jakarta: Depdikbud. 1988.

Travers, John P. Fundamentals of Educational Psychology. Scrantom, Pensylvania: International Textbook Company. 1970.

Yelon, Stephen L., Weinstein, Grace W., and Weener, Paul D. A Teacher’s World. Psychology in the Classroom. Tokyo: Mc Graw-Hill, Inc. 1977.