Sunday, April 26, 2009

teacher's sacrifice


teacher's sacrifice
Teachers make sacrifices. Right? We give of ourselves, of our time, and of our resources. It seems to be a job requirement that we teachers commit every part of our being to our jobs. And sometimes it does feel like we surrender all. But is that surrender a sacrifice?

A sacrifice is something one gives that costs them greatly but returns something even better. Ancients would sacrifice animals to their gods in return for a strong rain, healthy harvest, or protection from a host of hostile elements. Sometimes it worked. Christians are required to give 10% of their income as a tithe, any more is considered a sacrifice. Most who sacrifice do it willingly in exchange for some thing or some situation they believe will improve their lives.

So too do teachers sacrifice for their students. Teachers give of themselves to improve the quality of life for their students. Whether its through imparting some knowledge, or facilitating a hard lesson in character, teachers give to the students' benefit. But is that a sacrifice on the part of the teacher? What saturating rain, or bountiful harvest or guarantee of protection do teachers get for their personal and costly sacrifice? Better put, what's in it for the teacher? Not much you say? How about those painfully long days without adult interaction? What about the great pay? And don't forget test scores. Well there are those long summers off. That's pretty cool.

Maybe it's not a sacrifice. Since we do not do what we do for the greater personal return on our investment, then maybe what we do do is not a sacrifice at all. Stay with me here. Perhaps what we are really doing is building the future. Think about it. Who else in the global village (I hate that term) is saddled with the responsibility or churning out well-behaved, disciplined, moral, value-filled, hard-working, freedom loving young adults ready to take on the responsibilities of leading the free world and not blowing the place up? Certainly not television producers, alcohol and cigarette sales people, or movie, sports, and musical talents. No. Charles Barkley said so himself.

It's up to the teachers. We are held to a higher standard. I once used the word "bitchen" in class to describe a dance that one of my sixth grade students choreographed and shared with me. She went home and shared my enthusiasm with her parents and grandparents. At a parent conference I sat across from a pair of leather-clad parents who explained that it wasn't that they didn't use the word in their own home, but that I was a teacher, and I had to hold the higher ground. It was my first year.

So do we sacrifice? Well, not for our personal gain. So, no, we don't sacrifice. I hope that doesn't upset you. I know that martyr is on the list of synonyms for teacher (not really). Here is the list from thesaurus. com : abecedary, advisor, assistant, babysitter, coach, disciplinarian, docent, don, educator, faculty member, governess, grind, guide, guru, instructor, lecturer, maestro, master, mentor, mistress, pedagogue, preceptor, prof, professor, pundit, scholar, schoolman, schoolmaster, schoolmistress, schoolteacher, slave driver, supervisor, swami, teach, trainer, tutor. I think my favorite from that list is "slave driver."
So that settles it. We don't sacrifice when we spend hours after school helping kids with make up work for classes that they missed during the day because they slept in late and Mom and Dad couldn't get them to school on time, or at all. We don't sacrifice when we give up our weekends to grade essays written by other people's children trying to help them understand the difference between a noun and pronoun. We don't sacrifice when we can't afford to buy our families they vehicle they need when the students we teach drive to school in BMWs and Porsches. No, that' not sacrifice, that's building the future.

The real way to stop eating fast food?

“How could you eat that junk? It’s so bad for you!” (nag, nag). “Don’t you know those fries will give you a heart attack?” (nag, nag). “” (nag, nag). Your friends nag you, your family nags you, your doctor nags you, the health newsletters, websites and magazines - they all nag you, and of course, your personal trainer nags the heck out of you, to stop eating all those BAD FAST FOODS. But does all that nagging you and bad-mouthing the fast food industry really help anyone stop?

It doesn’t look that way. The fast food industry is thriving, even in the bad economy. The Chicago Tribune recently said that McDonalds is “recession proof.”

As one of only two companies to turn a major profit over the last year (the other being Wal Mart), McDonald’s is laughing its way to the bank. In fact, McDonalds plans to open 1,000 new stores this year.

I was driving down Route 95 a few weeks ago and pulled over to use the rest room at Mcdonalds on a Saturday morning (there’s a McDonalds conveniently located immediately off almost every exit up and down the full length of Interstate 95).

The parking lot was full, it was standing-room only inside and the lines snaked around into the seating area! You’d think Brad and Angelina were there signing autographs or something. Nope. Just a regular weekend at breakfast-time.

I was shopping in Wal Mart the same week and I almost passed out when I saw (smelled, actually) a McDonalds… INSIDE THE WAL- MART! Also, with lines.

Yep. It looks like your friends and family’s nagging you to stop eating fast food, and all the messages of the health and fitness industry to get people eating more “health food” are not working!

a118974-wany

Wednesday, April 22, 2009

Think positive

THE global situation may look gloomy but I choose to take a positive point of view.
To me, it is an indication that if we fail to look at ourselves, nature will create conditions to compel us to do so. This is exactly what is happening now.
Today we are compelled to face problems such as pollution, deforestation and open burning.
The first word "positive" is a symbol of growth. It is something which elevates, enriches, expands and grows.
After all, one is a part of the whole and can survive only as long as the whole survives. One gives only to receive, maybe in a different form, because he understands that when you look at the big picture, there is no difference between giving and receiving, only a matter of exchange. Thus, such an approach is always growth-oriented.
The second word "thinking" is also equally important. Just the art of thinking positive can keep us constantly happy.

Learning out of the box

Many parents feel that school is the place where children learn. And to a certain extent that is true. We hand over our children for such a large portion of their lives to qualified teachers who plan programmes that teach them what they are supposed to know.Homework also plays a part in adding to the learning process. However, for some children, this is not enough. Very often, ­homework needs to be measured by the teacher in some way and as such, it is not work that would engage the child’s brain and help him to develop strong ­reasoning and ­creative skills. At times, the work given does not meet the needs of the individual child.Parents can still do a lot at home to aid in their children’s learning process and it’s not as scary and as involved as you may think.If you want your child to be a little more challenged, or to ­develop new skills in areas that may not fall within the conventional areas that school and homework teaches, try these ideas:
- Play time
Research has proven that children who are given more free time to do what they like, develop higher creative thinking skills than those in structured programmes all the time. So, encourage a range of out-of-school activities, although not a different one every day.
- Homework expectations
Each school has slightly different ­expectations of homework and so does each teacher. Homework should be ­something your child can carry out ­relatively unaided. If you need to help them for hours every night, then the expectation is set at too high a level and needs to be lowered.

- Provide helpful materials
For young learners, having materials can help make their learning easier. This may include counters, alphabet charts and word books. Allow them to help measure out ingredients when cooking, and spend time reading notices and signs when you are out and about.

Learn how to swim

Do you want to learn how to swim but can't afford the lessons, or are scared of water?
Here are some easy steps to get started.
Steps:
1. Get rid of your fear of water - Gently move into the shallow end of the pool. Paddle around until you feel safe.
2. Practice the arm movements - Practise simple arm movements and correct your strokes as you go along.
3. Use the side of the pool to practice kicking - Hold onto the side of the pool and practice kicking correctly to develop confidence.
4. Lift your feet off in the middle of the shallow end - Learn to tread water to develop buoyancy.
5. Swim short distances - Use simple strokes, which you are comfortable with to cover short distances, up to the width of the pool. Get support if not confident.
6. Try different strokes - Swim the width of the pool with different strokes like front-crawl, back-crawl, breaststroke, and any other easy-to hard stroke you can think of.
7. Take the first step into the deep end - You may start slowly and go a bit further each time, holding onto the side of the pool.
8. Swim into the deep end - Once you feel confident and secure, learn to swim to the deep end on your own.

Swimming for fitness

Swimming is one the best forms of exercise which has been a proven fact for a long time, and as it stands, nothing will change this fact in the near future. Amongst the health benefits include building lean muscle mass and promoting cardiovascular health.
The first benefit of swimming is that it is a low impact form of exercise, which means any from of ligament injury, pain in the knees, muscle tear, joint pain are drastically minimised due to its ature.
The movements are also natural and do not require increased exertion.
Because of this, even the aged and infants can take advantage of swimming as a form of regular exercise.
Those who wish to develop a much learner body, swimming provides a total exercise solution in building lean muscle mass for every aspect of the body as its uses all the major muscle group.
Whatever stroke you emply, the arms are used in full effect to steer and help you move along the water, and when you use your arms, your back, your chest, and entire upper body are also involved in the process.
Your legs are the propulsion system which helps work out your entire upper and lower limbs, giving them complete muscle mass development. Because of its constant movement through water, one can build high levels of endurance and strength by swimming.
It burns just as much calories and fat as running or any other high impact exercise such as climbing, step aerobics and running, so there is no excuse for anyone not or turn to swimming to lose weight.
With no more than 30 to 45 minutes a day in the pool, you can accelerate your metabolic rate and burn enough fat within a short time. If you are swimming to lose weight, you have found the right environment for it.
Normally people get tired due to many reasons, including heat of the day, high impact exercises and exertion as the body produces lactic acid which signals you to stop and take a breather.
When you are swimming, you are in the tactile environment which is cooling and soothing , and you do not feel lethargic after the exercise, and you can go for longer compared to running.
That is why more and more people turn to swimming when they are unable to run anymore - but do not wait until that happens. Swim, and build the body you have always wanted for yourself.
Everyone should learn to how swim.

AVOID EXAM STRESS AND TENSION

Now is the time of exams season in UKM.....It is very stressful and difficult. Some students find that the exam time is so bad and they become ill, because:


-They are afraid of failing.
-They are afraid of letting their parents and family down.
-The hard work of study and revising* damages their health.




(*learning again from your notes and books - going back over what you have studied)


If exams are really making you ill, worried, or depressed, don't hide your feelings. Talk to someone about it. In some cultures, people think it is wrong to share their feelings and worries with others. But this is the only way to get help!
A problem shared is a problem halved. So you must find someone to talk to about these problems. Maybe you can speak to a friend, or someone in your family. Or teachers at your place of study. Or a doctor. If one person doesn't help you, ask someone else.

Play – The work of a child

Play activities are essential to healthy development for children and adolescents. Research shows that 75% of brain development occurs after birth. The activities engaged in by children both stimulate and influence the pattern of the connections made between the nerve cells. This process influences the development of fine and gross motor skills, language, socialization, personal awareness, emotional well-being, creativity, problem solving and learning ability.
The most important role that play can have is to help children to be active, make choices and practice actions to mastery. They should have experience with a wide variety of content (art, music, language, science, math, social relations) because each is important for the development of a complex and integrated brain. Play that links sensori-motor, cognitive, and social-emotional experiences provides an ideal setting from brain development.

What is hydrogenation?

Hydrogenation is the process most commonly used to convert liquid oils into products which have different consistencies, melting points, and textures. It is a catalytic process in which the number of double bonds are reduced and at the same time, isomerization of residual fatty acids promoted. Liquid oils with unsaturated triglycerides are transformed into fats containing a higher percentage of saturated triglycerides.The complex system consists of three phases; liquid oil, gaseous hydrogen and solid catalyst ( the most widely used is nickel ). As hydrogenation progresses, there is a gradual increase in the melting point of the oil or fat. Upon full hydrogenation, whereby the double bonds are eliminated entirely, the product is a hard brittle solid at room temperature.
The overall hydrogenation rate depends on the quality of the reactant involved; the degree of refining of the oil to be hydrogenated; the activity, concentration and nature of the catalyst; hydrogen pressure; reaction temperature; and stirring.

What are fats?

Fats are predominantly triesters of fatty acids and glycerol - commonly known as triglycerides. Triglycerides that appear as solid at room temperature are normally called fats while those that are liquid are referred to as oils. Fat is a vital nutrient that provides the body with energy as well as acts as a source of essential fatty acids. Current dietary recommendations are that fats should supply no more than 30% of a person's energy requirement. In terms of energy value a gram of fat yields 9 cal of energy compared to 6 cal/g for starch and proteins.

Thursday, April 16, 2009

AVICENNA




His full name was Hussain ibn Abdullah ibn Hassan ibn Ali ibn Sina. He was born in Afshana, near Bukhara around 980 to a Persian family. He was born in Khurmaithan, a village near Bukhara in Greater Khorasan which was his mother's hometown. His father, Abdullah, was a respected Ismaili scholar from Balkh, an important town of the Persian Empire, in what is today contemporary Afghanistan. Prominent theologian Henry Corbin believed that Ibn Sina himself was a Twelver Shi'a. His mother was named Setareh. His father was at the time of his son's birth the governor in one of the Samanid Nuh ibn Mansur's estates. He had his son very carefully educated at Bukhara. Ibn Sina's independent thought was served by an extraordinary intelligence and memory, which allowed him to overtake his teachers at the age of fourteen. As he said in his autobiography, there was nothing that he had not learned when he reached eighteen.
Ibn Sīnā was put under the charge of a tutor, and his precocity soon made him the marvel of his neighbours; he displayed exceptional intellectual behaviour and was a child prodigy who had memorized the Qur'an by the age of 10 (10 or 7? it says 7 in the theology section below) and a great deal of Persian poetry as well. He learned Indian arithmetic from an Indian greengrocer, and he began to learn more from a wandering scholar who gained a livelihood by curing the sick and teaching the young. He also studied Fiqh (Islamic jurisprudence) under the Hanafi scholar Ismail al-Zahid.
As a teenager, he was greatly troubled by the Metaphysics of Aristotle, which he could not understand until he read al-Farabi's commentary on the work. For the next year and a half, he studied philosophy, in which he encountered greater obstacles. In such moments of baffled inquiry, he would leave his books, perform the requisite ablutions (wudu), then go to the mosque, and continue in prayer (salah) till light broke on his difficulties. Deep into the night he would continue his studies, and even in his dreams problems would pursue him and work out their solution. Forty times, it is said, he read through the Metaphysics of Aristotle, till the words were imprinted on his memory; but their meaning was hopelessly obscure, until one day they found illumination, from the little commentary by Farabi, which he bought at a bookstall for the small sum of three dirhams. So great was his joy at the discovery, thus made by help of a work from which he had expected only mystery, that he hastened to return thanks to God, and bestowed alms upon the poor.
He turned to medicine at 16, and not only learned medical theory, but also by gratuitous attendance of the sick had, according to his own account, discovered new methods of treatment. The teenager achieved full status as a qualified physician at age 18, and found that "Medicine is no hard and thorny science, like mathematics and metaphysics, so I soon made great progress; I became an excellent doctor and began to treat patients, using approved remedies." The youthful physician's fame spread quickly, and he treated many patients without asking for payment.
His first appointment was that of physician to the emir, who owed him his recovery from a dangerous illness (997). Ibn Sina's chief reward for this service was access to the royal library of the Samanids, well-known patrons of scholarship and scholars. When the library was destroyed by fire not long after, the enemies of Ibn Sina accused him of burning it, in order for ever to conceal the sources of his knowledge. Meanwhile, he assisted his father in his financial labours, but still found time to write some of his earliest works.
When Ibn Sina was 22 years old, he lost his father. The Samanid dynasty came to its end in December 1004. Ibn Sina seems to have declined the offers of Mahmud of Ghazni, and proceeded westwards to Urgench in the modern Uzbekistan, where the vizier, regarded as a friend of scholars, gave him a small monthly stipend. The pay was small, however, so Ibn Sina wandered from place to place through the districts of Nishapur and Merv to the borders of Khorasan, seeking an opening for his talents. Qabus, the generous ruler of Dailam and central Persia, himself a poet and a scholar, with whom Ibn Sina had expected to find an asylum, was about that date (1012) starved to death by his troops who had revolted. Ibn Sina himself was at this season stricken down by a severe illness. Finally, at Gorgan, near the Caspian Sea, Ibn Sina met with a friend, who bought a dwelling near his own house in which Ibn Sina lectured on logic and astronomy. Several of Ibn Sina's treatises were written for this patron; and the commencement of his Canon of Medicine also dates from his stay in Hyrcania.
Ibn Sina subsequently settled at Rai, in the vicinity of modern Tehran, (present day capital of Iran), the home town of Rhazes; where Majd Addaula, a son of the last Buwayhid emir, was nominal ruler under the regency of his mother (Seyyedeh Khatun). About thirty of Ibn Sina's shorter works are said to have been composed in Rai. Constant feuds which raged between the regent and her second son, Shams al-Daula, however, compelled the scholar to quit the place. After a brief sojourn at Qazvin he passed southwards to Hamadãn where Shams al-Daula, another Buwayhid emir, had established himself. At first, Ibn Sina entered into the service of a high-born lady; but the emir, hearing of his arrival, called him in as medical attendant, and sent him back with presents to his dwelling. Ibn Sina was even raised to the office of vizier. The emir consented that he should be banished from the country. Ibn Sina, however, remained hidden for forty days in a sheikh Ahmed Fadhel's house, until a fresh attack of illness induced the emir to restore him to his post. Even during this perturbed time, Ibn Sina persevered with his studies and teaching. Every evening, extracts from his great works, the Canon and the Sanatio, were dictated and explained to his pupils. On the death of the emir, Ibn Sina ceased to be vizier and hid himself in the house of an apothecary, where, with intense assiduity, he continued the composition of his works.
Meanwhile, he had written to Abu Ya'far, the prefect of the dynamic city of Isfahan, offering his services. The new emir of Hamadan, hearing of this correspondence and discovering where Ibn Sina was hidden, incarcerated him in a fortress. War meanwhile continued between the rulers of Isfahan and Hamadãn; in 1024 the former captured Hamadan and its towns, expelling the Tajik mercenaries. When the storm had passed, Ibn Sina returned with the emir to Hamadan, and carried on his literary labours. Later, however, accompanied by his brother, a favourite pupil, and two slaves, Ibn Sina escaped out of the city in the dress of a Sufi ascetic. After a perilous journey, they reached Isfahan, receiving an honourable welcome from the prince.
The remaining ten or twelve years of Ibn Sīnā's life were spent in the service of Abu Ja'far 'Ala Addaula, whom he accompanied as physician and general literary and scientific adviser, even in his numerous campaigns.
During these years he began to study literary matters and philology, instigated, it is asserted, by criticisms on his style. He contrasts with the nobler and more intellectual character of Averroes. A severe colic, which seized him on the march of the army against Hamadan, was checked by remedies so violent that Ibn Sina could scarcely stand. On a similar occasion the disease returned; with difficulty he reached Hamadan, where, finding the disease gaining ground, he refused to keep up the regimen imposed, and resigned himself to his fate.
His friends advised him to slow down and take life moderately. He refused, however, stating that: "I prefer a short life with width to a narrow one with length". On his deathbed remorse seized him; he bestowed his goods on the poor, restored unjust gains, freed his slaves, and every third day till his death listened to the reading of the Qur'an. He died in June 1037, in his fifty-eighth year, and was buried in Hamedan, Iran

The Durian











The durian (pronounced /ˈdʊəriən/)[1] is the fruit of several tree species belonging to the genus Durio and the Malvaceae family[2][3] (although some taxonomists place Durio in a distinct family, Durionaceae). Widely-known and revered in southeast Asia as the "king of fruits", the durian is distinctive for its large size, unique odour, and formidable thorn-covered husk. The fruit can grow as large as 30 centimetres (12 in) long and 15 centimetres (6 in) in diameter, and it typically weighs one to three kilograms (2 to 7 lb). Its shape ranges from oblong to round, the colour of its husk green to brown, and its flesh pale-yellow to red, depending on the species.
The edible flesh emits a distinctive odour, strong and penetrating even when the husk is intact. Some people regard the durian as fragrant; others find the aroma overpowering and offensive. The smell evokes reactions from deep appreciation to intense disgust. The odour has led to the fruit's banishment from certain hotels and public transportation in southeast Asia.
The durian, native to Brunei, Indonesia and Malaysia, has been known to the Western world for about 600 years. The 19th-century British naturalist Alfred Russel Wallace famously described its flesh as "a rich custard highly flavoured with almonds". The flesh can be consumed at various stages of ripeness, and is used to flavour a wide variety of savoury and sweet edibles in Southeast Asian cuisines. The seeds can also be eaten when cooked.
There are 30 recognised Durio species, at least nine of which produce edible fruit. Durio zibethinus is the only species available in the international market: other species are sold in their local regions. There are hundreds of durian cultivars; many consumers express preferences for specific cultivars, which fetch higher prices in the market.
Durian trees are relatively large, growing to 25–50 metres (80–165 ft) in height depending on the species. The leaves are evergreen, elliptic to oblong and 10–18 centimetres (4–7 in) long. The flowers are produced in three to thirty clusters together on large branches and directly on the trunk with each flower having a calyx (sepals) and five (rarely four or six) petals. Durian trees have one or two flowering and fruiting periods per year, though the timing varies depending on the species, cultivars, and localities. A typical durian tree can bear fruit after four or five years. The durian fruit can hang from any branch and matures roughly three months after pollination. The fruit can grow up to 30 centimetres (12 in) long and 15 centimetres (6 in) in diameter, and typically weighs one to three kilograms (2 to 7 lb). Its shape ranges from oblong to round, the colour of its husk green to brown, and its flesh pale-yellow to red, depending on the species. Among the thirty known species of Durio, nine of them have been identified as producing edible fruits: D. zibethinus, D. dulcis, D. grandiflorus, D. graveolens, D. kutejensis, D. lowianus, D. macrantha, D. oxleyanus and D. testudinarum. However, there are many species for which the fruit has never been collected or properly examined, so other species with edible fruit may exist.
The name durian comes from the Malay word duri (thorn) together with the suffix -an (for building a noun in Malay). D. zibethinus is the only species commercially cultivated on a large scale and available outside of its native region. Since this species is open-pollinated, it shows considerable diversity in fruit colour and odour, size of flesh and seed, and tree phenology. In the species name, zibethinus refers to the Indian civet, Viverra zibetha. There is disagreement regarding whether this name, bestowed by Linnaeus, refers to civets being so fond of the durian that the fruit was used as bait to entrap them, or to the durian smelling like the civet.
Durian flowers are large and feathery with copious nectar, and give off a heavy, sour and buttery odour. These features are typical of flowers pollinated by certain species of bats that eat nectar and pollen. According to research conducted in Malaysia in the 1970s, durians were pollinated almost exclusively by cave fruit bats (Eonycteris spelaea). However, a 1996 study indicated two species, D. grandiflorus and D. oblongus, were pollinated by spiderhunters (Nectariniidae) and another species, D. kutejensis, was pollinated by giant honey bees and birds as well as bats.

Flavour and odour

The unusual flavour and odour of the fruit have prompted many people to express diverse and passionate views ranging from deep appreciation to intense disgust. Writing in 1856, the British naturalist Alfred Russel Wallace provides a much-quoted description of the flavour of the durian:

The five cells are silky-white within, and are filled with a mass of firm, cream-coloured pulp, containing about three seeds each. This pulp is the edible part, and its consistence and flavour are indescribable. A rich custard highly flavoured with almonds gives the best general idea of it, but there are occasional wafts of flavour that call to mind cream-cheese, onion-sauce, sherry-wine, and other incongruous dishes. Then there is a rich glutinous smoothness in the pulp which nothing else possesses, but which adds to its delicacy. It is neither acid nor sweet nor juicy; yet it wants neither of these qualities, for it is in itself perfect. It produces no nausea or other bad effect, and the more you eat of it the less you feel inclined to stop. In fact, to eat Durians is a new sensation worth a voyage to the East to experience. ... as producing a food of the most exquisite flavour it is unsurpassed.\

While Wallace cautions that "the smell of the ripe fruit is certainly at first disagreeable", later descriptions by westerners are more graphic. British novelist Anthony Burgess writes that eating durian is "like eating sweet raspberry blancmange in the lavatory." Chef Andrew Zimmern compares the taste to "completely rotten, mushy onions." Anthony Bourdain, while a lover of durian, relates his encounter with the fruit as thus: "Its taste can only be described as...indescribable, something you will either love or despise. ...Your breath will smell as if you'd been French-kissing your dead grandmother." Travel and food writer Richard Sterling says:
“ ... its odor is best described as pig-shit, turpentine and onions, garnished with a gym sock. It can be smelled from yards away. Despite its great local popularity, the raw fruit is forbidden from some establishments such as hotels, subways and airports, including public transportation in Southeast Asia. ”
Other comparisons have been made with the civet, sewage, stale vomit, skunk spray and used surgical swabs. The wide range of descriptions for the odour of durian may have a great deal to do with the variability of durian odour itself. Durians from different species or clones can have significantly different aromas; for example, red durian (D. dulcis) has a deep caramel flavour with a turpentine odour while red-fleshed durian (D. graveolens) emits a fragrance of roasted almonds. Among the varieties of D. zibethinus, Thai varieties are sweeter in flavour and less odourous than Malay ones. The degree of ripeness has an effect on the flavour as well. Three scientific analyses of the composition of durian aroma — from 1972, 1980, and 1995 — each found a mix of volatile compounds including esters, ketones, and different sulphur compounds, with no agreement on which may be primarily responsible for the distinctive odour.
This strong odour can be detected half a mile away by animals, thus luring them. In addition, the fruit is extremely appetising to a variety of animals, including squirrels, mouse deer, pigs, orangutan, elephants, and even carnivorous tigers. While some of these animals eat the fruit and dispose of the seed under the parent plant, others swallow the seed with the fruit and then transport it some distance before excreting, with the seed being dispersed as a result. The thorny, armoured covering of the fruit discourages smaller animals; larger animals are more likely to transport the seeds far from the parent tree.[

Monday, April 13, 2009

HOW TOASSES THE STUDENT BEHAVIOUR PROBLEM?

Functional behavioral assessment is ...
list of 6 items
• an approach used to help a pupil with a chronic behavior problem • a problem solving method - one which takes time and creative collabration among professsionals and parents • built on the assumption that, if a pupil keeps repeating a problem behavior, that behavior must be serving some purpose for the student - otherwise, heor she would not keep repeating it • a process of looking for patterns in what happens around and/or to the student just before and just after the problem behavior • examination of these patterns to identify their purpose or their "function;" some possible functions are: avoiding something, getting something, and makingsomething happen • creative problem solving to enable the pupil to achieve the same purpose in a more appropriate or more acceptable way list end
Functional behavioral assessment is NOT ...
list of 4 items1. the first technique a teacher uses when a pupil misbehaves 2. a quick fix 3. a choice for teachers of pupils with disabilities - it's required by federal statutes (such as the IDEA and Section 504) and by some states (such asNew York) 4. a do-it-yourself technique - it takes collaboration. What do you all think about this assesment?

AMERICAN EDUCATION LAW

IDEA (The Individual with Disabilities Education Act)
The Individuals with Disabilities Education Act (IDEA) is a federal law enacted in 1990 and reauthorized in 1997.  It is designed to protect the rights
of students with disabilities by ensuring that everyone receives a free appropriate public education (FAPE), regardless of ability. Furthermore, IDEA strives not
only to grant equal access to students with disabilities, but also to provide additional special education services and procedural safeguards. 

Special education services are individualized to meet the unique needs of students with disabilities and are provided in the least restrictive environment. Special
education may include individual or small group instruction, curriculum or teaching modifications, assistive technology, transition services and other
specialized services such as physical, occupational, and speech therapy. These services are provided in accordance with an Individualized Education Program
(IEP), which is specifically tailored to the unique needs of each student.     

IDEA also grants increased parental participation and protection for students. 

Who qualifies?

Children between the ages of 3 and 21, who meet the eligibility criteria in one of thirteen qualifying disabilities and who require special education services
because of the disability can qualify for services under IDEA. The categories of disabilities are; autism, deaf/blind, deafness, hearing impaired, mental
retardation, multiple disabilities, orthopedic impairment, serious emotional disturbance, specific learning disabilities, speech or language impairment,
traumatic brain injury, visual impairment including blindness, and other health impairment. To be eligible, a student must have a disability that adversely
affects her or his educational performance and must need special education in order to receive an appropriate education. 

How can IDEA help my child?

Children who qualify under IDEA are provided with services and accommodations individualized to their needs. At its most basic IDEA entitles a child suspected
of having a disability to a comprehensive evaluation by a multi-disciplinary team provided at no cost to parents. If the child is determined to need special
education and related services an Individual Education Plan (IEP) will be implemented based on the specific needs of the child as decided by the team,
including parents. 

Once covered under an IEP, students with disabilities are re-evaluated at least every three years and their IEP is reviewed whenever a change in placement
occurs, which is often annually as transferring from grade to grade is considered a change in placement. 

Additionally, students covered under IDEA are granted other protections and safeguards. Suspension for 10 cumulative days within the school year may result
in a Manifestation Determination to decide if a link exists between the child's behavior and her or his disability.  If a child covered under IDEA is suspended
or expelled, she or he is still entitled to special education services. In the event that parents disagree with the school's decision and request an impartial
due process hearing, the "stay-put" provision will be enacted ensuring that the child remains in her or his current educational placement until administrative
proceedings conclude. Exceptions include when the child brings a weapon or drugs to school or is determined to be a danger to her or himself or others. 


What are my responsibilities as a parent? 

As a parent you are in the best position to advocate for your child, and in order to do that you must be aware of what you can do to ensure that your child
receives the services and accommodations she or he needs. 

list of 10 items
1. Stay informed. Understand your child's diagnosis, how it impacts her or his education and what can be done at home to help.
2. Understand your child's IEP. If you have questions, do not be afraid to ask. If you still have questions, continue to ask until you completely understand
the process, the IEP, and how this will help your child's education.  Do not sign an IEP unless you understand and agree with the contents.  
3. Speak with your child's teacher. Teachers often have similar concerns as parents and welcome the opportunity to discuss them. 
4. Get it in writing. When possible obtain written documentation from teachers, administrators, or other professionals working with your child describing
any behavioral or academic concerns they may have. 
5. Know your rights. 
6. Play an active role in preparing your child's IEP or Section 504 plan. Make suggestions, and speak up if you feel a goal, objective, or accommodation
is not appropriate.
7. Keep careful records. This should include any written documentation you have obtained, communication between home and school, progress reports and evaluations.
You should also keep a copy of any letter you send to the school. Keep these records well organized and in one place, they may be very useful. 
8. Try to maintain a good working relationship with the school while being a strong advocate for your child. 
9. Communicate any concerns you may have about your child's progress or IEP or 504 plan.  Schedule meetings to ensure you and the school are on the same
page. Find an unobtrusive way to communicate on a regular basis with your child's teachers, perhaps using a communication notebook. 
10. Encourage your child everyday and devise a system to help with homework and other school projects. 
What do you all think the diferences of Malaysian education law with this american education law?

how to writing braille

braille is a touching system using by individual with blindness. Braille invented by Louis Braille from Franch who had blind since young. He had invent this system since he was 15 years old. Actually, he invented this system for the soldier to make them reads during blackout. But in the earlier, this system never the "w" beverages. The system braille has six sel like this:

Braille_cell.svg/155px-Braille_cell.svg images/magnify-clip

Saturday, April 11, 2009

Protect Our Environment



I'm not sure if you've noticed, but Mother Earth is acting strange. It's no longer at peace with mankind. I think Mother Earth is angry with us. You see, more and more natural disasters are happening all over the world.

The Asia Tsunami struck many parts of the world in 2005. It was one of the deadliest disasters of mankind. More than two hundred thousand lives were lost.

Hurricane Katrina hit New Orleans, a city in the United States. Thousands died as a result.

Global warming is, of course, the culprit, but we must ask ourselves this question - why is the Earth getting warmer?
The answer is pollution. Due to greed and selfishness, our planet has become extremely polluted. Over development and industrialization are the main reasons. So, nature is fighting back!

We must be more environmentally conscious. We must do our best to save Planet Earth.

We must make sure we protect our forests. If a tree is cut down, a new tree must be planted. This will ensure our forest do not disappear.

So, how can we help in our daily lives ? I say - car pool! Car pooling reduces the number of cars on the road. This will help reduce pollution.

Another thing we can do is to reduce the use of plastics. Plastic products do not disintegrate. They are a real burned to our environment.

We can also reduce recycle cans, bottles and newspapers! You could earn a little money by selling them to recycling companies.

The Earth belongs to all of us. We must treat it well - we must love it, protect it and never abuse it!
~Teo Pi Fang~
~A125859~

Thursday, April 9, 2009



Marriage has been part of both human discourse and social organization across cultures and down the centuries. One aspect of this is the historical custom of marriage as an affair of state, undertaken for example by the royal houses of Europe to cement alliances or achieve political stability. More generally, marriage has historically been linked to social cohesion. Equally, and as part of that dynamic, marriage has had a religious dimension and a sacral character, although some marriages are contracted outside religion and although some relationships fall outside the formal marital structure. Every important culture in the world has generally accepted marriage protocols that make religion and regular social interactions overlap. Only in 20th-century Western culture did marriage become significantly secular.


Marriage protocols referenced in the Holy Quran of Islam explain that men, as the stronger and more important marriage partners, should protect and maintain their "devoutly obedient" and "lawful," or chaste, women. Husbands who fear disloyalty or bad conduct may admonish wives, withhold sex, and beat them but lightly until they "return to obedience".Social differentials between men and women have yielded an interpretation of male authority over women not in terms of obligation to but control over them. A woman's husband "possesses her body by law, rather than by emotional bond"


NADIAH SYAFIQAH BT KASIM
A123230

LEADERSHIP


Leadership to me is a journey of discovery, not only for myself, but a discovery of other individual’s potential that I also may learn from them. It is an expression of a person at his or her best whose goal is to transform something better and to develop the imagination and character other people possess. I feel that I am a unique leader in my community and school because I speak my mind honestly, always listen to what others have to say before voicing my opinion, and most importantly am a strong observer, which makes for an excellent leader. Great leadership is an activity that comes from the heart and considers the hearts of the others that he or she is working with.

The challenge of leadership is to sustain momentum in organisations One of the greatest challenges facing any manager or leader in organisations is to establish and maintain a focus amongst workers, employees or team members on of the needs to continually moving forward and improving the organisation. How a leader establishes and maintains this desire to continuously improve is the source of much debate amongst academics and practitioners. There are many leadership theories and models and much debate as to the best model or leadership style. However, The key ingredients for a successful leader are a vision, ability to motivate followers, desire to continuously improve or change to achieve greater personal and team performance and empowering their team to achieve results. There is a saying often heard in today’s dynamic business climate, ‘if you’re standing still you’re going backwards.


NADIAH SYAFIQAH BT KASIM

A123230

Wednesday, April 8, 2009

A Meaningful Sentence

If you love something very very much....
Let it go free!!!...
If it doesn't come back...
It means it does not belong to you...
If it does, Please love it forever!....


~Teo Pi Fang~
~A125859~

Tuesday, April 7, 2009


Health Benefits of Bananas




Bananas are the fruits of a plant of the genus MUSA (family musaceae), Which are cultivated primarily for food, and secondarily for the production of fibers. The history of bananas is pretty exciting, since they are the result of a genetic mutation that evolved into a staple food of our society. In fact, bananas are probably the most widespread fruit crop in the whole world. It is important to note that the real banana tree is actually a fruit that must be cooked before eating, has a green, red or brown colour and has seeds. The yellow bananas we eat today are a cross between the green and the red banana tree and this cross is sterile (hence the lack of seeds in banana). Bananas consist mainly of sugars(glucose, fructose and sucrose) and fiber, which makes them ideal for an immediate and slightly prolonged source f energy.Banana is also good for:

v Reducing Depression

Bananas contain tryptophan, an amino acid that can be converted to serotonin, leading to improved mood.

v Anemia

Bananas are relatively high in iron, which helps the body’s hemoglobin function.

v Constipation and Diarrhea

Due to their content in fiber, they help restore a normal bowel function. In addition, Diarrhea usually depletes your body of important electrolyte (most important potassium that contain highly in bananas). They also contain pectin, a soluble fiber (hydrocolloid) that can help normalize movement through the digestive tract.

v Healthy Bones

Bananas are an exceptionally rich source of fructooligosaccharide, a compound that nourishes probiotic (friendly) bacteria in the colon. These beneficial bacteria produce enzymes that increase both in number and functionality, increasing our body’s ability to absorb calcium.

v Healthy kidney

It’s may reduce risk of kidney cancer. This because bananas contain high amounts of antioxidant phenolic compound necessary for effective detoxification of potential carcinogens..

v Blood pressure

Bananas are extremely high potassium (about 4673mg), thus having perfect ratio for preventing high blood pressure.

v Morning sickness

Snacking on bananas between meals helps to keep blood-sugar levels up and avoid morning sickness.

v Smoking

Bananas can also help people trying to give up smoking. They contain vitamin B6 and B12. These substance help the body recover from the effects of nicotine withdrawal.

v Ulcers

This is the only raw fruit that can be eaten without distress in over-chronicle cases. It also reduce acidity and reduces irritation. Bananas stimulate the cells on the internal stomach lining to produce a thicker mucus and contain protease inhibitors that help eliminate bacteria in the stomach that hane been pinpointed as a primary cause of ulcers.

v Mosquito Bites

Many people report that rubbing the inside of banana peel on mosquito bite is very effective in reducing itching and swelling.




NURLIYANA BINTI MOHD NAZRI
A123957






MILK

Milk is an opaque white liquid produced by the mammary glands of mammals. It provides the primary source of nutrition for newborn mammals before they are able to digest other types of food. The early lactation milk is known colostrums, and carries the mother’s antibodies to the baby. It can reduce the risk of many diseases in the baby. The exact component of raw milk varies by species, but it contains significant amounts of saturated fat, protein and calcium as well as vitamin C. Cow’s milk has a ph ranging from 6.4 to .8 making it slightly acidic. Milk contains dozens of other types of protein besides the caseins. They are more water-soluble than the caseins and do not form larger structures. These proteins remain suspended in the whey left behind when the casein coagulate into curds, they are collectively known as whey proteins. Whey proteins make up around twenty percent of the protein in milk, by weight. Lactoglobulin is the most common whey protein by a large margin.

The carbohydrate lactose gives milk its sweet taste and contributes about 40% of whole cow milk’s calories. Lactose is a composite of two simple sugars, glucose and galactose. In nature, lactose is found only in milk and a small number of plants. Other components found in raw cow milk are living white blood cells. Mammary gland cells, various bacteria, and large number of active enzymes are some other components in milk.

NURLIYANA BINTI MOHD NAZRI
A123957

Sunday, April 5, 2009

STAR

A star is a massive, luminous ball of plasma that is held together by its own gravity. The nearest star to Earth is the Sun, which is the source of most of the energy on Earth. Other stars are visible in the night sky, when they are not outshone by the Sun. For most of its life, a star shines due to thermonuclear fusion in its core releasing energy that traverses the star's interior and then radiates into outer space. Almost all elements heavier than hydrogen and helium were created by fusion processes in stars.

Astronomers can determine the mass, age, chemical composition and many other properties of a star by observing its spectrum, luminosity and motion through space. The total mass of a star is the principal determinant in its evolution and eventual fate. Other characteristics of a star are determined by its evolutionary history, including the diameter, rotation, movement and temperature. A plot of the temperature of many stars against their luminosities, known as a Hertzsprung-Russell diagram (H–R diagram), allows the age and evolutionary state of a star to be determined.

A star begins as a collapsing cloud of material composed primarily of hydrogen, along with helium and trace amounts of heavier elements. Once the stellar core is sufficiently dense, some of the hydrogen is steadily converted into helium through the process of nuclear fusion.The remainder of the star's interior carries energy away from the core through a combination of radiative and convective processes. The star's internal pressure prevents it from collapsing further under its own gravity. Once the hydrogen fuel at the core is exhausted, those stars having at least 0.4 times the mass of the Sun. expand to become a red giant, in some cases fusing heavier elements at the core or in shells around the core. The star then evolves into a degenerate form, recycling a portion of the matter into the interstellar environment, where it will form a new generation of stars with a higher proportion of heavy elements.

Binary and multi-star systems consist of two or more stars that are gravitationally bound, and generally move around each other in stable orbits. When two such stars have a relatively close orbit, their gravitational interaction can have a significant impact on their evolution. Stars can form part of a much larger gravitationally bound structure, such as a cluster or a galaxy.







RECYCLING

Recycling involves processing used materials into new products in order to prevent waste of potentially useful materials, reduce the consumption of fresh raw materials, reduce energy usage, reduce air pollution (from incineration) and water pollution (from landfilling) by reducing the need for "conventional" waste disposal, and lower greenhouse gas emissions as compared to virgin production.[1][2] Recycling is a key component of modern waste management and is the third component of the "Reduce, Reuse, Recycle" waste hierarchy.

Recyclable materials include many kinds of glass, paper, metal, plastic, textiles, and electronics. Although similar in effect, the composting or other reuse of biodegradable waste – such as food or garden waste – is not typically considered recycling.[2] Materials to be recycled are either brought to a collection center or picked up from the curbside, then sorted, cleaned, and reprocessed into new materials bound for manufacturing.

In a strict sense, recycling of a material would produce a fresh supply of the same material, for example used office paper to more office paper, or used foamed polystyrene to more polystyrene. However, this is often difficult or too expensive (compared with producing the same product from raw materials or other sources), so "recycling" of many products or materials involves their reuse in producing different materials (e.g., cardboard) instead. Another form of recycling is the salvage of certain materials from complex products, either due to their intrinsic value (e.g., lead from car batteries, or gold from computer components), or due to their hazardous nature (e.g., removal and reuse of mercury from various items).

Critics of recycling claim that it often wastes more resources than it saves, especially in cases where it is mandated by the government. Note here that municipal recycling may nevertheless still be worthwhile if the net cost is less than the landfill or other disposal costs for the same amount of material.








FRIENDSHIP...














Friendship is a term used to denote co-operative and supportive behavior between two or more people. In this sense, the term connotes a relationship which involves mutual knowledge, esteem, and affection and respect along with a degree of rendering service to friends in times of need or crisis. Friends will welcome each other's company and exhibit loyalty towards each other. Their tastes will usually be similar and may converge, and they will share enjoyable activities. They will also engage in mutually helping behavior, such as exchange of advice and the sharing of hardship. A friend is someone who may often demonstrate reciprocating and reflective behaviors. Yet for many, friendship is nothing more than the trust that someone or something will not harm them.















Value that is found in friendships is often the result of a friend demonstrating the following on a consistent basis:
~the tendency to desire what is
best for the other,
~sympathy and empathy,
~honesty, perhaps in situations where it may be difficult for others to speak the truth,especially in terms of pointing out the perceived faults of one's counterpart,
~mutual
understanding.